This document outlines a course on multivariate data analysis. It introduces key topics that will be covered, including matrix algebra, the multivariate normal distribution, principal component analysis, factor analysis, cluster analysis, discriminant analysis, and canonical correlations. The course workload consists of 40% theory and 60% practice, including a group project and weekly presentations. R will be the main software used. Examples of multivariate data and applications in various fields like business, health, and education are also provided.
Writing Third Year Project Report: Some Handy GuidelinesMithil Fal Desai
The document provides guidelines for writing a third year project report. It discusses the different types of research projects including fundamental, descriptive, empirical, quantitative, applied, analytical and qualitative. It outlines the typical sections of a project report such as the title page, declaration, certificate, acknowledgment, index, abstract, introduction, experimental, results and discussion, conclusion and references. For each section, it provides details on the content and formatting. It emphasizes writing in a clear, concise and organized manner with proper citations and references. The document aims to help students structure their project reports and effectively communicate their research.
Cell BiologyThe discovery of the antibiotic Penicillin in the 19.docxtroutmanboris
Cell Biology
The discovery of the antibiotic Penicillin in the 1920s made a big impact on human history. Not only did it provide a cure for bacterial infections that were once deadly, but it also led to a golden age in discovery of new antibiotics. The great benefit of these drugs is that antibiotics inhibit the growth of bacterial cells or kill them outright, and yet, on the whole, do not harm eukaryotic cells.
Answer BOTH of the following questions:
1. Given the following list of antibiotics and their targets, explain how each stops bacteria without harming human cells. Base your analyses on the differences between eukaryotic and prokaryotic cells.
2. Considering the targets of these antibiotics, explain why antibiotics in general would not be useful for treating a viral infection.
Antibiotic
Target
Penicillin
Blocks cell wall synthesis
Tetracycline
Blocks protein synthesis by binding to the 30S Unit of the ribosome
Chloramphenicol
Blocks protein synthesis by binding to the 50S Unit of the ribosome
Sulfonamides
Inhibit folic acid synthesis
Vancomycin
Blocks cross-linking of the peptidoglycan in the cell wall
Read this to enhance your understanding of the differences between prokaryotic and eukaryotic cells: How do antibiotics kill bacterial cells but not human cells?
See a comparison of bacterial and viral features here: Differences between bacteria and viruses.
Follow these guidelines for your paper:
· Utilize at least 1 credible source to support the arguments presented in the paper. Make sure you cite appropriately within your paper, and list the reference(s) in APA format on your Reference page.
· Your paper should be 1–2 pages in length, not counting the Title page and Reference page.
References
Mobley, H. (2018). How do antibiotics kill bacterial cells but not human cells? Retrieved from: https://www.scientificamerican.com/article/how-do-antibiotics-kill-b/
Aryal, S. (2015). Differences between bacteria and viruses. Retrieved from: https://microbiologyinfo.com/differences-between-bacteria-and-viruses/
Grading Criteria
Grading Criteria
Proficient Descriptor
Points
Antibiotics and their processes
• Explains how antibiotics stop bacteria growth without harming human cells.
• Discusses each antibiotic and its target. (5 points for each antibiotic)
1) Penicillin; Blocks cell wall synthesis
2) Tetracycline; Blocks protein synthesis by binding to the 30S Unit of the ribosome
3) Chloramphenicol; Blocks protein synthesis by binding to the 50S Unit of the ribosome
4) Sulfonamides; Inhibits folic acid synthesis
5) Vancomycin; Blocks cross-linking of the peptidoglycan in the cell wall
25
Antibiotics and viruses
• Discusses why antibiotics in general would not be useful for treating a viral infection.
• Supports the conclusion by commenting on the target of each antibiotic.
15
Format, Grammar, and Mechanics
• Provides a 1-2 page paper that is double-spaced, and includes a title page, reference page, running head, and page number.
#35321 Topic Discussion Validity in Quantitative Research Design.docxAASTHA76
#35321 Topic: Discussion: Validity in Quantitative Research Designs
Number of Pages: 1 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Nursing
VIP Support: N/A
Language Style: English (U.S.)
Order Instructions: ATTACHED
Validity in research refers to the extent researchers can be confident that the cause and effect they identify in their research are in fact causal relationships. If there is low validity in a study, it usually means that the research design is flawed and the results will be of little or no value. Four different aspects of validity should be considered when reviewing a research design: statistical conclusion validity, internal validity, construct validity, and external validity. In this Discussion, you consider the importance of each of these aspects in judging the validity of quantitative research.
To prepare:
Review the information in Chapter 10 of the course text on rigor and validity.
Read the method section of one of the following quasi-experimental studies (also located in this week抯 Learning Resources). Identify at least one potential concern that could be raised about the study抯 internal validity.
Metheny, N. A., Davis-Jackson, J., & Stewart, B. J. (2010). Effectiveness of an aspiration risk-reduction protocol. Nursing Research, 59(1), 18�.
Padula, C. A., Hughes, C., & Baumhover, L. (2009). Impact of a nurse-driven mobility protocol on functional decline in hospitalized older adults. Journal of Nursing Care Quality, 24(4), 325�1.
