Discussion 2: Diversity and Health Assessments

QUESTION

nursing

Discussion 2: Diversity and Health Assessments

In May 2012, Alice Randall wrote an article for The New York Times on the cultural factors that encouraged black women to maintain a weight above what is considered healthy. Randall explained—from her observations and her personal experience as a black woman—that many African-American communities and cultures consider women who are overweight to be more beautiful and desirable than women at a healthier weight. As she put it, “Many black women are fat because we want to be” (Randall, 2012).

Randall’s statements sparked a great deal of controversy and debate; however, they emphasize an underlying reality in the health care field: different populations, cultures, and groups have diverse beliefs and practices that impact their health. Nurses and health care professionals should be aware of this reality and adapt their health assessment techniques and recommendations to accommodate diversity.

In this Discussion, you will consider different socioeconomic, spiritual, lifestyle, and other cultural factors that should be taken into considerations when building a health history for patients with diverse backgrounds.

Case 1

Subjective Data

CC: “I came for my annual physical exam, but do not want to be a burden to my daughter.”

History of Present Illness (HPI): At-risk 86-year-old Asian male – who is physically and financially dependent on his daughter, a single mother who has little time or money for her father’s health needs.

PMH: hypertension (HTN), gastroesophageal reflux disease (GERD), b12 deficiency and chronic prostatitis

PSH: S/P cholecystectomy

Drug Hx:

Current Meds: Lisinopril 10mg daily, Prilosec 20mg daily, B12 injections monthly, and cipro 100mg daily.

Review of Systems (ROS)

General: + weight loss of 25 lbs over the past year; no recent fatigue, fever or chills.

Head, eyes, ears, nose & throat (HEENT): no changes in vision or hearing, no difficulty chewing or swallowing.

Neck: no pain or injury

Respiratory:

CV:

GI:

GU: no urinary hesitancy or change in urine stream

Integument: multiple bruises on his upper arms and back.

MS/Neuro: + falls x 2 within the last 6 months; no syncopal episodes or dizziness

Psych:

Objective Data

PE: B/P 188/96; Pulse 89; RR 16; Temp 99.0; Ht 5,6; wt 110; BMI 17.8

HEENT: Atraumatic, normocephalic, PERRLA, EOMI, arcus senilus bilaterally, conjunctiva and sclera clear, nares patent, ornasopharynx clear, edentulous.

Lungs: CTA AP&L

Cor: S1S2 without rub or gallop

Abd: benign, normoactive bowel sounds x 4

Ext: no cyanosis, clubbing or edema

Integument: multiple bruises in different stages of healing – on his upper arms and back.

Neuro: No obvious deformities, CN grossly intact II-XII

Case 2

Subjective Data

CC: “I am here for my annual physical exam and have been having vaginal discharge.”

History of Present Illness (HPI): 32-year-old pregnant lesbian – her pregnancy has been without complication thus far. She has been receiving prenatal care from an obstetrician. She received sperm from a local sperm bank.

Drug Hx:

Current Medications: prenatal vitamins and takes Tylenol over the counter for aches and pains on occasion

Family Hx: She a strong family history of diabetes. Gravida 1; Para 0; Abortions 0.

Review of Systems (ROS)

General: no fatigue, fever or chills.

Head, eyes, ears, nose & throat (HEENT):

Neck: no pain or injury

Respiratory:

CV:

GI:

GU:

Integument: multiple piercings, and tattoos. Old scars related to “cutting”.

Neuro: no syncopal episodes or dizziness, no change in memory or thinking patterns; no twitches or abnormal movements

Objective Data

PE: B/P 128/76; Pulse 83; RR 16; Temp 99.0; Ht 5,6; wt 128; BMI 20.98

HEENT: Atraumatic, normocephalic, PERRLA, EOMI, conjunctiva and sclera clear; nares patent, ornasopharynx clear, good dentition. Piercing in her right nostril and lower lip.

Lungs: CTA AP&L

Cor: S1S2 without rub or gallop

Abd: benign, normoactive bowel sounds x 4

GU: external genitalia intact, no lesions or masses. White copious discharge with an amine odor; no cervical motion tenderness; adenxa intact.

Ext: no cyanosis, clubbing or edema

Integument: intact without lesions masses or rashes.

