Need work done on the PDF (view attached link) to complete and resubmit. The Excel file has the breakdown of marks for each section and instructions(notes) for what should be added or changed. Please follow the instructions. Add any sources used to the reference list that’s already there. APA format

Need work done on the PDF (view attached link) to complete and resubmit. The Excel file has the breakdown of marks for each section and instructions(notes) for what should be added or changed. Please follow the instructions. Add any sources used to the reference list that’s already there. APA format

Step 1: Read the file entitled “Read This First”Step 2: Open the file “Systems of Equations with Answers”.Step 3: Go through ALL the story problems provided and try to solve them. Pretend it’s a Practice Test. Check your answers with the key provided.Step 4: Pick ONE of the problems that you got right (that has not already been solved by a classmate) and demonstrate its solution for the rest of us.Step 5: Study how your classmates solved the problems that you missed. Remember that these may be on the test!Note: Problems are selected on a first-come basis. If a classmate has already chosen a problem you had wanted to answer, please select a different problem. Our goal is to answer and discuss as many different problems as possible. To demonstrate your problem, select Start a New Conversation and make the subject of your post BOTH the problem number and topic (#10 Jarod and the Bunnies). Begin your post with a statement of the problem so that we can understand what you are doing. The answers are at the end of the file, so don’t just give an answer—we can already see what the answers are. Don’t post an explanation unless your answer matches the correct one! Your goal should be to explain this problem so well that a classmate who “just doesn’t get it” will be able to understand it completely!

Step 1: Read the file entitled “Read This First”Step 2: Open the file “Systems of Equations with Answers”.Step 3: Go through ALL the story problems provided and try to solve them. Pretend it’s a Practice Test. Check your answers with the key provided.Step 4: Pick ONE of the problems that you got right (that has […]

