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Tag: Model Answer

  • [Solved] COM 3404- Final Analysis

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Instructions:** This exercise is going to be a nonverbal analysis of a conversation. You will choose a short clip from your favorite TV show in where there is a **gender interaction**. For example, the scene could show a couple resolving a conflict, friends involved in a romantic talk, a boss and …

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    Assignment Prompt & Instructions

    **Instructions:**

    This exercise is going to be a nonverbal analysis of a conversation.

    You will choose a short clip from your favorite TV show in where there is a **gender interaction**. For example, the scene could show a couple resolving a conflict, friends involved in a romantic talk, a boss and his/her employee discussing about a work issue, siblings taking part in a family argument, etc.  After finding your short clip, you will observe the chosen TV interaction without sound. You will then explain the interaction through an analysis of **gender non-verbal communication.** If possible after you have made your analysis, re-watch the conversation before putting your observations in writing.  As part of your written analysis, you need to **incorporate at least 8 terms** from the list below that correspond from **textbook chapter on gender non-verbal communication**. Please **highlight** **all the terms you have chosen** in your writing. You will be evaluated on **how well** you apply and analyze terminology. Please review corresponding rubric.

    _**LIST of TERMS**_ _:_

    – **Quasi-courtship cues**
    – **Modeling**
    – **Conditioning**
    – **Dominant social style**
    – **Submissive social style**
    – **Sex defined**
    – **Gender defined**
    – **Androgynous defined**
    – **Gender-role expectations**
    – **Reactivity**
    – **Proactivity**
    – **Commanding gestures**
    – **Socially ingratiating behavior**
    – **Establishing or maintaining interpersonal relationships**
    – **Affiliative**
    – **Courtship-readiness behavior**
    – **Courtship-readiness cues**
    – **Preening behavior**
    – **Positional cues**
    – **Actions of appeal or invitation**
    – **Non-verbal sensitivity**
    – **Immediate-seeming males and women**
    – **Nonimmediate**
    – **Misperception**
    – **Liking behaviors or immediacy**

    #### **Instructions:**

    01. Follow 7th edition of the APA manual ( [APA Style 7th Edition).](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html) You may review further links provided in this module for APA style format.
    02. Write a short **2-3 full-page**.
    03. Margins should be 1 inch on all sides.
    04. Text should be double-spaced.
    05. Font should be _Times Roman_ or _Arial_ 12 pt. size font.
    06. Please make sure you add the terminology from the list provided (and, review corresponding textbook chapter).
    07. Highlight terms used in your analysis.
    08. Proper grammar/mechanics is crucial and will be a part of your grade.
    09. Academic citations and references are required (if used) but they are not part of your word count.
    10. You should refer to the content reviewed in class. And, sources must be cited.
    11. There is no need for an abstract.
    12. There is no need for a title page.
    13. Submit a single file document in **Word format**.

    – [\
    \
    COM3404-FINAL-ESSAY-FORMAT.docx](https://www.sweetstudy.com/files/com3404-final-essay-format-docx "COM3404-FINAL-ESSAY-FORMAT.docx")
    – [\
    \
    NonverbalCommunicationinHumanInteraction-PDF.pdf](https://www.sweetstudy.com/files/nonverbalcommunicationinhumaninteraction-pdf-pdf-10255501 "NonverbalCommunicationinHumanInteraction-PDF.pdf")

    – 2 years ago

  • [Solved] MGT Case Study 5

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Answer the following questions for Case Study Five:** **Wells Fargo’s Unauthorized Customer Accounts** ****Responses for each case discussion question should be in paragraph form and be at a minimum 150 words length.**** – [\ \ CaseStudy5.docx](https://www.sweetstudy.com/files/casestudy5-doc…

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    Assignment Prompt & Instructions

    **Answer the following questions for Case Study Five:** **Wells Fargo’s Unauthorized Customer Accounts**

    ****Responses for each case discussion question should be in paragraph form and be at a minimum 150 words length.****

    – [\
    \
    CaseStudy5.docx](https://www.sweetstudy.com/files/casestudy5-docx-10255709 "CaseStudy5.docx")

    – 2 years ago

  • [Solved] Marketing – Consumer Choice Implications Report

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Assume** upper management at ECRHS is interested in understanding the impact its branding and competitive strategies have on consumer choice. Your goal as a marketing manager is to increase your organization’s appeal to the community. **Review** the [Marketing Review Case Study](https://multimedia…

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    Assignment Prompt & Instructions

    **Assume** upper management at ECRHS is interested in understanding the impact its branding and competitive strategies have on consumer choice. Your goal as a marketing manager is to increase your organization’s appeal to the community.

    **Review** the [Marketing Review Case Study](https://multimedia.phoenix.edu/cms/202444510).

    **Write** a 700- to 1,050-word report on the impact of branding and competitive strategies on consumer choice. This report will be presented to senior leadership as the annual marketing strategy is created. Include the following in your report:

    **Part 1: Internal Branding Review**

    **Analyze** the impact that the current ECRHS brand has on consumer choice of its products and services. In your analysis, you should:

    – Explain how the organization and its brand(s) are perceived in the market (e.g., what is the reputation to the public?).
    – Explain if changes in market share reflect how customers feel about ECRHS.
    – Recommend ways to improve the customer perception of ECRHS in the community.

    **Part 2: External Competitor Review**

    **Analyze** the impact that the current ECRHS competitors have on consumer choice of its products and services. In your analysis, you should:

    – Describe the 2 largest competitors and how their offerings differ from those of ECRHS.
    – Analyze the causes of the organization’s lost market share in several areas.
    – Analyze the impact new entrants would have on the market share for ECRHS.
    – Explain the key differentiators for ECRHS from competitors and your justifications.
    – Recommend ways to increase the number of consumers that will choose ECRHS over community competitors.

    **Part 3: Relationship Summary**

    **Summarize** the relationship between consumer choice and health care marketing strategies for ECRHS. In your summary, you should:

    – Explain what impact brand had on the marketing strategy.
    – Explain what impact competitors had on the marketing strategy.
    – Describe the relationship between consumer choice and chosen marketing strategies.

    **Cite** at least 2 reputable references to support your assignment (e.g., trade or industry publications, government or agency sites, scholarly works, or other sources of similar quality).

    **Format** your citations according to APA guidelines.

    – 2 years ago

  • [Solved] Law – Criminal Wk 3 assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) see attached – 2 years ago **files (2)** – ## Wk3Team.pdf – ## Statev.StuDentsCourtCase.pdf **## Wk3Team.pdf** Wk 3 Team – Prosecution and Defense Arguments In this assignment, you will be introduced to what is required to def…

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    see attached

    – 2 years ago

    **files (2)**

    – ## Wk3Team.pdf

    – ## Statev.StuDentsCourtCase.pdf

    **## Wk3Team.pdf**

    Wk 3 Team – Prosecution and Defense Arguments

    In this assignment, you will be introduced to what is required to defend and prosecute a
    case. Your team will present the prosecution and defense arguments for a case. Work
    together in your group to come to a consensus for your side. Take this opportunity to
    imagine yourself in the place of the defense or prosecution.

    You continue to excel as the newest paralegal in your law firm. Your next task is to organize
    a modified mock trial to assist the lawyers in preparing for the pending trial.

    Separate the team into 2 groups. One group will represent the defense and the other group
    will represent the prosecution.

    Review the State v. Stu Dents Court Case document to develop your arguments.

    Write a 700- to 1,050-word paper that includes each side’s arguments.

    Defense group, address the following as you write your arguments:

    • Define types of homicide and corpus delicti. How is this related to the case?

    • Does your team feel this defendant is competent to stand trial? Why or why not?

    • Distinguish between competency to stand trial and an insanity defense.

    • What is required in your state for an insanity defense?