Neuro: No obvious deficits and CN grossly intact II-XII

Case 3

Subjective Data

CC: “Annual physical exam”

History of Present Illness (HPI): 23-year-old Native American male comes in to see you because he has been having anxiety and wants something to help him. He has been smoking “pot” and says he drinks to help him too. He tells you he is afraid that he will not get into Heaven if he continues in this lifestyle.

Drug Hx:

Current medication – denied

Allergies: no allergies to food or medications.

Family history: is very positive for diabetes, hypertension, and alcoholism.

Review of Systems (ROS)

General: no recent weight gains of losses, fatigue, fever or chills. Head, eyes, ears, nose & throat (HEENT):

Neck:

Respiratory:

CV: no chest discomfort or palpitations

GI:

GU:

Integument: history of eczema – not active

MS/Neuro: no syncopal episodes or dizziness, no change in memory or thinking patterns; no twitches or abnormal movements

Psych:

Objective Data

PE: B/P 158/90; Pulse 88; RR 18; Temp 99.2; Ht 5,7; wt 208; BMI 32.6

General: 23 year old male appears well developed and well nourished. He is anxious – pacing in the room and fidgeting, but in no acute distress.

HEENT: Atraumatic, normocephalic, PERRLA, EOMI, sclera with mild icterus, nares patent, ornasopharynx clear, poor dentition – multiple carries.

Lungs: CTA AP&L

Cor: S1S2, +II/VI holosystolic murmur; without rub or gallop

Abd: benign, normoactive bowel sounds x 4; Hepatomegaly 2cm below the costal margin.

Ext: no cyanosis, clubbing or edema

Integument: intact without lesions masses or rashes.

Neuro: No obvious deficits and CN grossly intact II-XII

To prepare:

  • Reflect on your experiences as a nurse and on the information provided in this week’s Learning Resources on diversity issues in health assessments.
  • Select one of the three case studies. Reflect on the provided patient information.
  • Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient you selected.
  • Consider how you would build a health history for the patient. What questions would you ask, and how would you frame them to be sensitive to the patient’s background, lifestyle, and culture? Develop five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.
  • Think about the challenges associated with communicating with patients from a variety of specific populations. What strategies can you as a nurse employ to be sensitive to different cultural factors while gathering the pertinent information?

By Day 3

Post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you selected. Explain the issues that you would need to be sensitive to when interacting with the patient, and why. Provide at least five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.

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how quality improvement programs could be systematically used in public health systems and explain the goals, values, and vision that should be considered in implementing such programs.

As demands on the U.S. public health system continue to increase, more quality improvement strategies are needed to support the system and improve outcomes. Public health agencies, like leaders in other industries, are developing quality improvement approaches for application in public health settings. Bringing together local, state and national healthcare practitioners and other stakeholders in quality improvement and quality assurance efforts has yielded several best practices and lessons for public health stakeholders. However, more work is needed if quality improvement is to become standard practice in public health.
Instructions
In this assignment you will read the article “Quality Improvement in Public Health: Lessons Learned from a Multi-State Learning Collaborative.” You will list the major concepts within the article and explain the positive outcomes in the two case studies. Further explore the how quality improvement programs could be systematically used in public health systems and explain the goals, values, and vision that should be considered in implementing such programs. Finally, consider the future, after such programs have been created and findings have been determined. How would ensure that the findings are implemented and followed in public health and public health policy in the future? This paper should be at least 1000 words in length. The paper has at least three references. Your writing should be well ordered, logical and unified, as well as original and insightful. All sources used should be properly cited using APA formatting.
Requirements

List the major concepts within the article and explain the positive outcomes in the two case studies.
Explore how quality improvement programs could be systematically used in public health systems and explain the goals, values, and vision that should be considered in implementing such programs.
Consider the future, after such programs have been created and findings have been determined and how to ensure that the findings are implemented and followed in public health and public health policy in the future.

