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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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3/25/24, 5:11 PM Case – MGT407 Principles of Human Resource Management (2024MAR04FT-1) 1/5 Module 2 – Case ACQUIRING AND RETAINING TALENT Signature Assignment: Information Literacy, Introduced level In this assignment, your information literacy skills will be assessed at the “introduced” level. The information literacy rubric will be useful for this

3/25/24, 5:11 PM Case – MGT407 Principles of Human Resource Management (2024MAR04FT-1) 1/5 Module 2 – Case ACQUIRING AND RETAINING TALENT Signature Assignment: Information Literacy, Introduced level In this assignment, your information literacy skills will be assessed at the “introduced” level. The information literacy rubric will be useful for this purpose. In MGT411, they will be assessed at the “reinforced” level. Finally, in MGT491, your information literacy skills will be assessed at the “mastered” level. The grading rubric for information literacy at the undergraduate level has been developed to measure student success in meeting the MGT407 Case 2 expectations. Rubrics for the other two courses are included in their respective assignments. Assignment Overview Taking a strategic approach to HR, managers anticipate the future supply of and demand for employees and the nature of workforce issues, including the retention of employees. These factors are considered when recruiting applicants for job openings and making the best selection decisions possible. Being able to recruit and retain the “best” employees has been a challenging task for HR managers. The “best” employees are not necessarily the most qualified individuals (e.g., those with the most education or work experience); they are the individuals who provide value to an organization, complement the organization, understand and embrace the organization’s mission, help build an inclusive workforce, and fit the culture of the organization. This quandary is a result of a number of different variables such as job satisfaction, Listen 3/25/24, 5:11 PM Case – MGT407 Principles of Human Resource Management (2024MAR04FT-1) 2/5 organizational commitment, job performance, motivation, and workplace compatibility. Furthermore, contemporary HR managers are also tasked with contributing to peak performance initiatives because of escalated global demands and competition. Another important function related to staffing that should also be considered is building a diverse, inclusive, and equitable workforce. Case Assignment In this assignment, assume you work for a consulting firm and have been tasked to help fill a position for a client company. The company is a private-sector business located in your home state. (You may choose a position that is most interesting to you to write about.) Seek out the latest edition of the Occupational Outlook Handbook ( ) or Indeed.com and research your chosen position. Assume that this is the position you need to fill for this assignment. After you have identified a position of your choice, review each of the sources listed below: Roberts, M. (2020). How to post a great job listing. The Balance Careers. included-on-a-job-posting-1669554 Rozsa, Z., & Machova, V. (2020). Factors affecting job announcement competitiveness on job listing websites. Journal of Competitiveness, 12(4), 109-126. Also review parts 2.3, 2.4, and the Conclusion regarding the content of job announcements and the job pursuit intentions of candidates. Available in the Trident Online Library. included-on-a-job-posting-1669554 included-on-a-job-posting-1669554 3/25/24, 5:11 PM Case – MGT407 Principles of Human Resource Management (2024MAR04FT-1) 3/5 Create a one-page recruitment flier to announce the industry- specific opening for the position you are examining. The recruitment flier you prepare should be high quality with zero errors. Creatively match the flier design to the client’s industry (include color and graphics for a visual appeal). You will also be preparing a 3- to 4-page essay, not counting the cover page, references page, or fliers in the appendices. Appendix A: Provide your newly created recruitment flier as Appendix A in your essay and give your appendix a customized title. Cite its reference information on the same page. Appendices should follow the references page. Include the following sections in your essay: Introduction: Provide a good introduction of what your paper will cover. Include an assignment title at the top of the page (as well as the same title placed on the cover page). However, do not include a heading for the introduction section. Comparing Recruitment Fliers: (provide a heading of your choice). Next, after you have created your own job flier, go to the latest edition of the Occupational Outlook Handbook ( ) or the Indeed website and research the same or a very similar position. Note in a compare and contrast fashion the differences and similarities of the two job announcements/recruitment fliers in your paper. Use a table created in Word for your compare and contrast section. Refer to the table discussing the contents. Identify characteristics of each: Critique how diversity, equity, and inclusion is addressed in your own recruitment flier as compared to the job announcement you found. Should diversity, equity, and inclusion be built into a recruitment flier? If so, how? 3/25/24, 5:11 PM Case – MGT407 Principles of Human Resource Management (2024MAR04FT-1) 4/5 What other characteristics are in the announcement you created, but not in the one you found? What other characteristics are in the one you found but not in the one you created? Would you change your own announcement to incorporate any of the differences? Why or why not? Be specific. Appendix B: Submit a copy of the job announcement you found (from either OOH or Indeed) as the second appendix of your essay. Give your appendix a customized title and cite its reference information on the same page. Appendices should follow the references page. Recruiting Strategy: (provide heading of your choice). Explain what recruiting strategies you would employ to find candidates qualified for this opening for your client company. If your recruiting flier failed to turn up an acceptable number of qualified candidates for your client, would you implement an additional recruitment strategy to accompany your recruitment flier? Explain in detail what you would do to improve the number of qualified candidates who expressed interest. Selection Characteristics: (provide heading of your choice). Describe the three most important characteristics an individual must have in order to be hired for this job. Explain why. Conclusion: Wrap up your essay with a few summary statements of findings you discovered while completing this assignment. Support your work by using at least two high-quality references from the Trident Online Library not listed in this course. Note: 3/25/24, 5:11 PM Case – MGT407 Principles of Human Resource Management (2024MAR04FT-1) 5/5 Privacy Policy | Contact The grading rubric for information literacy at the undergraduate level assesses student success in meeting the MGT407 Case 2 expectations related to information literacy. Visit Trident’s Introduction to APA 7th Edition for instruction on writing papers, citing sources, and proper referencing. Submit your 3- to 4-page essay in the drop box by the Module 2 due date. (This page count does not include the cover page, reference page, or fliers in the appendices.) Assignment Expectations Your submission will be assessed on how well you: Determine the extent of information needed Access the needed information Evaluate information and its sources critically Use information effectively to accomplish a specific purpose Access and use information ethically and legally Timeliness

