Using the Complete EHR technology system you proposed in Stage 2, you should briefly explain it and then copy the 4 tables below and complete the remaining columns. For each area of the core objectives, menu objectives, and CQM, provide a brief explanation, a minimum of two sentences for each, to justify the selection. Explanations must provide enough information to convey the reasoning behind the selection. You may copy the objectives, measures, and other parts of the tables from the CMS source documents, but you must use your own words to demonstrate your understanding of the measure of the objective/CQM as you provide in your explanations.
You must include at least one external source, a source other than the textbook and other materials provided in class. Remember to correctly cite and reference your sources with APA format. Use the Grading Rubric to be sure you have covered everything. Submit your paper with answers to parts 1 through 4 below via your Assignment Folder as a Microsoft Word document with your last name included in the filename (LASTNAME_Stage3).
Part 1: Briefly explain which incentive program you recommend that the medical practice pursue and provide a table similar to the below with the detailed expected incentives for the clinic for the duration of the program. Click on the upper left corner of the table to copy it into your paper.
Identify which incentive program you recommend for the practice, how much the practice is expected to receive – if it complies for the duration of the program – detailing individual year amounts, followed by the total. The table is an example if you were to recommend the Medicare Incentive program. Please adapt the table to the incentives program that you will recommend for the practice.
Before you begin the following Part 2 and Part 3:
Please review ONLY the core and menu objectives in the document “MU_Stage1_ReqOverview” posted in Content>Course Resources and available at the following URL: https://www.cms.gov/Regulations-and-Guidance/Legislation/EHRIncentivePrograms/Downloads/MU_Stage1_ReqOverview.pdf
Do not use the above PDF for Part 4 of this assignment as the CQM information in it is not valid for 2014. In Part 4, the instructions provide you with the link to the updated 2014 CQM Reporting Guidelines.
For the Clinic in this case study, you should use the sections of MU that apply to “eligible professionals” (EP) vs. hospitals.
Part 2: Table detailing the Core Objectives that you recommend that the UMUC Family Clinic report. In the document above, you will find the list of 15 Core Objectives. These are followed by several pages showing the “Stage 1 Core Set Objectives.” You should select 15 Stage 1 Objectives and corresponding Stage 1 Measures that will be collected by the EHR you have selected in your Stage 2 project. Then, you should explain for each one how the objective will be met at the UMUC Family Clinic using the EHR you have proposed for them. 15 entries are required, and an example for one entry is provided below (it may or may not be included in your selected EHR system). Click on the upper left corner of the table to copy it into your paper.
Part 3: Table detailing the recommended Menu Objectives that you recommend that the UMUC Family Clinic report. In the document referred to above, you will find the list of 10 Menu Objectives. These are followed by several pages showing the “Stage 1 Menu Set Objectives.” You should select 5 Stage 1 Objectives and corresponding Stage 1 Measures that will be collected by the EHR you have selected in your Stage 2 project. 5 entries are required, and an example for one entry is provided below (it may or may not apply to your selected EHR system). Click on the upper left corner of the table to copy it into your paper.
Before you begin the following Part 4:
Please review the list of the clinical quality measures (CQM) in the document “EP_MeasureTables Posting CQMs” posted in Content>Course Resources and available at the following URL: http://www.cms.gov/Regulations-and-Guidance/Legislation/EHRIncentivePrograms/Downloads/EP_MeasuresTable_Posting_CQMs.pdf
Part 4: Table detailing the recommended Clinical Quality Measures (CQM) that you recommend that the UMUC Family Clinic report. In the document referred to above, you will find a list of the CQMs, including their eMeasure ID, Title and Domain. You should select 6 CQMs, one from each of the 6 domains listed on the first page of the document. 6 entries are required, and an example for one entry is provided below (it may or may not apply to the EHR system you selected). Click on the upper left corner of the table to copy it into your paper.
Describe two biomedical methods (tertiary prevention) of dealing with the health problem
The Social Ecology of Health Model
The social ecology of health model provides a strong framework for comprehending the impact culture and behavior has on health. This Discussion explores the model with respect to the Healthy People assigned focus area assigned to you during the In the News assignment.
To prepare for this assignment:
• Review the social ecology of health model by completing the following interactive exercise. It will allow you to deepen your understanding of the model by focusing on each element in the model’s hierarchy.
write a comprehensive response to the following about your Healthy People assigned focus area:
• Reflect on the five hierarchical levels of influence associated with the social ecology of health model (intrapersonal, interpersonal, organizational, community, and society).