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Article writing homework help

Read the following discussion:
For the most part, hand washing with certain specified and successful antibacterial soaps will remove and neutralize resistant microorganisms. With the recent rise of coronavirus, the use of hand sanitizers has become quite common. Hands down, proper, and regular handwashing is an A+ effort, but hand sanitizers can help protect us from spreading microorganisms that cause infection and even transient flora, such as E. coli. The most important thing to remember is to make sure that it is 60-80% alcohol, use the right amount and that you rub your hands for at least 15-30 seconds (Golin et al., 2020).
Diet control and observation is another way to reduce the tolerance to bacteria in the body. There are instances where certain bacteria that live in someone’s sections, such as the stomach, get more significant than the drugs and prescriptions (Derrien 2017). In such circumstances, the bacteria could benefit from the food and diet of the person. Therefore, a change of diet will help fight the bacteria. This is seen when a person’s diet contains a specific food that can fight against the respective bacteria. Such a strategy would aid in the fight against resistant bacteria.
I include a few items in my daily diet, which I believe help protect me and boost my immune system. I take a shot of elderberry syrup with a few drops of reishi mushroom extract, and a large spoonful of sea moss gel. I take a teaspoon of black seed oil every few days, as well. Now that the cold season is here, I make a batch of turmeric paste and I store it in the refrigerator for my golden milk. Hopefully, this will continue to help me stay away from the need for antibiotics.
Answer professor’s response: (with facts only)
The statistical data/evidence byway of the numbers serves as the root of epidemiological findings that guide why we trust the recommendations.
1. Do those handwashing/hand sanitizer studies mention any statistical data to support those findings? If so, please discuss.
2. What are the statistical findings (numerical data to support) on sea moss, elderberry syrup, turmeric, reishi mushroom and black seed oil?
Length: 250-275 words, APA format, MUST use peer-reviewed, scholarly sources for this reply. (Google Scholar)

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The Convergence of Health Care Financing and Economic Trends and Forces

The Convergence of Health Care Financing and Economic Trends and Forces

Instructions

Note: Use the textbook, course readings, and other reputable online sources to complete this assignment.

Prepare a 15–20-slide PowerPoint presentation with detailed scholarly speaker notes in which you: 

  1. Compare the three current health care financing and funding models (i.e., employee based, government-based, and individual-based) used with the health care delivery system of the United States.
  2. Compare and contrast key economic goals of public and private health insurance plans. Evaluate the success potential of key economic goals in terms of populations covered, services included, financing arrangements, reimbursement strategies, and economic competition policies.
  3. Analyze the key effects of labor market, insurance market, and competitive market factors on health care delivery requirements at your current or previous organization of employment.
  4. Determine what changes are occurring in the economy or concerning labor and regulatory factors that must be considered in the future.
  5. Suggest the key national trends that you believe currently affect competition and pricing initiatives. Justify your response.
  6. Determine the main quality indicators that typically affect health insurance pricing at the local level. Justify your response.
  7. Use a minimum of six reputable references sources including three sources from peer-reviewed journals.

Title page and Reference page included.

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Discussion: Diagnosing and Managing Gynecologic Conditions

Gynecologic conditions can be difficult to diagnose for a variety of reasons, including overlapping symptoms, lack of patient knowledge, or even patient fear or embarrassment about sharing information. Your role provides you the opportunity to develop a relationship of trust and understanding with these patients so that you can gather the appropriate details related to medical history and current symptoms. When caring for this patient population, it is important to make these women an integral part of the process and work collaboratively with them to diagnose and develop treatment and management plans that will meet their individual needs. For this Discussion, consider diagnosis, treatment, and management strategies for the patients in the following four case studies:

Case Study 1:

A 32-year-old African American female is concerned about increasing dysmenorrhea over the past three years. In the past year, this was associated with painful intercourse. She has been in a monogamous relationship with one male partner for the past five years. They tried to have children without success. Menarche was at age 10; menstrual cycles are 21 days apart and last for 6–7 days. The first day of her last menstrual period was 10 days ago and was normal. She denies vaginal itching or discharge. On gynecologic exam there was no swelling, external lesions, or erythema, urethral swelling, or vaginal discharge. Cervix is pink without lesions or discharge. Uterus was small, retroverted, and non-tender. Adnexa were small and non-tender. Nodules are noted along the cul de sac.

Case Study 2:

A 42-year-old African American female is in the clinic for a routine gynecologic exam. When asked, she admits to noticing bleeding in between her menstrual periods for the past several months. She has been pregnant three times and has three children. She is sexually active with one male sex partner in a monogamous relationship. During her bimanual exam, you note an irregular intrauterine non-tender mass about 4 cm in diameter. The mass is palpable abdominally. The remainder of her gynecologic exam was normal.

Case Study 3:

A 48-year-old Caucasian female is in the clinic concerned about prolonged menstrual bleeding for three weeks now. Her prior menstrual periods have been irregular for the past eight months, lasting no more than three days each. There have been one to two months when she had no menstrual cycles at all. She reports occasional hot flushes and mood swings.

Case Study 4:

A 16-year-old Caucasian female comes to the clinic concerned because she has not had a menstrual period for three months. She’s a junior in high school and active in sports. She has lost about 10 lbs. in the past two months. She is currently 5 ft. 4 in. and weighs 100 lbs.

To prepare:

Review Chapter 26 of the Schuiling and Likis text and Chapter 7 of the Tharpe et al. text.

Review and select one of the four provided case studies. Analyze the patient information.

Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient.

Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or nonpharmacologic treatments.

Consider strategies for educating patients on the treatment and management of the sexually transmitted infection you identified as your primary diagnosis.

By Day 3

Post an explanation of the differential diagnosis for the patient in the case study you selected. Provide a minimum of three possible diagnoses and list them from highest priority to lowest priority. Explain which is the most likely diagnosis for the patient and why. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients on the disorder.

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Government homework help

Topic Marriage Equality
Explain why you chose it. 750 words
(2) Who has social responsibility to solve the issue in the U.S.?
(federal/States/local/companies)? Why? How could individuals in the U.S. contribute to solve the issue?
(3) How could we get involved? Why should we be? (Social and Personal
Responsibility)
• Format: Times New Roman, 12 point, double-space, 1-inch margin, Chicago Manual
Style (CMS) – Author-Date.
Paper Assignment Guidelines
• Format: Chicago Manual Style (CMS) – Author-Date (AD) or APA
• Times New Roman
• 12 point
• Double-spaced
• 1-inch margins
• Microsoft WORD file format (.doc or .docx)
• Include a title page and a reference page
• When you cite, use a direct or indirect quote, but you can only use ONE direct quote per paper.
• Insert citations
• Do not use subtitles
• You can use the following sources as citations:
• Academic journal articles
• Newspaper articles
• Data and articles from government websites or research institutes such as Pew
Research Center
3
• You CANNOT use the following sources as citations:
• Wikipedia
• Procon.org
• Any other blogs, non-academic websites
• Editorial page in newspaper
• You CANNOT use or cite papers you wrote before.

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>Sociology homework help

For this project, you will create a country educational profile. Your profile should integrate some numerical data as well as some historical and descriptive information, and you should aim to paint a comprehensive snapshot of your chosen country’s educational situation. While I do want you to provide some specific numbers and facts, you don’t need to document exhaustive statistics and trends, just enough to paint a vivid picture and cover the main issues pertaining to education in a national context.
Please select a country other than the U.S. to create a profile for. Start by visiting and exploring the following websites: World Inequality Database on Education (WIDE), the CIA World Fact Book, UNESCO Country Profiles, PISA country rankings (2015), OECD’s Program for International Student Assessment (PISA) and the OECD’s Education Policy Country Profiles. I encourage you to undertake additional research to complete your country profile, but make sure you cite any additional sources and please do not simply cut and paste any sections, summaries, or statistics from any of the above sources – your final write up needs to be a synthesized, readable summary of information and stats that pertain to education in a general way.
Your profile should contain 3 sections. The country background should offer a brief summary of the country’s current geopolitical situation, economic orientation, degree of economic development, history, colonial ties (if any), some background on ethnic groups and languages, and culture. The country statistics section should report on some aggregate measures such as life expectancy, population median age, fertility rate, population growth rate, poverty rate (or percentage of people below poverty rate), school access and school completion rates, education expenditures, overall literacy rates, literacy rates by gender, world ranking for education, PISA country rank and so on. The final, country summary section should tie the historical and factual information together, to offer a coherent, reader-friendly summary of your country’s educational situation and include some reflections on the connections that characterize its unique educational profile. In your write up, please connect your discussion to at least 2 of the weekly readings that have been assigned to underscore some of the concepts and themes that we have been encountering and to connect them to your particular country educational profile.
Your final write up should be 3 to 5 pages long and include a bibliography of your readings or any additional sources beyond the web-sites that are included in these instructions. You don’t need to include a bibliography for the websites above, instead, you should indicate when you are using statistics or facts from those sources by simply stating, ‘according to WIDE’ or ‘as reported in the UNESCO country profile,’ etc., etc. I will expect your paper to be well written, spellchecked and checked for grammar. All rules for plagiarism apply.
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Selecting a Population Health Problem