Yuan, S., Chou, M., Hwu, L., Chang, Y., Hsu, W., & Kuo, H. (2009). An intervention program to promote health-related physical fitness in nurses. Journal of Clinical Nursing, 18(10), 1,404�411.
Consider strategies that could be used to strengthen the study抯 internal validity and how this would impact the three other types of validity.
Think about the consequences of an advanced practice nurse neglecting to consider the validity of a research study when reviewing the research for potential use in developing an evidence-based practice.
By Day 3
Post the title of the study that you selected and your analysis of the potential concerns that could be raised about the study抯 internal validity. Propose recommendations to strengthen the internal validity and assess the effect your changes could have with regard to the other three types of validity. Discuss the dangers of failing to consider the validity of a research study.
Required Readings
Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 10, 揜igor and Validity in Quantitative Research�
This chapter introduces the concept of validity in research and describes the different types of validity that must be addressed. Key threats to validity are also explored.
Chapter 11, 揝pecific Types of Quantitative Research�
This chapter focuses on th.
Discussion Board Forum Grading RubricCriteriaPoints Possible .docxelinoraudley582231
Discussion Board Forum Grading Rubric
Criteria
Points Possible
Points Earned
Thread – Key Components
0 to 5 points
All key components of the 3 Discussion Board Forum research questions are answered in the thread.
Thread – Major Points
0 to 6 points
Major points are supported by the following:
· Reading & Study materials;
· Pertinent, conceptual, or personal examples;
· Thoughtful analysis (considering assumptions, analyzing implications, and comparing/contrasting concepts);
· Two peer-reviewed sources in current APA format; and
· One biblical integration.
Thread – Spelling and Grammar
0 to 2 points
Proper spelling and grammar are used.
Thread – Communication
0 to 2 points
· Required word count (500–750 words) is met.
· Communication follows Student Expectations.
Replies – Major Points
0 to 4 points
Major points are supported by the following:
· Reading & Study materials;
· Pertinent, conceptual, or personal examples;
· Thoughtful analysis (considering assumptions, analyzing implications, and comparing/contrasting concepts); and
· Citations in current APA format.
Replies – Netiquette
0 to 1 points
Appropriate “netiquette” manners used. (For example, no name calling or labeling another student’s idea a derogatory term, such as “stupid” or “dumb,” even when disagreeing. See Student Expectations.)
Replies – Clarity and Biblical Principles/ Experience
0 to 3 points
Clarity is brought to issues being discussed, and each reply relates issues to biblical principles and experience.
Replies – Spelling and Grammar
0 to 1 points
Proper spelling and grammar are used.
Replies – Communication
0 to 1 points
· Required word count (450–600 words each) for 2 replies is met.
· Two peer-reviewed sources included.
· One biblical integration included.
· Communication follows Student Expectations.
Total
Instructor’s Comments:
DUE 11/6/2017 10 P.M EST
THIS IS A 4 PART HIV SPSS PROJECT. ATTACHED IS THE PREVIOUS PARTS. PLEASE READ IT ALL. WHEN YOU GENERATE IT, I’M SURE IT WILL BE A LITTLE DIFFERENT BUT THAT’S O.K.. THE ANALYSIS IS ALSO ATTACHED.
For your Final Project submission, you have the opportunity to share the significance of your results in the practice of public health. With your disease and data in mind, integrate instructor and peer feedback you have received throughout the course, in completing your statistical analyses.
The Assignment: (7 PAGES)
· Section I: Introduction (3 pages)
· Brief description of your identified disease
· Summary of other studies that directly relate to your identified disease outcome (Note: This is essentially the Literature Review you submitted in Week 6. There is no need to include the Annotated Bibliography as well since it was developed into your Literature Review.)
· Statement of the Problem/Research question
· Written statements for both your null and alternative/research hypothesis
· Brief description of the significance of why this disease is important for examination
·
· Section II: Methodology (1 page)
· B.
research methodology ppt-pdf-converted.pptxDaniyalTahir9
This document provides guidelines for writing a synopsis for a research project. A synopsis should include the following sections: title, statement of the problem/hypothesis, aims and objectives, review of literature, research methodology, and references. The research methodology section should describe the study design, setting, sampling techniques, variables, controls, data collection methods, and data analysis plan. The synopsis provides a brief overview of the key elements of the proposed research for review.
How to structure your table for systematic review and meta analysis – PubricaPubrica
According to the, a systematic review is "a scholarly method in which all empirical evidence that meets pre-specified eligibility requirements is gathered to address a particular research question."
Continue Reading: https://bit.ly/3AeFIYY
For our services: https://pubrica.com/services/research-services/systematic-review/
Why Pubrica:
When you order our services, We promise you the following – Plagiarism free | always on Time | 24*7 customer support | Written to international Standard | Unlimited Revisions support | Medical writing Expert | Publication Support | Biostatistical experts | High-quality Subject Matter Experts.
Contact us:
Web: https://pubrica.com/
Blog: https://pubrica.com/academy/
Email: sales@pubrica.com
WhatsApp : +91 9884350006
United Kingdom: +44-1618186353
FIRST CLASSMATE’S REPLY By Erika Little Discussion Board Modu.docxclydes2
FIRST CLASSMATE’S REPLY:
By Erika Little
Discussion Board Module 4-Doctoral Persistence
COLLAPSE
Research Question: Why is the persistence for doctoral students greater for those who participate in online programs?
