Cyber attack on Universal Health Services, Inc., 2018Ransomware is a type of malware from crypto virology that threatens to publish the victim’s data or perpetually block access to it unless a ransom is paid. While some simple ransomware may lock the system so that it is not difficult for a knowledgeable person to reverse, more advanced malware uses a technique called crypto viral extortion. It encrypts the victim’s files, making them inaccessible, and demands a ransom payment to decrypt. Ransomware attacks are typically carried out using a Trojan disguised as a legitimate file that the user is tricked into downloading or opening when it arrives as an email attachment. International law enforcement authorities during the height of the pandemic warned that hospitals and health-care facilities in multiple countries were being targeted in ransomware attacks.Often a ransomware attack is the first phase of a multistage extortion attempt from cyber criminals. Criminals routinely demand millions of dollars to unlock the encrypted systems, and then follow that up by threatening to publish stolen data on the internet if they are not paid a second time.On September 28, 2020, until October 7, 2020, Universal Health Services, which runs more than 400 healthcare facilities in the United States and the United Kingdom, has more than 90,000 employees and cares for about 3.5 million patients each year, had its IT network hit by a ransomware attack which left a number of its hospitals in the United States without access to computer and phone systems, including facilities in California, Florida, Texas, Arizona and Washington, D.C.The ransomware attack managed to disable multiple antivirus programs in place on the targeted systems. Once the antivirus software was disabled, the malware caused the computers to log out and shut down, and if administrators attempted to reboot these systems, they simply shut down again. With their systems shut down, clinicians were unable to access vital information, including data found in their Electronic Health Record (EHR) or picture archiving and communication system (PACS) system.Your assignment:In a MEMO format, in 1000-1200 words, please discuss the following about the Universal Health Services (UHS) Ransomware attack of September, 2020:What went well with the response? What were the significant challenges with the response? In which ways could the response have been improved?During Week One, we discussed Fayol’s Five Functions of Management: (a) Planning, (b) organizing, (c) coordinating, (d) commanding, and (e) controlling.As the Chief Operating Officer (COO) at one of the (UHS) healthcare facilities in the United States or Territories (Universal Health Services, Locations; pick one), how would you augment your healthcare facility’s preparation and response to protect and mitigate against future cyberattacks? Discuss ways which you would use all five functions of Fayol’s Five Functions of Management, would influence the development of your plan.Make certain that your assignment is in the APA 7th edition format with a cover page, separating your sections by the appropriate APA Level Headings. Also, make sure you include a reference page and at least five references.

ADHD in early childhoodModule 05 ContentAs an early childhood educator you will be responsible for providing a quality learning experience for all of our youngest learners, regardless of their abilities. Throughout this course you have selected and researched a specific disability category and have created a continuing education presentation for yourself, for your colleagues, for families, and for other professional individuals. Now it is time to apply your knowledge you have gained to provide resources for families and to provide support for your families going through the process of an IEP for their child.Note: This is a two-part assignment.
Part 1: Resources for Professionals and FamiliesYour presentation is almost complete. For this assignment, you will create conclusion slides wrapping up your presentation on the disability you selected.Create 3-4 additional slides for your presentation. Add these slides to the PowerPoint document you created in the previous course project assignments. In these additional slides, provide information on the following:Include at least one slide that provides informative resources educators can access in the future for more information.Also include at least one slide with suggestions on how educators can share this information within in the community.Cite your sources where appropriate throughout your slides and add your references to the reference slide at the end of your presentation. Format your research sources and your reference slide in APA format.Remember, in your presentation, you are sharing knowledge with your co-workers so they will be prepared to work with this disability in the future. Make sure that your slides look professional and that you have checked for spelling and grammar errors.For help with determining whether a source is credible, see the answer to the question “How do I know if a source is credible?” in the Answers database.For help with creating PowerPoint presentations, see the PowerPoints page of the Writing Guide.For help with formatting your sources in APA format, see the answer to the “PowerPoint & APA: citing sources and creating reference lists in PPT presentations” question in the Answers database.For help with adding NOTES to PowerPoint slides, see the answer to “How do I add speaker notes to my PowerPoint presentation slides?” question in the Answers database.
Part 2: Letter to FamiliesNow that you understand the process of creating an IEP/IFSP, assume that you are responsible for working with the family of a child with your selected disability.To complete this part of the assignment, write a 2-page letter you would send to the family prior to their first IEP/IFSP meeting. This will help you practice communication with families about the special education services their child may be receiving. You always want to show the family that you understand their child’s individual needs and are available as a family support.Be sure to include the following in your letter:Information about the processYour support for the familyTheir role and your roleInclude 2-3 links to family focused resources that will help families with their child’s specific disability. Share why you think these resources would be helpful to families.

