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Criminology Task Name: Phase 3 Project Group Mates: Deliverable Length: 250–500 words individual; 750–1,000 words group Details: Weekly tasks or assignments (Individual or Group Projects) will be due by Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time. Individual Portion Search the library and the Internet and research cognitive distortions. Address each of the following in 250–500 words individually: Generally speaking, what are cognitive distortions? Explain. Create a scenario that describes an individual who is suffering from cognitive distortions. Make the scenario as detailed and realistic as possible. Bes sure to reference all sources using APA style. .

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Critical Reading Strategies The University of Minnesota published a guideline on critical reading, called Critical Reading Strategies. Click here (Links to an external site.)Links to an external site. for the document. These guidelines suggest reading in an active and engaged way in order to analyze, evaluate, and understand texts. They recommend: 1. Identifying what you're reading for. Answer the following questions: 1. Why am I reading this text? Is it for general content? To complete a written assignment? To research information? 2. Allowing yourself enough time to read. I recommend giving yourself about one hour for every 25 pages of reading. 1. Note: Get comfortable with the feeling of struggling to read. Many of the texts we encounter this semester are very old. These readings may be obscure, difficult to understand, while reflecting cultural values that may be alien to you. I recommend paying attention to these feelings of discomfort as you read, and then using them to investigate the text further. 1. Example: You notice there is a lot of repetition in the Epic of Gilgamesh so you decide to look into it. You find out that the translation history of Epic of Gilgamesh involves a great deal of transcription from fragmented cuneiform tablets into our written text system. 3. Previewing the text. Does the text have any headings or sub-headings? If so, what are they? Does it include an introduction? If so, what does the introduction have to say? What does the text look like on the page? Literally--does it take up a lot of space? Bigger/smaller margins? Use block writing or stanzas? 4. Engaging. I cannot stress it enough: get in the habit of reading with a pen or pencil in hand. Write in the margins. Circle things you find important. Develop a notation system that reflects your thoughts or feelings as you read. 1. You may draw an angry face next to the section where Gilgamesh insults the goddess Ishtar. You might underline the stanza in which Gilgamesh and Enkidu confront the monster, Humbaba. 2. What the texts says vs what it does. Take time to summarize the text says. What is the main idea? How is the main idea supported? Now ask yourself: how does it do that? Does it use imagery? Metaphor? Repetition? Simple or complicated language? What is World Literature? David Damrosch is known for his extensive work in world literature and comparative literature. He is also the director of Harvard's The Institute for World Literature (Links to an external site.)Links to an external site.. In "Introduction: Goethe Coins a Phrase," Damrosch provides a brief history of world literature as a literary field, and also defines world literature in terms of translation and circulation. See below for the PDF. Damrosch, David (Introduction--Goethe Coins a Phrase).pdf · The concept of "world literature" as a literary field comes into the Western World through Goethe's term, weltliteratur. It's important to note that Goethe was not the first to use weltlite.

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Critical Qualitative Research Design pages 70–76 Related to understanding your goals as a researcher is the development of the rationale of the study. A rationale is the reason or argument for why a study matters and why the approach is appropriate to the study. Rationales can range from improving your practice and the practice of colleagues (as in practitioner research), contributing to formal theory (e.g., where there may be a gap in or lack of research in an area), understanding existing research in a new context or with a new population, and/or contributing to the methodological literature and approach to an existing corpus of research in a specific area or field. Thinking about and answering the questions in Table 3.1 can aid in this process. Considering these kinds of questions is central to developing empirical studies, and it is important to understand that these rationales and goals will also lead you to conduct different types of research, guiding your many choices—from the theories used to frame the study to the selection of various methods to the actual research questions as well as designs chosen and implemented. There are many strategies for engaging in a structured inquiry process and through it an exploration of research goals and the overall rationale of a study. These strategies can include the writing of various kinds of memos, structured dialogic engagement processes, and reflective journaling. Across these strategies, creating the conditions and structures for regular dialogic engagement with a range of interlocutors is an absolutely vital and necessary part of refining your understanding of the goals and rationales for the research. We describe each of these strategies in the subsequent sections. Memos on Study Goals and Rationale Memos are important tools in qualitative research and tend to be written about a variety of different topics throughout the phases of a qualitative study. Memos are a way to capture and process, over time, your ongoing ideas and discoveries, challenges associated with fieldwork and design, and analytic sense-making. Depending on your research questions, memos can also become data sources for a study. There is no “wrong” way of writing memos, as their goal is to foster meaning making and serve as a chronicle of emerging learning and thinking. Memos tend to be informal and can be written in a variety of styles, including prose, bullet points, and/or outline form; they can include poetry, drawings, or other supporting imagery. The goals of memos are to help generate and clarify your thinking as well as to capture the development of your thinking, as a kind of phenomenological note taking that captures the meaning making of the researcher in real time and then provides data to refer back and consider the refinement of your thinking over time (Maxwell, 2013; Nakkula & Ravitch, 1998). While we find writing memos to be a useful and generative exercise, both when we write and share them in our indep.

