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CU EHR Accuracy Data Mining & Clinical Decision Making Reflection

CU EHR Accuracy Data Mining & Clinical Decision Making Reflection.

Assessment 3: Reflection on EHR Accuracy, Data Mining, and Clinical Decision Making
Complete three EHR Go activities relating to medication reports, order verification, and risks and clinical warnings. Write a reflection paper (1-page) addressing key lessons learned relating to EHR accuracy and standards, data mining, and legal and ethical considerations surrounding EHR-CDS usage.
Data mining is the process of discovering and extracting patterns within a set of data. Its main goal is to transform data into meaningful information, typically for decision-making purposes. Identifying patterns within data helps to depict the data and to predict future behaviors or patterns. Information such as this helps to improve quality of care, reduce costs, and support organizational services, such as disease management and resource utilization. Historically, conducting this kind of research was extremely labor intensive. With the advent of electronic health record systems and clinical decision support (CDS) systems, health care professionals now have access to large volumes of highly standardized and electronically stored data.
One type of CDS system involves itemizing a set of symptoms and circumstances and then searching the potential range of diagnoses as the source of those symptoms. A set of internal organizational guidelines govern the use of these activities within the CDS system. The high-level concept is to build an application capable of integrating the information and then identifying a potential diagnosis in the same way a human expert would make a diagnosis. 
A wide range of potential ethical and legal issues relate to the creation, implementation, and use of CDS systems. Clinical decision support assists with analyzing and interpreting health data and then offering recommendations based on that data. An example of a legal and ethical issue related to the proper use of these systems involves practitioners’ ethical responsibilities. Do practitioners fully understand the implications of following the software recommendations when treating a patient?
The three EHR Go activities that form the bulk of this assessment show that data analysts need to be knowledgeable about a large amount of material. At the same time, it’s not sufficient to have a grasp of this information in isolation. Professional data analysts need to be able to integrate this information into a meaningful whole. They need to be able to see the big picture. How do the pieces of information relate to each other? As an example, incorrect data in the health record affects data mining activities. This, in turn, affects statistical results, which may result in a bad clinical decision. Alerts, warnings, and recommendations exist to help improve documentation but care also needs to be taken to ensure data security. 
In this third course assessment, you will complete EHR Go activities related to EHR accuracy and standards, data mining activities used to extract useful information for improving patient care, and the legal and ethical considerations surrounding EHR and CDS usage. In the second part of this assessment, you will integrate the key takeaways you’ve learned from completing the activities into a meaningful whole by writing a brief reflection paper. 
Independent Research
If you are less familiar with EHRs and CDS systems, you may wish to conduct additional independent research. The suggested resources provide a good starting point. You may also wish to consult the Health Care Administration Undergraduate Library Research Guide for research tips and help in identifying current, scholarly and/or authoritative sources.  
Your third assessment consists of two parts:
Part 1: Complete these three EHR Go activities
These three activities form the bulk of this assessment:  

For this first activity, you will use EHR-CDS functions to create a medication report based on patient chart information. You will then use the created report to make recommendations about how to improve EHR-CDS functions for more effective clinical decision making.

EHR Go: Medication Report.
Enter your answers for this activity directly into a Word document. Also, copy and paste the medication report into the same Word document. 

In the second activity, you will use clinical decision support functions, such as CPOE, to enter physician medication orders.  

EHR Go: Verifying Orders.
Add your answers for this activity directly into the Word document you’ve created for your EHR Go activities. 

In the third EHR Go activity, you will analyze a physician’s actions, document an EHR, and recommend physician performance requirements for using EHR clinical decision functions. The recommendations and standards will focus on physician order entry, medication warnings, and alerts.

EHR Go: Risks and Clinical Warnings
Add your answers for this activity directly into the Word document you’ve created for your EHR Go activities. 

You will create one document that contains your answers to each of the three activities. Remember to copy and paste the medication report you created for the first activity into your document.
Part 2: Write a one-page reflection paper on the topics covered in the EHR Go activities
Be sure to address these three questions in your reflection paper:

What is the relationship between the three EHR Go activities you completed?  In other words, how do the concepts you learned relate to each other?
What were your two or three most important takeaways about the concepts of EHR accuracy and standards, data mining, and legal and ethical considerations?
What is a remaining question you have about these concepts?


Your takeaways may be new information that you didn’t know before or they may confirm what you already knew.
Be sure to include supporting examples in your reflection paper along with references to current, scholarly, and/or authoritative sources.