Specific Language Impairment Literature Review Providing interventions for the wide variety of disabilities that special education teachers encounter is often challenging. Because of this, educators may need to conduct their own professional development to research current trends and professional practices related to specific disabilities.Research a peer-reviewed article that studies a specific language impairment related to K-12 students.Address the following in a 1,000-1,250 word essay:What was the research question?Who were the subjects?What methods were used?What were the results of the study?How could you use this information to make instructional decisions in the classroom? Rationalize how this information helps in responding to the needs of students with specific language impairments.Discuss how reviewing literature from professional journals can help you in your professional development and practice.Support your work with 3-5 scholarly resources.Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is/is not required.ResourcesRead “English Language Learners and the Common Core State Standards: Meeting the Needs of Students with Low Socioeconomic Status and Language Impairment,” by Roseberry-McKibbin, from Perspectives on Communication Disorders & Sciences in Culturally & Linguistically Diverse Populations (2015).URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=109799745&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1Read Chapters 3 and 5.URL:http://www.gcumedia.com/digital-resources/pearson/2017/an-introduction-to-children-with-language-disorders_5e.phpRead “Text Structure Strategies for Improving Expository Reading Comprehension,” by Roehling, Hebert, Nelson, and Bohaty, from Reading Teacher (2017).URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1146103&site=ehost-live&scope=siteRead “Supporting Beginning Readers in Reading to Learn: A Comprehension Strategy,” by McKee and Carr, from Reading Teacher (2016).URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=119088616&site=ehost-live&scope=siteRead “Theory of Mind in Children with Specific Learning Impairment: A Systematic review and Meta-Analysis,” by Nilsson and de Lopez, located in Child Development (2016).URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=112574074&site=eds-live&scope=siteRead “Review: The Impact of Motor Development on Typical and Atypical Social Cognition and Language: A Systematic Review,” by Leonard and Hill, from Child and Adolescent Mental Health (2014).URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-33854-002&site=eds-live&scope=siteRead “An Examination of the Relationship between a Child’s Developmental Age and Early Literacy Learning,” by Moran and Senseny, from Cogent Education (2016).URL:https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/2127124303?accountid=7374

You are an organizational development (OD) professional with expertise on leaderless groups and movements. You belong to the Organizational Development Professional Association (ODPA), a multinational organization, where the membership has declined steadily for the past five years. ODPA’s board of directors (Board) conducted a member satisfaction survey last month and the results arrived with startling findings:

More than half of ODPA members question the relevance of ODPA in light of the current environment
• Sixty-five percent of ODPA members are independent contractors or work for companies of fewer than 10 people
• More than 30% of members received advanced degrees 30 years ago or longer, more than 50% between 10 years and 29 years ago, and fewer than 10% graduated within the last nine years.
• Fewer than 5% of the members could name one ODPA Board member

In light of the survey data results, the ODPA executive director (Director) has called to ask If you can help. The Director, located in Toronto, Canada, is concerned that the Board is out of touch with current organizational environments, OD trends, and escalating challenges for organizational development professionals. The current seven Board members are geographically distributed in Australia, England, Germany, Japan, and the United States. The Board holds an annual meeting in Toronto and quarterly web-based conference meetings.
The Director wants to “educate” the Board as a necessary step to raise a sense of urgency about the organization.  Otherwise, the Director fears ODPA may not be sustainable. The Director’s assessment is that the Board:

Does not fully appreciate its leadership role
Has not embraced workforce demographic changes that impact membership
Cannot make sense of classical versus autonomist leadership or traditional versus evolved leadership theory
Does not understand leadership discourses of modern times.

The Director wants you to facilitate a Board discussion using the survey results as catalyst to discuss organizational risks. The director is asking you to develop a draft of the meeting plan including:

Purpose of the meeting (remember your audience)
Attendees and roles (assess the leader/follower roles of all of those in attendance, including you. Make and record assumptions as needed. Support your assessment with scholarly sources).
Schedule, location, and setting (provide reasoned choices with support)
Pre-reading material (Identify material that attendees should review ahead of the meeting; make and record assumptions as needed)
Historical overview of the leadership field of study from 1920 to present (two to three pages)

Include an original graphic element (less than one-half page within body of the report; unlimited space in appendices)
Explanation of modern leadership with relevance to the situation (three to four pages)
Include an original graphic element (less than one-half page within body of the report; unlimited space in Appendices)
Critical analysis of a current leadership book and specific relevance to the situation (use one of Western’s (2013) four critical inquiry frames) (four to five pages)
Facilitation questions (design inquiry to draw attendees into a relevant discussion).

Students will complete a self-reflection assignment for the purpose of validating their clinical progress. The goal for this activity is to engage the student in considering how their clinical abilities and professional growth are changing.
ACTIVITY LEARNING OUTCOMES
Through this assignment, the student will demonstrate the ability to:
Through this assignment, the student will:

Review clinical encounters to identify      gaps in experience.
Propose a plan to narrow the gaps in      experience.
Identify their own feelings regarding      their progress, achievement of personal goals and weaknesses.
Chose two (2) NONPF CORE competencies      and discuss how the student has met or plans to meet them in the future.

REQUIREMENTS:
There are two parts to this assignment.

In part 1, students will review their      clinical experience documentation in to write a narrative about their      experience thus far. Students should:

Review their patient encounters and       identify experience gaps in terms of age, acuity, certain procedures,       level of complexity, etc.
State how they plan to narrow this       gap in future practicums (i.e., focus on seeing pediatric patients under       the age of 5, finding a separate pediatric site for a later practicum, et       cetera)
Discuss how they have progressed       throughout the practicum by identifying the goals that they have achieved       and/or are still working toward
Identify areas of weakness and       communicate a plan to address these areas

Choose two of the NONPF CORE      competencies and describe either (a) how you have met them or (b) how you      plan to work toward meeting them in the future. Provide specific examples      from your clinical rotation as support. FNP NONPF CORE competencies can be      found at: https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/competencies/2017_NPCoreComps_with_Curric.pdf (Links      to an external site.)

PREPARING THE PAPER

The written portion of this assignment      is to be completed in a WORD document (.doc) and submitted to the course.
Grammar, punctuation, spelling should      be observed. In-text citations and reference page should follow APA      format.

  
ASSIGNMENT CONTENT
 
Category

Points

%

Description
 
Identify gaps in patient   experiences

10

20%

After reviewing the   clinical encounter summary, the student identifies any gaps in specific   patient experiences (i.e. ages, acuities, complexities, procedures,   assessments, etc.) and introduces a plan to narrow this gap in future practicum   experiences. The student also outlines their practicum plan for the remaining   classes.
 
Discuss progression in   clinical

10

20%

The student discusses their   overall progression in this clinical rotation; specifically identifying   personal goals that were achieved or how the student plans to achieve in   future practicum experiences.
 
Identify areas of weakness

10

20%

The student identifies   specific areas of weakness in the clinical setting and communicates a plan to   address these deficiencies.
 
NONPF competencies