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Critical Infrastructures The U.S. Department of Homeland Security has identified what is determined to be critical infrastructure assets that are designated as potentially being of terrorist interest. Although the final responsibility and mission for protecting those assets and sectors of each remains with the DHS, the initial accountability rests with local ownership and authorities. The DHS has formulated a National Infrastructure Protection Plan to explain and describe the national responsibility. A very significant majority of the infrastructure elements are under private or corporate ownership and maintenance and must share the bulk of responsibility for protection and security under their own mission plans for security. Assignment Guidelines Address the following in 3–4 pages: What is the National Infrastructure Protection Plan (NIPP)? When was it created? Who created it? Why was it created? Explain. How important is the private sector with regard to critical infrastructure protection? Why? What types of strategies can be used for critical infrastructure protection (CIP)? What strengths currently exist in the United States with regard to CIP? Explain. What weaknesses still need to be addressed? Why? How can federal agencies effectively cooperate with private sector organizations? Explain. What types of information should be disseminated to private sector organizations that are responsible for key assets? Explain. What types of information, if any, should be withheld from the private sector? Why? ASSIGNMENT DUE TONIGHT 10/20/13 BY 12 CLOCK .

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Critical Infrastructure Protection Discussion Questions: How has the federal government responded to possible terrorist attacks (mitigation) where civil liberties have not been endangered? Considering that so much of the nation’s critical infrastructure is privately owned, how has the government-regulated possible civil liberties issues related to private sector employers/employees? Can a balanced policy be implemented regarding critical infrastructure without eroding privacy, freedom of information or other civil liberties? Minimum of 350 words APA Style with quotation and references .

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Critical Infrastructures In terms of critical infrastructure and key resources (CIKR), an asset is a person, structure, facility, information, material, or a process that has value. For example, in the transportation sector, a bridge would be an asset. A network is a group of related components that interact with each other or share information to perform a function. For example, a light rail system that crosses multiple jurisdictions in a large metropolitan area would be considered a network. A system is any combination of facilities, personnel, equipment, procedures, and communications integrated for a specific purpose. For example, the U.S. interstate highways comprise a system within the transportation sector. A sector consists of a logical collection of interconnected assets, systems, or networks that provide a common function to society, the economy, or the government. For example, the transportation sector consists of vast, open, accessible, interconnected systems, which include the aviation, maritime, pipeline, highway, freight rail, and mass-transit systems. Address the following in 3–4 pages: For each of the 18 CIKR sectors, identify 1 – 2 local examples of critical infrastructure. Briefly describe the examples, and explain how they are operated and utilized. Provide any information that you feel is unique to each sector. In your local community, research the infrastructure, and identify one particular element that may be of particular interest to a terrorist or vulnerable to natural or manmade disaster. Are there any protective measures in place to ensure its safety? .

