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Handle Online Class » DISCUSSION RESPONSE MEASURES USED IN EPIDEMIOLOGY DUE MARCH 28 MEASURES USED IN EPIDEMIOLOGY Respond to two colleagues in one or more of the following ways: · Ask a probing question, substantiated with additional background information, evidence or research. · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives. · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library. · Validate an idea with your own experience and additional research. · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings. · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence. PEER #1 · Delee Ellwinger Initial Post Odds Ratio and Risk Ratio Confusing odds ratio (OR) and risk ratio (RR) are common, and the terms are sometimes incorrectly used interchangeably (Labrecque et al., 2021). The findings from the odds and risk ratios are presented in the same way, leading to misunderstandings in interpretation. To add to the confusion, if the outcome is rare, the results of OR and RR are very similar. However, they do not provide the same analysis and cannot be used interchangeably (Norton et al., 2018). Odds Ratio The odds ratio determines if an exposure is protective or causative but does not determine risk (Curley, 2020). OR is not a predictor of the outcome but instead calculates the probability of an outcome in a stated population by dividing the occurrence number by the non-event number (Chatterjee et al., 2021) (Norton et al., 2018). Odds ratios are notorious for misinterpretation and should only be used in case-control studies (Labrecque et al., 2021). However, when used correctly, results greater than 1 point to the dependent variable connecting to the outcome (Curley, 2020). Risk Ratio The risk ratio determines the benefits or risks of exposure in cohort studies (Curley, 2020). RR tells us how likely the result is depending on exposure. It answers the question of how many times higher/lower the outcome’s risk depends on exposure. The risk ratio calculates the chance of it happening for the group by dividing the incident number by the total group population (Norton et al., 2018). Greater than one means there is an increased risk between exposure and disease. Less than one means benefits may increase from exposure. Strengthen and Support Nursing Practice Depending on the study, the odds ratio and risk ratio support nursing practice by ensuring the data collected is applicable to support best practice. The odds ratio is calculated in case-control studies; the risk ratio is calculated through cohort studies. Evidence-based practice must have confirmation of the benefit of the intervention (Schloemer et al., 2021). OR and RR provide information to help clinicians make informed decisions (Pantaleon, 2019). Health promotion and prevention programs also need accurate data to support recommendations and policies (Schloemer et al., 2021). Statistics influence program funding and implementation. Limitations of not Using Measures of Effect While OR and RR have limitations, the absence of data restricts nursing practice (Su, 2021). Odds ratios may overestimate risk and cannot be used to compare the results of different studies because of the arbitrary nature of the variables (Norton et al., 2018). The risk ratio is easily understood, but without accurate primary data, RR can identify correlations where there are none (Dattani, 2023). Despite limitations, statistics and measures of effect must be used to ensure interventions have scientific backing. Arbitrary policies and recommendations confuse the public and ensure chaos and noncompliance ensue (Su, 2021). References Chatterjee, A., Woodruff, H., Wu, G., & Lambin, P. (2021). Limitations of only reporting the odds ratio in the age of precision medicine: A deterministic simulation study. Frontiers in Medicine, 8. to an external site. Curley, A. L. C. (Ed.). (2020). Population-based nursing: Concepts and competencies for advanced practice (3rd ed.). Springer. Dattani, S. (2023). Risk ratios, odds ratios, risk differences: How do researchers calculate the risk from a risk factor? Our World in Data. to an external