Answer Chapter 16, 17 and Chapter 18 “Digging into Data” questions, save your answers in a MS Word document.
TIPS: Chapter 16’s DID is on page 316 and has 3 questions, while chapter 17’s DID is on page 346 and has 3 questions Chapter 18’s DID d on page 363, and there are 4 questions to answer. So you should be submitting a total of 10 questions 🙂
Please watch this brief video as an introduction to osmosis:
Describe an example of osmosis that we can observe in real life. Explain what is happening at the cellular level, including what is moving across the cell membranes and in which direction (in or out of the cells)?
A sequence of nucleotides are shown below.
ATGAAAGCCTATGCACCA
What does the sequence provide coding for?
A.protiens
B . carbohydrates
C.Atp
D.lipids
Time to put on your epidemiology hat! Investigate and describe one disease outbreak (epidemic, endemic, sporadic, pandemic, etc.) in the last 200 years. Explain why the outbreak was classified as such. As an epidemiologist, how would you prevent this type of outbreak in the future?
For the first post make sure to start with the reservoirs of diseases and your understanding in details and then describe the epidemiology with the important terms and what they mean in terms that we learned in lecture for chap 13.
For this assignment, you will read a book-‐length account of “science in action” – real people engaging in the practices of science to generate new scientific knowledge ( the books you can use are listed in the file attatched). There are many books that are intended for a public audience and provide a window into the thoughts, emotions, and motivations of scientists. This assignment offers an additional challenge to synthesize supplemental reading and course objectives, while delving further into some of the big ideas of biology.
This an analytical paper, not a book report. Your writing should clarify the reader’s understanding of what scientists do, how science is done, and how new scientific knowledge is generated.
Analyze two specific examples of science-‐in-‐action from the book you chose in response to the guiding questions below and make explicit connections to what you have learned and experienced in BSC1005L. Choose examples to demonstrate that you read the book completely; these should be the BEST examples of science-‐in-‐action from the book and your analysis should provide evidence that these are appropriate examples.
Please watch the short youtube videos for each question. Answer the 3 questions in a minimum of one paragraph. Write a complete paragraph to include a well-developed sentence of at least 5-6 sentences.
Please write an abstract for the 2020 Illinois Council on Family Relations Annual Conference.
Less than 500 words
The project can be a literature review, I would like to you to focus on the benefits of physical activity among older adults or their family caregivers.
Example topics:
Physical activity and stress
Physical activity and depression among older adults
Physcial activity and cognitive function in later life
You can write about how physical activity can relieve stress, depression or other mental health issues, and the benefits of physical activity on cognition.
Ashford 6: – Week 5 – Final Exam
Final Exam
Instructor’s Guidance Info
Please include the following general headings for each section of the written exam within your Word document:
Also, it is very well explained under Week 5, but do pay attention to each and every word in the directions. Details are important.
Part I: Essay Questions
1. Essay 1
2. Essay 2
3. Essay 3
Part II: Research Study Critique
1. Introduction
2. Methods
3. Results
4. Discussion
Part I: Essay Questions
Essay 1
A group of researchers conducted an experiment to determine which vaccine is more effective for preventing getting the flu. They tested two different types of vaccines: a shot and a nasal spray. To test the effectiveness, 1000 participants were randomly selected with 500 people getting the shot and 500 the nasal spray. Of the 500 people were treated with the shot, 80 developed the flu and 420 did not. Of the people who were treated with the nasal spray, 120 people developed the flu and 380 did not. The level of significance was set at .05. The proportion of people who were treated with the shot who developed the flu = .16, and the proportion of the people who were treated with the nasal spray was .24. The calculated p value = .0008.
Essay 2
A researcher has investigated the relationship between IQ and grade point average (GPA) and found the correlation to be .75.
For this essay, critique the results and interpretation of a correlation study.
· Evaluate the correlation result and identify the strength of the correlation.
· Examine the assumptions and limitations of the possible connection between the researcher’s chosen variables.
· Identify and describe other statistical tests that could be used to study this relationship.
Your essay response must address the following questions:
· How strong is this correlation?
o Is this a positive or negative correlation?
o What does this correlation mean?
· Does this correlation imply that individuals with high Intelligence Quotients (IQ) have high Grade Point Averages (GPA)?
· Does this correlation provide evidence that high IQ causes GPA to go higher?
o What other variables might be influencing this relationship?
· What is the connection between correlation and causation?
· What are some of the factors that affect the size of this correlation?
· Is correlation a good test for predicting GPA?
o If not, what statistical tests should a researcher use, and why?
Essay 3
A researcher has recorded the reaction times of 20 individuals on a memory assessment. The following table indicates the individual times:
| 2.2 | 4.7 | 7.3 | 4.1 |
| 9.5 | 15.2 | 4.3 | 9.5 |
| 2.7 | 3.1 | 9.2 | 2.9 |
| 8.2 | 7.6 | 3.5 | 2.5 |
| 9.3 | 4.8 | 8.5 | 8.1 |
In this essay, demonstrate your ability to organize data into meaningful sets, calculate basic descriptive statistics, interpret the results, and evaluate the effects of outliers and changes in the variables. You may use Excel, one of the many free online descriptive statistics calculators, or calculate the values by hand and/or with a calculator.
