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Planned Change in a Department or Unit Description Assignment: Application: Planned Change in a Department or Unit Health care organizations are continuously immersed in change from the emergence of new policies, to promote quality care and improve patient safety to keeping pace with the rapid growth in knowledge and best practices. Establishing a solid framework for planning and implementing change is a wise move, as it provides a foundation for the extensive coordination that will be needed to successfully facilitate the change. For this Assignment, you propose a change at the department or unit level and develop a plan for guiding the change effort. To prepare: Review Chapter 8 in the course text. Focus on Kurt Lewins change theory, and contrast it with other classic change models and strategies. Reflect on problems, inefficiencies, and critical issues within a specific department, unit, or area in your organization or one with which you are familiar. Select one issue as a focal point for this assignment, and consider a change that could be made to address the issue. Think about how the change would align with the organizations mission, vision, and values as well as relevant professional standards. Using one of the change models or strategies discussed in Chapter 8, begin formulating a plan for implementing the change within the department/unit. Outline the steps that you and/or others should follow to facilitate the change effort. Align these steps to the change model or strategy you selected. Determine who should be involved in initiating and managing the change. Consider the skills and characteristics that are necessary to facilitate this change effort. To complete: By Day 7 Write a 3- to 5-page paper (page count does not include title and reference page) that addresses the following: Identify a problem, inefficiency, or issue within a specific department/unit. Describe a specific, realistic change that could be made to address the issue. Summarize how the change would align with the organizations mission, vision, and values as well as relevant professional standards. Identify a change model or strategy to guide your planning for implementing the change. Provide a rationale for your selection. Outline the steps that you and/or others would follow to facilitate the change. Align these steps to your selected change model or strategy. Explain who would be involved in initiating and managing this change. Describe the skills and characteristics that would be necessary to facilitate the change effort. Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements. All papers submitted must use this formatting. Required Readings: Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins. Review Chapter 7, Strategic and Operational Planning Chapter 8, Planned Change This chapter explores methods for facilitating change and the theoretical underpinnings of implementing effective change McAlearney, A., Terris, D., Hardacre, J., Spurgeon, P. Brown, C., Baumgart, A., Nystrm, M. (2014). Organizational coherence in health care organizations: Conceptual guidance to facilitate quality improvement and organizational change. Quality Management in Health Care, 23(4), 254267 doi: 10.1097/QMH.0b013e31828bc37d An international group of investigators explored the issues of organizational culture and Quality Improvement (QI) in different health care contexts and settings. The aim of the research was to examine if a core set of organizational cultural attributes are associated with successful QI systems. Mitchell, G. (2013). Selecting the best theory to implement planned change. Nursing Management – UK, 20(1), 3237. doi: 10.7748/nm2013.04.20.1.32.e1013 Shirey, M. R. (2013). Lewin’s Theory of Planned Change as a strategic resource. The Journal of Nursing Administration, 43(2), 6972. doi:10.1097/NNA.0b013e31827f20a9 Required Media: Laureate Education (Producer). (2012g). Organizational dynamics: Planned change and project planning. Baltimore, MD: Author. In this weeks media presentation, experts discuss how todays health care organizations can capitalize on the strengths of nurse leaders to plan for and navigate change effectively. Optional Resources: Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 9, Time Management Batras, D., Duff, C., & Smith, B. J. (2014). Organizational change theory: implications for health promotion practice. Health Promotion International, Retrieved from MEDLINE with Full Text, EBSCOhost This article reviews select organizational change models to identify the most pertinent insights for health promotion practitioners.
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Continued topic: You have worked at Morningstar for years and are now a manager. Mansueto relies on your judgment in making big decisions. Recently, the organization has been discussing dropping stocks and bonds from the business. Instead, they would focus solely on mutual funds. Analyze this decision and suggest whether this idea would help or hinder the firm. -APA Format Ferrell, O., Hirt, G., & Ferrell, L. (2009). Business in a Changing World. (7th ed.) Use below reference in essay:

In a two- to three-page essay (not including title and reference pages), select a specific public function derived from an industrialized foreign country, and compare/contrast the function in that country with the United States, detailing how the public service is managed. In your essay, 1. include background information, 2. implementation challenges, 3. key stakeholders, 4. policy dynamics, 5. key planning issues, 6. and any current events related to the selected topic. You are required to use at least two outside resources to support your position.