Additional Requirements

Length: 1-page, double-spaced reflection paper.
EHR Go activities: Submit your completed EHR Go activities in a Word document. Remember to copy and paste your medication report into this document. 
Font: Times Roman, 12 point font.
Writing: Create clear, well organized, professional documents that are generally free of errors in grammar, punctuation, and spelling. 
APA:  Follow APA style and formatting  guidelines for citations and references. This guide is a good APA refresher: APA Style and Format.
Resources: Data Mining

Karami, M. (2015). Clinical decision support systems and medical imaging. Radiology Management, 37(2), 25–32.
Yang, J., Kang, U., & Lee, Y. (2016). Clinical decision support system in medical knowledge literature review. Information Technology and Management, 17(1), 5–14.
Resources: Standards

Marchant, G. E., Scheckel, K., & Campos-Outcalt, D. (2016). Contrasting medical and legal standards of evidence: A precision medicine case study. Journal of Law, Medicine & Ethics, 44(1), 194–204.
Mathioudakis, A., Rousalova, I., Gagnat, A. A., Saad, N., & Hardavella, G. (2016). How to keep good clinical records. Breathe, 12(4), 369–373. Retrieved from…
Metzger, N. L., Chesson, M. M., & Momary, K. M. (2015). Simulated order verification and medication reconciliation during an introductory pharmacy practice experience. American Journal of Pharmaceutical Education, 79(7), 1.
Resources: Legal and Ethical Considerations

Brown, E. (2015, April 20). Digital health data at risk, report warns. Los Angeles Times, A9.
Cajanding, R. J. M. (2017). Administering and monitoring high-alert medications in acute care. Nursing Standard, 31(47), 42.
Privacy Rights Clearinghouse. (2018). Health privacy: HIPAA basics – A brief history of HIPAA. Retrieved from… history