site. Labrecque, J. A., Hunink, M. M. G., Ikram, M. A., & Ikram, M. K. (2021). Do case-control studies always estimate odds ratios? American Journal of Epidemiology, 190(2), 318–321. to an external site. Norton, E. C., Dowd, B. E., & Maciejewski, M. L. (2018). Odds ratios–Current best practice and use. JAMA, 320(1), 84-85. to an external site. Schloemer, T., Bock, F., Schroder-Back, P. (2021). Implementation of evidence-based health promotion and disease prevention interventions: theoretical and practical implications of the concept of transferability for decision-making and the transfer process. Springer, 64(5), 534-543. to an external site. Su, Z. (2021). Rigorous policy-making amid COVID-19 and beyond: Literature review and critical insights. International Journal of Environmental Research and Public Health, 18(23). to an external site. ReplyReply to Comment · PEER #2 Miriam Edouard Epidemiologic Measures in Population Health Mortality and morbidity In caring for the homeless population mortality and morbidity measures play a crucial role in strengthening nursing practice, particularly in the context of caring for homeless individuals. Here’s how these epidemiological measures can support homeless healthcare and the limitations of not using them. Support Nurse Practice: Targeted Intervention: Understanding mortality and morbidity in my practice of homeless individuals, allows the practice to identify health issues and tailor interventions accordingly. For instance, in my role as a Nurse Practitioner (NP) working with the homeless population, leveraging such epidemiological measures enables me to identify prevalent health issues and tailor interventions accordingly. For instance, drawing insights from the study “Mortality, Morbidity, and Health in Developed Societies: a Review of Data Sources” by Wunsch et al. (2018), if morbidity measures reveal a high prevalence of chronic conditions such as cardiovascular disease (CVD) among homeless individuals, I can prioritize screening, medication education, and treatment options accordingly. This proactive approach not only addresses immediate health needs but also contributes to preventive care and overall health promotion among this vulnerable population. Limitations of Not Using Measures of Effect: Neglecting to utilize measures of effect in nursing practice presents significant limitations, particularly in terms of missed opportunities for prevention and intervention. For example, mortality and morbidity data are vital for identifying health risks, trends, and opportunities for early prevention and intervention. For instance, drawing insights from the study “Quality Improvement Focused Morbidity and Mortality Rounds: An Integrative Review” by Churchill et al. (2020), the absence of mortality and morbidity data can lead NPs to overlook critical health trends and patterns. This oversight may result in delayed diagnosis or disease progression, ultimately compromising patient outcomes and exacerbating healthcare disparities Examples from Scholarly Literature: 2. The article “Mortality, Morbidity, and Health in Developed Societies: a Review of Data Sources” by Wunsch et al. (2018) is an example of how the mortality and morbidity data strengthen homeless intervention practices by providing insight into chronic disease among homeless individuals. 2. The article “Quality Improvement Focused Morbidity and Mortality Rounds: An Integrative Review” by Churchill et al. (2020) is another example of the limitations of not using measures of effect can negatively impact promotion and engagement in quality improvement (QI) and patient safety, References Churchill, K. P., Murphy, J., & Smith, N. (2020). Quality improvement focused morbidity and mortality rounds: An integrative review. Cureus. to an external site. Curley, A. L., Ed. (2020). Measures of Morbidity and Mortality Used in Epidemiology. In Population-based nursing, third edition: Concepts and competencies for advanced practice (3rd ed., pp. 91–131). Springer Publishing Company. Wunsch, G., & Gourbin, C. (2018). Mortality, morbidity, and health in developed societies: A review of data sources. Genus, 74(1). to an external site. Reply