    • What steps must be taken to prove insanity?

    Prosecution group, address the following as you write your arguments:

    • List the elements of each crime and the facts that establish each element.

    • Provide a specific state law for each charge and identify the state where that law is
    effective. Each group member's state needs to be represented.

    • Include the state where your case would be the strongest.

    [https://myresource.phoenix.edu/secure/resource/CJA305v4/cja305_v4_wk3_state_v_stu_dents_court_case.docx](https://myresource.phoenix.edu/secure/resource/CJA305v4/cja305_v4_wk3_state_v_stu_dents_court_case.docx)

    [https://myresource.phoenix.edu/secure/resource/CJA305v4/cja305_v4_wk3_state_v_stu_dents_court_case.docx](https://myresource.phoenix.edu/secure/resource/CJA305v4/cja305_v4_wk3_state_v_stu_dents_court_case.docx)

    Format the paper according to APA guidelines.

    **## Statev.StuDentsCourtCase.pdf**

    CJA/305 v4

    Copyright 2020 by University of Phoenix. All rights reserved.

    State v. Stu Dents Court Case
    Last year, on the mid-afternoon of October 18th, the defendant, Stu Dents, left his apartment on Main
    Street and drove to Broadway and 83rd. Two eyewitnesses say the defendant then walked through the
    Broadway Arms apartment building to his girlfriend’s apartment, number 156, and entered the apartment.

    It is unclear how the defendant entered the apartment, but no signs of force were evident. Witnesses
    could not say if the defendant used a key. The victim, Uma Opee, was not home at the time. Coworkers
    say Uma Opee was last seen when she left work at 5:10 p.m.

    The body of the victim was found October 19th at 7:45 a.m. behind an abandoned building approximately
    5 miles from her residence. The victim was found with cloth stuffed in her mouth, her arms and legs tied
    with rope restraints, having been stabbed to death.

    Uma Opee worked at a music store within walking distance of her apartment. She had a previous criminal
    record that included shoplifting, drug possession and sale, assault, and disorderly conduct. Uma
    completed court-ordered rehabilitation just 2 months before her death.

    The coroner determined that the victim was stabbed 13 times and bled to death at approximately 11:45
    p.m. the evening of October 18th. Cuts and bruises were found on the victim’s body as well as skin
    particles under her fingernails, signifying a struggle had occurred prior to her death. DNA tests were
    conducted on the skin particles under the victim’s fingernails and matched the DNA samples of the
    defendant. A toxicology report showed there were no drugs in the victim’s system at the time of her death.

    The victim’s apartment was found to have spots of blood on the carpeting in the living room as well as
    rope particles matching the rope used to tie the victim’s hands and feet. A blue MDMA tablet, also known
    as ecstasy, with a “thumbs-up” imprint was found under a table in the living room as well as powder
    cocaine residue on the living room coffee table.

    Upon a search of the defendant’s home, detectives found ecstasy, cocaine, methamphetamine, and
    jewelry owned by the victim among the defendant’s possessions. Among the jewelry found was an
    inscribed ring with the victim’s name. The ring was later identified by coworkers as a ring the victim wore
    on a daily basis, including the day of her disappearance. A small bag containing blue ecstasy tablets, with
    a “thumbs-up” imprint, were found at the defendant’s residence, which matched the tablet found at the
    victim’s residence. In a locked room toward the back of the defendant’s home, police found a wall
    completely covered with photographs of the victim. The photos were of Uma Opee in various locations
    and situations. Some photos appeared to have been taken without her knowledge. Police estimated over
    300 photographs of the victim were stapled on the wall. Police also found love letters to the victim and a
    journal that was started 6 months prior to the incident. The journal included Stu Dents’s name inside the
    front cover along with detailed events from his first meeting of the victim up to the night prior to the
    murder. Entries discussed purchasing rope, rags, and a sharp hunting knife “to fulfill [his] destiny”. Many
    pages of the journal contained references to aliens, God, and the end of the world. The journal entries
    stopped on October 17th.

    Enough evidence was obtained to make the arrest of Mr. Dents. Officers located Stu Dents on October
    21st at 8:45 p.m. at a relative’s home. When police officers tried to take him into custody, he began
    screaming about the end of the world and aliens working in the police force. He was extremely agitated,
    irrational, and combative. When Officer T. Chur began to handcuff him, the defendant punched the officer

    State v. Stu Dents Court Case
    CJA/305 v4
    Page 2 of 2

    Copyright 2020 by University of Phoenix. All rights reserved.

    in the face and screamed, “Alien!”. As officers subdued the defendant, he repeatedly yelled, “I am God,
    let me go! I am God!”.

    The toxicology screen of the defendant showed no trace of illegal drugs at the time of arrest.

    The state charges Stu Dents with the following:
    • Homicide
    • Assault of a police officer
    • Kidnapping
    • Burglary
    • Crimes related to drugs

    **## Statev.StuDentsCourtCase.pdf**

    CJA/305 v4

    Copyright 2020 by University of Phoenix. All rights reserved.

    State v. Stu Dents Court Case
    Last year, on the mid-afternoon of October 18th, the defendant, Stu Dents, left his apartment on Main
    Street and drove to Broadway and 83rd. Two eyewitnesses say the defendant then walked through the
    Broadway Arms apartment building to his girlfriend’s apartment, number 156, and entered the apartment.

    It is unclear how the defendant entered the apartment, but no signs of force were evident. Witnesses
    could not say if the defendant used a key. The victim, Uma Opee, was not home at the time. Coworkers
    say Uma Opee was last seen when she left work at 5:10 p.m.

    The body of the victim was found October 19th at 7:45 a.m. behind an abandoned building approximately
    5 miles from her residence. The victim was found with cloth stuffed in her mouth, her arms and legs tied
    with rope restraints, having been stabbed to death.

    Uma Opee worked at a music store within walking distance of her apartment. She had a previous criminal
    record that included shoplifting, drug possession and sale, assault, and disorderly conduct. Uma
    completed court-ordered rehabilitation just 2 months before her death.

    The coroner determined that the victim was stabbed 13 times and bled to death at approximately 11:45
    p.m. the evening of October 18th. Cuts and bruises were found on the victim’s body as well as skin
    particles under her fingernails, signifying a struggle had occurred prior to her death. DNA tests were
    conducted on the skin particles under the victim’s fingernails and matched the DNA samples of the
    defendant. A toxicology report showed there were no drugs in the victim’s system at the time of her death.

    The victim’s apartment was found to have spots of blood on the carpeting in the living room as well as
    rope particles matching the rope used to tie the victim’s hands and feet. A blue MDMA tablet, also known
    as ecstasy, with a “thumbs-up” imprint was found under a table in the living room as well as powder
    cocaine residue on the living room coffee table.

    Upon a search of the defendant’s home, detectives found ecstasy, cocaine, methamphetamine, and
    jewelry owned by the victim among the defendant’s possessions. Among the jewelry found was an
    inscribed ring with the victim’s name. The ring was later identified by coworkers as a ring the victim wore
    on a daily basis, including the day of her disappearance. A small bag containing blue ecstasy tablets, with
    a “thumbs-up” imprint, were found at the defendant’s residence, which matched the tablet found at the
    victim’s residence. In a locked room toward the back of the defendant’s home, police found a wall
    completely covered with photographs of the victim. The photos were of Uma Opee in various locations
    and situations. Some photos appeared to have been taken without her knowledge. Police estimated over
    300 photographs of the victim were stapled on the wall. Police also found love letters to the victim and a
    journal that was started 6 months prior to the incident. The journal included Stu Dents’s name inside the
    front cover along with detailed events from his first meeting of the victim up to the night prior to the
    murder. Entries discussed purchasing rope, rags, and a sharp hunting knife “to fulfill [his] destiny”. Many
    pages of the journal contained references to aliens, God, and the end of the world. The journal entries
    stopped on October 17th.