2: Advanced Levels of Clinical Inquiry and Systematic Reviews Create a 6- to 7-slide PowerPoint presentation in which you do the following: · Identify and briefly describe your chosen clinical issue of interest. · Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest. · Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected. · Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article. · Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples. Very important For this week’s assignment the focus is on systematic reviews, meta- analysis, scoping studies, etc. Do NOT use a primary research article for this assignment as you will get a poor grade for that work. The focus of the assignment is on research articles that review multiple articles on a topic. Remember the articles that you select MUST be peer reviewed and published in the last 5 years (2018- present). Grading rubric below. Please straightly follow the rubrics For this work, make sure ever points is mentioned. The professor use the rubric to grade. Points is taken off if all details ask is not mentions. Please please Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews Create a 6- to 7-slide PowerPoint presentation in which you do the following: · Identify and briefly describe your chosen clinical issue of interest. · Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest. · Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected. · Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples 80 to >71.0 pts Excellent The presentation clearly and accurately identifies and describes in detail the chosen clinical issue of interest. …The presentation clearly and accurately describes in detail the developed PICO(T) question. …The presentation clearly and accurately identifies four or more research databases used to conduct a search for the peer-reviewed articles selected. …The presentation includes specific and relevant examples that fully support the research. …The presentation provides a complete, detailed, and accurate synthesis of two outside resources related to the peer-reviewed articles selected, and fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation. 5 to >4.0 pts Excellent Using proper in-text citations, the presentation clearly and accurately provides at least four peer-reviewed systematic review type articles selected, describes the levels of evidence in each of the four articles selected, including a thorough and detailed explanation of the strengths of using systematic reviews for clinical research. Resource Synthesis Resource Formatting Appropriate peer-reviewed articles are included and citations use APA format. 5 to >4.0 pts Excellent Presentation includes 4 or more peer-reviewed articles selected using systematic reviews for clinical research. …Citations use correct APA format with no errors PowerPoint Presentation:The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. 5 to >4.0 pts Excellent The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order Written Expression and Formatting—English Writing Standards:Correct grammar, mechanics, and proper punctuation. 5 to >4.0 pts Excellent Uses correct grammar, spelling, and punctuation with no errors.