As you know, promoting positive social change is a part of the Walden mission. To be an effective agent for social change, nurses must be able to logically and critically analyze population health issues using epidemiologic concepts, and then communicate insights in a succinct and professional manner. This exercise will afford you such an experience.

This week, you will complete Assignment 1 in preparation for Major Assessment 7, in which you will apply epidemiologic principles and develop an intervention for a health problem.

For this Assignment, you will examine a health problem of interest to you, and you will develop a brief paper (2 pages) outlining the significance of the health problem and describing it in terms of person, place, and time. This outline will help your Instructor determine if the topic you selected is appropriate for the Major Assessment paper.

Prepare for Assignment 1 as follows:

  • Review      the Major      Assessment Overview (see attached).
  • Determine      a population health problem that is viable for completing this paper. You      may use the problem you identified in the Week 1, 2,      or Week 3 Discussion, or you may select a new one.
  • Determine      the characteristics of the health problem in terms of person, place, and      time.
  • Using      the Walden Library and credible websites, conduct additional research on      your selected population health problem. Consider the significance of this      health problem.
  • Examine      how Healthy People 2020, listed in the Learning Resources, supports the      importance of addressing your selected health problem.
  • Develop      a preliminary research question or hypothesis appropriate for your topic.

To complete:

Write a  2-page paper that addresses the following:

1) Introduction (must end with a purpose statement, e.g. “the purpose of this paper is …)

2) Describe the population health problem in terms of person, place, and time.

3) From the primary research literature and Healthy People 2020, briefly explain the significance of this health problem.

4) Include your preliminary research question or hypothesis. (PICOT format for the research question).

5) A conclusion

By Day 7 (tomorrow Sunday 03/18/2018 at 4 pm latest Submit your a 2-page paper in order to receive feedback on your topic

Required Readings

Friis, R. H., & Sellers, T. A. (2014). Epidemiology for public health practice (5th ed.). Sudbury, MA: Jones & Bartlett.

Chapter 6, “Study Designs: Ecologic, Cross-Sectional, Case Control”

Chapter 7, “Study Designs: Cohort Studies”

Chapter 6 presents an overview of analytic study designs used in epidemiology, differentiating between experimental studies (which will be addressed next week) and observational studies (the focus of this week). In the chapter, the authors address three varieties of observational studies—ecological, cross-sectional, and case control. Chapter 7 addresses cohort studies, another form of observational design.

Doll, R., & Hill, A. B. (1999). Smoking and carcinoma of the lung. Bulletin of the World Health Organization, 77(1), 84–93.

This landmark case-control study established the relationship between smoking and lung cancer.

Framingham Heart Study. (1998). Epidemiological background and design: The Framingham study. Retrieved from https://biolincc.nhlbi.nih.gov/static/studies/framcohort/Epidemiological_Background_and_Design.pdf

The Framingham Heart Study is one of the first and largest cohort studies that measured the distribution of suspected risk factors in a large population and then tracked the development of heart disease in that cohort.

Papathanasiou, A. A., & Zintzaras, E. (2010). Assessing the quality of reporting of observational studies in cancer. Annals of Epidemiology, 20(1), 67–73. 

In this article, the authors assess the quality of reporting of observational cancer studies, noting opportunities for improvement.

Von Elm, E., Altman, D. G., Egger, M., Pocock, S. J., Gøtzsche, P. C., & Vandenbroucke, J. P. (2007). Strengthening the reporting of observational studies in epidemiology (STROBE) statement: Guidelines for reporting observational studies. Annals of Internal Medicine, 147(8), 573–577.