Next, separate the data into two groups of 10; one group will be the lower reaction times, and the second group will be the higher reaction times. Then, address the following points in your essay response:
· Calculate the sum, mean, mode, median, standard deviation, range, skew, and kurtosis for each group.
· How do the two groups differ?
· Are there any outliers in either data group?
· What effect does an outlier have on a sample?
Lastly, double each sample by repeating the same 10 data points in each group. You will have a total of 20 data points for each group. After completing this, address the following in your essay response:
· Calculate the following for the new data groups: sum, mean, mode, median, standard deviation, range, skew, and kurtosis.
· Did any of the values change?
· How does sample size affect those values?
Part II: Research Study Critique
1. Introduction
2. Methods
3. Results
4. Discussion
Part B:
In this second portion of the Final Exam, you will identify and critically evaluate a quantitative research article based on a social science topic. Your selected article must include a research question(s) and/or hypothesis(es) and utilize statistical analyses covered in the course. The article must be peer-reviewed and published within the last 10 years.
In the body of your critique, describe the statistical approaches used, the variables included, the hypothesis(es) proposed, and the interpretation of the results. In your conclusion, suggest other statistical approaches that could have been used and, if appropriate, suggest alternative interpretations of the results. This process will allow you to apply the concepts learned throughout the course in the interpretation of actual scientific research. Your critique must include the following sections:
1. Introduction: This section will include a general introduction of the quantitative study from a peer-reviewed source published within the last 10 years. The research questions and/or hypothesis(es) as well as the purpose of the study should be clearly defined.
2. Methods: Describe and evaluate the procedures and methods of data collection, measures/instruments used, the participants and how they were selected, and the statistical techniques used.
3. Results: In this section describe and critique the results presented in the study.
4. Discussion: Discuss and evaluate the efficacy of the results presented in the study. Address, the strengths, weaknesses, and limitations of the study, and suggest future research directions. Include additional forms of statistical analyses as part of the suggestions for future research.
The Research Study Critique:
1. Must be three to four double-spaced pages in length (excluding title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center. Use 12-point font, with 1-inch margins.
2. Must use the sections and headings described above.
3. Must address the article with critical thought by examining, reflecting, and evaluating the article from an objective viewpoint and by using facts to support your argument. Refer to the Critical Thinking Community website for further assistance.
4. Must end with a conclusion that summarizes your critical evaluation.
5. Must use one quantitative research study from a peer-reviewed source that was published within the last 10 years.
6. Must properly cite the source article in APA style as outlined in the Ashford Writing Center.
7. Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.
The standard delineation of Evidence-Based Practice (EBP) originates from Dr. David Sackett, which refers to a problem-solving, explicit, and conscientious approach useful in clinical practice. The plan integrates individual clinical know-how with the best existing clinical evidence within a considered systematic research. Therefore, EBP not only applies the best research evidence based on decisions but also use the training, skills, and experience as a health professional and considering conditions of patients and values such as financial position and social support (Crabtree et al., 2016). The process of healthcare’s integrating its entire information is referred to as clinical reasoning. The ultimate goal of the EBP adoption is to enhance quality in healthcare, reduce costs, increase patient outcomes, and strengthen clinicians, commonly referred to as quadruple healthcare aims.
Healthcare systems and hospitals, mainly in the United States, continually strive to realize the quadruple healthcare aims and enhance the safety of patients care. The United States healthcare system and hospitals articulate well-designed EBP vision integrated with well-designed infrastructure that has developed a supportive organizational culture for evidence-based improved care (Sikka, Morath & Leape, 2015). However, challenges with quality, for instance, inevitable medical flaws reveal as the third prominent cause of death mainly in the U.S with scarce clinicians. EBP publishes as the best strategy to achieve the quadruple objective as it is not the classic of care in numerous healthcare systems since practices steeped in organizations and tradition that promotes a culture that endures succeeding using EBP approach in such circumstances.
In recent times, there has been an outburst of scientific evidence existing to direct health experts. However, the American Association of Colleges of Nursing (AACN) initiated a significant curriculum investment development, with the introduction of the new program that focuses on health care systems on the application of evidence mainly for clinical decision making (Boller, 2017). Besides, the body develops safety and quality education in the field of nursing using the EBP approach to enhance the quality of care. The organization through the use of EBP realized tremendous benefits in reduced costs, patient-centered with a better understanding of the varied aspect of the evidence-based practice such as knowledge transformation and utilization processes in healthcare (Crabtree et al., 2016). To this extent, the application of EBP is evident and irrefutable.
References
Boller, J. (2017). Nurse educators: Leading health care to the quadruple aim sweet spot. Journal of Nursing Education, 56(12), 707-708. doi:10.3928/01484834-20171120-01
Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). Improving patient care through nursing engagement in evidence-based practice. Worldviews on Evidence-Based Nursing, 13(2), 172–175. doi:10.1111/wvn.12126
Sikka, R., Morath, J. M., & Leape, L. (2015). The Quadruple Aim: Care, health, cost, and meaning in work. BMJ Quality & Safety, 24, 608–610. doi:10.1136/bmjqs-2015-004160
