IHP 525 Final Project Article Review Guidelines and Rubric

IHP 525 Final Project Article Review Guidelines and Rubric
Overview
There are two final projects in this course. One is an article
review and the other is a data analysis.
Regardless of their field of interest, health professionals across
disciplines need to be able to analyze and use biostatistical data
to address health concerns
among the populations they serve. They need to be able to
identify trends, draw conclusions, and make recommendations
for improving health outcomes based
on solid evidence. It is also important that they are able to
communicate that information effectively to those directly or
indirectly impacted. They also need to
understand what others are doing in their field, the strengths
and limitations of that work, and how it affects their own
organization, even if they do not intend
to become statisticians.
The two summative assessments for this course lay the
foundation for these critical skills. Final Project Article Review
asks you to evaluate the strengths and
limitations of existing biostatistical articles and to identify the
selection process of appropriate methodologies in different
contexts (Final Project Article Review).
You will present your analysis through a written executive
summary geared toward an audience of fellow health
professionals. In the Final Project Data Analysis,
you will calculate descriptive and inferential statistics of a

small data set. You will explain the basic parameters of the
data, graph it, and run simple hypothesis
tests. You will present your analysis in a statistical report
geared toward a non-technical audience, draw conclusions, and
make recommendations for further
research.
For your Final Project Article Review, you will review and
analyze published research that you might encounter as a health
professional. You will select two
journal articles from the provided list on a topic of interest. You
will create an article review that identifies the articles and their
relevance to your field;
summarizes the articles, including their findings; compares and
contrasts the statistical methods used in the articles; explains
why the methods used were
appropriate; discusses their limitations; and concludes with
recommendations for future work.
Final Project Article Review is divided into three journals,
which will be submitted at various points throughout the course
to scaffold learning and ensure quality
final submissions. These article journals will be submitted in
Modules Two, Five, and Six. The completed article review will
be submitted in Module Eight.
In this assignment, you will demonstrate your mastery of the
following course outcomes:
● Analyze the role of biostatistics for its impact on professional
decision making in the public health, nursing, or health science
fields
● Interpret key biostatistical metrics, methods, and data for
addressing population-based health problems
● Evaluate the quality and limitations of published public

health, nursing, and health science research by comparing and
contrasting biostatistical methods
and analysis used to support a variety of health initiatives
● Communicate biostatistical results, procedures, and analysis
to other health professionals and the general public for
informing their decisions related to
population-based health problems
Prompt
Imagine you are a biostatistician working at a local health
organization. Part of your job is to analyze trends and draw
conclusions about health issues that affect
your organization. Your supervisor has asked you to do a quick
literature search for published research on an upcoming topic as
preparation for a new project.
The goal is to understand the current biostatistical methods and
guidelines being used on similar studies so that you could
eventually use that to inform the
design of the new study.
Your job is to find a minimum of two research articles on your
topic from the Final Project Article Review Articles List
document, examine the broad health
question(s) addressed in each, and critically assess the
statistical methods used to analyze the data and arrive at the
articles’ conclusions. You will present the
results of this analysis to your supervisor and peers in an article
review.
Specifically, your article review must address the following

critical elements:
I. Background: Use this section to provide a brief context for
the health problem, issue, or trend you are researching.
Specifically, you should answer:
A. What topic or health question did you research and why is it
relevant to public health, nursing, or the health science
professions? Give real-
world examples to support your answer.
B. How can biostatistics help inform decision making around
your topic? Support your answer with specific examples.
II. Article Selection: In this section, discuss how and why you
selected your main article and the related article. Be sure to:
A. Explain why you selected these specific articles to examine
over others in your field that use biostatistical methods and
data. Justify your
answer.
B. Assess each article’s importance to health decision making in
your field. Give real-world examples to illustrate your answer.
III. Findings: This section should highlight the major findings
of each of the articles you selected for your supervisor and
peers. Specifically:
A. What are the findings of each article and what implications
do they have individually and collectively for solving the health
problem in
question? Support your answer with specific examples from
your field.

B. Explain how key biostatistical calculations and methods
support the conclusions in each article. Cite relevant
information from the articles
that support your answer.
IV. Methods: Use this section to compare and contrast the
methods used in the articles you selected with an eye to
assessing the quality and limitations
of the findings and informing future research. Specifically, you
should:
A. Explain why the authors of each article selected the methods
they did. How appropriate were the methods to the overall
purpose of the
paper? Justify your response.
B. Analyze a difference and similarity in the methods chosen
with respect to the health question being addressed in the
selected articles.
Explain your answer using evidence from the articles selected
and information you have learned in the course.
C. Assess a strength and limitation of the different approaches
used in the articles you selected. Explain your answer using
evidence from the
articles you selected and information you have learned in the
course.
http://snhu-
media.snhu.edu/files/course_repository/graduate/ihp/ihp525/ihp
525_final_project_part_i_articles_list.pdf

V. Conclusions: What does your evaluation of the strengths and
weaknesses of the articles you selected suggest for future
research in this field? Be
sure to provide specific suggestions for potential next steps,
based on evidence from your analysis, and explain how these
suggestions would help
improve decision making.
Journals
The journal activities in this course act as milestones that will
help you prepare for your Final Project Article Review
submission.
Module Two Journal: Article Selection
In Module Two, you will submit a paragraph to select and
explain your articles and health question. This assignment will
be graded using the Journal Rubric.
Module Five Journal: Article Findings
In Module Five, you will explain the findings in the two articles
relating to the health question you identified. This will be
submitted as a table and at least two
paragraphs. This assignment will be graded using the Journal
Rubric.
Module Six Journal: Article Methods
In Module Six, you will complete a table in which you compare
the methods used in the two articles. You will also submit
explain this comparison. This
assignment will be graded using the Journal Rubric.
Final Project Article Review Submission:
In Module Eight, you will submit your Final Project Article

