Tag: Essay & Composition

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    – 2 years ago **files (1)** – ## Untitleddocument60.pdf **## Untitleddocument60.pdf** Class Discussion – Week 2 Before thinking about into conflict resolution, it is essential to conduct a conflict analysis. In Chapter 2 of "Constructive Conflicts," Kriesberg explores the origins of social conflicts…

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    – 2 years ago

    **files (1)**

    – ## Untitleddocument60.pdf

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    Class Discussion – Week 2

    Before thinking about into conflict resolution, it is essential to conduct a conflict analysis.
    In Chapter 2 of "Constructive Conflicts," Kriesberg explores the origins of social
    conflicts, presenting various theoretical explanations. The chapter introduces several
    fundamental theoretical ideas.

    Please relate any of these ideas for this week's discussion to a specific conflict
    example. This example can be a personal experience, a historical conflict, a current
    one, etc. Consider aspects such as inequality, status, power, values, beliefs, etc., all
    discussed in the chapter.

    In its basic form, a theory aims to explain a phenomenon, shedding light on why
    something occurs the way it does. As you explore a form or specific case of social
    conflict, think critically about explaining. Your discussion post will serve as your initial
    conflict analysis.

    Examples

    1. There were a few theories that I felt really draw attention to some of the
    conflict happening today all over the world but specifically here in the
    United States.

    I would say the United States is pretty divided on just about everything, you can find like
    minded people, groups and friends who will agree with you but for the most part there is
    division wherever you go. I would say though with the cultural and religious diversity that
    is to be expected, not everyone has to agree about everything and conflict is bound to
    happen.

    However, there was an event recently that happened and I won't go into depth about
    what happened but it started the conversation of what life mean especially when it
    comes to health care and insurance. During this time there was a large number of
    Americans who were really connected on this issue. People from different cultural and
    political backgrounds all seemed to be agreement that insurance companies are evil.
    For lack of a better phrase that's the word I used.

    Now most of the people who were posting videos on platforms like Twitter, TikTok,
    Facebook and many others all voiced their own stories of dealing with insurance
    companies and I can even share my own. My family falls under my dad's insurance and

    they aren't great. When my mom needed her medication for her type 2 diabetes they
    would not cover it, this was expensive but life saving medication. She would have died
    without it but for the longest time they wouldn't cover it, they kept telling her it was her
    doctors but it was them. My mom now just pays for it out of pocket because she can't be
    without it.

    There were so many stories like this, about multiple insurance companies. People
    whose family members couldn't get cancer care, people whose insurance wouldn't
    cover their infants time in the NICU, hundreds of stories of this problem. Now this isn't
    really a new feeling, but the event that happened had people coming together and
    talking about why healthcare in the US is so bad and why it needs to change. People
    from all types of backgrounds were talking about the need for change.

    Now this really is just my personal outlook but from what I've seen this is really the most
    united I had seen people in a while. Even the news stations were reporting about how
    people were calling for better changes and considering there are some people out there
    who fall in the political area that is against most universal things, healthcare was not
    one of them. People want to be able to live, they want their families to live and they
    don't want to be left with a half a million dollar bill while an insurance owners make
    millions.

    Now there were a few theories I could cite from Kriesberg for my analysis starting with
    Relations Between Adversaries on page 36. "The adversaries themselves frequently
    cite these factors, each side attributing the conflict to the other side's actions. Analysts
    frequently point to the relations between the adversaries as the crucial source of their
    conflict."(Kriesberg, 36). I could be reading this wrong too so correct me if my analysis
    doesn't fit, but this really does relate back to the conflict I wrote about. While there is still
    division in the US, it became less in a way. I would say people who aren't the one
    percent and who are stuck with terrible insurance plans(primarily the working class and
    those 26 and older) were more connected. Kriesberg writes that people divide and
    define themselves infinitely but in this moment the division became more clear. This was
    really about class and the power dynamic. It became clear from hearing about the
    people who have lost family members or people who might not even pay off a hospital
    bill in their lifetime. "Some divisions are well established, antedating the emergence of a
    particular conflict. They may have been formed in the course of a long-past
    fight."(Kriesberg, 36). This is an issue that has been bubbling under the surface for a
    long time and I would say that a lot more people are really starting to divide themselves
    based on that class and power imbalance.

    I did also want to add in a few points from Kriesberg on Inequalities in Class, Status
    and Power, I know I touched on a few of my own points but wanted to add it to my
    analysis. "The idea that inequality universally produces conflict rests on assumptions

    about human nature."(Kriesberg, 37). Kriesberg does go on to write about things being
    desirable and that there is a basis for cooperation as well as conflict but that also
    depends on social conditions. I would say that inequality(in this instance) has created
    conflict. People want to live, they want to be healthy and they should be able to go to
    the doctors office and hope that insurance will cover the cost of life saving treatment,
    whether that be an operation, medicine, or anything else. It is no surprise that conflict
    has risen over this.

    2. The conflict I’m sharing revolves around a difference in parenting
    philosophies between me and the parent of my child’s friend, whom I’ll call
    Jim. My husband and I hosted a Halloween gathering for the
    neighborhood kids, with invitations specifying the party would run from
    3:30 to 5:30 p.m., featuring pre-trick-or-treat pizza, fruit, and games. We
    served food for everyone, even offering beer and wine for the adults
    though my husband and I don’t drink alcohol ourselves.

    The kids enjoyed games and admired each other’s costumes and at 5:30, I
    announced, “Time to head out for trick-or-treating. Party’s over.” My husband
    agreed to take the kids trick-or-treating while I stayed home to clean up and hand
    out candy. To my surprise, several parents returned to my house a couple of
    hours later with their kids, assuming the party was still on. Unsure if my husband
    had invited them back (he hadn’t), I didn’t turn them away. Tired but
    accommodating, I sent the kids downstairs for a candy exchange and a
    kid-appropriate Halloween movie, while I served drinks again to the parents.

    During the middle of a conversation the adults were having, Jim suddenly said,
    “Christina, is this REALLY what you had in mind when you invited us? The kids
    are just parked in front of the TV, shoveling candy in their mouths.” I was shocked
    by his rudeness, especially as a guest in my home after I had hosted and fed his
    family. I knew Jim didn’t allow his children to watch TV or movies at home—a rule
    I’d respected when my son visited—but we were at my house, and it was his
    choice to let his child stay.

    Upset but keeping my composure, I walked downstairs and turned off the movie,
    telling the kids they could exchange candy but not eat any of it. Back upstairs, I
    told Jim, “To be honest, I wasn’t expecting guests at this hour. The invitation said
    the party ended at 5:30 p.m. It’s 8:00 p.m.” I then made a small display of
    cleaning the kitchen counters and yawning. Jim left soon after, clearly unhappy,
    and we haven’t interacted since.

    I was pretty upset after Jim left my home, feeling like I was being judged unfairly
    and having received a rude comment in front of a room full of guests. Not only
    were the kids having the time of their lives, but we had paid for all of the food,
    games, beer, wine, and party favors, and I had clearly stated on the invitation that
    the party was over at 5:30 p.m. I wasn’t judging Jim for raising his voice a little
    too much or knocking back a few too many drinks in front of his kids (something
    that went against my own parenting philosophy), so why should Jim judge me for
    letting our kids watch It's the Great Pumpkin, Charlie Brown and eating a few
    pieces of candy?