   BLOG: CRITIQUING SOURCES OF ERROR IN POPULATION RESEARCH TO ADDRESS GAPS IN NURSING PRACTICE Epidemiology & Population Health DUE APRIL 1st SOURCES OF ERROR IN POPULATION-BASED RESEARCH INTRODUCTION This week, you will review different sources of error in population-based research, focusing on bias and confounding. Bias refers to deviations of results, or inferences, from the truth (Friis & Sellers, 2021). There are two overarching types of bias: information bias and selection bias. Both types can be detrimental to the validity and reliability of results. Several strategies exist to help prevent bias, but it is virtually impossible to eliminate bias altogether. In addition to bias, confounding variables can pose challenges for epidemiologists. Confounding is the masking of an association between an exposure and an outcome because of the influence of a third variable that was not considered in the study design or analysis. For example, if weight loss is the topic of study and exercise is the only variable considered, diet could mask the results of the study. LEARNING OBJECTIVES Students will: · Analyze nursing practice implications of bias, confounding, and random error in epidemiologic and population health research · Propose strategies to minimize sources of error in population research · Differentiate epidemiologic measures and measurement errors  This is a graded discussion: 100 points possible Week 6: Blog BLOG: CRITIQUING SOURCES OF ERROR IN POPULATION RESEARCH TO ADDRESS GAPS IN NURSING PRACTICE As a DNP-educated nurse, part of your role will be to identify the differences, or gaps, between current knowledge and practice and opportunities for improvement leading to an ideal state of practice. Being able to recognize and evaluate sources of error in population research is an important skill that can lead to better implementation of evidence-based practice. In order to effectively critique and apply population research to practice, you should be familiar with the following types of error: Selection Bias Selection bias in epidemiological studies occurs when study participants do not accurately represent the population for whom results will be generalized, and this results in a measure of association that is distorted (i.e., not close to the truth). For example, if persons responding to a survey tend to be different (e.g., younger) than those who do not respond, then the study sample is not representative of the general population, and study results may be misleading if generalized. Information Bias Information bias results from errors made in the collection of information obtained in a study. For example, participants’ self-report of their diet may be inaccurate for many reasons. They may not remember what they ate, or they may want to portray themselves as making healthier choices than they typically make. Regardless of the reason, the information collected is not accurate and therefore introduces bias into the analysis. Confounding Confounding occurs when a third variable is really responsible for the association you think you see between two other variables. For example, suppose researchers detect a relationship between consumption of alcohol and occurrence of lung cancer. The results of the study seem to indicate that consuming alcohol leads to a higher risk of developing lung cancer. However, when researchers take into account that people who drink alcohol are much more likely to smoke than those who do not, it becomes clear that the real association is between smoking and lung cancer and the reason that those who consume alcohol had a higher risk of lung cancer was because they were also more likely to be smokers. In this example, smoking was a confounder of the alcohol-lung cancer relationship. Random Error The previous three types of errors all fall under the category of  systematic errors, which are reproducible errors having to do with flaws in study design, sampling, data collection, analysis, or interpretation.  Random errors, on the other hand, are fluctuations in results that arise from naturally occurring differences in variables or samples. While unavoidable to a small degree even under the most careful research parameters, these types of errors can still affect the validity of studies. RESOURCES Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.  WEEKLY RESOURCES LEARNING RESOURCES Required Readings · Curley, A. L. C. (Ed.). (2020).  Population-based nursing: Concepts and competencies for advanced practice (3rd ed.). Springer. · Chapter 4, “Epidemiological Methods and Measurements in Population-Based Nursing Practice: Part II” Friis, R. H., & Sellers, T. A. (2021).  Epidemiology for public health practice (6th ed.). Jones & Bartlett. · Chapter 10, “Data Interpretation Issues” · Enzenbach, C., Wicklein, B., Wirkner, K., & Loeffler, M. (2019).  Evaluating selection bias in a population-based cohort study with low baseline participation: The LIFE-Adult-StudyLinks to an external site. .  BMC Medical Research Methodology,  19(1), Article 135. · Khalili, P., Nadimi, A. E., Baradaran, H. R., Janani, L., Rahimi-Movaghar, A., Rajabi, Z., Rahmani, A., Hojati, Z., Khalagi, K., & Motevalian, S. A. (2021).  Validity of self-reported substance use: Research setting versus primary health care settingLinks to an external site. .  Substance abuse Treatment, Prevention, and Policy,  16(1), Article 66. · Karr, J. E., Iverson, G. L., Isokuortti, H., Kataja, A., Brander, A., Öhman, J., & Luoto, T. M. (2021).  Preexisting conditions in older adults with mild traumatic brain injuries.  Brain Injury, 1–9  Download Preexisting conditions in older adults with mild traumatic brain injuries. Brain Injury, 1–9 . Advance online publication. TO PREPARE: · Review this week’s Learning Resources, focusing on how to recognize and distinguish selection bias, information bias, confounding, and random error in research studies. · Select a health issue and population relevant to your professional practice and a practice gap that may exist related to this issue. · Consider how each type of measurement error may influence data interpretation in epidemiologic literature and how you might apply the literature to address the identified practice gap. · Consider strategies you might use to recognize these errors and the implications they may have for addressing gaps in practice relevant to your selected issue. Post a cohesive scholarly response that addresses the following: · Describe your selected practice gap. · Explain how your treatment of this population/issue could be affected by having awareness of bias and confounding in epidemiologic literature. · Explain two strategies researchers can use to minimize these types of bias in studies, either through study design or analysis considerations. · Finally, explain the effects these biases could have on the interpretation of study results if not minimized. Assignment Rubric Details Close Rubric NURS_8310_Week6_Blog_Rubric NURS_8310_Week6_Blog_Rubric Criteria Ratings Pts This criterion is linked to a Learning OutcomeMain Posting: Idea and Content 60 to >49.0 pts Excellent • Thoroughly responds to the blog prompt/s. • Post provides comprehensive insight, understanding, or reflection about the topic through a focused analysis of the topic supported by personal experiences and/or examples. • Personal opinions are expressed and are clearly related to the topic, activity or process identified in blog prompts. • The post reflects in-depth engagement with the topic. • Posts main blog by due date. 49 to >38.0 pts Good • Responds to all of the blog prompt/s. • Post provides insight, understanding, or reflection about the topic through a reasonably focused analysis of the topic supported by personal experiences and/or examples. • Personal opinions are expressed and are but not fully developed to align with blog prompts. • The post reflects moderate engagement with the topic. • Posts main blog by due date. 38 to >27.0 pts Fair • Partially responds to the blog prompt/s. • Posts are typically short and may contain some irrelevant material. • The post is mostly description or summary without connections or analysis between ideas. • The post reflects minimal engagement with the topic. • Posts main blog by due date. 27 to >0 pts Poor • Does not respond to the blog prompt/s or entries lack insight, depth or are superficial. • The entries are short and are frequently irrelevant to the events. • They do not express opinion clearly and show little understanding. • The post does not reflect engagement with the topic. • Does not post main blog by due date. 60 pts This criterion is linked to a Learning OutcomeFirst Response: Post to colleague’s main blogpost shows evidence of insight, understanding, or reflective thought about the topic. NOTE: Responses to faculty are not counted as first or second colleague responses. 20 to >11.0 pts Excellent • Presents a focused and cohesive viewpoint in addressing this response. • Response includes focused questions or examples related to colleague’s post. • Response stimulates dialogue and commentary. • Posts by due date. 11 to >6.0 pts Good • Presents a specific viewpoint that is focused and cohesive. • Response includes at least one focused question or example related to colleague’s post. • There is some attempt to stimulate dialogue and commentary. • Posts by due date. 6 to >2.0 pts Fair • Presents a specific viewpoint but lacks supporting examples or focused questions related to colleague’s post. • The posting is brief and reflects minimal effort to connect with colleague. • Posts by due date. 2 to >0 pts Poor • Response lacks a specific viewpoint and supporting examples or focused questions related to colleague’s post. • The post does not stimulate dialogue or connect with the colleague. • Does not post by due date. 20 pts This criterion is linked to a Learning OutcomeSecond Response: Post to second colleague blog post shows evidence of insight, understanding, or reflective thought about the topic. 20 to >11.0 pts Excellent • Presents a focused and cohesive viewpoint in addressing this response. • Response includes focused questions or examples related to colleague’s post. • Response stimulates dialogue and commentary. • Posts by due date. 11 to >6.0 pts Good • Presents a specific viewpoint that is focused and cohesive. • Response includes at least one focused question or example related to colleague’s post. • There is some attempt to stimulate dialogue and commentary. • Posts by due date. 6 to >2.0 pts Fair • Presents a specific viewpoint but lacks supporting examples or focused questions related to colleague’s post. • The posting is brief and reflects minimal effort to connect with colleague. • Posts by due date. 2 to >0 pts Poor • Response lacks a specific viewpoint and supporting examples or focused questions related to colleague’s post. • The does not stimulate dialogue or connect with the colleague. • Does not post by due date. 20 pts Total Points: 100