CU EHR Accuracy Data Mining & Clinical Decision Making Reflection

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The modern political relations between the USA and Iran are characterised by the constant increase of tensions. The current prejudice of the US politicians in relation to the Iranian diplomats and representatives of the power is based on the years of the military and political conflicts. As a result, the US authorities are inclined to develop political relations and work out diplomatic contacts with the Iranian politicians cautiously. The conflicts and tensions are associated with a lot of differences in the political regimes, ideologies, and approaches to the social development. In his film Argo (2012), Ben Affleck depicts one of the most controversial episodes in the relations between the USA and Iran. In 1979, the Iranians attacked the American embassy in Tehran as a response to the Americans’ actions in relation to protecting Shah at the territories of the USA. Six persons escaped from the embassy, and the story of their escape is presented in Argo (Argo 2012). The audience’s attention is drawn to the fact that not all the aspects of the historical event are represented properly because the film is based on the true story, but it does not represent the aspects of the situation in detail. Thus, the story is discussed from the perspective of the Americans, and it is possible to speak about the elements of Orientalism in depicting the characters and events. Although there are decades between the present day and events of 1979, it is possible to observe the definite developed stereotypes in discussing the Iranians and the Iranian regime in relation to the previous and modern historical periods. Orientalism is traditionally discussed as the method to depict the Middle Eastern culture by the representatives of the Western culture while imitating and reflecting the most remarkable features (Sardar 1999). From this point, Argo can be discussed as the vivid example to represent the cultural and social peculiarities of the Iranians through the eyes of the Americans. In spite of the fact Affleck used the notes and documents provided by the participants of the discussed events and focused on the complete depiction of the specific details, the Westerners’ approach to discussing the Iranian hostage crisis was affected significantly by the developed stereotypes and prejudice. Get your 100% original paper on any topic done in as little as 3 hours Learn More Thus, in the context of Affleck’s work, Orientalism is the way to depict the Iranians through the eyes of the Americans, but not according to the aspects of their real cultural and historical heritage. That is why, the majority of the Americans agree with the historical and emotional background of the film when the Iranians state that Argo abuses them because of the faults in depicting the nation (Rezaian 2013). The representatives of the Iranian community state that according to the film, the Iranians can be perceived as violent and irrational people who are oriented to developing cruel wars and to the mass destruction. It is necessary to note that Orientalism depends on focusing on the specific details characteristic for the Middle Eastern environments (Sardar 1999). Nevertheless, the settings and atmosphere of the film do not provide the necessary effect to speak about the feeling of the definite Iranian atmosphere. It is possible to concentrate only on the detailed depictions of the political discussions and tensions. The main focus of the film is on depicting the heroic actions of the Central Intelligence Agency and Tony Mendez rather than on reflecting of the atmosphere of Iran. Nevertheless, the characters of the Iranians depicted in the film are actively discussed within the Iranian community because the producers focused on all the negative stereotypes associated with the Middle Eastern people. The problem is in the fact that the suspense of the attacks from the Iranians in the form of terroristic or open military actions remains the characteristic feature of the relations between the USA and Iran (Mullen 2013). The trigger for the actions of the Iranians regarding the attack of the embassy is presented in the film as the element of the documentary without the significant appealing to the audience in comparison with the emotionally vivid representation of the politically, legally, and morally wrong actions of the Iranians in 1979 (Argo 2012). We will write a custom Essay on Argo: The Issue of the Developed Biases against the Iranians specifically for you! Get your first paper with 15% OFF Learn More From this point, it is rather tricky for the Westerners to understand why the Iranians attacked the embassy, why they insisted on presenting the figure of Shah and what goals were followed with references to the Iranian Revolution. Argo can be discussed as the film which stimulates the Americans’ vision of the Iranians as the aggressive and even ‘wild’ people focused only on the military actions and their specific military ideology. According to Ghomeshi, “Argo provides the uninitiated Westerner with a crash course in the nature of the Iranian people as if out of some kind of hawkish fairy tale. Not just the regime, the people” (Ghomeshi 2012). Thus, the Iranians are treated in the film as “hordes of hysterical, screaming, untrustworthy, irrational, bearded and lethal antagonists” (Ghomeshi 2012). The particular features of these depictions are based on the necessity to portray the Americans diplomats as the victims in the story when the Iranians are presented in the role of aggressors. Much attention is paid to the fact that the behaviors of the Iranians are not only rather violent but also meaningless. The Iranian officials are presented as lacking the necessary organization of actions. Thus, the Iranians act because of their violent nature (Rezaian 2013). In fact, the actions of the military Iranians were the reaction to the activities of the US Administration protecting Shah. That is why it is possible to speak about the biases in depicting the Iranians and about the lack of the important historical context and focus on details to make the story really true and historically accurate. The ‘aggressive’ and ‘irrational’ Iranians are presented as the extremists. From this perspective, extremism can be discussed, along with terrorism. In its turn, terrorism is the main evil which can be promoted by the representatives of the Middle East. This vision is one of the most developed stereotypes. Thus, the film contributes to creating the opinion that the Iranians can