    The incident has me reflecting on how parenting philosophies can clash and how
    those differences are sometimes framed through biases. Using the lens of
    in-group and out-group categorizations described in Chapter 2 of Constructive
    Conflicts (p. 35), it seems Jim may have divided parents into groups based on
    their shared values. To him, the “in-group” likely consisted of parents who
    completely prohibit technology use for children, while I fell into the “out-group”
    because I allow my son to occasionally watch TV or movies. This might have led
    him to overgeneralize and assume that because I allow technology, I don’t
    prioritize my child’s mental health or education. In reality, my children are deeply
    loved, bright, kind, and creatively stimulated in many ways—qualities I wish all
    parents would respect and support

    **## Untitleddocument60.pdf**

    Class Discussion – Week 2

    Before thinking about into conflict resolution, it is essential to conduct a conflict analysis.
    In Chapter 2 of "Constructive Conflicts," Kriesberg explores the origins of social
    conflicts, presenting various theoretical explanations. The chapter introduces several
    fundamental theoretical ideas.

    Please relate any of these ideas for this week's discussion to a specific conflict
    example. This example can be a personal experience, a historical conflict, a current
    one, etc. Consider aspects such as inequality, status, power, values, beliefs, etc., all
    discussed in the chapter.

    In its basic form, a theory aims to explain a phenomenon, shedding light on why
    something occurs the way it does. As you explore a form or specific case of social
    conflict, think critically about explaining. Your discussion post will serve as your initial
    conflict analysis.

    Examples

    1. There were a few theories that I felt really draw attention to some of the
    conflict happening today all over the world but specifically here in the
    United States.

    I would say the United States is pretty divided on just about everything, you can find like
    minded people, groups and friends who will agree with you but for the most part there is
    division wherever you go. I would say though with the cultural and religious diversity that
    is to be expected, not everyone has to agree about everything and conflict is bound to
    happen.

    However, there was an event recently that happened and I won't go into depth about
    what happened but it started the conversation of what life mean especially when it
    comes to health care and insurance. During this time there was a large number of
    Americans who were really connected on this issue. People from different cultural and
    political backgrounds all seemed to be agreement that insurance companies are evil.
    For lack of a better phrase that's the word I used.

    Now most of the people who were posting videos on platforms like Twitter, TikTok,
    Facebook and many others all voiced their own stories of dealing with insurance
    companies and I can even share my own. My family falls under my dad's insurance and

    they aren't great. When my mom needed her medication for her type 2 diabetes they
    would not cover it, this was expensive but life saving medication. She would have died
    without it but for the longest time they wouldn't cover it, they kept telling her it was her
    doctors but it was them. My mom now just pays for it out of pocket because she can't be
    without it.

    There were so many stories like this, about multiple insurance companies. People
    whose family members couldn't get cancer care, people whose insurance wouldn't
    cover their infants time in the NICU, hundreds of stories of this problem. Now this isn't
    really a new feeling, but the event that happened had people coming together and
    talking about why healthcare in the US is so bad and why it needs to change. People
    from all types of backgrounds were talking about the need for change.

    Now this really is just my personal outlook but from what I've seen this is really the most
    united I had seen people in a while. Even the news stations were reporting about how
    people were calling for better changes and considering there are some people out there
    who fall in the political area that is against most universal things, healthcare was not
    one of them. People want to be able to live, they want their families to live and they
    don't want to be left with a half a million dollar bill while an insurance owners make
    millions.

    Now there were a few theories I could cite from Kriesberg for my analysis starting with
    Relations Between Adversaries on page 36. "The adversaries themselves frequently
    cite these factors, each side attributing the conflict to the other side's actions. Analysts
    frequently point to the relations between the adversaries as the crucial source of their
    conflict."(Kriesberg, 36). I could be reading this wrong too so correct me if my analysis
    doesn't fit, but this really does relate back to the conflict I wrote about. While there is still
    division in the US, it became less in a way. I would say people who aren't the one
    percent and who are stuck with terrible insurance plans(primarily the working class and
    those 26 and older) were more connected. Kriesberg writes that people divide and
    define themselves infinitely but in this moment the division became more clear. This was
    really about class and the power dynamic. It became clear from hearing about the
    people who have lost family members or people who might not even pay off a hospital
    bill in their lifetime. "Some divisions are well established, antedating the emergence of a
    particular conflict. They may have been formed in the course of a long-past
    fight."(Kriesberg, 36). This is an issue that has been bubbling under the surface for a
    long time and I would say that a lot more people are really starting to divide themselves
    based on that class and power imbalance.

    I did also want to add in a few points from Kriesberg on Inequalities in Class, Status
    and Power, I know I touched on a few of my own points but wanted to add it to my
    analysis. "The idea that inequality universally produces conflict rests on assumptions

    about human nature."(Kriesberg, 37). Kriesberg does go on to write about things being
    desirable and that there is a basis for cooperation as well as conflict but that also
    depends on social conditions. I would say that inequality(in this instance) has created
    conflict. People want to live, they want to be healthy and they should be able to go to
    the doctors office and hope that insurance will cover the cost of life saving treatment,
    whether that be an operation, medicine, or anything else. It is no surprise that conflict
    has risen over this.

    2. The conflict I’m sharing revolves around a difference in parenting
    philosophies between me and the parent of my child’s friend, whom I’ll call
    Jim. My husband and I hosted a Halloween gathering for the
    neighborhood kids, with invitations specifying the party would run from
    3:30 to 5:30 p.m., featuring pre-trick-or-treat pizza, fruit, and games. We
    served food for everyone, even offering beer and wine for the adults
    though my husband and I don’t drink alcohol ourselves.

    The kids enjoyed games and admired each other’s costumes and at 5:30, I
    announced, “Time to head out for trick-or-treating. Party’s over.” My husband
    agreed to take the kids trick-or-treating while I stayed home to clean up and hand
    out candy. To my surprise, several parents returned to my house a couple of
    hours later with their kids, assuming the party was still on. Unsure if my husband
    had invited them back (he hadn’t), I didn’t turn them away. Tired but
    accommodating, I sent the kids downstairs for a candy exchange and a
    kid-appropriate Halloween movie, while I served drinks again to the parents.

    During the middle of a conversation the adults were having, Jim suddenly said,
    “Christina, is this REALLY what you had in mind when you invited us? The kids
    are just parked in front of the TV, shoveling candy in their mouths.” I was shocked
    by his rudeness, especially as a guest in my home after I had hosted and fed his
    family. I knew Jim didn’t allow his children to watch TV or movies at home—a rule
    I’d respected when my son visited—but we were at my house, and it was his
    choice to let his child stay.

    Upset but keeping my composure, I walked downstairs and turned off the movie,
    telling the kids they could exchange candy but not eat any of it. Back upstairs, I
    told Jim, “To be honest, I wasn’t expecting guests at this hour. The invitation said
    the party ended at 5:30 p.m. It’s 8:00 p.m.” I then made a small display of
    cleaning the kitchen counters and yawning. Jim left soon after, clearly unhappy,
    and we haven’t interacted since.

