Systems integration

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There are a number of strategies for the final implementation of a new system. Each strategy has specific implications for the organization and therefore should be considered carefully. Furthermore, preparation for deployment requires planning in the event that things do not go well.
The chief medical officer of the health system has concerns regarding the implementation strategy and the recovery plan for clinical information. He or she has asked you to document the available strategies and to provide a recovery plan.
Develop a 3- to 4-page paper. Your paper should:
Identify your implementation strategy.
Analyze each strategy based on your project.
Select the strategy that best fits your project based on your analysis and explain why.
Analyze the necessary elements of a recovery plan that includes regulatory requirements and industry best practices based on the strategy you have selected.
Cite 3 reputable references to support your assignment (e.g., trade or industry publications, government or agency websites, scholarly works, or other sources of similar quality).

Sample Solution

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Biomedical VS biopsychosocial essay

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After reviewing the resources in the course materials, write a 750-1,000-word paper analyzing the biopsychosocial and the biomedical models of health.

Include the following in your paper:

Differentiate between the biomedical and biopsychosocial models.
Identify the factors of each model (biological, psychological, social).
Describe the role of biological, psychological, and social factors as it relates to health and illness.
What are current leading causes of death for each model?
How can lifestyle or healthful behaviors reduce illness?
Use three to four current scholarly resources to support your discussion (one of which may be the textbook).

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Sample Solution

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LASA 1 Principles of Persuasion

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LASA 1 Principles of Persuasion

 

An environmental organization would like to film a pro-recycling public service announcement and have brought you on as a consultant to help them better understand the principles of persuasion and how they should be applied in this PSA. As part of your presentation to the organization you will need to educate them on the principles of persuasion (using what has been learned through previous research) that will need to be applied to their PSA. asfaf

 

By Wednesday, August 30, 2017 you should create a PowerPoint presentation.

 

In the first 4 to 6 slides of your presentation you will need to:

 

  • Summarize at least two previous research studies on persuasion.

 

 

 

  • How were the principles of persuasion studied?

 

 

 

  • Was the research valid? Why or why not?

 

 

 

  • What was learned through these studies that can be applied to the creation of the above PSA?

 

In your next 6 to 10 slides you will incorporate all you have learned about the art of persuasion to create your own PSA PowerPoint presentation to present to this organization that they will use to guide the filming of their video.

 

In this presentation you will need to:

 

  • Present a creative argument that will persuade the viewers of the need to recycle, which the video will be based on.

 

 

 

  • Use at least two primary principles of persuasion within this presentation.

 

 

 

  • In the final slide outline which two or more principles were used and why they were a good fit for this PSA.

 

Your total presentation should be a minimum of 10 to 16 slides (not including your title and reference slides). For your project you will need to be creative in the use of your graphics and fonts in addition to discussing and applying the principles of persuasion.

 

For this assignment, please use your text book along with additional resources from the Argosy Library.

 

Suggested additional resources:

 

  • Wood, W. (2000). Attitude change: Persuasion and social influence. Annual Review of Psychology, 51, 539-570.

 

 

 

  • Cialdini, R.B. & Goldstein, N.J. (2004). Social influence: Compliance and conformity. Annual Review of Psychology, 55, 591-621.

 

 

 

  • Schwarz, N. (1998). Warmer and more social: Recent developments in cognitive social psychology. Annual Review of Sociology, 24, 239-264.

 

 

 

Cialdini, R.B. (2003). Crafting normative messages to protect the environment. Current Directions in Psychological Science. 105-109.

 

 

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complete masters education assignment

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Designing curriculum can be a simple task at first glance; however, designing effective curriculum personalized for each individual student can present many challenges. It is important to address these challenges and any obstacles that may impede learning and instruction. In Chapter 1, Henson (2015) discusses the idea of <a data-defintionname="hidden curriculum" data-dictionaryname="testDictionary" class="mediumToolTip cluetipLink" href="https://class.waldenu.edu/bbcswebdav/institution/USW1/201940_04/MS_EDUC/EDUC_6602/USW1_EDUC_6602_module01.html?course_uid=USW1.53316.201940&service_url=https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/wslinks&b2Uri=https%3A%2F%2Fclass.waldenu.edu%2Fwebapps%2Fbbgs-deep-links-BBLEARN#tooltip" data-tooltip="

Hidden curriculum can be described as a side effect of an education or lessons which are learned but not openly intended. 