I intend to interview first year doctoral students and graduating doctoral students to get the varying perspectives on the answers to these questions. First year students may view persistence having general obstacles like tuition affordability and course work whereas graduating students have a seasoned perspective and may have specific data around persistence and obstacles for students. I believe both pools of interviews will yield valuable data.
Five Interview Questions:
Do you believe online doctoral programs allow greater flexibility for students?
Do you think online doctoral programs are [more difficult] or [less difficult] for student persistence?
Is student persistence and academic rigor mutually exclusive?
Do you agree that doctoral persistence is a result of many variables?
Do you agree that online programs compared to face to face programs mitigate many persistence obstacles for students?
Analysis
The research question is “Why is the persistence of doctoral students greater for those who participate in online programs?” The purpose of this research question is to focus the research and analysis of whether persistence of doctoral students is related to how students take their courses. Online courses offer a great deal of flexibility for students, whereas face to face courses have an advantage of dialogue and the formation of interpersonal relationships between students. Each delivery format has its pros and cons, but the purpose of the research question is to evaluate the experience of doctoral students to see what obstacles existed for them and if those obstacles were associated with their course delivery format. For example, if students cite extracurricular responsibilities as an obstacle, having face to face courses may have impacted their schedule if they work or have a family.
The data retrieved for this research analysis will be retrieved through a series of interviews with first year doctoral students and doctoral students who have recently graduated, with both populations having face to face or online delivery formats. The interview questions posed are purposed with getting the doctoral students to evaluate their own person experience and personal objectives as a student. This information creates a pool of obstacles that the research can report on as what negatively impacts doctoral persistence. It is valuable information despite it having a subjective origin. The personal experience of the doctoral students allows for the research to have more color for the audience reviewing the completed analysis.
In conclusion, the purpose of the research is to evaluate whether online doctoral degree programs have greater persistence because of the perspective that online academics is an easier balance for students. The in.
This document outlines a course on multivariate data analysis. It introduces key topics that will be covered, including matrix algebra, the multivariate normal distribution, principal component analysis, factor analysis, cluster analysis, discriminant analysis, and canonical correlations. The course workload consists of 40% theory and 60% practice, including a group project and weekly presentations. R will be the main software used. Examples of multivariate data and applications in various fields like business, health, and education are also provided.
Writing Third Year Project Report: Some Handy GuidelinesMithil Fal Desai
The document provides guidelines for writing a third year project report. It discusses the different types of research projects including fundamental, descriptive, empirical, quantitative, applied, analytical and qualitative. It outlines the typical sections of a project report such as the title page, declaration, certificate, acknowledgment, index, abstract, introduction, experimental, results and discussion, conclusion and references. For each section, it provides details on the content and formatting. It emphasizes writing in a clear, concise and organized manner with proper citations and references. The document aims to help students structure their project reports and effectively communicate their research.
Cell BiologyThe discovery of the antibiotic Penicillin in the 19.docxtroutmanboris
Cell Biology
The discovery of the antibiotic Penicillin in the 1920s made a big impact on human history. Not only did it provide a cure for bacterial infections that were once deadly, but it also led to a golden age in discovery of new antibiotics. The great benefit of these drugs is that antibiotics inhibit the growth of bacterial cells or kill them outright, and yet, on the whole, do not harm eukaryotic cells.
Answer BOTH of the following questions:
1. Given the following list of antibiotics and their targets, explain how each stops bacteria without harming human cells. Base your analyses on the differences between eukaryotic and prokaryotic cells.
2. Considering the targets of these antibiotics, explain why antibiotics in general would not be useful for treating a viral infection.
Antibiotic
Target
Penicillin
Blocks cell wall synthesis
Tetracycline
Blocks protein synthesis by binding to the 30S Unit of the ribosome
Chloramphenicol
Blocks protein synthesis by binding to the 50S Unit of the ribosome
Sulfonamides
Inhibit folic acid synthesis
Vancomycin
Blocks cross-linking of the peptidoglycan in the cell wall
Read this to enhance your understanding of the differences between prokaryotic and eukaryotic cells: How do antibiotics kill bacterial cells but not human cells?
See a comparison of bacterial and viral features here: Differences between bacteria and viruses.
Follow these guidelines for your paper:
· Utilize at least 1 credible source to support the arguments presented in the paper. Make sure you cite appropriately within your paper, and list the reference(s) in APA format on your Reference page.
· Your paper should be 1–2 pages in length, not counting the Title page and Reference page.
References
Mobley, H. (2018). How do antibiotics kill bacterial cells but not human cells? Retrieved from: https://www.scientificamerican.com/article/how-do-antibiotics-kill-b/
Aryal, S. (2015). Differences between bacteria and viruses. Retrieved from: https://microbiologyinfo.com/differences-between-bacteria-and-viruses/
Grading Criteria
Grading Criteria
Proficient Descriptor
Points
Antibiotics and their processes
• Explains how antibiotics stop bacteria growth without harming human cells.