   BLOG: CRITIQUING SOURCES OF ERROR IN POPULATION RESEARCH TO ADDRESS GAPS IN NURSING PRACTICE Epidemiology & Population Health DUE APRIL 1st SOURCES OF ERROR IN POPULATION-BASED RESEARCH INTRODUCTION This week, you will review different sources of error in population-based research, focusing on bias and confounding. Bias refers to deviations of results, or inferences, from […]

Select one of the following questions to answer. CLEARLY INDICATE the question you are answering in your thread title. For example, if you are answering the first question type: “Response to Question 1.” What is the relationship between 18th century science and the philosophy of the Enlightenment? What were some of the key scientific specializations that emerged in the 18th century? Is it a positive or negative development for science to become segmented into narrow fields of inquiry? What role did women play in the promotion of popular science? What were the significant developments in chemistry during the Enlightenment? Why do you think chemistry did not develop as a distinct scientific field before the 18th century? Use the readings to inform your answer. If one of the questions is not supported by the readings (most are), then you are to use our library to research it. There is to be NO USE OF COMMON WEBSITES in your answer under any circumstances (no wikipedia, encyclopedias, etc.). Scholarly and peer reviewed research only. Visit this link to assist you: 

Select one of the following questions to answer. CLEARLY INDICATE the question you are answering in your thread title. For example, if you are answering the first question type: “Response to Question 1.” What is the relationship between 18th century science and the philosophy of the Enlightenment? What were some of the key scientific specializations […]

See attached article and instructions. Instructions 1-This paper should follow APA rules for grammar and citations. It should be 5 pages in length. Read the attached article and analyze it based on its merit by answering the following questions: Questions: 1- Has the author formulated an appropriate research question based on the problem/issue? 2- Is the research question clearly defined in scope and relevance? 3- What is the author’s orientation towards the research problem/issue- is it critical analysis or interpretation-based? 4- How does this article contribute to your understanding of possible research modalities and methods? 5- What are the strengths and limitations of the study? 6- Which Essentials do you see represented in this article and why? Please ensure you have ANSWERED ALL 6 Questions before submitting your document.