Analytical/argumentative essay. Please write an analytical / argumentative essay addressing the following topic: Politics and power in contemporary organisations

Effective group work is essential for helping a health care organization achieve its objectives and meet patients’ needs. In Week 4, you examined the process of planning for and implementing change, and began to assess the competencies necessary to facilitate such an effort. This week, you consider how to work with groups to execute planned change.
During Week 5, you examine group process theory and consider stages of group formation as well as the characteristics of effective groups. You are encouraged to think about how the unique context of health care creates a particular demand for productive group interactions and assess your own strengths and needs for improvement in this regard.
Learning Objectives
Students will:
Assess stages of group formation in relation to a specific group
Analyze group task and group-building roles
Analyze the characteristics of and conditions for optimal group performance
Assess the role of management/leadership in facilitating team development
Photo Credit: cosmin4000/iStock/Getty Images Plus
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings:
Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
Chapter 19 Organizational, Interpersonal, and Group Communication
Chapter 19 covers many aspects of the communication process, including group communication. As you read this chapter, focus on the stages of group development (forming, storming, norming, performing) and group dynamics (group task roles, group building and maintenance roles, problematic roles). Consider how you can apply these concepts as you engage in group work.
Li, N., Zhao, H. H., Walter, S. L., & Yu, J. (2015). Achieving more with less: Extra milers behavioral influences in teams. Journal of Applied Psychology 199(4) 1025-1039.
Chun, J. S., & Choi, J. N. (2014). Members’ needs, intragroup conflict, and group performance. The Journal Of Applied Psychology, 99(3), 437450. doi:10.1037/a0036363
This study theorizes and empirically investigates the relationships among the psychological needs of group members, intragroup conflict, and group performance.
Haynes, J., & Strickler, J. (2014). TeamSTEPPS makes strides for better communication. Nursing,44(1), 6263. doi:10.1097/01.NURSE.0000438725.66087.89
Teamwork and communication are the focus of this article and include the use of the TeamStepps model for Quality Improvement.
Hogg, M. A., Van Knippenberg, D., & Rast, D. E., III. (2012). Intergroup leadership in organizations: Leading across group and organizational boundaries. Academy of Management Review, 37(2), 232255.
The authors of this article introduce a theory on intergroup leadership that is based on social theory and intergroup relations. This theory purports that intergroup performance relies on a leaders capacity to create intergroup relational identities.
Kaufman, B. (2012). Anatomy of dysfunctional working relationships. Business Strategy Series, 13(2), 102106.
Kaufman examines the impact of dysfunctional working relationships in an organization. She provides managers with tips that will allow them to identify early warning signs of dysfunctional behavior and to minimize its effects in the workplace.
Mind Tools. (2012). Forming, storming, norming and performing: Helping new teams perform effectively, quickly. Retrieved from http://www.mindtools.com/pages/article/newLDR_86.htm
This web article discusses stages of team development and provides strategies for moving through the early stages effectively.
Mind Tools. (2009). Team charters. Retrieved from http://www.mindtools.com/pages/article/newTMM_95.htm
This web page features helpful information about team charters. Before you begin work on the Week 7 Assignment, you may find it helpful to create a charter that can guide your groups work together.
Ortega, A., Snchez-Manzanares, M., Gil, F., & Rico, R. (2013). Enhancing team learning in nursing teams through beliefs about interpersonal context. Journal Of Advanced Nursing, 69(1), 102111. doi:10.1111/j.1365-2648.2012.05996.x
This article examines the relationship between team-level learning and performance in nursing teams, and the role of beliefs about the interpersonal context in this relationship.
Table Group. (n.d.). Retrieved July 24, 2012, from http://www.tablegroup.com/
Patrick Lencioni is recognized worldwide for his work on teams. Under the Patrick Lencioni link, download and read articles related to addressing team dysfunctions.
