ࡱ> @B=>?{ bjbjBrBr n  c&     $...P~z.tpv"sss$8 4ss44  ̇???4  ?4??g~!pP}::>}07;P|! !\s #? *4A/ssse=Psss4444sssssssss : Panuska College of Professional Studies Department of Health Administration and Human Resources Graduate MHA Program HAD 509 ADMINISTRATIVE ISSUES 3 Credits Daniel J. West, Jr., Ph.D., FACHE, FACMPE Spring Semester, 2012 Monday 4:30 7:10 p.m. (Section 1) Monday 7:20 10:00 p.m. (Section 2) COURSE DESCRIPTION: This is the graduate health administration capstone course. Students integrate and apply knowledge, principles, theories, concepts, methods, techniques, skills, competencies, values, and viewpoints developed throughout the curriculum to resolve health care administration case studies and to complete an applied health care administration project. The course uses knowledge gained in all core curriculum courses and requires critical thinking, problem solving, decision making, creative capacities, qualitative and quantitative analysis. Behavioral outcomes focus on eloquentia prefecta, comprehension, application, analysis, synthesis and evaluation of health care administration knowledge, skills, theory and issues. PREREQUISITES: 36 core HAD credits or approval by the Program Director TYPICAL COURSE SEQUENCE: This course is normally taken during the second year of graduate studies in the final semester prior to taking HAD 581 Administrative Residency or other types of fieldwork. MHA COMPETENCY MODEL & COURSE OBJECTIVES: A. The MHA program utilizes the Healthcare Leadership Alliance (HLA) and the American college of Healthcare Executives (ACHE) domains and competencies. The critical domains related to this course are: Communication and Relationship Management, Leadership, Professionalism, Knowledge of the Healthcare Environment and Business Skills and Knowledge. DOMAIN 1 Communication and Relationship Management The ability to communicate clearly and concisely with internal and external customers, establish and maintain relationships, and facilitate constructive interactions with individuals and groups. Specific competencies include: 1.1 Communicate effectively one-on-one, in work groups and on projects. 1.2 Write clearly, concisely using good grammar. 1.3 Speak clearly and effectively before individuals and groups. 1.4 Prepare professional presentations. 1.5 Demonstrate telecommunication skills. 1.6 Facilitate group dynamics, process and discussions. 1.7 Effectively conduct a meeting using good techniques. 1.8 Critically analyze management issues and communicate the analysis in a clear and concise manner, both orally and in writing. DOMAIN 2 - Leadership The ability to inspire individual and organizational excellence, create a shared vision and successfully manage change to attain the organizations strategic ends and successful performance. According to the HLA model, leadership intersects with each of the other four domains. Specific competencies include: Utilize decision-making and problem-solving skills. Demonstrate critical thinking and strategic thinking. Facilitate team work and effective group processes. Encourage and motivate others to create commitment to purpose. Apply concepts and theory to demonstrate effective working relationships among and between management, medical staff and governing borad. Understand the roles and responsibilities of the governing board and identify effective techniques for developing and maintaining relationships between senior management, the medical staff and the board. Present and discuss current trends and issues impacting stakeholders and the healthcare environment. DOMAIN 3 Professionalism The ability to align personal and organizational conduct with ethical and professional standards that include a responsibility to the patient, community, a service orientation, and a commitment to life long learning and improvement. Specific competencies include: Advocate for patients, families and community. Articulate, model and promote professional values and ethics. Conduct self-assessment and utilize reflection and discernment. Identify conflict of interest and consequences of unethical actions. Establish and build a network of professional relationships. Apply the ACHE Code of Ethics in case analysis and assignments. Apply principles of honesty and integrity DOMAIN 4 Knowledge of Healthcare Environment The understanding of the healthcare system and the environment in which healthcare managers and providers function. Specific competencies include: Use evidence based approaches in decision-making and problem-solving. Analyze situations and develop stratetgy. Understand, monitor, and comply with laws, regulations, and accreditation agencies. Develop, organize, synthesize and articulate ideas and critical thinking. Use marketing and needs assessment techniques to develop and implement services and change within an organization. Analyze and use factual information to manage change and present reports. DOMAIN 5 Business Skills and Knowledge The ability to apply business principles, including systems thinking, to the healthcare environment. Specific competencies include: Demonstrate the ability to synthesize and integrate information to make decisions, solve problems, develop solutions. Use principles of strategic human resources management to recruit and retain people, improve performance, and achieve organizational goals. Develop, evaluate and understand how to implement strategies that further the mission, vision and values of the organization. Measure and improve clinical and organizational performance to improve outcomes. Understand and communicate the value of administrative, financial and clinical support technologies to improve performance. Manage a project using project management techniques and systems thinking. Use statistical and analytical tools to measure and improve performance. Apply financial management and quality improvement principles. B. Alignment of domains and competencies with assignments and assessments: Activity Domains Class Participation 1.1 2.3, 2.4 3.2, 3.6 4.2, 4.4, 4.6 5.1, 5.5Leading A Case Discussion1.3, 1.6, 1.7 2.4, 2.5 3.2 4.2, 4.3, 4.6Written Case Study Analysis (10 Cases) 1.2, 1.8 2.1, 2.2, 2.5, 2.6 3.4, 3.5, 3.6 4.1, 4.2, 4.3, 4.4, 4.5 5.1, 5.2, 5.3, 5.4, 5.7, 5.8Written Capstone Project1.2 2.1, 2.6 3.5, 3.7 4.1, 4.2, 4.4, 4.5, 4.6 5.1, 5.2, 5.3, 5.4, 5.6, 5.7, 5.8Oral Project Defense 1.4, 1.5 2.2, 2.7 3.2, 3.3 4.4, 4.6 5.1, 5.5, 5.6Evening News1.1, 1.3, 1.4 2.4, 2.7 3.1, 3.6 4.3, 4.6Presentations & Discussion of Assigned Readings1.1, 1.3, 1.4, 1.6 2.3, 2.4, 2.5 3.5 4.4, 4.6 5.6 Alignment of course objectives with ACHE domains and competencies. During this course the student will: Course objectives Competencies use fundamental principles, generalizations, theories, methods, and techniques in health care administration to demonstrate critical thinking. 4.1, 4.2, 4.3, 5.1, 5.2 integrate prior learning from MHA courses to improve thinking, problem-solving, and decision-making 2.1, 4.1, 4.2, 5.1, 5.2, 5.3, 5.8 analyze complete health care administration cases, situations, problems, and issues. 5.1, 5.2, 5.3, 5.5, 5.7, 5.8 apply and integrate MHA curriculum concepts, principles, theories, models, methods, skills and competencies. 2.5, 4.2, 5.2, 5.3, 5.8 develop competency in assessing, evaluating, analyzing, and solving health care management problems. 2.2, 4.2, 5.2, 5.3, 5.7, 5.8 develop specific skills, competencies, viewpoints, and traits needed by health care administrators. 2.6, 3.1, 3.4, 3.6, 5.6 develop personal responsibility, initiative, resourcefulness, and self-discipline. 2.3, 3.2, 3.3 develop creative capacities and original thinking for solving health care administration problems. 4.1, 4.4, 5.1, 5.3  develop communication skills for writing, speaking, listening, discussing, and teamworking  1.1, 1.2, 1.3, 2.7, 5.6 utilize reflection and discernment in the learning process.2.4, 3.4, 3.5, 3.6synthesize, integrate, and apply knowledge. 2.2, 4.1, 4.2, 5.6, 5.8utilize experience-based learning.4.1, 4.2, 5.3, 5.4, 5.8practice effective interaction in groups and teams.1.3, 1.6, 1.7, 5.6incorporate assessment of data and research findings in written and oral presentations.2.5, 4.6, 5.6, 5.7, 5.8 analyze information, debate issues, classify information, develop tables and graphs, organize data, compile data and draw relevant conclusions. 