be the real threat for the peaceful life of the Americans because of their violent regimes, aggressive military intentions and actions, and because of the ability to abuse the human rights of people in spite of their nation or religion (Argo 2012). As a result, the Iranian society of 1979 is presented as the immoral community of military men ready to express their aggression in relation to anyone who is the representative of the other nation or religion. That is why many critics discuss the film as the American propaganda oriented against Iran (Bedard 2013). Nevertheless, it is important to refer to the opinion discussed by Ghomeshi again. Not sure if you can write a paper on Argo: The Issue of the Developed Biases against the Iranians by yourself? We can help you for only $16.05 $11/page Learn More Although the idea of the film is to present the aspects of the definite historical event from the Americans’ point of view, the producers fail to focus on the principles of the unjust regime, but they concentrate on the portrayal of the unjust Iranians. That is why the Iranian critics of the film pay attention to the fact that the scene in the market in Tehran depicting the aggressive Iranians is far from the real situation (Rezaian 2013). Focusing on the message of the film, it is possible to assume that the producers of Argo intended not only to depict the brave and intelligent Americans realised the operation ‘Argo’ but also to present the Iranians as the developing nation of the aggressive and not clever people who can break the global peace because of their extremist ideas. The idea of the Iranian Revolution is lost in relation to the historical context of the film. In his article, Ghomeshi asks important questions the answers to which could be provided in the film, but they were not. The discussion of the definite issues could reduce the effect of the negative depiction of the Iranians culture, social and political life, and moral norms. Thus, Ghomeshi asks, “Might it be helpful to explain that not all Iranians were Islamic formalists who supported Ayatollah Ruhollah Khomeini?” (Ghomeshi 2012). It is also important to note that “the revolution was a popular one that originally included liberal democrats, feminists, nationalists, socialists and workers – a revolution that was co-opted by the mullahs and extremists to lead to the Islamic Republic that we know today” (Ghomeshi 2012). Those people who do not know the history of the Iranian hostage crisis and political relations of the USA and Iran can conclude about these factors with references to the images and discussions presented in the film. Nevertheless, this approach cannot be analysed as effective because the situation is represented only from the Americans’ perspective, and the vision is based on a lot of biases. Thus, the audience cannot consider the film as the representation of the true and complex picture of the events. However, Argo provides the necessary support to the statement that the tensions between two nations continue to increase today. It is important to pay attention to the fact that Argo is the political thriller that is why political issues and politicians are the film’s focuses. The operation ‘Argo’ realised by the Central Intelligence Agency in cooperation with the Canadian centres is discussed today as one of the most successful operations of the USA in Iran. The producers of the film concentrate on the most vivid and significant aspects of the operation, which could be interpreted according to the Americans’ visions and interests. Thus, the figures of the successful Americans are opposed to the figures of the unintelligent Iranians who can not prevent the escape of six people from the country (Mullen 2013). Argo is the film which can provoke the worsening of the political relations between the USA and Iran because much attention is paid to the political superiority of the USA as well as to the development of prejudice visions against the Iranians. The film is one more proclamation of the just ideals of democracy in contrast to the military regimes of such states as Iran. The problem is in the fact that the tension of the political thriller can be discussed by the audience from the point of the political tensions between the nations. The opposition of the political regimes and the opposition of ideologies can be discussed as the influential factor for presenting the nations from the lens of the political conflicts. The focus on suspicion against the Iranians remains unchanged because of the extremist ideology. As a result, negative stereotypes and misconceptions can rule the minds not only of the Americans but also the representatives of the other Western cultures who perceive Middle East as the source of the military threat for the globe. The film does not provide the vision of the contemporary life in Iran, but viewers can rely significantly on the false analogies because of the accentuated moments of the film when the Iranians are presented as showing their disrespect in relation to the American flag and American people (Argo 2012). The film by Ben Affleck affected the development of the great discussion among the politicians, historians, sociologists, and ordinary people because of the controversies in interpretation the hostage crisis in Iran in 1979. It is the expected effect that the film is not accepted by the Iranian audience because the historical events are discussed from the point of the Americans who focus on their superiority and intend to increase the national consciousness with references to the film’s message. Many Iranians are abused by the film because of depicting the nation according to the developed stereotypes and with focusing on the most negative features and qualities of the Iranian people. As a result, it is possible to speak about the usage of Orientalism methods in the film when the events in Middle East are depicted through the lens of the Westerner’s vision. It is rather difficult to produce the film and avoid the focus on stereotypes. Argo cannot be considered as the film the authors of which intended to represent the true picture of the Iranian society or political life in 1979. On the contrary, the Americans were in the focus of the film. References Argo, 2012. Web. Bedard, D. 2013, Argo: Iran hostage crisis film fiddles with the facts. Web. Ghomeshi, J. 2012, Argo is crowd-pleasing, entertaining – and unfair to Iranians. Web Mullen, J. 2013, Coming soon: Iran’s response to ‘Argo’. Web. Rezaian, J. 2013, Iranian media criticize Oscar win for ‘Argo’. Web. Sardar, Z. 1999, Orientalism, Open University Press, USA.

