Management of Health and Social Care Financial Issues

Management of Health and Social Care Financial Issues Explain how financial shortfalls can be managed. If a health and social care organisation faces financial shortfalls I could handle the situation by; Cash flow: In the effectiveness management of the cash flow process we can sell some assets that are not in use so that the organisation can get some cash in order to run the business. The organisation could also take out a loan to cover the financial shortfall but this will need to be paid back with some percentage of interest which will put the organisation or care home in more debt so the organisation should be working effectively on the Controlling cost,Spreadsheet, Training, Alternative funding, Reserve fund and Prioritising expenses, etc Ladybird care home can also rise the cost of the services offered to service users and use the profit against the financial shortfall but in this case the company may lose the number of service users taking the services as they can get a lower cost service elsewhere. The organisation can also put any projects on hold for time being and use that money in the financial shortfall to cover some amount of debt, once the financial problems have been sorted then they can run the project again. Ladybird care home can cover some part of the shortfalls in alternative ways other than taking out a loan and falling into more financial shortfall in future by holding a (charity fundraising events, donation, grants from government or other companies working in partnership) with Ladybird care home. As a health and social care professional and having knowledge on financial management department I can look into the system and see where the money has gone into and analyse the shortfall and accordingly f ixing the various target areas of expenditures. We can also keep a track of the system and prevent any future financial shortfalls. 3.2 Explain the actions to be taken in the event of suspected fraud. All allegations of fraud must be investigated. Where appropriate the police must be informed. Actions must be taken where fraud is proved. The risk of fraud must be regularly reviewed as part of managers overall assessment of business risk. Steps that managers must take are; the managers role is to Identify the risk areas in the healthcare organisation and allocate responsibility for the risk. The manager has to deal with any risk that may rise and identify controls that would improve the way in which the risk is being managed, because the manager has to make sure the employees are not at any risk during working hours. The manager at the health care organisation has a duty to implement the revised controls and evaluate the effectiveness of the controls to prevent from future risk of fraud taking in place. All the staff members at workplace must report any suspect of fraud to their line manager but they must not take any actions as they may put themselves at risk. Staffs have also a role to be taking in place when a risk of fraud rises, they need to report it immediately but also should avoid putting themselves in danger. Staff must: Staff should make an immediate note of their concerns and let some know their suspicions. This person must be with the appropriate authority and should have the experience to deal with the situation. Staff must also take anonymous letters seriously. This is because a whistleblower may not want their identify to be disclosed. Staff must not: Do nothing. Be afraid of raising any concerns. Approach or accuse any individuals directly. Try to investigate the matter themselves. Convey suspicions to anyone other than those with the proper authority. Handle documentary evidence more than necessary. The next stage is audit and corporate assurance fraud team; they will carry out investigations into allegations of fraud and will provide advice and guidance to line manager on how to deal with this type of situation when raised. The audit team will make announced visits to check on the areas where there is a high risk of frau; by raising fraud awareness at team meeting, conferences and presentations. The investigation will be carried out using analysis tools to interrogate corporate data to identify indicators of possible fraud. 3.3 Evaluate budget monitoring arrangements in a health and social care organisation. In every organisations there is a way of monitoring budgets but have their own systems of arranging information to process it. In Health Care Tech PLC, the financial manager doesnt have any formal qualification in the finance sector but he has years of experience in managing care home budgets and his also good with keeping cashflow statement on a spreadsheet. NMS is a network management system, it is a set of hardware and software tool that allows IT professionals to supervise the individual components of a network within a larger network management framework. Reference   www.justice.gov.uk/downloads/offenders/psipso/pso/PSO_1310_anti_fraud_strategy.doc www.hse.ie/eng/staff/resources/hrppg/fraud_policy.pdf The role of budgets in organisations facing strategic change: an exploratory study. (Margaret A. Abernethy, Peter Brownell)