4.4, 4.6, 5.4, 5.7, 5.8  establish and validate all recommendations and conclusions.4.4, 4.5, 5.4, 5.7 draw relevant conclusions from research and analysis. 4.3, 4.4, 5.2, 5.5, 5.7 assemble and collect valid and reliable data; estimate future trends in health care. 4.5, 4.6, 5.7 assess and re-evaluate personal career plans; use course to examine and crystallize interests and values. 3.3, 3.4, 3.6acquire new information and knowledge for health care administration via project, cases, and readings. 2.7, 3.1, 5.3, 5.4develop competencies and points of view needed in health care administration. 1.4, 1.5, 1.8, 3.1, 3.5prepare for fieldwork opportunities.  2.6, 3.5Communicate clearly and concisely, both orally and in writing. 1.2, 4.6, 5.5Demonstrate professionalism and ethical analysis. 3.2, 3.5, 3.6, 3.7 D. Faculty Senate Academic Policy Committees Proposed Definition of Eloquentia Pefecta relevant to developing skills and competencies in this course. In accordance with the Jesuit pedagogical goal of eloquentia perfecta, the University of Scranton aims to enable students to speak, write, and argue effectively in varied media, and so develop a skill that will enable them to serve the common good more fully as professionals and as citizens. Although eloquentia perfecta derives its goals from rhetorical traditions stressing excellence and logical clarity in communicating, it succeeds in achieving those goals in conjunction with the associated arts of reading, listening, observing, inquiring, analyzing, and thinking critically. Eloquentia perfecta manifests as students produce a variety of discourse, generating broader and deeper understandings, and so contribute to the greater good as engaged and compassionate members of the human community. COURSE ACTIVITIES: This course uses applied projects, case studies, class discussion, class lecture, reading assignments, class attendance and participation, course handouts, supplemental readings, research, oral presentations, written reports, and consultations with the professor. Other learning activities and methods may be used to facilitate learning and meeting objectives. Guest speakers are used at appropriate times to help with professional skill development and to stimulate creative thinking. External learning events are used to develop professional skills. REQUIRED TEXTS AND READINGS: ACHE Healthcare Executive Competencies Assessment Tool, 2012. The Governance Institute. (Fall 2008). Aligning Hospitals and Physicians: Formulating Strategy in a Changing Environment. San Diego: CA Kovner, A.R., Fine, D.J. & DAquila, R. (2009). Evidence-Based Management in Healthcare. Chicago: Health Administration Press. McGinn, P. (2009). Partnership of Equals: Practical Strategies for Healthcare CEOs and Their Boards. Chicago: Health Administration Press. Rakich, J.S., Longest, B.B., & Darr, K. (2010). Cases in Health Issues Management (5th edition). Baltimore: Health Professions Press. Simendinger, E. (Summer 2003). In search of a course design and teaching methods to improve critical thinking skills. Journal of Health Administration Education, 20(3), 197-210. Students are to do whatever additional reading they consider necessary to prepare for discussion of case studies and to complete their health care administration project. This may include reading from books, journals, references, websites, materials obtained from health care organizations, and other sources. Additional readings and materials will be distributed in class or assigned during the semester. OPTIONAL TEXT: Porter, M., Olmsted-Teisberg, E. (2006). Redefining Health Care: Creating Value-Based Competition on Results (1st Edition). Harvard Business School Press (ISBN: 159139 7782). STUDENT RESPONSIBILITIES: Students are expected to exhibit professional and ethical behavior at all times. You are responsible for: * attending all class sessions and activities. * completing all reading assignments prior to scheduled classes (except the first class). * acting ethically and professionally, interacting appropriately in class. * participating in class discussions, asking questions as needed. * attending (on time) and actively contributing to all classes. * completing all course assignments and activities as scheduled. * dressing appropriately for class and study tours. * talking with the professor regarding questions or concerns about assignments, grades, class activities, or other aspects of the course. * reading and following the university plagiarism policy. * adhering to the "Academic Code of Honesty" standards. * adhering to ACHE Code of Ethics. * using APA Publication Manual and style in all written work. Class preparation, attendance, and participation help increase course learning, performance, and grades. The more you attend, prepare, and participate, the more you will learn and retain. Class attendance is expected. Participation in all class discussions is expected. Please come to each class fully prepared to meaningfully participate in discussions, assignments, and activities. You are encouraged to share your own experiences that fit with the class content. I want you to do well in the course. This syllabus provides information about what is expected in this course. During the semester, I will provide further information and clarification about course expectations, assignments, competencies, and so forth, so that you can learn and do well in the course. Please contact me (by email, phone, after class, office visit, etc.) if you have questions or concerns about course material, class activities, assignments, grades, or any aspects of the course. I will provide feedback to you during the semester about your performance in the course; if you desire further feedback, please contact me. I will be available for individual help, and I will welcome input and feedback about the course. CLASS POLICIES: Class members are expected to attend classes and are responsible for all course material covered on the day(s) missed. Class members should obtain the missed course information from another student. Ordinarily, no extension on assignments will be given. Notice to the professor of late submissions is required. Failure to notify the professor of a problem concerning an assignment when it is due will result in a 10% reduction in grade for each day the assignment is late. After 9 days, the grade for the assignment will be a zero. Ordinarily, no extra credit assignments will be given. Ordinarily, incomplete grades are not given. All written assignments will be evaluated on professional aspects of writing such as grammar, spelling, context, neatness, organization, and overall readability. All written assignments must utilize the APA editorial style. All references must be appropriately cited and plagiarism in any form will result in course failure. Class members are required to read and adhere to the University Code of Honesty and Academic Integrity. Verbal presentations in class require preparation and practice. Reading of presentations is not acceptable and will result in a lower grade. COURSE ACTIVITIES AND ASSIGNMENTS: The main purpose of the course activities, readings, case studies, discussions, assignments, research, presentations and projects are to assess to what extent participants: have acquired specific knowledge, skills and competencies; achieved a better understanding, working knowledge and comprehension of health services administration; understand important issues, problems and trends; utilize and demonstrate knowledge from other courses; can communicate information effectively to colleagues and work in teams; meet the stated course objectives; demonstrate critical thinking, problem solving and decision-making. GRADING CRITERIA: Activity Points % of the Grade Attendance & Meaningful Class Participation 45 12% (3 pts X 15 classes) Presentations & Discussion of Assigned Readings 25 6% Leading a Case Study Discussion 20 5% Written Case Study Analysis 90 23% (10 pts X 9 cases) Written Capstone Project 100 26% Capstone Project Oral Defense 75 20% Evening News 