Optional Resources:
Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
Chapter 16, Socializing and Educating Staff for Team Building in a Learning Organization
*Discussion: Groups
The dynamic and increasingly complex world of health care often requires nurses to work collaboratively on interprofessional teams. In the group environment, individuals with unique skills and expertise come together to focus on a common goal; however, groups must become cohesive before they can become effective.
Your experiences working with groupswhether you perceive them as positive, negative, or neutralcan be used to facilitate insight and development. Health care, with its focus on interprofessional teamwork and collaboration, offers ample opportunities and an imperative for continuous learning.
For this Discussion, you focus on strategies for facilitating the group process.
To prepare:
Review the information in this weeks Learning Resources regarding the stages of group formation, problematic roles individuals play in groups, and strategies for facilitating and maintaining positive group collaboration. In particular, review Learning Exercise 19.14 of the course text.
Reflect on various groups with which you have been or are currently involved. Select one specific group to analyze for the purposes of this Discussion. Identify the purpose or task that the group is or was meant to perform.
Consider the four stages of group formation (forming, storming, norming, and performing). How would you describe the progression between stages? Is there a stage in which you believe your group is or was stuck?
Consider the task or group-building role you normally play in a group setting. How could you apply the information from the Learning Resources to improve your group participation and facilitation, as well as the functioning of the group as a whole?
In addition, think about which individuals within your group (including yourself) may fall into problematic roles such as the Dominator, the Aggressor, or the Blocker. How have you and your group members addressed the enactment of these roles and its impact on interactions? With information from the Learning Resources in mind, what strategies would you apply now or going forward?
By Day 3:
*Post a description of a group with which you have been or are currently involved. Assess where the group is in terms of the four stages of group formation. If you are reflecting on a past experience, explain if your group moved through all four stages. Describe the task or group-building role you typically play, or played, in this group. Then, explain what strategies you, as a leader, can apply to better facilitate the group process and address any problematic individual roles in the group.
*My references have to come from the required and optional resources.

Consider The following intergovernmental organization the European Union the international monetary fund and the United Nations for each of these three IGOS identify and discuss the chief flaw that undermines their effectiveness and how you would go about amending that flaw
Question 2: consider the following security threats to the international community; genocide , nuclear proliferation and terrorism how are each of these three defined or identified by the international system ? Be certain to provide one recent or on going example for each . conclude with a brief observation as to which of these three constitutes the greatest threat to international security And why

Angela’s Ashes: A Memoir is a 1996 memoir by the Irish author Frank McCourt. The memoir consists of various anecdotes and stories of Frank McCourt’s impoverished childhood and early adulthood in Brooklyn, New York, and in Limerick, Ireland. It also includes McCourt’s struggles with poverty and his father’s alcoholism.1 Mam sits by the fire, shivering, and we know something is wrong when she makes no move for a cigarette. She says she feels a cold coming and she’d love to have a tarty drink, a lemonade. But there’s no money in the house, not even for bread in the morning. She drinks tea and goes to bed. The bed creaks all night with her twistings and turnings and she keeps us awake with her moaning for water.2 In the morning, she stays in bed, still shivering, and we keep quiet. If she sleeps long enough Malachy and I will be too late for school. Hours pass and still she makes no move and when I know it’s well past school time I start the fire for the kettle. She stirs and calls for lemonade but I give her a jam jar of water. I ask her if she’d like some tea and she acts like a woman gone deaf. She looks flushed and it’s odd she doesn’t even mention cigarettes. We sit quietly by the fire, Malachy, Michael, Alphie, myself. We drink our tea while Alphie chews the last bit of bread covered with sugar. He makes us laugh the way he smears the sugar all over his face and grins at us with his fat sticky cheeks. But we can’t laugh too much or Mam will jump out of the bed and order Malachy and me off to school where we’ll be killed for being late.3 We don’t laugh long, there is no more