• Consider the upstream (primary and secondary prevention) and downstream (tertiary prevention) approaches to the model with your assigned Healthy People assigned focus area. (my topic is NUTRITION AND WEIGHT STUDIES .)
• How might you react to being diagnosed with the disease/condition associated with your Healthy People assigned focus area? What are some of the cultural biases to being diagnosed with this disease?
• Describe one primary and one secondary method of preventing the health problem (i.e., upstream methods). Which would you most likely choose?
• Describe two biomedical methods (tertiary prevention) of dealing with the health problem (i.e., downstream methods).
• In your own words, explain how the social ecology of health model could be used to address this health issue. Give at least one example applying terms from the model.
• Video: Laureate Education, Inc. (Executive Producer). (2009). Behavioral and cultural issues in health care: Health perspectives. Baltimore, MD: Author.
Note: The approximate length of this media piece is 12 minutes.
The scholars in this video, Dr. Joseph Betancourt and Dr. Angela Mickalide, provide their perspectives on culture and health. In addition, they address national efforts to solve health disparities.
Note: You may view this Course Video in the streaming Media Player below or on the Course DVD, which contains the same content as that which can be viewed through the Media Player. As a reminder, additional Learning Resources for the week are listed below the Media Player. Be sure to scroll to the bottom of the web page to view the complete list of Required and Optional Resources.
• Video: California Newsreel. (2008). Unnatural Causes… Is equality making us sick? [Documentary trailer]. Retrieved fromhttp://www.unnaturalcauses.org/video_clips_detail.php?res_id=80
This is an informative 5-minute trailer from an acclaimed PBS series. It postulates that poor health is more than bad habits, poor health care, or unlucky genes. Our social circumstances can actually disrupt our physiology as much as germs and viruses.
• Interactive Exercise: Laureate Education, Inc. (2010). The social ecology of health model. Retrieved from http://mym.cdn.laureate-media.com/Walden/HLTH/2110/04/mm/hlth2110_seh_model.html
This interactive exercise is a tool to integrate the concepts associated with the social ecology of health model. It requires you to drag an element of the model to its corresponding level in the hierarchy.
To what extent should our legal system hold companies responsible for injuries caused by the products they manufacture? Should there be limits on the amount an injured customer can recover? Should we allow products liability lawsuits at all? Should punitive damages be available?
1-The case of Smith v. Carter & Burgess, Inc. (on page 475-6 of the text) involves a contract under which an employer promised to pay $15,000 to employees that remained employed after two years. The agreement provided that if an employee resigned or was terminated for cause prior to serving two years, he or she would forfeit the payment. The employees were terminated due to no wrong-doing on their part (project was canceled by employer). The court ruled that remaining for 2 years was a “condition precedent” necessary for them to receive the $15,000 payment. Given our class discussion and the materials in Chapter 18 on “conditions”….what do you think? Is this a fair result? If the court wanted to find in favor of the employees, how might it apply the law differently to the facts of this case?
2-To what extent should our legal system hold companies responsible for injuries caused by the products they manufacture? Should there be limits on the amount an injured customer can recover? Should we allow products liability lawsuits at all? Should punitive damages be available? Do products liability lawsuits harm our society by discouraging companies from developing or manufacturing new products that might help us live better lives? Perhaps drug companies will not spend millions on research and development of new Rx drugs if the potential risk of lawsuits is too high. On the other hand, is it fair to injured customers to limit or deny a remedy? Should General Motors be allowed to get away with manufacturing defective ignition switches that cause injury and death to innocent drivers/passengers? There are arguments on both sides of this issue. What is your opinion and why do you believe as you do? Remember….keep an open mind….perhaps you will encounter arguments that you have not previously considered.
Nature Versus Nurture
The nature versus nurture debate, as it relates to human development, has perplexed mankind for centuries. In the field of human behavior, the question frequently arises as to how much of human behavior is due to environment and how much is due to genetic influence. Review the Nature and Nurture Predispose to Violent Behavior article (http://www.nervenklinik.uk-wuerzburg.de/fileadmin/uk/psychiatrie/Dokumente/Forschung/Psychiatric_Neurobiology_and_Bipolar_Disorder_Program/MAO-A_and_violent_crime.pdf) from this week’s reading and write a two-to three-page analysis (excluding title and reference pages) of this study. Utilize a minimum of two peer-reviewed sources that were published within the last five years, cited according to APA guidelines as outlined in the Ashford Writing Center.