    Enough evidence was obtained to make the arrest of Mr. Dents. Officers located Stu Dents on October
    21st at 8:45 p.m. at a relative’s home. When police officers tried to take him into custody, he began
    screaming about the end of the world and aliens working in the police force. He was extremely agitated,
    irrational, and combative. When Officer T. Chur began to handcuff him, the defendant punched the officer

    State v. Stu Dents Court Case
    CJA/305 v4
    Page 2 of 2

    Copyright 2020 by University of Phoenix. All rights reserved.

    in the face and screamed, “Alien!”. As officers subdued the defendant, he repeatedly yelled, “I am God,
    let me go! I am God!”.

    The toxicology screen of the defendant showed no trace of illegal drugs at the time of arrest.

    The state charges Stu Dents with the following:
    • Homicide
    • Assault of a police officer
    • Kidnapping
    • Burglary
    • Crimes related to drugs

    **## Wk3Team.pdf**

    Wk 3 Team – Prosecution and Defense Arguments

    In this assignment, you will be introduced to what is required to defend and prosecute a
    case. Your team will present the prosecution and defense arguments for a case. Work
    together in your group to come to a consensus for your side. Take this opportunity to
    imagine yourself in the place of the defense or prosecution.

    You continue to excel as the newest paralegal in your law firm. Your next task is to organize
    a modified mock trial to assist the lawyers in preparing for the pending trial.

    Separate the team into 2 groups. One group will represent the defense and the other group
    will represent the prosecution.

    Review the State v. Stu Dents Court Case document to develop your arguments.

    Write a 700- to 1,050-word paper that includes each side’s arguments.

    Defense group, address the following as you write your arguments:

    • Define types of homicide and corpus delicti. How is this related to the case?

    • Does your team feel this defendant is competent to stand trial? Why or why not?

    • Distinguish between competency to stand trial and an insanity defense.

    • What is required in your state for an insanity defense?

    • What steps must be taken to prove insanity?

    Prosecution group, address the following as you write your arguments:

    • List the elements of each crime and the facts that establish each element.

    • Provide a specific state law for each charge and identify the state where that law is
    effective. Each group member's state needs to be represented.

    • Include the state where your case would be the strongest.

    [https://myresource.phoenix.edu/secure/resource/CJA305v4/cja305_v4_wk3_state_v_stu_dents_court_case.docx](https://myresource.phoenix.edu/secure/resource/CJA305v4/cja305_v4_wk3_state_v_stu_dents_court_case.docx)

    [https://myresource.phoenix.edu/secure/resource/CJA305v4/cja305_v4_wk3_state_v_stu_dents_court_case.docx](https://myresource.phoenix.edu/secure/resource/CJA305v4/cja305_v4_wk3_state_v_stu_dents_court_case.docx)

    Format the paper according to APA guidelines.

    **## Statev.StuDentsCourtCase.pdf**

    CJA/305 v4

    Copyright 2020 by University of Phoenix. All rights reserved.

    State v. Stu Dents Court Case
    Last year, on the mid-afternoon of October 18th, the defendant, Stu Dents, left his apartment on Main
    Street and drove to Broadway and 83rd. Two eyewitnesses say the defendant then walked through the
    Broadway Arms apartment building to his girlfriend’s apartment, number 156, and entered the apartment.

    It is unclear how the defendant entered the apartment, but no signs of force were evident. Witnesses
    could not say if the defendant used a key. The victim, Uma Opee, was not home at the time. Coworkers
    say Uma Opee was last seen when she left work at 5:10 p.m.

    The body of the victim was found October 19th at 7:45 a.m. behind an abandoned building approximately
    5 miles from her residence. The victim was found with cloth stuffed in her mouth, her arms and legs tied
    with rope restraints, having been stabbed to death.

    Uma Opee worked at a music store within walking distance of her apartment. She had a previous criminal
    record that included shoplifting, drug possession and sale, assault, and disorderly conduct. Uma
    completed court-ordered rehabilitation just 2 months before her death.

    The coroner determined that the victim was stabbed 13 times and bled to death at approximately 11:45
    p.m. the evening of October 18th. Cuts and bruises were found on the victim’s body as well as skin
    particles under her fingernails, signifying a struggle had occurred prior to her death. DNA tests were
    conducted on the skin particles under the victim’s fingernails and matched the DNA samples of the
    defendant. A toxicology report showed there were no drugs in the victim’s system at the time of her death.

    The victim’s apartment was found to have spots of blood on the carpeting in the living room as well as
    rope particles matching the rope used to tie the victim’s hands and feet. A blue MDMA tablet, also known
    as ecstasy, with a “thumbs-up” imprint was found under a table in the living room as well as powder
    cocaine residue on the living room coffee table.

    Upon a search of the defendant’s home, detectives found ecstasy, cocaine, methamphetamine, and
    jewelry owned by the victim among the defendant’s possessions. Among the jewelry found was an
    inscribed ring with the victim’s name. The ring was later identified by coworkers as a ring the victim wore
    on a daily basis, including the day of her disappearance. A small bag containing blue ecstasy tablets, with
    a “thumbs-up” imprint, were found at the defendant’s residence, which matched the tablet found at the
    victim’s residence. In a locked room toward the back of the defendant’s home, police found a wall
    completely covered with photographs of the victim. The photos were of Uma Opee in various locations
    and situations. Some photos appeared to have been taken without her knowledge. Police estimated over
    300 photographs of the victim were stapled on the wall. Police also found love letters to the victim and a
    journal that was started 6 months prior to the incident. The journal included Stu Dents’s name inside the
    front cover along with detailed events from his first meeting of the victim up to the night prior to the
    murder. Entries discussed purchasing rope, rags, and a sharp hunting knife “to fulfill [his] destiny”. Many
    pages of the journal contained references to aliens, God, and the end of the world. The journal entries
    stopped on October 17th.

    Enough evidence was obtained to make the arrest of Mr. Dents. Officers located Stu Dents on October
    21st at 8:45 p.m. at a relative’s home. When police officers tried to take him into custody, he began
    screaming about the end of the world and aliens working in the police force. He was extremely agitated,
    irrational, and combative. When Officer T. Chur began to handcuff him, the defendant punched the officer

    State v. Stu Dents Court Case
    CJA/305 v4
    Page 2 of 2

    Copyright 2020 by University of Phoenix. All rights reserved.

    in the face and screamed, “Alien!”. As officers subdued the defendant, he repeatedly yelled, “I am God,
    let me go! I am God!”.

    The toxicology screen of the defendant showed no trace of illegal drugs at the time of arrest.

    The state charges Stu Dents with the following:
    • Homicide
    • Assault of a police officer
    • Kidnapping
    • Burglary
    • Crimes related to drugs

    **## Wk3Team.pdf**

    Wk 3 Team – Prosecution and Defense Arguments

    In this assignment, you will be introduced to what is required to defend and prosecute a
    case. Your team will present the prosecution and defense arguments for a case. Work
    together in your group to come to a consensus for your side. Take this opportunity to
    imagine yourself in the place of the defense or prosecution.

    You continue to excel as the newest paralegal in your law firm. Your next task is to organize
    a modified mock trial to assist the lawyers in preparing for the pending trial.

    Separate the team into 2 groups. One group will represent the defense and the other group
    will represent the prosecution.

    Review the State v. Stu Dents Court Case document to develop your arguments.

    Write a 700- to 1,050-word paper that includes each side’s arguments.

    Defense group, address the following as you write your arguments:

    • Define types of homicide and corpus delicti. How is this related to the case?

    • Does your team feel this defendant is competent to stand trial? Why or why not?

    • Distinguish between competency to stand trial and an insanity defense.

    • What is required in your state for an insanity defense?

