Security Posture

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Security Posture

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Security Posture:

Q1. Please read the below paragraph and write your opinion with 150 words with intext citation and references.

To know their security posture and understand its risks, many organizations choose to hire an ethical hacker, or penetration tester, to perform attack simulations. A penetration tester will use the same tools and tactics as a malicious attacker, but in a controlled and secure way. This allows an organization to understand how a bad actor might get into the environment, how they might move around inside of the environment, and how they might exfiltrate data. This also enables the organization to determine the impact of attacks and identify weaknesses. Emulating attacks allows an organization to test the effectiveness of security defenses and monitoring tools. Defense strategies can then be refined based on lessons learned. A penetration test is more than a vulnerability scan. During a vulnerability scan, an automated scanning product is used to probe the ports and services on a range of IP addresses. Most of these tools gather information about the system and software and correlate the information with known vulnerabilities. This results in a list of vulnerabilities, but it does not provide an idea of the impact those vulnerabilities could have on the environment.

Q2. Please read the below paragraph and write your opinion with 150 words with intext citation and references.

A good case scenario that brings out ethics in gray hacking is when a gray hacker asks for permission to intrude on a system to prove a point on the weakness of the system. The hacker can get such permission from the respective organization that owns the rights to the said system. The gray hacker may go ahead becoming unethical if they identify a problem within the network and fail to report the findings to the company or the developer. This means that the gray hacker’s intention was to benefit from the intrusion. A gray hacker may also at some point intrude on a network that is under attack from a black hat hacker with the intention of salvaging the situation. A good case scenario is a situation whereby terrorists attack a flight network and it becomes hard for white hat hackers to reverse the situation. The gray hat hacker may get into the network, attack the black hat hacker and hand over the system back to the network providers hence the actions and intentions are regarded as ethical.

Leadership Theories in Practice

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Leadership Theories in Practice

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Leadership Theories in Practice:

leadership theories in practice

Discussion 1: Leadership Theories in Practice

A walk through the Business section of any bookstore or a quick Internet search on the topic will reveal a seemingly endless supply of writings on leadership. Formal research literature is also teeming with volumes on the subject.

However, your own observation and experiences may suggest these theories are not always so easily found in practice. Not that the potential isn’t there; current evidence suggests that leadership factors such as emotional intelligence and transformational leadership behaviors, for example, can be highly effective for leading nurses and organizations.

Yet, how well are these theories put to practice? In this Discussion, you will examine formal leadership theories. You will compare these theories to behaviors you have observed firsthand and discuss their effectiveness in impacting your organization.

To Prepare:

  • Review the Resources and examine the leadership theories and behaviors introduced.
  • Identify two to three scholarly resources, in addition to this Module’s readings, that evaluate the impact of leadership behaviors in creating healthy work environments.
  • Reflect on the leadership behaviors presented in the three resources that you selected for review.
By Day 3 of Week 4

Post two key insights you had from the scholarly resources you selected. Describe a leader whom you have seen use such behaviors and skills, or a situation where you have seen these behaviors and skills used in practice. Be specific and provide examples. Then, explain to what extent these skills were effective and how their practice impacted the workplace.

By Day 6 of Week 4

Respond to at least two of your colleagues on two different days by explaining how the leadership skills they described may impact your organization or your personal leadership, or by identifying challenges you see in applying the skills described.

Workflow and Beyond Meaningful Use

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Workflow and Beyond Meaningful Use

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Workflow and Beyond Meaningful Use:

Copyright © 2021 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com.

CHAPTER 10

Workflow and Beyond Meaningful Use

 

 

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Objectives

 Provide an overview of the purpose of conducting workflow analysis and design.

 Deliver specific instructions on workflow analysis and redesign techniques.

 Cite measures of efficiency and effectiveness that can be applied to redesign efforts.

 

 

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Introduction

 According to the American Association for Justice (2016), preventable medical errors kill and seriously injure hundreds of thousands of Americans every year.

 Not only is there an impact on patients from these errors, but there is also a significant financial impact to healthcare organizations.

 One of the most important tools to employ is the use of electronic records and information system to provide point-of-care decision support and automation.

 

 

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Workflow and Technology

 Workflow is a term used to describe the action or execution of a series of tasks in a prescribed sequence. Another definition of workflow is a progression of steps (tasks, events, interactions) that comprise a work process, involve two or more persons, and create or add value to the organization’s activities.