Your paper should examine the various methods used to determine if violent behavior is a function of nature or nurture. Additionally, analyze the following:
1. What is the researcher’s hypothesis and conclusion?
b. Do you agree with their results? Why or why not?
c. Do the results clearly indicate if violent behavior is a function of nature versus nurture?
d. Did the results of this study change your opinion on nature versus nurture as it relates to behavior?
10 Persian Morpheme Identification 1 Linguistic Puzzle Write Up
For this week’s ‘linguistic puzzle’ assignment, present the data from the ‘Persian Morpheme Identification’ exercise according to the LSA guidelines as stated on the LSA website. Pay attention to the details.
Here is an example of how to present the language data from this exercise, following LSA style guidelines:
(1) Mæn mi-xun- æm
‘I am reading.’
(2) ʃ oma ketab mi-xun-in
you (sg.) book prog-read-2 sg
‘You (sg.) are reading a book.’
(1) Since these first two sentences have been done for you, no need to repeat them. Start with the third sentence. Include your translation of the sentence listed under B (‘You aren’t reading it’), Sentence (9) in section D and the sentence under E. That makes a total of 8 sentences. Every sentence should be presented following LSA guidelines.
(2) Try to use conventional names for the inflectional affixes that you have identified. Do the best you can in that respect but feel free to make up a name if you have to. You should be able to find relevant information about various types of inflectional affixes in your textbook pp.168-173.
(3) I also recommend that you access an issue of the journal ‘Language’ online. Look for an article that includes the representation of data from a language other than English and that includes morpho-syntactic data. Seeing an example is perhaps even more helpful than reading the instructions. You can access ‘Language’ through the CSUN Library. Project Muse has many issues of this journal available in PDF format so that you can see the original formatting in the print version. (And you don’t need to understand the article or even read it.)
(4) Create your paragraph in a WORD document and attach it to the ‘Linguistic Puzzle Write Up’ prompt. This will allow you to preserve your layout in the submission.
(5) To represent IPA symbols, you may cut and paste the symbols that you need from the following handy website: http://ipa.typeit.org/full/
Why do it? While there is most certainly some variation in how linguists represent data, it is an excellent exercise to try to follow one style consistently for a brief text. It will not only improve your own future writing when you discuss language data, but it will also help you understand the representation of language data by other linguists.
Here is another, unrelated example from the Hungarian Language Data that can also be found on course reserves. Here the data are incorporated in part of a (pretend) article:
Consider the following examples from Hungarian containing the adjective magas ‘tall’:
(1) a. Mi magas-ak vagy-unk.
we tall-pl be-1pl
‘We are tall.’
1. Te magas vagy.
you (sg.) tall be
‘You (sg.) are tall.’
A comparison of the two realizations of ‘tall’ reveals that –ak in 1a must mark plural agreement between adjective and verb. This analysis is confirmed in 2a but not in 2b below:
(2) a. Magas-ak vagy-unk.
‘We are tall.’
1. Ti nagyon magas vagy-tok.
you (pl.) very tall be-2pl
‘You( pl.) are very tall.’
Other data confirm that my original analysis of –ak as a plural agreement marker is correct. –ak also appears with the adjective lankadt ‘weary’ when the subject is plural as the following data demonstrate…
 In glosses 1sg = first person singular, prog = Progressive Tense
 In glosses pl = plural, 2pl = second person plural
 In glosses pl = plural, 2pl = second person plural
What is ISO 19001?
SCOPE AND EXTENT OF ISO 19001
INTERNAL AUDIT – EXTERNAL AUDIT
2) INTERNAL and EXTERNAL AUDIT
• What are internal audit / external audit?
• What internal / external auditors do?
• The principles and purposes of an internal audit / external audit?
• The role and responsibility of the auditor in internal audit / external audit?
• The techniques for conducting internal audits / external audit?
• The tools needed to define and manage the auditing process (internal / external)
• The benefits of the implementation of the internal audit / external audit?
• What is its value to the organization (internal audit / external audit)?
• Auditor behavior
• Auditor Knowledge and skills
• What is the difference between internal and external audit?
• Role of Lead auditor
• Role of the Team
How to manage an audit program?