Review. To create this document, revise the journals throughout
the course incorporating the
feedback from your peers and instructor into one final document
that includes all the sections of this article review project. The
final submission will be graded
using the Final Project Article Review Rubric.
Final Project Article Review Rubric
Guidelines for Submission: Your article review should be
approximately 2–4 pages long (not including bibliography),
double-spaced, 12-point Times New Roman
font, with one-inch margins and citations in APA format. Be
sure to use language and a style appropriate to an audience of
knowledgeable health professionals.
Critical Elements Exemplary (100%) Proficient (90%) Needs
Improvement (70%) Not Evident (0%) Value
Background: Topic
Meets “Proficient” criteria and
examples provided establish
clear connections and
relevancy of the topic or health
question
Identifies topic or health
question researched and why it
is relevant, giving real-world

examples to support answer
Identifies topic or health
question and relevance, but
does not give real-world
examples or examples are not
relevant
Does not identify topic or health
question researched and why it is
relevant
10
Background:
Biostatistics
demonstrates keen insight into
the diverse ways biostatistics
can be used to answer health
questions
Analyzes how biostatistics can
help inform decision making
around selected topic,
supporting answer with specific
examples
Analyzes how biostatistics can
inform decision making around
topic, but does not support
with relevant examples or
response contains inaccuracies

Does not analyze how
biostatistics can help inform
decision making around selected
topic
10
Article Selection:
Specific Articles
response considers various
article sources and multiple
aspects of article quality
Explains why specific articles
were selected over others in
field and justifies response
Explains why specific articles
were selected over others in
field and justifies response, but
response contains inaccuracies
or justification is illogical or
irrelevant
Does not explain why specific
articles were selected over others
in field and does not justify
response
10
Article Selection:
Decision Making

examples provided
demonstrate a sophisticated
awareness of each article’s
applicability to a particular field
Assesses each article’s
importance to health decision
making in field, giving real-
world examples to illustrate
answer
Assesses each article’s
making in field, but does not
give relevant real-world
examples to illustrate answer,
or response contains
inaccuracies
Does not assess each article’s
making in field
10
Findings: Implications
examples provided masterfully
demonstrate cogent
connections between field and
article findings

Communicates findings and
implications of articles—
individually and collectively—
for solving health problem in
question, supporting answer
with specific examples from
field
Communicates findings and
implications of articles—
individually and collectively—
for solving health problem in
question, but does not support
with specific examples from
field, or response contains
inaccuracies
Does not communicate findings
and implications of articles—
individually and collectively—for
solving health problem in
question
8
Findings: Biostatistical
Calculations

explanations are particularly
clear and relevant to health
decision makers
Accurately explains how key
biostatistics and methods
support conclusions and cites
relevant information from
articles
Explains how key biostatistics
and methods support
conclusions, but does not cite
relevant information from
articles, or response contains
inaccuracies or omits key
details
Does not explain how key
biostatistics and methods support
conclusions of each article
9
Methods: Why
justification demonstrates a
complex grasp of the authors’
methods and their
appropriateness
Explains why authors of each
article selected methods they

did, including how appropriate
methods were to the purpose
of paper and justifies response
Explains why authors of each
article selected methods they
did, including how appropriate
methods were to the purpose
of paper, and justifies
response, but response
contains inaccuracies or
justification is illogical or
irrelevant
Does not explain why authors of
each article selected the methods
they did, including how
appropriate methods were to
purpose of paper and does not
justify response
10
Methods: Differences
and Similarities
evidence utilized demonstrates
an astute ability to recognize
and illustrate differences and
similarities in methods
Analyzes differences and
similarities in methods used
with respect to health question

addressed, explaining answer
using evidence from articles
selected and information from
class
Analyzes differences and
similarities in methods used
with respect to health
question, explaining answer
using evidence from articles
selected and information from
class, but response contains
inaccuracies, or explanation is
illogical or irrelevant
Does not analyze differences and
similarities in methods used with
respect to health question,
explaining answer using evidence
from articles selected and
information from class
10
Methods: Strengths
and Limitations
evidence utilized demonstrates
an astute ability to recognize
and illustrate strengths and
limitations in approaches
Assesses the strengths and
limitations of different

approaches used, explaining
answer using evidence from
articles selected and
information from class
Assesses the strengths and
approaches used, but does not
explain answer using evidence
from articles selected and
information from class,
response contains inaccuracies,
or explanation is illogical or
irrelevant
Does not assess the strengths and
approaches used
10
Conclusions
uses information and the
suggestions for next steps are
appropriate for healthcare
decision making on a larger
scale than just the populations

represented in the articles
Analyzes what strengths and
weaknesses of articles suggest
for future research, providing
specific suggestions for
potential next steps and
explaining how suggestions
would help improve decision
making, based on evidence
from analysis
Analyzes what strengths and
weaknesses of articles suggest
for future research, providing
specific suggestions for
potential next steps, but does
not explain how suggestions
would help improve decision
making, or suggestions are not
based on evidence from
analysis or response contains
inaccuracies
Does not analyze what strengths
and weaknesses suggest for
future research, providing
specific suggestions for potential
next steps
10
Articulation of
Response

Submission is free of errors
related to citations, grammar,
spelling, syntax, and
organization and is presented
in a professional and easy to
read format
Submission has no major errors
spelling, syntax, or organization
Submission has major errors
that negatively impact
readability and articulation of
main ideas
Submission has critical errors
that prevent understanding of
ideas
3
Total 100%
School of Computer and Information Sciences
COURSE SYLLABUS

