Archive for year: 2021

Contraceptive counseling provides education, dispels misinformation, facilitates selection of a method that will be successful for the individual, and encourages patient involvement in healthcare decisions and life goals. Discussing contraception brings the nurse practitioner and patient together to create a tailored plan that meets the individual’s reproductive needs over a lifetime.

Discuss clinical encounters relating to contraception. How would you counsel patients on their choices and possible risks? Describe how you would explain the differences to your patients in the long acting reversal contraceptive devices.

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1.During this chapter we read about the methods used to overcome criticism in research. Discuss more about validity, reliability and generalizability and how it can be used in qualitative AND quantitative research.100-150 words

Reference
Roberts, P; Priest, H. (2010). Healthcare Research: A Textbook for Students and Practioners. Wiley-Blackwell Publications

2.Class what are your thoughts after reading this? 100-150 words

http://www.nytimes.com/2015/05/01/opinion/david-brooks-the-nature-of-poverty.html

Reference

Brooks, D. (2015, 05 01). The nature of poverty- NY times. Retrieved from http://www.nytimes.com/2015/05/01/opinion/david-brooks-the-nature-of-poverty.html

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A city of flies has a population that doubles once every day. The flies go extinct from overpopulation on the 30th day. On which day was the fly population halfway from extinction?

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Hi i want you to follow my professor instruction.

You may submit a picture (.jpg, .jpeg or .png) or PDF of your mindmap.

Purpose: to understand the importance of idea generation, organization design, product design, problem solving, etc. in the business development process. Mindmapping is a tool that you can use to let your mind loose on almost any issue your are addressing. Personally, I use it all the time when I am struggling to complete a project. There are numerous software programs available, but pen and paper works well, too. If you use pen and paper, all you have to do is submit a picture of it. If you use a specialized mindmapping program, make sure you export it as a picture or PDF. Or, you can also take a screenshot.

Assignment: Select any issue and complete a mindmap. This can be personal or business related. Some example topics:
career aspirations
vacation plans
entrepreneurial endeavors
new product ideas for a specific problem/solution

Mindmapping in Eight Easy Steps (Article by Joyce Wycoff)
Mindmapping is one of the simplest, yet most powerful, tools a person can have in his/her creativity toolbox. It is a nonlinear way of organizing information and a technique that allows you to capture the natural flow of your ideas. Here’s a quick explanation on how to use this flexible tool. Try it the next time you need to write a memo, prepare a meeting agenda, or try to get a bird’s-eye view of a complex project.

Step 1: Center First.
Our linear, left-brain education system has taught us to start in the upper left-hand corner of a page. However, our mind focuses on the center . . . so mindmapping begins with a word or image that symbolizes what you want to think about placed in the middle of the page.

Step 2: Lighten Up!
Let go of the idea of finding a cure for cancer, ending hunger, solving the problem, or writing a report that your boss will love. Mindmapping is simply a brain-dumping process that helps stimulate new ideas and connections. Start with an open, playful attitude . . . you can always get serious later.

Step 3: Free Associate.
As ideas emerge, print one or two word descriptions of the ideas on lines branching from the central focus. Allow the ideas to expand outward into branches and subbranches. Put down all ideas without judgment or evaluation.

Step 4: Think Fast.
Your brain works best in 5- to 7-minute bursts, so capture that explosion of ideas as rapidly as possible. Key words, symbols, and images provide a mental shorthand to help you record ideas as quickly as possible.

Step 5: Break Boundaries.
Break through the “8½ × 11 mentality” that says you have to write on white, letter-size paper with black ink or pencil. Use ledger paper or easel paper or cover an entire wall with butcher paper . . . the bigger the paper, the more ideas you’ll have. Use wild colors; fat, colored markers; crayons; or skinny, felt-tipped pens. You haven’t lived until you’ve mindmapped a business report with hot pink and dayglo orange crayons.