2: Advanced Levels of Clinical Inquiry and Systematic Reviews Create a 6- to 7-slide PowerPoint presentation in which you do the following: · Identify and briefly describe your chosen clinical issue of interest. · Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest. ·

Need Help Assessment Description Leadership studies demonstrate that the most effective leaders know how to draw upon self-leadership skills to in turn motivate and lead others to expand their strengths to ultimately better serve the goals of an organization. For this assignment, you will continue to study conscious leadership and look at a leadership example from contemporary media and evaluate how well the particular leader exemplifies the qualities of effective and ethical conscious leadership. Select a relevant and topical leadership issue from current news media that revolves around ethics and ethical decision-making. Research the situation and gather information in order to evaluate the leader. Keep in mind, the issue that you choose will serve as the backdrop for your evaluation while using the key terms and concepts covered in your course readings. Write an evaluation of a minimum of 1,000-1,250 words of the situation that addresses the following: · The power bases used by the leader. · The influence tactics used by the leader. · The leadership style of the leader. · The outcome (or potential outcome) of the situation. Conclude by justifying whether you think this leader supports the values of conscious capitalism. Is the leader’s leadership style effective? Do you believe the leader acted ethically in the situation? Be sure to consider each tenet of conscious capitalism in your leader evaluation. Next, imagine yourself as a practitioner of servant leadership. You have been appointed into the leadership role in this same circumstance. Explain how the situation would be different. Address the four criteria listed above in your discussion and incorporate the principles of conscious capitalism by explaining how your personal values and style are influenced by each tenet. Strengthen your claims in each content section of your essay with supporting citations and specific examples. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Need Help Assessment Description Leadership studies demonstrate that the most effective leaders know how to draw upon self-leadership skills to in turn motivate and lead others to expand their strengths to ultimately better serve the goals of an organization. For this assignment, you will continue to study conscious leadership and

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LINK TO THE ASSIGNMENT: https://pdcrodas.webs.ull.es/fundamentos/HawthorneTheMinistersBlackVeil.pdf 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. 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 –

LINK TO THE ASSIGNMENT: https://pdcrodas.webs.ull.es/fundamentos/HawthorneTheMinistersBlackVeil.pdf 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)

Networking Project Feedback I recommend removing the packet and circuit switching out since another student is covering that. Let the focus be on the MAC sublayer that needs elaborate research to pull up the infographic and the video. These are not just pictures but gateways to learning. Be creative and use less IA!

Networking Project Feedback I recommend removing the packet and circuit switching out since another student is covering that. Let the focus be on the MAC sublayer that needs elaborate research to pull up the infographic and the video. These are not just pictures but gateways to learning. Be creative and

Scenario: A 38-year-old female presents to the emergency room with complaints of dyspnea and left leg pain. Patient reports that her left leg started feeling heavy a few days ago and has also been red since she returned from a recent trip. She denies any injury to her leg. She reports that she started having some dyspnea in the last 24 hours. Patient history is remarkable for systemic lupus erythematosus and a history of recent airplane travel. She is also taking oral birth control. Her bp is 130/84, heart rate 100, R 24, and temp is 100.4F. Physical exam reveals unilateral +2 pitting leg edema to left leg with erythema. In your Case Study Analysis related to the scenario provided, explain the following · The pulmonary pathophysiologic processes that result in the patient presenting these symptoms. · Any racial/ethnic variables that may impact physiological functioning. · How these processes interact to affect the patient. Paper should be formatted according to APA 7th ed. Include an introduction that provides an overview to your paper and a conclusion that summarizes your paper Rubric below: please follow: Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following: Explain pulmonary pathophysiologic processes of why the patient presents these symptoms. This criterion is linked to a Learning Outcome Explain how the pulmonary pathophysiologic processes interact to affect the patient. Explain any racial/ethnic variables that may impact physiological functioning. 30 to >27.0 pts Excellent The response accurately and thoroughly describes the patient symptoms. … The response includes accurate, clear, and detailed reasons, with explanation for the pulmonary pathophysiologic processes supported by evidence and/or research, as appropriate, to support the explanation 30 to >27.0 p Excellent The response includes an accurate, complete, detailed, and specific explanation of how the pulmonary pathophysiologic processes interact to affect the patient. 25 to >22.0 pts Excellent The response includes an accurate, complete, detailed, and specific explanation of racial/ethnic variables that may impact physiological functioning supported by evidence and/or research, as appropriate, to support the explanation. APA format. Title page and references page. Correct grammar/writing clarity/sentences structure.