” data-hasqtip=”19″>hidden curriculum. Whether intentional or unintentional, hidden curriculum can have a profound impact on student learning. Being aware of all aspects of the classroom will provide equity and meet the diverse learning needs of the students.

For this Assignment, you will explore <a data-defintionname="hidden curriculum" data-dictionaryname="testDictionary" class="mediumToolTip cluetipLink" href="https://class.waldenu.edu/bbcswebdav/institution/USW1/201940_04/MS_EDUC/EDUC_6602/USW1_EDUC_6602_module01.html?course_uid=USW1.53316.201940&service_url=https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/wslinks&b2Uri=https%3A%2F%2Fclass.waldenu.edu%2Fwebapps%2Fbbgs-deep-links-BBLEARN#tooltip" data-tooltip="

Hidden curriculum can be described as a side effect of an education or lessons which are learned but not openly intended. 

” data-hasqtip=”20″>hidden curriculum within your current learning environment. Be sure to review the MSED Assignment/Reflective Essay Rubric located in the MSED Documents area under Course Home as you complete this Assignment.

To prepare:

  • Review course text reading in the Learning Resources for Module 1. Think about how you would define <a data-defintionname="hidden curriculum" data-dictionaryname="testDictionary" class="mediumToolTip cluetipLink" href="https://class.waldenu.edu/bbcswebdav/institution/USW1/201940_04/MS_EDUC/EDUC_6602/USW1_EDUC_6602_module01.html?course_uid=USW1.53316.201940&service_url=https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/wslinks&b2Uri=https%3A%2F%2Fclass.waldenu.edu%2Fwebapps%2Fbbgs-deep-links-BBLEARN#tooltip" data-tooltip="

    Hidden curriculum can be described as a side effect of an education or lessons which are learned but not openly intended. 

    ” data-hasqtip=”21″>hidden curriculum to a colleague.

  • Consider how <a data-defintionname="hidden curriculum" data-dictionaryname="testDictionary" class="mediumToolTip cluetipLink" href="https://class.waldenu.edu/bbcswebdav/institution/USW1/201940_04/MS_EDUC/EDUC_6602/USW1_EDUC_6602_module01.html?course_uid=USW1.53316.201940&service_url=https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/wslinks&b2Uri=https%3A%2F%2Fclass.waldenu.edu%2Fwebapps%2Fbbgs-deep-links-BBLEARN#tooltip" data-tooltip="

    Hidden curriculum can be described as a side effect of an education or lessons which are learned but not openly intended. 

    ” data-hasqtip=”22″>hidden curriculum positively and negatively shapes how students learn in your school setting.

  • Review the RWRCOEL Core Propositions, <a data-defintionname="diversity proficiencies" data-dictionaryname="testDictionary" class="mediumToolTip cluetipLink" href="https://class.waldenu.edu/bbcswebdav/institution/USW1/201940_04/MS_EDUC/EDUC_6602/USW1_EDUC_6602_module01.html?course_uid=USW1.53316.201940&service_url=https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/wslinks&b2Uri=https%3A%2F%2Fclass.waldenu.edu%2Fwebapps%2Fbbgs-deep-links-BBLEARN#tooltip" data-tooltip="

    As a part of the Richard W. Riley College of Education and Leadership’s Conceptual Framework, the RWRCOEL Diversity Proficiencies are the college’s expectations for candidate knowledge, skills, and dispositions with respect to acting in ways that honor multiple perspectives, affirm the dignity and respect of all individuals in a learning environment, and create educational opportunities that are adapted to diverse learners and removes barriers that inhibit learning. 

    Read more about each diversity proficiencies in the RWRCOEL Diversity Proficiencies document located in the MSED Documents folder under Course Home.