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Critical Infrastructure Case Study Power plants are an important part of critical infrastructures and local, state, and national economies. Therefore, power plants need deep and multilayered access controls due to concerns over physical security. There are a number of sensitive areas that must be secured, and various employees need different levels of access to these locations. At a plant in the upper Midwest, this access is handled with identity badges that include images of the user and an RFID with their access rights. The RFID handles access through multiple levels. There is a security checkpoint at the entrance to the parking lot, and at the entrance. Both points require a badge to enter. From there the badge allows personnel to enter the facilities they are authorized to enter. It also acts as "something you have" for multipoint authentication onto secure systems. These are all standard functions for an RFID badge system. The badges also have an automatic deactivation feature, which is useful for certain personnel. Maintenance personnel, for example, do not have enhanced access and do not require access to secured areas of the site. However, the maintenance team may need access to any area of the facility regardless of its sensitivity, in the case of a breakdown or special project. To allow for this, the badges can be granted access rights that decay over time. This allows for temporary access to secure areas that is then automatically revoked over a number of hours or days. This lowers administrative time, and reduces the risk of human error in rights assignment. .

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Critical Infrastructure and a Cyberattack Presidential Decision Directive 21 (PDD-21) identifies 16 critical infrastructures. PDD-21 lays out the national policy to maintain secure, functioning and resilient critical infrastructure. Select a critical infrastructure sector from the list below and discuss the impact that a cyberattack could have on that system or service: Communication Sector (voice communications, digital communications, or navigation) Energy Sector (electric power grid) Water and Wastewater Systems Sector (water supply or sewage) Healthcare and Public Health Sector (hospitals) Transportation Systems Sector (rail or air) Financial Services Sector (banking ) It is the third and fourth order effects from the cyberattack on the chosen critical infrastructure that shows the far reaching and devastating effect of a cyberattack. To demonstrate the interconnectedness of critical infrastructure, explain the cascading effects on other critical infrastructure. Then, discuss the measures DHS has taken to ensure resiliency of the selected infrastructure and the measures that need to be implemented in the future. The Critical Infrastructure and a Cyberattack assignment Must be three to four pages in length (excluding the title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.) . Must include a cover page (Links to an external site.) with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must include an introductory paragraph with a succinct thesis statement. The thesis must be in both the introduction and the conclusion. Must use at least three scholarly sources or official government sources in addition to the course text. Must document all sources in APA style (Links to an external site.) as outlined in the Ashford Writing Center. Must include a separate references page that is formatted according to APA style (Links to an external site.) as outlined in the Ashford Writing Center. Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment. .

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Critical Evaluation of Qualitative or Quantitative Research Study Read: Stevens, K., (2013) The impact of evidence-based practice in nursing and the next big ideas . OJIN: The Online Journal of Issues in Nursing , 18 ,(2), Manuscript 4. doi: 10.3912/OJIN.Vol18No02Man04 Critically evaluate either Study 3 or Study 4. Evaluate the credibility of professional citation, research design, and procedures in a research article. Include a discussion on how this study contributes to evidence-based practice. Study 3 - Patients’ and partners’ health-related quality of life before and 4 months after coronary artery bypass grafting surgery Study 4 - Striving for independence: a qualitative study of women living with vertebral fracture Suggested Reading Schreiber, M. L. (2016). Evidence-Based Practice. Negative Pressure Wound Therapy . MEDSURG Nursing, 25 (6), 425-428. Stevens, K., (2013) The impact of evidence-based practice in nursing and the next big ideas . OJIN: The Online Journal of Issues in Nursing , 18 ,(2), Manuscript 4. doi: 10.3912/OJIN.Vol18No02Man04 Wakefield, A. (2014). Searching and critiquing the research literature. Nursing Standard , 28 (39), 49-57. doi:10.7748/ns.28.39.49.e8867 Chapter 6 (pp. 131-153), Chapter 7 (pp. 157-185), Chapter 8 (pp. 189-226) Chapter 12 (pp.323-350)& Chapter 13 (pp. 351-380) In Houser, J. (2018). Nursing research: Readings, using & creating evidence (4th ed.). Burlington, MA: Jones & Bartlett Learning Qualitative Specific Resources Houser, J. (2018). Nursing research: Readings, using & creating evidence (4th ed.). Burlington, MA: Jones & Bartlett Learning. Chapter 9, p. 229-252 Chapter 14, p. 385-416 Chapter 15, p. 419-442 Additional Instructions: All submissions should have a title page and reference page. Utilize a minimum of two scholarly resources. Adhere to grammar, spelling and punctuation criteria. Adhere to APA compliance guidelines. Adhere to the chosen Submission Option for Delivery of Activity guidelines. Submission Options: Choose One: Instructions: Paper 4 to 6-page paper. Include title and reference pages. .