Differentiated Instruction: Meeting Individual Needs

The United States has always been a country of immigrants. Today, it is one of the most diverse countries in the world in term of origin and ethnics. As a result, the American schools also become much more diverse. With classrooms that are becoming increasingly diverse educators and researchers are looking for ways to teach so that all students can learn effectively. As a response to the failing of one-size-fit-all teaching approach, differentiated instruction is a paradigm. The model is a new approach that has a vision of success for students by recognizing and addressing the variance in learning styles and abilities. This paper is an analysis of literature in this area to present why we need differentiated instruction, the underlying philosophy, as well as practical implementations of the idea to meet individual needs. Why Differentiated Instruction? Back in the early 1900s, Russian psychologist, Lev Vygotsky, has paved the road for differentiated instruction by his social constructivist learning theory. Since the theory became popular, school administrator, educators, and researcher has viewed the theory as an essential to instructional to instructional enhancement, classroom change and redevelopment (Flem, Moen,

NSG 5003 South University Online Genetics and Alzheimers Discussion

cheap assignment writing service NSG 5003 South University Online Genetics and Alzheimers Discussion.

Discussion QuestionBy the due date assigned, respond to the case study questions below and submit your responses to the Discussion Area.Respond to the question using the lessons and vocabulary found in the readings. Support your answers with examples and research. Your responses should clarify your understanding of the topic. They should be your own, original, and free from plagiarism. Follow APA format for writing style, spelling and grammar, and citation of sources.Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates. Participate in the discussion by analyzing each response for completeness and accuracy and by suggesting specific additions or clarifications for improving the discussion question response. Complete your participation for this assignment by the end of the week.Case Study – Genetics and Alzheimer’s diseaseMs. D is a 41 year-old woman who presents to her primary care doctor for a routine annual exam. Her mother was diagnosed with Alzheimer’s disease a few years ago. Ms. D. is caring for her mother, which has become increasingly difficult. She is concerned about developing Alzheimer’s disease in the future.Family History: Ms. D. is the youngest of 3 children. She works in the fashion industry and is happily married with 2 sons. Aside from having high cholesterol, she is healthy. Her parents emigrated from Russia before she was born. Her father died from a heart attack at age 68. Her mother, age 75, is currently living with Ms.D. and has Alzheimer’s disease.Question answers should be based on evidence found in readings and from peer-reviewed literature. At least two sources must be used and cited in APA format for each question. Only one source can be a textbook. Resources should generally be within 5 years unless you are explaining the pathophysiology of a disease or providing pertinent background informationDiscussion Questions:What is known about the inheritance pattern and genetic risk factors for the development of Alzheimer’s disease?Describe the pathology of Alzheimer’s disease.Describe risk factors for development of Alzheimer’s disease and whether any are modifiable.
NSG 5003 South University Online Genetics and Alzheimers Discussion


The Allied Group intends to expand the company’s operation by making significant investments in several opportunities available to the group. Accordingly, the group has identified a need for additional financing in preferred and new common stock and new bond issues. The (Krf) risk-free rate for the company is 7%, and the appropriate tax rate is 40%. Also, the beta coefficient for the company is 1.3 and the market risk premium (Km) is 12%. New Debt (Kd) The company has been advised that new bonds can be sold on the market at par ($1000) with an annual coupon of 8%, for 30 years. New Common Stock Market analysis has determined that given the positive history of the firm, new common stock can be sold at $29 per share, with the last dividend being paid of $2.25 per share. The growth rate on any new common stock has been estimated at a constant rate of 15% per year for the next 3 years. Preferred Stock New Preferred Stock can be issued with an annual dividend of 10% of par and is paid annually and currently would sell for $90 per share. Tasks: Using the Capital Asset Pricing Model (CAPM), discuss and calculate the cost of new common stock (Ks). What would the dividend yield as a percentage (i.e., per dividend payment divided by the book value of a share of stock) today and a year from now if the dividend growth rate is 12%? What is the after-tax cost as a percentage (e.g., interest rate) of new debt today? What are your recommendations for raising capital based on your answers to the above questions plus considering other factors (e.g., current and potential changes in the economy locally, regionally, nationally and worldwide, changes in the demand and/or supply plus cost of materials, skilled labor, management and/or leadership, changes in interest, tax, inflation and/or supply of investment capital)?

Unit outcomes addressed in this Assignment: Explain job descriiptions, job specifications, and job evaluations. Course outcome assessed/addressed in this

Unit outcomes addressed in this Assignment: Explain job descriiptions, job specifications, and job evaluations. Course outcome assessed/addressed in this Assignment: Topic: Research compensation and benefits options within the healthcare industry. Instructions As a Human Resource Manager, the board has asked you to research compensation and benefits options within the healthcare industry to ensure your company is competitive and can expect to attract top notch healthcare staff. Imagine you are the Human Resources Director of an assisted living facility. 1. Your Board has asked you to explain how employee and career development activities ensure a competitive working environment. 2. The Board has asked you to rank and explain the four career development stages in order of employer responsibility and involvement for the assisted living facility. How will you use knowledge of career development stages to ensure a competitive working environment? 3. Also, the Board is interested in your explanation of the Holland vocational preferences and how you will use this important model to determine the best job fit for healthcare staff with two examples. 4. Lastly, the Board is interested in your opinion whether a mentor program would be of benefit at your facility. Would you provide this option to your healthcare staff why or why not? The Occupational Information Network (O*NET) understand today’s world of work in the United States. Requirements You need to create a PowerPoint presentation for a Board of Directors (10–12 slides; speaker notes as needed to support assertions). Keep slides in the order of the questions given. Be sure to support your assertions with evidence-based research, scholarly articles, and well-supported strategies that support your work. Although the use of APA citing is not required for this assignment, proper grammar, spelling, and punctuation are expected. Add sources to the last slide using APA format. Use of art and graphics suggested. Visit the Academic Success Center: Writing Center for guidance on how much text to place on presentation slides as well as other tips.