Course Information
ISOL532 - M20 Telecomm Network Security
Summer 2021 Full Term
Course Format: Hybrid
CRN: 31391
Class Time and Location: F 08:00 AM - 10:00 PM, NKY
Residency Session: 05/21/2021 - 05/23/2021
Instructor Information
Name: Dr. Awny Alnusair
Email: [email protected]
Phone: 312-209-2969
Office Location: Virtual
Office Hours/Preferred Contact Times: By Appointemment only
Course Description
The course provides fundamental concepts of networking
including: examination of
public and private communication systems, networking
topologies, devices, protocols,
and remote access. It additionally explores strategies on
identifying areas for security

vulnerabilities on networks. Credit, 3 hrs.
Course Objectives
Upon completion of this course:
Describe network security implementation strategies and the
roles each can play
within the security life cycle.
Manage and monitor firewalls and understand their limitations
Assess firewall design strategies and apply firewall management
best practices
Explain the fundamental concepts of network security
Learner Outcomes
Outcome 2.1: Students justify techniques for securing networks
to minimize
operational impacts when cyber-attacks occur.
Outcome 2.1: Students justify techniques for securing networks
to minimize
operational impacts when cyber-attacks occur.
Course Website
Access to the course website is required via the iLearn portal on

the University of the
Cumberlands website: http://www.ucumberlands.edu/ilearn/
or https://ucumberlands.blackboard.com/
Required Books and Resources
Title: Network Security, Firewalls, and VPNs
Subtitle:
https://cumber.bncollege.com/shop/cumberlands/page/find-
textbooks
ISBN: 9781284184624
Authors: J. Michael Stewart, Denise Kinsey
Publisher: Jones & Bartlett Learning
Publication Date: 2021
Edition: 3rd edition
Title: Virtual Security Cloud Labs
Subtitle: In order to complete the labs, students are required to
obtain access codes,
which are purchased separately through the UC bookstore. In
order to purchase the
codes from the university’s book store, go to self-service portal
and from the top of your

courses you can find a link to purchase over there.
Publisher: Jones & Bartlett Publishers
Publication Date: 2021
Course Required text can be found and purchased via the UC
Barnes and Noble
Bookstore:
textbooks
Requirements and Policies
http://www.ucumberlands.edu/ilearn/
https://ucumberlands.blackboard.com/
textbooks
Academic Dishonesty Policy
As a Christian liberal arts university committed to the pursuit of
truth and
understanding, any act of academic dishonesty is especially
distressing and cannot
be tolerated. In general, academic dishonesty involves the abuse
and misuse of
information or people to gain an undeserved academic
advantage or evaluation.

The common forms of academic dishonesty include:
1. cheating – using deception in the taking of tests or the
preparation of written
work, using unauthorized materials, copying another person’s
work with or
without consent, or assisting another in such activities;
2. lying – falsifying, fabricating, or forging information in
either written or spoken presentations;
3. plagiarism –
using the published writings, data, interpretations, or ideas of a
nother without
Episodes of academic dishonesty are reported as appropriate to
the Vice President
for Academic Affairs. The potential penalty for academic
dishonesty includes 1) a
failing grade on a particular assignment, 2) a failing grade for
the entire course, 3)
suspension or expulsion, or (4) revocation of a degree.
Attendance Policy
Course enrollment and participation will be monitored and
verified for all students
during the first two weeks of classes. Lack of participation

during this time may
jeopardize enrollment status. Each student is expected to meet
course expectations by
completing the coursework required each week. Active
participation and staying abreast
of the material is essential to success. Program specific
attendance policies may still
apply.
Executive Residency Attendance Policy
Attendance to each Executive Residency class session is
mandatory. Students may
make-up no more than one (1) residency session throughout the
duration of their
academic program. Missing a second residency will result in the
student being
dismissed from the University.
Each student must be in attendance for the entire duration of the
required residency
weekend. Late arrivals and/or early departures are not
permitted. Punctuality is
important as each student is required to have the documented
in-seat time per course
requirements.

A missed session will result in the student attending a make-up
session, and paying a
$300 Residency Make-Up fee. In addition, the student may be
asked for documentation
from the program department providing an explanation as to
why the schedule
residency session was missed. Make-Up sessions must be
completed prior to the end of
the term. Noncompliance with this policy will result in
dismissal from the executive
program.
Participation Policy
Study after study has linked successful academic performance
with good class participation.
Those who assume positions of responsibility must “show up”
in order to be effective.
Therefore, students are expected to actively participate in
intelligent discussion of assigned
topics in all areas (Discussion Board Activities, Synchronous
Sessions, Forums, Shared Papers,
etc.) to help process course material and/or to demonstrate
understanding of course content.

Point adjustments will be taken for non-participation.
Disability Accommodations
University of the Cumberlands accepts students with certified
disabilities and provides
reasonable accommodations for their certified needs in the
classroom, in housing, in
food service or in other areas. For accommodations to be
awarded, a student must
submit a completed Accommodations Application form and
provide documentation of
the disability to the Disability Services Coordinator (Mr. Jacob
Ratliff, Boswell Campus
Center, Student Services Office Suite, [email protected]). When
all
paperwork is on file, a meeting between the student and the
Coordinator will be
arranged to discuss possible accommodations before
accommodations are formally
approved. Students must then meet with the Coordinator at the
beginning of each
semester before any academic accommodations can be certified
for that term.
Certifications for other accommodations are normally reviewed

annually.
Academic Appeal
Both undergraduate and graduate students have the right to
challenge a grade. If
discussions with the course instructor and department chair do
not lead to a satisfactory
conclusion, students may file a formal written appeal with the
Vice President for
Academic Affairs, who will forward the appeal to the chair of
the Academic Appeals
Committee. This formal written appeal must be filed by the end
of the 4th week of
classes in the next regular term following the term in which the
course in question was
taken. The Academic Appeals Committee then gathers
information from the student, the
instructor, and any other relevant parties. The Committee will
deliver its
mailto:[email protected]
recommendation on the complaint to the Vice President for
Academic Affairs. After
reviewing this recommendation and concurring or amending it,
the Vice President for

