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1. need descriptive statistics completed. (frequency)2. need pow
- 1. 1. Need Descriptive Statistics completed. (Frequency) 2. Need Power analysis completed. I have 20 participants (with explanation) Independent variables: DASH Education Diet Program Dependent variables: 1. Patients’ Blood pressures After DASH Education Diet Program 2. Patients Food Frequency choices after DASH Education Diet Program 3. Patients Knowledge of DASH Education Diet program after education session Dependent variable Table 1 Participant Number Pre-Education Systolic BP Post-Education Systolic BP Percentage Of Systolic Change Pre-Education Diastolic BP Post- Education Diastolic BP Percentage Of Diastolic
- 5. 130 -4.41 88 84 -4.55 H017 130 132 -1.54 90 90 0.00 H018 128 122 -4.69 96 94 -4.17 H019 130 128 -1.54 96 90 -6.25 H020 142 144 1.41 102 104 1.96 Note. Gray cells indicate the percentage of reduction of BP measurements pre- and post-intervention. 13 participants had lower systolic measurements and 14 participants had lower
- 6. diastolic measurements post DASH intervention. Dependent variable 5 part Likert Questions 1-5 Completely Disagree Somewhat Disagree Neither Agree Nor Disagree Somewhat Agree Completely Agree I know what DASH stands for 12 4 1 2 1 I know about The benefits of DASH diet 10 6 0 3 1 I can identify
- 7. Foods in the DASH diet 8 6 1 3 2 It is important to understand DASH diet 6 1 7 1 6 Following the DASH diet can improve my bloodpressure 6 2 5 2 5 Note. Number represents the number of participants who chose the response on a 5-point Likert-type scale that elicited baseline DASH knowledge. Dependent variable 5 part Likert Questions 1-5 Completely Disagree Somewhat Disagree Neither Agree Nor Disagree Somewhat Agree
- 8. Completely Agree I know what DASH stands for 2 2 0 12 4 I know about The benefits of DASH diet 0 0 0 11 9 I can identify Foods in the DASH diet 0 0 0 9 11 It is important to understand DASH diet 0 0 0 6 14 Following the DASH diet can improve my bloodpressure 0 0 0
- 9. 5 15 Note. Number represents the number of participants who chose the response on a 5-point Likert-type scale after the DASH Intervention. Dependent variable Participants Self-Reported Daily Food Intake by Food Group 1 Serving 2 Servings 3 Servings 4 or more Servings Pre Post PrePost PrePost PrePost Grains 13 8 5 6 2 3 0 2 Vegetables 15 6 4 6 1 6 0 2 Fruits 16 8 2 9 0 1 2 2 Note. Numbers represent the number of participants who chose the number of daily servings for each food group.
- 10. Age Range of DASH Participants 18-29 30-39 40-49 50-59 60 and Over 7 6 5 2 0 Racial Diversity of DASH Participants African American Caucasians Hispanics Asian or Pacific Islanders American Indian 20 0 0 0 5:18 PM (CST) Assignment Details Assignment Description Part 1: Capstone Project – Informational This part of the assignment is not for grading this week. This pa rt of the assignment is to contribute to the Capstone project and also to show the instructor that progress is being made on the Capstone project. Continue using the template modified for Unit 1 and Unit 2. Sub mit your Capstone project-related work to the Group submission area. Include the word "DRAFT" in the document title. Your third draft will then be available to share with your t
- 11. eam. The third draft will also be available for your instructor to view the team's progress. Use the company profile and scenario found here as the subject of your Systems Implementation Plan. Team Project New Content for Week 3: System Design For this week’s contribution to the overall Capstone project, col laborate and discuss with the team’s Security Specialist about th e security and privacy of the software and hardware solution for Verbania. Provide best security practices and guidelines to implement and follow, as well as the creation of formal security policies and a security plan. Include the following policies in your IT security policy: Disaster recovery Password creation and protection Remote access Routers and switches security Wireless communication Server security Acceptable encryption E-mail Document the team's security plan, security policy, and security solution. Within the template, prepare 5– 7 pages of content addressing the team’s System Design. Insert content into the template document under Section 3. Part 3: Individual Project – Submit to the Unit 3 IP Area
- 12. This part of the assignment is for grading for this week. This as signment is a document addressing security and should be submi tted to the week's individual dropbox. Individual Submission Consider the overall team project solution (hardware and softwa re) relative to security. Create and submit a 3– 4-page Word document defining your recommendations concern ing security. Be sure to articulate reasons for specific choices. Inclu de in your document an explanation about the relationship betw een the IT security policy and the chosen security mechanisms for your overall solution. Be prepared to discuss yo ur thoughts with the team’s Security Specialist. Please submit your assignment. For assistance with your assignment, please use your text, Web resources, and all course materials. Grading Criteria Project Criteria Exceeds: 90%–100% Very Good: 80%–89% Meets: 70%–79% Needs Improvement: Below 70% Content (75%) Response covers all topics indicated in the assignment and adds additional content. Response covers most topics indicated in the assignment.