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Critical Analysis of Phillips' argument in her essay "Zombie Studies Gain Ground on College Campuses" Compose a fully-developed paragraph to critically analyze Phillips' argument. Use the points you learned in the "Reading with a Critical Eye" text for your analysis. (500 words) What are the main points Erica Phillips uses to support her argument that zombies are gaining ground on college campuses? Who are the authorities that she presents to provide credibility to her argument. Does she present you with facts or opinions? Is her information current? Does her background give her any authority on the subject? What are the strengths and weaknesses of her argument? .

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Critical Appraisal Process for Quantitative Research As you critically appraise studies, follow the steps of the critical appraisal process presented in Box 18-1. These steps occur in sequence, vary in depth, and presume accomplishment of the preceding steps. However, an individual with critical appraisal experience frequently performs multiple steps of this process simultaneously. This section includes the three steps of the research critical appraisal process applied to quantitative studies and provides relevant questions for each step. These questions are not comprehensive but have been selected as a means for stimulating the logical reasoning and analysis necessary for conducting a study review. Persons experienced in the critical appraisal process formulate additional questions as part of their reasoning processes. We cover the identification of the steps or elements of the research process separately because persons who are new to critical appraisal often only conduct this step. The questions for determining the study strengths and weaknesses are covered together because this process occurs simultaneously in the mind of the person conducting the critical appraisal. Evaluation is covered separately because of the increased expertise needed to perform this final step. Step I: Identifying the Steps of the Quantitative Research Process in Studies Initial attempts to comprehend research articles are often frustrating because the terminology and stylized manner of the report are unfamiliar. Identification of the steps of the research process in a quantitative study is the first step in critical appraisal. It involves understanding the terms and concepts in the report; identifying study elements; and grasping the nature, significance, and meaning of the study elements. The following guidelines are presented to direct you in the initial critical appraisal of a quantitative study. Guidelines for Identifying the Steps of the Quantitative Research Process The first step involves reviewing the study title and abstract and reading the study from beginning to end (review the key principles in Box 18-2). As you read, address the following questions about the research report: Was the writing style of the report clear and concise? Were the different parts of the research report plainly identified (APA, 2010)? Were relevant terms defined? You might underline the terms you do not understand and determine their meaning from the glossary at the end of this textbook. Read the article a second time and highlight or underline each step of the quantitative research process. An overview of these steps is presented in Chapter 3. To write a critical appraisal identifying the study steps, you need to identify each step concisely and respond briefly to the following guidelines and questions: I. Introduction A. Describe the qualifications of the authors to conduct the study, such as research expertise, clinical experience, and educational preparation. Doctoral .

