BY DAY 5 Respond to two or more of your colleagues’ posts in one or more of the following ways: Relate any similarities between your results and those of your colleague. Respectfully pose one or two questions to your colleague about their results that may provide them with further insight or opportunity for reflection. Provide one or two additional suggestions for your colleague to consider as action items based on their results.  Add at least one resource

 BY DAY 5 Respond to two or more of your colleagues’ posts in one or more of the following ways: Relate any similarities between your results and those of your colleague. Respectfully pose one or two questions to your colleague about their results that may provide them with further insight or opportunity for reflection. Provide […]

Part A Observation and Assessment Play allows children to use their creativity while developing their imagination, dexterity, and physical, cognitive, and emotional strength. Play is important to healthy brain development. It is through play that children at a very early age engage and interact in the world around them. This assignment allows students to observe and assess children at play by using three forms of observation/assessment tools. The Assignment Assignment: Observe children ages 0 to 3 engaged in play activities. This can be done in an infant classroom, a toddler classroom, a 3 year old classroom, a playground with a child ages 0-3, or any other location where there is a child 0-3 playing.   1: Conduct a 10-minute observation of a child 0-3 years old engaged in play. Provide pictures or a detailed description of the setting in which you are doing your observation, the age of the child you are observing, and include pictures of the play area and play materials the child is engaged in.  2: Identify a specific child behavior and design an instrument to measure the frequency of the behavior (how many times do they do the behavior you have identified). Use the tools given to you in your textbook readings for this week.  3: Use the instrument you have created to collect data from three different observations of the same child for 5 minutes each time.  4: Evaluate your instrument’s effectiveness in 4 or more sentences. Were you able to gather meaningful data? Would you change your instrument in any way? If yes, explain how and why you would change it. Part B Language Development and :NC Foundations Top of Form Bottom of Form 1. Top of Form Introduction Language development is the process by which children come to understand and communicate language during early childhood. Read more: The Assignment Assignment: In this assignment you will use what you have learned in the chapter and what you find in the NCFELD book (link found below). There are 3 sub Domains under the domain Language and Development and Communication (LDC). Chose a Sub Domain, a Goal, a Developmental Indicator (DI), and create an activity to go with this DI for (1) an Infant, (2) a Toddler, (3) an Older Toddler, (4) a Young Preschooler and (5) an Older Preschooler.  Format for submission:(EXAMPLE) 1. Sub Domain: Learning to Communicate    Goal: LDC-1- Children understand coomunications from others.    Developmental Indicator: LDC-1a- Engage in indicidual and reciprocal sound exploration and play    Infant Activity: 2. Sub Domain:    Goal:    Developmental Indicator:    Toddler Activity: 3. Sub Domain:    Goal:    Developmental Indicator:    Older Toddler Activity: 4. Sub Domain:    Goal:    Developmental Indicator:    Young Preschooler Activity: 5. Sub Domain:    Goal:    Developmental Indicator:    Older Preschool Activity: Grading Criteria Maximum points are given when: – Each Sub Domain, Goal, Developmental Indicator and activity is worth 5 points each.  – Points will be deducted if your Sub Domain, goal, Developmental Indicator or Activity does not match one another. _ Points are deducted for errors in spelling and grammar. Also noted is clarity of the submission and students comprehension of the content. Resources Textbook chapter 2 and NCFELD To Submit Part C Persona: Winston Top of Form Bottom of Form 1. Top of Form Introduction:  Personas are short stories about a child and family. Each persona offers information about the unique composition of the family, details about the child (name, age, likes, dislikes), and insights about who the child is as a learner. The persona also provides details, like whether a child is receiving services for a disability, is a dual language learner, or has experienced traumatic life circumstances.  Assignment: You will read the following personna about Winston and use the provided information to respond to the questions.  Video: ” Cultural Competence” :  Responding to Linguistic and Cultural Diversity Recommendations for Effective Early Childhood Education   Winston is a three-year-old oftentimes referred to as “Sir”. He lives with his parents who are of Native American and African American descent. He is an only child in the household. The family dynamics are richly based in culture consistent to morals and being authentic.  Winston’s obsession with dinosaurs has evolved over the past two years. He is very strong in learning about dinosaurs and incorporating “his favorite” T-Rex in his learning and social environment. He loves to share his adventures with family and friends through literacy and play. Another strong emphasis Winston has is science, with particular emphasis on planets and outer space.  His mother is a strong advocate for literacy by which books are read to him daily. Winston has evolved in his reading by identifying objects, some words, and talking about the images he sees in the books. The concern his parents have is finding images in books that look like him. Winston’s parents are concerned that he does not speak as clearly about other concepts outside of dinosaurs and nature. He is ready to learn new concepts introduced to him formally or informally. He is well versed in the alphabets, numbers to twenty, colors, shapes, opposites and some aspects of the earth such as differences in night and day, cold and hot.  Before answering the questions below, please review the provided text references from the textbook: Chapter 7: pages 175-179, Chapter 2: pages 35-36, Chapter 1: pages 10-11, Chapter 9: pages 218-220 Chapter 10: pages 250-251 View the video:  ” Cultural Competence” :  Read:  “Responding to Linguistic and Cultural Diversity Recommendations for Effective Early Childhood Education”   Bottom of Form