bread and we’re hungry, the four of us. We can get no more credit at O’Connell’s shop. We can’t go near Grandma, either. She yells at us all the time because Dad is from the North and he never sends money home from England where he is working in a munitions factory. Grandma says we could starve to death for all he cares. That would teach Mam a lesson for marrying a man from the North with sallow skin, an odd manner and a look of the Presbyterian about him. Still, I’ll have to try Kathleen O’Connell once more. I’ll tell her my mother is sick above in the bed, my brothers are starving and we’ll all be dead for the want of bread. I put on my shoes and run quickly through the streets of Limerick to keep myself warm against the February frost.4 You can look in people’s windows and see how cozy it is in their kitchens with fires glowing or ranges black and hot everything bright in the electric light cups and saucers on the tables with plates of sliced bread pounds of butter jars of jam smells of fried eggs and rashers coming through the windows enough to make the water run in your mouth and families sitting there digging in all smiling the mother crisp and clean in her apron everyone washed and the Sacred Heart of Jesus looking down on them from the wall suffering and sad but still happy with all that food and light and good Catholics at their breakfast. I try to find music in my own head but all I can find is my mother moaning for lemonade. Lemonade.5 There’s a van pulling away from South’s pub leaving crates of beer and lemonade outside and there isn’t a soul on the street. In a second I have two bottles of lemonade up under my jersey and I saunter away trying to look innocent. There’s a bread van outside Kathleen O’Connell’s shop. The back door is open on shelves of steaming newly baked bread. The van driver is inside the shop having tea and a bun with Kathleen and it’s no trouble for me to help myself to a loaf of bread. It’s wrong to steal from Kathleen with the way she’s always good to us but if I go in and ask her for bread she’ll be annoyed and tell me I’m ruining her morning cup of tea, which she’d like to have in peace ease and comfort thank you. It’s easier to stick the bread up under my jersey with the lemonade and promise to tell everything in confession.6 My brothers are back in bed playing games under the overcoats but they jump when they see the bread. We tear at the loaf because we’re too hungry to slice it and we make tea from this morning’s leaves. When my mother stirs Malachy holds the lemonade bottle to her lips and she gasps till she finishes it. If she likes it that much I’ll have to find more lemonade.7 Malachy drifts off and I lie there thinking of jam. Wouldn’t it be lovely to have another loaf of bread and a jar of strawberry jam or any kind of jam. I can’t remember ever seeing a jam van making a delivery and I wouldn’t want to be like Jesse James blasting my way into a shop demanding jam. That would surely lead to a hanging.8 There’s a cold sun coming through the window and I’m sure it must be warmer outside and wouldn’t my brothers be surprised if they woke and found me there with more bread and jam. They’d gobble everything and then go on about my sins and the hanging. Mam is still asleep though her face is red and there’s a strangling sound when she snores. I have to be careful going through the street because it’s a school day and if Guard Dennehy sees me he’ll drag me off to school and Mr. O’Halloran will knock me all over the classroom. The guard is in charge of school attendance and he loves chasing you on his bicycle and dragging you off to school by the ear.9 There’s a box sitting outside the door of one of the big houses on Barrington Street. I pretend to knock on the door so that I can see what’s in the box, a bottle of milk, a loaf of bread, cheese, tomatoes and, oh, God, a jar of marmalade. I can’t shove all that under my jersey. Oh, God. Should I take the whole box? The people passing by pay me no attention. I might as well take the whole box. My mother would say you might as well be hung for a sheep as a lamb. I lift the box and try to look like a messenger boy making a delivery and no one says a word.10 Malachy and Michael are beside themselves when they see what’s in the box and they’re soon gobbling thick cuts of bread slathered with golden marmalade. Alphie has the marmalade all over his face and hair and a good bit on his legs and belly. We wash down the food with cold tea because we have no fire to heat it. Mam mumbles again for lemonade and I give her half the second bottle to keep her quiet. She calls for more and I mix it with water to stretch it because I can’t be spending my life running around lifting lemonade from pubs.11 We’re having a fine time of it till Mam begins to rave in the bed about her lovely little daughter taken from her and her twin boys gone before they were three and why couldn’t God take the rich for a change and is there any lemonade in the house? Michael wants to know if Mam will die and Malachy tells him you can’t die till a priest comes.
The street:
The Street is a novel by African-American writer Ann Petry that was published in 1946. Set in Harlem in the 1940s, it centers on the life of Lutie Johnson. Petry describes a world of trials and tribulations that came with being a single black mother living on 116th street in New York City.1 There was a cold November wind blowing through 116th Street. It rattled the tops of garbage cans, sucked window shades out through the top of opened windows and set them flapping back against the windows; and it drove most of the people off the street in the block between Seventh and Eighth Avenues except for a few hurried pedestrians who bent double in an effort to offer the least possible exposed surface to its violent assault.2 It found every scrap of paper along the street theater throwaways, announcements of dances and lodge meetings, the heavy waxed paper that loaves of bread had been wrapped in, the thinner waxed paper that had enclosed sandwiches, old envelopes, newspapers. Fingering its way along the curb, the wind set the bits of paper to dancing high in the air, so that a barrage of paper swirled into the faces of the people on the street. It even took time to rush into doorways and areaways and find chicken bones and pork-chop bones and pushed them along the curb. It did everything it could to discourage the people walking along the street. It found all the dirt and dust and grime on the sidewalk and lifted it up so that the dirt got into their noses, making it difficult to breathe; the dust got into their eyes and blinded them; and the grit stung their skins. It wrapped newspaper around their feet entangling them until the people cursed deep in their throats, stamped their feet, kicked at the paper. The wind blew it back again and again until they were forced to stoop and dislodge the paper with their hands. And then the wind grabbed their hats, pried their scarves from around their necks, stuck its fingers inside their coat collars, blew their coats away from their bodies.3 The wind lifted Lutie Johnson’s hair away from the back of her neck so that she felt suddenly naked and bald, for her hair had been resting softly and warmly against her skin. She shivered as the cold fingers of the wind touched the back of her neck, explored the sides of her head. It even blew her eyelashes away from her eyes so that her eyeballs were bathed in a rush of coldness and she had to blink in order to read the words on the sign swaying back and forth over her head. Each time she thought she had the sign in focus, the wind pushed it away from her so that she wasn’t certain whether it said three rooms or two rooms. If it was three, why, she would go in and ask to see it, but if it said twowhy, there wasn’t any point. Even with the wind twisting the sign away from her, she could see that it had been there for a long time because its original coat of white paint was streaked with rust where years of rain and snow had finally eaten the paint off down to the metal and the metal had slowly rusted, making a dark red stain like blood. It was three rooms. The wind held it still for an instant in front of her and then swooped it away until it was standing at an impossible angle on the rod that suspended it from the building. She read it rapidly. Three rooms, steam heat, parquet floors, respectable tenants. Reasonable.Write about:
After you read the passages from Angela’s Ashes and The Street, write an essay in which you identify a theme that is similar in both passages and analyze how each author uses the characters, events, and settings in the passage to develop the theme.

As a professional counselor, your ability to recognize the complexity of relationships within marriages, couples, and families is vital for effective counseling. Understanding the concept of family and the components of both healthy and unhealthy family and relationship functioning throughout their life cycles will help you recognize your personal attributes as a counselor or potential counselor. Equally important for effective counseling is the examination of your own personal experiences and beliefs, and the impact of these experiences and beliefs on your views of relationships and family functioning. In this Assignment, you will examine the life cycles of families, the meaning of family, and the concept of wellness in the family life cycle. You will explain how you apply these concepts when working with couples and families. Write your paper on the family life cycle using the instructions below as a guide: Explain your understanding of the family life cycle as it applies to counselors working with couples and families. Provide an example of a family in which a counselor with expertise in marriage, couple, and family counseling would apply his or her understanding of the family life cycle. Describe the role of wellness in the family life cycle Discuss how concepts of wellness and prevention might be applied to the family described in your example. Format your paper according to APA guidelines.
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Week 5: Group Process Required Readings: Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 19 Organizational, Interpersonal, and Group Communication Li, N., Zhao, H. H., Walter, S. L., & Yu, J. (2015). Achieving more with less: Extra milers behavioral influences in teams. Journal of Applied Psychology 199(4) 1025-1039. Chun, J. S., & Choi, J. N. (2014). Members’ needs, intragroup conflict, and group performance. The Journal Of Applied Psychology, 99(3), 437450. doi:10.1037/a0036363 Haynes, J., & Strickler, J. (2014). TeamSTEPPS makes strides for better communication. Nursing,44(1), 6263. doi:10.1097/01.NURSE.0000438725.66087.89 Hogg, M. A., Van Knippenberg, D., & Rast, D. E., III. (2012). Intergroup leadership in organizations: Leading across group and organizational boundaries. Academy of Management Review, 37(2), 232255. Kaufman, B. (2012). Anatomy of dysfunctional working relationships. Business Strategy Series, 13(2), 102106. Mind Tools. (2012). Forming, storming, norming and performing: Helping new teams perform effectively, quickly. Retrieved from https://www.mindtools.com/pages/article/newLDR_86.htm Mind Tools. (2009). Team charters. Retrieved from https://www.mindtools.com/pages/article/newTMM_95.htm Ortega, A., Snchez-Manzanares, M., Gil, F., & Rico, R. (2013). Enhancing team learning in nursing teams through beliefs about interpersonal context. Journal Of Advanced Nursing, 69(1), 102111. doi:10.1111/j.1365-2648.2012.05996.x Table Group. (n.d.). Retrieved July 24, 2012, from https://www.tablegroup.com/ Optional Resources: Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 16, Socializing and Educating Staff for Team Building in a Learning Organization *Discussion: Groups The dynamic and increasingly complex world of health care often requires nurses to work collaboratively on interprofessional teams. In the group environment, individuals with unique skills and expertise come together to focus on a common goal; however, groups must become cohesive before they can become effective. Your experiences working with groupswhether you perceive them as positive, negative, or neutralcan be used to facilitate insight and development. Health care, with its focus on interprofessional teamwork and collaboration, offers ample opportunities and an imperative for continuous learning. For this Discussion, you focus on strategies for facilitating the group process. To prepare: Review the information in this weeks Learning Resources regarding the stages of group formation, problematic roles individuals play in groups, and strategies for facilitating and maintaining positive group collaboration. In particular, review Learning Exercise 19.14 of the course text. Reflect on various groups with which you have been or are currently involved. Select one specific group to analyze for the purposes of this Discussion. Identify the purpose or task that the group is or was meant to perform. Consider the four stages of group formation (forming, storming, norming, and performing). How would you describe the progression between stages? Is there a stage in which you believe your group is or was stuck? Consider the task or group-building role you normally play in a group setting. How could you apply the information from the Learning Resources to improve your group participation and facilitation, as well as the functioning of the group as a whole? In addition, think about which individuals within your group (including yourself) may fall into problematic roles such as the Dominator, the Aggressor, or the Blocker. How have you and your group members addressed the enactment of these roles and its impact on interactions? With information from the Learning Resources in mind, what strategies would you apply now or going forward? By Day 3: *Post a description of a group with which you have been or are currently involved. Assess where the group is in terms of the four stages of group formation. If you are reflecting on a past experience, explain if your group moved through all four stages. Describe the task or group-building role you typically play, or played, in this group. Then, explain what strategies you, as a leader, can apply to better facilitate the group process and address any problematic individual roles in the group. *My references have to come from the required and optional resources.
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comparision between fedramp nist 800-53 rev4 vs traditional NISTdifferences on security controls
of FEDRAMP nist vs Traditional NIST talk about 18 families that are best fit in the overall process of fedrampfedramp marketplace website how to use it to verify certifications, who handles the websiteprcoess that certain cloud provider has been certified?are there any different type of certifications and level they have?what is Agency ATO and how is it different than P-ATO what do they authorize them to do?mainly focus on AGency ATO need all the refrences only from websites