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Criteria Excellent Superior Good Work needed Failing Introduction 20 points Engages reader's attenion. Strong, assertive stance. Gives title of story and author. Key points are presented in thesis. Has individual and creative slant 18 points Clear thesis with key points. Gives title and author. Takes a stance on analysis of story. 16 points Thesis general but analytical. Reader is aware from first paragraph of the author's perspective of the story. 14 points Thesis too broad or not clear as analysis. 0 points Needs thesis which will analyze story. Reader not clear about what to expect. Body 20 points Key points developed with details and examples from text. Refers to thesis concepts. Reflects authorial stance 18 points Gives details and examples from text to analyze thesis concept. 16 points Uses some examples from the story without much plot summary. Focuses on thesis concept. 14 points Plot summary. Does not tie into thesis concept. 0 points Plot summary or biography of author. Thesis not developed with details or key points. Conclusion 15 points Summarizes key points made in essay. Restates thesis concept in different words. Provides a sense of closure and unification. 13 points Summarizes points made. Restates thesis concept. 11 points Summarizes points made in body of essay. Unifies the essay without new topics introduced. 9 points Ends abruptly. Introduces new topic into conclusion. Does not reflect information in introduction, thesis, and body. 0 points Lacks summary of points or sense of unity in essay. Academic tone 10 points Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout. No cliches, slang, or colloquialisms used. 8 points Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout. 6 points Clear tone but may contain usage of first person, or occasional informal usage. 4 points Too informal, usage of first person, and language usage does not reflect the academic reader. 0 points Does not reflect the tone of academic writing. Citations 25 points Uses in-text citations accurately after examples from text. Provides Work Cited list with accurate citation(s). 22 points Accurate in-text and Works Cited citation(s). 19 points In-text and end citations may have errors, but show patterns given in our textbook. 17 points Inadequate information to allow reader to find sources. Usage of URL as main citation. In-text citations missing or not accurate. 0 points Missing or invalid. Mechanics 10 points Free of errors in punctuation, spelling, grammar, and sentence structure 8 points Few errors in spelling, punctuation or grammar. Complete sentences with conventional phrasing. 7 points Errors are too frequent, but few sentence construction problems--fragments, run on sentences or comma splices. 6 points Too many errors. Problems with sentence constructions: fragments, fused senten.

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Critical analysis of primary literature - Practice Purpose: This purpose of this assignment is to critically analyze each section of one research paper, in order to gain experience dissecting, summarizing, and evaluating primary literature. Skills: As a result of completing this assignment, you will gain skills required to analyze and evaluate information from any source, and to apply the process of science to analyze and evaluate primary sources, including: · Identifying and rewording hypotheses and predictions · Evaluating experimental methods within the context of the hypotheses and predictions · Analyzing statistical tests and describing their meaning · Analyzing, interpreting, and summarizing Results and Interpretations, including the meaning and descriptive value of figures and tables Tasks and Rubric: · Select and read one of the provided papers that reports on original experimental research. · Consider watching the Intro To Stats video lecture for help understanding the methods. · Begin a Collaboration with me through our Canvas site (so that I may access and comment on it at any time), and complete the following analyses of the journal article: Commentary Part 1 Focus on the Abstract and Introduction of the publication: 1. Explain in your own words why the researchers conducted this study; what is the value in studying their system? What background information is included to inform you of the relevance, importance or potential implications of the study? 2. Restate the researcher’s hypothesis and their predictions in your own words; Identify where they stated their hypothesis and predictions, and whether it was stated explicitly or implied. Did the researchers choose appropriate experiments or observations to test their hypothesis? Explain why you think so. Commentary Part 2 Focus on the Materials and Methods: 1. In your own words, summarize the experimental methods (if there are multiple, summarize what you believe is the most important experiment). 2. Explainthe statistical method or test used to analyze their most important results: on what dataset is the statistical test applied? What is the test statistic measuring? What are the confidence limits, p-value, or R2 value, etc. and the significance level associated with the test statistic? Commentary Part 3 Focus on the Results and Discussion: 1. Evaluate two figures or tables that visually explain the most important result: Explain what each one attempts to show. Explainhow the figures and tables do or do not help clarify the written results. 2. Evaluate the Results & Discussion: Do they match the predictions and therefore support the hypothesis, or do the results falsify the hypothesis...or do they suggest a way in which the hypothesis (or predictions) should be modified? Explain. Additional criteria and tips. To receive 15 points, you must: · Use no smaller than 11 point font, 0.75 inch borders. · Use correct grammar and punctuation and adhere to Standard English sentence st.