DISCUSSION RESPONSE MEASURES USED IN EPIDEMIOLOGY DUE MARCH 28 MEASURES USED IN EPIDEMIOLOGY Respond to two colleagues in one or more of the following ways: · Ask a probing question, substantiated with additional background information, evidence or research. · Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives. · Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library. · Validate an idea with your own experience and additional research. · Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings. · Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence. PEER #1 · Delee Ellwinger Initial Post Odds Ratio and Risk Ratio Confusing odds ratio (OR) and risk ratio (RR) are common, and the terms are sometimes incorrectly used interchangeably (Labrecque et al., 2021). The findings from the odds and risk ratios are presented in the same way, leading to misunderstandings in interpretation. To add to the confusion, if the outcome is rare, the results of OR and RR are very similar. However, they do not provide the same analysis and cannot be used interchangeably (Norton et al., 2018). Odds Ratio The odds ratio determines if an exposure is protective or causative but does not determine risk (Curley, 2020). OR is not a predictor of the outcome but instead calculates the probability of an outcome in a stated population by dividing the occurrence number by the non-event number (Chatterjee et al., 2021) (Norton et al., 2018). Odds ratios are notorious for misinterpretation and should only be used in case-control studies (Labrecque et al., 2021). However, when used correctly, results greater than 1 point to the dependent variable connecting to the outcome (Curley, 2020). Risk Ratio The risk ratio determines the benefits or risks of exposure in cohort studies (Curley, 2020). RR tells us how likely the result is depending on exposure. It answers the question of how many times higher/lower the outcome’s risk depends on exposure. The risk ratio calculates the chance of it happening for the group by dividing the incident number by the total group population (Norton et al., 2018). Greater than one means there is an increased risk between exposure and disease. Less than one means benefits may increase from exposure. Strengthen and Support Nursing Practice Depending on the study, the odds ratio and risk ratio support nursing practice by ensuring the data collected is applicable to support best practice. The odds ratio is calculated in case-control studies; the risk ratio is calculated through cohort studies. Evidence-based practice must have confirmation of the benefit of the intervention (Schloemer et al., 2021). OR and RR provide information to help clinicians make informed decisions (Pantaleon, 2019). Health promotion and prevention programs also need accurate data to support recommendations and policies (Schloemer et al., 2021). Statistics influence program funding and implementation. Limitations of not Using Measures of Effect While OR and RR have limitations, the absence of data restricts nursing practice (Su, 2021). Odds ratios may overestimate risk and cannot be used to compare the results of different studies because of the arbitrary nature of the variables (Norton et al., 2018). The risk ratio is easily understood, but without accurate primary data, RR can identify correlations where there are none (Dattani, 2023). Despite limitations, statistics and measures of effect must be used to ensure interventions have scientific backing. Arbitrary policies and recommendations confuse the public and ensure chaos and noncompliance ensue (Su, 2021). References Chatterjee, A., Woodruff, H., Wu, G., & Lambin, P. (2021). Limitations of only reporting the odds ratio in the age of precision medicine: A deterministic simulation study. Frontiers in Medicine, 8. to an external site. Curley, A. L. C. (Ed.). (2020). Population-based nursing: Concepts and competencies for advanced practice (3rd ed.). Springer. Dattani, S. (2023). Risk ratios, odds ratios, risk differences: How do researchers calculate the risk from a risk factor? Our World in Data. to an external site. Labrecque, J. A., Hunink, M. M. G., Ikram, M. A., & Ikram, M. K. (2021). Do case-control studies always estimate odds ratios? American Journal of Epidemiology, 190(2), 318–321. to an external site. Norton, E. C., Dowd, B. E., & Maciejewski, M. L. (2018). Odds ratios–Current best practice and use. JAMA, 320(1), 84-85. to an external site. Schloemer, T., Bock, F., Schroder-Back, P. (2021). Implementation of evidence-based health promotion and disease prevention interventions: theoretical and practical implications of the concept of transferability for decision-making and the transfer process. Springer, 64(5), 534-543. to an external site. Su, Z. (2021). Rigorous policy-making amid COVID-19 and beyond: Literature review and critical insights. International Journal of Environmental Research and Public Health, 18(23). to an external site. ReplyReply to Comment · PEER #2 Miriam Edouard Epidemiologic Measures in Population Health Mortality and morbidity In caring for the homeless population mortality and morbidity measures play a crucial role in strengthening nursing practice, particularly in the context of caring for homeless individuals. Here’s how these epidemiological measures can support homeless healthcare and the limitations of not using them. Support Nurse Practice: Targeted Intervention: Understanding mortality and morbidity in my practice of homeless individuals, allows the practice to identify health issues and tailor interventions accordingly. For instance, in my role as a Nurse Practitioner (NP) working with the homeless population, leveraging such epidemiological measures enables me to identify prevalent health issues and tailor interventions accordingly. For instance, drawing insights from the study “Mortality, Morbidity, and Health in Developed Societies: a Review of Data Sources” by Wunsch et al. (2018), if morbidity measures reveal a high prevalence of chronic conditions such as cardiovascular disease (CVD) among homeless individuals, I can prioritize screening, medication education, and treatment options accordingly. This proactive approach not only addresses immediate health needs but also contributes to preventive care and overall health promotion among this vulnerable population. Limitations of Not Using Measures of Effect: Neglecting to utilize measures of effect in nursing practice presents significant limitations, particularly in terms of missed opportunities for prevention and intervention. For example, mortality and morbidity data are vital for identifying health risks, trends, and opportunities for early prevention and intervention. For instance, drawing insights from the study “Quality Improvement Focused Morbidity and Mortality Rounds: An Integrative Review” by Churchill et al. (2020), the absence of mortality and morbidity data can lead NPs to overlook critical health trends and patterns. This oversight may result in delayed diagnosis or disease progression, ultimately compromising patient outcomes and exacerbating healthcare disparities Examples from Scholarly Literature: 2. The article “Mortality, Morbidity, and Health in Developed Societies: a Review of Data Sources” by Wunsch et al. (2018) is an example of how the mortality and morbidity data strengthen homeless intervention practices by providing insight into chronic disease among homeless individuals. 2. The article “Quality Improvement Focused Morbidity and Mortality Rounds: An Integrative Review” by Churchill et al. (2020) is another example of the limitations of not using measures of effect can negatively impact promotion and engagement in quality improvement (QI) and patient safety, References Churchill, K. P., Murphy, J., & Smith, N. (2020). Quality improvement focused morbidity and mortality rounds: An integrative review. Cureus. to an external site. Curley, A. L., Ed. (2020). Measures of Morbidity and Mortality Used in Epidemiology. In Population-based nursing, third edition: Concepts and competencies for advanced practice (3rd ed., pp. 91–131). Springer Publishing Company. Wunsch, G., & Gourbin, C. (2018). Mortality, morbidity, and health in developed societies: A review of data sources. Genus, 74(1). to an external site. Reply