    ” data-hasqtip=”23″>Diversity Proficiencies and <a data-defintionname="technology proficiencies" data-dictionaryname="testDictionary" class="mediumToolTip cluetipLink" href="https://class.waldenu.edu/bbcswebdav/institution/USW1/201940_04/MS_EDUC/EDUC_6602/USW1_EDUC_6602_module01.html?course_uid=USW1.53316.201940&service_url=https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/wslinks&b2Uri=https%3A%2F%2Fclass.waldenu.edu%2Fwebapps%2Fbbgs-deep-links-BBLEARN#tooltip" data-tooltip="

    As a part of the Richard W. Riley College of Education and Leadership’s Conceptual Framework, the RWRCOEL Technology Proficiencies are the college’s expectations for candidate knowledge, skills, and dispositions with respect to the use of digital tools and resources for facilitating learning and communication.  The proficiencies are grounded in the SAMR (Substitution, Augmentation, Modification, Redefinition) Model. 

    Read more about each technology proficiency in the RWRCOEL Diversity Proficiencies document located in the MSED Documents folder under Course Home.

    ” data-hasqtip=”24″>Technology Proficiencies in the MSED Documents folder under Course Home. Reflect on how identifying <a data-defintionname="hidden curriculum" data-dictionaryname="testDictionary" class="mediumToolTip cluetipLink" href="https://class.waldenu.edu/bbcswebdav/institution/USW1/201940_04/MS_EDUC/EDUC_6602/USW1_EDUC_6602_module01.html?course_uid=USW1.53316.201940&service_url=https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/wslinks&b2Uri=https%3A%2F%2Fclass.waldenu.edu%2Fwebapps%2Fbbgs-deep-links-BBLEARN#tooltip" data-tooltip="

    Hidden curriculum can be described as a side effect of an education or lessons which are learned but not openly intended. 

    ” data-hasqtip=”25″>hidden curriculum in your own school setting may relate to each of the propositions and proficiencies.

By Day 7 of Week 1

Compose a 3- to 4-page paper that:

  • Defines <a data-defintionname="hidden curriculum" data-dictionaryname="testDictionary" class="mediumToolTip cluetipLink" href="https://class.waldenu.edu/bbcswebdav/institution/USW1/201940_04/MS_EDUC/EDUC_6602/USW1_EDUC_6602_module01.html?course_uid=USW1.53316.201940&service_url=https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/wslinks&b2Uri=https%3A%2F%2Fclass.waldenu.edu%2Fwebapps%2Fbbgs-deep-links-BBLEARN#tooltip" data-tooltip="

    Hidden curriculum can be described as a side effect of an education or lessons which are learned but not openly intended. 

    ” data-hasqtip=”26″>hidden curriculum in your own words.

  • Explains two examples from your classroom practice that represent <a data-defintionname="hidden curriculum" data-dictionaryname="testDictionary" class="mediumToolTip cluetipLink" href="https://class.waldenu.edu/bbcswebdav/institution/USW1/201940_04/MS_EDUC/EDUC_6602/USW1_EDUC_6602_module01.html?course_uid=USW1.53316.201940&service_url=https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/wslinks&b2Uri=https%3A%2F%2Fclass.waldenu.edu%2Fwebapps%2Fbbgs-deep-links-BBLEARN#tooltip" data-tooltip="

    Hidden curriculum can be described as a side effect of an education or lessons which are learned but not openly intended. 

    ” data-hasqtip=”27″>hidden curriculum. One example should represent a negative implication of hidden curriculum and the other a positive implication of hidden curriculum

  • Explains one action you will take to repair the effects of negative <a data-defintionname="hidden curriculum" data-dictionaryname="testDictionary" class="mediumToolTip cluetipLink" href="https://class.waldenu.edu/bbcswebdav/institution/USW1/201940_04/MS_EDUC/EDUC_6602/USW1_EDUC_6602_module01.html?course_uid=USW1.53316.201940&service_url=https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/wslinks&b2Uri=https%3A%2F%2Fclass.waldenu.edu%2Fwebapps%2Fbbgs-deep-links-BBLEARN#tooltip" data-tooltip="

    Hidden curriculum can be described as a side effect of an education or lessons which are learned but not openly intended. 