Academic Affairs will inform the student and instructor of the
disposition of the
complaint no later than the last day of classes of the term in
which the complaint was
filed. Records of all actions regarding academic grade appeals,
including their final
disposition, are maintained by the Vice President for Academic
Affairs and the Academic
Appeals Committee. (Undergraduate Catalog/Grad uate Catalog)
Student Responsibilities
Students should:
Use University of the Cumberlands email system for all
academic, administrative,
and co-curricular communication between faculty, staff and
peers.
Check for email and class announcements using iLearn
(primary) and University of
the Cumberlands webmail (secondary) daily.
Demonstrate Cumberlands Character in and outside the
classroom per the
University Mission & Vision
Ensure you have consistent required technology for the course

Participate in courses regularly to:
Find announcements and updates
Complete assignments on time. Keep in mind that all deadlines
use Eastern
Standard Time (EST).
Engage in discussion
Connect with fellow students and faculty
Present written work in an academic and professional manner.
Take examinations on the designated dates and times. Students
should make
arrangements with faculty before the designated date for any
needed
accommodations.
Contact faculty or student success coordinator with questions or
concerns.
Course Policies
Deadlines and Dues Dates:
Recognizing that a large part of professional life is meeting
deadlines, it is necessary to
develop time management and organizational skills. Failure to
meet the course deadlines may

result in penalties. Keep in mind that all deadlines are set using
Eastern Standard Time (EST).
Late assignments will NOT be accepted.
Writing Expectations:
Learning outcomes for candidates’ writing competencies include
clarity of thought,
discernment in planning and organization, and integration of
evidence and criteria.
https://www.ucumberlands.edu/academics/academic-catalog
The instructor expects that students will have knowledge of
appropriate forms of
documentation and use it where appropriate. APA format is
required and style of
notation to credit all sources that are not your own.
There is a craft to writing. Spelling, grammar, punctuation and
diction (word usage) are
all tools of that craft. Writing at the collegiate level will show
careful attention to these
elements of craft. Work that does not exhibit care with regard to
these elements will be
considered as inadequate for college writing and graded
accordingly.

All assignments, unless otherwise instructed, should be
submitted in APA format.
Course Activities and Experiences
Students are expected to:
• Review any assigned reading material, complementary
materials, and weekly lectures and
prepare responses to homework assigned.
• Actively participate in activities, assignments, and
discussions.
• Evaluate and react to each other’s work in a supportive,
constructive manner.
• Complete specific assignments and exams when specified and
in a professional manner.
• Utilize learned technologies for class assignments.
• Connect content knowledge from core courses to practical
training placement and activities.
Links to Support
UC Academic Catalog:
UC Student Handbook: https://www.ucumberlands.edu/student-
handbook
Academic Resources & Writing Center:

www.ucumberlands.edu/learningcommons
Library: http://www.ucumberlands.edu/library/
Bookstore:
https://cumber.bncollege.com/shop/cumberlands/home
About University of the Cumberlands:
https://www.ucumberlands.edu/about/presidents-welcome
Instructions for Accessing, Downloading, and Activating Office
365 Pro Plus
(free for UC Students):
https://helpdesk.ucumberlands.edu/support/solutions/articles/70
00045435
Course Evaluation
A student will be evaluated/weighted on the following basis:
https://www.ucumberlands.edu/student-handbook
http://www.ucumberlands.edu/learningcommons
http://www.ucumberlands.edu/library/
https://cumber.bncollege.com/shop/cumberlands/home
https://www.ucumberlands.edu/ about/presidents-welcome
https://helpdesk.ucumberlands.edu/support/solutions/articles/70
00045435
Students will be evaluated on:
Exams - Exam items derived primarily from lectures and

readings. Exams will be
available through iLearn and completed independently.
Labs, Discussion, & Quizzes – labs, Discussion, & Quizzes will
be given throughout the
term. Quiz items derived primarily from lectures and readings.
Labs and Discussions will
come from the course lectures, materials, and required reading
assignments.
Practical Connection Assignment – Written Assignment where
students will reflect on
course concepts and their practical connection to a working
environment.
Graded work will receive a numeric score. Relative weights
assigned to graded work
are as follows:
Assignment Description Weight
Quizzes Quizzes based on the chapters and lectures 130
Labs Labs that complement the required readings 100
Discussions Selected discussions that enforce important
concepts
80

Case Project Students will complete a network security
plan case project. Students will get a chance
to work on this during the residency session
200
Research
Project &
PowerPoint
Presentation
Students will complete and present a
research paper on a given topic. To be
completed and presented during Residency
Session
300
Practical
Connection
A reflection assignment about how the
course material is relevant to each student’s
current or future career. Will be assigned

during residency session
100
Final Exam The exam items will be derived primarily
from lectures and readings. The exam will be
available through iLearn and must be
completed independently.
90
TOTAL 1000
points
******Residency Week only applies to 16week courses******
Residency Project - Research project completed during the
residency weekend. Students will be
randomly grouped in iLearn. Each group will submit their
research project as a group. Students
need to bring their laptops to conduct research, write research
paper (SafeAssign reviewed),
create PowerPoint presentation, and present their project orally
before the class. Students
must attend the residency weekend to earn a grade, there are no
exceptions to this rule.