- 13. Response covers many of the topics indicated in the assignment. Response covers none to some of the topics indicated in the assignment. Effective Communication (10%) Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar. Demonstrates very good written, visual, or oral skills. Demonstrates sound expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the
- 14. communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present, but do not distract from the message. Organization is apparent and mostly clear. Format is appropriate to assignment, but not entirely consistent. The writing was of collegiate level with two or less errors in spelling or grammar. Demonstrates acceptable written, visual, or oral skills. Demonstrates reasonable expression of topic, main idea, and purpose. Sometimes, audience is addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present and may distract from the message. Organization is a bit unclear. Format is inconsistent. The writing was of collegiate level with several errors in spelling or grammar. Demonstrates inadequate or partially proficient application of written, visual, or oral skills. Demonstrates inadequate or partial expression of topic, main idea, and purpose. Audience is often not
- 15. addressed appropriately. Language often impedes the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are frequent and often distract from meaning or presentation. Organization is inadequate, confusing, and distracting. The format is inadequate and obscures meaning. The writing was less than collegiate level with numerous errors in spelling or grammar. Supporting Analysis (15%) Analysis exceeds minimum requirements. Sources are used to support analysis, are appropriate, and are properly referenced. Basic analysis provided to support assertions. Sources are cited, appropriate, and properly referenced. Limited analysis provided to support assertions. Some sources are cited, appropriate, and properly referenced. No or inaccurate analysis, no sources are cited when needed, analysis and/or sources are not appropriate. When sources are used, they are not properly referenced.
- 16. Reading Assignment Assignment Objectives Demonstrate the ability to serve as a collaborative member of a n IT project team. Design security policies and procedures for a specific system to include best practices, risks, and mitigation strategies. Other Information There is no additional information to display at this time. Legend Extra Credit View Assignment Rubric Unit 3 - Individual Project Assignment Overview Unit: Designing for Security Due Date: Tue,2/16/21 Grading Type: Numeric Points Possible: 140 Points Earned: 0 Deliverable Length: See assignment details Type: Individual Project Go To: Looking for tutoring? Go to Smarthinking Assignment Details Learning Materials Reading Assignment My Work:
- 17. Online Deliverables: Submissions 5:18 PM (CST) Assignment Details Assignment Description Part 1: Capstone Project – Informational This part of the assignment is not for grading this week. This pa rt of the assignment is to contribute to the Capstone project and also to show the instructor that progress is being made on the Capstone project. Continue using the template modified for Unit 1 and Unit 2. Sub mit your Capstone project-related work to the Group submission area. Include the word "DRAFT" in the document title. Your third draft will then be available to share with your t eam. The third draft will also be available for your instructor to view the team's progress. Use the company profile and scenario found here as the subject of your Systems Implementation Plan. Team Project New Content for Week 3: System Design For this week’s contribution to the overall Capstone project, col laborate and discuss with the team’s Security Specialist about th e security and privacy of the software and hardware solution for Verbania. Provide best security practices and guidelines to implement and follow, as well as the creation
- 18. of formal security policies and a security plan. Include the following policies in your IT security policy: Disaster recovery Password creation and protection Remote access Routers and switches security Wireless communication Server security Acceptable encryption E-mail Document the team's security plan, security policy, and security solution. Within the template, prepare 5– 7 pages of content addressing the team’s System Design. Insert content into the template document under Section 3. Part 3: Individual Project – Submit to the Unit 3 IP Area This part of the assignment is for grading for this week. This as signment is a document addressing security and should be submi tted to the week's individual dropbox. Individual Submission Consider the overall team project solution (hardware and softwa re) relative to security. Create and submit a 3– 4-page Word document defining your recommendations concern ing security. Be sure to articulate reasons for specific choices. Inclu de in your document an explanation about the relationship betw een the IT security policy and the chosen security mechanisms for your overall solution. Be prepared to discuss yo ur thoughts with the team’s Security Specialist.
- 19. Please submit your assignment. For assistance with your assignment, please use your text, Web resources, and all course materials. Grading Criteria Project Criteria Exceeds: 90%–100% Very Good: 80%–89% Meets: 70%–79% Needs Improvement: Below 70% Content (75%) Response covers all topics indicated in the assignment and adds additional content. Response covers most topics indicated in the assignment. Response covers many of the topics indicated in the assignment. Response covers none to some of the topics indicated in the assignment. Effective Communication (10%) Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates
- 20. outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar. Demonstrates very good written, visual, or oral skills. Demonstrates sound expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present, but do not distract from the message. Organization is apparent and mostly clear. Format is appropriate to assignment, but not entirely consistent. The writing was of collegiate level with two or less errors in spelling or grammar. Demonstrates acceptable written, visual, or oral skills. Demonstrates reasonable
- 21. expression of topic, main idea, and purpose. Sometimes, audience is addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present and may distract from the message. Organization is a bit unclear. Format is inconsistent. The writing was of collegiate level with several errors in spelling or grammar. Demonstrates inadequate or partially proficient application of written, visual, or oral skills. Demonstrates inadequate or partial expression of topic, main idea, and purpose. Audience is often not addressed appropriately. Language often impedes the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are frequent and often distract from meaning or presentation. Organization is inadequate, confusing, and distracting. The format is inadequate and obscures meaning. The writing was less than collegiate level with numerous errors in spelling or grammar. Supporting Analysis (15%)
- 22. Analysis exceeds minimum requirements. Sources are used to support analysis, are appropriate, and are properly referenced. Basic analysis provided to support assertions. Sources are cited, appropriate, and properly referenced. Limited analysis provided to support assertions. Some sources are cited, appropriate, and properly referenced. No or inaccurate analysis, no sources are cited when needed, analysis and/or sources are not appropriate. When sources are used, they are not properly referenced. Reading Assignment Assignment Objectives Demonstrate the ability to serve as a collaborative member of a n IT project team. Design security policies and procedures for a specific system to include best practices, risks, and mitigation strategies. Other Information There is no additional information to display at this time. Legend Extra Credit View Assignment Rubric Unit 3 - Individual Project
- 23. Assignment Overview Unit: Designing for Security Due Date: Tue,2/16/21 Grading Type: Numeric Points Possible: 140 Points Earned: 0 Deliverable Length: See assignment details Type: Individual Project Go To: Looking for tutoring? Go to Smarthinking Assignment Details Learning Materials Reading Assignment My Work: Online Deliverables: Submissions