Integrating Internet-based mathematical manipulatives within Essay

Integrating Internet-based Mathematical Manipulatives Within a Learning Environment The article explores the development, use and importance of digital manipulatives in a mathematics classroom. These manipulatives are believed to be more versatile, economic and efficient than either the manufactured or teacher-created concrete objects traditionally used in the classroom. Manipulatives have been used from time immemorial and have provided tangible mental picture of abstract mathematical concepts. The digitalization of these manipulatives is an important progress in this process. However, the presumption that the article makes about the efficacy of manipulatives in teaching children along with the supposed teaching potential of the manipulatives is doubtful and smells of commercial publicity. There are several advantages that manipulatives are purported to provide. They concretize theoretical ideas, make the study concrete, build confidence in the learner, help solve problems and make the learning experience interesting. What the paper presupposes is that only the using of digital manipulatives is sufficient to bring each of these advantages. This is not supported by evidence. Let us consider the claim that manipulatives build confidence, if a section of the students is less familiar with web based technology than other students in the class, they are likely to lose confidence-using manipulatives. This may adversely affect their learning of math concepts and unnecessarily handicap them. The paper places some conditions that must be fulfilled to realize the full potential of manipulatives. For instance the parents must experience the system, manipulatives should be used for writing assignment, teacher pronounces the benefits to the students, ground rules are established and students are encouraged to explore more material on the web. If manipulatives are used as prescribed they can improve the understanding of more complex and more advanced math theories. These conditions are impractical. What happens if the parents are unfamiliar with the web? Does it put their children at a disadvantage? A teacher pronounces the benefits of manipulatives to children. This is a straw man. If a teacher uses manipulatives she automatically supports the method, there is no need to sermonize it. A child being encouraged to explore more material on the web is an issue that is not related directly to manipulatives. This opens up a host of debatable issues including the exposure of children to unsuitable material. Digital manipulatives can be downloaded and installed on school computers or distributed to children on CDs to be viewed in their homes. The issue of encouraging children to explore the web is not directly related to manipulatives. Further there is no teacher to guide the children in case of glitches. See what the instructions of a manipulative say. (Public Broadcasting Service, 2006). Familiarize yourself with the rules of this fraction game and have fun creating flag designs with the designated fractions. You can choose to paint by half, quarters, and combinations of quarters and halves and then the program will pick colors for you to paint your design by clicking in the flag. One drawback is that there is no help provided if the fraction portions are incorrect, you can only advance if you have painted to correct fractions. A research that comprised of a survey tested the proficiency development potential of manipulatives in math teaching. The basics tested in the survey were motivation, unique instructional capabilities, and support for new instructional approaches, increased teacher productivity and skills for an information age. Eleven teachers were surveyed using a five-point scale. The results were mixed. The results showed that the teachers felt that the use of digital manipulatives had a high positive impact on motivation, that the digital manipulatives had exceptional instructional capabilities, that the web based manipulatives supported new instructional approaches and that the web based manipulatives provided excellent training for an information age. What the teachers did not agree was that the web-based technology increased their productivity. In addition, the teacher showed apprehension about some issues like their inability to track the progress of the student, tricky web sites, ambiguous instructions and lack of direct feedback. This research is not valid. It does not clarify which constructs it attempts to measure. It does not give the process by which it selected the five variables. In addition, the sample size of eleven teachers is too small to reach any meaningful conclusion. Again, the study does not mention basis or the criteria for the selection of the eleven teachers. The study does not give us the details of how the survey scale was constructed. Was there a pilot test? It seems not. The direct conclusion of the research was that virtual manipulatives encouraged student-oriented erudition. The study assumed that the responses of the 11 teachers were indicative of the affect of the digital manipulatives on children. This is questionable. The background of the teachers is not given. Which type of schools they taught in? What physical manipulatives were the teachers using currently? The teachers were ambivalent as to whether digital manipulatives were better than concrete manipulatives and whether teachers were willing to replace concrete manipulatives entirely with digital manipulatives. The teachers have expressed reservations about their inability to track the progress of the student, ambiguous instructions and lack of feedback. If these concerns are addressed satisfactorily it is doubtful if digital manipulatives will remain student centric. In addition, the paper does not define what it means by ‘student centric’. Currently the digital manipulatives that are available on the net offer innovative, interesting and concrete learning opportunities of otherwise nonrepresentational math theories. The end result is that children manage to learn math concepts that were earlier believed to be too advanced for them. These are believed to increase theoretical learning, deeper understanding of dynamic systems, calculation, communication and innovation in thinking. The paper presupposes that the use of the new technology alone is sufficient for enhanced learning of complicated theories. This is not supported by evidence. The learning experience is a function of the power of understanding of the student, the effort he puts in to comprehend and his analytical skills. In addition, learning is facilitated by teacher inputs and guidance. Digital manipulatives cannot replace teacher inputs nor can they substitute student aptitude and effort. Attributing learning achievements to a learning tool is a lopsided opinion inspired by the sales propaganda of digital manipulatives software developers. In sum, the paper eulogizes the benefits of web-based manipulatives for math learning. These manipulatives are claimed to increase children’s understanding of advanced theories and increase the attractiveness of these theories. These web-based manipulatives are declared to focus on the learner and make an optimal use of web-based technology for visualizing intangible concepts. References: Public Broadcasting Service (2006). PBS Teacher Source: Fraction Flags. Retrieved from http://www. pbs. org/teachersource/recommended/math/lk_onlinegames. shtm on August 19, 2006.

