Advanced pharmacology, theoretical and biology lab (due 20 hours)
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Parts 3 and 4 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.
APA format
1) Minimum 6 pages (No word count per page)- Follow the 3 x 3 rule: minimum of three paragraphs per page
You must strictly comply with the number of paragraphs requested per page.
The number of words in each paragraph should be similar
Part 1: minimum 2 pages
Part 2: minimum 2 pages
Part 3: minimum 1 page
Part 4: minimum 1 page
Extra Part 5: minimum 2 pages (24 hours)
Submit 1 document per part
2)¨******APA norms
The number of words in each paragraph should be similar
Must be written in the 3 person
All paragraphs must be narrative and cited in the text- each paragraph
The writing must be coherent, using connectors or conjunctive to extend, add information, or contrast information.
Bulleted responses are not accepted
Don’t write in the first person
Do not use subtitles or titles
Don’t copy and paste the questions.
Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph
Submit 1 document per part
3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)
********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)
4) Minimum 3 references (APA format) per part not older than 5 years (Journals, books) (No websites)
All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed
5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next
Example:
Q 1. Nursing is XXXXX
Q 2. Health is XXXX
Q3. Research is…………………………………………………. (a) The relationship between……… (b) EBI has to
6) You must name the files according to the part you are answering:
The number of words in each paragraph should be similar
Part 1: Advanced pharmacology
1. Describe three roles of the advanced nurse practitioners in prescribing (one paragraph per each role: Total three paragraphs)
2. Describe three responsibilities of the advanced nurse practitioners in prescribing (One paragraph per each responsibility: Total three paragraphs)
The number of words in each paragraph should be similar
Part 2: Theoretical in nursing
1. Discuss the interrelationship between theory and practice (Two paragraphs)
2. Discuss the interrelationship between theory and research (Two paragraphs)
3. Discuss the interrelationship between practice and research (Two paragraphs)
Parts 3 and 4 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.
The number of words in each paragraph should be similar
Part 3: Biology Lab
Topic: Comparative Animal Organization
Check:
Evolutionary forces have favored bilateral over radial symmetry. Watch the following video to help inform your thoughts. Using other examples not shown in the video:
1. Discuss why some radial-shape species have succeeded, particularly in aquatic environments (One paragraph)
2. Describe another benefit of bilateral symmetry (hint: locomotion)? (Two paragraphs)
a. Explain thoroughly why these characteristics might be beneficial.
The number of words in each paragraph should be similar
Part 4: Biology Lab
Topic: Comparative Animal Organization
Check:
Evolutionary forces have favored bilateral over radial symmetry. Watch the following video to help inform your thoughts. Using other examples not shown in the video:
1. Discuss why some radial-shape species have succeeded, particularly in aquatic environments (One paragraph)
2. Describe another benefit of bilateral symmetry (hint: locomotion)? (Two paragraphs)
a. Explain thoroughly why these characteristics might be beneficial.
Extra Part 5: Ethical and legal case
Topic: An Adolescent Couple with HIV
Alexa was a senior in high school, aged 17 years, and had been an A student her whole school life. Her goal was to earn a bachelor’s degree in science and one day attend medical school. For the past 3 years she dated no one else but Robert, aged 20 years, and he was already attending a nearby university. Robert had plans to be an accountant. They are planning on marriage at some point in time, which led them to having unprotected sex on a regular basis. Alexa took oral contra- ceptives to prevent pregnancy, so she did not worry. However, Alexa began to get sick with intermittent flulike signs and symptoms, such as no appetite, weight loss, nausea and diarrhea, and other mysterious symptoms. She finally went to her physician and received a diagnosis of HIV. She was shocked! She had never had sex with anyone but Robert, and to her knowledge she had not acquired HIV by other means. Robert did not look sick, and she had never doubted his faith- fulness to her until now. After confronting him, she found out that since Robert experienced more freedom at the university, he had been getting high on drugs and having risky, unprotected group sex with both genders. Although he too had been having some symptoms, he had not yet been diagnosed with HIV when Alexa confronted him. He later received a diagnosis of HIV.