Students not attending will earn zero points and a 0% as a
grade. Please be note that the
totality of all residency activities will constitute 60% of the
course grade.
Grading Scale
Graded work will receive a numeric score reflecting the quality
of performance as given above
in evaluation methods. The overall course grade will be
determined according to the following
scale:
A= 90 – 100 (90% - 100%)
B= 80 – 89 (80% - 89%)
C = 70 – 79 (70% - 79%)
F < 69 (Below 69%)
Course Schedule
Tentative Course Expectations (specific due dates are listed in
the
course module)
Week Topic & Reading Assign

Residency Week Assignments (600 points)
Residency Research Project & PowerPoint (300 Points)
Residency Case Project (200 Points)
Practical Connections (100 Points)
Week 1 (5/3/2021)
Networking basics, Network security basics,
threats, and issues
Chapter 1
NIST SP 800-30: Guide for Conducting Risk
Assessments
(http://csrc.nist.gov/publications/PubsSPs.html;
use the latest version)
Introduction
Plagiarism C
Quiz Ch.1 (
Lab 1 (10 P
*Failing to Par

1 may result i
from the cours
Week 2 (5/10/2021)
Network Security Issues
Chapter 2
Quiz Ch.2 (
Lab 2 (10 P
Week 3 (5/17/2021)
Residency Session Week
(5/21/2021 - 5/23/2021)
Residency
Project &
(300 Point
Residency
(200 Point
Practical C
(100 Point
Week 4 (5/24/2021)

Network Topologies and Network Design
Chapter 3 & 4
Quiz Ch.3 a
Lab 3 (10 P
Discussion
Week 5 (5/31/2021)
Firewall Fundamentals
Chapter 5
Quiz Ch.5 (
Lab 4 (10 p
Discussion
Week 6 (6/7/2021)
Fundamentals of Firewall Implementation Part
1
Chapter 6
Quiz Ch.6 (
Lab 5 (10 p
Week 7 (6/14/2021) Fundamentals of Firewall Implementation
Part

Quiz Ch.7 (
2
Chapter 7
NIST SP 800-61: Computer Security Incident
Handling Guide,
http://csrc.nist.gov/publications/PubsSPs.html
Lab 6 (10 p
Week 8 (6/21/2021)
Fundamentals of Firewall Implementation Part
3
Chapter 8
Quiz Ch.8 (
Lab 7 (10 p
Discussion
Week 9 (6/27/2021)
VPN Management Techniques Part 1
Chapter 9

Quiz Ch.9 (
Week 10 (7/5/2021)
VPN Management Techniques Part 2
Chapter 10
Quiz Ch.10
Lab 8 (10 p
Week 11 (7/12/2021)
VPN Implementation Options
Chapters 11
Quiz Ch.11
Lab 9 (10 p
Week 12 (7/19/2021)
Network Security Management Part 1
Chapter 12
Quiz Ch.12
Week 13 (7/26/2021)
Network Security Management Part 2
Chapter 13

Quiz Ch.13
Lab 10 (10
Week 14 (8/2/2021)
Network Security Implementation
Chapter 14
Discussion
Case Projec
Week 15 (8/9/2021)
Emerging Technologies
Chapter 15
Quiz Ch.15
Week 16 (8/16/2021)
Course Review
*SHORT WEEK* All assignments must be
completed by the last day of the term by
5pm EST. Aug 19
Final Exam (90 Po

Syllabus Disclaimer
This syllabus contains important information critical to your
success in this course. It
includes guidelines for this course and the instructor’s current
expectations about
content, schedule, and requirements necessary for each student
to achieve the best
educational results. While you must review and become familiar
with the contents of
this syllabus, the instructor reserves the right to make
adjustments or change in the
syllabus from time to time. Any changes to the syllabus will be
discussed with the
students.
IHP 525 Final Project Article Review: Articles List
Choose one of the following pairs of articles to use in Final
Project Article Review:
Option 1
Valiee, S., Fathi, M., Hadizade, N., Roshani, D., & Mahmoodi,
P. (2016). Evaluation of feasibility and safety of changing body
position after transfemoral
angiography: A randomized clinical trial. Journal of Vascular

Nursing, 34(3), 106–115.
http://dx.doi.org/10.1016/j.jvn.2016.05.001
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/l
ogin.aspx?direct=true&db=edselp&AN=S106203031630067X&s
ite=eds-live&scope=site
Chair, S., Thompson, D., & Li, S. (2007). The effect of
ambulation after cardiac catheterization on patient outcomes.
Journal of Clinical Nursing, 16(1), 212–214.
http://ezproxy.snhu.edu/login?url=http://ovidsp.ovid.com/ovidw
eb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=000190
38-200701000-
00024&LSLINK=80&D=ovft
Option 2
Grunfeld, E., Coyle, D., Whelan, T., Clinch, J., Reyno, L.,
Earle, C. C., & . . . Glossop, R. (2004). Family caregiver
burden: Results of a longitudinal study of breast
cancer patients and their principal caregivers. Canadian Medical
Association Journal, 170(12), 1795–1801.
https://doi.org/10.1503/cmaj.1031205
ogin.aspx?direct=true&db=psyh&AN=2004-15356-
002&site=eds-live&scope=site
Reblin, M., Donaldson, G., Ellington, L., Mooney, K., Caserta,
M., & Lund, D. (2016). Spouse cancer caregivers’ burden and
distress at entry to home hospice: The
role of relationship quality. Journal of Social and Personal
Relationships, 33(5), 666–686.
https://doi.org/10.1177/0265407515588220
http://ezproxy.snhu.edu/login?url=http://doi.org/10.1177/02654
07515588220
Option 3
Doering, L. V., McKinley, S., Riegel, B., Moser, D. K.,