    I was pretty upset after Jim left my home, feeling like I was being judged unfairly
    and having received a rude comment in front of a room full of guests. Not only
    were the kids having the time of their lives, but we had paid for all of the food,
    games, beer, wine, and party favors, and I had clearly stated on the invitation that
    the party was over at 5:30 p.m. I wasn’t judging Jim for raising his voice a little
    too much or knocking back a few too many drinks in front of his kids (something
    that went against my own parenting philosophy), so why should Jim judge me for
    letting our kids watch It's the Great Pumpkin, Charlie Brown and eating a few
    pieces of candy?

    The incident has me reflecting on how parenting philosophies can clash and how
    those differences are sometimes framed through biases. Using the lens of
    in-group and out-group categorizations described in Chapter 2 of Constructive
    Conflicts (p. 35), it seems Jim may have divided parents into groups based on
    their shared values. To him, the “in-group” likely consisted of parents who
    completely prohibit technology use for children, while I fell into the “out-group”
    because I allow my son to occasionally watch TV or movies. This might have led
    him to overgeneralize and assume that because I allow technology, I don’t
    prioritize my child’s mental health or education. In reality, my children are deeply
    loved, bright, kind, and creatively stimulated in many ways—qualities I wish all
    parents would respect and support

  • [Solved] i need help c

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    – 2 years ago **files (1)** – ## Untitleddocument61.pdf **## Untitleddocument61.pdf** Conflict Exercises – Week 2 Watch an episode of Gordon Ramsey's Kitchen Nightmares (or more if needed), available on YouTube (free), Netflix, or Hulu Plus (with a subscription). Identify every communication barrier…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Untitleddocument61.pdf

    **## Untitleddocument61.pdf**

    Conflict Exercises –
    Week 2
    Watch an episode of Gordon Ramsey's Kitchen Nightmares (or more if needed),
    available on YouTube (free), Netflix, or Hulu Plus (with a subscription). Identify every
    communication barrier from Gordon's Dirty Dozen (refer to lecture notes and here

    Links to an external site.

    ). Under each barrier, transcribe a segment illustrating that barrier (involving at least two
    people in dialog). Find one example of each communication barrier and provide a clear
    explanation. Ensure that you label and number each element distinctly. In other words,
    a complete assignment should present a list from 1-12 with corresponding barriers,
    dialogues, and explanations.

    Example:

    Barrier: Diagnosing

    Dialog:

    Gordon: You don't care anymore, do you?

    French Chef: My food has been voted "Best Chef in Ventura County"

    Explanation:

    Gordon sets the stage for destructive communication by questioning the other Chef's
    commitment. This diagnosis lacks helpfulness, putting the other Chef on the defensive
    and hindering constructive dialogue. The response merely references the history of the
    restaurant's success.

    [https://www.gordonmodel.com/work-roadblocks.php](https://www.gordonmodel.com/work-roadblocks.php)

    [https://www.gordonmodel.com/work-roadblocks.php](https://www.gordonmodel.com/work-roadblocks.php)

    – Conflict Exercises – Week 2

    **## Untitleddocument61.pdf**

    Conflict Exercises –
    Week 2
    Watch an episode of Gordon Ramsey's Kitchen Nightmares (or more if needed),
    available on YouTube (free), Netflix, or Hulu Plus (with a subscription). Identify every
    communication barrier from Gordon's Dirty Dozen (refer to lecture notes and here

    Links to an external site.

    ). Under each barrier, transcribe a segment illustrating that barrier (involving at least two
    people in dialog). Find one example of each communication barrier and provide a clear
    explanation. Ensure that you label and number each element distinctly. In other words,
    a complete assignment should present a list from 1-12 with corresponding barriers,
    dialogues, and explanations.

    Example:

    Barrier: Diagnosing

    Dialog:

    Gordon: You don't care anymore, do you?

    French Chef: My food has been voted "Best Chef in Ventura County"

    Explanation:

    Gordon sets the stage for destructive communication by questioning the other Chef's
    commitment. This diagnosis lacks helpfulness, putting the other Chef on the defensive
    and hindering constructive dialogue. The response merely references the history of the
    restaurant's success.

    [https://www.gordonmodel.com/work-roadblocks.php](https://www.gordonmodel.com/work-roadblocks.php)

    [https://www.gordonmodel.com/work-roadblocks.php](https://www.gordonmodel.com/work-roadblocks.php)

    – Conflict Exercises – Week 2

  • [Solved] hohelp

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  • [Solved] lab2

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    – 2 years ago **files (1)** – ## Lab2InheritanceEvolutionW25.docx **## Lab2InheritanceEvolutionW25.docx** ## Lab 2 – Inheritance & Evolution ### Purpose Lab 2 will help you apply genetic and mathematical principles to predict the inheritance of Mendelian traits through family lines and explain evolu…

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    – 2 years ago

    **files (1)**

    – ## Lab2InheritanceEvolutionW25.docx

    **## Lab2InheritanceEvolutionW25.docx**

    ## Lab 2 – Inheritance & Evolution

    ### Purpose

    Lab 2 will help you apply genetic and mathematical principles to predict the inheritance of Mendelian traits through family lines and explain evolutionary change in human populations.

    ### Skills

    Lab 2 builds the following skills that are essential to success in this class:

    · Pedigree and Punnett square interpretation – predicting inheritance patterns for Mendelian traits.

    · Population Genetics – applying mathematical principles to identify evolutionary change.

    ### Knowledge

    The methods we practice in Lab 2 will clarify the mechanisms of inheritance responsible for some of the biological traits present in you and/or genetic family members, and teach you how to identify evolutionary change with math. These skills are essential in several professions, especially in the fields of medicine, animal husbandry, and conservation biology.

    ## Part A – Inheritance

    ### Task

    Use the family information provided below for each “Case Study” couple to draw a pedigree diagram and answer the questions provided. You may draw your pedigrees by hand or use your preferred electronic device to create them. Be sure to label your pedigrees with their associated Case Study ID (A, B, C). To receive full credit for this portion of the lab, each pedigree diagram must:

    · Include all family members whose trait information is provided in the Case Study

    · Identify the genotypes for all individuals, using the letters specified in the Case Study

    · Identify all “affected” individuals (i.e. those who have the trait) with a shaded symbol

    · Be submitted in Canvas as a separate file attachment or embedded within this worksheet. Photo files of hand-drawn pedigrees are acceptable.

    ### Case Study A

    Maria and Arjun are having twins, a boy and a girl. Although neither Maria nor Arjun have sickle cell anemia, the condition runs in both of their families. The couple is aware that sickle cell anemia, like other autosomal recessive traits, can “skip” generations, and so they are looking for information about their “risk” of passing the condition on to their twins. After speaking to the couple about their family history, you are given the following information to help you create a pedigree and better assess their likelihood of passing sickle cell anemia onto their children:

    #### Maria

    Maria comes from a family of four, including herself. Maria and her mother are carriers for the sickle cell trait, and her only sibling, a brother, has the condition. To her knowledge, the only other family member to have the condition is her paternal grandfather (her dad’s dad).

    #### Arjun

    Arjun is also one of two children in his family. He, his brother, and his mother do not have sickle cell anemia. In fact, Arjun’s mother has no family history of the condition at all. However, Arjun’s father is affected, and inherited the condition from his carrier parents (Arjun’s paternal grandparents).