• Discusses each antibiotic and its target. (5 points for each antibiotic)
1) Penicillin; Blocks cell wall synthesis
2) Tetracycline; Blocks protein synthesis by binding to the 30S Unit of the ribosome
3) Chloramphenicol; Blocks protein synthesis by binding to the 50S Unit of the ribosome
4) Sulfonamides; Inhibits folic acid synthesis
5) Vancomycin; Blocks cross-linking of the peptidoglycan in the cell wall
25
Antibiotics and viruses
• Discusses why antibiotics in general would not be useful for treating a viral infection.
• Supports the conclusion by commenting on the target of each antibiotic.
15
Format, Grammar, and Mechanics
• Provides a 1-2 page paper that is double-spaced, and includes a title page, reference page, running head, and page number.
#35321 Topic Discussion Validity in Quantitative Research Design.docxAASTHA76
#35321 Topic: Discussion: Validity in Quantitative Research Designs
Number of Pages: 1 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Nursing
VIP Support: N/A
Language Style: English (U.S.)
Order Instructions: ATTACHED
Validity in research refers to the extent researchers can be confident that the cause and effect they identify in their research are in fact causal relationships. If there is low validity in a study, it usually means that the research design is flawed and the results will be of little or no value. Four different aspects of validity should be considered when reviewing a research design: statistical conclusion validity, internal validity, construct validity, and external validity. In this Discussion, you consider the importance of each of these aspects in judging the validity of quantitative research.
To prepare:
Review the information in Chapter 10 of the course text on rigor and validity.
Read the method section of one of the following quasi-experimental studies (also located in this week抯 Learning Resources). Identify at least one potential concern that could be raised about the study抯 internal validity.
Metheny, N. A., Davis-Jackson, J., & Stewart, B. J. (2010). Effectiveness of an aspiration risk-reduction protocol. Nursing Research, 59(1), 18�.
Padula, C. A., Hughes, C., & Baumhover, L. (2009). Impact of a nurse-driven mobility protocol on functional decline in hospitalized older adults. Journal of Nursing Care Quality, 24(4), 325�1.
Yuan, S., Chou, M., Hwu, L., Chang, Y., Hsu, W., & Kuo, H. (2009). An intervention program to promote health-related physical fitness in nurses. Journal of Clinical Nursing, 18(10), 1,404�411.
Consider strategies that could be used to strengthen the study抯 internal validity and how this would impact the three other types of validity.
Think about the consequences of an advanced practice nurse neglecting to consider the validity of a research study when reviewing the research for potential use in developing an evidence-based practice.
By Day 3
Post the title of the study that you selected and your analysis of the potential concerns that could be raised about the study抯 internal validity. Propose recommendations to strengthen the internal validity and assess the effect your changes could have with regard to the other three types of validity. Discuss the dangers of failing to consider the validity of a research study.
Required Readings
Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 10, 揜igor and Validity in Quantitative Research�
This chapter introduces the concept of validity in research and describes the different types of validity that must be addressed. Key threats to validity are also explored.
Chapter 11, 揝pecific Types of Quantitative Research�
This chapter focuses on th.
Discussion Board Forum Grading RubricCriteriaPoints Possible .docxelinoraudley582231
Discussion Board Forum Grading Rubric
Criteria
Points Possible
Points Earned
Thread – Key Components
0 to 5 points
All key components of the 3 Discussion Board Forum research questions are answered in the thread.
Thread – Major Points
0 to 6 points
Major points are supported by the following:
· Reading & Study materials;
· Pertinent, conceptual, or personal examples;
· Thoughtful analysis (considering assumptions, analyzing implications, and comparing/contrasting concepts);
· Two peer-reviewed sources in current APA format; and
· One biblical integration.
Thread – Spelling and Grammar
0 to 2 points
Proper spelling and grammar are used.
Thread – Communication
0 to 2 points
· Required word count (500–750 words) is met.
· Communication follows Student Expectations.
Replies – Major Points
0 to 4 points
Major points are supported by the following:
· Reading & Study materials;
· Pertinent, conceptual, or personal examples;
· Thoughtful analysis (considering assumptions, analyzing implications, and comparing/contrasting concepts); and
· Citations in current APA format.
Replies – Netiquette
0 to 1 points
Appropriate “netiquette” manners used. (For example, no name calling or labeling another student’s idea a derogatory term, such as “stupid” or “dumb,” even when disagreeing. See Student Expectations.)
Replies – Clarity and Biblical Principles/ Experience
0 to 3 points
Clarity is brought to issues being discussed, and each reply relates issues to biblical principles and experience.
Replies – Spelling and Grammar
0 to 1 points
Proper spelling and grammar are used.
Replies – Communication
0 to 1 points
· Required word count (450–600 words each) for 2 replies is met.
· Two peer-reviewed sources included.
· One biblical integration included.
· Communication follows Student Expectations.
Total
Instructor’s Comments:
DUE 11/6/2017 10 P.M EST
THIS IS A 4 PART HIV SPSS PROJECT. ATTACHED IS THE PREVIOUS PARTS. PLEASE READ IT ALL. WHEN YOU GENERATE IT, I’M SURE IT WILL BE A LITTLE DIFFERENT BUT THAT’S O.K.. THE ANALYSIS IS ALSO ATTACHED.
For your Final Project submission, you have the opportunity to share the significance of your results in the practice of public health. With your disease and data in mind, integrate instructor and peer feedback you have received throughout the course, in completing your statistical analyses.