30 8% Total Points 385 100% 6 XI. DETERMINATION OF COURSE GRADE: Grade GPA Points Definition % Cutoff A = 4.00 385-366 Superior/Outstanding 95 - 100 A- = 3.67 365-354 Excellent 92 - 94 B+ = 3.33 353-343 Very Good 89 - 91 B = 3.00 342-331 Good 86 - 88 B- = 2.67 330-320 Fair 83 - 85 C+ = 2.33 319-308 Passing Grade 80 - 82 C = 2.00 307-285 Minimal Passing Grade 74 - 80 F = 0.00 284-0 Failure 73 - 0 APPLICATION FOR DEGREE AND COMPREHENSIVE EXAMINATION: All students enrolled in the course should submit, to the professor, an Application for Comprehensive Examination [if not already submitted] and an Application For Degree if graduation is anticipated at the conclusion of the semester. INSTRUCTIONAL ASSISTANCE: The professor will be available to answer questions and help participants before, during and after class. Individual appointments are available upon request. Participants are encouraged to talk with the professor if there are unique problems or questions requiring further discussion or clarification. The professor can be reached by telephone at work (941-4126) or during regular office hours. Participants who wish to explore other possible ways of achieving a desired grade in this course are invited to arrange for an appointment with the professor to further discuss this possibility. If a participant would like to adopt course assignments to their work setting, such arrangements require an appointment with the professor to finalize topics and modifications to the course requirements. Any modifications must maintain academic rigor and requires agreement in writing with the employer. XIII. REASONABLE ACCOMMODATION: Students with disabilities need to be registered with the Center for Teaching and Learning Excellence (CTLE) and provide relevant and current medical documentation. In order to register with the office, the student must self-disclose the presence of a specific disability and provide the appropriate documentation complete with diagnosis and specific limitations. The CTLE will determine appropriate, legal documentation needs. If the documentation is incomplete, the student may be asked to provide additional diagnosis documentation. Students with disabilities who are requesting reasonable accommodations should contact the University of Scrantons CTLE office at 570-941-4038. Students are encouraged to set an appointment early in the semester to discuss any needs for accommodations with the Professor. Students should contact Mary Ellen Pichiarello (Extension 4039) or Jim Muniz (Extension 4218), 5th floor, St. Thomas Hall, for an appointment. For more information, see  HYPERLINK "http://www.scranton.edu/disabilities" http://www.scranton.edu/disabilities. XV. Writing Center Services The Writing Center focuses on helping students become better writers. Consultants will work one-on-one with students to discuss students work and provide feedback at any stage of the writing process. Scheduling appointments early in the writing progress is encouraged. To meet with a writing consultant, stop by during the Writing Centers HYPERLINK "http://matrix.scranton.edu/academics/ctle/writing/hours.shtml"regular hours of operation, call (570) 941-6147 to schedule an appointment, or complete the HYPERLINK "http://matrix.scranton.edu/academics/ctle/writing/online-request-form.shtml"Writing Assistance Request Form online. You can also schedule an online appointment using HYPERLINK "http://matrix.scranton.edu/academics/ctle/writing/GOOGLE.PDF"Google Docs and Google Talk. XIV. OFFICE HOURS: Tuesday: 3:30-6:30 PM; Thursday 5:30-8:30 PM; Other Hours By Appointment Only Participants are strongly encouraged to meet with the professor if they have concerns and not waiting until there is a major problem in the course. It is most advisable to set up a specific time to meet with the professor during regular office hours. XVI. COMMUNICATION VENUES: FAX: (570) 941-5882 Telephone: (570) 941-4126 (voice mail) Email:  HYPERLINK "mailto:westd1@scranton.edu" westd1@scranton.edu  HYPERLINK "mailto:Daniel.West@scranton.edu" Daniel.West@scranton.edu Department: (570) 941-4350 Secretaries: JoanneReichle (7:00-3:00) 941-4350 Michele Heenan (3:00-8:00) 941-4350 Graduate Assistants: (941-6237) Lauren Majeski Cristinel Miinea Neel Pathak Kathryn Semcheski Brittany Speer Office Address: Daniel J. West, Jr., Ph.D., FACHE, FACMPE Professor and Chairman Department of Health Administration and Human Resources University of Scranton McGurrin Hall, Room 417 Scranton, PA 18510-4597 XVII. CLASSROOM LOCATION AND TIME: Monday 4:30-7:10 PM (Section 1) - Room 402 - McGurrin Hall Monday 7:20-10:00 PM (Section 2) - Room 402 - McGurrin Hall HAD509 Written Case Analysis Content and Format [Adapted from: Simendinger, E. (2003). In Search of a Course Design and Teaching Methods to Improve Critical Thinking. Journal of Health Administration Education, 20(3), 197-213.] Do each case analysis without discussing it with other HAD 509 students prior to class. We will analyze and discuss each case in class, so wait until class to discuss the case. If you will miss a class, you should email your case analysis to the instructor before the class. For each case, write the following information and number it 1 though 8 and use section headings: Your name. The case number, case title, and class date. A summary of the case. [1 paragraph] This will require you to read the case several times. Do not just copy sentences from the case. Instead, express in your own words the essence of the case. A list of what you think are the 10-15 most important facts/factors in the case [1-2 pages]. The most important health administration problem/issue to be solved in the case. [1 sentence]. List other secondary problems in the case [1-2 pages]. Your recommended solution for the case (a.-d. below). Make clear specific realistic recommendations. There must be a clear logical sequence to your thoughts and recommendations. [4-5 pages] At least three possible realistic alternative solutions for the most important problem (stated above for 5). Criteria to evaluate possible alternative solutions. For example: acceptability to stakeholders, needed resources, legality, timing, cost-effectiveness, ability to implement, side effects, qualifications, statistical data, financial data, ethical considerations, fit with case facts, likelihood of actually solving the problem, etc. Evaluation of the possible alternative solutions (6a) using the criteria (6b). Your recommended solution for the problem, based on 6a, 6b, and 6c. Justify your recommendation. Specific MHA tools, methods, techniques, principles, theories, models, etc. from MHA courses that you used for this case. List specific tools (e.g., cost-benefit analysis, market segmentation, etc.). Do not list general subjects (e.g., finance, leadership) [1-2 pages]. Answer any case study questions that accompany the case. If a case question is answered by what you already wrote for 3-7 above, then just note which part of your case analysis provides the answer. Case analyses will sometimes be collected and graded. Grades will be based on how well case analyses use case information, MHA tools, and critical thinking to do 3-8 above. Each case analysis is worth a total of 10 possible points as follows: 1,2,3 = 1 point 4 = 1 point 5 = 1 point 6 = 5 points 7 = 1 point 8 = 1 point The Evening News for Health Care Administrators You are to report the evening news in a class. Your news report must present a news item or current event that is pertinent to health care management (not just health). Please do not report a journal article report the news from a newspaper, website, TV, or other source. Local news might be especially interesting. After you report the news, give your thoughts and opinions about how what you reported could affect health organizations and management of those organizations. Then finish by leading discussion of the news. In keeping with current trends in news reporting, you may make the news fun and entertaining. You may review work-in-progress with the instructor for preliminary feedback to improve your learning and performance. Schedule your news report for a specific class, and then do the following 3 things: Concisely