2. Establishing the audit program objectives
3. Establishing the audit program
4. Implementing the audit program
5. Monitoring the audit program
6. Reviewing and improving the audit program
How to perform an audit?
o Initiating the audit
o Preparing audit activities
1) Performing document review in preparation for the audit
2) Preparing the audit plan
3) Assigning work to the audit team
Conducting the opening meeting
1) Performing document review while conducting the audit
2) Communicating during the audit
3) Assigning roles and responsibilities of guides and observers
4) Collecting and verifying information
5) Generating audit findings
6) Preparing audit conclusions
7) Conducting the closing meeting
Preparing and distributing the audit report
o Completing the audit
o Conducting audit follow-up
Reporting Structure of Internal / External Audit
2. IRCA – International Register of Certificated Auditors (IRCA)
Relationship with ISO 19001
please note that the research should be :
1- 10-12 Single pages
2- need references
Complete the following for this assignment::
Refer to this Web page when preparing your case brief.
Include 5?7 academic, peer-reviewed references that are relevant to and support the deliverable.
Case / Briefing
Conclusions of Cases
List of References
Length of 5 to 7 Pages
Here are the cases that the assignment requires you to brief:
Prepare a Case brief for Case 2-5 ?The M/V Saiga? (Page 78)
Prepare a Case Brief for Case 3-4 ?Shell v.s. R.W. Sturge, Ltd.? (Page 134)
Prepare a Case Brief for Case 6-7 ?Libyan Arab Foreign Bank v.s. Bankers Trust Company? (Page 335)
Prepare a Case Brief for Case 7-2 ?Japan Taxes on Alcoholic Beverages? (Page 361)
Prepare a Case Brief for Case 9-3 ?Monsanto Company v.s. Coramandal Indag Products? (Page 487)
I wanted to clarify for each of you about the proper steps for completing a case brief for this class (you will be asked to do this for your Unit 5 IP):
1. First, make sure you’ve reviewed my Announcement Board entitled How to Brief a Case.
2. Next, if you need additional information, follow the following link: “How To Brief A Case” (http://www.4lawschool.com/howto.htm).
3. You do not need an abstract as in a typical IP submission. Instead, follow the How to Brief a Case example, include the case citation for your case, consult outside sources, and cite your outside sources in proper APA format.
4. Often, the easiest way to find the case citation each week is to simply Google the case name.
5. Remember that case briefing is a basic tool used for reviewing case law. I know that it can seem daunting at first, but at the end of the session, you will be an expert!
The nature versus nurture debate regarding human development has been and continues to be a hot topic in the field of sociology.
The nature versus nurture debate regarding human development has been and continues to be a hot topic in the field of sociology.
Respond to the following question in the discussion forum for this module.
There is a lot of discussion about what makes us “human.” There are some who argue that biology plays the biggest factor in shaping us into becoming social beings. Others argue that social environment plays the central role in shaping our identities, thinking, and behavior. Still, others think there is an interplay between biology and nurturing that gives us our social identities. Which of the three explanations do you subscribe to and why? Be detailed in your response.
Go to Nature vs. Nurture: How Much Free Will Do We Really Have? for additional information on research ethics.
Post your opening response to the question early in the assignment period so that others have time to respond to you.
A thoughtful opening response will consider whether you subscribe to nature versus nurture and why.
write a response (2 pages minimum) engaging with, reflecting on, and analyzing the four newspaper articles on the Rhinelander vs. Rhinelander case.
• read “From Calls Rhinelander Dupe of Girl He Wed” and “From Loved Rhinelander, Wife’s Letters Say” (133-136) AND “From Rhinelander Bares Love Secrets” and “From Kip’s “Soul Message” Notes Read” (pgs. 137-144). The first two articles are from The New York Times and the second two articles are from The Chicago Defender, a weekly newspaper founded for African American readers.
• write a response (2 pages minimum) engaging with, reflecting on, and analyzing the four newspaper articles on the Rhinelander vs. Rhinelander case. (You might want to read the wikipedia entry on the case for a quick and dirty summary of the case, but you will of course be expected to engage with the actual newspaper articles specifically in your response.) You are welcome to consider connections between the Rhinelander case and the various readings and images we have read during this progression.