Meischke, H., Pelter, M. M., & Dracup, K. (2010). Gender-
specific characteristics of individuals with
depressive symptoms and coronary heart disease. Heart & Lung:
The Journal of Critical Care, 40(3), e4–e14.
https://doi.org/10.1016/j.hrtlng.2010.04.002
ogin.aspx?direct=true&db=cmedm&AN=20561880&site=eds-
live&scope=site
Frazier, L., Yu, E., Sanner, J., Liu, F., Udtha, M., Cron, S., & . .
. Bogaev, R. C. (2012). Gender differences in self-reported
symptoms of depression among patients
with acute coronary syndrome. Nursing Research & Practice, 1–
5. https://doi.org/10.1155/2012/109251
ogin.aspx?direct=true&db=a9h&AN=86826621&site=eds-
live&scope=site
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/ l
ogin.aspx?direct=true&db=edselp&AN=S106203031630067X&s
ite=eds-live&scope=site
38-200701000-00024&LSLINK=80&D=ovft
38-200701000-00024&LSLINK=80&D=ovft
ogin.aspx?direct=true&db=psyh&AN=2004-15356-
002&site=eds-live&scope=site
http://ezproxy.snhu.edu/login?url=http://doi.org/10.1177/02654
07515588220
ogin.aspx?direct=true&db=cmedm&AN=20561880&site=eds-
live&scope=site

http://ezproxy.snhu.edu/login?url=http://search.ebscohos t.com/l
ogin.aspx?direct=true&db=a9h&AN=86826621&site=eds-
live&scope=site
IHP 525 Journal Guidelines and Rubric
Overview: The journal activities in this course are an ongoing,
private conversation between you and the instructor. In each
journal assignment, you will draft
responses to sections of Final Project Article Review. While a
certain level of informality is permitted, proper grammar,
spelling, and APA citations are required.
Your journal posts should reflect academic rigor.
A course journal is generally made up of many individual
assignments. In this course, each assignment will be graded
individually, but they will all be polished
and used to create one final document to be submitted in
Module Eight as your Final Project Article Review.
Prompt: For each journal assignment, the following critical
elements must be met:
● Fulfill all requirements in the individual prompt.
● Provide relevant application of course concepts.
● Support ideas and observations with examples from your own
personal or professional situation.
Rubric
Guidelines for Submission: Each journal assignment should be
1–2 paragraphs in length. Submit assignment as a Word
document with double spacing, 12-point

Times New Roman font, and one-inch margins.
Prompt Meets ”Proficient” criteria and
references course materials
Meets all elements outlined in
the prompt
Meets only some of the
elements in the prompt
Does not meet the elements in
the prompt
40
Course Concepts Meets “Proficient” criteria and
supports response with course
materials
Clearly relates course concepts
to the applicable journal prompt
Relates course concepts to the
applicable journal prompt, but
response lacks clarity
Does not relate course concepts
to the applicable journal prompt
30

Personal or
Professional
Situation
further relates personal or
professional circumstances to
scholarly research
Logically supports ideas and
observations with examples
from personal or professional
circumstances or experiences
Supports ideas and observations
with examples from personal or
professional circumstances or
experiences, but response lacks
logic
Does not support ideas and
observations with examples
from personal or professional
circumstances or experiences
25
Articulation of
Response
Journal is free of errors in
organization and grammar, and
all sources correctly cited using
APA

Journal is mostly free of errors of
organization and grammar,
which are marginal and rarely
interrupt the flow, and most
sources are correctly cited using
APA
Journal contains errors of
organization and grammar, but
they are limited enough so that
submission can be understood
and APA usage is consistently
incorrect
Journal contains errors of
organization and grammar,
making the journal difficult to
understand and does not use
APA
5
Total 100%
IHP 525 Article Review Sample
Biostatistics Final Project Article Review
Overview: This document provides an example of what
information is being asked for and how the information for each

journal submission can
be gathered for easy review. Information is provided for ea ch
module where a journal submission is due.
Please Note: Article 2 is not featured in this sample review.
For this example, the information on one journal article will be
provided. You will be comparing two articles for your article
review project. For
this example, we will use an article about tea and fluoride:
Silva Linhares, D. P., Ventura Garcia, P., Amaral, L., Ferreira,
T., & dos Santos Rodrigues, A. (2017). Safety evaluation of
fluoride content in tea
infusions consumed in the Azores—a volcanic region with water
springs naturally enriched in fluoride. Biological Trace Element
Research, 179(1), 158–164.
First, let’s look at what information is provided and where in a
research article.
The Introduction informs us of why this study was done. It
summarizes what is currently known about the topic and
sometimes what still needs
to be discovered. For our example, the introduction explains
that this study was conducted to gain further information on the
topic of fluoride in
tea, specifically when brewed with naturally fluorinated water.
Too much fluoride can lead to fluorosis, a cosmetic condition
that affects the
teeth. Each specific research question (RQ) that the study hoped
to answer should be made clear.

In the Methods section, the study design and statistical methods
used to analyze the data are revealed. It should be made clear
who was
studied, how they were selected, what interventions were used,
if any, and how, when, and what measurements were taken.
Then what
statistical methods were used to answer each research question
should be clearly addressed.
In the Results section, the answer to each RQ is provided.
Tables, graphs, and figures are used to visually present the
answer to the research
questions and to describe the sample that was studied. This
section has descriptive statistics, test results, and corresponding
p-values.
In the Discussion section, the authors describe their results in
more detail and try to explain why these results occurred and
what they mean.
This section should also include any limitations of the study and
ideas for future research based on experiences from this study.
https://ezproxy.snhu.edu/login?url=https://search.ebscohost.com
/login.aspx?direct=true&db=edsgih&AN=edsgcl.500203695&si t
e=eds-live&scope=site
https://ezproxy.snhu.edu/login?url=https://search.ebscohost.com
/login.aspx?direct=true&db=edsgih&AN=edsgcl.500203695&sit
e=eds-live&scope=site
A short Conclusion should be drawn at the end of the article. It
is usually free of any statistics and only made up of two to three
sentences. It is
the message that the authors want their readers to walk away

with.
A list of References is provided at the end. These are past
studies that were mentioned in the introduction or discussion
sections.
Module Two
I. Background: Use this section to provide a brief context for
the health problem, issue, or trend you are researching.
Specifically,
you should answer the following:
A. What topic or heath question did you research, and why is it
relevant to public health, nursing, or the health science
professions? Give real-world examples to support your answer.
B. How can biostatistics help inform decision making around
your topic? Support your answer with specific examples.
II. Article Selection: In this section, discuss how and why you
selected your two articles. Be sure to address the following:
A. Explain why you selected these specific articles to examine
over the other choices.
B. Assess each article’s importance to health decision making in
your field. Give real-world examples to illustrate your
answer.
Background: The topic of fluoride was chosen because fluoride
is important for healthy teeth and has been a public heath topic
for decades.
Communities started adding fluoride to their public water
systems about 70 years ago as a way to reduce tooth decay and

cavities in a large
number of people. Fluoride can also occur naturally in the
water. Around the same time, fluoride was added to toothpaste
as well. However,
many communities have stopped adding fluoride to their water
as they are worried about people consuming too much.
Biostatistics can be used to prove the effect of adding fluoride
to water systems and to toothpaste. We can look at the amount
of tooth decay
and caries in a population before and after fluoride was
introduced in the water or toothpaste. We could also look at if
people lose fewer teeth.
Smaller studies could be done where we measure variables on a
sample of people’s teeth and then have them use toothpaste with
fluoride or
fluoride drops or drink fluorinated water and then measure these
same variables again. We call these response variables or
outcome variables.
We are looking to see if the use of fluoride changes any of these
variables (caries, staining on teeth, fluorosis, loss of teeth,
etc.).
Article Selection: I picked this article specifically because I
drink a lot of tea, and I know that the health of your teeth
affects your whole body. I
have a bad bite and have been told my teeth may become loose
as a result, so getting enough fluoride is important, but it is also
important not
to get too much. Fluoride is released during tea infusion, so tea
drinkers could be at risk of too much fluoride, especially if the
water they use is
naturally high in fluoride. The use of fluoride is simple way for
us to affect the health of an entire population, so it is an
important public health

program. The more we can learn about the sources of fluoride,
the more effectively we can provide public health programs to
ensure everyone
gets enough fluoride but not too much fluoride.
Article 1 Article 2
Full APA
citation
Silva Linhares, D. P., Ventura Garcia, P., Amaral, L., Ferreira,
T., & dos Santos Rodrigues, A.
(2017). Safety evaluation of fluoride content in tea infusions
consumed in the Azores—a
volcanic region with water springs naturally enriched in
fluoride. Biological Trace Element
Research, 179(1), 158–164. doi:
http://dx.doi.org/10.1007/s12011-017-0947-9
Purpose of
study
To estimate the exposure to fluoride in the Azores through
drinking tea prepared with water
from different volcanic locations
Research
questions (or
RQs—
specifically

what will be
tested or
compared)
Does the amount of fluoride in tea vary by origin (location) of
water? Does the amount of fluoride in tea
vary by commercial brand of tea? Does the amount of fluoride
in tea vary by brewing time?
Module Five
III. Findings: This section should highlight the major findings
of each of the articles you selected. Specifically address the
following:
A. What are the findings of each article, and what implications
do they have individually and collectively for solving the
health problem in question? Support your answer with specific
examples from your field.
B. Explain how key biostatistical calculations and methods
support the conclusions in each article. Cite relevant
information from the articles that support your answer.
Your long-form response to this table will go in this section.
Please remember the table below is to be used to gather your
thoughts before
responding.

Article 1 Article 2
Statistical
Methods (see
table below for
description of
each possible
test)
All RQs deal with comparing the mean of fluoride between
groups so the one-way ANOVA with Tukey post hoc
tests is appropriate. In the article, they only computed the
ANOVA to test for a variation in fluoride across
locations. PH in the water was also compared across locations,
but the Kruskal–Wallis test was used. It is a
nonparametric test used when the outcome variable is severely
skewed. It parallels the ANOVA. So the
distribution of PH is compared across groups, but without using
means. In addition, Pearson correlation statistics
were used to assess the linear association between fluoride
concentration and amount of PH in the water for
different tea subgroups. Line graphs were used to assess the
effect of brewing time on fluoride.
Results
(present for
each RQ)
Note: RQ Results (answers) can be found in Table 1 and Figure
1 of the article. Review to help your
understanding, and review your own journal article(s) for
similar information of what that study found.
Does the

amount of
fluoride in the
tea vary by
origin
(location) of
water? This is
the primary RQ
of interest.
P-values in Table 1 answer this RQ. The amount of fluoride
varies significantly between the three locations
(p<.001), regardless of type or brand of tea. Looking at the
means, we see the SC location has the highest
fluoride and PF has the smallest. Mean difference ranges
between 0.2 and 0.8 ppm. You should present these
means along with the standard deviations for each group. You
could also go on and present the means and SEs
for various scenarios as they do in the Results section of the
article.
Does the
amount of
fluoride in the
tea vary by
commercial
brand of tea?
We can answer this looking at the means in Table 1, but no p-
value is provided in the table to answer this RQ.
The highest fluoride was always in Azorean tea and the lowest
amount in International B. We can also see higher
mean fluoride levels in black tea than in green tea.
Does the