1. You are the nurse in the clinic on the day Alexa finds out she has HIV. She remains in the clinic for more than 1 hour with you while you try to support and console her. You have had formal HIV counseling training, so you apply your skills as you communicate with her. Several weeks later, after Alexa is more composed and has had time to think more about her situation, she drops by the clinic and wants to talk with you on a more personal basis. She needs comfort.
a. What approaches will you use with Alexa? (Be specific with your approaches) (One paragraph)
i. Give a rationale (One paragraph)
b. Describe how to use and apply the nursing ethical competencies to help Alexa. (One paragraph)
2. You realize that emotional support and possibly spiritual support are essential to adolescent development. Be very specific. In doing so, encourage her to think about her life goals with or without Robert, her medical future, and her future in general.
a. What nursing approaches could you use to offer support to Alexa? (One paragraph)
b. Describe what you might say to her and do for her in a support conversation you might have with her. (One paragraph)
3. Describe an additional activity of role-playing with classmates for this or another scenario.(One paragraph)
A meta-analysis (Anderson & Bushman, 2001) reported that the average correlation between time spent playing video games ( X ) and engaging in aggressive behavior ( Y ) in a set of 21 well-controlled experimental studies was .19.
*This correlation was judged to be statistically significant.
*In your own words, what can you say about the nature of the relationship?
Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353–359.
OBJECTIVES
To successfully complete this learning unit, you will be expected to:
1. Analyze the interpretation of correlation coefficients.
2. Identify the assumptions of correlation.
3. Identify null hypothesis testing of correlation.
4. Interpret a correlation reported in the scientific literature.
5. Analyze the assumptions of correlation.
Unit 5 Study 1
Use your Warner text, Applied Statistics: From Bivariate Through Multivariate Techniques , to complete the following:
• Read Chapter 7, "Bivariate Pearson Correlation," pages 261–314. This chapter addresses the following topics:
◦ Assumptions of Pearson's r.
◦ Preliminary data screening for Pearson's r.
◦ Statistical significance tests for Pearson's r.
◦ Factors influencing the magnitude and sign of Pearson's r.
◦ Effect-size indexes.
◦ Interpretation of Pearson's r values.
• Read Chapter 8, "Alternative Correlation Coefficients," pages 315–343. This chapter addresses the following topics:
◦ Correlations for rank or ordinal scores.
◦ Correlations for true dichotomies.
◦ Correlations for artificial dichotomies.
◦ Chi-square test of association.
PSY Learners – Additional Required Readings
In addition to the other required study activities for this unit, PSY learners are required to read the following articles. Note: For the first article, focus on interpreting Table 1. Jia, Y., Konold, T. R., & Cornell, D. (2015). Authoritative school climate and high school dropout rates. School Psychology Quarterly. doi:10.1037/spq0000139
Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353–359.
SOE Learners – Suggested Readings
Some programs have opted to provide program-specific content designed to help you better understand how the subject matter in this study is incorporated into your particular field of study. The following readings are suggested for SOE learners.
Walk, M., & Rupp, A. (2010). Pearson product-moment correlation coefficient. In N. J. Salkind (Ed.), Encyclopedia of research design (pp. 1023–1026). Thousand Oaks, CA: Sage. doi:10.4135/9781412961288.n309
July 1, 2023
IBM SPSS Step-by-Step Guide: Correlations.
U5D2- Interpreting Correlations
A meta-analysis (Anderson & Bushman, 2001) reported that the average correlation between time spent playing video games ( X ) and engaging in aggressive behavior ( Y ) in a set of 21 well-controlled experimental studies was .19.
*This correlation was judged to be statistically significant.
*In your own words, what can you say about the nature of the relationship?
Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353–359.