March 26, 2024

DISCUSSION RESPONSE

MEASURES USED IN EPIDEMIOLOGY

DUE MARCH 28

MEASURES USED IN EPIDEMIOLOGY

Respond to
two colleagues in one or more of the following ways:

· Ask a probing question, substantiated with additional background information, evidence or research.

· Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

· Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

· Validate an idea with your own experience and additional research.

· Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

· Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

PEER #1

·

Delee Ellwinger

Initial Post

Odds Ratio and Risk Ratio

Confusing odds ratio (OR) and risk ratio (RR) are common, and the terms are sometimes incorrectly used interchangeably (Labrecque et al., 2021). The findings from the odds and risk ratios are presented in the same way, leading to misunderstandings in interpretation. To add to the confusion, if the outcome is rare, the results of OR and RR are very similar. However, they do not provide the same analysis and cannot be used interchangeably (Norton et al., 2018).

Odds Ratio

The odds ratio determines if an exposure is protective or causative but does not determine risk (Curley, 2020). OR is not a predictor of the outcome but instead calculates the probability of an outcome in a stated population by dividing the occurrence number by the non-event number (Chatterjee et al., 2021) (Norton et al., 2018). Odds ratios are notorious for misinterpretation and should only be used in case-control studies (Labrecque et al., 2021). However, when used correctly, results greater than 1 point to the dependent variable connecting to the outcome (Curley, 2020).

Risk Ratio

The risk ratio determines the benefits or risks of exposure in cohort studies (Curley, 2020). RR tells us how likely the result is depending on exposure. It answers the question
of how many times higher/lower the outcome’s risk depends on exposure. The risk ratio calculates the chance of it happening for the group by dividing the incident number by the total group population (Norton et al., 2018). Greater than one means there is an increased risk between exposure and disease. Less than one means benefits may increase from exposure.

Strengthen and Support Nursing Practice

Depending on the study, the odds ratio and risk ratio support nursing practice by ensuring the data collected is applicable to support best practice. The odds ratio is calculated in case-control studies; the risk ratio is calculated through cohort studies. Evidence-based practice must have confirmation of the benefit of the intervention (Schloemer et al., 2021). OR and RR provide information to help clinicians make informed decisions (Pantaleon, 2019). Health promotion and prevention programs also need accurate data to support recommendations and policies (Schloemer et al., 2021). Statistics influence program funding and implementation.

Limitations of not Using Measures of Effect

While OR and RR have limitations, the absence of data restricts nursing practice (Su, 2021). Odds ratios may overestimate risk and cannot be used to compare the results of different studies because of the arbitrary nature of the variables (Norton et al., 2018). The risk ratio is easily understood, but without accurate primary data, RR can identify correlations where there are none (Dattani, 2023). Despite limitations, statistics and measures of effect must be used to ensure interventions have scientific backing. Arbitrary policies and recommendations confuse the public and ensure chaos and noncompliance ensue (Su, 2021).

References

Chatterjee, A., Woodruff, H., Wu, G., & Lambin, P. (2021). Limitations of only reporting the odds ratio in the age of precision medicine: A deterministic simulation study.
Frontiers in Medicine, 8.

to an external site.

Curley, A. L. C. (Ed.). (2020).
Population-based nursing: Concepts and competencies for advanced practice (3rd ed.). Springer.

Dattani, S. (2023). Risk ratios, odds ratios, risk differences: How do researchers calculate the risk from a risk factor?
Our World in Data.

to an external site.

Labrecque, J. A., Hunink, M. M. G., Ikram, M. A., & Ikram, M. K. (2021). Do case-control studies always estimate odds ratios?
American Journal of Epidemiology,
190(2), 318–321.

to an external site.

Norton, E. C., Dowd, B. E., & Maciejewski, M. L. (2018). Odds ratios–Current best practice and use.
JAMA, 320(1), 84-85.

to an external site.

Schloemer, T., Bock, F., Schroder-Back, P. (2021). Implementation of evidence-based health promotion and disease prevention interventions: theoretical and practical implications of the concept of transferability for decision-making and the transfer process.
Springer, 64(5), 534-543.

to an external site.

Su, Z. (2021). Rigorous policy-making amid COVID-19 and beyond: Literature review and critical insights.
International Journal of Environmental Research and Public Health, 18(23).

to an external site.

ReplyReply to Comment

PEER #2

Miriam Edouard

Epidemiologic Measures in Population Health

Mortality and morbidity

In caring for the homeless population mortality and morbidity measures play a crucial role in strengthening nursing practice, particularly in the context of caring for homeless individuals. Here’s how these epidemiological measures can support homeless healthcare and the limitations of not using them.

Support Nurse Practice:

Targeted Intervention: Understanding mortality and morbidity in my practice of homeless individuals, allows the practice to identify health issues and tailor interventions accordingly. For instance, in my role as a Nurse Practitioner (NP) working with the homeless population, leveraging such epidemiological measures enables me to identify prevalent health issues and tailor interventions accordingly.

For instance, drawing insights from the study “Mortality, Morbidity, and Health in Developed Societies: a Review of Data Sources” by Wunsch et al. (2018), if morbidity measures reveal a high prevalence of chronic conditions such as cardiovascular disease (CVD) among homeless individuals, I can prioritize screening, medication education, and treatment options accordingly. This proactive approach not only addresses immediate health needs but also contributes to preventive care and overall health promotion among this vulnerable population.

Limitations of Not Using Measures of Effect:

Neglecting to utilize measures of effect in nursing practice presents significant limitations, particularly in terms of missed opportunities for prevention and intervention. For example, mortality and morbidity data are vital for identifying health risks, trends, and opportunities for early prevention and intervention.

For instance, drawing insights from the study “Quality Improvement Focused Morbidity and Mortality Rounds: An Integrative Review” by Churchill et al. (2020), the absence of mortality and morbidity data can lead NPs to overlook critical health trends and patterns. This oversight may result in delayed diagnosis or disease progression, ultimately compromising patient outcomes and exacerbating healthcare disparities

Examples from Scholarly Literature:

2. The article “Mortality, Morbidity, and Health in Developed Societies: a Review of Data Sources” by Wunsch et al. (2018) is an example of how the mortality and morbidity data strengthen homeless intervention practices by providing insight into chronic disease among homeless individuals.