    ” data-hasqtip=”28″>hidden curriculum. Provide a rationale for your action using specific references to the Learning Resources.

  • Explains one example to include in your classroom that represents positive <a data-defintionname="hidden curriculum" data-dictionaryname="testDictionary" class="mediumToolTip cluetipLink" href="https://class.waldenu.edu/bbcswebdav/institution/USW1/201940_04/MS_EDUC/EDUC_6602/USW1_EDUC_6602_module01.html?course_uid=USW1.53316.201940&service_url=https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/wslinks&b2Uri=https%3A%2F%2Fclass.waldenu.edu%2Fwebapps%2Fbbgs-deep-links-BBLEARN#tooltip" data-tooltip="

    Hidden curriculum can be described as a side effect of an education or lessons which are learned but not openly intended. 

    ” data-hasqtip=”29″>hidden curriculum. Provide a rationale for your action using specific references to the Learning Resources.

  • Explains how you will use <a data-defintionname="hidden curriculum" data-dictionaryname="testDictionary" class="mediumToolTip cluetipLink" href="https://class.waldenu.edu/bbcswebdav/institution/USW1/201940_04/MS_EDUC/EDUC_6602/USW1_EDUC_6602_module01.html?course_uid=USW1.53316.201940&service_url=https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/wslinks&b2Uri=https%3A%2F%2Fclass.waldenu.edu%2Fwebapps%2Fbbgs-deep-links-BBLEARN#tooltip" data-tooltip="

    Hidden curriculum can be described as a side effect of an education or lessons which are learned but not openly intended. 

    ” data-hasqtip=”30″>hidden curriculum to meet the diverse learning needs of the students in your classroom. Include an explanation as to how your actions relate to at least one of the RWRCOEL Core Propositions, <a data-defintionname="diversity proficiencies" data-dictionaryname="testDictionary" class="mediumToolTip cluetipLink" href="https://class.waldenu.edu/bbcswebdav/institution/USW1/201940_04/MS_EDUC/EDUC_6602/USW1_EDUC_6602_module01.html?course_uid=USW1.53316.201940&service_url=https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/wslinks&b2Uri=https%3A%2F%2Fclass.waldenu.edu%2Fwebapps%2Fbbgs-deep-links-BBLEARN#tooltip" data-tooltip="

    As a part of the Richard W. Riley College of Education and Leadership’s Conceptual Framework, the RWRCOEL Diversity Proficiencies are the college’s expectations for candidate knowledge, skills, and dispositions with respect to acting in ways that honor multiple perspectives, affirm the dignity and respect of all individuals in a learning environment, and create educational opportunities that are adapted to diverse learners and removes barriers that inhibit learning. 

    Read more about each diversity proficiencies in the RWRCOEL Diversity Proficiencies document located in the MSED Documents folder under Course Home.

    ” data-hasqtip=”31″>Diversity Proficiencies, and <a data-defintionname="technology proficiencies" data-dictionaryname="testDictionary" class="mediumToolTip cluetipLink" href="https://class.waldenu.edu/bbcswebdav/institution/USW1/201940_04/MS_EDUC/EDUC_6602/USW1_EDUC_6602_module01.html?course_uid=USW1.53316.201940&service_url=https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/wslinks&b2Uri=https%3A%2F%2Fclass.waldenu.edu%2Fwebapps%2Fbbgs-deep-links-BBLEARN#tooltip" data-tooltip="

    As a part of the Richard W. Riley College of Education and Leadership’s Conceptual Framework, the RWRCOEL Technology Proficiencies are the college’s expectations for candidate knowledge, skills, and dispositions with respect to the use of digital tools and resources for facilitating learning and communication.  The proficiencies are grounded in the SAMR (Substitution, Augmentation, Modification, Redefinition) Model. 

    Read more about each technology proficiency in the RWRCOEL Diversity Proficiencies document located in the MSED Documents folder under Course Home.

    ” data-hasqtip=”32″>Technology Proficiencies.

Note: For this Assignment and all others in this course and throughout the program, you will be expected to use APA style. Use the Walden Writing Center as a resource for completing Assignments.

 

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