A consortium of scientists and medical researchers created a checklist of 22 recommended items that should be included in reports about three common observational study designs: case-control, cohort, and cross-sectional studies. This collaborative effort is an important step toward the goal of improving the quality, credibility, and generalizability of analytical research.

Healthy People 2020. (2011). Topics & objectives index. Retrieved from http://healthypeople.gov/2020/topicsobjectives2020/default.aspx

Healthy People 2020 focuses on improving population health locally and nationally. Review the topics and objectives of Healthy People 2020 as you prepare for Assignment 2.

Required Media

Laureate Education, Inc. (Executive Producer). (2012). Epidemiology and population health: Observational studies [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 9 minutes.

In this week’s program, the presenters discuss observational studies as a means of establishing an association between an exposure or risk factor and a disease outcome. Two types of observational designs are featured: cohort and case control studies.

Optional Resources

The following ERIC notebook guides present information in a reader-friendly study guide format.

Ibrahim, M., Alexander, L., Shy, C., & Farr, S. (1999). Cohort studies. ERIC Notebook, 3, 1–4. Retrieved from http://cphp.sph.unc.edu/trainingpackages/ERIC/eric_notebook_3.pdf

Ibrahim, M., Alexander, L., Shy, C., & Farr, S. (1999). Incidence measures in cohort studies. ERIC Notebook, 4, 1–4. Retrieved from http://cphp.sph.unc.edu/trainingpackages/ERIC/eric_notebook_4.pdf

Ibrahim, M., Alexander, L., Shy, C., & Farr, S. (1999). Case-control studies. ERIC Notebook, 5, 1–4. Retrieved from http://cphp.sph.unc.edu/trainingpackages/ERIC/eric_notebook_5.pdf

Ibrahim, M., Alexander, L., Shy, C., & Farr, S. (1999). Cross-sectional studies. ERIC Notebook, 7, 1–4. Retrieved from http://cphp.sph.unc.edu/trainingpackages/ERIC/eric_notebook_7.pdf

Ibrahim, M., Alexander, L., Shy, C., & Farr, S. (2000). Ecologic studies. ERIC Notebook, 12, 1–4. Retrieved from http://cphp.sph.unc.edu/trainingpackages/ERIC/eric_notebook_12.pdf

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Assignment: Scientific Inquiries in Nutrition

Assignment: Scientific Inquiries in Nutrition

Many important findings about nutrients have been made through scientific research. The scientific process involves making observations, developing hypotheses (predictions) about observations, testing hypotheses through experiments, evaluating results, and drawing conclusions based on evidence. For this assignment, you will read How Science Works and The Science Learning Center (Content > Course Overview > Page 3: Science Learning Center) and then address the items below.

Cite all sources in a standard citation format (APA, MLA, other). Cited sources are worth 10 points.

Spelling, grammar, and punctuation are worth 5 points.

Answers must be in your own words. Be sure to use college-level paraphrasing skills. To learn more about paraphrasing, see this Online Guide to Writing and Research.

(A) Define the terms below in your own words (5 points).

Hypothesis

Independent variable and dependent variable

Controlled (control) variable

Randomized trial

Double-blind study

(B) Short answer: Answer the items below in your own words (20 points).

Explain how the independent variable relates to the dependent variable in an experiment.

Explain how a controlled (control) variable is different from an independent variable.

Define correlation as it relates to an observation. Provide an example of data results where there is a correlation between the variables.

Define causality as it relates to experimental design and experimental results. Define in your own words and use the terms independent variable and dependent variable as part of your definition. Provide an example of data results where there is a causal relationship between the variables in an experiment.

True or false: A hypothesis statement does not need to mention the effect of the independent variable on the dependent variable. Explain the reasoning for your answer.

(C) For each of the three nutrition research scenarios below, provide the following information in your own words:

(i) State the purpose of the study.(ii) State the hypothesis. Explain what information you used to come up with a hypothesis statement.(iii) State the variables in the scenario. What are the independent, dependent, and controlled (control) variables?(iv) Is this a double-blind study?(v) Imagine that you conducted the experiment to test your hypothesis. Provide hypothetical results from the experiment (i.e., hypothetical data for the dependent variable). Do your hypothetical results support the hypothesis? Explain your answer.