    • What steps must be taken to prove insanity?

    Prosecution group, address the following as you write your arguments:

    • List the elements of each crime and the facts that establish each element.

    • Provide a specific state law for each charge and identify the state where that law is
    effective. Each group member's state needs to be represented.

    • Include the state where your case would be the strongest.

    [https://myresource.phoenix.edu/secure/resource/CJA305v4/cja305_v4_wk3_state_v_stu_dents_court_case.docx](https://myresource.phoenix.edu/secure/resource/CJA305v4/cja305_v4_wk3_state_v_stu_dents_court_case.docx)

    [https://myresource.phoenix.edu/secure/resource/CJA305v4/cja305_v4_wk3_state_v_stu_dents_court_case.docx](https://myresource.phoenix.edu/secure/resource/CJA305v4/cja305_v4_wk3_state_v_stu_dents_court_case.docx)

    Format the paper according to APA guidelines.

    **## Statev.StuDentsCourtCase.pdf**

    CJA/305 v4

    Copyright 2020 by University of Phoenix. All rights reserved.

    State v. Stu Dents Court Case
    Last year, on the mid-afternoon of October 18th, the defendant, Stu Dents, left his apartment on Main
    Street and drove to Broadway and 83rd. Two eyewitnesses say the defendant then walked through the
    Broadway Arms apartment building to his girlfriend’s apartment, number 156, and entered the apartment.

    It is unclear how the defendant entered the apartment, but no signs of force were evident. Witnesses
    could not say if the defendant used a key. The victim, Uma Opee, was not home at the time. Coworkers
    say Uma Opee was last seen when she left work at 5:10 p.m.

    The body of the victim was found October 19th at 7:45 a.m. behind an abandoned building approximately
    5 miles from her residence. The victim was found with cloth stuffed in her mouth, her arms and legs tied
    with rope restraints, having been stabbed to death.

    Uma Opee worked at a music store within walking distance of her apartment. She had a previous criminal
    record that included shoplifting, drug possession and sale, assault, and disorderly conduct. Uma
    completed court-ordered rehabilitation just 2 months before her death.

    The coroner determined that the victim was stabbed 13 times and bled to death at approximately 11:45
    p.m. the evening of October 18th. Cuts and bruises were found on the victim’s body as well as skin
    particles under her fingernails, signifying a struggle had occurred prior to her death. DNA tests were
    conducted on the skin particles under the victim’s fingernails and matched the DNA samples of the
    defendant. A toxicology report showed there were no drugs in the victim’s system at the time of her death.

    The victim’s apartment was found to have spots of blood on the carpeting in the living room as well as
    rope particles matching the rope used to tie the victim’s hands and feet. A blue MDMA tablet, also known
    as ecstasy, with a “thumbs-up” imprint was found under a table in the living room as well as powder
    cocaine residue on the living room coffee table.

    Upon a search of the defendant’s home, detectives found ecstasy, cocaine, methamphetamine, and
    jewelry owned by the victim among the defendant’s possessions. Among the jewelry found was an
    inscribed ring with the victim’s name. The ring was later identified by coworkers as a ring the victim wore
    on a daily basis, including the day of her disappearance. A small bag containing blue ecstasy tablets, with
    a “thumbs-up” imprint, were found at the defendant’s residence, which matched the tablet found at the
    victim’s residence. In a locked room toward the back of the defendant’s home, police found a wall
    completely covered with photographs of the victim. The photos were of Uma Opee in various locations
    and situations. Some photos appeared to have been taken without her knowledge. Police estimated over
    300 photographs of the victim were stapled on the wall. Police also found love letters to the victim and a
    journal that was started 6 months prior to the incident. The journal included Stu Dents’s name inside the
    front cover along with detailed events from his first meeting of the victim up to the night prior to the
    murder. Entries discussed purchasing rope, rags, and a sharp hunting knife “to fulfill [his] destiny”. Many
    pages of the journal contained references to aliens, God, and the end of the world. The journal entries
    stopped on October 17th.

    Enough evidence was obtained to make the arrest of Mr. Dents. Officers located Stu Dents on October
    21st at 8:45 p.m. at a relative’s home. When police officers tried to take him into custody, he began
    screaming about the end of the world and aliens working in the police force. He was extremely agitated,
    irrational, and combative. When Officer T. Chur began to handcuff him, the defendant punched the officer

    State v. Stu Dents Court Case
    CJA/305 v4
    Page 2 of 2

    Copyright 2020 by University of Phoenix. All rights reserved.

    in the face and screamed, “Alien!”. As officers subdued the defendant, he repeatedly yelled, “I am God,
    let me go! I am God!”.

    The toxicology screen of the defendant showed no trace of illegal drugs at the time of arrest.

    The state charges Stu Dents with the following:
    • Homicide
    • Assault of a police officer
    • Kidnapping
    • Burglary
    • Crimes related to drugs

  • [Solved] IDS 3336- Final #2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    1. **SELECT** two different films created in a different context but having similar subject matters (e.g., _The Deer Hunter_ and _Saving Private Ryan_). 2. **RESEARCH** on your chosen movies to be able to complete unknown questions based on the communicative analysis of similarities and differences …

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    Assignment Prompt & Instructions

    1. **SELECT** two different films created in a different context but having similar subject matters (e.g., _The Deer Hunter_ and _Saving Private Ryan_).

    2. **RESEARCH** on your chosen movies to be able to complete unknown questions based on the communicative analysis of similarities and differences of both films such as plot, directors background, historical context in which movies were shown, values and emotions addressed, methods of communication, artistic forms, etc. Take notes!

    3. **WRITE:** write _**specific, concrete, and complete**_ notes, addressing the information presented in your course/textbook.

    – [\
    \
    BOOK-IntroductiontoArt-1-1.pdf](https://www.sweetstudy.com/files/book-introductiontoart-1-1-pdf-10255497 "BOOK-IntroductiontoArt-1-1.pdf")

    – 2 years ago

  • [Solved] ICL 7503: Reading Response 5

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Readings**: _SSE Standards_Decoded_(in Week 11 Module content) **Reading Response 5**: Respond to the following questions: The section from the _Standards Decoded_ book covers the same set of Algebra standards that you read about last week. Both documents (Standards Decoded and _Standards Deconst…

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    Assignment Prompt & Instructions

    **Readings**: _SSE Standards_Decoded_(in Week 11 Module content)

    **Reading Response 5**:

    Respond to the following questions:

    The section from the _Standards Decoded_ book covers the same set of Algebra standards that you read about last week.  Both documents (Standards Decoded and _Standards Deconstructed_) are designed to provide additional information to help teachers make sense of the standards and develop ideas of how to teach them.

    1. What is one idea that you learned from the _Standards Decoded_ document that you did not already know? How will this idea help you in teaching these standards?

    2. After having reviewed both of these documents, do you think that it is important for teachers to refer to documents such as these to "unpack" the standards? If so, why? If not, why not?

    3. If you were only allowed ONE of these two resources (either the Standards Decoded or the Standards Deconstructed), which would you choose to use in support of teaching these standards? Why?

    – [\
    \
    SSE_StandardsDecoded.pdf](https://www.sweetstudy.com/files/sse-standardsdecoded-pdf "SSE_StandardsDecoded.pdf")

    – 2 years ago

  • [Solved] I need help reading

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## infoCalkinsandLadd-FranklinReadingAssignment.pdf **## infoCalkinsandLadd-FranklinReadingAssignment.pdf** Calkins and Ladd-Franklin Reading Assignment Readings Calkins: Chapter 9 of History of Psychology in Letters Titchener/Ladd-Franklin: Chapter 10 of History of Psy…

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    – 2 years ago

    **files (1)**

    – ## infoCalkinsandLadd-FranklinReadingAssignment.pdf

    **## infoCalkinsandLadd-FranklinReadingAssignment.pdf**

    Calkins and
    Ladd-Franklin Reading
    Assignment
    Readings

    Calkins: Chapter 9 of History of Psychology in Letters

    Titchener/Ladd-Franklin: Chapter 10 of History of Psychology in Letters

    Questions about the readings

    All answers must be at least 1 paragraph and remember a paragraph is at least 4
    intricate sentences. Please read the announcement on paragraph structure. This
    assignment does not need to be in APA format and does not require a reference
    section.