 One school of thought suggests that technology should be designed to meet the needs of clinical workflow.

 

 

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Guidelines for Transformative Initiatives

 Create a case for transformation.

 Establish a vision for the end point.

 Employ experts.

 Consider the optimal experience.

 Do not replicate the current state.

 Focus on those initiatives that offer the greatest value to the organization.

 Recognize that small gains have no real impact on transformation.

 

 

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Optimization

 Optimization is the process of moving conditions past their current state and into more efficient and effective method of performing tasks.

 Health informatics should always be included in these activities to represent the needs of clinicians and to serve as liaison for technological solutions to process problems.

 

 

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Workflow Analysis and Informatics Practice

 A critical aspect of the informatics role is workflow design. Health informatics is uniquely positioned to engage in the analysis and redesign of processes and tasks surrounding the use of technology.

 As we examine how workflow analysis is conducted, it is important to note that while the health informaticist is an essential member of the team to participate in or enable workflow analysis, a team dedicated to this effort is necessary for its success.

 

 

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Building the Team

 The workflow redesign team is an interdisciplinary team consisting of process owners.

 Process owners are those who directly engage in the workflow to be analyzed and redesigned.

 Process owners are individuals who can speak about the intricacy of process, including process variations from the norm.

 

 

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Value Added Versus Non-Value Added

 A value-added activity or step is one that ultimately brings the process closer to completion or changes the product or service for the better.

 Some steps in a process do not necessarily add value but are necessary for regulatory or compliance reasons.

 

 

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Waste

 Underpinning the Lean philosophy is the removal of waste activities from workflow.

 Waste is classified as unnecessary activities or an excess of products to perform tasks.

 

 

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Variation

 Variation occurs when workers perform the same function in different ways and usually occurs because of flaws in the way a process was originally designed, lack of knowledge about the process, or because a process cannot be executed as originally designed due to disruption or disturbances in the workflow.

 

 

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Transitioning to Future State

 Future state is constructed with the best possible knowledge of how the process will ideally work.

 To move from the current state to the future state, gap analysis is necessary.

 Gap analysis zeros in on the major areas most affected by the change, namely, technology.

 What often happens in redesign efforts is an exact or near-exact replication of the current state using automation.

 Gap analysis discussion should generate ideas from the group how about best to utilize the technology to transform practice.

 

 

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Informatics as a Change Agent

 Technology implementations alone represent a significant change for clinicians, as does the workflow redesign that accompanies technology.

 Often the degree of change and its impact is under-appreciated and unaccounted for by leadership and staff alike.

 Engagement of the end user is a critical aspect of change management and, therefore, adoption. Without end-user involvement, change is resisted and efforts are subject to failure.

 There are many change theories to explore, but regardless of the change theory adopted by the informatics specialist, know that communication, planning, and support are key factors of any change management strategy.

 Informaticists should become knowledgeable about at least one change theory and use this knowledge as the basis for change management planning as part of every effort.

 

 

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Measuring Results

 Metrics provide understanding about the performance of a process or function.

 Process metrics are collected at the initial stage of project or problem identification.

 Current state metrics are then benchmarked against internal indicators.

 When there are no internal indicators to benchmark against, a suitable course of action is to benchmark against an external source such as a similar business practice within a different industry.

 

 

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Future Directions

 Although workflow analysis principles are described within the context of acute and ambulatory care, the need to perform process analysis on a macro level will expand as more organizations move forward with health information exchanges (HIE) and medical home models.

 Health information exchanges require the health informaticist to visualize how patients move through the entire continuum of care and not just a specific patient care area.

 Technology initiatives will become increasingly complex. Therefore, health informaticists will need greater preparation in the area of process analysis and improvement techniques to meet the growing challenges technology brings and operational performance demands of fiscally impaired healthcare organizations.

 

 

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Summary

 Workflow redesign is a critical aspect of technology implementation, and when done well, yields technology that is more likely to achieve the intended patient outcomes and safety benefits.

 Health informatics professionals are taking on a greater role with respect to workflow design, and this aspect of practice will grow in light of meaningful use- driven objectives.

 Other initiatives that impact hospital performance will also drive informatics professionals to influence how technology is used in the context of workflow to improve upon the bottom line.