    1. Complete your pedigree of Maria and Arjun’s families and include everyone’s genotype for the sickle cell trait using a capital “A” for the dominant allele, and a lowercase “a” for the recessive allele.

    2. Cross Maria and Arjun’s genotypes for the sickle cell trait using the Punnett square provided below:

    | | | |
    | — | — | — |
    | | | |
    | | | |
    | | | |

    3. Based on your Punnett square, what is the likelihood that Maria and Arjun will have a child with sickle cell anemia?

    ### Case Study B

    Lionel and Hui Yin are thinking about starting a family. Lionel recently discovered that Huntington’s disease, an autosomal dominant condition that affects the brain, runs in his family. Lionel is too young for symptoms of the disease to be apparent and is apprehensive about undergoing genetic screening. He and Hui Yin are seeking genetic counseling to find a less invasive way to assess their risk of producing a child with Huntington’s disease, and have agreed upon pedigree analysis. They provide the following information about their family history:

    #### Lionel

    Lionel was adopted as a small baby, and recently became reunited with his biological mother and sister. His sister has Huntington’s disease, but they are certain it was not inherited from their mother, who is 55 years old and has never had any symptoms. The condition must have come from the siblings’ father, who is now deceased. He got the condition from his father, Lionels’ paternal grandfather.

    #### Hui Yin

    Hui Yin is an only child, with no known family history of Huntington’s disease.

    4. Complete your pedigree of Lionel and Hui Yin’s families. Assume that Lionel is heterozygous for Huntington’s disease and include all genotypes for this trait using a capital “H” for the dominant allele, and a lowercase “h” for the recessive allele.

    5. Cross Lionel’s genotype with Hui Yin’s using the Punnett square provided below, assuming that Lionel is heterozygous for Huntington’s disease.

    | | | |
    | — | — | — |
    | | | |
    | | | |
    | | | |

    6. Based on your Punnett square, what is the likelihood that Lionel and Hui Yin will produce a child that will
    **_NOT_** be at risk for developing Huntington’s disease as an adult?

    ### Case Study C

    Paula and David are pregnant, and just learned that their baby has two X chromosomes. They visit a genetic counselor with concerns about passing hemophilia to their baby, as this X-linked recessive condition is present in both of their families. They decide to pursuit pedigree analysis to assess their child’s risk before undergoing prenatal testing to screen for the genetic variants associated with the condition. They provide you with the following information about their family histories:

    #### Paula

    Paula is one of three siblings and a carrier for hemophilia. Her mother and sister are also carriers, but her father is completely unaffected. The only person in her family to have the condition is her brother.

    #### David

    David has two sisters, both with hemophilia. Although David and his mother do not have the condition, his father did. In addition to the baby on the way, Paula and David have two sons, one of whom was diagnosed with hemophilia shortly after birth.

    7. Complete your pedigree for Paula and David’s families, and record everyone’s genotype for hemophilia using a capital “B” for the dominant allele, and a lowercase “b” for the recessive allele.
    **Because hemophilia is an X-linked trait, you will need to include the sex chromosomes in the genotypes** (e.g. XBXB, XBXb, XbXb, XBY, XbY)

    8. Cross Paula and David’s genotypes for hemophilia using the Punnett square provided below. Be sure that you add the sex chromosomes to your genotypes and cross them along with their alleles.

    | | | |
    | — | — | — |
    | | | |
    | | | |
    | | | |

    9. What is the likelihood that Paula and David will pass hemophilia to their unborn female? What would the chances be if the child was male?

    ### Answer questions 10 – 15 using the data tables and Pedigrees D – E provided below.

    #### Pedigree D

    ![Students with visual impairment, please contact instructor for tactile version of Pedigree D.](https://www.sweetstudy.com/questions/lab2-20876883)

    10. Identify the inheritance pattern shown in Pedigree D [autosomal dominant; autosomal recessive; X-linked dominant; X-linked recessive]:

    11. Identify two characteristics you observe in Pedigree D to support your answer for #10.

    12. Complete the Pedigree D Data Table provided below:

    | | |
    | — | — |
    | ##### Individual | ##### Genotype [DD, Dd, dd] |
    | 1 | |
    | 3 | |
    | 4 | |
    | 7 | |

    #### Pedigree E

    ![Students with visual impairment, please contact instructor for tactile version of Pedigree E.](https://www.sweetstudy.com/questions/lab2-20876883)

    13. Identify the inheritance pattern shown in Pedigree E [autosomal dominant; autosomal recessive; X-linked dominant; X-linked recessive]:

    14. Identify two characteristics you observe in Pedigree E to support your answer for #13.

    15. Complete the Pedigree E Data Table provided below:

    | | |
    | — | — |
    | ##### Individual | ##### Genotype [EE, Ee, ee] |
    | 2 | |
    | 5 | |
    | 8 | |
    | 11 | |

    ## Part B – Evolution

    ### Task

    In this part of Lab 2 we will apply the Hardy Weinberg Equilibrium Equation to allele frequency data for two real human populations. Using our calculations in combination with some historical information about these groups, we’ll work to identify genetic change over time and the possible forces that might be at play.

    · Answer questions SOME NUMBER TO SOME NUMBER, based on the Case Study information provided.

    · When completing your calculations, please rshow all your work and round your answers to three decimal places (0.001). If you do not have a calculator with the square root function, you can use the
    [Google Calculator](https://www.google.com/search?q=google+calculator&sxsrf=ALiCzsZD4zNTa7OOpUTiCGls1PklmT5rhA%3A1658438499377&ei=Y8PZYufgFv3WkPIP86W3mAY&ved=0ahUKEwinnozt9Ir5AhV9K0QIHfPSDWMQ4dUDCA4&uact=5&oq=google+calculator&gs_lcp=Cgdnd3Mtd2l6EAMyCggAELEDEIMBEEMyEAgAEIAEEIcCELEDEIMBEBQyBQgAEIAEMgUIABCABDIFCAAQgAQyBQgAEIAEMgUIABCABDIFCAAQgAQyBQgAEIAEMgUIABCABDoECCMQJzoFCAAQkQI6EAguELEDEIMBEMcBENEDEEM6CwgAEIAEELEDEIMBOgQIABBDOg4IABCABBCxAxCDARDJAzoLCAAQsQMQgwEQkQI6CAgAEIAEELEDOgcIABCABBAKSgQIQRgASgQIRhgAUABY-RNg5xZoAHAAeACAAXCIAZsNkgEEMTAuN5gBAKABAcABAQ&sclient=gws-wiz) for free online.

    ### Case Study F

    The sickle cell allele first emerged when there was a change in the sequence of DNA bases in the gene that produces hemoglobin – a substance in the red blood cells that transports oxygen throughout the body. This change is inherited in a Mendelian fashion from one generation to the next. Individuals who have the sickle cell allele have a greater resistance to malaria, but may also suffer from a disease known as sickle cell anemia (SCA).

    SCA was very rare in Nigeria before malaria was widespread in the country, with an estimated frequency of one in every 1000 births. This disease disrupts the transport of oxygen throughout the body and can cause severe damage to the organs, leading to premature death. SCA affects men and women with equal frequency, and unaffected parents (both mothers and fathers) can have affected offspring of either sex.