The Assignment: (7 PAGES)
· Section I: Introduction (3 pages)
· Brief description of your identified disease
· Summary of other studies that directly relate to your identified disease outcome (Note: This is essentially the Literature Review you submitted in Week 6. There is no need to include the Annotated Bibliography as well since it was developed into your Literature Review.)
· Statement of the Problem/Research question
· Written statements for both your null and alternative/research hypothesis
· Brief description of the significance of why this disease is important for examination
·
· Section II: Methodology (1 page)
· B.
research methodology ppt-pdf-converted.pptxDaniyalTahir9
This document provides guidelines for writing a synopsis for a research project. A synopsis should include the following sections: title, statement of the problem/hypothesis, aims and objectives, review of literature, research methodology, and references. The research methodology section should describe the study design, setting, sampling techniques, variables, controls, data collection methods, and data analysis plan. The synopsis provides a brief overview of the key elements of the proposed research for review.
How to structure your table for systematic review and meta analysis – PubricaPubrica
According to the, a systematic review is "a scholarly method in which all empirical evidence that meets pre-specified eligibility requirements is gathered to address a particular research question."
Continue Reading: https://bit.ly/3AeFIYY
For our services: https://pubrica.com/services/research-services/systematic-review/
Why Pubrica:
When you order our services, We promise you the following – Plagiarism free | always on Time | 24*7 customer support | Written to international Standard | Unlimited Revisions support | Medical writing Expert | Publication Support | Biostatistical experts | High-quality Subject Matter Experts.
Contact us:
Web: https://pubrica.com/
Blog: https://pubrica.com/academy/
Email: sales@pubrica.com
WhatsApp : +91 9884350006
United Kingdom: +44-1618186353
FIRST CLASSMATE’S REPLY By Erika Little Discussion Board Modu.docxclydes2
FIRST CLASSMATE’S REPLY:
By Erika Little
Discussion Board Module 4-Doctoral Persistence
COLLAPSE
Research Question: Why is the persistence for doctoral students greater for those who participate in online programs?
I intend to interview first year doctoral students and graduating doctoral students to get the varying perspectives on the answers to these questions. First year students may view persistence having general obstacles like tuition affordability and course work whereas graduating students have a seasoned perspective and may have specific data around persistence and obstacles for students. I believe both pools of interviews will yield valuable data.
Five Interview Questions:
Do you believe online doctoral programs allow greater flexibility for students?
Do you think online doctoral programs are [more difficult] or [less difficult] for student persistence?
Is student persistence and academic rigor mutually exclusive?
Do you agree that doctoral persistence is a result of many variables?
Do you agree that online programs compared to face to face programs mitigate many persistence obstacles for students?
Analysis
The research question is “Why is the persistence of doctoral students greater for those who participate in online programs?” The purpose of this research question is to focus the research and analysis of whether persistence of doctoral students is related to how students take their courses. Online courses offer a great deal of flexibility for students, whereas face to face courses have an advantage of dialogue and the formation of interpersonal relationships between students. Each delivery format has its pros and cons, but the purpose of the research question is to evaluate the experience of doctoral students to see what obstacles existed for them and if those obstacles were associated with their course delivery format. For example, if students cite extracurricular responsibilities as an obstacle, having face to face courses may have impacted their schedule if they work or have a family.
The data retrieved for this research analysis will be retrieved through a series of interviews with first year doctoral students and doctoral students who have recently graduated, with both populations having face to face or online delivery formats. The interview questions posed are purposed with getting the doctoral students to evaluate their own person experience and personal objectives as a student. This information creates a pool of obstacles that the research can report on as what negatively impacts doctoral persistence. It is valuable information despite it having a subjective origin. The personal experience of the doctoral students allows for the research to have more color for the audience reviewing the completed analysis.
In conclusion, the purpose of the research is to evaluate whether online doctoral degree programs have greater persistence because of the perspective that online academics is an easier balance for students. The in.
· Reflect on the four peer-reviewed articles you critically apprai.docxVannaJoy20
· Reflect on the four peer-reviewed articles you critically appraised in Module 4, related to your clinical topic of interest and PICOT.
· Reflect on your current healthcare organization and think about potential opportunities for evidence-based change, using your topic of interest and PICOT as the basis for your reflection.
· Consider the best method of disseminating the results of your presentation to an audience.
The Assignment: (Evidence-Based Project)
Part 4: Recommending an Evidence-Based Practice Change
Create an 8- to 9-slide
narrated PowerPoint presentation in which you do the following:
· Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)
· Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
· Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
· Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
· Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
· Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
· Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.
· Add a lessons learned section that includes the following:
· A summary of the critical appraisal of the peer-reviewed articles you previously submitted
· An explanation about what you learned from completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template (1-3 slides)
Zeinab Hazime
Nurs 6052
10/16/2022
Evaluation Table
Use this document to complete the
evaluation table requirement of the Module 4 Assessment,
Evidence-Based Project, Part 3A: Critical Appraisal of Research
Full
APA formatted citation of selected article.
Article #1
Article #2
Article #3
Article #4
Abraham, J., Kitsiou, S., Meng, A., Burton, S., Vatani, H., & Kannampallil, T.