2. The article “Quality Improvement Focused Morbidity and Mortality Rounds: An Integrative Review” by Churchill et al. (2020) is another example of the limitations of not using measures of effect can negatively impact promotion and engagement in quality improvement (QI) and patient safety,

References

Churchill, K. P., Murphy, J., & Smith, N. (2020). Quality improvement focused morbidity and mortality rounds: An integrative review.
Cureus.

to an external site.

Curley, A. L., Ed. (2020). Measures of Morbidity and Mortality Used in Epidemiology. In
Population-based nursing, third edition: Concepts and competencies for advanced practice (3rd ed., pp. 91–131). Springer Publishing Company.

Wunsch, G., & Gourbin, C. (2018). Mortality, morbidity, and health in developed societies: A review of data sources.
Genus,
74(1).

to an external site.

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These are all statistics questions. Please use R for the baye’s classifier question. Please show all your workings for all questions.

These are all statistics questions, some questions involve using R, but most of them aren’t. Please show all your workings for all the questions.

need asap To review the assignment information, click on the document name to view or download the document. Homework: CITI Certificate Completion Assignment Instructions Download Homework: CITI Certificate Completion Assignment Instructions Homework: CITI Certificate Completion Resources · Go to www.citiprogram.org · Links to an external site. · . Note: Your assignment will be checked for originality via the Turnitin plagiarism tool. For more information about Turnitin, click here .

need asap To review the assignment information, click on the document name to view or download the document. Homework: CITI Certificate Completion Assignment Instructions Download Homework: CITI Certificate Completion Assignment Instructions Homework: CITI Certificate Completion Resources · Go to www.citiprogram.org · Links to an external site. · . Note: Your

follow all directions When involving stakeholders in the data collection and analysis process, it is essential for them to understand the difference between validated data versus basic data points. It is important to assure the stakeholders that the quantitative data are quality information that has been looked at multiple ways, such as tracking the data by hand, using grid organizers to examine the data, reconciliation reports, and/or verifying data relevant to the benchmarks set. These efforts are driven by a desire to validate the numbers being put into recording spaces (e.g., computers, Excel spreadsheets) and to make sure the numbers look correct, as much as possible. Likewise, when examining qualitative data, you want to validate the information/data that subjects are giving you. For example, you may have the subjects look at and verify the accuracy of transcripts and/or you may read back to them what they said and ask them to confirm, deny, and/or clarify that the information gathered is accurately represented. Another method of validation is triangulation of data in research studies whereby multiple sources of data or multiple approaches to analyzing the data are employed as well as multiple people looking at outcomes to make sure the data look correct. Validated data are generated using data collection and analysis processes that can be replicated and yield similar results in other contexts. A primary intent of involving stakeholders in the use of validated data is to generate trust in the process. Therefore, involving stakeholders in data collection and analysis requires educating them about the related process(es) as simply and precisely as possible, whether they are part of the data being collected or consumers of the reported data. For this Discussion, you will assume the role of a consultant and provide an evidence-based approach for an organization regarding getting stakeholders involved to help with data collection and analysis. RESOURCES Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources. WEEKLY RESOURCES TO PREPARE · Consider the following scenario: You are a consultant coming into an organization to help with data collection and analysis. How will you get the stakeholders involved in the process so that they understand the importance of validated data use, versus nonvalidated data, for the organization? · Select two scholarly articles that validate your approach with the stakeholders in the scenario. · Review your Levels of Evidence table, consider where and why the articles fit in the table. ( Note: You will include the Levels of Evidence table in your post.) BY DAY 3 Post your response to the consultant scenario. · Part 1: How will you get the stakeholders involved in the process so that they understand the importance of validated data use, versus nonvalidated data, for the organization? State your opinion and validate with two peer-reviewed, scholarly resource(s). (150 words: Keep word count consistent for all Discussions.) · Part 2: Using your Levels of Evidence table, explain what level the articles are in and why. Post the Levels of Evidence table you are creating.

follow all directions When involving stakeholders in the data collection and analysis process, it is essential for them to understand the difference between validated data versus basic data points. It is important to assure the stakeholders that the quantitative data are quality information that has been looked at multiple ways,

Solving a Problem in Your Community Introduction: In modern society, mental health issues have become increasingly prevalent, yet access to mental health services remains inadequate in many communities. Individuals facing mental health challenges often encounter long wait times for appointments, limited availability of affordable counseling services, and a pervasive stigma surrounding mental health that discourages seeking help. The COVID-19 pandemic has further exacerbated this problem, intensifying stressors and exacerbating mental health issues among individuals of all ages. In response to this pressing issue, it is imperative to explore effective solutions to improve access to mental health services and address the underlying barriers hindering individuals from seeking support. By implementing targeted interventions and expanding mental health resources, communities can mitigate the impact of mental health challenges and promote overall well-being. This essay will delve into the problem of inadequate access to mental health services and propose viable solutions to address this critical issue, ultimately aiming to enhance mental health outcomes and support individuals in need.