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Critical analysis of one relevant curriculum approach or model. Recommended Reading Arce, E., & Ferguson, S. (2013). Curriculum for young children: An introduction (2n ed.). Wadsworth, CA: Cengage Learning. Brady, L & Kennedy, K (2013). Curriculum construction (5th ed.). Australia: Pearson. Cohen, L., & Waite-Stupiansky, S. (2013). Learning across the early childhood curriculum, UK: Emerald.  Curtis, C. (2011). Reflecting children's lives: a handbook for planning your child-centered curriculum (2nd ed.), St Paul, Minnesota: Redleaf Press. Elias, C., & Jenkins, L. (2011). A practical guide to early childhood curriculum, 9th edn, NJ: Pearson Education.  Eliason, C., & Jenkins, L. (2012). A Practical Guide to Early Childhood Curriculum, 9th ed. New Jersey: Pearson Education File N., Mueller, J., & Wisneski, D. (2012). Curriculum in early childhood education: re-examined, rediscovered, renewed New York: Routledge. Fleer, M. (2013). Play in the early years, UK: Cambridge University. Gronlund, G. (2010). Developmentally appropriate play: guiding young children to a higher level. St Paul, MN: Redleaf Hunter, L., & Sonter, L. (2012). Progressing play: practicalities, intentions and possibilities in emerging co-constructed curriculum. Warner, QLD, Australia: Consultants at play. Ingles, S. (2015). Developing critical skills: Interactive exercises for pre-service teachers. Kendall Hunt. Irving, E., & Carter, C. (2018 in Press). The Child in Focus: Learning and Teaching in Early Childhood Education, Melbourne: Oxford University Press (particularly Chapter 4: Play and Play-based learning and Chapter 5: Curriculum and Pedagogy) Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2011). Developmentally appropriate curriculum: Best practices in early childhood education. Boston, MA: Pearson Education Page, J.,& Taylor, C. (Eds). (2016). Learning & Teaching in the Early Years. Melbourne: Cambridge University Press. Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, being and becoming: The early years learning framework for Australia . Australian Capital Territory, Australia: Commonwealth of Australia. Pugh, G., & Duffy, B. (2014). Contemporary issues in the early years (6th ed.), Sage Publications, London. Van Hoorn, J., Nourat, P.M., Scales, B., & Alward, K.R. (2015). Play at the center of curriculum (6th ed.). New Jersey, U.S.: Prentice Hall. Wood, E. (2013). Play, learning and the early childhood curriculum (3rd ed.). London, England: Sage. .

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Critical Analyses 3 CA 3: ManagING Human ResourceS Social Contract The Right Way with Employees? As a senior manager for a global player in automobile production and sales, Jane Ellis had joined thousands of fellow employees in the excitement surrounding production of the company’s new hybrid vehicles. But barely two years into production, embarrassing component shortages, delivery delays, and a recall of the first models had a ripple effect, presenting the company with mounting concerns. In the confusion, many customers canceled orders and turned to competitors for purchase of the eco-friendly vehicles. Ellis’s company was facing a financial downturn. With three decades of service to the company, Jane led a contingent of managers intent upon keeping together as much of the company and as many employees as possible. “We know there will be some necessary cuts,” Jane admitted. “But this company has a long history of sticking by its people. Our first priority should be internal streamlining of how we do things and making sure we have the right people on board.” Many managers liked what they heard from Jane. She was well-respected and had a unequaled reputation for her leadership and collaborative skills and her ability to work with managers, as well as line workers on the factory floors. People marveled at the number of individuals she knew on a personal level throughout the company. Drew Cunningham influenced a second contingent within the management group. A brash go-getter with a reputation for fixing companies in crisis, he proposed across-the-board cuts in employees in order to implement a solution as quickly as possible. He proposed the immediate creation of a forced ranking system in order to identify and get rid of lower-ranking employees. Jane raised her hand and rose to her feet in objection. “So we’re going to create a system to fire …” “I didn’t say fire …” “OK, cut our own hard-working people? It sounds like some lame government commission,” Jane said. “We’ve got bright people. This thing simply got worse faster than we thought. We can work with the people we have in setting up more efficient workflow, establishing reasonable deadlines to increase output and …” “Jane, these are not the days of knowing everyone in the plant,” Drew said. “You’re not throwing out your uncle Harry. We’re taking a serious look at what we do, how we do it, and streamlining everything by keeping the right people in the organization and cutting the rest.” Apply Your Skills: Case for Critical Analysis The Right Way with Employees? 1. What kind of employee social contract is assumed by Jane Ellis and Drew Cunningham? Explain fully – what is the traditional social contract and what is the “new” social contract. 2. If you were an HR manager at the company, which view would you support? Why? 3. HR departments hire and develop human capital to serve the organization’s strategy and drive performance. Which approach—Jane Ellis’s or .

