The topic is “Examining the Influence of Nurse Case Management on Healthcare Utilization and Costs for Patients with Chronic Diseases”
Writing a (critique of a quantitative research study in NURS 321) involves a detailed and structured analysis of a chosen study, following specific guidelines and critiquing criteria. Here’s a breakdown to help guide you through this process:
prompts.Examples of libraries or websites that use can use:
PubMed
CINHAL
Medline – Advanced Search
Using MeSH for More Targeted PubMed Searching
### 1. *Introduction*
– *Cite the Study:*. Begin by citing the research study you’ve chosen in APA 7th edition format. This citation should appear in the reference list and be referred to within the text.
– *Describe the Search QUESTION:* Detail your search process, including inclusion and exclusion criteria, key words used, and databases searched. This provides context on how you identified the study.
– *Purpose of the Research Study:* Summarize the author’s described purpose for conducting the research, indicating its relevance and significance.
### 2. *Body—Critique Questions*
Organize this section with individual APA headings for each question. Provide a rationale for your critique, supporting your analysis with evidence.
– *Research Design:* Identify whether the study is experimental, quasi-experimental, or nonexperimental. Discuss the suitability of the chosen design for the study’s objectives.
– *Appropriateness of Design:* Evaluate whether the research design effectively addresses the study’s purpose.
– *Application of Randomization, Control, and Manipulation:* Examine how these elements are used to ensure the study’s validity.
– *Protection of Human Subjects:* Discuss the ethical considerations and how participants’ rights and well-being were safeguarded.
– *Statistical Analysis Used:* Identify and critique the statistical methods applied in the study.
– *Appropriateness of Statistical Tests:* Assess whether the chosen statistical tests were suitable for the data and research questions.
– *Sample Selection:* Evaluate the process used for selecting participants and its impact on the study’s validity.
– *Internal and External Validity:* Analyze how the study addresses potential threats to validity.
– *Study Limitations:* Critically examine any limitations acknowledged by the authors and any you perceive.
– *Alternative Explanations:* Consider other interpretations of the findings.
– *Generalizability:* Discuss the extent to which the findings can be applied to the broader population.
### 3. *Conclusion*
– *Changes in Practice:* Suggest any changes in nursing or healthcare practice based on the study’s findings.
– *Further Research:* Recommend areas for future research to explore or build upon these findings.
– *Barriers to Implementation:* Identify potential obstacles to applying the study’s recommendations in practice.
– *Interprofessional Teams:* Discuss how interprofessional collaboration could facilitate improvements based on the study’s evidence.
The goal of this project is to process and analyze real-world business data using Python and Tableau.
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BUSI 650 – Final Project
Business Analytics Data Processing
The goal of this project is to process and analyze real-world business data using Python and Tableau.
Step 1: Data Loading and Analysis
Download the ” finalproject_dataset_group#” dataset provided on Moodle.
Examine the data structure and contents. Plot the data points on a graph and examine the trend over time. For your plot, consider Xlable, Ylable, and title. (10 points)
Identify and handle missing values by imputing them with an appropriate technique. Present ‘before’ and ‘after’ plots of the dataset to demonstrate the effectiveness of your technique. Explain how many missing values you have and describe the technique you used to handle missing values. (10 points)
Identify and describe the outliers on the cleaned dataset. (10 points)
Perform correlation analysis on the cleaned dataset. Identify relevant variables and calculate their correlation coefficients. Interpret the correlation coefficients to understand the relationships between variables. (10 points)
Import the cleaned dataset into Tableau.