Unbiased Report Exposes the Unanswered Questions on Research Paper for College

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Everyone Strives For Happiness - Free Essay Example

Sample details Pages: 4 Words: 1061 Downloads: 9 Date added: 2019/04/22 Category Society Essay Level High school Topics: Happiness Essay Did you like this example? As teenagers, we make decisions everyday that affect our current and future happiness. We balance difficult classes and a plethora of extracurriculars in hopes to secure our future while simultaneously trying to enjoy our day-to-day lives. But, how are we supposed to search for something when we dont truly know what it is were looking for? Lately, Ive wondered that myself and have taken to searching for answers, finding that much of what I was taught and believed about happiness is strikingly incorrect. What we believe to be a basic emotion has been shown in recent studies to be very misunderstood. Happiness is much more complicated and much more reliant on the physcology and circumstances of the individual than many expect it to be. Happiness, scientifically, exists in two different forms, hedonic happiness and eudaimonic happiness. Hedonic happiness is defined as increased pleasure and decreased pain. It is centered around the instantaneous human emotions such as joy, pleasure, pride and excitement, whereas eudaimonic happiness is centered around a persons satisfaction with their life, purpose, and meaning. Veronika Huta, clinical psychology professor at the University of Ottawa explains that the distinction between these types of happiness is important due to the fact that they are commonly at odds with each other. Basically, temporary happiness often does not lead to retrospective happiness, as temporary happiness often roots from impulsive decisions. For instance, not studying for your physics test to go out with your friends or skipping a proofread of your essay so you can watch an episode of The Office before bed may seem like a good idea at the time and yes, it will bring you happiness, but the unfortunate consequence in this hedonic happiness is likely the loss of eudaimonic happiness. So how do we determine which form of happiness is more important? While one person may perceive happiness as instantaneous joy, others may perceive happines s as long term reflection on life. Hence meaning, happiness is not a one-size fits all concept. So the next time you decide to google how to be happy or ask for advice from a friend, recognize that the core concept of happiness varies from person to person and not all the advice you receive will apply to you. Not only can happiness be defined in different ways but it also affects the human psyche in ways we not expect. Weve all had moments, whether its having a good time with friends or family, accomplishing something after hard work, or going on a vacation, where we felt true joy. But, after these moments fade and the period of excitement passes, humans tend to experience a lurking sadness overcome them. These are commonly referred to as Happiness Hangovers. According to psychologist Gary Stollak, professor emeritus of clinical psychology at Michigan State University, this is due to our happiness set point. Our happiness set point is basically a meter where our happiness will al ways balance out. Therefore, after periods of happiness or excitement, we often experience periods of melancholy. Happiness Hangovers are in fact quite similar to the hangovers you are probably more prone to hearing. After someone intakes too much alcohol, they often experience sickness and sadness the next day. This is due to, according to behavior physiologist George Koob, a basic physiological phenomenon that the body reacts to any challenge associated with it, and often in a way to counteract the effects of that challenge. Your brain and emotions do the same thing when you experience too much happiness, they reject it and counteract it, causing you to experience a sudden change in emotion that resembles sadness, guilt, or dullness. Another shocking misconception of happiness involves the brains capability of making choices. Restaurant meals, ice cream flavors, what clothes you wear, and what cereal you buy at the grocery store are decisions you make everyday. Have you ever f ound yourself at a place like the Cheesecake Factory or Olive Garden with menus equivalent in length to a novel, debating between two dinners, fearing that the one you choose will be suboptimal in comparison to the other? This is what is commonly known as the Paradox of Choice. The Paradox of Choice, introduced by Barry Schwartz, implies that choice grants freedom, which then grants happiness. Yet when humans are faced with choice, they often struggle with determining whether they made the correct decisions. This worry then results with a dwindling of happiness. Many may argue the opposite, that you must gain happiness with more choice because more choice often leads to more opportunity to choose something you are satisfied with. But, this would be incorrect because with a wider variety of choice, the human brain becomes confused, resulting in stress. Paradox of choice can be applied to things as simple as choosing your meal at the Cheesecake Factory to something as difficult as choosing life-altering medical treatments. Professor at Columbia University, Sheena Iyengar, conducted a study to test the theory of Paradox of Choice. The first was conducted in a gourmet supermarket in California. Iyengar set up a stand for sampling and purchasing jams and every few hours she would rotate between two groups of sample jams. The first group of jams was a set of 24 and the second, a set of 6 jams. Throughout the time the stand was up for sampling and purchasing, 60% of customers approached the stand with 24 jams and 40% approached the stand with 6 jams but while only 3% of those that approached the stand with 24 jams actually purchased jam, 30% of those that approached the stand with 6 jams bought jam. The people in the grocery store were overwhelmed by the immense amount of different jams, therefore making them less entreating. This is due to when a person is confronted by a large selection or a wide variety of options, the human brain struggles with self-doubt and therefore relinquishes some happiness during decision making, causing the jams to be less appealing. But, when confronted with less options, the human brain was able to better process what information is in front of it, which made the decision making easier and resulted in an escalation in happiness. Happiness has many misconceptions and is something the world is studying and pondering everyday. Theories may sharpen our focus on what happiness means to each person but it will always remain illusive. As we continue on our journey, in search of happiness Don’t waste time! Our writers will create an original "Everyone Strives For Happiness" essay for you Create order