    #### Case Study F Questions

    16. Determine the inheritance pattern for SCA and explain how you arrived at your answer.

    17. Use the pre-malaria rate of SCA given above and the Hardy Weinberg Equation (p2 + 2pq + q2 = 1) to determine the expected genotype frequencies in present-day Nigeria. Let the capital letter “A” and lowercase “a” represent the alleles involved. Show your work below:

    Since malaria became endemic in Nigeria some 3,000 years ago, SCA has become more common. The present-day genotype frequencies for SCA in Nigeria are:

    #### SCA allele frequency data, Nigeria

    | | |
    | — | — |
    | Genotype | Frequency |
    | Homozygous dominant (AA) | 0.687 |
    | Heterozygous (Aa) | 0.284 |
    | Homozygous recessive (aa) | 0.029 |

    18. Compare the observed allele frequencies in the table to the expected values calculated for #17. How do they differ?

    19. What evolutionary force(s) might be responsible for the differences you described in #18? Be sure to support your answer with information from the Case Study and Module 2.

    ### Case Study G

    Pingelap atoll is a remote island in the South Pacific. In 1780, a typhoon killed 90% of the population, leaving just 30 surviving individuals. One of the survivors, a man named Nahnmwarki Mwanenised, had a rare form of color-blindness known as achromatopsia. Acromatopsia is a Mendelian genetic trait that causes complete color-blindness, so that affected individuals are only able to see in white, black, and shades of grey.

    Prior to the typhoon, it is estimated that achromatopsia affected one in every 100 births. Males and females are affected with equal frequency, and it is very common for unaffected parents (both mothers and fathers) to have affected offspring of either sex.

    #### Case Study G Questions

    20. Determine the inheritance pattern of achromatopsia and explain how you arrived at your answer.

    21. Use the rate of achromatopsia in the pre-typhoon population given above and the Hardy Weinberg Equilibrium Equation (p2 + 2pq + q2) to determine the expected genotype frequencies for achromatopsia in the present-day Pingelap population. Let the capital “H” and lowercase “h” represent the alleles involved. Show your work below:

    The present-day genotype frequencies for achromatopsia in the Pingelap population are:

    #### Achromatopsia allele data, Pingelap

    | | |
    | — | — |
    | Genotype | Frequency |
    | Homozygous dominant (HH) | 0.602 |
    | Heterozygous (Hh) | 0.348 |
    | Homozygous recessive (hh) | 0.050 |

    22. Compare the observed allele frequencies in the table with the expected values you calculated in #21. How do they differ?

    23. What evolutionary force(s) might be responsible for the differences you described in #22? Be sure to support your answer with information from the Case Study and Module 2.

    1

    ## image1.gif

    ## image2.png

    **## Lab2InheritanceEvolutionW25.docx**

    ## Lab 2 – Inheritance & Evolution

    ### Purpose

    Lab 2 will help you apply genetic and mathematical principles to predict the inheritance of Mendelian traits through family lines and explain evolutionary change in human populations.

    ### Skills

    Lab 2 builds the following skills that are essential to success in this class:

    · Pedigree and Punnett square interpretation – predicting inheritance patterns for Mendelian traits.

    · Population Genetics – applying mathematical principles to identify evolutionary change.

    ### Knowledge

    The methods we practice in Lab 2 will clarify the mechanisms of inheritance responsible for some of the biological traits present in you and/or genetic family members, and teach you how to identify evolutionary change with math. These skills are essential in several professions, especially in the fields of medicine, animal husbandry, and conservation biology.

    ## Part A – Inheritance

    ### Task

    Use the family information provided below for each “Case Study” couple to draw a pedigree diagram and answer the questions provided. You may draw your pedigrees by hand or use your preferred electronic device to create them. Be sure to label your pedigrees with their associated Case Study ID (A, B, C). To receive full credit for this portion of the lab, each pedigree diagram must:

    · Include all family members whose trait information is provided in the Case Study

    · Identify the genotypes for all individuals, using the letters specified in the Case Study

    · Identify all “affected” individuals (i.e. those who have the trait) with a shaded symbol

    · Be submitted in Canvas as a separate file attachment or embedded within this worksheet. Photo files of hand-drawn pedigrees are acceptable.

    ### Case Study A

    Maria and Arjun are having twins, a boy and a girl. Although neither Maria nor Arjun have sickle cell anemia, the condition runs in both of their families. The couple is aware that sickle cell anemia, like other autosomal recessive traits, can “skip” generations, and so they are looking for information about their “risk” of passing the condition on to their twins. After speaking to the couple about their family history, you are given the following information to help you create a pedigree and better assess their likelihood of passing sickle cell anemia onto their children:

    #### Maria

    Maria comes from a family of four, including herself. Maria and her mother are carriers for the sickle cell trait, and her only sibling, a brother, has the condition. To her knowledge, the only other family member to have the condition is her paternal grandfather (her dad’s dad).

    #### Arjun

    Arjun is also one of two children in his family. He, his brother, and his mother do not have sickle cell anemia. In fact, Arjun’s mother has no family history of the condition at all. However, Arjun’s father is affected, and inherited the condition from his carrier parents (Arjun’s paternal grandparents).

    1. Complete your pedigree of Maria and Arjun’s families and include everyone’s genotype for the sickle cell trait using a capital “A” for the dominant allele, and a lowercase “a” for the recessive allele.

    2. Cross Maria and Arjun’s genotypes for the sickle cell trait using the Punnett square provided below:

    | | | |
    | — | — | — |
    | | | |
    | | | |
    | | | |

    3. Based on your Punnett square, what is the likelihood that Maria and Arjun will have a child with sickle cell anemia?

    ### Case Study B

    Lionel and Hui Yin are thinking about starting a family. Lionel recently discovered that Huntington’s disease, an autosomal dominant condition that affects the brain, runs in his family. Lionel is too young for symptoms of the disease to be apparent and is apprehensive about undergoing genetic screening. He and Hui Yin are seeking genetic counseling to find a less invasive way to assess their risk of producing a child with Huntington’s disease, and have agreed upon pedigree analysis. They provide the following information about their family history:

    #### Lionel

    Lionel was adopted as a small baby, and recently became reunited with his biological mother and sister. His sister has Huntington’s disease, but they are certain it was not inherited from their mother, who is 55 years old and has never had any symptoms. The condition must have come from the siblings’ father, who is now deceased. He got the condition from his father, Lionels’ paternal grandfather.

    #### Hui Yin

    Hui Yin is an only child, with no known family history of Huntington’s disease.

    4. Complete your pedigree of Lionel and Hui Yin’s families. Assume that Lionel is heterozygous for Huntington’s disease and include all genotypes for this trait using a capital “H” for the dominant allele, and a lowercase “h” for the recessive allele.

    5. Cross Lionel’s genotype with Hui Yin’s using the Punnett square provided below, assuming that Lionel is heterozygous for Huntington’s disease.

    | | | |
    | — | — | — |
    | | | |
    | | | |
    | | | |

    6. Based on your Punnett square, what is the likelihood that Lionel and Hui Yin will produce a child that will
    **_NOT_** be at risk for developing Huntington’s disease as an adult?

    ### Case Study C

    Paula and David are pregnant, and just learned that their baby has two X chromosomes. They visit a genetic counselor with concerns about passing hemophilia to their baby, as this X-linked recessive condition is present in both of their families. They decide to pursuit pedigree analysis to assess their child’s risk before undergoing prenatal testing to screen for the genetic variants associated with the condition. They provide you with the following information about their family histories:

    #### Paula

    Paula is one of three siblings and a carrier for hemophilia. Her mother and sister are also carriers, but her father is completely unaffected. The only person in her family to have the condition is her brother.