    1. Find 1 piece of information that you found interesting aside from the readings
    about Ladd-Franklin and why you found it interesting. This can be a fact
    about something that they did, something that happened in their lives, an
    interesting quote, idea, etc… Do not use information from the assigned
    readings. Get the information from a reliable website, magazine, journal, or
    textbook. i.e. not info from a website with a lot of advertisements. An .edu site
    would be a good resource.

    2. Find 1 piece of information that you found interesting aside from the readings
    about Mary Calkins and why you found it interesting. This can be a fact
    about something that they did, something that happened in their lives, an
    interesting quote, idea, etc… Do not use information from the assigned
    readings. Get the information from a reliable website, magazine, journal, or
    textbook. i.e. not info from a website with a lot of advertisements. An .edu site
    would be a good resource.

    3. Choose a specific letter that Ladd-Franklin wrote to Titchener. What are some
    of your thoughts on what she wrote to him?

    4. Do you need to experience some hardship and suffering to achieve a
    heightened level of wisdom like Ladd-Franklin and Calkins? Explain why or
    why not?

    5. What kind of statement was Calkins trying to make when she rejected the
    PhD from Radcliffe?

    – Calkins and Ladd-Franklin Reading Assignment

    **## infoCalkinsandLadd-FranklinReadingAssignment.pdf**

    Calkins and
    Ladd-Franklin Reading
    Assignment
    Readings

    Calkins: Chapter 9 of History of Psychology in Letters

    Titchener/Ladd-Franklin: Chapter 10 of History of Psychology in Letters

    Questions about the readings

    All answers must be at least 1 paragraph and remember a paragraph is at least 4
    intricate sentences. Please read the announcement on paragraph structure. This
    assignment does not need to be in APA format and does not require a reference
    section.

    1. Find 1 piece of information that you found interesting aside from the readings
    about Ladd-Franklin and why you found it interesting. This can be a fact
    about something that they did, something that happened in their lives, an
    interesting quote, idea, etc… Do not use information from the assigned
    readings. Get the information from a reliable website, magazine, journal, or
    textbook. i.e. not info from a website with a lot of advertisements. An .edu site
    would be a good resource.

    2. Find 1 piece of information that you found interesting aside from the readings
    about Mary Calkins and why you found it interesting. This can be a fact
    about something that they did, something that happened in their lives, an
    interesting quote, idea, etc… Do not use information from the assigned
    readings. Get the information from a reliable website, magazine, journal, or
    textbook. i.e. not info from a website with a lot of advertisements. An .edu site
    would be a good resource.

    3. Choose a specific letter that Ladd-Franklin wrote to Titchener. What are some
    of your thoughts on what she wrote to him?

    4. Do you need to experience some hardship and suffering to achieve a
    heightened level of wisdom like Ladd-Franklin and Calkins? Explain why or
    why not?

    5. What kind of statement was Calkins trying to make when she rejected the
    PhD from Radcliffe?

    – Calkins and Ladd-Franklin Reading Assignment

  • [Solved] FIX HUMAN RIGHTS FINAL FOLLOW PROFESSOR ANNOUCEMENTS AND FEEDBACK

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    In-depth study guidance and analytical solution covering FIX HUMAN RIGHTS FINAL FOLLOW PROFESSOR ANNOUCEMENTS AND FEEDBACK.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] nurs 507 CL soap 2

    ✓ Verified Academic Solution Available

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    – 2 years ago **files (3)** – ## nus507CLsoap2fixed.docx – ## SOAPNOTETEMPLATEBLANK.docx – SOAPNoteRubric.pdf **## nus507CLsoap2fixed.docx** ![icon](https://www.sweetstudy.com/questions/nurs-507-cl-soap-2)**_SOAP Note 2_** Patient is M.M 16 year male coming in with a cough that does not go away. Has…

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    – 2 years ago

    **files (3)**

    – ## nus507CLsoap2fixed.docx

    – ## SOAPNOTETEMPLATEBLANK.docx

    – SOAPNoteRubric.pdf

    **## nus507CLsoap2fixed.docx**

    ![icon](https://www.sweetstudy.com/questions/nurs-507-cl-soap-2)**_SOAP Note 2_**

    Patient is M.M

    16 year male coming in with a cough that does not go away.

    Has had a cough for 3 days. Worse at night. No fever, the last fever was 2 days ago. Does not complain of anything else beside of a cough.

    Has been taking OTC medication for the cough but does not seem to work.

    Allergic to penicillin.

    Lives at home with mom, dad, and brother.

    Brother has asthma.

    A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.

    **Instructions:**

    SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.

    For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:

    | | |
    | — | — |
    | **S** = | Subjective data: Patient’s Chief Complaint (CC). |
    | **O** = | Objective data: Including client behavior, physical assessment, vital signs, and meds. |
    | **A** = | Assessment: Diagnosis of the patient's condition. Include differential diagnosis. |
    | **P** = | Plan: Treatment, diagnostic testing, and follow up |

    [Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/44797/files/3407715?wrap=1) [Download Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/44797/files/3407715/download?download_frd=1)

    **Submission Instructions:**

    · Your SOAP note should be clear and concise and students will lose points for improper grammar, punctuation, and misspellings.

    · You must use the template provided. Turnitin will recognize the template and not score against it.

    ## image1.png

    **## SOAPNOTETEMPLATEBLANK.docx**

    | | |
    | — | — |
    | SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
    | _Demographics_ | |
    | _Chief Complaint (Reason for seeking health care)_ | |
    | _History of Present Illness (HPI)_ | |
    | _Allergies_ | |
    | _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
    | _Vital Signs_ | |
    | _Labs_ | |
    | _Medications_ | |
    | _Past Medical History_ | |
    | _Past Surgical History_ | |
    | _Family History_ | |
    | _Social History_ | |
    | _Health Maintenance/ Screenings_ | |
    | _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
    | _Diagnosis_ | |
    | _Differential Diagnosis_ | |
    | _ICD 10 Coding_ | |
    | _Pharmacologic treatment plan_ | |
    | _Diagnostic/Lab Testing_ | |
    | _Education_ | |
    | _Anticipatory Guidance_ | |
    | _Follow up plan_ | |
    | _Prescription_ | See Below (scroll down) |
    | _References_ | |
    | _Grammar_ | |

    | |
    | — |
    | EA#: 101010101 STU Clinic LIC# 10000000 |
    | Tel: (000) 555-1234 FAX: (000) 555-12222 |
    | Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

    Signature (with appropriate credentials):_____________________________________

    References (must use current evidence-based guidelines used to guide the care [Mandatory])

    **SOAPNoteRubric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/soapnoterubric-pdf-10256249)

    **SOAPNoteRubric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/soapnoterubric-pdf-10256249)

    **## nus507CLsoap2fixed.docx**

    ![icon](https://www.sweetstudy.com/questions/nurs-507-cl-soap-2)**_SOAP Note 2_**

    Patient is M.M

    16 year male coming in with a cough that does not go away.

    Has had a cough for 3 days. Worse at night. No fever, the last fever was 2 days ago. Does not complain of anything else beside of a cough.

    Has been taking OTC medication for the cough but does not seem to work.

    Allergic to penicillin.

    Lives at home with mom, dad, and brother.

    Brother has asthma.

    A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.

    **Instructions:**

    SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.