Scenario: A 38-year-old female presents to the emergency room with complaints of dyspnea and left leg pain. Patient reports that her left leg started feeling heavy a few days ago and has also been red since she returned from a recent trip. She denies any injury to her leg. She

Title: GLP-1 Agonist and Anesthesia Methodology Search strategy (description with enough detail to rerun the search) Study selection and screening method (PRISMA flow diagram from the study selection process) Inclusion/Exclusion Criteria Data collection (method used to screen and appraise articles) and Analysis (tool used to assess quality of articles) Data items Results Study selection (i.e., reporting results of the search from each database, studies included, excluded, duplicates). Describe results with PRISMA flow diagram (include the n’s) from the study selection process. Study characteristics (participants, relevant methodology, and quality).

Title: GLP-1 Agonist and Anesthesia Methodology Search strategy (description with enough detail to rerun the search) Study selection and screening method (PRISMA flow diagram from the study selection process) Inclusion/Exclusion Criteria Data collection (method used to screen and appraise articles) and Analysis (tool used to assess quality of articles)

The purpose of this assignment is for students to create an infographic to educate the community on the impact of a public health issue and make recommendations for policy change. Research public health issues located on the American Public Health Association (APHA) website, found in the topic Resources under “Topics and Issues.” Select a public health issue related to an environmental issue within the U.S. health care delivery system and examine its effect on a specific population. Based on the public health issue selected, create an infographic that briefly addresses the following: Describe the selected public health issue and its impact on the community. Include data that demonstrate the significance of this issue and key risk factors leading to this issue. Discuss ways that the public health issue can be prevented, including key concepts of epidemiology. Explain a policy that currently addresses this issue and the impact of this policy on population outcomes including social justice and health equity. Propose at least one change to existing policies to better address this issue. Support recommendations with appropriate evidence. Summarize what steps are required to initiate policy change. Identify necessary stakeholders required to initiate policy change (government officials, administrator, etc.) and explain their level of influence. Refer to the resource “Images, Infographics and Graphics Resources,” located in the GCU Library, for additional guidance on completing this assignment in the appropriate style. Cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

The purpose of this assignment is for students to create an infographic to educate the community on the impact of a public health issue and make recommendations for policy change. Research public health issues located on the American Public Health Association (APHA) website, found in the topic Resources under “Topics

please read file thoroughly aand make sure what is expected please 2: Advanced Levels of Clinical Inquiry and Systematic Reviews Create a 6- to 7-slide PowerPoint presentation in which you do the following: · Identify and briefly describe your chosen clinical issue of interest. · Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest. · Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected. · Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article. · Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples. Very important For this week’s assignment the focus is on systematic reviews, meta- analysis, scoping studies, etc. Do NOT use a primary research article for this assignment as you will get a poor grade for that work. The focus of the assignment is on research articles that review multiple articles on a topic. Remember the articles that you select MUST be peer reviewed and published in the last 5 years (2018- present). Grading rubric below. Please straightly follow the rubrics For this work, make sure ever points is mentioned. The professor use the rubric to grade. Points is taken off if all details ask is not mentions. Please please Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews Create a 6- to 7-slide PowerPoint presentation in which you do the following: · Identify and briefly describe your chosen clinical issue of interest. · Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest. · Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected. · Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples 80 to >71.0 pts Excellent The presentation clearly and accurately identifies and describes in detail the chosen clinical issue of interest. …The presentation clearly and accurately describes in detail the developed PICO(T) question. …The presentation clearly and accurately identifies four or more research databases used to conduct a search for the peer-reviewed articles selected. …The presentation includes specific and relevant examples that fully support the research. …The presentation provides a complete, detailed, and accurate synthesis of two outside resources related to the peer-reviewed articles selected, and fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation. 5 to >4.0 pts Excellent Using proper in-text citations, the presentation clearly and accurately provides at least four peer-reviewed systematic review type articles selected, describes the levels of evidence in each of the four articles selected, including a thorough and detailed explanation of the strengths of using systematic reviews for clinical research. Resource Synthesis Resource Formatting Appropriate peer-reviewed articles are included and citations use APA format. 5 to >4.0 pts Excellent Presentation includes 4 or more peer-reviewed articles selected using systematic reviews for clinical research. …Citations use correct APA format with no errors PowerPoint Presentation:The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order. 5 to >4.0 pts Excellent The presentation is professional; images are appropriately attributed; images are clear. The presentation text is readable. Presentation flows well and is presented in a logical order Written Expression and Formatting—English Writing Standards:Correct grammar, mechanics, and proper punctuation. 5 to >4.0 pts Excellent Uses correct grammar, spelling, and punctuation with no errors.

