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Evaluation of Epidemiological Problem
Guidelines & Grading Rubric
PURPOSE
The purpose of this assignment is to
• Provide learners with the opportunity to integrate knowledge and skills learned throughout this course
• Directly apply principles and knowledge learned in the course to problem solving of population health problems in their own geographic areas.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes:
1. Define key terms in epidemiology, community health, and population-based research.
2. Compare study designs used for obtaining population health information from surveillance, observation, community, and control trial based research.
3. Identify appropriate outcome measures and study designs applicable to epidemiological subfields such as infectious disease, chronic disease, environmental exposures, reproductive health, and genetics.
4. Apply commonly used measures of health risk.
5. Examine current ethical/legal issues in epidemiology.
6. Identify important sources of epidemiological data.
7. Evaluate a public health problem in terms of magnitude, person, time, and place.

DUE DATE
Submit to Dropbox by 11:59 p.m. MT Sunday of Week 6

TOTAL POINTS POSSIBLE: 200

REQUIREMENTS
This paper should clearly and comprehensively identify the disease or population health problem chosen. The problem must be an issue in your geographic area and a concern for the population you will serve upon graduation with your degree. The paper should be organized into the following sections:
1. Introduction with a clear presentation of the problem as well as significance and a scholarly overview of the paper.
2. Background of the disease including definition, description, signs and symptoms, and current incidence and/or prevalence statistics current state, local, and national statistics pertaining to the disease. (Include a table of incidence or prevalence rates by your geographic county, state, and national statistics.)
3. A review of current surveillance methods and any mandated reporting or methods for reporting the disease for providers.
4. Conduct descriptive epidemiology analysis of the disease including who is more frequently affected and characteristics of the population that might help in creating a prevention plan. Include costs (both financial and social) associated with the disease or problem.
5. Review how the disease is diagnosed, current national standards for screening or prevention, and pick one screening test and review its sensitivity, specificity, positive predictive value, cost and any current national guidelines for conducting which patients to conduct this test on.
6. Provide a brief plan of how you will address this epidemiological disease in your practice once you are finished with school. Provide three actions you will take along with how you will measure outcomes of your actions.
7. Conclude in a clear manner with a brief overview of key points of the entire disease,
PREPARING THE PAPER
• Page length: 7-10 pages, excluding title/cover page
• APA format 6th edition
• Include references when necessary.
• Include at least one table to present information somewhere in the paper.
DIRECTIONS AND GRADING CRITERIA

Category Points
Possible Points Earned Comments
Scholarly Introduction (clear presentation of problem) 20
Background and significance of the disease (includes incidence or prevalence statistics) 30
Current surveillance methods 30
Descriptive epidemiological analysis (includes characteristics of the at-risk population and/or those affected by the disease and costs of the disease) 30
Screening and diagnosis (includes review of current guidelines for screening and diagnosis of the disease. In-depth review of statistics one screening or diagnostic test provided) 30
Plan of action (includes at least three evidenced based actions, supported by literature, that the student will take in their own practice and how outcomes will be measured) 30
Conclusion 20
Mechanics of writing, APA 10
Total 200 Total Points earned =
A quality paper will meet or exceed all of the criteria requirements.
GRADING RUBRIC
Assignment Criteria A
(100 – 92%)
Outstanding or highest level of performance B
(91-84%)
Very good or high level of performance C
(83-76%)
Competent or satisfactory level of performance F
(75-0%)
Poor or failing or unsatisfactory level of performance
Identification of the problem/concern 20-18 Points 17 Points 16-15 Points 14-0 Points
Comprehensively identifies the problem/concern Adequately identifies the problem/concern Identification of problem/concern is unclear or limited Identification of problem/concern is absent
Background and significance of the disease (includes incidence or prevalence statistics) 30-28 Points 27-25 Points 24-23 Points 22-0 Points
Background is complete, presents risks, disease impact and includes a review of incidence and prevalence of the disease within the student’s local area, state, and nationally. Evidence supports background. Background is complete, presents risk, disease impact and at least one set of incidence and prevalence statistics are presented and supported by evidence. Background missing one or more key points and at least one set of incidence and prevalence statistics are presented. Lack of evidence or limited presentation of the background. Background missing more than one key point and at least one set of incidence and prevalence statistics are presented, or there is no supported evidence. Unclear conclusions or presentation.
Current surveillance methods 30-28 Points 27-25 Points 24-23 Points 22-0 Points
Current local, state, and national disease surveillance methods are reviewed, currently gathered types of statistics, and information on whether the disease is mandated for reporting, supported by evidence More than one local, state, and national disease surveillance methods are reviewed, currently gathered types of statistics, and information on whether the disease is mandated for reporting, supported by evidence One of either local, state, and national disease surveillance methods are reviewed, currently gathered types of statistics, and information on whether the disease is mandated for reporting, supported by evidence One of either local, state, and national disease surveillance methods are reviewed, currently gathered types of statistics, or only information on whether the disease is mandated for reporting, or evidence is lacking to support this area. Unclear conclusions or presentation.
Descriptive epidemiological analysis (includes characteristics of the at-risk population and/or those affected by the disease and costs of the disease) 30-28 Points 27-25 Points 24-23 Points 22-0 Points
Comprehensive review and analysis of descriptive epidemiological points of the identified disease and population most at risk, supported by scholarly evidence. Adequate review with some analysis of descriptive epidemiological points of the identified disease and population most at risk supported by scholarly evidence. Limited review and analysis of key descriptive epidemiological points of the identified disease and at-risk population. Minimal or unclear analysis of key descriptive epidemiological points of the identified disease and at-risk population.
Screening and diagnosis (includes review of current guidelines for screening and diagnosis of the disease. In-depth review of statistics one screening or diagnostic test provided) 30-28 Points 27-25 Points 24-23 Points 22-0 Points
Comprehensive review of current guidelines for screening, diagnosis, and statistics related to validity, predictive value, and reliability of screening tests is presented. Adequate review of guidelines for screening, diagnosis, and statistics related to validity, predictive value, and reliability of screening tests is presented. Limited review of guidelines for screening, diagnosis, and statistics related to validity, predictive value, and reliability of screening tests. Minimal or unclear review of guidelines for screening, diagnosis, and statistics related to validity, predictive value, and reliability of screening tests.