Solving a Problem in Your Community Introduction: In modern society, mental health issues have become increasingly prevalent, yet access to mental health services remains inadequate in many communities. Individuals facing mental health challenges often encounter long wait times for appointments, limited availability of affordable counseling services, and a pervasive

HEALTH AND NUTRITION Week Two – Preventing Infection in Early Childhood Centers Part A Time to Apply Critical Thinking Preventing Infection in Early Childhood Centers As parents drop off their child at a childcare center- they are probably thinking: Will they eat enough? Will they take a nap? Will she miss me? How will he get along with the other children? These are all important questions, because they want to be assured that their child is safe and healthy. We know children share a lot of germs. Respiratory and gastrointestinal infections spread quickly in early childhood facilities. According to the Centers for Disease Control and Prevention, an average of 20,000 children younger than 5 years of age are hospitalized each year because of flu-related complications. After reading Chapter 8 and 9 in your text about preventing infections, reflect on how centers might prevent the spread of infections and then review this summary of an articleLinks to an external site. (external link, click to open) from the National Library of Medicine that discusses exclusion from a director’s perspective and this list Communicable Diseases and Exclusion from Child CareLinks to an external site. Links to an external site.chart from NC Child Care Health and Safety Resource website. When you are ready to post, share with the group how you feel about exclusion policies in childcare centers. Are we strict enough or not strict at all? What information (from the book, article, and/or website) can you share to support your thoughts? Resources Part B Strategies to Maximize Mental and Physical Health After the Pandemic We can probably all agree that going through the COVID-19 pandemic has caused multiple challenges for many people and their families. Many families found themselves sheltering in place, some found themselves unemployed, some had to work additional hours as essential workers, some found themselves or their loved ones became infected or died. Stress and anxieties were common as a result of the pandemic. One of our tasks as early childhood professionals is to prevent illnesses to help keep children and staff healthy and safe. Yet, there is still work to do after a crisis has happened. You will read two articles and then reflect upon designing strategies to maximize the mental and physical health of children and adults in early care and education programs in accordance with culturally, linguistically, and developmentally sound practices. Instructions 1. Read Lesson 6 (pp. 8-9) of the article Learning renewal – Ten lessons from the pandemic Download Learning renewal – Ten lessons from the pandemic Links to an external site. (McAleavy, Riggall, Korin, Ndaruhutse & Naylor, 2021). If you have time, read this entire article because it contains excellent information. 2. Read the full article Supporting young children after crisis events Download Supporting young children after crisis events (Schonfeld, Demaria, & Kumar, 2020). 3. Write a two-page paper: · Based on the information in the articles, what are two strategies you can do to maximize the mental and physical health of children and adults in early care and education programs after the pandemic in accordance with culturally, linguistically, and developmentally sound practices? Use specific examples. · How would you go about implementing these two strategies as a teacher or caregiver? Use specific examples. · What ecological system(s) would be affected when you implement these two strategies as a teacher or caregiver? · What specific examples from Bronfenbrenner’s Ecological Systems Theory helped you decide what ecological system(s) would be affected by your two strategies? Use the information in section 2 of the On track guide – Supporting healthy child development and early identification in the early years Download On track guide – Supporting healthy child development and early identification in the early years (Best Start Resource Centre, 2015).

HEALTH AND NUTRITION Week Two – Preventing Infection in Early Childhood Centers Part A Time to Apply Critical Thinking Preventing Infection in Early Childhood Centers As parents drop off their child at a childcare center- they are probably thinking: Will they eat enough? Will they take a nap? Will she

asap Discussion: Research in the News MANAGE DISCUSSION 29 This assignment will require you to practice scientific thinking and apply foundational concepts covered in this week’s Learn section to practical, real-world situations (reading news articles). You will develop scientific writing skills by summarizing and evaluating summaries from your peers, and by formatting a Reference entry using professional conventions. Please note that as stated in this week’s video lecture “Variables”, independent variables that do not have random assignment to IV levels are characterized as “subject variables”. This more clearly differentiates a “true” independent variable from one that does not meet all the criteria. Please make sure you use this distinction in this and all future assignments within the course. D ISCUSSION : R ESEARCH IN THE N EWS A SSIGNMENT I NSTRUCTIONS O VERVIEW This assignment will require you to practice scientific thinking and apply foundational concepts covered in this week’s Learn section to practical, real-world situations (reading news articles). You will develop scientific writing skills by summarizing and evaluating summaries from your peers, and by formatting a Reference entry using professional conventions. Please note that as stated in this week’s video lecture “Variables”, independent variables that do not have random assignment to IV levels are characterized as “subject variables”. This more clearly differentiates a “true” independent variable from one that does not meet all the criteria. Please make sure you use this distinction in this and all future assignments within the course. T HREAD A SSIGNMENT I NSTRUCTIONS Find a psychology-research related headline from a news source listed below that grabs your interest. Use the article to complete your thread. The topic thread should address all required components. Discussion: Research in the News Resources Psychologytoday.com (may need to update to your country if not USA) Science Daily Neuroscience News Thread Content Paragraph 1 Briefly summarize the news article using your own words. Please note this means the summary should not include any quotes or paraphrases – the goal is to develop your ability to read and write scientifically using your own words, give credit when credit is due, and summarize without plagiarizing. Approximately 5 – 7 sentences. Paragraph 2 Identify the variable(s) in the title. For each, what is the most likely type of variable (dependent, independent, subject, or control) and why do you say this? (Note: not enough information may not have been provided in the original news article so your answer here is graded on the consistency between your summary, variable type identification, and its rationale). Given these variable type(s), what is the most likely research design (descriptive, correlational, quasi- experimental, or experimental)? Why? Approximately 3 – 4 sentences. Paragraph 3 PSYC 510 Page 2 of 4 Apply your knowledge of psychology research-related ethical concepts to this news article. Discuss at least one Federal or APA Principle as it’d apply to the article. How do your personal religious beliefs coincide with this Principle? Approximately 2 – 3 sentences. R