 

 

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References

 American Association for Justice. (2016). Medical errors. Retrieved from https://www.justice.org/what-we-do /advocate-civil-justice-system/issue- advocacy /medical-errors

 

  • Slide 1
  • Objectives
  • Introduction
  • Workflow and Technology
  • Guidelines for Transformative Initiatives
  • Optimization
  • Workflow Analysis and Informatics Practice
  • Building the Team
  • Value Added Versus Non-Value Added
  • Waste
  • Variation
  • Transitioning to Future State
  • Informatics as a Change Agent
  • Measuring Results
  • Future Directions
  • Summary
  • References

Labor Market

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Labor Market

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Labor Market:

Labor Market

Write a 1000-1200 word paper that:

· Describes the results of your assessment of the labor market from which your selected organization draws candidates for open positions.

· Explains the population, demographics of the population, levels of education, and how much training may be required to prepare new workers drawn from this pool for positions in the firm.

· Use regional economic corporations, US Department of Labor and other sources to provide data.

In addition to the requirements above, your paper:

· Must be double-spaced and 12 point font

· Must be formatted according to APA style

· Must include an introductory paragraph with a thesis statement

· Must conclude with a restatement of the thesis and a conclusion paragraph

· Must reference a minimum of two recent scholarly resources

——————————————————————————————————————————————

Total Possible Score: 5.00

The Labor Market

Total: 2.00

Distinguished – Provides a comprehensive assessment of the labor market from which the organization draws candidates for open positions.  Cohesively and clearly analyzes the labor market by providing specific examples.

Proficient – Provides an assessment that explains the labor market from which the organization draws candidates for open positions.  Assessment is not clearly discussed and is lacking some pertinent details.  Adequately analyzes the labor market.

Basic – Provides a limited assessment which briefly explains the labor market from which the organization draws candidates for open positions.  Assessment is not clearly discussed and is not supported with examples.  Analyzes the market, but the analysis is either incomplete or lacking in detail.

Below Expectations – Provides an assessment which does not clearly explain the labor market from which the organization draws candidates for open positions.  The assessment is vague and not supported with examples.   Market analysis lacks relevance.

Non-Performance – The description of the results of the labor market is either non-existent or lacks the components described in the assignment instructions.

 

Population, Demographics, Education, and Training

Total: 1.00

Distinguished – Clearly and comprehensively explains the population.  The explanation provides detailed and relevant information on the demographics, levels of education, and how much training is required to prepare new workers.

Proficient – Sufficiently explains the population.  The explanation is missing some details that are relevant to understanding the demographics, levels of education, and how much training is required to prepare new workers.

Basic – Briefly explains the population.  The explanation is missing several details that are important to fully understanding the demographics, levels of education, and how much training is required to prepare new workers.

Below Expectations – Fails to adequately explain the population.  The explanation is missing information on either the demographics, levels of education, or how much training is required to prepare new workers.

Non-Performance – The explanation of the population is either non-existent or lacks the components described in the assignment instructions.

 

Research and Resources

Total: 1.00

Distinguished – Excellent use of scholarly sources for data.  The sources are academically valid and diverse.

Proficient – Appropriate use of scholarly sources for data.  The sources are scholarly, but more diverse sources could have been used.

Basic – Limited use of scholarly sources for data.  A limited number of sources are used, and some sources are not appropriate for this analysis.

Below Expectations – Inadequate use of scholarly sources for data.  The sources are not scholarly in nature and lack pertinent information for an appropriate analysis.

Non-Performance – The use of scholarly sources is either non-existent or lacks the components described in the assignment instructions.

 

Critical Thinking: Evidence

Total: 0.25

Distinguished –  Employs persuasive information from credible source(s), to develop an ample analysis or synthesis of the topic. Viewpoints of experts are scrutinized thoroughly.

Proficient – Employs applicable information from credible source(s), to develop an analysis of the topic.

Basic – Identifies applicable information from credible source(s), but may neglect the application of such information toward the analysis of the topic.

Below Expectations – Displays information from external source(s), but such information may lack credibility and/or relevance.  Neglects the application of such information toward the analysis of the topic.

Non-Performance – The assignment is either non-existent or lacks the components described in the instructions.

 

Written Communication: Control of Syntax and Mechanics

Total: 0.25

Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.