state the news in your own words e.g., who, what, where, when, why. Explain how you think health organizations and health care management could be affected by what you reported. Describe at least 3 specific ways that health organizations and their management could be affected by what you reported. What should health care managers do? Lead class discussion of your news with discussion question(s). Call on people if necessary. Name: Date: News: Criteria Points Comments / Suggestions Content (a. above) [5 points] Effects and action (b. above) [5 points] effect #1 effect #2 effect #3 what managers should do Discussion (c. above) [5 points] Organization, flow [5 points] Use of time [5 points] Delivery [5 points] connection with audience voice clear and loud enough pace, speed energy, enthusiasm gestures, movement minimal reading Total points [0 30] Oral Presentation of Health Care Administration Capstone Project You must prepare and present your own health care administration capstone project. This should demonstrate your ability to use MHA tools, knowledge, theories, skills, techniques, competencies, etc. from at least 5 different MHA courses to solve a complex multi-faceted health care administration problem. This could come from a job, a case study, an interview with a health care executive, or some other source. This presentation should be high-quality, appropriate for graduate study, and suitable for the administrative staff of the health care organization. The chosen project must be approved by the instructor before proceeding. Work-in-progress should be reviewed with the instructor for feedback to increase learning and performance. Your presentation (excluding Q&A) should be 20-30 minutes long, you should give a copy of visual materials to the audience, and you should do the following: Introduce the presentation (state the purpose, state the importance, give a quick outline). Describe a complex multi-faceted health care administration problem of a health organization. Include relevant background (e.g., history, environment, stakeholders, market, mission, strategy, services, leadership, culture, finances, human resources, etc.). Help the audience understand the problem you will solve. Describe possible solutions to resolve the problem, demonstrating application of relevant MHA tools. Identify criteria you use to evaluate alternative solutions, demonstrating application of MHA tools. Explain, evaluate, and justify your recommended solution, showing application and integration of relevant MHA tools. Propose an implementation plan (who will do what when), demonstrating application of relevant MHA tools. Explain how you use specific MHA tools from at least 5 MHA courses in this project. Name: Date: Project: Criteria Points Comments / Suggestions Content (a-g above) Introduction [5] Problem [5] Possible solutions [10] Criteria [5] Recommended solution [10] Implementation [5] MHA tools [5] Focus and clarity [0 5 points] Arrangement, flow [0 5 points] Use of time [0 5 points] Attire, delivery [0 5 points] Visual materials [0 5 points] Q&A, discussion [0 5 points] Total points [0 - 75] Written Report of Health Care Administration Capstone Project You must prepare and write a report of your own health care administration capstone project. This report should demonstrate your ability to use MHA tools, knowledge, theories, skills, techniques, competencies, etc. from at least 5 different MHA courses to solve a complex multi-faceted health care administration problem. This could come from a job, a case study, an interview with a health care executive, or some other source. This report should be high-quality, appropriate for graduate study, and suitable for the administrative staff of the health care organization. The chosen project must be approved by the instructor before proceeding. Work-in-progress should be reviewed with the instructor for feedback to increase learning and performance. Your report should be about 15-20 pages long (plus appendices) and should do the following: Introduce the report (state the purpose, state the importance, give a quick outline). Describe a complex multi-faceted health care administration problem from a health organization. Include relevant background (e.g., history, environment, stakeholders, market, mission, strategy, services, leadership, culture, finances, human resources, etc.). Help the reader understand the problem you will solve. Describe possible solutions to resolve the problem, demonstrating application of relevant MHA tools. Identify criteria you use to evaluate alternative solutions, demonstrating application of MHA tools. Explain, evaluate, and justify your recommended solution, showing application and integration of relevant MHA tools. Propose an implementation plan (who will do what when), demonstrating application of relevant MHA tools. Explain how you use specific MHA tools from at least 5 MHA courses in this project. Name: Date: Project: Criteria Points Comments / Suggestions Content (a-g above) Introduction [5] Problem [15] Possible solutions [10] Criteria [5] Recommended solution [15] Implementation [10] MHA tools [5] Focus and clarity [0 5 points] Arrangement, flow [0 5 points] Conciseness [0 5 points] Proper writing, grammar, etc. [0 10 points] Graphs, charts, etc. [0 5 points] Overall appearance, format, etc. [0 5 points] Total points [0 - 100] REQUIRED READINGS Electronic Reserved Readings Acosta, C., Dibble, C., Giammons, M. & Wang, N.E. (2009). A model for improving universial childrens access to health insurance via the emergency department. Journal of Healthcare Management, 54(2), 105-115. Belmont, E., Haltom, C.C., Hastings, D.A., Homchick, R.G., Morris, L., Taitsman, J., Peters, B.M., Nagele, R.L., Scherner, B. & Peiseit, K.C. (2011). A new quality compass: hospital boards increased role under the affordable care act. Health Affairs, 30(7), 1282-1289. Briner, R.B., Denyer, D., & Rousseau, D.M. (November 2009). Evidence-based management: concept cleanup time? Perspectives, The Academy of Management, 23(4), 19-32. Buel, J.M. (2009). Looking out for inspiration. Healthcare Executive, 24(3), 20-28. Chugh, A., Williams, M.V., Grigsby, J. & Coleman, E.A. (2009). Better transitions: improving comprehension of discharge instructions. Frontiers of Health Services Management, 25(3), 11-32. Cohn, K.H. (2009). A practicing surgeon dissects issues in physician-hospital relations. Journal of Healthcare Management, 54(1), 5-10. Costello, M.M., West, D.J. & Ramirez, B. (2011). Hopsitals for sale. Hospital Topics, 89(3), 69-73. Crosson, F.J. (2011). The accountable care organization: whatever its growing pains, the concept is too vitally important to fail. Health Affairs, 30(7), 1250-1255. Curran, C.R. & Totten, M.K. (2010). Enhancing board effectiveness. Nursing Economics, 28(6), 420-422. Curran, C.R. & Totten, M.K. (2010). Quality, patient safety, and the board. Nursing Economics, 28(4), 273-275. Duke, K.T., Lewicki, R.J. & Zaheer, A. (2009). Repairing relationships within and between organizations: Building a conceptual foundation. Academy of Management Review, 34(1), 68-84. Forney, S.W. & Phillips, B. (2009). 