amount of
fluoride vary by
brewing time?
See Figure 1. As one might expect, the longer you brew tea, the
higher the level of fluoride regardless of brand or
type. Depending on the brand of tea, the PH level can increase
by 0.5 to almost 2 ppm when going from a brew
time of 1 minute to 10 minutes.
Additional
findings
In Table 2 we see that there is a strong, negative statistically
significant correlation between PH and fluoride
regardless of whether we look at green or black tea or brand or
location. The smallest correlation is -0.741 and
the largest is -0.999!
Module Six
IV. Methods: Use this section to compare and contrast the
methods used in the articles you selected with an eye to
assessing the
quality and limitations of the findings and informing future
research. Specifically, you should address the following:
A. Explain why the authors of each article selected the methods
they did. How appropriate were the methods to the

overall purpose of the paper? Justify your response.
B. Analyze a difference and similarity in the methods chosen
with respect to the health question being addressed in the
selected articles. Explain your answer using evidence from the
articles selected and information you have learned in
the course.
C. Assess a strength and limitation of the different approaches
used in the articles you selected. Explain your answer
using evidence from the articles you selected and information
you have learned in the course.
thoughts before
responding.
Article 1 Article 2
Why specific
statistical
tests were
used
The why for each test done is included in the information above
for Module Five. Specifically, an ANOVA was the
appropriate statistical test to use because mean levels of
fluoride were compared between independent groups
(defined by the water source and other characteristics of the tea
brewing process). Pearson correlation statistics
were used appropriately, as PH and fluoride are both continuous
variables, and it is of interest to see if they are
linearly associated (as PH increases, does fluoride increase or

decrease at a continuous rate?).
Similar
methods
between
articles
Mention which statistical tests and graphs were used in both
studies. Why might this be? Did the two studies
have similar outcome variables or similar RQs? Did each article
present many test results, or did one use less
testing?
Difference in
methods
Identify which tests are used in one article but not the other.
Was this because outcome variables differed?
Because distribution of the data differed? Did each article
present many test results, or did one use less testing?
Was one clearer than the other?
Strengths The study considered the type and brand of tea and
brewing time rather than just considering the location and
fluoride. Thus this study proved that the association between
water location and fluoride held true regardless of
the type and brand of tea and brewing time. The results were
consistent with other published studies. Correct
statistical methodology was used.
Limitations Not sure where the water samples were taken from,
or whether the time of year and proximity to shore would

impact fluoride amounts. Results seem constrained to a specific
population.
Module Seven
I. Conclusions. What does your evaluation of the strengths and
weaknesses of the articles you selected suggest for future
research in this
field? Be sure to provide specific suggestions for potential next
steps based on evidence from your analysis, and explain how
these
suggestions would help improve decision making.
thoughts before
responding.
Conclusion Tea consumption may lead to too much fluoride in
one’s diet for people living near water sources with naturally
high fluoride
concentrations. In such areas it is important to carefully choose
the type and amount of tea that is consumed.
This article laid out and described the results of this study very
clearly, and the study appears to be well done. However, the
population of people that this study refers to is very narrow.
How do we apply these results to people living in New England,

for example? A study that looked at the amount of fluoride in
water supplies that are not near volcanic sources would be
necessary to help public health professionals apply such results
to their populations. Also, it would help to study a larger
variety of tea brands. In addition, it would be helpful to study
how much tea consumption is necessary to bring on fluorosis
and other negative side effects of consuming too much fluoride.
Such a study would involve an observational study that
followed a cohort of subjects for a long period of time.
Description of Statistical Tests Covered in IHP 525 and in the
Journal Articles Used in Final Project Article Review
Every parametric test assumes that the data follow a given
distribution and most assume the normal distribution, thus
means and standard
deviations are used in their computations. For every parametric
test, there is a corresponding nonparametric test. Nonparametric
tests are tests
that do not require any assumptions about the distribution of
your data. Below is a list each of the parametric tests mentioned
in this course
along with the corresponding nonparametric test. It is always
best to use the parametric test when you can, as they are more
powerful and thus
result in smaller p-values.
Module Parametric Test Nonparametric test When to Use
Four,
Five
*One sample z-test (use with

*One sample t-test (use S
Kolmogorov–Smirnov test
(K–S)
With the z-test and t-test, you assume the data follow the
normal
distribution and compare the mean of a sample to a specified
value. Use K–S when you want to compare the distribution of a
continuous variable to a specified known distribution.
Module Parametric Test Nonparametric test When to Use
Six *Paired t-test (or repeated
measures when measures
taken multiple times)
Signed rank test, Freidman’s
test for repeated measures
(McNemar test when
outcome is categorical with
just two categories)
Use to compare the values of a continuous variable within pai rs
(or
between time points or conditions on same person) and test for a
difference. Example: Does ocular pressure vary between a
person’s left eye and right eye?

McNemar used if variable is dichotomous (like yes/no).
Example:
Compare if an eye has cataracts between left and right eyes or
between time points.
Six,
Seven
*Independent t-test, *ANOVA
and *post-hoc tests
Wilcoxon rank sum test or
Kruskal–Wallis test or
Mann–Whitney U test or
Kolmogorov–Smirnov test
When want to compare whether the values of a continuous
variable vary between independent groups. Independent t-test
and ANOVA compare means between independent groups.
Nonparametric tests compare the median values or the ranks of
the values between independent groups.
Seven *Z-test of proportions *Fisher’s exact test, chi-
square test
Compare proportions between independent groups (i.e., test the
association between two categorical variables). Example: Does
the
proportion of people with diabetes vary between Americans and
Europeans?
Nine *Pearson Correlation; *linear
regression
Spearman Correlation Use to measure the strength and direction
of a linear association

(parametric version) or monotonic association (nonparametric)
between two continuous variables.
Note: Asterisk (*) indicates tests covered in IHP 525.

IHP 525 Final Project Article Review Guidelines and Rubric

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