Plan of action (includes at least three evidenced based actions, supported by literature, that the student will take in their own practice and how outcomes will be measured) 30-28 Points 27-25 Points 24-23 Points 22-0 Points
A comprehensive plan of action specific to the student’s interests, the problem, and the geographic area is presented with 3 evidenced based actions that will be taken to address the impact, outcomes, or prevalence of the disease. An adequate, but not fully comprehensive, plan of action specific to the student’s interests, the problem, and the geographic area is presented with 3 evidenced based actions that will be taken to address the impact, outcomes, or prevalence of the disease. A limited plan of action specific to the student’s interests, the problem, and the geographic area is, outcomes, or prevalence of the disease. Three actions are presented with limited or little evidence. Actions are minimal or unclear, or lack specificity to geographic area, are not supported directly by evidence or are not direct actions the student can take in practice.
Conclusion 20-18 Points 17 Points 16-15 Points 14-0 Points
The conclusion thoroughly, clearly, succinctly, and logically presents major points of the paper with clear direction for action. The conclusion adequately and logically presents major points of the paper with clear direction for action, but lacks one major point or is not succinct. The conclusion is a limited review of key points of the paper, is not succinct, or lacks one or more major points of the paper or clear direction for action. Conclusion is unclear or significantly limited in overview of the paper.
Grammar, Spelling, APA 10-9 Points 8 Points 7 Points 6-0 Points
Grammar, APA and spelling correct with minimal errors Two to three errors in APA, grammar, spelling, and syntax and/or citations are missing Four to six errors in APA, grammar, spelling and syntax and/or citations are missing Seven or more errors in APA, grammar, spelling and syntax and/or citations are missing
Total Points Possible = 200 points

Health and Human Performance: Community Health

This is a multiple choice quiz and requires my writer to log in as usual and do it within the given time

Higher-Order Thinking Skills (HOTS) are at the centre of a new awareness for an education system adapted to 21st century job demands. While the term HOTS is widely used, it remains rather vague and disconnected from the STEM (science, technology, engineering, mathematics) Education content itself. Even in good curricula, such as Singapore’s MProSE, there is little explicit mention of HOTS. A coherent framework is needed to bind the psychology of HOTS problems, STEM knowledge and mathematical problem-solving frameworks (e.g., Polya, Schoenfeld), before students can actually benefit from those separate knowledge areas. I propose to study stable patterns in problems posed across various math subjects (algebra, geometry, analysis, etc) and investigate how much and deep have they so far, if any, implemented Bayesian inference. Broad problem classes will first be identified and indexed, and prototypes within these classes will then be identified. Secondly, relevant problem-solving heuristics will be enumerated for each prototype. Finally, the stability of the patterns across the math subject will be analysed for their usefulness in exploiting HOTS .
Basically, the dissertation work will be interested in looking at what’s been done in the area of Bayesian inference for maths problem-solving strategies deployed in self-study products.

The strategies to do statistics on would read something like:

Given a prototype problem P (e.g. prove the two given triangles are congruent), exploit the …
​- axioms of the relevant theory,
– definitions (e.g. congruent triangles),
– premises of the problem,
– useful relationships from a given list, and
– useful theorems from a given list.

This exploitation mechanism is meant to see which combinations and orderings are typically used for solving a prototype problem, say for middle school (IGCSE), late high school (A Levels) or undergraduate level.