(2020). Effects of CPOE-based medication ordering on outcomes: an overview of systematic reviews.
BMJ Quality & Safety, 29(10), 1-2.
Alanazi, A. (2020). The effect of computerized physician order entry on mortality rates in pediatric and neonatal care setting: Meta-analysis.
Informatics in Medicine
Unlocked, 19, 100308. https.
MGT 410Homework Set 1Provide a short answer to each of the fDioneWang844
MGT 410
Homework Set 1
Provide a short answer to each of the following questions.
1. Explain the difference between internal and external customers.
2. What might be some of the dangers of relying solely on customer input when designing or improving a product or service? What other inputs should be taken into account?
3. Compare and contrast Deming’s, Juran’s, and Crosby’s philosophies about quality.
4. What is the difference between quality control and quality assurance?
5. Discuss the differences between a dimension and a metric. How are they related? How do they differ?
6. Why is it important to assign weights to dimensions? What do the weights indicate?
7. How does a weighted dimension score differ from a raw dimension score?
8. What is the difference between the validity and reliability of a survey questionnaire?
9. How might an affinity diagram assist in content analysis?
10. Would “excellent product quality” be a strength for your firm if it was equivalent to the quality of competing products in the same market? Why or why not?
Exhibit 6.B: Elements of a Formally Structured Needs Assessment
Elements
Examples
Decide to conduct needs assessment
Make a conscious decision to complete a needs assessment with a commitment from key decision makers.
The Division of Continuing Medical Education, as part of the requirements for three major grant proposals, conducts a systematic statewide needs assessment of primary care physicians in a variety of settings.
Identify people and develop plan for needs assessment
Identify individuals to be involved in planning and overseeing the needs assessment, and develop a plan.
A steering committee of seven people is appointed, composed of two members of the Continuing Medical Education (CME) staff, two primary care physicians, a medical school faculty member, the assistant dean of the medical school, and an outside consultant. One of the CME staff is appointed as the project manager. The majority of the committee meetings are held online.
Determine context, purpose, and major questions
Determine important contextual factors, and develop purpose and major questions for the needs assessment.
The political and economic climate of the state, current trends in health care, and changes in the delivery of medicine constitute important contextual factors. The purpose for the needs assessment is to fulfill grant requirements for the proposals CME staff are preparing. With this context and purpose in mind the steering committee focuses the needs assessment on the following questions: (1) what are the major issues, needs, problems, and opportunities primary care physicians face in their practice?; and (2) in three years, how might these identified areas change, based on future forecasts and trends?
Determine logistics
Layout the target dates, time lines, budget, and staff.
The steering committee determines that it has to complete the needs assessment in six months. Two members of the CME staff ...
#35537 Topic Course Project Part 3—Translating Evidence Into Pra.docxAASTHA76
#35537 Topic: Course Project: Part 3—Translating Evidence Into Practice. Continuation of the assignment attached
Number of Pages: 3 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Coursework
Academic Level:Master
Category: Nursing
VIP Support: N/A
Language Style: English (U.S.)
Order Instructions: Attached
In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.
Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.
To prepare:
Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?
With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
Explore possible consequences of failing to adopt the evidence-based practice that you identified.
Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?
To complete:
In a 3- to 4-page paper:
Restate your PICOT question and its significance to nursing practice.
Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.
Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.
Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course.
IMPORTANT
Reminder: The School of Nursing requires th.
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NR449_Skills_Module_Nutritio
n
March21
Revised
) (
1
)
Purpose
NR449 Evidence-Based Practice
Skills Module: Nutrition
To encourage critical thinking, problem solving, and collaboration through the use of evidence-based practice studies.
Course outcomes: This assignment enables the student to meet the following course outcomes. CO 1: Examine the sources of knowledge that contribute to professional nursing practice. (PO 7)
CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8) CO 3: Identify ethical issues common to research involving human subjects. (PO 6)
CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice. (POs 4 and 8)
CO 5: Recognize the role of research findings in evidence-based practice. (POs 7 and 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 150 points
Preparing the assignment
Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
1. Computer with internet access.
2. Recommend using Firefox browser and clearing your cookies and cache if you are accessing ATI on laptop or desktop computer.
3. Log into ATI, “My ATI”, and select the “Apply” tab. Click on Skills Module 3.0 and title “Nutrition.” Click on
the “Begin Lesson” tab. Open the “Evidence-Based Research” tab on the left side.
4. There is one (1) study under the Evidence-Based Practice tab. You may review the entire module, but this is not a priority for this assignment. Other main topics and accompanying studies are listed in the table below.
5. Choose one of the main topics from the table and then choose one (1) article for review under that main topic.
Read the article chosen and answer one (1) of the topic questions listed below.
· What methods can be used to assess nutritional status?
· What methods can be used to identify those at risk for malnutrition?
· What specific health conditions increase the risk of malnutrition?
· What associations exist between nutritional status and health outcomes?
· What type of interventions improve adherence to recommendations on nutritional intake?
Create a 2-3 page summary which supports the topic question. Provide a current research article (less than 5 years). The 2-3 page limit does not include title and reference pages.
Main Topic: Person-centered feeding care.