Assignment 2: Exploring the Art of Indigenous Cultures: Part 2 All of the indigenous cultures that we have explored this week were at one time “discovered” by European explorers who often connected traditional art objects to take back with them to Europe as “curiosities.” These objets d’art inspired collectors and artists alike and opened the Western world up to new ideas, new cultures, and new art forms. This is part 2 of a two-part assignment and spans Week 3 and 4. Imagine that you are one of these intrepid European explorers who has set out to discover and collect the traditional art forms created by the five cultures we have learned about this week. The Americas: North, Central, and SouthThe Pacific RimSub-Saharan Africa As you travel and collect two works created by the indigenous cultures from each of these regions. You will collect: 2 traditional works of art representing 2 different cultures indigenous to North America2 traditional works of art representing 2 different cultures indigenous to Central America2 traditional works of art representing 2 different cultures indigenous to South America2 traditional works of art representing 2 different cultures indigenous to the Pacific2 traditional works of art representing 2 different cultures indigenous to sub-Saharan Africa As you “travel” and collect two works from your five cultures, you need to document some important field notes that will help you to explain what these treasures are upon your return home. These field notes need to include for each object: Name of the culture that produced the objectTitle or name of the objectDate of the objectMedium/materials used to create the objectCurrent location Assignment Instructions Using the textbook and Internet sources, locate 2 traditional works of art from each of your 5 cultures/areas. Label the following in the document template:Name of the artist (if known—otherwise, attribute the culture)Title of the workDate of the workMedium/materials used to create the workCurrent locationCapture the image of each example and place it in the document. Once you have done this, examine each object carefully.Use your textbook to find out as much as you can about cultural context for each object. Go online and find some reference sources to provide you with more information.Use the document to help you to organize your thoughts and research for each object. Thoroughly explain and analyze:What each object is.Why is it culturally important.How you think your European friends back home will react to each object, and why.Offer a citation of your sources for each image and the information provided as appropriate.
Demographic representation of Yus De Toki Sabor A Horchata product consumers
This paper seeks to provide a basis for carrying out market study into customer reaction to advertisements targeting the consumers for Yus De Toki Sabor A Horchata.
To test up different media advertisement ideas for Yus De Toki Sabor A Horchata product with consumer groups matched to the profile of prospective consumers of Yus De Toki Sabor A Horchata product
To examine Yus De Toki Sabor A Horchata product’s reaction to competing brands
To examine possible new promotional platforms that can be used to launch Yus De Toki Sabor A Horchata to new consumer groups.
Nature of the Research
Identified groups of consumers will be exposed to advertising ideas placed within relevant media to examine how they react to the advertising concepts.
Examination will be carried out in the form of group deliberations led by a moderator.
Here I will define the audience for my market research.
Who are prospective buyers (age, sex, marital status, etc.) for Yus De Toki Sabor A Horchata product.
Demographic representation of Yus De Toki Sabor A Horchata product consumers
Here I intend to outline the cost involved in undertaking this research as well as the cost of implementing the proposal.
I will include all reference used in the proposal here using the APA referencing style
Find a lesson plan from “SIOP Lesson Plans and Activities.” What SEI strategies are incorporated in the lesson that you have chosen?
Find a lesson plan from “SIOP Lesson Plans and Activities.” What SEI strategies are incorporated in the lesson that you have chosen? What differentiation would be needed for pre-emergent or emergent (stages 1-3) level ELLs?
How does the lesson plan address the following:
1. Comprehensible input
2. ESL strategies
3. Ongoing, specific, and immediate feedback
4. Grouping structures and techniques
5. Building background and vocabulary development
6. Current materials in English Language Development (ELD) instruction (lesson and text modifications)
7. Student prior knowledge
8. Student engagement
Evaluate this lesson by creating a table that identifies how each of the SIOP components (1-8 above) is addressed. The explanation should be a 250-500 word essay.
Choose one case from the following list (all available in Reynolds, 2014) attached.
1- “Extraterritorial Jurisdiction” Puts Citizen Data at Risk (Chapter 4)
2- Facebook Troubles with User Privacy (Chapter 4)
3- Google Collects Unprotected Wireless Network Information (Chapter 4)
Imagine that you have been hired to review the case to help the company involved to correct the problems that caused the issues. Develop a report that includes the following elements:
Analyze the case from all possible ethical angles
Discuss who is affected
Identify the legal aspects of the case
Identify legal versus ethical problems (i.e., something may be legal but unethical)
Construct possible solutions to the ethical issues in the case (this might include a training option).
Use at least three scholarly references for support.
Your well-written paper should be 4 pages in length and formatted according APA style guidelines.
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