    For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:

    | | |
    | — | — |
    | **S** = | Subjective data: Patient’s Chief Complaint (CC). |
    | **O** = | Objective data: Including client behavior, physical assessment, vital signs, and meds. |
    | **A** = | Assessment: Diagnosis of the patient's condition. Include differential diagnosis. |
    | **P** = | Plan: Treatment, diagnostic testing, and follow up |

    [Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/44797/files/3407715?wrap=1) [Download Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/44797/files/3407715/download?download_frd=1)

    **Submission Instructions:**

    · Your SOAP note should be clear and concise and students will lose points for improper grammar, punctuation, and misspellings.

    · You must use the template provided. Turnitin will recognize the template and not score against it.

    ## image1.png

    **## SOAPNOTETEMPLATEBLANK.docx**

    | | |
    | — | — |
    | SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
    | _Demographics_ | |
    | _Chief Complaint (Reason for seeking health care)_ | |
    | _History of Present Illness (HPI)_ | |
    | _Allergies_ | |
    | _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
    | _Vital Signs_ | |
    | _Labs_ | |
    | _Medications_ | |
    | _Past Medical History_ | |
    | _Past Surgical History_ | |
    | _Family History_ | |
    | _Social History_ | |
    | _Health Maintenance/ Screenings_ | |
    | _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
    | _Diagnosis_ | |
    | _Differential Diagnosis_ | |
    | _ICD 10 Coding_ | |
    | _Pharmacologic treatment plan_ | |
    | _Diagnostic/Lab Testing_ | |
    | _Education_ | |
    | _Anticipatory Guidance_ | |
    | _Follow up plan_ | |
    | _Prescription_ | See Below (scroll down) |
    | _References_ | |
    | _Grammar_ | |

    | |
    | — |
    | EA#: 101010101 STU Clinic LIC# 10000000 |
    | Tel: (000) 555-1234 FAX: (000) 555-12222 |
    | Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

    Signature (with appropriate credentials):_____________________________________

    References (must use current evidence-based guidelines used to guide the care [Mandatory])

    **SOAPNoteRubric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/soapnoterubric-pdf-10256249)

    **## nus507CLsoap2fixed.docx**

    ![icon](https://www.sweetstudy.com/questions/nurs-507-cl-soap-2)**_SOAP Note 2_**

    Patient is M.M

    16 year male coming in with a cough that does not go away.

    Has had a cough for 3 days. Worse at night. No fever, the last fever was 2 days ago. Does not complain of anything else beside of a cough.

    Has been taking OTC medication for the cough but does not seem to work.

    Allergic to penicillin.

    Lives at home with mom, dad, and brother.

    Brother has asthma.

    A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.

    **Instructions:**

    SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.

    For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:

    | | |
    | — | — |
    | **S** = | Subjective data: Patient’s Chief Complaint (CC). |
    | **O** = | Objective data: Including client behavior, physical assessment, vital signs, and meds. |
    | **A** = | Assessment: Diagnosis of the patient's condition. Include differential diagnosis. |
    | **P** = | Plan: Treatment, diagnostic testing, and follow up |

    [Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/44797/files/3407715?wrap=1) [Download Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/44797/files/3407715/download?download_frd=1)

    **Submission Instructions:**

    · Your SOAP note should be clear and concise and students will lose points for improper grammar, punctuation, and misspellings.

    · You must use the template provided. Turnitin will recognize the template and not score against it.

    ## image1.png

    **## SOAPNOTETEMPLATEBLANK.docx**

    | | |
    | — | — |
    | SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
    | _Demographics_ | |
    | _Chief Complaint (Reason for seeking health care)_ | |
    | _History of Present Illness (HPI)_ | |
    | _Allergies_ | |
    | _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
    | _Vital Signs_ | |
    | _Labs_ | |
    | _Medications_ | |
    | _Past Medical History_ | |
    | _Past Surgical History_ | |
    | _Family History_ | |
    | _Social History_ | |
    | _Health Maintenance/ Screenings_ | |
    | _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
    | _Diagnosis_ | |
    | _Differential Diagnosis_ | |
    | _ICD 10 Coding_ | |
    | _Pharmacologic treatment plan_ | |
    | _Diagnostic/Lab Testing_ | |
    | _Education_ | |
    | _Anticipatory Guidance_ | |
    | _Follow up plan_ | |
    | _Prescription_ | See Below (scroll down) |
    | _References_ | |
    | _Grammar_ | |

    | |
    | — |
    | EA#: 101010101 STU Clinic LIC# 10000000 |
    | Tel: (000) 555-1234 FAX: (000) 555-12222 |
    | Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

    Signature (with appropriate credentials):_____________________________________

    References (must use current evidence-based guidelines used to guide the care [Mandatory])

    **SOAPNoteRubric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/soapnoterubric-pdf-10256249)

  • [Solved] WK 7 RESP DATA

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## WK7DIS.DATA.docx **## WK7DIS.DATA.docx** Self-Study: Correlation Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. These Discussions are designed to give you the opportunity to c…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## WK7DIS.DATA.docx

    **## WK7DIS.DATA.docx**

    Self-Study: Correlation

    Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. These Discussions are designed to give you the opportunity to collaborate with your peers and faculty, test your knowledge, ask questions, practice research analysis, and assist your peers.

    You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

    Resources

    **To prepare:**

    · Read and view the Learning Resources.

    **Use** this Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.

    **Post** answers to the following:

    · What is the relationship between correlation and causality?

    · What is the role of previous research and theory with regard to causality?

    · How does a scatterplot help to visualize a correlation?

    · Identify and interpret the correlation used in Turgut and Yıldız (2023) and in Hazel (2023).

    · Laerd Statistics

    ·
    [Pearson Correlation in SPSSLinks to an external site.](https://statistics.laerd.com/premium/spss/pc/pearson-correlation-in-spss.php)
    https://statistics.laerd.com/premium/spss/pc/pearson-correlation-in-spss.php

    · Salkind, N., & Frey, B. (2019). Statistics for people who (think they) hate statistics (7th ed.). SAGE Publications.

    · Chapter 6, “Computing Correlation Coefficients: Ice Cream and Crime” (pp. 119–144)

    · Chapter 16, “Testing Relationships Using the Correlation Coefficient: Cousins or Just Good Friends" (pp. 303–312)

    · Vigen, T. (n.d.).
    [_Spurious correlation_ Links to an external site.](https://www.tylervigen.com/spurious-correlations). https://www.tylervigen.com/spurious-correlations

    ·
    **Document:** [Correlation, Scatterplot Exercise (Excel)](https://waldenu.instructure.com/courses/157739/files/12465881?wrap=1) [Download Correlation, Scatterplot Exercise (Excel)](https://waldenu.instructure.com/courses/157739/files/12465881/download?download_frd=1)

    ·
    **Document:** [Correlation Matrix, Data Output (Word document)](https://waldenu.instructure.com/courses/157739/files/12465955?wrap=1)

    [Required Resources for Topic: Correlation](https://waldenu.instructure.com/courses/157739/pages/week-7-learning-resources?module_item_id=6373822)

    · Turgut, M., & Yıldız, H. (2023).
    [Investigation of grief and posttraumatic growth related to patient loss in pediatric intensive care nurses: A cross-sectional studyLinks to an external site.](https://bmcpalliatcare.biomedcentral.com/articles/10.1186/s12904-023-01316-z).
    _BMC Palliative Care, 22_(1), 195. https://bmcpalliatcare.biomedcentral.com/articles/10.1186/s12904-023-01316-z

    · Document: Hazel, T. (2023, November).
    [_Executive summary: Quality improvement initiative pediatric vaccine appointment compliance after text messaging reminders: A retrospective program evaluation of a local quality improvement initiative_](https://waldenu.instructure.com/courses/157739/files/12465870?wrap=1) [Download Executive summary: Quality improvement initiative pediatric vaccine appointment compliance after text messaging reminders: A retrospective program evaluation of a local quality improvement initiative](https://waldenu.instructure.com/courses/157739/files/12465870/download?download_frd=1). Walden University.