Proficient – Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand.

Basic – Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.

Below Expectations – Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.

Non-Performance – The assignment is either non-existent or lacks the components described in the instructions.

 

APA Formatting

Total: 0.25

Distinguished – Accurately uses APA formatting consistently throughout the paper, title and reference page.

Proficient – Exhibits APA formatting throughout the paper; however, layout contains a few minor errors.

Basic – Exhibits basic knowledge of APA formatting throughout the paper.  Layout does not meet all APA requirements.

Below Expectations – Fails to exhibit basic knowledge of APA formatting.  There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance – The assignment is either non-existent or lacks the components described in the instructions.

 

Written Communication: Word Requirement

Total: 0.25

Distinguished – The length of the paper is equivalent to the required number of words.

Proficient – The length of the paper is nearly equivalent to the required number of words.

Basic – The length of the paper is equivalent to at least three quarters of the required number of words.

Below Expectations – The length of the paper is equivalent to at least one half of the required number of words.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Early Learning Standards

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Early Learning Standards

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Early Learning Standards:

1. Early Learning Standards (three standards)

 

Standard #1

Domain: Mathematics

Strand: Strand A: Early learning experiences will support children to understand

counting and cardinality

Learning Progression: Cardinality

Indicator: M.48.2 Count up to at least five objects using one-to-one correspondence,

using the number name of the last object counted to represent the total number of

objects in a set.

Source: CTELDS

 

Standard #2

Domain: Mathematics

Strand: Strand C: Early learning experiences will support children to understand the

attributes and relative properties of objects

Learning Progression: Data

Indicator: M.48.9 Sort objects into two groups, count, and compare the quantity of the

groups formed (e.g., color, size, shape)

Source: CTELDS

 

Standard #3

Domain: Social Studies

a) Title of the Lesson: Grouping items 1-5

b) Number of Children in Group: 10

c) Children’s Age Group: 3-4

d) Length of Lesson: 30 minutes

 

Math Learning Experience Plan (LEP)

 

CHS250 – STEM in the Early

Childhood Education Classroom

 

 

Strand: Strand C: Early learning experiences will support children to develop an

understanding of economic systems and resources

Learning Progression: Science, Technology and Society

Indicator: SS.48.10 Understand the use of tools, including technology, for a variety of

purposes

Source: CTELDS

 

2. Key Objectives (three objectives)

 

Objective #1 Children will collect a set of 5 items that belong to a group by an attribute

 

Objective #2 Children will be able to match the number name to the group of items

selected

 

Objective #3 Children will create a way to document the collection of items and number

name

 

3. Materials:

• Items in the classroom and home environment

• Number cards 1-5

• Number cards with dots for numbers

4. Vocabulary (five words):

• set

• attributes

• similar

• collect

• items

5. Higher Order Thinking (HOT) Questions (six questions) Create questions that are based on all six levels of Bloom’s Taxonomy: Understanding,

Remembering, Applying, Analyzing, Evaluating, Creating

• Show me how we should count these objects with our fingers.

• Select the group that has 3 objects.

• Can you count from the last object to the first and still get the same number? Can you count an object two times?

• Choose the number that corresponds to the number card.

• Can a set or group have objects that have many different attributes?

 

 

 

6. Instructional Procedure

A. Introduction

• Practice counting items 1-5 by putting the child’s finger on each item, one by one.

• Talk about what an attribute might be (e.g., color, size, function, etc.). B. Related Activity

• Create two sets of cards: cards with numerals 1-5, and cards with dots 1-5 to be used as groupings.

• Take a tour of the classroom or home environment. Count similar items to correspond with the number and dot cards.

• Show collections of similar items, for example a collection of keys. C. Closing

• Create a way to share the class activity with families and the whole center/school a.

 

7. Home-School Connection: Send home a note describing an activity that parents and families can do with their children in their homes using found objects.

1. Go on a scavenger hunt in your home! 2. Collect a group of similar items or objects that can be grouped by number. For

example: 1 key, 2 paper towel tubes, etc. 3. Discuss with your child the reasons for the grouping and number quantity. 4. Ask families to send in the actual items in a labeled bag or bring in a representation

of the group. For example, take a photograph or draw a picture with your child.