10 Critical growth strategies healthcare executives must know. Healthcare Executive, 9-14. Gillespie, W. & Dietz, G. (2009). Trust repair often an organization-level failure. Academy of Management Review, 34(1), 127-145. Goldbach, A.R. & West, D.J. (2010). Medical tourism: a new venue of healthcare. Journal of Business Issues, 4(2), 43-53. Griffith, J.R. (2009). Finding the frontier of hospital management. Journal of Healthcare Management, 54(1), 57-72. Jha, A. & Epstein, A. (2011). Hospital governance and the quality of care. Health Affairs, 29(1), 182-187. Jiang, H.J., Lockee, C., Bass, K. & Fraser, I. (2009). Board oversight of quality: Any differences in process of care and mortality? Journal of Healthcare Management, 54(1), 15-29. LaPenna, A.M. (2009). Workplace medical clinics: the employer-redesigned company doctor! Journal of Healthcare Management, 54(2), 87-91. Lafley, A.G. (2009). What only the CEO can do. Harvard Business Review, 54-62. Meyer, H. (2011). Accountable care organization prototypes: winners and losers? Health Affiars, 30(7), 1227-1231. Murphy, M. (2009). Why CEOs get fired. Leadership Excellence, 14. Nembhard, I.M., Alexander, J.P., Hoff, T.J. & Ramanujam, R. (2009). Why does the quality of healthcare continue to lag? Insights from management research. Academy of Management Perspectives, 24-42. Popely, D. (2009). Beyond the bin: How healthcare is responding to the sustainability movement. Healthcare Executive, 24(3), 9-19. Popely, D. (2009). Partners in change: Physicians and hospitals aligning for success. Healthcare Executives, 24(4), 8-14. Porter, M.E. & Kramer, M.R. (January-February 2011). The big idea: creating shared value. Harvard Business Review, 62-77. Reay, T., Whitney, B., & Kohn, M.K. (November 2009). Whats the evidence on evidence-based management? Perspectives, The Academy of Management, 23(4), 5-18. Rundall, T.G., Martelli, P.F., Arroyo, L., McCurdy, R., Graetz, I., Newworth, E.B., Curtin, P., Schmittdiel, J., Gibson, M. & Jsu, J. (2007). The informal decisions toolbox: tools for knowledge transfer and performance improvement. Journal of Healthcare Management, 52(5), 325-342. The Governance Institute (Fall 2008). Aligning Hospitals and Physicians: Formulating Strategy in a Changing Environment. Governance Institute White Paper, 1-32. West, D.J. & Ramirez, B. (2010). Sustainable cost reductions for community hospitals. Humanium, 5(2), 113-123. West, D.J., Costello, M. & Ramirez, B. (2010). Privatization and management development in the health care sector of the Georgian economy. World Health and Population, 12(4), 14-23. SUPPLEMENTARY READING (optional) Bradley, E.H., Holmboe, E.S., Mattera, J.A., Roumanis, S.A., Radford, M.J., & Krumholz, H.M. (2003). The Roles of Senior Management in Quality Improvement Efforts: What are the Key Components? Journal of Healthcare Management, 48(1), 15-29. Cleverley, W.O., & Cameron, A.E. (2002). Essentials of Health Care Finance. Gaithersburg, MD: Aspen Publishers, Inc. Daft, R.L. (2006). Organization Theory and Design, 8th ed. Cincinnati, Ohio: South-Western College Publishing. Flynn, W.J., Mathis, R.L., Jackson, J.H., & Langan, P.J. (2004). Healthcare Human Resource Management. Mason, OH: South-Western/Thomson Learning. Ginter, P. M., Swayne, L. E. , & Duncan, W. J. (Eds.). (2006). Strategic Management of Health Care Organizations (4th ed.). Malden, MA: Blackwell Publishers. Griffith, J.R., & White, K.R. (2002). The Well-Managed Healthcare Organization. Chicago, IL: Health Administration Press. Hoff, T., Jameson, L, Hannan, E, & Flink, E. (2004). A Review of the Literature Examining Linkages between Organizational Factors, Medical Errors, and Patient Safety. Medical Care Research and Review 61(1), 3-37. Johns, M.L. (2002). Information Management for Health Professions. Albany, NY: Delmar Publishers, Inc. Marvel, K., Bailey, A., Pfaffly, C., Gunn, W. & Beckman, H. (2003). Relationship-Centered Administration: Transferring Effective Communication Skills from the Exam Room to the Conference Room. Journal of Healthcare Management, 48(2), 112-124. Olden, P.C., Roggenkamp, S.D. and Luke, R.D. (2002). A Post-1990s Assessment of Strategic Hospital Alliances and Their Marketplace Orientations: Time to Refocus. Health Care Management Review, 27(2), 33-49. Sadler-Smith, E., & Shefy, E. (2004). The Intuitive Executive: Understanding and Applying Gut Feel in Decision-making. Academy of Management Executive, 18(4), 76-91. Studer, Q. (2004). Hardwiring Excellence. Gulf Breeze, FL: Fire Starter Publishing. Tietze, M.F. (2003). Impact of Managed Care on Healthcare Delivery Practices: The Perception of Healthcare Administrators and Clinical Practitioners. Journal of Healthcare Management, 48(5), 311-322. Wolper, L.F. (2004). Health Care Administration. Sudbury, MA: Jones & Bartlett Publishers, Inc. Zabaleta, K.W. A Pragmatic Approach to Quality Training. (2003). Journal of Healthcare Management, 48(6), 409-416. COURSE OUTLINE AND SCHEDULE HAD 509 ADMINISTRATIVE ISSUES Dr. Dan West 3 Credits Monday 4:30 7:10 p.m. (Section 1) Spring 2012 Monday 7:20 10:00 p.m. (Section 2) Course Schedule This schedule has been planned to enable students to achieve the course objectives. It may change, based on students interests, guest speakers schedules, field trips and other factors that evolve during the semester. Changes will be discussed with the class, as much in advance as possible. Please inform me if you foresee any problems or conflicts with the course schedule. January 30 Class #1 Learning Objectives Understand HAD 509 course expectations and assignments. Understand purpose of cases and how to learn using the case method approach. Participate in case analysis. Specific assignments to readings, case studies, and major project. Teams organized around specific projects. Establish course norms, expected performance and outcomes. Class Content Introduction Syllabus review and course orientation Teaching methods and feedback Time management Course preparation Course assignments and competencies Case study approach and methods Student outcomes and expectations Class discussion Case example: The Dilemma (Dr. West Demonstration) Readings EBM Introduction POE - Introduction Simendinger, E. (2003). In search of a course design and teaching methods to improve critical thinking. Journal of Health Administration Education, 20(3), 197-213. February 6 Class #2 Learning Objectives Integrate and apply what has been learned in the MHA curriculum, especially decision making, ethics, data analysis, strategy, finance, health services, control. Class Content Case 8: The Case of the Unhealthy Hospital Class discussion on projects and presentation dates Assigned readings and presentations Consultation with professor on projects Evening News Presentation (1) Readings EBM Chapter 1 POE Chapter 1 Costello, M.M., West, D.J. & Ramirez, B. (2011). Hopsitals for sale. Hospital Topics, 89(3), 69-73. Forney, S.W. & Phillips, B. (2009). 10 Critical growth strategies healthcare executives must know. Healthcare Executive, 9-14. Jha, A. & Epstein, A. (2011). Hospital governance and the quality of care. Health Affairs, 29(1), 182-187. Lafley, A.G. (2009). What only the CEO can do. Harvard Business Review, 54-62. February 13 Class #3 Learning Objectives Integrate and apply what has been learned in the MHA curriculum, especially legal, finance, strategy, decision making, data analysis, community, physicians. Class Content Case 11: Caregivers Assigned readings and presentations Consultation with professor on projects Class discussion Evening News Presentations (2) Video: Money-Driven Medicine: Whats Wrong with Americas Healthcare and How to Fix It. Readings EBM Chapter 2 POE Chapters 3 and 4 Curran, C.R. & Totten, M.K. (2010). Enhancing board effectiveness. Nursing Economics, 28(6), 420-422. Curran, C.R. & Totten, M.K. (2010). Quality, patient safety, and the board. Nursing Economics, 28(4), 273-275. Murphy, M. (2009). Why CEOs get fired. Leadership Excellence, 14. The Governance Institute (Fall 2008). Aligning Hospitals and Physicians: Formulating Strategy in a Changing Environment. Governance Institute White Paper, 1-32. February 20 Class #4 Learning Objectives Integrate and apply what has been learned in the MHA curriculum, especially organization structure, conflict management, antitrust, human resources, leadership, physician relationships, legal, conflict of interest, vertical integration, social innovation, social change. Class Content Case 1: Carilion Clinic Video: Dr. Elizabeth Tiesburg Assigned readings and presentations Evening News Presentations (1) Class discussion Readings EBM Chapter 3 POE Chapter 3 Griffith, J.R. (2009). Finding the frontier of hospital management. Journal of Healthcare Management, 54(1), 57-72. Meyer, H. (2011). Accountable care organization prototypes: winners and losers? Health Affiars, 30(7), 1227-1231. Popely, D. (2009). Partners in change: Physicians and hospitals aligning for success. Healthcare Executives, 24(4), 8-14. Porter, M.E. & Kramer, M.R. (January-February 2011). The big idea: creating shared value. Harvard Business Review, 62-77. February 27 Class #5 Learning Objectives Integrate and apply what has been learned in the MHA curriculum, especially