    ·

    ·

    **Elizabeth**

    ·

    ·

    · Correlation
    refers to a statistical measure that expresses the extent to which two variables are linearly related. It is quantified by the correlation coefficient, which ranges from -1 to 1. A value close to 1 indicates a strong positive linear relationship, a value close to -1 indicates a strong negative linear relationship, and a value near 0 suggests no linear relationship (Hung et al., 2017). Correlation does not imply causation, just because two variables are correlated

    Correlation does not imply causation, just because two variables are correlated does not mean that one causes the other. The observed correlation may be caused or explained by lurking variables or coincidences. Additionally, spurious correlation can occur due to two variables showing correlation purely by chance or due to a third variable affecting both (Niedz, 2024). Causality
    **,** on the contrary, refers to a relationship where one variable is responsible for causing the change in another, in other words, it implies a cause-and-effect relationship (Hung et al., 2017).

    **Role of Previous Research and Theory Regarding Causality**

    The role of previous research and theory regarding causality includes,

    · Supporting Evidence: Previous research helps identify existing correlations and supports or refutes potential causal relationships.

    · Developing Hypotheses: Theories guide the formulation of hypotheses about causal mechanisms, explaining why one variable might affect another.

    · Designing Experiments: Based on prior findings, researchers can design experiments to test causal relationships while controlling for other variables.

    · Evaluating Plausibility: Theoretical frameworks provide a basis for assessing whether a causal relationship between variables is plausible and aligns with existing scientific knowledge.

    · Distinguishing Causation from Correlation: A thorough review of literature helps differentiate genuine causal relationships from spurious correlations (Hung et al., 2017).

    **How a Scatterplot Helps Visualize Correlation**

    A scatterplot is a graphical representation of the relationship between two quantitative variables and consists of a collection of points, each representing an observation's values on the two variables being plotted, that is one on the x-axis and the other on the y-axis. Scatterplots are intuitive and easily interpreted by most people, making them a valuable tool for initial exploratory data analysis (Moore et al., 2013).  A scatterplot helps us visualize correlation through,

    · Visual Pattern Recognition: By plotting data points, you can immediately observe patterns or trends indicating correlation. The plot shows whether the relationship is positive, negative, or nonexistent. For example, If the data points tend to rise together, you will observe an upward slope from left to right. This indicates a positive correlation, meaning that as one variable increases, the other tends to increase as well. If the data tends to decrease together, you will see a downward slope from left to right, indicating a

    · together, you will see a downward slope from left to right, indicating a negative correlation, where one variable increases as the other decreases. And if the data points are scattered without any identifiable pattern or slope, the variables likely have no correlation (Moore et al., 2013).

    · Strength and Direction: Scatterplots allow us to gauge the strength (tightness of points around a line) and direction (upward or downward slope) of the relationship.

    · Outliers Identification: Scatterplots easily reveal outliers that may affect correlation and causation in the data. Outliers are data points that fall significantly outside the general pattern of the data, and they can influence the perception of the relationship between variables.

    · Linearity Check: You can visually assess if the relationship looks linear or if a different model might be more suitable. That is, if the points form a pattern that's not straight but perhaps quadratic or exponential, it indicates a non-linear correlation.

    · Although, a scatterplot can visually suggest correlation and help interpret it, establishing causality requires deeper analysis, and consideration of existing theoretical frameworks and previous research (Moore et al., 2013).

    · Identify and interpret the correlation used in Turgut and Yıldız (2023) and in Hazel (2023).

    · In the Turgut and Yıldız (2023) study, a (R= 0.0144 and a p value of 0.041) implied that when grief is elevated so is the posttraumatic growth. This suggests that approximately 1.44% of the variance in the dependent variable can be explained by the independent variable. This indicates a very weak relationship. Since the P-value (0.041) is less than 0.05, the result is statistically significant. Therefore, despite the weak relationship, it is unlikely to be due to random chance (Turgut & Yıldız, 2023).

    · In the Hazel (2023) study however, a (r=0.710 and a p value of 0.004) showed a statistically significant relationship between the passage of time between 2021 to 2022 on competed appointments. This indicates a strong positive linear relationship between the two variables. As one variable increases, the other tends to increase as well. The result statistical significance is shown by the P-value (0.004) which is well below 0.05. Therefore, showing a very low probability that this strong correlation is due to chance (Hazel, 2023). In summary, Turgut and Yıldız (2023) study shows a very weak but statistically significant relationship while Hazel (2023) study demonstrates a strong and statistically significant positive correlation. These interpretations help us understand the strength and significance of the relationships in both studies.

    · References

    · Hazel, T. (2023, November). Executive summary: Quality improvement

    · initiative pediatric vaccine appointment compliance after text messaging reminders: A retrospective program evaluation of a local quality improvement initiative. Walden University

    · Hung, M., Bounsanga, J., Voss, M. W. (2017). Interpretation of correlations in clinical research. Postgrad Med. 2017 Nov;129(8):902-906.
    [https://doi.org/10.1080/00325481.2017.1383820\
    Links to an external site.](https://doi.org/10.1080/00325481.2017.1383820)

    · Moore, D. S., Notz, W. I., Flinger, M. A. (2013). The basic practice of statistics (6th ed.). New York, NY: W. H. Freeman and Company.

    · Niedz, B. (2024). Correlation [Video]. Walden University Canvas.
    [https://waldenu.insrtucture.com\
    Links to an external site.](https://waldenu.insrtucture.com/)

    · Turgut, M., & Yıldız, H. (2023). Investigation of grief and posttraumatic growth related to patient loss in pediatric intensive care nurses: A cross-sectional

    Turgut, M., & Yıldız, H. (2023). Investigation of grief and posttraumatic growth related to patient loss in pediatric intensive care nurses: A cross-sectional study. BMC Palliative Care, 22(1), 195.
    [https://doi.org/10.1186/s12904-023-01276-y\
    **Top** Links to an external site.](https://doi.org/10.1186/s12904-023-01276-y) **of Form**

    **## WK7DIS.DATA.docx**

    Self-Study: Correlation

    Throughout the course, there will be a self-study Discussion pertaining to an important concept or topic covered within the assigned week. These Discussions are designed to give you the opportunity to collaborate with your peers and faculty, test your knowledge, ask questions, practice research analysis, and assist your peers.

    You are not required to post to this forum; however, you are encouraged to post, review the posts of others, as well as answer questions and/or provide clarity and collaboration with your peers. Discussions will be graded as either Complete or Incomplete.

    Resources

    **To prepare:**

    · Read and view the Learning Resources.

    **Use** this Discussion to collaborate with your peers and faculty as an open office hours/ Q&A forum.

    **Post** answers to the following:

    · What is the relationship between correlation and causality?

    · What is the role of previous research and theory with regard to causality?

    · How does a scatterplot help to visualize a correlation?

    · Identify and interpret the correlation used in Turgut and Yıldız (2023) and in Hazel (2023).

    · Laerd Statistics

    ·
    [Pearson Correlation in SPSSLinks to an external site.](https://statistics.laerd.com/premium/spss/pc/pearson-correlation-in-spss.php)
    https://statistics.laerd.com/premium/spss/pc/pearson-correlation-in-spss.php

    · Salkind, N., & Frey, B. (2019). Statistics for people who (think they) hate statistics (7th ed.). SAGE Publications.