asap Discussion: Research in the News MANAGE DISCUSSION 29 This assignment will require you to practice scientific thinking and apply foundational concepts covered in this week’s Learn section to practical, real-world situations (reading news articles). You will develop scientific writing skills by summarizing and evaluating summaries from your peers, and

LINK TO THE ASSIGNMENT: https://pdcrodas.webs.ull.es/fundamentos/HawthorneTheMinistersBlackVeil.pdf INSTRUCTION Make sure you are using Times New Roman, size 12. Double space (2.0) and do not forget to remove the spaces. only Microsoft Word files; please do not send me anything else (no PDFs, shared documents, etc.) This is the example: The instructions are in two parts. The first part are the actual instructions, and the second is an example. Luminator: Locate in the reading at least two-three (2-3) particular interesting, new ideas, ‘golden line,’ or short passage in the reading. Make sure to identify the page number. Provide a brief explanation for why you picked this passage/sentence/phrase (“I found this interesting because….”). Connector: Find at least two-three (2-3) connections between the reading and the outside, even the “real” world. Connect reading to your own life, to your school life, to happenings in your community, or to similar events at other times and in other places. “This idea connects to….” There are no right or wrong answers here. Wordsmith: Search for and record at least two-three (2-3) specific words or terms that appears important to the reading or the author. Look for words that are puzzling or unfamiliar, mark them as you are reading, and write them down later. Provide dictionary for definitions of the words. This is the example: Your Name ENGL 1301-62003 March 25, 2024 Assignment Number One Luminator: Page Four I found the scene where Reverend Hooper attends the funeral interesting because he is still wearing the black veil which is an appropriate symbol for the ceremony. This particular scene is at the start of the short-story, and introduces the audience to the seriousness of the black veil. Connector Page Three Wordsmith Page Six Bugbear –

LINK TO THE ASSIGNMENT: https://pdcrodas.webs.ull.es/fundamentos/HawthorneTheMinistersBlackVeil.pdf INSTRUCTION Make sure you are using Times New Roman, size 12. Double space (2.0) and do not forget to remove the spaces. only Microsoft Word files; please do not send me anything else (no PDFs, shared documents, etc.) This is the example: The instructions are

follow all directions 2 Health Question Precious Teasley IHP-525-Q3469 Biostatistics 24TW3 Southern New Hampshire University Professor Cecilia Younger Does Age Affect the Survival (Follow-up Status) of MI Patients? The question asks if age has an impact on the survival chances of MI patients. MI stands for Myocardial Infarction which is commonly referred to as heart attack (Institute of Medicine, 2010). When people grow older, their body organs become weaker, and their functionality drops. This implies that an older patient’s heart is not as strong as a young person’s and in case of a heart attack, the mortality rate for older people is higher. The long-term survival of patients aged 65 and above with acute myocardial infarction is 65% (Kappagoda & Greenwood, 2012). Age affects the survival of MI patients. Younger patients have greater survival rates than older ones. The younger population is generally healthier and stronger; therefore, they have better chances. Their immunity is also higher and this generally boosts their health (Morrow, 2016). On the contrary, the older population is weaker and has minimal chances of surviving a heart attack. References Institute of Medicine (2010). Cardiovascular disability: Updating the social security listings. The National Academies Press. Kappagoda, C. & Greenwood, P. (2012). Long-term management of patients after myocardial infarction. Springer. Morrow, D. (2016). Myocardial infarction: A companion to Braunwald’s heart disease. Elsevier Health Sciences.

follow all directions 2 Health Question Precious Teasley IHP-525-Q3469 Biostatistics 24TW3 Southern New Hampshire University Professor Cecilia Younger Does Age Affect the Survival (Follow-up Status) of MI Patients? The question asks if age has an impact on the survival chances of MI patients. MI stands for Myocardial Infarction which is