    #### David

    David has two sisters, both with hemophilia. Although David and his mother do not have the condition, his father did. In addition to the baby on the way, Paula and David have two sons, one of whom was diagnosed with hemophilia shortly after birth.

    7. Complete your pedigree for Paula and David’s families, and record everyone’s genotype for hemophilia using a capital “B” for the dominant allele, and a lowercase “b” for the recessive allele.
    **Because hemophilia is an X-linked trait, you will need to include the sex chromosomes in the genotypes** (e.g. XBXB, XBXb, XbXb, XBY, XbY)

    8. Cross Paula and David’s genotypes for hemophilia using the Punnett square provided below. Be sure that you add the sex chromosomes to your genotypes and cross them along with their alleles.

    | | | |
    | — | — | — |
    | | | |
    | | | |
    | | | |

    9. What is the likelihood that Paula and David will pass hemophilia to their unborn female? What would the chances be if the child was male?

    ### Answer questions 10 – 15 using the data tables and Pedigrees D – E provided below.

    #### Pedigree D

    ![Students with visual impairment, please contact instructor for tactile version of Pedigree D.](https://www.sweetstudy.com/questions/lab2-20876883)

    10. Identify the inheritance pattern shown in Pedigree D [autosomal dominant; autosomal recessive; X-linked dominant; X-linked recessive]:

    11. Identify two characteristics you observe in Pedigree D to support your answer for #10.

    12. Complete the Pedigree D Data Table provided below:

    | | |
    | — | — |
    | ##### Individual | ##### Genotype [DD, Dd, dd] |
    | 1 | |
    | 3 | |
    | 4 | |
    | 7 | |

    #### Pedigree E

    ![Students with visual impairment, please contact instructor for tactile version of Pedigree E.](https://www.sweetstudy.com/questions/lab2-20876883)

    13. Identify the inheritance pattern shown in Pedigree E [autosomal dominant; autosomal recessive; X-linked dominant; X-linked recessive]:

    14. Identify two characteristics you observe in Pedigree E to support your answer for #13.

    15. Complete the Pedigree E Data Table provided below:

    | | |
    | — | — |
    | ##### Individual | ##### Genotype [EE, Ee, ee] |
    | 2 | |
    | 5 | |
    | 8 | |
    | 11 | |

    ## Part B – Evolution

    ### Task

    In this part of Lab 2 we will apply the Hardy Weinberg Equilibrium Equation to allele frequency data for two real human populations. Using our calculations in combination with some historical information about these groups, we’ll work to identify genetic change over time and the possible forces that might be at play.

    · Answer questions SOME NUMBER TO SOME NUMBER, based on the Case Study information provided.

    · When completing your calculations, please rshow all your work and round your answers to three decimal places (0.001). If you do not have a calculator with the square root function, you can use the
    [Google Calculator](https://www.google.com/search?q=google+calculator&sxsrf=ALiCzsZD4zNTa7OOpUTiCGls1PklmT5rhA%3A1658438499377&ei=Y8PZYufgFv3WkPIP86W3mAY&ved=0ahUKEwinnozt9Ir5AhV9K0QIHfPSDWMQ4dUDCA4&uact=5&oq=google+calculator&gs_lcp=Cgdnd3Mtd2l6EAMyCggAELEDEIMBEEMyEAgAEIAEEIcCELEDEIMBEBQyBQgAEIAEMgUIABCABDIFCAAQgAQyBQgAEIAEMgUIABCABDIFCAAQgAQyBQgAEIAEMgUIABCABDoECCMQJzoFCAAQkQI6EAguELEDEIMBEMcBENEDEEM6CwgAEIAEELEDEIMBOgQIABBDOg4IABCABBCxAxCDARDJAzoLCAAQsQMQgwEQkQI6CAgAEIAEELEDOgcIABCABBAKSgQIQRgASgQIRhgAUABY-RNg5xZoAHAAeACAAXCIAZsNkgEEMTAuN5gBAKABAcABAQ&sclient=gws-wiz) for free online.

    ### Case Study F

    The sickle cell allele first emerged when there was a change in the sequence of DNA bases in the gene that produces hemoglobin – a substance in the red blood cells that transports oxygen throughout the body. This change is inherited in a Mendelian fashion from one generation to the next. Individuals who have the sickle cell allele have a greater resistance to malaria, but may also suffer from a disease known as sickle cell anemia (SCA).

    SCA was very rare in Nigeria before malaria was widespread in the country, with an estimated frequency of one in every 1000 births. This disease disrupts the transport of oxygen throughout the body and can cause severe damage to the organs, leading to premature death. SCA affects men and women with equal frequency, and unaffected parents (both mothers and fathers) can have affected offspring of either sex.

    #### Case Study F Questions

    16. Determine the inheritance pattern for SCA and explain how you arrived at your answer.

    17. Use the pre-malaria rate of SCA given above and the Hardy Weinberg Equation (p2 + 2pq + q2 = 1) to determine the expected genotype frequencies in present-day Nigeria. Let the capital letter “A” and lowercase “a” represent the alleles involved. Show your work below:

    Since malaria became endemic in Nigeria some 3,000 years ago, SCA has become more common. The present-day genotype frequencies for SCA in Nigeria are:

    #### SCA allele frequency data, Nigeria

    | | |
    | — | — |
    | Genotype | Frequency |
    | Homozygous dominant (AA) | 0.687 |
    | Heterozygous (Aa) | 0.284 |
    | Homozygous recessive (aa) | 0.029 |

    18. Compare the observed allele frequencies in the table to the expected values calculated for #17. How do they differ?

    19. What evolutionary force(s) might be responsible for the differences you described in #18? Be sure to support your answer with information from the Case Study and Module 2.

    ### Case Study G

    Pingelap atoll is a remote island in the South Pacific. In 1780, a typhoon killed 90% of the population, leaving just 30 surviving individuals. One of the survivors, a man named Nahnmwarki Mwanenised, had a rare form of color-blindness known as achromatopsia. Acromatopsia is a Mendelian genetic trait that causes complete color-blindness, so that affected individuals are only able to see in white, black, and shades of grey.

    Prior to the typhoon, it is estimated that achromatopsia affected one in every 100 births. Males and females are affected with equal frequency, and it is very common for unaffected parents (both mothers and fathers) to have affected offspring of either sex.

    #### Case Study G Questions

    20. Determine the inheritance pattern of achromatopsia and explain how you arrived at your answer.

    21. Use the rate of achromatopsia in the pre-typhoon population given above and the Hardy Weinberg Equilibrium Equation (p2 + 2pq + q2) to determine the expected genotype frequencies for achromatopsia in the present-day Pingelap population. Let the capital “H” and lowercase “h” represent the alleles involved. Show your work below:

    The present-day genotype frequencies for achromatopsia in the Pingelap population are:

    #### Achromatopsia allele data, Pingelap

    | | |
    | — | — |
    | Genotype | Frequency |
    | Homozygous dominant (HH) | 0.602 |
    | Heterozygous (Hh) | 0.348 |
    | Homozygous recessive (hh) | 0.050 |

    22. Compare the observed allele frequencies in the table with the expected values you calculated in #21. How do they differ?

