Managing the quality and cost of co-morbid populations is one of the most challenging aspects of health leadership. In this Discussion, you are challenged with selecting those data which will be most helpful in the management of Medicare populations. As health information exchanges (HIEs) progress at the state, federal, and nation level, health leaders are tasked to participate in the development of analytics tools that can be used to pull data and inform policy practice.

Scenario: Review the high volume Medicare Data Scenario located in the Learning Resources. In this scenario you are asked to work with a complex dataset of co-morbidity data of patients that have three concurrent co-morbid conditions (Chronic Condition Triads: Prevalence and Medicare Spending). How can data from HIT systems be used to formulate useful information to facilitate in the management of this population?

To prepare:Using the health care information systems standards for clinical and financial data discussed in Week 6 (Chapter 10 of Health Care Information Systems: A Practical Approach for Health Care Management), identify specific types of data (data sets, standards, examples of those data) that can be redeveloped into Big Data tools and used to address the management of population health initiatives.Define a Big Data analysis dataset to include in a data warehouse by identifying two specific types of clinical and financial data from the Chronic Condition Triads: Prevalence and Medicare Spending dataset in your Learning Resources that you feel could be used to drive behavior change in the patient and provider populations. This Big Data dataset will become the focus of your Discussion.

Explain why the two specific types of clinical and financial data you selected as your Big Data dataset would best affect behavior change in the type of co-morbid Medicare populations served in the scenario. Explain and assess how this Big Data dataset can change the behaviors of health care providers in the scenario. Assuming that your Big Data dataset is going to be shared in a regional health information exchange, explain how the Centers for Medicare and Medicaid Services and private payers might use these regional data sets to increase value in delivering services to co-morbid Medicare patient populations in the region.

Making graphs proceeds in stages from concrete to abstract. A first-stage activity might be:

Question 1 options:

taking paper squares and gluing them on a chart.

drawing pictures on the chart.

stacking blocks to represent a vote.

coloring in squares on graph paper.

SaveQuestion 2 (5 points)

How many stages of development for constructing graphs do children progress through?

Question 2 options:

One stage

Two stages

Four stages

Five stages

SaveQuestion 3 (5 points)

What is the second stage in the development of the concept of measurement?

Question 3 options:

Making comparisons

Creating standard units

Playing and imitation

Noticing contrasts

The kinds of time a preschool child has to learn do not include which of the following?

Question 4 options:

Personal experience

The analog clock

Social activity

Culture

SaveQuestion 5 (5 points)

Who should select the themes built into a thematic unit?

Question 5 options:

The school’s administrators

The teachers

The children

The teachers and the children.

SaveQuestion 6 (5 points)

Several children are in an area of the room that is set up like a restaurant. Some children are customers studying the day’s menu and checking the prices; others are waitresses and waiters taking orders and collecting money; and others are the cooks pretending to measure and mix ingredients. This type of activity in early childhood classrooms would be considered to be:

Question 6 options:

an excellent setup for applying mathematics and science understandings.

a waste of time to children who should be memorizing math facts.

a waste of time to children who should be reading their science textbooks.

far from being in line with national standards for mathematics and science instruction.

SaveQuestion 7 (5 points)

Primary grade students will be moving into which of the following stages?

Question 7 options:

Seeing a need for standard units

Playing and imitation

The process of making comparisons

Using arbitrary units

SaveQuestion 8 (5 points)

The kindergartners mark off the date on the class calendar. This activity familiarizes them with one aspect of:

Question 8 options:

personal time.

culture time.

social time.

time duration.

SaveQuestion 9 (5 points)

Which of the following activities would probably lend itself best to ordering and patterning?

Question 9 options:

Putting a puzzle together

Playing with clay

Stringing beads of different sizes and colors

Roller blading

SaveQuestion 10 (5 points)

The kind of time sense that is learned as one goes through the daily routine is called:

Question 10 options:

duration.

pattern.

personal exploration.

sequence.

SaveQuestion 11 (5 points)

Children with special needs can benefit from doing measurement activities:

Question 11 options:

on their own.

working with paper and pencil problems.

working in pairs.

using rulers.

SaveQuestion 12 (5 points)

Storybooks such as The Gingerbread Man, Caps for Sale, and The Three Little Pigs aid in developing the concept of:

Question 12 options:

time sequence.

culture sequence.

social sequence.

time duration.

SaveQuestion 13 (5 points)

Sarah, Vera, and Joe pour water into and out of various containers. They are at the stage of:

Question 13 options:

seeing a need for standard units.

playing and imitation.

the process of making comparisons.

using arbitrary units.

SaveQuestion 14 (5 points)

Both the National Council of Teachers of Mathematics (NCTM) and Common Core State Standards include the expectation that:

Question 14 options:

preschoolers and kindergartners will not understand that time is a measurable attribute.

preschoolers and kindergartners will understand that time is a measurable attribute.

preschoolers and kindergartners will understand that time is not an important measureable attribute.

preschoolers and kindergartners will measure time using analog clocks and yearly calendars.

SaveQuestion 15 (5 points)

When children are developing the concept of measurement they, go through several stages. The first stage is:

Question 15 options:

seeing that standard units are more accurate than arbitrary units.

pretending to measure by imitating older peers and adults.

making comparisons of sizes and amounts.

learning how to use arbitrary units.

SaveQuestion 16 (5 points)

Patterning is the prekindergarten and kindergarten Focal Point for:

Question 16 options:

geometry.

fractions.

algebra.

one-to-one correspondence.

SaveQuestion 17 (5 points)

In this first-grade classroom, children are observing putting dirt in containers and planting seeds, writing stories about plants, reading books about plants, drawing pictures of plants, and comparing and measuring the leaves from a variety of plants. There is a graph of My Favorite Plant on the bulletin board. This type of curriculum planning is called teaching through:

Question 17 options:

textbooks.

variety of ideas.

workbooks.

a thematic unit or a project.

SaveQuestion 18 (5 points)

Problem solving, reasoning, communication, connections, and hands-on learning can be applied and experienced through which of the following?

Question 18 options:

Dramatic play

Thematic and project approaches

Integrated curriculum

All of the above

SaveQuestion 19 (5 points)

“Teacher, when I was a baby I drank out of a bottle,” is an example of the kind of time referred to as:

Question 19 options:

personal experience.

culture.

social activity.

duration.

SaveQuestion 20 (5 points)

Thematic units, projects, and dramatic play are the means for developing a curriculum that is:

Question 20 options:

lecture based.

skills based.

integrated.

organized.