Scenario 1: (20 points)

A weightlifter reads about a new supplement that increases the size of muscles in less than one month. He wants to see if it actually works, so he designs the following experiment with his friends. He divides them into two groups of five. Before the experiment begins, he takes their weight and measures their major muscle groups. 

One group is given the supplement with water once a day after dinner for a month. The other group is given a placebo with water once a day after dinner for a month. Each group eats the same meals three times a day and works out the same way daily at the gym. The ages of the individuals vary from 20–50. Some are men and others are women. At the end of the month, the weightlifter weighs his friends and measures their major muscle groups again.

(i) State the purpose of the study.(ii) State the hypothesis. Explain what information you used to create a hypothesis statement.(iii) State the variables in the scenario. What are the independent, dependent, and controlled (control) variables? (iv) Is this a double-blind study? Explain your reasoning.(v) Imagine that you conducted the experiment to test the hypothesis. Provide hypothetical results from the experiment (i.e., hypothetical data for the dependent variable). Do your hypothetical results support the hypothesis? Explain your answer.

Scenario 2: (20 points)

During a school staff meeting, several staffers mentioned that it seemed to them that students who chose healthier food options at lunchtime missed fewer days from school during the school year. The high school dietitian and social worker decided to collect data to test the hypothesis. They received approval from the principal and superintendent to conduct their research study. 

The dietitian collected data about which students chose healthy food options at lunchtime. She collected data for one lunch period each day. The social worker independently checked the attendance records of the students who had lunch during that lunch period. At the end of the school year, they shared the data they collected over the school year and analyzed the results.

(i) State the purpose of the study.(ii) State the hypothesis. Explain what information you used to come up with a hypothesis statement.(iii) State the variables in the scenario. What are the independent, dependent, and controlled (control) variables? (iv) Is this a double-blind study? Explain your reasoning.(v) Imagine that you conducted the experiment to test the hypothesis. Provide hypothetical results from the experiment (i.e., hypothetical data for the dependent variable). Do your hypothetical results support the hypothesis? Explain your answer.

Scenario 3: (20 points)

A nutrition researcher recently learned that several members of an oceanside community have been complaining of headaches and nausea. The researcher met with members of the community to try to determine what they might all have in common. 

She learned that they all eat at Acme restaurant at least once per week. She approached the restaurant owner to discuss possible causes for the complaints. The owner and the chef were baffled, but then they remembered that they started using a different brand of seafood seasoning. 

The nutritionist asks if she can conduct a research study, and the owner and chef agree. The researcher and her medical doctor colleague receive approval from their university to conduct the study. They pay 20 research participants (ages 20–21 years old) to participate in the study. Ten participants (five men, five women) are randomly assigned to one of two groups. 

One group will eat the dish prepared with the new brand of seasoning, and the other group will eat the dish prepared with the previously-used brand of seasoning. Only the nutritionist and the chef are aware of which participant receives which seasoning. The medical doctor research partner will meet with each participant the day after they eat at Acme restaurant to conduct a health survey and assessment, including questions about headaches and nausea.

(i) State the purpose of the study.(ii) State the hypothesis. Explain what information you used to come up with a hypothesis statement.(iii) State the variables in the scenario. What are the independent, dependent, and controlled (control) variables?(iv) Is this a double-blind study? Explain your reasoning.(v) Imagine that you conducted the experiment to test the hypothesis. Provide hypothetical results from the experiment (i.e., hypothetical data for the dependent variable). Do your hypothetical results support the hypothesis? Explain your answer.

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>American history homework help