Article for review:
· Bell, C., Lopez, R., Mahendra, N., Tamai, A., Davis, J., Amella, E., & Masaki, K. (2016). Person-centered feeding care: A protocol to re-introduce oral feeding for nursing home patients with tube feeding. Journal of Nutrition & Health Aging, 20(6), 621-627. doi:10.1007/s12603-016-0699-9.
Main Topic: Evaluating nutritional status.
Articles for review:
· Vereecken, C., Covents, M., Maes, L., & Moyson, T. (2013). Formative evaluation of the feedback component of c ...
IHP 525 Milestone Five (Final) TemplateMOST OF THIS TEMPLATE S.docxwilcockiris
IHP 525 Milestone Five (Final) Template
MOST OF THIS TEMPLATE SHOULD BE COPIED AND PASTED FROM PRIOR MILESTONES IF YOU RECEIVED FULL CREDIT FOR THOSE ELEMENTS.
DO NOT DELETE ANYTHING IN THIS TEMPLATE.
Student Name:
State the question you will pursue. (This should be copied and pasted from the list of questions and should be the same question submitted in week 7 unless you have changed your question.)
Question of interest (Copy and Paste question here):
Restate this question in your own words:
Directions for following table:
· Fill out the table below for EACH variable of interest.
· Include ONLY the variables that are relevant to your question of interest. (If it’s not mentioned in your question directly, it’s not relevant.)
· Each variable should take up ONE row.
Variable name (one variable per row)
Note: gender is a variable, and 0 and 1 are values of the variable gender. Gender =0 and gender =1 are NOT two separate variables.
Variable type (categorical, ordinal, or quantitative, etc.)
Descriptive statistics
Include:
· the statistic names (the mean, median, range, and standard deviation, at minimum)
· final calculations (e.g., mean = 10)
· an explanation/definition of each statistic used (what each statistic SAYS about the data)
*Do not subdivide the data for the variable in each row based on any other variable. For example, do NOT find the mean length of stay separately for males and females.
**The above statistics can be found for binary variables. (For example, gender is coded as binary; therefore, the above descriptive statistics can be found for the variable gender.)
Key features
· Histogram symmetric?
· Histogram bell shaped?
· Any outliers?
· Skew?
· Unimodal?
· Any other special features?
DO NOT list or discuss descriptive statistics in this space. Use the table above, as directed.
Analyze the limitations of the data set you were provided and how those limitations might affect your findings.
Limit your response to the data relevant to your question of interest. (For example, only using two variables is NOT a limitation of the data in your question of interest. It may be a limitation of the study or question of interest, but it is NOT a limitation of the data you have been provided for your question of interest.)
Limitations:
Provide ONE graph that is useful in explaining your results.
You may copy and paste this from another program, take a screen shot, etc.
LABEL EVERYTHING!!!
Explain why you chose this graph above any others to explain the situation.
What test/analysis technique did you perform?
(It is highly recommended that you perform ONLY ONE test or technique. Some examples include a t-test, regression, etc.)
There is a hypothesis test associated with your test/technique (even if you are not doing a t-test).
What is your null hypothesis?
What is your alternative hypothesis?
Provide all relevant calculations for your hypothesis test/ statistical technique.
Make sure your final ans.
Ten basic guidelines for conducting and publishing a meta-analysis.pptxPubrica
To systematically search published studies, use various bibliographic databases like PubMed, Embase, The Cochrane Central Register of Controlled Trials, Scopus, Web of Science, and Google Scholar. Specific databases like BIOSIS, CINAHL, PsycINFO, Sociological Abstracts, and EconLit can help identify additional articles and data.
Read more @ https://pubrica.com/academy/meta-analysis/ten-basic-guidelines-for-conducting-and-publishing-a-meta-analysis/
1) A systematic review follows a strict methodology to identify and analyze relevant research on a focused question.
2) The process involves developing a protocol, searching multiple databases, screening studies, assessing bias, and synthesizing data.
3) Reporting guidelines like PRISMA ensure transparency and consistency in reporting systematic reviews.
This is a North Central University paper about analyzing emperimental research designs. It is written in APA format, includes references, and is graded an instructor.
Multivariate Approaches in Nursing Research Assignment.pdfbkbk37
The document discusses multivariate approaches used in nursing research. It discusses key variables, validity and reliability, threats to internal validity, and strengths and limitations of models used in the selected article. The document also provides an overview of different multivariate techniques including multiple regression analysis, logistic regression analysis, multivariate analysis of variance, factor analysis, and discriminant function analysis. It discusses when each technique is appropriate and how to choose the right method to solve practical problems.
This document provides an overview of meta-analysis methodology and guidelines. It discusses 10 rules for conducting meta-analyses, including specifying the topic, following reporting guidelines, establishing inclusion criteria, conducting a systematic search, contacting authors for missing data, selecting statistical models, using software, being transparent in reporting, providing enough data in manuscripts, and discussing findings and future directions. It also lists several software programs that can be used to perform meta-analyses and statistical analyses. Finally, it provides examples of highly cited meta-analyses conducted by the author.
9 28-2012 surveys phenotypic drug discovery sigJonathan Lee
The survey gathered feedback from over 350 members of the Phenotypic Drug Discovery LinkedIn group on how the group can better serve their needs such as through discussion forums, networking opportunities, and sharing of practical implementation techniques. The responses provided insights into both the achievements and obstacles encountered when using phenotypic approaches for target identification, siRNA screening, and drug discovery including issues around reproducibility, validation of hits, and difficulty identifying molecular targets. Overall, the surveys aimed to understand how the group could improve and provide a useful overview of the field despite the low response rate typical for online surveys.