Cultures and Communities

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cultures and communities

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cultures and communities:

The field of education is vast and complex with many stakeholders involved, sometimes controversies arise. These controversial issues usually begin with a single or a series of historical events. There also are usually arguments on both sides of the issue, both supporting and opposing. Since these issues may cause strife and division, federal and state policymakers, state and local administration, teachers, students, parents, and community members attempt to offer solutions to these controversial issues.

Relating to these controversial issues are cultural identifiers which can be defined as characteristics or conditions that make each individual unique. Usually, one or more cultural identifiers are at the root of controversial issues. Understanding both the controversial issue and the related cultural identifier can help stakeholders find the best, most equitable, and most ethical solution for everyone involved.

Throughout this course, you will be working on a 1,000-1,250 word assignment on a controversial topic involving a cultural identifier and the implications of the controversial topic on K-12 education. Your first draft of the assignment will be due in Topic 4, and you will be required to submit it to the peer review forum on day 1 in Topic 5, and your final version will be submitted in Topic 7.

Part 1

Select a controversial topic related to diverse cultures and communities currently affecting K-12 education. Potential topics could include body image, citizenship status, plastic/cosmetic surgery for teenagers, bathrooms for transgender students, ethnic curriculum/classes, religious clothing, prayer in schools, or other topics that involve a supporting and opposing side and at least one cultural identifier. Utilizing sources found in the GCU Library and the EDU-330 assignment Guide, complete a 500-750 word brainstorming assignment on your topic and address the following prompts:

  • Describe the controversial topic and cultural identifier. Explain the connection between the controversial topic, the cultural identifier, and the role of social justice.
  • Summarize the key historical events that have significantly affected your specific controversial topic.
  • Summarize the topic in the context of K-12 education, including the related cultural identifier and any associated controversies.
  • Identify current scholarly statements for the controversial topic, including at least one supporting and one opposing.
  • Describe how this controversial issue could affect future teaching practices and how it could affect future students.
  • Summarize related policies or methods that have been implemented at the local level including both districts and schools as a solution to the controversial issue.­­­

Part 2

Begin conducting to support your opinion on the controversial issue. Collect a minimum of three scholarly resources from the last five years to support your rough draft due in Topic 4. Submit a 50-150 word summary for each of the three articles, including how the articles apply to your chosen topic.­­

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

Martha Rogers Theory

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Martha Rogers Theory

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Martha Rogers Theory:

Describe a situation from your experiences in nursing in which you would apply Martha Rogers theory
To be clear, you will describe a situation in detail and then apply each of your nursing theory(ies) by rogers to that situation separately.
Be sure to pick and example that clearly illustrates the strength of each nursing theory in application to either nursing practice, nursing research, nursing education, or nursing administration.
Describe why the classification of this theory is appropriate for the situation you have described.
Compare and contrast the the usefulness of each of your theories to this particular situation.

Please use the book below

2

 

 

3

 

 

4

 

 

5

 

 

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Fifth Edition

Copyright © 2019 Wolters Kluwer Health.

Copyright © 2014, 2011 Wolters Kluwer Health | Lippincott Williams & Wilkins. Copyright © 2007, 2002 Lippincott Williams & Wilkins. All rights reserved. This book is protected by copyright. No part of this book may be reproduced or transmitted in any form or by any means, including as photocopies or scanned-in or other electronic copies, or utilized by any information storage and retrieval system without written permission from the copyright owner, except for brief quotations embodied in critical articles and reviews. Materials appearing in this book prepared by individuals as part of their official duties as U.S. government employees are not covered by the above-mentioned copyright. To request permission, please contact Lippincott Williams & Wilkins at Two Commerce Square, 2001 Market Street, Philadelphia, PA 19103, via email at permissions@lww.com, or via our website at lww.com (products and services).

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Printed in China

Library of Congress Cataloging-in-Publication Data

Names: McEwen, Melanie, author. | Wills, Evelyn M., author. Title: Theoretical basis for nursing / Melanie McEwen, Evelyn M. Wills. Description: Fifth edition. | Philadelphia : Wolters Kluwer, [2018] |

Includes bibliographical references and index. Identifiers: LCCN 2017049174 | ISBN 9781496351203 Subjects: | MESH: Nursing Theory Classification: LCC RT84.5 | NLM WY 86 | DDC 610.73—dc23 LC record available at https://lccn.loc.gov/2017049174

Care has been taken to confirm the accuracy of the information presented and to describe generally accepted practices. However, the author(s), editors, and publisher are not responsible for errors or omissions or for any consequences from application of the information in this book and make no warranty, expressed or implied, with respect to the currency, completeness, or accuracy of the contents of the publication. Application of this information in a particular situation remains the professional responsibility of the practitioner; the clinical treatments described and recommended may not be considered absolute and universal recommendations.