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Critical Access Hospital Goal Setting Provided By: The National Learning Consortium (NLC) Developed By: Health Information Technology Research Center (HITRC) Key Health Alliance, Regional Extension Assistance Center for HIT http://www.HealthIT.gov National Learning Consortium • The National Learning Consortium (NLC) is a virtual and evolving body of knowledge and resources designed to support healthcare providers and health IT professionals working towards the implementation, adoption and meaningful use of certified EHR systems. • The NLC represents the collective EHR implementation experiences and knowledge gained directly from the field of ONC’s outreach programs (REC, Beacon, State HIE) and through the Health Information Technology Research Center (HITRC) Communities of Practice (CoPs). • The following resource can be used in support of the EHR Implementation Lifecycle. It is recommended by “boots-on-the-ground” professionals for use by others who have made the commitment to implement or upgrade to certified EHR systems. EHR Implementation Lifecycle The material in this document was developed by Regional Extension Center staff in the performance of technical support and EHR implementation. The information in this document is not intended to serve as legal advice nor should it substitute for legal counsel. Users are encouraged to seek additional detailed technical guidance to supplement the information contained within. The REC staff developed these materials based on the technology and law that were in place at the time this document was developed. Therefore, advances in technology and/or changes to the law subsequent to that date may not have been incorporated into this material. September 30, 2013 • Version 1.0 www.HealthIT.gov 1 http://www.healthit.gov/providers-professionals/regional-extension-centers-recs http://www.healthit.gov/providers-professionals/beacon-community-centers http://www.healthit.gov/policy-researchers-implementers/state-health-information-exchange http://healthit.hhs.gov/portal/server.pt/community/healthit_hhs_gov__rec_program/1495 http://healthit.hhs.gov/portal/server.pt/community/healthit_hhs_gov__rec_program/1495 http://www.healthit.gov/providers-professionals/ehr-implementation-steps http://www.HealthIT.gov www.HealthIT.gov 2 Description & Instructions • The Critical Access Hospital Goal Setting guide is intended to aid providers and health IT implementers with Planning, Selecting, Implementing, and Achieving Meaningful Use. It can be used to determine what goals are, how they should be set, and how they should be measured. • This resource includes goal setting tools and tips. September 30, 2013 • Version 1.0 www.HealthIT.gov Goals • Goals play an important part of many of the aspects of planning, selecting, implementing, and realizing benefits of HIT • Help educate about what is possible with an EHR • Initiate change management by recognizi.