Step 6: Judge Not.
Put down everything that comes to mind, even if it is completely unrelated. If you’re brainstorming ideas for a report on the status of carrots in Texas and you suddenly remember you need to pick up your cleaning, put down “cleaning.” Otherwise your mind will get stuck like a record in that “cleaning” groove and you’ll never generate those great ideas.

Step 7: Keep Moving.
Keep your hand moving. If ideas slow down, draw empty lines, and watch your brain automatically find ideas to put on them. Or change colors to reenergize your mind. Stand up and mindmap on an easel pad to generate even more energy.

Step 8: Allow Organization.
Sometimes you see relationships and connections immediately and you can add subbranches to a main idea. Sometimes you don’t, so you just connect the ideas to the central focus. Organization can always come later; the first requirement is to get the ideas out of your head and onto the paper.

Article by Joyce Wycoff, Co-Founder, InnovationNetwork and author of
Mindmapping: Your Personal
Guide to Exploring Creativity and Problem-Solving

Here are some examples:

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For this assignment follow the Instructions Below:

Instructions

Carefully review the information provided below about the fictitious study, then address each assignment requirement.

Scenario:

You are the new director of institutional research at a small state university, and you have been assigned the task of analyzing information for the dean of the School of Education regarding the performance of their undergraduate students on the often-controversial Graduate Record Exam (GRE). Many educators believe the GRE is a poor evaluator of undergraduate performance as well as a poor predictor of graduate school performance. The dean is considering eliminating the GRE from graduate school admissions requirements.

The dean has already collected data on four variables: 1) gender, 2) grade point average (GPA), 3) GRE score, and 4) graduate degree completion frequency. Your job is to develop a proposed analysis to assist the dean to make an informed decision regarding the future use of the GRE.

Note:

(For this assignment, you don’t have to produce any data. This assignment is asking for you to develop the analyses to answer the different questions (see below 1 – 4); relationships questions (What analyses can you use for relationship questions? What types of data (level of measurement)?), for effect questions (What analyses can you use to test for effects of independent variables on dependent variables?) Think on the levels of the independent variables. What types of data (nominal, ordinal, interval, ratio)?), and interaction effects between independent variables.

You should also discuss the assumptions of each test. No data is required to be presented. This is similar to a question that you will encounter in your Doctoral Comprehensive Exams. You should provide information that shows your understanding of the different types of analyses, as well as possible outcomes of the analyses. In addition, you have to include in your discussion the possible conclusions based on the possible results; rejecting the null, and not rejecting the null.

Using this information, develop the following foundational components for a proposed analysis:

1. A relationship research question involving GPA and GRE scores; corresponding null and alternative hypotheses; the type of statistical analysis to be employed to determine significance; explanations of fictitious outcomes identifying both non-significant and significant relationships as related to both null and alternative hypotheses; and recommendations based on non-significant and significant findings.
2. A relationship research question involving gender, GPA, and GRE scores; corresponding null and alternative hypotheses; the type of statistical analysis to be employed to determine significance; explanations of fictitious outcomes identifying both non-significant and significant relationships as related to both null and alternative hypotheses; and recommendations based on non-significant and significant findings.
3. An effect research question involving gender and GRE scores; corresponding null and alternative hypotheses; the type of statistical analysis to be employed to determine significance; explanations of fictitious outcomes identifying both a non-significant and a significant effect as related to both null and alternative hypotheses; and recommendations based on non-significant and significant findings.
4. An effect research question involving gender, GRE score, and degree completion frequency; corresponding null and alternative hypotheses; the type of statistical analysis to be employed to determine significance; explanations of fictitious outcomes identifying both a non-significant and a significant effect as related to both null and alternative hypotheses; and recommendations based on non-significant and significant findings.
5. Finalize your report with a written analysis of your results and recommendations for the dean based on your findings.

Support your assignment with at least five scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included.

Length: 12 pages, not including title and reference pages

attached is a reporting stats in apa style

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