    23. What evolutionary force(s) might be responsible for the differences you described in #22? Be sure to support your answer with information from the Case Study and Module 2.

    1

    ## image1.gif

    ## image2.png

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    In 500 words, I need a topic about obesity and a few points during this assignment such as:

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    – how you arrived at the topic
    – some of the other ideas you considered in your brainstorming activities
    – _at least_ two reasons for choosing this topic (universal value + personal interest)
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    HSO: In the telemedicine health services organization (HSO), a significant workforce issue arises from the rapid expansion of telemedicine technology and its associated challenges, such as workforce preparedness, technology training gaps, and the burnout of healthcare professionals. As telemedicine becomes more integral to healthcare delivery, the workforce must adapt to digital tools, overcome resistance to change, and address the emotional strain caused by increased virtual patient interactions. Many healthcare workers are inadequately trained or feel underprepared to handle the technological complexities of telemedicine, exacerbating burnout and hindering optimal care delivery.

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    ## **Analyzing Privacy Violations** – 2 years ago **files (1)** – ## Module2.docx **## Module2.docx** **Module 2: A Case for Analyzing Privacy Violations** For this assignment, you will need to review the Case Study presented and assess the impact of the data breach that occurred under your third-pa…

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    ## **Analyzing Privacy Violations**

    – 2 years ago

    **files (1)**

    – ## Module2.docx

    **## Module2.docx**

    **Module 2: A Case for Analyzing Privacy Violations**

    For this assignment, you will need to review the Case Study presented and assess the impact of the data breach that occurred under your third-party vendor’s system and provide a short report of your conclusions, corrective actions to take, and policy change recommendations.

    Expand AllPanels Collapse AllPanels

    [**Case Study**](https://devryu.instructure.com/courses/118470/assignments/3787139?module_item_id=15516728)

    As the Privacy Officer for a mid-sized healthcare organization, it has been identified that the organization has suffered a breach when a third-party vendor’s system was compromised. When the third-party vendor provided billing services to your patients for all services provided for the past 60-days, a breach resulted in unauthorized access to patient billing information, including names, addresses, and social security numbers. The investigation into the breach provided insight that the third-party vendor did not have ample security measures in place. Unfortunately, the healthcare organization did not conduct their due diligence of ensuring that there were regular audits being performed and that there were strong security measures in place. As a result of this lapse in follow through, the discovered breach exposed the personal and financial information of hundreds of patients.

    [**Action Plan**](https://devryu.instructure.com/courses/118470/assignments/3787139?module_item_id=15516728)

    As the Privacy Officer, you have been tasked with digging deeper into the privacy breach that just occurred and to make corrective action recommendations, as well as provide a proposal of changes to the policies and procedures to prevent similar data breaches from occurring in the future. You should focus on the aspect of the vendor management and compliance with HIPAA regulations.

    **Steps you will complete the following as part of your report:**

    1. Assess the HIPAA Privacy Rule violations relevant to the third-party vendor management and the protection of patient information. What are your conclusions?

    2. Based upon the breach investigation findings, provide a list of corrective actions that should be taken to improve the security measures and for the oversight of the third-party vendor.

    3. Provide a recommendation of policy changes that would better support vendor management practices and ensure adherence to compliance with privacy regulations.

    Your deliverable method can be either in the form of a half-page to full page report or PowerPoint slides that outline your recommendations for updating/revising the organization’s privacy policy that includes a proposed corrective action plan of what is needed to prevent additional breaches from occurring.

    Note: If you utilize your textbook or any references to support your recommendations, provide a reference list.

    **Action**

    Select the Start Assignment button to begin.

    Once you have uploaded your file, select Submit Assignment.

    **Rubric**

    **M2 A Case for Analyzing Privacy Violations**

    | | | | |
    | — | — | — | — |
    | M2 A Case for Analyzing Privacy Violations |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeParameters<br>Parameters<br>Paper Option<br>-Uses standard double-spacing without extra spaces between bullets or paragraphs<br>-Minimum length 1/2 page, maximum length 1 page<br>-Free of grammatical & spelling errors<br>-Uses APA in-text citations and reference list IF applicable<br>PowerPoint Option<br>-No more than 5 bullets per slide<br>-Keep slides uncluttered so easy to follow<br>-Notes Section of slides should contain a detailed outline of what slide is presenting (speaker notes)<br>-Free of grammatical & spelling errors<br>-Uses APA in-text citations and reference list on a reference slide IF applicable | | | | | |
    | — | — | — | — |
    | **7 pts**<br>**Meets or Exceeds**<br>Student submission clearly encompasses all paper or PowerPoint parameters -Free of grammatical & spelling errors -Uses APA in-text citations and reference list IF applicable | **5 pts**<br>**In Progress**<br>Student submission mostly meets paper or PowerPoint parameters -1-3 grammatical & spelling errors -Uses some APA in-text citations and reference list IF applicable | **2 pts**<br>**Little Evidence**<br>Student submission does not clearly meet the paper or PowerPoint parameters -Has 4 or more grammatical & spelling errors -does not use APA in-text citations and reference list IF applicable | **0 pts**<br>**No Evidence**<br>Student submission clearly does not meet the required Parameters | | 7 pts |
    | This criterion is linked to a Learning OutcomeHIPAA Privacy Rule<br>HIPAA Privacy Rule<br>-Clearly identifies any violations relevant to the third-party vendor management<br>CO2 | | | | | |
    | — | — | — | — |
    | **9 pts**<br>**Meets or Exceeds**<br>Student submission clearly provides for any violations relevant to the third-party vendor management | **6 pts**<br>**In Progress**<br>Student submission mostly identifies the violations relevant to the third-party vendor management | **3 pts**<br>**Little Evidence**<br>Student submission is off topic or does not clearly identify the violations relevant to the third-party vendor management | **0 pts**<br>**No Evidence**<br>Student submission does not clearly meet compliance issue audit findings or nothing submitted | | 9 pts |
    | This criterion is linked to a Learning OutcomePolicy Changes<br>Policy Changes<br>-Clearly identified policy changes that would support vendor management practices<br>-A plan for meeting compliance with privacy regulations<br>CO2 | | | | | |
    | — | — | — | — |
    | **9 pts**<br>**Meets or Exceeds**<br>Student submission clearly identified policy changes that would support vendor management practices -A plan for meeting compliance with privacy regulations | **6 pts**<br>**In Progress**<br>Student submission mostly contains identified policy changes that would support vendor management practices -A plan for meeting compliance with privacy regulations | **3 pts**<br>**Little Evidence**<br>Student submission does not clearly provide policy changes for vendor management practices or a plan for meeting compliance with privacy regulations | **0 pts**<br>**No Evidence**<br>Student submission does not clearly meet a security measure assessment or nothing submitted | | 9 pts |
    | This criterion is linked to a Learning OutcomeCorrective Actions<br>Corrective Actions<br>-Provides a clear list of corrective actions that should be taken to improve security measures and oversight of third-party vendors<br>CO2 | | | | | |
    | — | — | — | — |
    | **10 pts**<br>**Meets or Exceeds**<br>Student submission has clear list of corrective actions that should be taken to improve security measures and oversight of third-party vendors | **7 pts**<br>**In Progress**<br>Student submission contains a mostly clear list of corrective actions that should be taken to improve security measures and oversight of third-party vendors compliance deficiencies | **4 pts**<br>**Little Evidence**<br>Student submission may be slightly off topic or does not clearly provide list of corrective actions that should be taken to improve security measures and oversight of third-party vendors | **0 pts**<br>**No Evidence**<br>Student submission does not clearly give a list of corrective actions or nothing is submitted | | 10 pts |
    | Total Points: 35 |

    **## Module2.docx**

    **Module 2: A Case for Analyzing Privacy Violations**

    For this assignment, you will need to review the Case Study presented and assess the impact of the data breach that occurred under your third-party vendor’s system and provide a short report of your conclusions, corrective actions to take, and policy change recommendations.