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CRITERION: Explain the role of international and altruistic organizations in providing health care services during a global event. DISTINGUISHED PROFICIENT BASIC NON-PERFORMANCE Basic Explains the role of either international or altruistic organizations in providing health care services during a global event, or the explanation lacks key elements. Faculty Comments:“ Your paper does not explain the role of either international or altruistic organizations in providing health care services during a global event. Your paper currently discusses governmental contributions. Please define what an altruistic organization is and name specific organizations and discuss the role of nursing within the organizations. To earn a distinguished grade, you need to explain the role of international and altruistic organizations in providing health care services during a global event and consider how professional nursing can play a greater part within the organizations. Running Head: NATURAL DISASTER RESPONSE 1 NATURAL DISASTER RESPONSE 2 NATURAL DISASTER RESPONSE Alexander V Chacon Capella University January, 2019 Introduction World disasters are happening more intensely and frequently, demonstrating a critical need for the enhancement of risk management and response. High-profile disasters are increasing worldwide consciousness to strengthen national and regional capacity to mitigate, respond to and manage these disasters. Developing countries such as in the Caribbean islands, the middle east, and Africa are particularly vulnerable to natural disasters for reasons of lack of infrastructure, resources and exacerbated by geology, tectonic setting, topography and location, poor environmental management practices and land use among other reasons related to the country and respective natural or man-made disasters that frequent it (Veeneema, 2018). Earthquakes, hurricanes, and wildfires are some of the most common natural disasters that have even affected developed nations such as the United States crippling small and large communities, killing thousands and destroying any infrastructure around where they occur. The disasters being experienced today worldwide are some of most devastating and strongest in the last 100 years of the human history and have been argued to be a just mere precedents for the worst that are yet to come in the near future in the face of climate change and global warming as well as other destructive human activities. Local, state and national response The use of technology has been employed in response to these disasters enabling rescue operations and recovery allowing cities to rebuild after each event in the wake of these disastrous happenings and empowering the rescuers to help save more lives and others to intervene. Under normal circumstances worldwide, disaster repose in high-income cou.

CRITERION Explain the role of international and altruistic organi.docx

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Criterion Status Criterion Feedback Introductory Remarks Does not meet The study overview is incomplete or unclear. Key elements are inadequately addressed, all points are not supported in the literature, key concepts lack coherence and clarity. Not framed to proper program of study. You might add more references to the general literature. Statement of the Problem Meets Your study is novel, but you could do well to more explicitly state the problem: "A lack of diversity results in..." Purpose of the Study Meets The purpose of the study is described and aligns to the stated problem, a summary of how the study will be/was conducted is provided. Introduction to Theoretical/Conceptual Framework Meets The theory(ies) or conceptual framework used to frame the study are identified and explained through use of the literature and study topic. If multiple frameworks are used, a description is provided for how they interrelate within the context of the study topic and literature. Nature of Study Meets A brief overview of the study design, variables/constructs, instruments, and analyses is provided based on current literature describing why the proposed method and design were chosen to address the study’s research question(s). This part s Strong!!! Research Questions/Hypotheses Does not meet The research questions are incomplete or lack coherence, clarity, not testable, and/or not aligned to the problem and purpose. The core concepts and/or operational variables are missing. The hypotheses (quantitative studies only) are incomplete or lack coherence and clarity, are not testable or not aligned to problem, purpose, and/or design. The research questions are strong, but the language "job performance" infers analyzing individuals' job performances whereas your DVs seem to be firm-level. Significance of the Study Meets If you gave a preview of your findings this would be easier for the reader to detect. Definition of Key Terms Does not meet The definitions of key terms are incomplete or unclear. Personal descriptions are used, too many common words are used, methods and theoretical terms are included. "job performance" is ambiguous Summary Meets Chapter ends with a basic summary of the need and purpose of the study, method and design, anticipated contributions, and transitions into the next chapter. APA Format Meets Consistently applies fundamental APA formatting for TOC, List of Tables, List of Figures, throughout the Chapter. The template requirements are followed. Writing / Presentation Meets Follows conventions of scholarly writing, grammar, and punctuation. NORMAN, ELTON_DIS9901A_ALLIGNMENT TABLE 1 RESEARCH QUESTIONS 3 Statement of the Problem Purpose of the Study Research Questions Conceptual framework Despite efforts by the government to foster ethnic diversity at the workplace through practices and policies, gender diversity has fallen short in the banking sector in the United States. The study expounds on what makes up improved performa.

CriterionStatusCriterion FeedbackIntroductory RemarksDoes .docx

willcoxjanay

Criteria: Key issues relating to the question have been developed Original and clear argument Logical and convincing discussion Ideas and assertions substantiated through use of high quality reference material and key academic perspectives/views used to develop arguments Appropriate Harvard style referencing (intext and list of references) Number and quality of references Clear and comprehensive written style (spelling, grammar, syntax etc.) .

Criteria Key issues relating to the question have been developed.docx

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