Historical Context of the U.S. Constitution
“A bill of rights is what the people are entitled to against every government on earth.” – Thomas Jefferson
In 1783 American colonists, defying incredible odds, had just beaten the United Kingdom, the western hemisphere’s preeminent power, in the American War for Independence. (NPS.gov, n.d.) Those thirteen colonies, saddled with a new governmental charter, the Articles of Confederation, sought to chart their own, independent path. (Gilderlehrman, n.d.) As a result, in 1787 disgruntled colonists sent delegates to Philadelphia with the task of revising the dysfunctional Articles of Confederation. In a radical departure, most delegates opted against amending the existing constitution, and instead, created a new Constitution. (OConnor & Sabato, 2019)
During the four-month Constitutional Convention, the delegates readily agreed upon James Madison’s basic premise of a new United States government delineated along three branches: legislative, executive, and judicial. That said, most delegates envisioned a strong legislative body and a weak executive office. Real disagreements arose regarding the composition of the legislative body, in particular the election and responsibilities of senators. Slavery proved a vexing issue to which a compromise allowed slaves to be partially counted for Congressional representation. (Maier, 2011)
One of the last arguments of the convention involved the question of whether to include a “Bill of Rights” within the U.S. Constitution. Many delegates did not believe that a Bill of Rights was a necessary component. After the Constitutional Convention and during the Constitution’s ratification, James Madison consented to Thomas Jefferson’s concerns regarding individual liberty and thus pledged to add additional amendments that would codify an individual’s rights within the federal government. During the first session of Congress in 1789, Madison composed a series of Amendments designed to safeguard a citizen’s individual liberties from a potentially powerful federal government, which are now collectively known as the Bill of Rights. (Maier, 2011)
The debate over the Bill of Rights, among other significant concerns, later split the Founding Fathers into two political camps: the Federalists and Antifederalists. These groups later became this country’s first set of political parties, and notably, established a dominant, two-party system.
More information about the Constitutional Convention can be found with the U.S. State Department’s Office of the Historian.
Although a living document, the original writing of the U.S. Constitution reflected the political, social, and economic factors particular to late Eighteenth-century America. During the Constitutional Convention, the delegates included and/or excluded content within the Constitution that reflected the historical and/or philosophical concerns from their own perspectives: steeped in the philosophies of the European Enlightenment, formed by memories of a war of independence against Imperial Great Britain, cognizant of the current failures of the current constitution, and alarmed by the post-independence civil unrest. (Lumens, 2019)
Directions: Using the required, academic readings, and supplemental academic research, please address the following while adhering to the Discussion Board Rubric:
Briefly describe the powers the Constitution gives to the executive, legislative, and judicial branches.
What Article within the Constitution explains how the Constitution can be changed?
What was the purpose of the Preamble of the U.S. Constitution?
Select two Articles, Sections, and/or Clauses within the 1789 U.S. Constitution.
You may pick from Articles I-VII and the first ten Amendments.*
Note: If you pick an Article, you may decide to focus on a particular Section or Clause within the Article. For example: Article 1, Section 8, Clause 1: “The Congress shall have power to lay and collect taxes, duties, imposts and excises, to pay the debts and provide for the common defense and general welfare of the United States; but all duties, imposts and excises shall be uniform throughout the United States.”
Explain in specific detail how historical and/or philosophical influences resulted in the writing of this component of the U.S. Constitution.
Why did you pick your chosen examples?
Did the chosen examples ultimately benefit the U.S. government? Why?
*You may pick an example that was proposed during the Constitutional Convention but did not survive the final writing of the U.S. Constitution.
References:
Article Articles of Confederation. (n.d.). Retrieved from https://www.gilderlehrman.org/sites/default/files/inline-pdfs/T-04759.pdf.
Maier, P. (2011). Ratification: the people debate the Constitution, 1787-1788. New York, NY: Simon & Schuster.
Learning, L. (n.d.). US History I (AY Collection). Retrieved from https://courses.lumenlearning.com/suny-ushistory1ay/chapter/shays-rebellion/.
McLean, J. (n.d.). History of Western Civilization II. Retrieved from https://courses.lumenlearning.com/suny-hccc-worldhistory2/chapter/the-age-of-enlightenment/.
National Constitution Center. (n.d.). Retrieved from https://constitutioncenter.org/.
OConnor, K., & Sabato, L. (2019). American government: roots and reform. Columbus: Pearson.
Constitutional Convention and Ratification, 1787–1789 (n.d.). Retrieved from https://history.state.gov/milestones/1784-1800/convention-and-ratification.
The Bill of Rights: A Transcription. (n.d.). Retrieved from https://www.archives.gov/founding-docs/bill-of-rights-transcript.
The Constitution of the United States: A Transcription. (n.d.). Retrieved from https://www.archives.gov/founding-docs/constitution-transcript.
Timeline of the War for Independence. (n.d.). Retrieved from https://www.nps.gov/waro/learn/historyculture/timeline-of-the-war-for-independence.htm.
 

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