Create a scatter plot of each feature in Tableau. Scatter plots typically involve two variables (x and y) to visualize the relationship between them. However, in order to create a scatter plot of each single feature in this part, you can create a calculated field by a constant. In the Data pane, right-click on “cleaned_dataset.csv” and select “Create Calculated Field.” Name the calculated field (e.g., “Time”). (15 points)
For each feature, apply appropriate filter to remove the outliers and present ‘before’ and ‘after’ plots of the features to demonstrate the effectiveness of your technique. (10 points)
Summarize key project steps, highlighting the results and techniques in data exploration, cleaning, regression, and Tableau visualization. Provide clear and concise explanations for each step during the presentation with a total presentation time of under 3 minutes. Record your video using PowerPoint of Teams’ recording feature. Ensure your face is clear and visible during the presentation. (20 points)
Step 2: Data Visualization and Cleaning
Drag the “Time” calculated field to the Rows shelf.
Step 5: Presentation
a quantitative research study
/0 Comments/in Writing /by bonniejecintaQUESTION
The topic is “Examining the Influence of Nurse Case Management on Healthcare Utilization and Costs for Patients with Chronic Diseases”
Writing a (critique of a quantitative research study in NURS 321) involves a detailed and structured analysis of a chosen study, following specific guidelines and critiquing criteria. Here’s a breakdown to help guide you through this process:
prompts.Examples of libraries or websites that use can use:
PubMed
CINHAL
Medline – Advanced Search
Using MeSH for More Targeted PubMed Searching
### 1. *Introduction*
– *Cite the Study:*. Begin by citing the research study you’ve chosen in APA 7th edition format. This citation should appear in the reference list and be referred to within the text.
– *Describe the Search QUESTION:* Detail your search process, including inclusion and exclusion criteria, key words used, and databases searched. This provides context on how you identified the study.
– *Purpose of the Research Study:* Summarize the author’s described purpose for conducting the research, indicating its relevance and significance.
### 2. *Body—Critique Questions*
Organize this section with individual APA headings for each question. Provide a rationale for your critique, supporting your analysis with evidence.
– *Research Design:* Identify whether the study is experimental, quasi-experimental, or nonexperimental. Discuss the suitability of the chosen design for the study’s objectives.
– *Appropriateness of Design:* Evaluate whether the research design effectively addresses the study’s purpose.
– *Application of Randomization, Control, and Manipulation:* Examine how these elements are used to ensure the study’s validity.
– *Protection of Human Subjects:* Discuss the ethical considerations and how participants’ rights and well-being were safeguarded.
– *Statistical Analysis Used:* Identify and critique the statistical methods applied in the study.
– *Appropriateness of Statistical Tests:* Assess whether the chosen statistical tests were suitable for the data and research questions.
– *Sample Selection:* Evaluate the process used for selecting participants and its impact on the study’s validity.
– *Internal and External Validity:* Analyze how the study addresses potential threats to validity.
– *Study Limitations:* Critically examine any limitations acknowledged by the authors and any you perceive.
– *Alternative Explanations:* Consider other interpretations of the findings.
– *Generalizability:* Discuss the extent to which the findings can be applied to the broader population.
### 3. *Conclusion*
– *Changes in Practice:* Suggest any changes in nursing or healthcare practice based on the study’s findings.
– *Further Research:* Recommend areas for future research to explore or build upon these findings.
– *Barriers to Implementation:* Identify potential obstacles to applying the study’s recommendations in practice.
– *Interprofessional Teams:* Discuss how interprofessional collaboration could facilitate improvements based on the study’s evidence.
Creative Writing Question
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Section 3 analysis assignment
clarify which primary source you intend to analyze in Paper 1 (from Ch. 3, 4, or 5 of the Yawp Reader) by preparing the in-text citation (so that you don’t have to do it later!). Note that you should already have prepared the work cited and in-text citations using the Primary Source Analysis Worksheet.
You should be prepared to provide citations for any textbook or lecture content you use, too. See Module 1 for how to properly cite these sources.
provide at least (1) commonality and/or disconnect between your source and the larger time period.
Does your author’s view/experiences of colonial America or Revolutionary America mirror the “reality” of the time period (as addressed through the textbook and lectures)? In other words, does it reflect colonial America/Revolutionary America or does it present a more narrow or ideal “view?”