The author(s), editors, and publisher have exerted every effort to ensure that drug selection and dosage set forth in this text are in accordance with the current recommendations and practice at the time of publication. However, in view of ongoing research, changes in government regulations, and the constant flow of information relating to drug therapy and drug reactions, the reader is urged to check the package insert for each drug for any change in indications and dosage and for added warnings and precautions. This is particularly important when the recommended agent is a new or infrequently employed drug.

Some drugs and medical devices presented in this publication have U.S. Food and Drug Administration (FDA) clearance for limited use in restricted research settings. It is the responsibility of the health care provider to ascertain the FDA status of each drug or device planned for use in his or her clinical practice.

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Applied Management Statistics

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Applied Management Statistics

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Applied Management Statistics:

BCO127 Applied Management Statistics Task brief & rubrics

 

Task: Final assignment

This is an individual task. You are asked to answer all the questions in the proposed case.

All students must submit their own file in the midterm assignment evaluation submission point.

You can upload an Excel File, but make sure that it’s clearly indicated what the figures correspond to. Also make sure that the steps are clearly indicated.

Task

A regression analysis has been conducted between the annual income (in 1000 euros) and the work experience (in years) of people with 0.05 significance level. The results are summarized below.

 

Summary            
Table 1.            
Regression Statistics          
Multiple R 0,96          
R Square 0,92          
Adjusted R Square 0,82          
Standard Error 2,11          
Observations 6          
             
Table 2.            
  df SS MS F Significance F  
Regression 1 107,603 107,603 24,276 0,008  
Residual 4 17,730 4,432      
Total 5 125,333        
 

Table 3.

            
  Coefficients Standard Error t stat p value Lower 95% Upper 95%
Intercept 14,84 3,160 5,491 0,005 8,577 26,124
Variable X 1 2,05 0,276 4,927 0,008 0,595 2,130

 

 

 

Ex. 1. Define the independent and dependent variables. What can you say about the correlation between them? (10 points)

Ex. 2. Interpret R Square. (15 points)

Ex. 3. State the hypotheses tested (15 points)

Ex. 4. Test whether the independent variable have a significant effect on the dependent variable with 0.05 significance level? Write your conclusion.

(25 points)

Ex. 5. Write the regression model and interpret the coefficients. (20 points)

Ex. 6. Estimate the average annual income of a person who has 15 years of work experience. (15 points)

 

 

 

 

Submission: Week 7 – Due on Friday 11th September 2022, 23:59 CEST, Via Moodle

Weight: This task is a 60% of your total grade for this subject, as indicated in the course outline

Submission file format: Excel File with all the answers, clearly identifying all steps & results, and including comments for each step

 

Formalities:

· Font: Arial 12 pts.

· Text alignment: Justified.

· The in-text References and the Bibliography, if any, have to be in Harvard’s citation style.

 

This task assesses the following learning outcomes:

· Design and explain statistical models, perform analysis and solve real-world problems.

· Understand concepts, formulas, and techniques of statistics through applied examples.

· Understand statistical language and develop statistical thinking.

· Interpret results of statistical analysis.

 

 

 

Rubrics

  Descriptor
9-10 The student demonstrates an excellent understanding of the concepts.
8-8.9 The student demonstrates a good understanding of the concepts.
7-7.9 The student demonstrates a fair understanding of the concepts.
6-6.9 The student demonstrates some, but insufficient understanding of the concepts.
3-5.9 The student demonstrates insufficient understanding of the concepts. They may mention some relevant ideas or concepts, although it is clear that the relationship between them is not understood by the student.
1-2.9 The student demonstrates insufficient understanding of the concepts and does not mention any relevant ideas or concepts.
0 The student leaves the question blank or cheats.

Assessment Battery

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Assessment Battery

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Assessment Battery:

Assignment Instructions

Create an assessment battery for a hypothetical client seeking career counseling and guidance.