Part A Observation and Assessment Play allows children to use their creativity while developing their imagination, dexterity, and physical, cognitive, and emotional strength. Play is important to healthy brain development. It is through play that children at a very early age engage and interact in the world around them. This assignment allows students to observe and assess children at play by using three forms of observation/assessment tools. The […]

Assignment: Meeting with the Innovation Team You are lucky to be working for a forward-thinking, high-functioning organization that takes innovation seriously. Unfortunately, in the past, the organization you work with has had a difficult time considering both budget and innovation. Simply put, there has been a pretty significant chasm between those who construct the budget and those who strive to create innovation in the organization. The innovators over the years have come up with great ideas. Those ideas, however, have oftentimes been squelched in an altogether discouraging way by who manage the budget. While the budget managers have been seen as unforgiving misers, the innovators unfortunately haven’t always given enough consideration to the realities of fiscal management. The organization has a monthly innovation meeting. These innovation meetings are designed to keep the institution fresh and creative. At these meetings, managers bring innovations to the table and discuss innovative ideas for continuing to accelerate the business and improve their functionality ahead. This is obviously exciting and your goal for this assignment is to introduce yourself as part of this process in a new and innovative way. Your goal is to try to get this team to continue to innovate and find new ways of doing business that improve the fortunes of the company without allowing the budget process to squelch innovation. To prepare for this important next step, please prepare a PowerPoint, Prezi, or Sway presentation that articulates the steps this business can take to remain engaged in innovation in an active and forward-thinking way. You are to describe in this PowerPoint the steps the team can take to remain innovative without ignoring the budgetary process. Your presentation should include the following and completely answer all the questions for each bullet point. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at least three (3) citations throughout your presentation.  Make sure to reference the citations using the APA writing style for the presentation.  Include a reference slide at the end.  Follow best practices for presentations related to test size, color, images, effects, wordiness, and multimedia enhancements. · Component 1: (2-slides) Introduce the role of enrollment management and budget planning processes in relationship to innovation. · Component 2: (2-slides) Identify strategies for encouraging innovation with consideration to the budgetary and strategic enrollment management processes. · Component 3: (2-3 slides) Identify what you anticipate being a series of important questions about the relationship between innovation and the budget and enrollment management processes. Present the questions and formulate brief but formal answers. · Component 4: (2- slides) Offer concluding thoughts on this important process meeting. · APA Reference List (1 slide) Assignment Expectations Length: 9-11 PowerPoint slides; answers must thoroughly address each of the components in a clear, concise manner. Structure: Include a title page and reference slide in APA style. These do not count toward the minimum word count for this assignment. References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least three (3) scholarly sources to support your claims. Format: Save your assignment as a Microsoft PowerPoint document.

Assignment: Meeting with the Innovation Team You are lucky to be working for a forward-thinking, high-functioning organization that takes innovation seriously. Unfortunately, in the past, the organization you work with has had a difficult time considering both budget and innovation. Simply put, there has been a pretty significant chasm between those who construct the budget […]

In this module, we have discussed a couple of specific work performance issues and the protocols supervisors should apply in resolving them. In this project, please demonstrate your understanding of addressing staff performance problems in an appropriate and effective manner. Select one of the below frequently occurred staff issues, Frequent absenteeism; Failure to incorporate naturalistic teaching during routine activities; Inaccurate data collection and prepare a 1-2 page(s) report that includes: How you identify and/or quantity the specific staff issue (you can include a table showing how you record the staff performance); Two possible reasons for the issue and the potential impact to the staff, client, and the agency; Your recommendations on how to resolve the issue, referencing to the evidence-based supervisory protocol. You should include at least 2 references other than the text in your report. M8 Project Rubric M8 Project Rubric Criteria Ratings This criterion is linked to a Learning OutcomeChose one of 3 topics (Frequent absenteeism; Failure to incorporate naturalistic teaching during routine activities; Inaccurate data collection) Full Marks No Marks This criterion is linked to a Learning Outcome1-2 page(s) report Full Marks No Marks This criterion is linked to a Learning OutcomeHow you identify and/or quantity the specific staff issue (you can include a table showing how you record the staff performance) Full Marks No Marks This criterion is linked to a Learning OutcomeTwo possible reasons for the issue and the potential impact to the staff, client, and the agency Full Marks No Marks This criterion is linked to a Learning OutcomeYour recommendations on how to resolve the issue, referencing to the evidence-based supervisory protocol. Full Marks No Marks This criterion is linked to a Learning OutcomeInclude at least 2 references other than the text in your report. Full Marks No Marks

In this module, we have discussed a couple of specific work performance issues and the protocols supervisors should apply in resolving them. In this project, please demonstrate your understanding of addressing staff performance problems in an appropriate and effective manner. Select one of the below frequently occurred staff issues, Frequent absenteeism; Failure to incorporate naturalistic […]

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 […]