OBJECTIVES
To successfully complete this learning unit, you will be expected to:
1. Analyze the interpretation of correlation coefficients.
2. Identify the assumptions of correlation.
3. Identify null hypothesis testing of correlation.
4. Interpret a correlation reported in the scientific literature.
5. Analyze the assumptions of correlation.
Unit 5 Study 1
Use your Warner text, Applied Statistics: From Bivariate Through Multivariate Techniques , to complete the following:
• Read Chapter 7, "Bivariate Pearson Correlation," pages 261–314. This chapter addresses the following topics:
◦ Assumptions of Pearson's r.
◦ Preliminary data screening for Pearson's r.
◦ Statistical significance tests for Pearson's r.
◦ Factors influencing the magnitude and sign of Pearson's r.
◦ Effect-size indexes.
◦ Interpretation of Pearson's r values.
• Read Chapter 8, "Alternative Correlation Coefficients," pages 315–343. This chapter addresses the following topics:
◦ Correlations for rank or ordinal scores.
◦ Correlations for true dichotomies.
◦ Correlations for artificial dichotomies.
◦ Chi-square test of association.
PSY Learners – Additional Required Readings
In addition to the other required study activities for this unit, PSY learners are required to read the following articles. Note: For the first article, focus on interpreting Table 1. Jia, Y., Konold, T. R., & Cornell, D. (2015). Authoritative school climate and high school dropout rates. School Psychology Quarterly. doi:10.1037/spq0000139
Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353–359.
SOE Learners – Suggested Readings
Some programs have opted to provide program-specific content designed to help you better understand how the subject matter in this study is incorporated into your particular field of study. The following readings are suggested for SOE learners.
Walk, M., & Rupp, A. (2010). Pearson product-moment correlation coefficient. In N. J. Salkind (Ed.), Encyclopedia of research design (pp. 1023–1026). Thousand Oaks, CA: Sage. doi:10.4135/9781412961288.n309
July 1, 2023
IBM SPSS Step-by-Step Guide: Correlations.
U5D2- Interpreting Correlations
A meta-analysis (Anderson & Bushman, 2001) reported that the average correlation between time spent playing video games ( X ) and engaging in aggressive behavior ( Y ) in a set of 21 well-controlled experimental studies was .19.
*This correlation was judged to be statistically significant.
*In your own words, what can you say about the nature of the relationship?
Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353–359.
OBJECTIVES
To successfully complete this learning unit, you will be expected to:
1. Analyze the interpretation of correlation coefficients.
2. Identify the assumptions of correlation.
3. Identify null hypothesis testing of correlation.
4. Interpret a correlation reported in the scientific literature.
5. Analyze the assumptions of correlation.
Unit 5 Study 1
Use your Warner text, Applied Statistics: From Bivariate Through Multivariate Techniques , to complete the following:
• Read Chapter 7, "Bivariate Pearson Correlation," pages 261–314. This chapter addresses the following topics:
◦ Assumptions of Pearson's r.
◦ Preliminary data screening for Pearson's r.
◦ Statistical significance tests for Pearson's r.
◦ Factors influencing the magnitude and sign of Pearson's r.
◦ Effect-size indexes.
◦ Interpretation of Pearson's r values.
• Read Chapter 8, "Alternative Correlation Coefficients," pages 315–343. This chapter addresses the following topics:
◦ Correlations for rank or ordinal scores.
◦ Correlations for true dichotomies.
◦ Correlations for artificial dichotomies.
◦ Chi-square test of association.
PSY Learners – Additional Required Readings
In addition to the other required study activities for this unit, PSY learners are required to read the following articles. Note: For the first article, focus on interpreting Table 1. Jia, Y., Konold, T. R., & Cornell, D. (2015). Authoritative school climate and high school dropout rates. School Psychology Quarterly. doi:10.1037/spq0000139
Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353–359.
SOE Learners – Suggested Readings
Some programs have opted to provide program-specific content designed to help you better understand how the subject matter in this study is incorporated into your particular field of study. The following readings are suggested for SOE learners.
Walk, M., & Rupp, A. (2010). Pearson product-moment correlation coefficient. In N. J. Salkind (Ed.), Encyclopedia of research design (pp. 1023–1026). Thousand Oaks, CA: Sage. doi:10.4135/9781412961288.n309
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