Since this dissertation intends to explore what’s out there first then exploit an optimal structure of an AL based learning, the title can also read like “Statistics on Problem-Solving Strategies in Geometry and Algebra for Bayesian Supported Decisions and Inference Networks”.

This work is not intending to touch on the pupils’ psychology because, doubtfully enough, the scope of the dissertation would allow that. Mainly, the work is into the extent to which the problems themselves can achieve the prescribed learning outcomes and how it can be improved via textual analysis and other research means.

How has women movements influenced laws regarding violence against women in Europe?case study sweden and united kingdom
This is a full dissertation,you are free to change the case study to any continent of your choice and select any 2 countries as your case study.{i.e.} you don not have to write on Europe or use united kingdom and Sweden as case study.they are subject to change depending on the continent and countries you are comfortable writing on. please also note you are free to reconstruct the question if you deem fit. my main intention is to write my project on how women movements/feminist movements have created awareness to violence against women and how they have helped reduced/curbed the act/ get justice for victims and penalties for offenders. i have done a template for my chapter outline shows my intentions of content of project please feel free to make adjustments where you seem fit.and my aim is to focus on aspect of domestic violence amongst all the forms of violence against women and in the case you prefer to focus on another form of violence against women please feel free to do so.please note that i will like the project to mainly rely on secondary sources as i will obviously not be present in any of the countries selected as case study to collect any data.also note that the field of study is peace studies. so the project has to relate to course of study.please do ask questions if you need to.and please note that this work is due to be submitted early next year so please take your time and try and use resent data so it will still be relevant as at the time of submission next year.

Australia Investment tourism pipeline 2015
please use Harward style refrencing. little or no plagrisim acceptable. THe assignment should not be too much proffessional as m just a student but it should be a good one and please make the assignment as instructed in the attachment. find the attachment.

Marketing Strategy for Southwest Airlines

Course Project Phase I and Description

The course project will focus on (A) researching a company and the operations & supply chain management techniques they deploy, (B) application and utilization of the tools learned in the course.

Preliminary activities for the course project:

Select an organization to analyze (this can be a team member’s employer, local business, a publically traded company, etc.)
Begin searching for articles, datasets, etc. for this company
Determine which tools from the course you will use for the project by carefully reviewing and considering topics listed in the course syllabus.
The expectation is that you will use a minimum of four tools from class
g., SWOT analysis, QFD House of Quality, SPC Control Charts, Location Strategy tools, Service Blueprint, etc.
Develop a schedule in MS Project which you will submit containing a minimum of the following items:
List the tasks, predecessor relationships, allocate resources (i.e., your time) by naming who is responsible for each portion, etc.
First day should be 4/6 and last day should be 5/5
I would recommend making use of the class time if and when made to work with your team and ask questions about the project
Phase I / Project Proposal
The company you have selected to analyze with a one page write-up of why you selected the company and your plan for the rest of the semester
The tools you plan to use this semester for your analysis
NOTE THAT YOU CAN CHANGE THE TOOLS PRIOR TO FINAL PROJECT SUBMISSION
MS Project file that contains, at a minimum, the items listed above
Final project deliverables (due at the end of the course by Monday 9/28) include:
One final written report to management which should include:
An executive summary
An explanation of all the tools used for the project
No minimum of maximum length (typical range of 5 to 20 pages).
All supporting files used (MS Excel, MS PowerPoint, MS Visio, MS Project, etc.)
g., SPC Control Chart in MS Excel, QFD House of Quality in MS Excel or MS PowerPoint, Flowchart in MS Visio, etc.
Note the following important details from the syllabus regarding the project:

Presentations: There will be some class time provided for you to develop team presentations. You will develop some presentations during class time and you will do a group presentation on a company and an operations topic of your choice based on your team project detailed below. You can pick any organization and topics related to operations, supply chain, or logistics management at the organization. Try to narrow down the topic so that in-depth analysis is possible.

General guidelines for presentations: You should start with a description of the organization and/or topics explaining their importance to business and operations. Next, present the key findings related to the topic that exists in the literature. Then, discuss the challenges and unanswered questions associated with this topic. Finally, offer your recommendations for dealing with the challenges. I expect your presentations to spend more time on the challenges and recommendations than anything else. You can bring in examples of companies from various industries to present your arguments.

You will have varying time to present depending on the assignment and the presentation will be followed by a brief Q&A session. Professional PowerPoint presentations are expected unless your instructor advises otherwise. You need to provide me with electronic copies of all slides on the day of the presentations via e-mail.

Team Project: All students enrolled in the course will have a course project that will be completed in teams which will be assigned by the instructor early in the semester.  The project is very open-ended and is typically done by completing a project for a local or multinational company using the tools from class in teams of 3 to 4 students.  There will be a peer evaluation as well to ensure individual contributions are adequate for credit.  We will discuss the requirements and project throughout the semester.  The deliverables shall be a final project report, powerpoint presentation, and the individual source files used (e.g., MS Excel, Visio, PowerPoint, etc. files).