Luminator: Locate in the reading at least two-three (2-3) particular interesting, new ideas, ‘golden line,’ or short passage in the reading. Make sure to identify the page number. Provide a brief explanation for why you picked this passage/sentence/phrase (“I found this interesting because….”). Connector: Find at least two-three (2-3) connections between the reading and the outside, even the “real” world. Connect reading to your own life, to your school life, to happenings in your community, or to similar events at other times and in other places. “This idea connects to….” There are no right or wrong answers here. Wordsmith: Search for and record at least two-three (2-3) specific words or terms that appears important to the reading or the author. Look for words that are puzzling or unfamiliar, mark them as you are reading, and write them down later. Provide dictionary for definitions of the words. Make sure you are using Times New Roman, size 12. Double space (2.0) and do not forget to remove the spaces. I only accept Microsoft Word files; please do not send me anything else (no PDFs, shared documents, etc.) This is the example: The instructions are in two parts. The first part are the actual instructions, and the second is an example. Luminator: Locate in the reading at least two-three (2-3) particular interesting, new ideas, ‘golden line,’ or short passage in the reading. Make sure to identify the page number. Provide a brief explanation for why you picked this passage/sentence/phrase (“I found this interesting because….”). Connector: Find at least two-three (2-3) connections between the reading and the outside, even the “real” world. Connect reading to your own life, to your school life, to happenings in your community, or to similar events at other times and in other places. “This idea connects to….” There are no right or wrong answers here. Wordsmith: Search for and record at least two-three (2-3) specific words or terms that appears important to the reading or the author. Look for words that are puzzling or unfamiliar, mark them as you are reading, and write them down later. Provide dictionary for definitions of the words. This is the example: Your Name Professor Collier ENGL 1301-62003 March 25, 2024 Assignment Number One Luminator: Page Four I found the scene where Reverend Hooper attends the funeral interesting because he is still wearing the black veil which is an appropriate symbol for the ceremony. This particular scene is at the start of the short-story, and introduces the audience to the seriousness of the black veil. Connector Page Three Wordsmith Page Six Bugbear –

Luminator: Locate in the reading at least two-three (2-3) particular interesting, new ideas, ‘golden line,’ or short passage in the reading. Make sure to identify the page number. Provide a brief explanation for why you picked this passage/sentence/phrase (“I found this interesting because….”). Connector: Find at least two-three (2-3) connections between the reading and

follow all directions IHP 525 Module Five Problem Set Newborn weight. A study takes a SRS from a population of full-term infants. The standard deviation of birth weights in this population is 2 pounds. Calculate 95% confidence intervals for μ for samples in which: n = 81 and mean = 7.0 pounds n = 9 and mean = 7.0 pounds Which sample provides the most precise estimate of the mean birth weight? Interpret the CI you computed in part a). P-value and confidence interval. A two-sided test of H0: μ = 0 yields a P-value of 0.03. Will the corresponding 95% confidence interval for μ include 0 in its midst? Will the 99% confidence interval for μ include 0? Explain your reasoning in each instance. Menstrual cycle length. Menstrual cycle lengths (days) in an SRS of nine women are as follows: {31, 28, 26, 24, 29, 33, 25, 26, 28}. Use this data to test whether mean menstrual cycle length differs significantly from a lunar month using a one sample t-test. (A lunar month is 29.5 days.) Assume that population values vary according to a Normal distribution. Use a two-sided alternative. Show all hypothesis-testing steps. Menstrual cycle length. Problem 3 calculated the mean length of menstrual cycles in an SRS of 9 women. The data revealed days with standard deviation s = 2.906 days. 1. Calculate a 95% confidence interval for the mean menstrual cycle length. 1. Based on the confidence interval you just calculated, is the mean menstrual cycle length significantly different from 28.5 days at α = 0.05 (two sided)? Is it significantly different from μ = 30 days at the same α-level? Explain your reasoning. (Section 10.4 in your text considered the relationship between confidence intervals and significance tests. The same rules apply here.) Water fluoridation. A study looked at the number of cavity-free children per 100 in 16 North American cities BEFORE and AFTER public water fluoridation projects. The table below lists the data. You will need to manually type the data into StatCrunch to use that tool to calculate the requested information. 1. Calculate delta values (After – Before) for each city. Then construct a stemplot or boxplot of these differences. Interpret your plot. 1. What percentage of cities showed an improvement in their cavity-free rate? 1. Estimate the mean change with 95% confidence (i.e. compute a 95% CI for the mean difference). Problems retrieved from Gerstman, B. B. (2015). Basic biostatistics: Statistics for public health practice (2nd ed.). Burlington, MA: Jones and Bartlett. ISBN: 978-1-284-03601-5 image1.png image2.jpeg

follow all directions IHP 525 Module Five Problem Set Newborn weight. A study takes a SRS from a population of full-term infants. The standard deviation of birth weights in this population is 2 pounds. Calculate 95% confidence intervals for μ for samples in which: n = 81 and mean =

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These are all statistics questions. Please use R for the baye’s classifier question. Please show all your workings for all questions.

These are all statistics questions, some questions involve using R, but most of them aren’t. Please show all your workings for all the questions.

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