ethics, law, strategy, marketing, leadership, pharmaceutical industry, finance, economics, decision making, conflict management, stakeholders. Class Content Case 5: Mercks Crixivan Guest presentation: Matt Thomas (Physician Practice Management) Assigned readings and presentations Evening News Presentations (2) Readings EBM Chapter 4 POE Chapters 4 Briner, R.B., Denyer, D., & Rousseau, D.M. (November 2009). Evidence-based management: concept cleanup time? Perspectives, The Academy of Management, 23(4), 19-32. Reay, T., Whitney, B., & Kohn, M.K. (November 2009). Whats the evidence on evidence-based management? Perspectives, The Academy of Management, 23(4), 5-18. March 5 Class #6 Learning Objectives Integrate and apply what has been learned in the MHA curriculum, especially leadership, governance, stakeholders, management, operations, organizational structure, conflict management. Class Content Case 17: District Hospital: A Lesson in Governance Guest Speaker: Dr. Ali Chittalia (Geisinger Health System) Project work and consultation with the professor Assigned readings and presentations Evening News Presentations (2) Readings EBM Chapter 5 POE Chapters 5 Belmont, E., Haltom, C.C., Hastings, D.A., Homchick, R.G., Morris, L., Taitsman, J., Peters, B.M., Nagele, R.L., Scherner, B. & Peiseit, K.C. (2011). A new quality compass: hospital boards increased role under the affordable care act. Health Affairs, 30(7), 1282-1289. Crosson, F.J. (2011). The accountable care organization: whatever its growing pains, the concept is too vitally important to fail. Health Affairs, 30(7), 1250-1255. Jiang, H.J., Lockee, C., Bass, K. & Fraser, I. (2009). Board oversight of quality: Any differences in process of care and mortality? Journal of Healthcare Management, 54(1), 15-29. Nembhard, I.M., Alexander, J.P., Hoff, T.J. & Ramanujam, R. (2009). Why does the quality of healthcare continue to lag? Insights from management research. Academy of Management Perspectives, 24-42. March 12 Class #7 NO CLASS SPRING BREAK Learning Objectives Integrate and apply what has been learned in the MHA curriculum, especially stakeholders, services and systems, leadership, marketing, strategy. Class Content Prepare Project Report No formal class due to Spring Break Complete ACHE Healthcare Executive Competencies Assessment Tool 2012 Complete Ethics Self-Assessment (ACHE) Aramark Healthcare (Philadelphia) on March 14, 2011 Management Grand Rounds (Bus Trip) Readings related to major project Research related to major project Team meeting on project March 19 - Class #8 Learning Objectives Integrate and apply what has been learned in the MHA curriculum, especially especially law ethics, management, quality, governance, decision making, conflict management, organizational structure, operations. Class Content Case 15: The Bad Image Radiology Department Assigned readings and presentations Consultation with the professor on projects Class discussion Evening News Presentations (1) Readings EBM Chapter 6 POE Chapters 6 Cohn, K.H. (2009). A practicing surgeon dissects issues in physician-hospital relations. Journal of Healthcare Management, 54(1), 5-10. Duke, K.T., Lewicki, R.J. & Zaheer, A. (2009). Repairing relationships within and between organizations: Building a conceptual foundation. Academy of Management Review, 34(1), 68-84. Goldbach, A.R. & West, D.J. (2010). Medical tourism: a new venue of healthcare. Journal of Business Issues, 4(2), 43-53. West, D.J., Costello, M. & Ramirez, B. (2010). Privatization and management development in the health care sector of the Georgian economy. World Health and Population. March 26 Class #9 Learning Objectives Integrate and apply what has been learned in the MHA curriculum, especially leadership, IS/IT/IM, marketing, strategy, governance, senior management, medical staff. Class Content Case 12: Governance Challenges at Good Hands Healthcare Guest Speakers: Dr. Carmen Brutico, CMO (Moses Taylor Hospital) Assigned readings and presentations Class discussion Evening News Presentation (2) Readings EBM Chapter 7 POE Chapters 7 Rundall, T.G., Martelli, P.F., Arroyo, L., McCurdy, R., Graetz, I., Newworth, E.B., Curtin, P., Schmittdiel, J., Gibson, M. & Jsu, J. (2007). The informal decisions toolbox: tools for knowledge transfer and performance improvement. Journal of Healthcare Management, 52(5), 325-342. West, D.J. & Ramirez, B. (2010). Sustainable cost reductions for community hospitals. Humanium, 5(2), 113-123. April 2 Class #10 Learning Objectives Integrate and apply what has been learned in the MHA curriculum, especially finance, control, ethics, data analysis, leadership, decision making, conflict, organization, community, medical staff. Class Content Case 19: The ER that Became the Emergency: Managing the Double Blind Assigned readings and presentations Evening News Presentation (1) Class discussion Readings EBM Chapter 8 POE Chapter 8 Acosta, C., Dibble, C., Giammons, M. & Wang, N.E. (2009). A model for improving universial childrens access to health insurance via the emergency department. Journal of Healthcare Management, 54(2), 105-115. LaPenna, A.M. (2009). Workplace medical clinics: the employer-redesigned company doctor! Journal of Healthcare Management, 54(2), 87-91. April 9 Class #11 Learning Objectives Integrate and apply what has been learned in the MHA curriculum, especially operations, human resources management, leadership, strategy, organization structure, conflict management, decision making, labor relations. Class Content Case 23: Santorini Hospital: Can Culture Change Save It? Assigned readings and presentations Consultation on projects with the professor Evening News Presentation (1) Class discussion Assignment written CAPSTONE Project Due Readings EMB Chapter 20 POE Chapter 9 Chugh, A., Williams, M.V., Grigsby, J. & Coleman, E.A. (2009). Better transitions: improving comprehension of discharge instructions. Frontiers of Health Services Management, 25(3), 11-32. April 16 Class #12 . NO CLASS EASTER BREAK Learning Objectives Integrate and apply what has been learned in the MHA curriculum. Class Content No formal class EASTER HOLIDAY OBSERVED Class will meet on April 14, 2011 from 4:30-8:30 PM Annual ACHE Symposium DeNaples Center (2 page reflection paper required) Gillespie, W. & Dietz, G. (2009). Trust repair often an organization-level failure. Academy of Management Review, 34(1), 127-145. April 23 Class #13 Learning Objectives Integrate and apply what has been learned in the MHA curriculum, especially financial, human resources, marketing, leadership, conflict management, decision making, organization structure . Class Content Understanding issues of sustainability Case 25: A New Brand for Senior Health Plans Assigned readings and presentations Student Oral Presentations (2) Readings POE Chapter 10 & 11 EBM 3 Journal Articles Appendix B Administrative Residency Required Project, Sustainability in Healthcare. Buel, J.M. (2009). Looking out for inspiration. Healthcare Executive, 24(3), 20-28. Popely, D. (2009). Beyond the bin: How healthcare is responding to the sustainability movement. Healthcare Executive, 24(3), 9-19. April 30, Class #14 Learning Objectives Integrate and apply what has been learned in the MHA curriculum, especially human resources, marketing, ethics, leadership, conflict management, decision making, organization structure, value analysis. Class Content Case 29: Ethics Incidents Assigned readings and presentations Student Oral Presentations (2) Class discussion Guest Speaker: Dr. Bob Wright (Scranton Temple Residency Program) Dr. Ray Smego (The Commonwealth Medical College) Readings POE Chapter 12 & 13 EBM 2 Journal Articles May 7 Class #15 Learning Objectives Integrate and apply what has been learned in the MHA curriculum, especially leadership, professionalism, ethics, decision making, conflict management, strategy. Class Content Case 21: West Florida Regional Medical Center (A) Assigned readings and persentations Project work and consultation with professor Student Oral Presentations (3) Class discussion Readings POE Chapter 14 & 15 May 14 Class #16 Learning Objectives Integrate and apply what has been learned in the MHA curriculum, especially leadership, professionalism, ethics, decision-making, conflict management, strategy. Class Content Student Oral Presentations (4) Class discussion Reflection and Discernment Closure to the course     PAGE  PAGE 20 `u{( ) * = > ? G   i x & H    : ; < J K L O W N O w ŸŴŴŴɰŴū hv)>* hWhWhhW hWhZ hW>*h4h9<h< hZ>*hEMhZh}huh) hmwh) 5CJaJh) 5CJaJ h) h) h) h) 5CJOJQJ8(`u ( ) * > ?  