Provide specific support from the primary source and course content to demonstrate the commonalities and/or disconnects.
Note: Although I am not expecting citations in this part of this assignment, you will want to make sure and provide cited support (via lecture, textbook, other primary sources) in Section 3 of your paper. Otherwise your similarities/disconnects will remain vague and lack clear support
Extra Credit: Extra credit will be offered to those of you who choose to develop at least two (2) other commonalities/disconnects and provide sufficient support/elaboration.
Example (not from Colonial America, so it can’t be used by you): John Winthrop dreams of a city on a hill, 1630 (Winthrop, Yawp Reader, Colliding Cultures, #2).
Disconnect: John Winthrop’s vision of Puritan-led Massachusetts Bay Colony was an ideal. While many Puritans did agree with Winthrop’s vision, some colonists did not. John Williams and Anne Hutchinson, for example, spoke out against the Puritans’ strict approach to faith and settlement. [In my paper I would provide further elaboration][I would cite the Colliding Cultures lecture here].
Disconnect: Winthrop’s view of colliding cultures in the Americas was through the eyes of religious New England. God was THE central component of his message. This stood in contrast, for example, to Jamestown, whose focus was on economic gain. [In my paper I would provide further elaboration][I would cite the Colliding Cultures lecture here].
Disconnect: Winthrop’s view of settlement was one of idealism. In reality, however, conflicts between the native population and New England settlers demonstrate a much more complex process to settlement. For example, King Philip’s War … [elaborate here], [I would cite the Colliding Cultures lecture here].
Finance Homework on Excel
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music 111 silva 111 Db7
/0 Comments/in Writing /by bonniejecintaQUESTION
As we have talked about before, jazz tends to follow some semi-predictable patterns. Things often revolve around four-bar phrases, we tend to hear the melody up front followed by a series of improvisations based upon its form (with each band member taking turns). Then, at the end, we usually hear the original melody again, almost exactly like we did at the beginning. These patterns are pretty deep in the DNA of a typical jazz performance.
However, we have now arrived at a point in history where a lot of these conventions are being thrown aside, or at least stretched in significant ways. Free Jazz threw almost all of this out in exchange for a semi-free-for-all approach. Some of jazz’s later developments, like its various “fusions” with rock and funk, reined in some of Free Jazz’s excesses in this regard, but some of that style’s “looseness” and unpredictability became a central feature of Fusion.
Take a look at this video:
https://www.youtube.com/watch?v=h56USliw3eoLinks to an external site.
This is the Fusion band Weather Report playing the song “Barbary Coast.” Weather Report was one of Fusion’s most prominent bands. (Not coincidentally, it contains a few high-profile alumni from Miles Davis’s fusion bands.) Notice how the roles between soloist and accompanist are blurred. Notice how the usual “roles” are a little trickier to pin down. Also, the presence of some new instruments and sounds.
Now, have a look at this one:
https://www.youtube.com/watch?v=TgntkGc5iBoLinks to an external site.
This is the Jaco Pastorius band playing “The Chicken.” (You might recognize the bass player in this one as the same guy from Weather Report. This is Jaco Pastorius, one of the people who played bass in Weather Report and a very innovative bassist (and musician in general).) The lines around each “section” are not quite as blurry, here. But, there are still some new instruments/sounds.
After watching these two performances, please leave a comment on which one you found more engaging or interesting. Why? What about this performance was interesting/engaging?
Then, please find a video of your own, one that incorporates some of these ideas. (If you don’t know where to start, try searching for “Jazz Fusion” or “Electric Jazz” or something similar.) Please share this video as part of your discussion entry with some comments on why you chose this video.
College American music 111 Jazz Fusion and Its Evolution Questions
/0 Comments/in Writing /by bonniejecintaQUESTION
As we have talked about before, jazz tends to follow some semi-predictable patterns. Things often revolve around four-bar phrases, we tend to hear the melody up front followed by a series of improvisations based upon its form (with each band member taking turns). Then, at the end, we usually hear the original melody again, almost exactly like we did at the beginning. These patterns are pretty deep in the DNA of a typical jazz performance.