please read file thoroughly aand make sure what is expected please 2: Advanced Levels of Clinical Inquiry and Systematic Reviews Create a 6- to 7-slide PowerPoint presentation in which you do the following: · Identify and briefly describe your chosen clinical issue of interest. · Describe how you developed a

Submit a literature review on the Healthcare Delivery System in Tanzania. The Literature Review should contain 15-17 scholarly, peer-reviewed articles, published within the last 5-7 years.

Please respond to the following questions in ONE posting and NUMBER your responses: Debate 1: Banning TikTok – FOR or AGAINST? · Make an initial posting FOR “Banning TikTok” AND AGAINST “Banning TikTok.” · Reply to 1+ students’ postings after you have read a number of students’ arguments in the debate, which will help you formulate your final position. · Make a FINAL POSITION posting (FOR or AGAINST) as to where you stand after reading everyone’s arguments on this topic. Important! When you make your arguments (For AND Against), you MUST make reference ( using in-text citations) to the Readings (under “Net Neutrality”) and/or the Videos (presented by Tim Wu) to support your positions. Include the Author (or Presenter), Title of the article (video), and year of publication. Feel free to continue researching on the topic for further evidence, if desired. Some things to consider when making your arguments: · What risks are there in using TikTok? · What arguments are there taking action against ByteDance, the owner of TikTok? · Would the sale of the company resolve the issue? · What drawbacks are there to restricting a social media platform like TikTok? · Are there positive aspects to TikTok? Benefits to using the platform? · Are there alternative platforms people could turn to if TikTok was unavailable? · If you are a TikTok user: what would YOU do if TikTok stopped working on your phone tomorrow?

Please respond to the following questions in ONE posting and NUMBER your responses: Debate 1: Banning TikTok – FOR or AGAINST? · Make an initial posting FOR “Banning TikTok” AND AGAINST “Banning TikTok.” · Reply to 1+ students’ postings after you have read a number of students’ arguments in the

Needing help with the information for each slide. Attached is guidelines. Must use the PDC-HS This is a good source

Journal 2 requires you to summarize what you have learned from Chapters 3, 4, 5, 6, and a minimum of four (4) court cases. Your journal must contain four sections and be written in a specific format. You should have a minimum of four case briefings in section one. See the Journal Assignment Expectations topic for full details and the related chapter readings and case cases.

Journal 2 requires you to summarize what you have learned from Chapters 3, 4, 5, 6, and a minimum of four (4) court cases. Your journal must contain four sections and be written in a specific format. You should have a minimum of four case briefings in section one. See

I need help with MAT201 Basic Statistics Module 2. I need the Module 2 Case Dropbox and the Quiz. Please see attachment

As this course comes to an end, reflect on the many things you learned that has enriched your understanding and perspective in the field of substance abuse and treatment planning. Please identify at least 4 new concepts you have learned during this semester.

As this course comes to an end, reflect on the many things you learned that has enriched your understanding and perspective in the field of substance abuse and treatment planning. Please identify at least 4 new concepts you have learned during this semester.

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Submit a literature review on the Healthcare Delivery System in Tanzania. The Literature Review should contain 15-17 scholarly, peer-reviewed articles, published within the last 5-7 years.

Needing help with the information for each slide. Attached is guidelines. Must use the PDC-HS This is a good source

I need help with MAT201 Basic Statistics Module 2. I need the Module 2 Case Dropbox and the Quiz. Please see attachment

As this course comes to an end, reflect on the many things you learned that has enriched your understanding and perspective in the field of substance abuse and treatment planning. Please identify at least 4 new concepts you have learned during this semester.

attached are the details the article is attached that you have to write the poem about [removed]

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