    · Chapter 6, “Computing Correlation Coefficients: Ice Cream and Crime” (pp. 119–144)

    · Chapter 16, “Testing Relationships Using the Correlation Coefficient: Cousins or Just Good Friends" (pp. 303–312)

    · Vigen, T. (n.d.).
    [_Spurious correlation_ Links to an external site.](https://www.tylervigen.com/spurious-correlations). https://www.tylervigen.com/spurious-correlations

    ·
    **Document:** [Correlation, Scatterplot Exercise (Excel)](https://waldenu.instructure.com/courses/157739/files/12465881?wrap=1) [Download Correlation, Scatterplot Exercise (Excel)](https://waldenu.instructure.com/courses/157739/files/12465881/download?download_frd=1)

    ·
    **Document:** [Correlation Matrix, Data Output (Word document)](https://waldenu.instructure.com/courses/157739/files/12465955?wrap=1)

    [Required Resources for Topic: Correlation](https://waldenu.instructure.com/courses/157739/pages/week-7-learning-resources?module_item_id=6373822)

    · Turgut, M., & Yıldız, H. (2023).
    [Investigation of grief and posttraumatic growth related to patient loss in pediatric intensive care nurses: A cross-sectional studyLinks to an external site.](https://bmcpalliatcare.biomedcentral.com/articles/10.1186/s12904-023-01316-z).
    _BMC Palliative Care, 22_(1), 195. https://bmcpalliatcare.biomedcentral.com/articles/10.1186/s12904-023-01316-z

    · Document: Hazel, T. (2023, November).
    [_Executive summary: Quality improvement initiative pediatric vaccine appointment compliance after text messaging reminders: A retrospective program evaluation of a local quality improvement initiative_](https://waldenu.instructure.com/courses/157739/files/12465870?wrap=1) [Download Executive summary: Quality improvement initiative pediatric vaccine appointment compliance after text messaging reminders: A retrospective program evaluation of a local quality improvement initiative](https://waldenu.instructure.com/courses/157739/files/12465870/download?download_frd=1). Walden University.

    ·

    ·

    **Elizabeth**

    ·

    ·

    · Correlation
    refers to a statistical measure that expresses the extent to which two variables are linearly related. It is quantified by the correlation coefficient, which ranges from -1 to 1. A value close to 1 indicates a strong positive linear relationship, a value close to -1 indicates a strong negative linear relationship, and a value near 0 suggests no linear relationship (Hung et al., 2017). Correlation does not imply causation, just because two variables are correlated

    Correlation does not imply causation, just because two variables are correlated does not mean that one causes the other. The observed correlation may be caused or explained by lurking variables or coincidences. Additionally, spurious correlation can occur due to two variables showing correlation purely by chance or due to a third variable affecting both (Niedz, 2024). Causality
    **,** on the contrary, refers to a relationship where one variable is responsible for causing the change in another, in other words, it implies a cause-and-effect relationship (Hung et al., 2017).

    **Role of Previous Research and Theory Regarding Causality**

    The role of previous research and theory regarding causality includes,

    · Supporting Evidence: Previous research helps identify existing correlations and supports or refutes potential causal relationships.

    · Developing Hypotheses: Theories guide the formulation of hypotheses about causal mechanisms, explaining why one variable might affect another.

    · Designing Experiments: Based on prior findings, researchers can design experiments to test causal relationships while controlling for other variables.

    · Evaluating Plausibility: Theoretical frameworks provide a basis for assessing whether a causal relationship between variables is plausible and aligns with existing scientific knowledge.

    · Distinguishing Causation from Correlation: A thorough review of literature helps differentiate genuine causal relationships from spurious correlations (Hung et al., 2017).

    **How a Scatterplot Helps Visualize Correlation**

    A scatterplot is a graphical representation of the relationship between two quantitative variables and consists of a collection of points, each representing an observation's values on the two variables being plotted, that is one on the x-axis and the other on the y-axis. Scatterplots are intuitive and easily interpreted by most people, making them a valuable tool for initial exploratory data analysis (Moore et al., 2013).  A scatterplot helps us visualize correlation through,

    · Visual Pattern Recognition: By plotting data points, you can immediately observe patterns or trends indicating correlation. The plot shows whether the relationship is positive, negative, or nonexistent. For example, If the data points tend to rise together, you will observe an upward slope from left to right. This indicates a positive correlation, meaning that as one variable increases, the other tends to increase as well. If the data tends to decrease together, you will see a downward slope from left to right, indicating a

    · together, you will see a downward slope from left to right, indicating a negative correlation, where one variable increases as the other decreases. And if the data points are scattered without any identifiable pattern or slope, the variables likely have no correlation (Moore et al., 2013).

    · Strength and Direction: Scatterplots allow us to gauge the strength (tightness of points around a line) and direction (upward or downward slope) of the relationship.

    · Outliers Identification: Scatterplots easily reveal outliers that may affect correlation and causation in the data. Outliers are data points that fall significantly outside the general pattern of the data, and they can influence the perception of the relationship between variables.

    · Linearity Check: You can visually assess if the relationship looks linear or if a different model might be more suitable. That is, if the points form a pattern that's not straight but perhaps quadratic or exponential, it indicates a non-linear correlation.

    · Although, a scatterplot can visually suggest correlation and help interpret it, establishing causality requires deeper analysis, and consideration of existing theoretical frameworks and previous research (Moore et al., 2013).

    · Identify and interpret the correlation used in Turgut and Yıldız (2023) and in Hazel (2023).

    · In the Turgut and Yıldız (2023) study, a (R= 0.0144 and a p value of 0.041) implied that when grief is elevated so is the posttraumatic growth. This suggests that approximately 1.44% of the variance in the dependent variable can be explained by the independent variable. This indicates a very weak relationship. Since the P-value (0.041) is less than 0.05, the result is statistically significant. Therefore, despite the weak relationship, it is unlikely to be due to random chance (Turgut & Yıldız, 2023).

    · In the Hazel (2023) study however, a (r=0.710 and a p value of 0.004) showed a statistically significant relationship between the passage of time between 2021 to 2022 on competed appointments. This indicates a strong positive linear relationship between the two variables. As one variable increases, the other tends to increase as well. The result statistical significance is shown by the P-value (0.004) which is well below 0.05. Therefore, showing a very low probability that this strong correlation is due to chance (Hazel, 2023). In summary, Turgut and Yıldız (2023) study shows a very weak but statistically significant relationship while Hazel (2023) study demonstrates a strong and statistically significant positive correlation. These interpretations help us understand the strength and significance of the relationships in both studies.

    · References

    · Hazel, T. (2023, November). Executive summary: Quality improvement

    · initiative pediatric vaccine appointment compliance after text messaging reminders: A retrospective program evaluation of a local quality improvement initiative. Walden University

    · Hung, M., Bounsanga, J., Voss, M. W. (2017). Interpretation of correlations in clinical research. Postgrad Med. 2017 Nov;129(8):902-906.
    [https://doi.org/10.1080/00325481.2017.1383820\
    Links to an external site.](https://doi.org/10.1080/00325481.2017.1383820)

    · Moore, D. S., Notz, W. I., Flinger, M. A. (2013). The basic practice of statistics (6th ed.). New York, NY: W. H. Freeman and Company.

    · Niedz, B. (2024). Correlation [Video]. Walden University Canvas.
    [https://waldenu.insrtucture.com\
    Links to an external site.](https://waldenu.insrtucture.com/)

    · Turgut, M., & Yıldız, H. (2023). Investigation of grief and posttraumatic growth related to patient loss in pediatric intensive care nurses: A cross-sectional

    Turgut, M., & Yıldız, H. (2023). Investigation of grief and posttraumatic growth related to patient loss in pediatric intensive care nurses: A cross-sectional study. BMC Palliative Care, 22(1), 195.
    [https://doi.org/10.1186/s12904-023-01276-y\
    **Top** Links to an external site.](https://doi.org/10.1186/s12904-023-01276-y) **of Form**