    Expand AllPanels Collapse AllPanels

    [**Case Study**](https://devryu.instructure.com/courses/118470/assignments/3787139?module_item_id=15516728)

    As the Privacy Officer for a mid-sized healthcare organization, it has been identified that the organization has suffered a breach when a third-party vendor’s system was compromised. When the third-party vendor provided billing services to your patients for all services provided for the past 60-days, a breach resulted in unauthorized access to patient billing information, including names, addresses, and social security numbers. The investigation into the breach provided insight that the third-party vendor did not have ample security measures in place. Unfortunately, the healthcare organization did not conduct their due diligence of ensuring that there were regular audits being performed and that there were strong security measures in place. As a result of this lapse in follow through, the discovered breach exposed the personal and financial information of hundreds of patients.

    [**Action Plan**](https://devryu.instructure.com/courses/118470/assignments/3787139?module_item_id=15516728)

    As the Privacy Officer, you have been tasked with digging deeper into the privacy breach that just occurred and to make corrective action recommendations, as well as provide a proposal of changes to the policies and procedures to prevent similar data breaches from occurring in the future. You should focus on the aspect of the vendor management and compliance with HIPAA regulations.

    **Steps you will complete the following as part of your report:**

    1. Assess the HIPAA Privacy Rule violations relevant to the third-party vendor management and the protection of patient information. What are your conclusions?

    2. Based upon the breach investigation findings, provide a list of corrective actions that should be taken to improve the security measures and for the oversight of the third-party vendor.

    3. Provide a recommendation of policy changes that would better support vendor management practices and ensure adherence to compliance with privacy regulations.

    Your deliverable method can be either in the form of a half-page to full page report or PowerPoint slides that outline your recommendations for updating/revising the organization’s privacy policy that includes a proposed corrective action plan of what is needed to prevent additional breaches from occurring.

    Note: If you utilize your textbook or any references to support your recommendations, provide a reference list.

    **Action**

    Select the Start Assignment button to begin.

    Once you have uploaded your file, select Submit Assignment.

    **Rubric**

    **M2 A Case for Analyzing Privacy Violations**

    | | | | |
    | — | — | — | — |
    | M2 A Case for Analyzing Privacy Violations |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeParameters<br>Parameters<br>Paper Option<br>-Uses standard double-spacing without extra spaces between bullets or paragraphs<br>-Minimum length 1/2 page, maximum length 1 page<br>-Free of grammatical & spelling errors<br>-Uses APA in-text citations and reference list IF applicable<br>PowerPoint Option<br>-No more than 5 bullets per slide<br>-Keep slides uncluttered so easy to follow<br>-Notes Section of slides should contain a detailed outline of what slide is presenting (speaker notes)<br>-Free of grammatical & spelling errors<br>-Uses APA in-text citations and reference list on a reference slide IF applicable | | | | | |
    | — | — | — | — |
    | **7 pts**<br>**Meets or Exceeds**<br>Student submission clearly encompasses all paper or PowerPoint parameters -Free of grammatical & spelling errors -Uses APA in-text citations and reference list IF applicable | **5 pts**<br>**In Progress**<br>Student submission mostly meets paper or PowerPoint parameters -1-3 grammatical & spelling errors -Uses some APA in-text citations and reference list IF applicable | **2 pts**<br>**Little Evidence**<br>Student submission does not clearly meet the paper or PowerPoint parameters -Has 4 or more grammatical & spelling errors -does not use APA in-text citations and reference list IF applicable | **0 pts**<br>**No Evidence**<br>Student submission clearly does not meet the required Parameters | | 7 pts |
    | This criterion is linked to a Learning OutcomeHIPAA Privacy Rule<br>HIPAA Privacy Rule<br>-Clearly identifies any violations relevant to the third-party vendor management<br>CO2 | | | | | |
    | — | — | — | — |
    | **9 pts**<br>**Meets or Exceeds**<br>Student submission clearly provides for any violations relevant to the third-party vendor management | **6 pts**<br>**In Progress**<br>Student submission mostly identifies the violations relevant to the third-party vendor management | **3 pts**<br>**Little Evidence**<br>Student submission is off topic or does not clearly identify the violations relevant to the third-party vendor management | **0 pts**<br>**No Evidence**<br>Student submission does not clearly meet compliance issue audit findings or nothing submitted | | 9 pts |
    | This criterion is linked to a Learning OutcomePolicy Changes<br>Policy Changes<br>-Clearly identified policy changes that would support vendor management practices<br>-A plan for meeting compliance with privacy regulations<br>CO2 | | | | | |
    | — | — | — | — |
    | **9 pts**<br>**Meets or Exceeds**<br>Student submission clearly identified policy changes that would support vendor management practices -A plan for meeting compliance with privacy regulations | **6 pts**<br>**In Progress**<br>Student submission mostly contains identified policy changes that would support vendor management practices -A plan for meeting compliance with privacy regulations | **3 pts**<br>**Little Evidence**<br>Student submission does not clearly provide policy changes for vendor management practices or a plan for meeting compliance with privacy regulations | **0 pts**<br>**No Evidence**<br>Student submission does not clearly meet a security measure assessment or nothing submitted | | 9 pts |
    | This criterion is linked to a Learning OutcomeCorrective Actions<br>Corrective Actions<br>-Provides a clear list of corrective actions that should be taken to improve security measures and oversight of third-party vendors<br>CO2 | | | | | |
    | — | — | — | — |
    | **10 pts**<br>**Meets or Exceeds**<br>Student submission has clear list of corrective actions that should be taken to improve security measures and oversight of third-party vendors | **7 pts**<br>**In Progress**<br>Student submission contains a mostly clear list of corrective actions that should be taken to improve security measures and oversight of third-party vendors compliance deficiencies | **4 pts**<br>**Little Evidence**<br>Student submission may be slightly off topic or does not clearly provide list of corrective actions that should be taken to improve security measures and oversight of third-party vendors | **0 pts**<br>**No Evidence**<br>Student submission does not clearly give a list of corrective actions or nothing is submitted | | 10 pts |
    | Total Points: 35 |

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    In this discussion, you will identify a theory you will use to guide your research and summarize research you have found related to the theory. You will also give your classmates feedback on their summary of research on the theory they chose. This discussion will help you prepare the Milestone Two l…

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    In this discussion, you will identify a theory you will use to guide your research and summarize research you have found related to the theory. You will also give your classmates feedback on their summary of research on the theory they chose. This discussion will help you prepare the Milestone Two literature review.

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