j 7   0*$^`gd9< & F 0*$gdZ 0h*$^hgdZ$ 00*$^`0a$gd) gd)  ; < K L N O y z  08*$gdN 08*$^`gd9< 0*$gdN 08*$^8gdW & F 0*$gdW 0h*$^hgdZ 0*$^`gd9<w x y z }  ;?lp7;pt !AAabc17;XYZghKLMOW\de h9<>*hh9<>*h/ hNhNhNhN>*hNh9< hN>* hNhW hW>*N;l7p  BCw & F 08*$gd9< & F h08*$gd/ & F 08*$gdN & F 08*$gd9< 08*$gdN 088*$^8gdN v2p2rbc & F 08*$gd9< 088*$^8gdN 08*$gdN & F 08*$gd9<c'q./YZV`-xLM & F! 08*$gd9< 088*$^8gd9< 08*$gdN & F 08*$gd9<Mdez~Pkd$$Ifl08l  t0644 lapyt .T 08$*$Ifgd .T 08*$gdN 08*$gd9< hkd$$Ifl08l  t0644 lapyt .T 08$*$Ifgd .Txhh 08$*$Ifgd .Tkd>$$Ifl08l  t0644 lapyt .T # 6 D \ y xhhhhhh 08$*$Ifgd .Tkd$$Ifl08l  t0644 lapyt .Ty z { | xhh 08$*$Ifgd .Tkd|$$Ifl08l  t0644 lapyt .T| } xhXXXXh 0$*$Ifgd .T 08$*$Ifgd .Tkd$$Ifl08l  t0644 lapyt .Te !!!!!-!2!D!Q!R!m!n!o!q!!!?"@"A"R"Y"e"f"/%%%%%&&&&z&{&&&&&''O'P'b'd'''''5)6)))W*h*j*n******,-- . ...6/7///X0Y0x00 hd>*h4h}hGhC hx h12hx h12>* h12>*hh12h9<M xhh 08$*$Ifgd .Tkd$$Ifl08l  t0644 lapyt .T ! !!!%!3!xhXXXXh 0$*$Ifgd .T 08$*$Ifgd .TkdY$$Ifl08l  t0644 lapyt .T3!4!5!6!xhh 08$*$Ifgd .Tkd$$Ifl08l  t0644 lapyt .T6!7!D!R![!d!m!xhhhhh 08$*$Ifgd .Tkd$$Ifl08l  t0644 lapyt .Tm!n!o!p!xhh 08$*$Ifgd .Tkd6$$Ifl08l  t0644 lapyt .Tp!q!!!!!!!xhhhhhh 08$*$Ifgd .Tkd$$Ifl08l  t0644 lapyt .T!!!!!@"A"xllXD8 0*$gd12 & F" 0h*$^hgd} 0h*$^h`gd12 08*$gdNkdt$$Ifl08l  t0644 lapyt .TA"f"g"h"i"j""Hkd$$Ifl0$p t0644 lapyt .T 0$*$Ifgd .T 0*$gd12 0h*$^h`gd12"###{###Okd$$Ifl0$p t0644 lapyt .T 0$*$Ifgd .T8$5$7$8$9DH$If^8`gd .T###$$xhOh8$5$7$8$9DH$If^8`gd .T 0$*$Ifgd .TkdG $$Ifl0$p t0644 lapyt .T$$$$$xhOh8$5$7$8$9DH$If^8`gd .T 0$*$Ifgd .Tkd $$Ifl0$p t0644 lapyt .T$$ %-%.%xhOh8$5$7$8$9DH$If^8`gd .T 0$*$Ifgd .Tkd{ $$Ifl0$p t0644 lapyt .T.%/%%%%xhOh8$5$7$8$9DH$If^8`gd .T 0$*$Ifgd .Tkd $$Ifl0$p t0644 lapyt .T%%&&&xhOh8$5$7$8$9DH$If^8`gd .T 0$*$Ifgd .Tkd $$Ifl0$p t0644 lapyt .T&&{&&&xhOh8$5$7$8$9DH$If^8`gd .T 0$*$Ifgd .TkdI $$Ifl0$p t0644 lapyt .T&&&&''x_O_O 0$*$Ifgd .T8$5$7$8$9DH$If^8`gd .Tkd $$Ifl0$p t0644 lapyt .T''P'c'xhh 0$*$Ifgd .Tkd} $$Ifl0$p t0644 lapyt .Tc'd'''xhh 0$*$Ifgd .Tkd$$Ifl0$p t0644 lapyt .T''''xhh 0$*$Ifgd .Tkd$$Ifl0$p t0644 lapyt .T''(/(xhh 0$*$Ifgd .TkdK$$Ifl0$p t0644 lapyt .T/(0(((xhh 0$*$Ifgd .Tkd$$Ifl0$p t0644 lapyt .T(((5)Q)R)x_O_O 0$*$Ifgd .T8$5$7$8$9DH$If^8`gd .Tkd$$Ifl0$p t0644 lapyt .TR)S)))x_N$5$7$8$9DH$Ifgd .T8$5$7$8$9DH$If^8`gd .Tkd$$Ifl0$p t0644 lapyt .T))))x__8$5$7$8$9DH$If^8`gd .Tkd$$Ifl0$p t0644 lapyt .T))W*i*x__8$5$7$8$9DH$If^8`gd .TkdM$$Ifl0$p t0644 lapyt .Ti*j****x___8$5$7$8$9DH$If^8`gd .Tkd$$Ifl0$p t0644 lapyt .T**7+Y+p+x_FF8$5$7$8$9DH$If^8`gd .T8$5$7$8$9DH$If^8`gd .Tkd$$Ifl0$p t0644 lapyt .Tp+q+++x_F8$5$7$8$9DH$If^8`gd .T8$5$7$8$9DH$If^8`gd .Tkd$$Ifl0$p t0644 lapyt .T++,,x_F8$5$7$8$9DH$If^8`gd .T8$5$7$8$9DH$If^8`gd .Tkd$$Ifl0$p t0644 lapyt .T,,O,`,x_F8$5$7$8$9DH$If^8`gd .T8$5$7$8$9DH$If^8`gd .TkdO$$Ifl0$p t0644 lapyt .T`,a,,,x_F8$5$7$8$9DH$If^8`gd .T8$5$7$8$9DH$If^8`gd .Tkd$$Ifl0$p t0644 lapyt .T,,,B-C-- .n..xlXLLLLL 0h*$gd} 0hh*$^h`gd} 08*$gd}kd$$Ifl0$p t0644 lapyt .T.4///V0x00022223333#4$444:5 0h*$^hgdG 08*$^8gdF 08*$^8gdd & F 0*$gdF 0h*$gd}000u11s222222233>3333334!4$494C444455 5:5;5<5=555555(7777777778 8 8H8ξhdhdH* h<>* hd>*hFhhGH* hG>*hh>*hGh>*hh huhu>*hu hGhGhGhG>*hdhd>*h<hGhdh< hdhW4:5;555(7)77777I8J8d8888Y999&: 0h*$^`hgdF 080*$^8`0gdF 08*$^8gd< & FgdFh^hgdG 08*$^8gdFH8I8J8c8d888889<<<<<=-=.=<=====>>>>>>*@1@@@@@AAB BDD^EEEEEEF FG H HHH!H)H,H-H3H9H:HHH𾺶غԺԶضԦ h$>*h$ h2h2 h2>*h2hx& hh~ h~h~hFhEMhh hF@ h~@h<h< h~>*h~ hdhd<&:g:::0;j;;;<<==@@@AB & F ^gd2 & F^gd2 & Fgd~8^8gd~ 088*$^8gdF 88*$^8gdF h^`hgdF 0h*$^`hgdFBCECCDEEE HH!HIHJHHHHIDI\IIIp^pgd28^8gd2 & Fgd2gd2 & F ^gd2 & F ^gd2 & F ^gd2 & F ^gd2HHIHJHuHvHwH~HHHHHHII3I4IvIwIIIIIIIIIIIIIIIII J&J(J)J1J6J7J:J;JAJCJMJOJXJYJJJJKKKK K-K4K>KIKVKWKYKZKiKpKKKKKKKKKKKKKKKKhKho h$>*h4h$h$>*hh$h2hh$h2>*QIIII(J)JXJYJJJK?KqKKK%L&LeLL'MmMnMgdK 00*$^`0gd$ 0*$gd$h^hgdEM $h^ha$gd48^8gd2KLL/LcLLLLL M"MlMmMnMMMMP Q Q8QAQBQQQYSaSTTTUUUUVUUUUUUUU'W(WqWrWWWWW'X(XGXHXXXXXɾɾ૤h"hF0Jjh"hFU h"hFh"hF>*\h"hG0Jjh"hGU h"hGh<hGh5hMpN>*hFhMpNh hKhK hK>*h$hK8nMMMOOOO QQ:QBQQQhRR*SSSWTUUU ^`gdG8^8gdG ^`gdMpNgdMpN8^8gdMpN & F 8gdUVVXXX Y Y_Y`YY/ZsZtZZZZZ-[x[[[ 0*$gdMpN 0*$^gdMpN^gdMpNgdMpN 88^8gdF 88^8`gdFXXXXXXXXXYY$Y1Y2Y6Y7YJYKYLYsZtZvZwZZZZZZ[[[[[+[,[-[/[0[][^[v[w[x[[[[[\0\пٷٰ٥ᔋه} h-8KHh-8hh|+Oh,0Jjh,UhBhMpN0JjhMpNU h5hMpNjhMpNU h>*hlahGh=V hMpN>*hFhMpNh4h, h"hFjh"hFUh"hF0J0[[[[\0\D\S\h\z\{\\\]0]L]h]i]]] 8*$gdF 08*$gd 0*$gd-8 08*$gd-8 0*$gdMpN 0*$^gdMpN0\h\y\z\{\l]m]t]u]]]]]]]^^^^C^E^^^^__``W`p`u`~```````````qaraaaa$b%b.bbbnbpbwbbbbbbļĮĠĮĮĮĮĮĮĮĮĮĮĮIJh4h, hF>*hlh">* h"@h"hvbh"6>*hvbh"6 hvbh" hUh"hK hMpN>*hFhlahMpNhhph-8KH h-8KH h,KH:]]^^^^C^D^E^^^__``t`u````` & F5$7$8$9DH$gd" 0*$gd"gd" $ 0*$a$gd"^gdMpN8^8gdK 0h*$^`hgdF`rasaaa2bqbrb2c3cccddAeBeeeff|g}gL^Lgd" & F 5$7$8$9DH$^gd"0`0gd"`gd"gd" & F5$7$8$9DH$gd"bbbbbbb&c)c3cCcKcUcscccccccccc&d'dEdFdUdVd_dodddddddddddd@ekeeeeeff#f2f7f8fNfifjffffffg g%g&g,g-g|g~g,h[hqhrhshhhhhh h,h, h"6 h,6 hF6hlh"6 h@h"hFh,h" hvbh"O}g~grhhhhhhhiiSlTlllmmnn(n 0*$gd" & F 0hh*$1$5$7$8$9DH$^hgd" 0*$1$gd"gd"^gd" $ 0*$a$gd"gd"hiiiSlTlllllllAmcmmmmmmnn3n*OJQJ\^JhYh"@]hYh"@hIh"6@hIh"@ h"@] h"6@ h"@ h"6]h" h"@\((n+n3n_n`n~nnnnnnnnooo o>o?oSo & F 0*$5$7$8$9DH$gd" & F 0dh*$5$7$8$9DH$gd" 0dh*$gd" gd" 0*$gd"Solooooooo,p-ps tFuuvvvFwGw & F5$7$8$9DH$gd" & F 0*$5$7$8$9DH$gd"gd"$a$gd" 0dh*$1$gd" & F 0dh*$1$5$7$8$9DH$gd"NtFuNuXubuuuuuv%vIvvvvw3w4wCwewmwqwwwywwwwwwwwwwwwwwwwwwwwwwwwxxxxxxxxxx x!xxxxx||||ͨh?h"@ h"6@hlahke hla@ h}aPh" h"@h}aPh"@ h">* h?h" ha5h"h}aPh"6 h"6h"BGw[wdwewwwwwwwxx!x"x4xCxDxVxexfxrxxxxx & F5$7$8$9DH$gd" & F 0*$5$7$8$9DH$gd"gd"xxxxxxxx9y||~|~~X-6 & F 6$@5$7$8$9DH$]gd" & F5$7$8$9DH$gd" & F 0*$5$7$8$9DH$gd"$a$gd" ^`gd"gd"|}~~(~2~|~~~~~Xv6?CIKav~ƀ΀ҀӀԀ &'(ʂhRK h8Rh h8R>* h8R>* hEM>*h h >*hEM h}aPh" h"@h}aPh"@ h">* h?h" ha5h" h"6h"h}aPh"6>67bvӀ*9:FUVt & F5$7$8$9DH$gd" & F 0*$5$7$8$9DH$gd"gd"΁ށ '(υЅ[ 0*$5$7$8$9DH$gdkegdRK ^`gdEM$^`a$gdRK ^`gd"gd"ʂɄ,L\ƆLZoƇ(9Lڈmc}ԊTbu󻳻󣛣󯓯h*,hRK >*h4hS>*hfh>>*h>hShS>*hSh4h4>*h4h~5hRK >* h~5hRK hke@hkehke>*@ h,>*h,h,>*h,hkehRK h=\QhRK >*6[\ņƆno؇هKLtu-.gd> ^`gdEMgd,gdRK  bp̍kőבؑSs{|Ւݒ~˓ԺڦڦԜИИ쁘zs h">*@ hS>*@ h4hSh4hS>*hShS>*hSh*,hRK >*@h,h,>*@hkehke>*@ hke@h~5hRK >*h*,hRK >*hRK hRK @ h,@h,h,>*h,h4h hfh>>*h>, zˍ̍בؑ{|gdRK  0*$5$7$8$9DH$gdRK ^`gdEMgd>]͓̓78=>ݖޖ[\12 & F 0*$gd"  !0*$gd"gd" 0*$gd"$a$gd" ^`gdEM˓͓̓ 7Ljmo=}ޖ.[\$12Gt^~5RTXbߚ9ce hnh"hnh"@hdah"6@hh"6@hh"@hh"@mHsH hu@ h"@H* h"@\ h"\ h"6]h" h"@h"6>*@6bcde./$%EFGHf $*$]a$gdEM 0*$gdEM $ 0*$a$gdEM  !0*$gd" 0*$gd"gd"F`՜#FGHfНѝ23=m˞JLNWXdewxyşΟaȠʠ٠㶯㝘㐽hlahRK hEM6hhEM6hRK hEM5>* hS5>* h=V5>*hkehShyhEM5 hyhke hyhEMhyhEM>*hEM h"6] h"\h"hNh"66fѝLMNdeyɠʠ٠ + & F 0*$5$7$8$9DH$gdEM6 & F>TTfgdEMgdEM 00*$^`0gdEM٠ 01N`qršʡˡޡ()ϢТѢҢӢܢݢأ٣ #01YvƾƟƆƆ hke@hhEM6 hS5>*hRK hEM5>* hke5>*hhfhf>*hfhn|hlahh6hEM hRK @hhf@ hla@ hf@ h4@ hS@hhEM@ hEM@0+;Nrš()ТѢҢ٣ 1YwgdEM & F 0*$5$7$8$9DH$gdEMvwx sޥ1HQRS]^jk˦Ҧ*,13@Vcdǿ㻱󢝗|||hhEM@ hke@ hEM@ hla@ hRK @ h6hhEM6 hS5>*hRK hEM5>*hBh,hov>*hovhhfhf>*h4h4>*h4hlahfhh6hEMhhke@/wx QRSjk+,@d & F 0*$5$7$8$9DH$gdEMgdovgd4gdfgdgdEM 0GH$%jk'(<gdEMgdn|gd 0*$5$7$8$9DH$gd 0*$5$7$8$9DH$gdke & F 0*$5$7$8$9DH$gdEM /0FGH$%jk '(<۪JLZ_`bqrڸڨzhhEM@hShlahhEM6hEM hS5>*h^hEM5>* h*,@h*,h*,>*@h*,hDm>*@ hn|@h,hn|>*hn| hla@ hDm@hh6 h@ hEM@ hke@ hS@-<KLZrӫ|} 0*$5$7$8$9DH$gdB ^`gdovgd & F 0*$5$7$8$9DH$gdEMgdEMϫҫӫ Vv۬Xm}ڭ'(¾ƶƲƞ卆umh hEM6hhEM6h^hEM5>* hS5>* h=V5>* hB5>*hkehB>*@hBh*,>*h,hov>*hovhh*,h*,>*hShlah*,hh6hEMhh^@ h^@ hB@hhEM@ hEM@ h~@()-m˯ܯݯ$%&gdB 0*$5$7$8$9DH$gdBgd & F 0*$5$7$8$9DH$gdEMgdEM(),-AMlmʯ˯گۯܯݯMY%&'-.:;O JKk󵱭ҡҗҡxh^hEM5>* hS5>* h=V5>* hB5>*hkehB>*@hBhShlahh*,hh6 hS@ h~@hhB@ hB@ h*,@hhEM@ hla@ hEM@hEMhhEM6/&:;O K۲%&78defgdovgd & F 0*$5$7$8$9DH$gdEMgdEMkȲڲ۲#$%&"#̴i9[efpyz~=KɜɜɘwwhhS6hBhS5h^hS5>* hS5>*hBh*,h*,>*hShov>* hov>*h,hov>*hovhShlahh*,hh6hEM hS@ h~@ hB@ hEM@hhEM@ hla@-fg<=KbͷMNpqŸƸڸgdlagdEM & F 0*$5$7$8$9DH$gdSgdSMNVWopøĸŸƸڸ 56FGefgpȻٻ ˺ĺ|xnh^hEM5>*hBhovh=\Qhla>*hhla6hhB@hhla@ hB@ hla@hhla6hlah^hla5>* hS5>* hla5>* hn|5>* h hhS hS6hhS6hS hS@hhS@( 6GfgpػٻUVļ ^`gdovgdovgdEM & F 0*$5$7$8$9DH$gdB & F 0*$5$7$8$9DH$gdlagdla.