See attached article and instructions. Instructions 1-This paper should follow APA rules for grammar and citations. It should be 5 pages in length. Read the attached article and analyze it based on its merit by answering the following questions: Questions: 1- Has the author formulated an appropriate research question based on the problem/issue? 2- Is […]

Background Readings Urich, A., & Open Textbook Library. (2023). Methods for stress management. Pennsylvania State University. Chapter 1 Stress Chapter 10 Implementing a Stress Reduction Plan Carr, D. (2014). Introduction: What is stress? Worried sick (DGO – Digital original ed., pp. 1). Rutgers University Press. Chapter 2: Sweating the Small (and Big) Stuff: How and Why Stress Affects Our Mental Health Chapter 3: Under Our Skin: How and Why Stress Affects Our Physical Health Palmer, S., & Cooper, G. (2007). How To Deal With Stress. Chapter 01: What is stress? London: Kogan Page Ltd. pgs. 20-24. ISBN: 9780749451936 Stephens, M & Wand, G. Stress and the HPA Axis: Role of Glucocorticoids in Alcohol Dependence. Alcohol Res. 2012;34(4):468-83. khanacademymedicine. (2014, April 2). Physical effects of stress: Processing the environment [Video]. YouTube. Assignment Instructions read the following article to learn about how stress affects various systems within the body: American Psychological Association. Stress Effect on the Body. Published on November 1, 2018. Accessed on Jul 17, 2022 at: Choose one of the systems of the body that was discussed in the article from the list below: Respiratory system (chosen) In the introduction to your paper, discuss the components of this system (i.e., which organs and/or anatomical structures are involved and what their normal functions are) (1 or 2 well-developed paragraphs). Describe the effects of acute and chronic stress on the system of the body that you selected (2 or 3 well-developed paragraphs). Which health conditions are associated with the impacts of stress on this system of the body? Are these conditions treatable and/or reversible once they have developed? (2 or 3 well-developed paragraphs) Draw conclusions about how to avoid the negative impacts of stress on these systems (1 well-developed paragraph). Answer each question under the subtitle using complete sentences that relate back to the question. Be sure to use APA formatting throughout your essay, with 1-inch margins, 12-pt font, and double spacing throughout. Include a title page, introduction, answers to the questions with subtitles, and concluding paragraph. Remember to include in-text citations within the body of the essay referencing your resources. Also, be sure to include a reference section at the end of your assignment listing all required readings and any additional resources you used to complete your essay.

Background Readings Urich, A., & Open Textbook Library. (2023). Methods for stress management. Pennsylvania State University. Chapter 1 Stress Chapter 10 Implementing a Stress Reduction Plan Carr, D. (2014). Introduction: What is stress? Worried sick (DGO – Digital original ed., pp. 1). Rutgers University Press. Chapter 2: Sweating the Small (and Big) Stuff: How and […]

See attached instructions. Instructions Pick any three (3) differential diagnoses that can be associated with chest pain and their approach in various clinical settings. Include the following components in the paper: 1. Introduction (general) 2. Mention research studies (at least three articles) that validate the information presented in your paper. (Publication date should be no more than 5 years old). 3. Conclusion 4. References Page

See attached instructions. Instructions Pick any three (3) differential diagnoses that can be associated with chest pain and their approach in various clinical settings. Include the following components in the paper: 1. Introduction (general) 2. Mention research studies (at least three articles) that validate the information presented in your paper. (Publication date should be no […]

Write an Executive Summary (EXSUM) on the case study “The Charge of the Light Brigade” using the NCO Common Core Competency (NCO C3) lenses of Leadership and Communications. Answer the questions: How is the provided case study relevant to the NCO C3 of leadership? How was the NCO C3 of Communications applied (or not applied) to address communication challenges or increase effectiveness? (If it was not applied, provide recommendations based on the NCO C3) After reading the practice case study, write an executive summary using the EXSUM rubric as a guide. Attached is a template, the case study (you must use as referenc) another army publication i want you to use for reference and the rubric. Please when using a reference make sure its an army publication. Please go for far exceed When using the rubric. 

Write an Executive Summary (EXSUM) on the case study “The Charge of the Light Brigade” using the NCO Common Core Competency (NCO C3) lenses of Leadership and Communications. Answer the questions: How is the provided case study relevant to the NCO C3 of leadership? How was the NCO C3 of Communications applied (or not applied) […]

Discussion Activity The PMBOK® Guide explains the project charter as the document that formally initiates a new project. However, in my experience the term “project charter” isn’t always used. Companies use different terminology. What does your company use to initiate a new project? Does it include all the core elements of a project charter? If not, what is it missing? 1 Paragraph needed

Discussion Activity The PMBOK® Guide explains the project charter as the document that formally initiates a new project. However, in my experience the term “project charter” isn’t always used. Companies use different terminology. What does your company use to initiate a new project? Does it include all the core elements of a project charter? If […]