However, we have now arrived at a point in history where a lot of these conventions are being thrown aside, or at least stretched in significant ways. Free Jazz threw almost all of this out in exchange for a semi-free-for-all approach. Some of jazz’s later developments, like its various “fusions” with rock and funk, reined in some of Free Jazz’s excesses in this regard, but some of that style’s “looseness” and unpredictability became a central feature of Fusion.
Take a look at this video:
https://www.youtube.com/watch?v=h56USliw3eoLinks to an external site.
This is the Fusion band Weather Report playing the song “Barbary Coast.” Weather Report was one of Fusion’s most prominent bands. (Not coincidentally, it contains a few high-profile alumni from Miles Davis’s fusion bands.) Notice how the roles between soloist and accompanist are blurred. Notice how the usual “roles” are a little trickier to pin down. Also, the presence of some new instruments and sounds.
Now, have a look at this one:
https://www.youtube.com/watch?v=TgntkGc5iBoLinks to an external site.
This is the Jaco Pastorius band playing “The Chicken.” (You might recognize the bass player in this one as the same guy from Weather Report. This is Jaco Pastorius, one of the people who played bass in Weather Report and a very innovative bassist (and musician in general).) The lines around each “section” are not quite as blurry, here. But, there are still some new instruments/sounds.
After watching these two performances, please leave a comment on which one you found more engaging or interesting. Why? What about this performance was interesting/engaging?
Then, please find a video of your own, one that incorporates some of these ideas. (If you don’t know where to start, try searching for “Jazz Fusion” or “Electric Jazz” or something similar.) Please share this video as part of your discussion entry with some comments on why you chose this video.
Response 2
/0 Comments/in Humanities /by bonniejecintaQUESTION
Respond to this post: I do not feel qualified to recommend one theory over another for global rhetorical problems, as I’m having trouble fully wrapping my mind around the theories themselves (much less their use within various cultural contexts, as opposed to being applied exclusively, in turn, to my own context). That said, the first theorist who comes to mind is Kenneth Burke, (1945).
I found Kenneth Burke’s pentad, as he described in A Grammar of Motives, to be particularly applicable as a framework for analyzing or organizing a broad variety of rhetoric. This is likely because his framework is short and simple, yet has the potential for depth of analysis as well as breadth. His analysis of motive seems particularly useful for cross-cultural rhetorical examination, as what one says is rarely fully equivalent to what one means, depending on the linguistic or cultural undercurrent at play.
I know English and Spanish, but I am still learning Japanese. For the last year or so, I’ve been studying Japanese in my free time, and I think the stark contrast between English and Japanese is an ideal example to display Burke’s pentad at work on a global scale. American language and culture are typically more direct and candid than Japanese language and culture, which is subtle, indirect, and polite almost to a fault. In Japanese, there simply isn’t a direct way to say all sorts of ideas, even ones so simple as “I want an apple” (which would literally be translated into English more as “an apple is desirable”), because the Japanese rarely come right out and say what they think or feel (thus nuance and double meanings abound). The agent is often literally not even named in Japanese, and the underlying purpose or motive is often more of a riddle than a clear message. In English, we generally follow the SVO (subject, verb, object) sentence structure (emphasis on the agent), whereas in Japanese the order is generally SOV, with an emphasis on the object rather than the agent. Approaching Japanese rhetoric with Burke’s motive-seeking lens is therefore an excellent place to start.