· Include the types of assessments you would use and the rationale for your choice of each assessment.

· Use at least 3 quantitative assessments and 2 qualitative assessments (i.e. clinical interview, card sort, etc.)

· Each assessment you select should be thoroughly discussed in terms of the appropriateness of use with your client and should include statistical data to support your decision such as the population on which the assessment was normed, the validity and reliability of using the assessment with your client, and any limitations the assessment would have if used with diverse and special populations.

· Include information on how to use electronic resources such as O*NET and CAGS as well as the Dictionary of Occupational Titles to describe the mental, physical, and vocational preparation for work.

· The body of the paper should be a minimum of 10 pages and should include additional resources and references other than the textbook. You may use yourself as the hypothetical client.

The following are headings to be incorporated in your paper:

· Abstract

· Background

· Assessment used

· MBTI (free online test at  http://www.16personalities.com)

· Self-Directed Search

· Strong Campbell (free online test at  https://www.mynextmove.org/explore/ip )

· Results of assessment

· Cognitive strengths and weaknesses

· Physical or mental limitation or strengths

· Clinical impression or counselor’s impression (this would be information you would gain during the initial interview with the client)

· Cultural considerations and special needs

· Jobs available in the national labor market. You will need to go to either the Bureau of Labor Statistics and/or ONET to get the job requirements, physical and mental demands, the numbers of these jobs in the national economy, and how this will affect your client in the geographical area in which they live.

· If additional skills are needed for the jobs you cite in the previous section, how will the client acquire those skills?

· Summary and conclusion.

The paper must be submitted in Microsoft Word; Times New Roman font; 12 pt. font size; margins 1” on all sides; double-spaced. The assignment should be written on a graduate level and references used should be cited within the discussion and documented in a reference list using APA styling.

Post your paper, as a single document, to the grade book through Turnitin.com. An originality score greater than 25% will result in a severe penalty.

Review the attached documents for the scoring guide and sample papers.

Health Care Administration

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Health Care Administration

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health care administration:

Course Outcomes for Assignment:

· Apply and integrate the concepts and knowledge gained in prior general management and health care administration courses to industry-relevant challenges.

· Construct a personal plan for life long learning that is built upon the reference material and literature from prior general management and healthcare administration courses

Please use the outline below to develop and present your plan.  The limit is seven pages (including any attachments).

MISSION

Why are planning for life-long learning after just accomplishing a Master’s degree? Develop your Mission. Read more about the mission at  https://www.wix.com/partners/post/10-motivational-mission-statement-examples?utm_source=google&utm_medium=cpc&utm_campaign=bd_partners_dsa_t1^&experiment_id=^486283628158^^^b^^_DSA&gclid=EAIaIQobChMIjaGh2u3a7QIVGYeGCh1gPAjwEAAYAiAAEgKud_D_BwE

VISION

Develop a personal vision statement. Read more about a vision at  https://www.indeed.com/career-advice/career-development/personal-vision-statement

GOALS:  (Limit to 4-6 major goals)

In terms of your learning over the next 10 years, what specific things do you want to be doing that will help you stay current and on top of your field? Develop SMART goals for yourself. Read more at  https://www.indeed.com/career-advice/career-development/smart-goals

GUIDING RESOURCES

What is (or will be) the guiding management book(s) that provides the basis for your understanding/approaches/actions as a manager/administrator?

What is (or will be) the guiding health care book(s) that provides the basis for your understanding/approaches/actions in the health care arena?

Plan and specific steps to execute the plan in order to stay current with  developments and issues in both general management and health care administration.

ENVIRONMENT: The time horizon for this exercise is the next ten years (10 year outlook from the current year)

STRATEGIES

The specific things you will work on to help you achieve each goal.

TACTICS

The specific steps that you will take to achieve each strategy (relatively short- term actions)

MONITORING

How will you know if you are succeeding and achieving expected outcomes?  How will you spot impending failure or the need to adjust either strategies or tactics?

RISK FACTORS

Identify the general environment (e.g., information technology), professional and personal factors that will help/hinder your success with the plan?

PLAN B

Explain how you are going to manage the risk or overcome obstacles presented to you. Be reasonable and practical in the solutions.

Make sure to provide credible evidence supporting your plan and provide citations and references in APA 7 format.