Խս\ɾھ۾klgdov 0*$5$7$8$9DH$gdovgd=\Qgd & F 0*$5$7$8$9DH$gdEMgdEM .ѽս0FZ[\rȾɾؾپھ۾ƿ˽Dž}yuqkakh,hov>*@ hov@h^hShlahh=\Qhh6hh^@ hS@ h^@ h;j@ h~@ hEM@hhEM@ hla@h;jhEMhhEM6hT0 hEM5>* hla5>*h^hEM5>* hS5>*h^h5>*&RZklmstJY\kqr +,-._Ż͏wwh=\Qh=\Q>*hla hlahla h=\Q6hh=\Q6hh^@ h^@ h;j@hh=\Q@ hla@ h=\Q@h;jhh=\Q6h=\Q hla5>* hS5>*h^h=\Q5>* hn|5>*hShShov>*hov+l[\k -.gdEM & F 0*$5$7$8$9DH$gd=\Qgd=\Q/.KL];bqrstuv|~ҽҽآ؞~~~v~h^hov5h^hov5>* hn|5>* hov5>*h=\Qh=\Q>*h=\QhShh6 h^@hh;j@ h;j@hhEM@ hx @ hEM@hx hhEM6hEM hx 5>* hS5>*h^hEM5>*..L]rstugdovgdT0gd & F 0*$5$7$8$9DH$gd;j & F 0*$5$7$8$9DH$gdEMgdEM:;no/ADJLYZ[o+,/>delm̻̳{wwswh4hx hh6 hov6 h;j@ hx @hh=\Q@ h=\Q@hh=\Q6h;jhEMhhEM6h^hT05>* hS5>*h^hEM5>* hov5>*h=\Qhov>*hhov@ hov@hhov6hov+;oABCDZ[o./>egd & F 0*$5$7$8$9DH$gd=\Qgd=\QgdEMgdT0gdov 0h*$5$7$8$9DH$gdov & F 0*$5$7$8$9DH$gdovfgEFGH_`t?@Oj & F 0*$5$7$8$9DH$gdov & F 0*$5$7$8$9DH$gdEMgdEMgd^gdgy"6EFHPQR_`rst-=@OUVXij678AVÿ~umhh6hhov@ hov@hh^@ h^@hh;j@ h;j@ hx @ hEM@hx hEM6hhEM6hEMh^hEM5>*h^h5>* h45>* hov5>*hovhh~5h^>* h~5h^h^*78AWpqrs;<K} & F 0*$5$7$8$9DH$gd=\Qgd=\Qgd~gdgdEM 0*$5$7$8$9DH$gdovVWpqrswx%1:<K} !&'3¾ƶ{t h~5h~5h~5hh6 h~>*hh^@ h^@ hov@hh=\Q@ h=\Q@ h;j@hh=\Q6h;jhh~ h~6hh~6 hEM>*h^hEM5>* hov5>* h;j5>*hEMhovh- !56J+F\]^_`abc 0*$5$7$8$9DH$gdovgdov 0*$5$7$8$9DH$gdx  & F 0*$5$7$8$9DH$gdx gdx gd"gdEM346HIJ +\^`bcdfgijlmopvwxz{ɿhC=[0JmHnHuhS hS0JjhS0JUh)h,jh)h,Uhov hov@ h;j@ hx @ hx 6hhx 6hx hEM)cefhiklnoxyz 0*$5$7$8$9DH$gdov &`#$gdN-O5 01h:pEM/ =!"#$% 5 01h:pEM/ =!"#$% $$If!vh#v #v :V l t065 5 apyt .T$$If!vh#v #v :V l t065 5 apyt .T$$If!vh#v #v :V l t065 5 apyt .T$$If!vh#v #v :V l t065 5 apyt .T$$If!vh#v #v :V l t065 5 apyt .T$$If!vh#v #v :V l t065 5 apyt .T$$If!vh#v #v :V l t065 5 apyt .T$$If!vh#v #v :V l t065 5 apyt .T$$If!vh#v #v :V l t065 5 apyt .T$$If!vh#v #v :V l t065 5 apyt .T$$If!vh#v #v :V l t065 5 apyt .T$$If!vh#v #v :V l t065 5 apyt .T$$If!vh#v #v :V l t065 5 apyt .T$$If!vh#vp#v :V l t065p5 pyt .T$$If!vh#vp#v :V l t065p5 pyt .T$$If!vh#vp#v :V l t065p5 pyt .T$$If!vh#vp#v :V l t065p5 pyt .T$$If!vh#vp#v :V l t065p5 pyt .T$$If!vh#vp#v :V l t065p5 pyt .T$$If!vh#vp#v :V l t065p5 pyt .T$$If!vh#vp#v :V l t065p5 pyt .T$$If!vh#vp#v :V l t065p5 pyt .T$$If!vh#vp#v :V l t065p5 pyt .T$$If!vh#vp#v :V l t065p5 pyt .T$$If!vh#vp#v :V l t065p5 pyt .T$$If!vh#vp#v :V l t065p5 pyt .T$$If!vh#vp#v :V l t065p5 pyt .T$$If!vh#vp#v :V l t065p5 pyt .T$$If!vh#vp#v :V l t065p5 pyt .T$$If!vh#vp#v :V l t065p5 pyt .T$$If!vh#vp#v :V l t065p5 pyt .T$$If!vh#vp#v :V l t065p5 pyt .T$$If!vh#vp#v :V l t065p5 pyt .T$$If!vh#vp#v :V l t065p5 pyt .T$$If!vh#vp#v :V l t065p5 pyt .T$$If!vh#vp#v :V l t065p5 pyt .T$$If!vh#vp#v :V l t065p5 pyt .T$$If!vh#vp#v :V l t065p5 pyt .TDyK westd1@scranton.eduyK 6mailto:westd1@scranton.edu^ 2 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH 8`8 ) Normal_HmH sH tH ^ @^ " Heading 9 <5$7$8$9D@&H$CJOJQJ^JaJDA`D Default Paragraph FontRi@R  Table Normal4 l4a (k (No List Z>@Z ) Title&$ 00*$^`0a$5CJOJQJ4 @4 $Footer  !0U`0 MpN Hyperlink>*B*HR@"H MpNBody Text Indent 2 ^2B@22 " Body Textx.)@A.  Page NumberjSj 9< Table Grid7:V0PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3N)cbJ uV4(Tn 7_?m-ٛ{UBwznʜ"Z xJZp; {/<P;,)''KQk5qpN8KGbe Sd̛\17 pa>SR! 3K4'+rzQ TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn R!y+Un;*&/HrT >>\ t=.Tġ S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv u"xA@T_q64)kڬuV7 t '%;i9s9x,ڎ-45xd8?ǘd/Y|t &LILJ`& -Gt/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] 47 %%%%%%%%%(w e0H8HHKX0\bhNt|ʂ˓٠v(k V3ilv cMy | 3!6!m!p!!A""#$$.%%&&'c'''/((R)))i**p++,`,,.:5&:BInMU[]`}g(nSoGwx6[f+w<&flcjkmnopqrstuwxyz{|}~UMMM'OqOOO'PGPPPPRS+S/S]SvSXXXXXX !(!!8@0(  B S  ?]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]¶]ö]Ķ]Ŷ]ƶ]Ƕ]ȶ]ɶ]ʶ]˶]̶]Ͷ]ζ]϶]ж]Ѷ]Ҷ]Ӷ]Զ]ն]ֶ]׶]ض]ٶ]ڶ]۶]ܶ]ݶ]޶]߶]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]]] ] ] ] ] ]]]]]]]]]]]]]]]]]]] ]!]"]#]$]%]&]'](])]*]+],]-].]/]0]++++,,--000'04=4=@@KKKMMMOOOUU'UPUPUZU]Uzzzz|||ڀڀkkvtččÎގގ11:wwߒߒcclxx__j !!*99DNNggEEKR*&.88TTYajr      "!#&$%'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstvuwxy{z|}~++,,,,--0&0-0-0;=;=@@KLLMMMO$O$O#U/U/UXU\UgUgU z z&z&z|||r~ˍˍŎŎ8<<}jnnftt)22@NNVVooJQZZ 1((%-55@@X`iqxx  "!#%&$'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstvuwxy{z|}~>*urn:schemas-microsoft-com:office:smarttags PostalCode=*urn:schemas-microsoft-com:office:smarttags PlaceName=*urn:schemas-microsoft-com:office:smarttags PlaceType9*urn:schemas-microsoft-com:office:smarttagsState8*urn:schemas-microsoft-com:office:smarttagsCityBe*urn:schemas-microsoft-com:office:smarttagscountry-region9*urn:schemas-microsoft-com:office:smarttagsplace fe $$$%w%%y&&''++++$,*,,,,,;-F-//LL/SwSSSSS3TD\w|ek/5)4֜ߜbj$,ݧbkQYmu8?ȭѭ&0*1:@ٳ7>۶';FY\RZFN gkbcefhiklnowz/SwSbcowz%%E%E%%% & &&&6'7'''X(Y(88AAPP?Q?QJQKQ/SwSbZnZ[~~~~LL01ʙ˙() SSG$&&%سڶklmuvPQ``bcceffhiklno%%E%E%%% & &&&6'7'''X(Y(88AAPP?Q?QJQKQ/SwSbZnZ[~~~~LL01ʙ˙() SSG$&&%سڶklmuvPQ``bcceffhiklnoWC\ Ƃv^0 Z&%X*PCIkc}={b->"V+z"d~%A%Z14X4cf6:V8 "B;I}<|D"t~FlgL$D!BMN=GR|R][Ul07~f@I=@g66`u*Y~xht* 0^`0o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.@hh^h`) ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`o(. pp^p`hH. @ L@ ^@ `LhH. ^`hH. ^`hH. L^`LhH. ^`hH. PP^P`hH.  L ^ `LhH.@hh^h`.#h^`56CJOJQJaJo(hH 88^8`o(hH. L^`Lo(hH.   ^ `o(hH.   ^ `o(hH. xLx^x`Lo(hH. HH^H`o(hH. ^`o(hH. L^`Lo(hH.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.@hh^h`) ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.808^8`0OJPJQJ^J. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h^h`56CJaJo(hH.  88^8`o(hH. L^`Lo(hH.  ^ `CJo(hH.   ^ `o(hH. xLx^x`Lo(hH. HH^H`o(hH. ^`o(hH. L^`Lo(hH.808^8`0o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.808^8`0o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.808^8`0o(.^`o(. 0 ^ `0o(.. 0 ^ `0o(... x0x^x`0o( .... ^`o( ..... ^`o( ...... `^``o(....... `^``o(........@hh^h`)808^8`0o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h^`CJOJQJaJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`o(. pp^p`hH. @ L@ ^@ `LhH. ^`hH. ^`hH. L^`LhH. ^`hH. PP^P`hH.  L ^ `LhH. ^`hH) ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.@hh^h`) ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH808^8`0o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.hh^h`o(^`o(.@ 0@ ^@ `0o(..x0x^x`0o(... 0^`0o( .... PP^P`o( ..... ^`o( ...... (#`(#^(#``o(....... `'``'^`'``o(........hh^h`o(^`o(.@ 0@ ^@ `0o(..x0x^x`0o(... 0^`0o( .... PP^P`o( ..... ^`o( ...... (#`(#^(#``o(....... `'``'^`'``o(........^`o(. pp^p`hH. @ L@ ^@ `LhH. ^`hH. ^`hH. L^`LhH. ^`hH. PP^P`hH.  L ^ `LhH.h pp^p`hH. @ L@ ^@ `LhH. ^`hH. ^`hH. L^`LhH. ^`hH. PP^P`hH.  L ^ `LhH.hh^h`o(^`o(.@ 0@ ^@ `0o(..x0x^x`0o(... 0^`0o( .... PP^P`o( ..... ^`o( ...... (#`(#^(#``o(....... `'``'^`'``o(........@hh^h`.^`o(. pp^p`hH. @ L@ ^@ `LhH. ^`hH. ^`hH. L^`LhH. ^`hH. PP^P`hH.  L ^ `LhH."->"f6A%Z1gL4X*X*X*X*X*X*`uC\ z"X4I}<|D^0 {V8Ik~F07~f[U*Y~xZB;=@gD!BM=GR}=Ff`e@h h^h`OJQJo(pc@hh^h`.@c`h@hh^h`.`Ff @hh^h`.c@hh^h`.c`@hh^h`.c 2@hh^h`.Ff 9@hh^h`CJ OJQJo(JC        c        j                 c        l        4E                $        b\        p        z                 c                 |        Hl        @*CAhb鈇r(uuP rt;        QP4by65~ ) RK x S812;fx&&)v)4_+,*,)h,/1./uo6379<&ETEF.FMpNN-O6=O=\Q .TZC=[ke h;jDmn|GEM~^Nla}VT0 d-8o<|8R~5u>BW<2=KC"Gf}=VovK$UNce@@UnknownG* Times New Roman5Symbol3. * Arial;Wingdings?= * Courier NewA$BCambria Math"1h  ^&{fk{fk!4 2QHP ?) 2!xx 'Panuska College of Professional StudiesJoanne ReichleRegistered User|                       Oh+'0   8D d p | (Panuska College of Professional StudiesJoanne Reichle Normal.dotmRegistered User2Microsoft Office Word@F#@tJ@>@>{՜.+,D՜.+,h$ hp  University of Scrantonkf (Panuska College of Professional Studies Title 8@ _PID_HLINKSA$x mailto:Daniel.West@scranton.edu J mailto:westd1@scranton.edu =http://matrix.scranton.edu/academics/ctle/writing/GOOGLE.PDF+*Lhttp://matrix.scranton.edu/academics/ctle/writing/online-request-form.shtmlIS>http://matrix.scranton.edu/academics/ctle/writing/hours.shtmlP\%http://www.scranton.edu/disabilities  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,./012346789:;<ARoot Entry FpCData 1TablefWordDocumentnSummaryInformation(-DocumentSummaryInformation85CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q