As can already be seen, Burke’s method of examining motive becomes immediately useful, enabling us to dig deeper into cross-cultural rhetoric to understand the “why” underneath the more obvious “what,” which I think is perhaps the most important goal in addressing global rhetorical problems.
discussion 7-8
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Discussion 7
Read/review the following resources for this activity:
Textbook: Sections 28.2, 29.1, 30.3, 31.3
Lesson
Marshall Plan
Berlin Airlift
Containment
Anti-Communist Freedom Fighters
Discussion 8 A
Read/review the following resources for this activity:
Minimum of 1 scholarly source (in addition to the textbook)
Initial Post Instructions
Consider a few terrorist activities since the 1980s until today. Here is a starting point:
1983: United States Embassy in Beirut and Kuwait is bombed
1988: Osama bin Laden re-organizes Al Qaeda in Pakistan to carry out attacks
2001: 9/11 Bombing of the World Trade Centers
2001: Bio Terrorism begins (anthrax letters and Bill Gates’s warnings on bio terrorism)
2013: Boston Marathon Bombings
Read/review the following resources for this activity:
Textbook: Review chapters as needed
Review lessons as needed
What should incoming students be aware of regarding this class?
What strategies did you use that they may find useful?
What advice can you provide to help them earn an A?
Concept Note on Tobacco Use among Adolescent Males in Indonesia
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In this Concept Note, you will concisely summarize the evidence from your readings and research to:
Briefly describe the country context and how current prevalence of tobacco product use specifically contributes to the burden of disease in Indonesia.
Describe: the tobacco product you are examining; total population; population number of the group at-risk for using that product (e.g., % of the total population); and relevant demographic characteristics of that group; e.g., gender, age range, location, ethnicity, etc.
Using IHME and other data, provide data on the prevalence of tobacco product use by this at-risk group, and the current tobacco-related morbidity and mortality suffered by that group.
Describe the system elements that contribute to the current prevenance of tobacco product use: i.e., individual risk factors, Social Determinants of Health, Political and national environmental risk factors; and Macro-environmental issues (e.g., climate crisis; War/conflict; global air/water pollution, etc.).
Next, concisely discuss strengths and weakness of current polices in Indonesia that relate to the tobacco product you have selected, including any relevant policies that address the existing health impacts of the use of that tobacco product. E.g. current policies to: reduce tobacco consumption; reduce prevalence of tobacco-related NCDs; address major individual SDH or environmental risks that contribute to current use of tobacco products; etc.
Identify 3 policies that you will recommend to the MoH to reduce the prevalence of Tobacco-product use, specific to the risks identified for your at-risk group.
Remember, Partners do NOT implement national health policies, only the MoH implements policies.
You must describe the specific types of support that the Partner could provide, that is consistent with the mission and strategic objectives of that partner, and the support must be consistent with a decolonized approach.
American Public University System discussion
/0 Comments/in Business & Finance /by bonniejecintaQUESTION – QUESTION
Bottom of Form Tracing Your Email
Most email today is spam, unwanted commercial email, or phishing, fake email designed to separate you from your money. Criminals routinely send fake emails that try to get you to tell them your log-in information for your bank or your PayPal account, so they can steal the information, log-in as you, and steal your money. It is very easy to fake a return address on an email, so simply looking to make sure that an email has a valid sender is not sufficient to ensure that the email was actually sent by the person or company that claims to have sent it.
The objective of this Activity is for you to trace an email you have received to see if the sending address on the email is actually the organization that sent it. There are many tools you can use to trace your email. For this exercise we will use a tool called eMail Tracker Pro, which has a free version that lasts 15 days. Go to www.emailtrackerpro.com and download and install eMail Tracker Pro. When you’re ready, follow the detail instructions for this activity located on page 53 in your textbook
Deliverables:
Create a Word document that contains the following information:
Note: This activity must be completed prior to starting Discussion 2.
Discussion Topic Top of Form Bottom of Form In order to complete this discussion, you need to have completed Exercise 2. Post your deliverables (files and results) as attachments to this discussion post.
Read and respond to at least two other students’ submissions for this topic providing meaningful feedback to their posting by analyzing their SMTP mail trace results. Address the following points when reviewing student results: