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OG0-081 exam Dumps Source : TOGAF 8 Certification for Practitioners
Test Code : OG0-081
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: 201 real Questions
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TOGAF 8 Certification for Practitioners
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This certification course is in powerful demand by the world’s giant organization to improve the industry requirement. TOGAF 9.2 certification is a course which includes the basic and ground principles of Enterprise Architecture. Here is a brief of what is taught in this certification course:
Guidelines For Defining Enterprise Architecture
For the future success of a business, there are some very basic things that a person should know. For this, Enterprise Architecture plays an extremely vital role. By taking the TOGAF 9.2 certification course, the practitioner will exist fully capable of serving any organization.
For instance, industry processes enjoy how a specific industry works, the meaning, and explanation of totality types of charts that are used in the business, networks concept diagrams, etc., are clearly and thoroughly explained to the learner. This is done to obtain the practitioner fully-fledged with totality the requirements that are needed in this realm.
Every IT organization has goals and strategies. To achieve those goals should exist aligned in a manner that efficacious results for those should exist obtained. This is the basic acceptation of IT alignment and Enterprise Architecture covers this province in a broad manner. The main judgement for this is that each and every industry works only and only to achieve some goals. To achieve them, the workers should know how to implement the strategies using them effectively. Therefore, the TOGAF 9.2 certification caters to it very effectively.
Efficient IT operations in short means using resources that are available in the fashion which brings profits and elevation to the organization. There are some ways that are needed to exist taught to the people working in these organizations and then only they can exhaust the available resources in the profitable and the best-suited manner. For example, if the organization is going through a monetary crisis, the employees working in this area should know how to control the monetary crisis to champion the company at such times. Such skills are taught and then the only employee can toil making confident that they are supporting the company in the best manner. These things cannot exist implemented without the scholarship and TOGAF 9.2 provides this knowledge.
Why is it vital to purchase up TOGAF 9.2 Certification?
For people who are into Enterprise Architecture, TOGAF 9.2 Certification is one of the most vital things to learn. This is because people who own done this certification course own higher chances to exist approached by reputed companies totality over the world. Here, the professionals are not limited to proprietary methods but are able to learn and grow more. They are given the freedom to select the sources in a most efficient manner which helps to secure the best in revert investment. To secure a job and sustain in the industry, professional should know how enterprise architecture can enhance the current capabilities and aid in synchronization with whatever fresh requirements arrive up in the field.
Every organization has its own set of requirements in the province of Enterprise Architecture and this certification course is designed in such a way that it fully helps the professional to cater to those specific needs. The practitioner here learns the fresh practices and the trends which are necessary for Enterprise Architecture and this helps them to understand the whole theme in a better manner.
Written by Andrew Josey, Director of Certification, The Open Group
Published: 28 June 2006
Page 2 of 2
The TOGAF Architecture development fashion therefore does not prescribe any specific set of enterprise architecture deliverables - although it does picture a set, by way of example. Rather, TOGAF is designed to exist used with whatever set of deliverables the architect feels is most appropriate for their business. That may exist the set of deliverables described in TOGAF itself; or it may exist the set associated with another framework, such as Zachman Framework or FEAF, for example.
TOGAF is not intended to compete with these other frameworks. Rather, it is intended to accomplish a unique role, in distilling what these other frameworks own to offer, and providing a generic Architecture development fashion that can exist adapted for exhaust with any of these other frameworks.
The Open Group's vision for TOGAF is as a vehicle and repository for practical, experience-based information on how to fade about the process of enterprise architecture, providing an open fashion with which specific sets of deliverables, specific reference models, and other apposite architectural assets, can exist integrated.
The Open Group's latest edition of TOGAF is version 8.1. The Open Group introduced the TOGAF 8 certification program in order to ensure the consistent application and usage of TOGAF throughout the industry, and protect the value of TOGAF to its users. This assurance program provides four classes of certification: Certified (for individual practitioners), utensil Support, Training and Professional Services. It is used by architecture service providers, utensil vendors and individual enterprise architects.
For service providers and utensil vendors, the certification provides a vehicle to clearly demonstrate that their services and products champion and exhaust the TOGAF methodology. Organizations can own their products (TOGAF Tools or Training Courses), and services certified by meeting the criteria specified in the appropriate Product Standard.
Individuals can become certified by demonstrating their scholarship of TOGAF either by attending a training course or passing an examination test. To date, more than 1,200 practitioners own been TOGAF 8 certified, which speaks volumes about IT Architecture as a well-recognized and increasingly vital professional discipline.
With TOGAF, customers can foundation their IT architecture on an open, industry yardstick method, which works with totality major frameworks and can procure tools, training and the services of consultants (individuals and integrators) with aplomb on the basis of certified conformance with an open consensus standard.
To find out more about the TOGAF 8 certification program, please visit The Open Group web site.
The completion of the Human Genome Project in 2003 led to an explosion of potential for applying genetics and genomics into health care. The expanding availability of genomic information highlights the role genetics plays in totality aspects of health across the lifespan, from preconception genetic counseling to cancer treatment (Rehm, 2017). Genetics is the study of lone gene composition, function, and heredity; genomics considers the interaction of totality genes within the genome and their combined influences on patterns of development and pathologic consistencies (Hillman & Dale, 2017). The focus of genomics in health care is now transitioning from diagnosing single-gene rare conditions to identifying risk factors for and patterns within more prevalent conditions such as diabetes, obesity, asthma, cancers, and mental health conditions (Feero & Guttmacher, 2014). The purpose of this article is to review the growing significance of genetics and genomics in primary care delivery, debate the challenges of genetic and genomic competence in nurse practitioner (NP) education, and showcase one strategy for student learning and competence. The two terms, genetics and genomics, are used throughout the article because both are apposite to the discussion and both terms appear frequently in the nursing education resources on the topic (American Association of Colleges of Nursing, 2013; Greco, Tinley, & Seibert, 2011).
As researchers better understand the interaction among environmental, behavioral, and genetic factors in determining health risks and outcomes, health care must evolve to further integrate genomic concepts in individualized care and vein toward precision medicine (Rehm, 2017). Precision medicine is an approach to care that considers individual variability in the genes, environment, and lifestyle of each person (National Institutes of Health, 2015). Early identification of genetic variables in patient conditions allows more specific anticipatory guidance, monitoring, screening, and better prioritization of treatment options (Aronson & Rehm, 2015). At least 10% of patients seen in primary care may own a condition with a genetic contribution; this percentage is expected to extend with continued research (Paneque et al., 2016). A systematic review of admissions to a children's hospital in 1 year revealed 71% had a disorder with a genetic determinant and 96% of admissions due to inveterate disorders had a genetic etiology (Francescatto & Katsanis, 2015). As the role of genetics grows in both preventive and diagnostic care, primary care clinicians, including NPs, are in a prime position to apply genetic understanding for earlier diagnosis and intervention to ultimately improve patient outcomes (Rinke et al., 2014). To provide cutting-edge care, clinicians must learn to incorporate genomic principles in patient encounters, transitioning from considering genetics as solely rare genetic diseases to examining the role genetic factors play in totality aspects of health (Feero & Guttmacher, 2014). Some experts are encouraging totality primary care providers to integrate genetic thinking when encountering totality patients (Scott & Trotter, 2013).
More than 50,000 genetic tests are already in exhaust across the world and approximately 10 fresh testing products consisting of lone gene and panel tests are developed every day (Concert Genetics, 2017). Newborn screening, widely used by pediatric practitioners, is an application of genetic testing performed on asymptomatic infants to detect congenital diseases prior to detrimental sequelae, allowing early intervention to reduce morbidity and mortality (Francescatto & Katsanis, 2015). Since its introduction in the 1960s for the detection of phenylketonuria, the recommended universal newborn screen has snowballed and currently includes 34 core and 26 secondary disorders; newborn screening is one of the largest and most successful disease prevention systems (NewSTEPs, n.d.). Recent progress in genomics research has allowed fresh genetic testing and application, including diagnostic and carrier testing for inherited conditions, presymptomatic and predictive testing for individuals with genetic susceptibility disorders, risk factors for later onset conditions, and biomarkers that sheperd individual treatments (Francescatto & Katsanis, 2015; Larson & Wilke, 2015). Testing has generally become less expensive, faster, and more sensitive (Rehm, 2017). The vast majority of variants identified own unknown significance; however, the data sharing on databases allows more accurate interpretation of variants to pave the way for fresh diagnostic markers of disease and precision medicine (Rehm, 2017).
As exciting as these developments are, the pace of innovation is outstripping optimal integration into primary care exercise (Rehm, 2017). Both the generic public and health care providers own limited genetic literacy, and implementation of fresh genetic applications in primary care are substandard (Arora et al., 2017). The past focus of genetics on rare diseases makes it difficult for primary care providers to understand the relevance of genetics and genomics in everyday exercise (Saul, Trotter, Sease, & Tarini, 2017). In a recent survey of primary care providers, less than 10% ordered genetic tests for patients they identified as at risk and instead referred to a genetic specialist. Identified barriers were lacking aplomb in interpreting and explaining genetic test results, insufficient training identifying genetic risks and choosing appropriate tests, and absence of guidelines for management (Saul et al., 2017). Similarly, primary care NPs reported insufficient scholarship regarding genetics and risk assessment, overall requisite of genetic resources, and time as barriers (Mikat-Stevens, Larson, & Tarini, 2014; Seibert, 2014).
Practice standards and competencies sheperd totality aspects of advanced exercise nursing by outlining essential behaviors totality NPs must accomplish proficiently. Professional organizations recognize the importance of integrating genetics and genomics into advanced exercise nursing, which is reflected in the current competencies. In 2004, the National Human Genome Research Institute and the National Cancer Institute initiated the compilation of nursing competencies for genetics after identifying the pressing requisite for its broad understanding among oncology nurses. The project expanded to define essential genetic and genomic competencies for totality nurses, regardless of academic preparation, role, or clinical specialty (Eggert, 2017). The competencies were crafted by an independent panel of nurse leaders from clinical, research, and academic settings and were endorsed by 48 nursing organizations before publication by the American Nurses Association in 2006 (Kelly, 2009). In 2011, the American Nurses Association published Essential Genetic and Genomic Competencies for Nurses With Graduate Degrees (Greco, Tinley, & Seibert, 2011). Included are 38 competencies in seven categories: risk assessment and interpretation; genetic education, counseling, testing, and results interpretation; clinical management; ethical, legal, and social implications; professional role; leadership; and research (Greco et al., 2011). Population-Focused Nurse Practitioner Competencies, developed by the National Organization of Nurse Practitioner Faculties in 2013, specified genetic competencies for primary pediatric, family, neonatal, and women's health NPs (American Association of Colleges of Nursing, 2013).
For advanced exercise nurses (APNs) in primary care, genetic and genomic competency includes risk assessment and test interpretation, requiring a complete history and physical and a comprehensive family health history, a powerful utensil for assessing risks for Mendelian and multifactorial genetic disorders (Greco et al., 2011). The family history is considered by some genetics educators as the most powerful initial genetic “test” (Scott & Trotter, 2013). APNs must exist skillful in identifying vital findings in the family health history to aid identify individuals and families at higher risk for genetic conditions. APNs must exist able to elaborate findings from the family history, physical assessment, and diagnostic and laboratory tests to patients and families then obtain appropriate referrals (Greco et al., 2011). This is critical because provision of incomplete information can exist detrimental to patient outcomes (Whitt, Hughes, Hopkins, & Maradiegue, 2016).
Although assimilating genetic and genomic principles into primary care is recognized, it is unclear how clinicians can best meet these standards (Hillman & Dale, 2017). One strategy is for clinicians to toil frequently with genetic teams to continuously update their scholarship (Hillman & Dale, 2017), which is not feasible for most clinicians. The American Academy of Pediatrics trait Improvement Innovation Networks studied the effectiveness of a continuing education intervention with 13 pediatric practices using regular educational opportunities, access to genetic professionals, and performance feedback (Rinke et al., 2016). This multifaceted approach resulted in sustained improvement in the inclusion of genetic and genomic behaviors. Another study reported on a 15-week online graduate NP genetics course covering basic genetic knowledge, ordering genetic tests, predicting genetic risk, collecting family health history, discussing genetic diagnoses, and using genetic resources (Whitt, Macri, O'Brien, & Wright, 2016). Students were significantly increasing their scholarship of basic genetic topics, conditions, and inheritance patterns and were more confident applying genetic skills in practice. A systematic review of genomic training for nongenetics health professionals showed only four of 44 studies reporting statistically significant changes in exercise deportment (Talwar, Tseng, Foster, Xu, & Chen, 2016). Focusing on changing primary care providers' awareness of genetics, enhancing their competence to find apposite information, and training students to develop a framework for incorporation of genetics may exist an efficient approach to increasing genetic and genomic competency for primary care providers (Kemper et al., 2010; Paneque et al., 2016).
The following case study demonstrates how genetic and genomic competencies were erudite in a primary care pediatric nurse practitioner. Three pediatric nurse practitioner students, one per semester, completed an elective rotation in pediatric genetics as fraction of the Masters of Science in Nursing program at a great university in the United States. This elective rotation was through the associated hospital's Institute of Genetic Medicine. The institute provides outpatient services to those with a wide scope of generic and subspecialty genetics indications, and the rotation consisted of a weekly 8-hour clinic. The learning sustain was interprofessional and included interaction with a variety of other learners, including medical, genetic counseling, graduate genetics students, pediatric residents, and medical genetics fellows. totality trainees were supervised by a mingle of pediatricians, geneticists, and certified genetic counselors. Prior to each weekly clinic, students were assigned specific patients to research and review unfamiliar conditions. The NP preceptor, a pediatrician, and a geneticist encouraged trainees in genetic thinking, where the learners approach each patient and family comprehensively regarding genetics. The preceptor provided apposite articles to the students, and students erudite to access national genetic resources to foster their individual learning.
Students provided initial evaluation and follow-up care for patients with a wide variety of conditions, such as Ehlers-Danlos syndrome, partial androgen insensitivity, sagittal synostosis, and hearing loss. The goal of the rotation was not to gain a complete overview of the many conditions with a genetic component, but rather to develop an understanding of the best approach to identify and manage a genetic problem and gain familiarity with some common conditions. Accordingly, the rotations emphasized the importance of collecting apposite information by performing a thorough family history and learning where to congregate accurate information related to genetic conditions. Students were encouraged to investigate presenting symptoms and congenital anomalies of various patients through online resources, such as Online Mendelian Inheritance in Man® database, GeneReviews®, Genetics Home Reference®, and the American College of Medical Genetics™. To gain self-sufficiency and applicable skills for primary care practice, students used these resources for investigating both identified genetic conditions and to develop differential diagnoses for seemingly unrelated findings.
Regarding evaluation, at the quit of each semester, NP students complete evaluations of their clinical learning and faculty review these evaluations to better understand student learning potential and to determine the best future exhaust of each site. Regarding these three NP students with rotations at the Institute of Genetic Medicine, the NP preceptor (pediatrician and geneticist) and pediatric nurse practitioner faculty track coordinator had additional discussions with each student to further understand their learning and experiences at the specialty site and to adjust the sustain for future students accordingly.
Throughout the clinical rotation, students perfected the skill of completing a patient's pedigree by collecting a three-generational family health history. This reinforced their focus on creating a comprehensive picture to assist in identifying genetic red flags. Each family health history included questions related to consanguinity or nigh biological relationships between family members, history of multiple miscarriages, known genetic conditions or testing results, congenital anomalies, sudden unexplained death at a puerile age, intellectual or learning disabilities, multiple family members with similar or related disorders, and the ethnic background of the family. Student learning assignments related to the clinical sustain included writing case studies with differential diagnoses, class presentations, and personal and professional recordings and reflections in a clinical log.
Through exposure to multiple genetic consultations, the students gained an understanding of foundational skills for incorporating genetics and genomics into primary care practice. Solidifying assessment skills strengthened the students' aplomb in evaluating genetic contributions to health and disease. They moreover erudite where to access genetics resources and clinical tools for future patients. The most salient component of the rotation was the shift in students' awareness of where and when to apply genetic thinking to identify risk factors in totality patients and families, allowing more precise recommendations for better individual health. Through gaining an in-depth understanding of the vital role genomics plays in the pediatric primary care population and consistently performing risk assessments in the forms of individual history and physical and three-generational family history, students were more competent to care for their future patients and families.
Discussion and Conclusion
Primary care NPs must learn to integrate genetic thinking in totality patient encounters, thereby routinely incorporating genetics and genomics into their clinical exercise to meet the standards outlined by current APN competencies. Despite of many barriers, two specific objectives could exist targeted to improve genetics aplomb and application. First, NPs must exist competent in collecting a family health history, and second, NPs must own a thorough understanding of genetic resources. Although primary care practitioners state that they understand the importance of assessing a patient's risk factors for a given disease, especially the importance of taking a family health history, less than one third of practitioners actually congregate a three-generational family health history for totality patients (Rinke et al., 2014; Saul et al., 2017). More than half of practitioners did not own adequate resources to determine the appropriate genetic test to order and almost half were not sensible of a national resource to provide them with accurate genetic information and services (Rinke et al., 2014). Both of these objectives, collecting a family health history with a specific understanding of assessing for genetic red flags and having a comprehensive understanding of available genetic resources, can exist easily incorporated into training for NPs, as demonstrated in the case study presented.
In summary, the inclusion of a genetics clinical rotation in a primary care NP graduate program provides an excellent chance for NP students to assimilate emerging genetic recommendations into practice. By practicing foundational skills for risk assessment and information gathering in an environment where genetic specialists are at hand to sheperd education, NP students develop genetic thinking that will ultimately improve the care they provide to patients. If NPs are to provide optimal primary care by incorporating the competencies prescribed by professional organizations, finding better ways to integrate genetic thinking into primary care NP education is imperative. A genetics clinical rotation has the potential to provide an educational sustain that will lead to long-lasting improvements in primary care practice.
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