CHRONIC OBSTRUCTIVE PULMONARY DISEASE (COPD)

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During the last 5 weeks, you have explored various body systems: neurological, cardiovascular, respiratory, and hematological. These four systems work together along with other body systems to complete a myriad of functions. For this reason, when disorders occur within one body system, it can create potentially devastating effects throughout the entire body. For instance, Parkinson’s disease is a disorder of the central nervous system, yet its alterations actually affect multiple body systems from the cardiovascular system to the gastrointestinal system. In this Assignment, you examine alterations associated with disorders, as well as the impact of the alterations on multiple body systems.

To prepare:

  • From the list below, select a disorder of interest to you:
    • Alzheimer’s disease
    • Asthma in children
    • Chronic obstructive pulmonary disease (COPD)
    • Congestive heart failure
    • Hepatic disease (liver disease)
    • Hypertension
    • Hyperthyroidism and hypothyroidism
    • Seizures
    • Sepsis
  • Identify alterations associated with your selected disorder. Consider the pathophysiology of the alterations. Think about how these alterations produce pathophysiological changes in at least two body systems.
  • Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as the diagnosis and treatment of your selected disorder.
  • Review the “Mind maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology and clinical presentation of your selected disorder.

To complete: USE 3 OR MORE CREDIBLE ,CURRENT  RESOURCES, PLUS  ASSIGNED READING AND MEDIA

Develop a 6 slide PowerPoint presentation that addresses the following:

  • Describe your selected disorder, as well as associated alterations. Explain the pathophysiology of the alterations, including changes that occur in at least two body systems.
  • Explain how genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as diagnosis and treatment of your selected disorder.
  • Construct a mind map for the disorder you selected. Include the epidemiology, pathophysiology of alterations, risk factors, and clinical presentation, as well as the diagnosis and treatment of the disorder.

    REFERENCES

  • Huether, S. E., & McCance, K. L. (2012). Understanding pathophysiology (Laureate custom ed.). St. Louis, MO: Mosby.
    Chapter 33, “Structure and Function of the Digestive System
    Chapter 35, “Alterations of Digestive Function in Children.

    Media

  • Zimbron, J.  (2008). Mind maps—Dementia, endocarditis, and gastro-oesophageal reflux disease (GERD) [PDF]. Retrieved from http://www.medmaps.co.uk/beta/
    Gastro-oesophageal reflux disease. [Image]. Used with permission of MedMaps.

    This media provides examples of mind maps for dementia, endocarditis, and gastro-oesophageal reflux disease (GERD

    Media

  • Laureate Education, Inc. (Executive Producer). (2012c). The gastrointestinal system. Baltimore, MD: Author

Construct the appropriate two by two tables using the data given above

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Assignment: Problem Set: Confounding and Effect Modification

Public Health Epidemiology: Decoding the Science

DUE 2/2/18 7 P.M EST BE ON TIME..

This Assignment will allow you to practice individually and increase your skills assessing confounding and effect modification. Your goal for this Assignment is to compute and interpret the effects of confounding and effect modification.

Instead, copy and paste the problem set into a Word (or equivalent) document and complete all problems, showing your work. . Be sure that your completed problem set includes your responses to all questions and shows the calculations and/or reasoning to justify all answers.

NOTE:PREVIOUS WORK WAS DONE BY ANOTHER TUTOR WITH MOSTLY WRONG ANSWERS. I’VE ATTACHED REMARKS FROM PROFESSOR HELPING WITH ANSWERS.

HOMEWORK QUESTIONS:

1) A study followed 900,000 US adults from 1992 to 2008. At baseline, all participants were screened and determined to be cancer free and their body mass index (BMI) was calculated. Body mass index is a measure of obesity that is calculated using a person’s height and weight. Subjects were separated into the following groups according to their BMI: (a) normal weight, (b) slightly overweight, (c) moderately overweight and (d) greatly overweight. 57,145 deaths from cancer occurred in the population during the follow-up period. . The following results were seen for men and women when the heaviest members of the cohort (greatly overweight) were compared to those with normal weight:

Men: Risk ratio of cancer death = 1.5, 95% confidence interval = 1.1–2.1

Women: Risk ratio of cancer death = 1.6, 95% confidence interval = 1.4–1.9

State in words your interpretation of the risk ratio given for the men.State in words your interpretation of the risk ratio given for the women.Are these results confounded by gender?The authors stated that they controlled for confounding      many risk factors using a multivariate analysis. State an alternative      method that the authors could have used to control for confounding in the design or analysis. In addition, name two confounding variables that you think      should be controlled using this method.

2) A cohort study was undertaken to examine the association between high lipid level and coronary heart disease (CHD). Participants were classified as having either a high lipid level (exposed) or a low or normal lipid level (unexposed). Because age is associated with both lipid level and risk of heart disease, age was considered a potential confounder or effect modifier and the age of each subject was recorded. The following data describes the study participants: Overall, there were 11,000 young participants and 9,000 old participants. Of the 4,000 young participants with high lipid levels, 20 of them developed CHD. Of the 6,000 old participants with high lipid levels, 200 of them developed CHD. In the unexposed, 18 young and 65 old participants developed CHD.

Construct the appropriate two by two tables using the      data given above. Be sure to label the cells and margins.Calculate the appropriate crude ratio measure of association combining the data for young and old individuals.Now, perform a stratified analysis and calculate the appropriate stratum-specific ratio measures of association. What are they?Do the data provide evidence of effect measure      modification on the ratio scale? Justify your answer.

3) A study used self-administered mail questionnaires to gather data on height and weight in order to calculate a measure of obesity. Which of the following types of problems were likely avoided by this method of data collection, and why?Interviewer bias,Exposure misclassification, Confounding,Selection bias,Loss-to-follow-up

Develop a null hypothesis and an alternative hypothesis based on the data you have collected.

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Module 3 – SLP
INTRODUCTION TO HYPOTHESIS TESTING
For the third component of the Session Long Project, write a (2-3 pages) paper in which you:

Develop a null hypothesis and an alternative hypothesis based on the data you have collected.
Discuss why you have chosen the hypotheses you developed above. Be sure to discuss the concept of null hypothesis in your response.
SLP Assignment Expectations
Assessment and Grading: Your paper will be assessed based on the performance assessment rubric that is linked within the course. Review it before you begin working on the assignment.

Asian American Studies 308 Blog

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Asian American Women (AAS 308) Spring 2018 1 of 2

Guidelines for the Blog Posts In a reading response, you shall summarize an author’s thesis/argument, cite specific examples or evidence they use to uphold their argument, identify their key terms and concepts, and inevitably assess how their thesis/argument and writing relates to other scholarship or connecting ideas. By writing a reading response, you actively engage with a writer’s work and demonstrate your comprehension of the text. For our course, your weekly reading response (300-350 words total) should complete the following four actions:

1. State the author’s thesis and/or argument (in your own words, do NOT merely cite). 2. Define key terms and concepts the author either references or introduces. 3. Identify specific examples and forms of evidence they use to uphold their argument.

(Indicate where you found this in the source text by including the page number.) 4. Relate how this author’s idea(s) enhances dialogue with other scholarship or perspectives. 5. Optional: Formulate 1-2 questions that this essay raises for you.

Suggestions for how you enter and develop your own thinking in the Blog Post (adapted from Professor Nancy Abelmann, University of Illinois)

• Something (argumentative and/or empirical—argumentative is the more powerful) that surprised or deeply interested you (i.e., something that challenges a prior understanding you had, something that you would have previously found hard to believe etc.) (Your entry should also indicate why you are surprised). SURPRISE

• Something that confirms something you already knew (i.e., something that doesn’t surprise you at all) (your entry should indicate why you are not surprised). CONFIRM

• Something you would like to know more about (you might in conjunction suggest one more cited sources (i.e., from the bibliographies) that intrigue you). CURIOUS

• A term/phrase/idea (perhaps a theoretical construct) that you find helpful/inspiring (Your entry should include your understanding of the selection). HELP

• Something that you don’t understand: this could be a term, an idea, an argument, a passage (feel free to list page and paragraph #) etc. (If you do not have something for this entry that is fine –i.e., do not force yourself to be confused!) CONFUSE

• Something that you would personally like to research (or at least are curious about) that draws on one of the readings. RELATE

The post is different than a reading synopsis; after providing a brief summary of the author’s key concepts or terms, take a specific idea from the work and open it up for dialogue. * Can you offer an example to illustrate or support your idea? ! You are encouraged to make connections with works and happenings outside of class; provide dates or other pertinent context information for your readers.

 

 

 

Asian American Women (AAS 308) Spring 2018 2 of 2

Optional Extra Participation: For the PEER COMMENT (60-100 words), you will read and comment on ONE other student’s reading response. Remember: you should focus less on simply correcting your fellow classmate. Instead, you should analyze what they have surmised from the article and attempt to answer the questions they raise and/or provide a reflection to encourage thoughtful dialogue and reception to another perspective. All reading responses are due on our course blog space by 11pm the Monday BEFORE the week when we will be discussing that particular set of article(s)/essay(s). Extra Credit Peer Comments are due during that week by Thursday, 11pm. Below is an approximation of the Assignment Credit Rubric.

Criteria Writing IDs: source text AUTHOR, TITLE, page #s. The outside reference has sufficient description for readers to follow its use. 1: Presents the reading’s main THESIS or ARGUMENT 2: Defines key terms and concepts 3: Identifies specific examples and forms of evidence used 4: Connects to other scholarship or external ideas to foster dialogue with the source text. Minimum length: 300 words.

Overall Rating Exceeds Expectations (High Profiency 5.0 pts

Meets Expectations (Proficient) 4 pts

Does Not Meet Expectations (Needs Work) 3.0 pts

 

HTMLDirect / 5.0 pts

Total Points: out of 5 Extra Credit: Comment to a Peer Author

This will be credited in the PARTICIPATION category