The Buzz About the Standards Alignment Processccpc
This document provides information about a collaborative alignment support team (CAST) process for curriculum standards alignment between academic and career technical instructors. It outlines the procedure for identifying applicable standards, examining course activities and assessments for depth of instruction of standards, and validating areas of alignment. Templates are provided for documenting instructional units with formative and summative assessments and aligned standards from academic, career technical, and other sources. Resources and contact information are also included.
Text Mining for Biocuration of Bacterial Infectious DiseasesDan Sullivan, Ph.D.
Specialty gene sets, such as virulence factors and antibiotic resistance genes, are of particular interest to infectious disease researchers. Much of the information about specialty genes’ function is described in literature but unavailable as structured data in bioinformatics databases. The steadily increasing volume of literature makes it difficult to manually find relevant papers and extract assertion sentences about specialty genes. This presentation describes efforts to build and an automatic classifier for such sentences. Experiments were conducted to assess the impact of the imbalance of positive and negative examples in source documents on classification; develop a support vector machine (SVM) classifier using term frequency-inverse document frequency (TF-IDF) representation of text; and assess the marginal benefit of additional training examples on the quality of the classifier. Analysis of learning curves indicates that additional training examples will not likely improve the quality of the classifier. We discuss options for other text representation schemes to investigate in order to improve the quality of the classifier as measured by F-score.
Planning And Development Of The Iss Ise Webinar FinalJay1818mar
This document provides a summary of a presentation on planning and developing integrated summaries of safety and efficacy data from multiple clinical trials. It discusses the purpose and requirements of integrated summaries, the planning process, special analysis considerations, and guidance documents. Key points covered include defining analysis populations and treatment groups, handling adverse events and laboratory data consistently across studies, and obtaining regulatory agency input on analysis plans.
Global supply chain riskmanagement strategiesIla Manuj.docxwhittemorelucilla
Global supply chain risk
management strategies
Ila Manuj
Department of Marketing and Logistics, University of North Texas, Denton,
Texas, USA, and
John T. Mentzer
The University of Tennessee, Knoxville, Tennessee, USA
Abstract
Purpose – Global supply chains are more risky than domestic supply chains due to numerous links
interconnecting a wide network of firms. These links are prone to disruptions, bankruptcies,
breakdowns, macroeconomic and political changes, and disasters leading to higher risks and making
risk management difficult. The purpose of this paper is to explore the phenomenon of risk
management and risk management strategies in global supply chains.
Design/methodology/approach – This paper is based on an extensive literature review and a
qualitative study comprising 14 in-depth interviews and a focus group meeting with senior supply
chain executives.
Findings – The study provides insights into the applicability of six risk management strategies with
respect to environmental conditions and the role of three moderators.
Research limitations/implications – The model is developed in a global manufacturing supply
chain context. It should be tested in other contexts and with other methods to provide generalizability.
The study takes a much needed step toward building a theory of risk management in global supply
chains, which opens important future research directions.
Practical implications – This research provides direction to managers for choosing risk
management strategies based on the global supply chain environment. Moderators have practical
implications for global supply chain managers.
Originality/value – The paper addresses an identified gap in the literature for selecting risk
management strategies in global supply chains. It employs grounded theory, a methodology
appropriate for theory-building, to explore a phenomenon with an inadequate theoretical base.
Keywords Risk management, Supply chain management, International business
Paper type Research paper
Introduction
Global supply chains are a source of competitive advantage. Global configurations of
firms provide access to cheap labor and raw materials, better financing opportunities,
larger product markets, arbitrage opportunities, and additional inducements offered by
host governments to attract foreign capital (AlHashim, 1980; Kogut and Kulatilaka,
1994). However, coupled with these benefits that entice firms to go global are the
uncertainties and consequent risks that managers face in global supply chains. As
Barry (2004) argues, “An enterprise may have lowest over-all costs in a stable world
environment, but may also have the highest level of risk – if any one of the multiple
gating factors kink up an elongated global supply chain!”
There is wide acknowledgement in the literature of the risks and uncertainties in
global supply chains. Although risk management in multinational enterprises has been
The current issue and full text archive of this journal is a ...
Systematic Review Workflows and Semantic Solutions for Integrating Biological...Michelle Angrish
You tube video available: https://www.youtube.com/channel/UCrTXH6Yh-djmbmoluzgI_2w
Presentation describing how systematic review workflows, evidence maps, and semantics can be used to explore and evidence base and prioritize information for answering science questions.
This assignment requires you to write a proposal that states your GrazynaBroyles24
This assignment requires you to write a proposal that states your research question and your research strategy for addressing it. You may refer to the 2014 End of Program Manual for more information.
Thesis Proposal:
The thesis proposal shall be 5 pages in length not including title page or references.
Format:
Standard academic format will suffice: 1-inch borders on all four sides, double spaced, with times new roman 12-point font.
Your title page should include the working title of your thesis, your name, and your working abstract.
The abstract includes the following components: purpose of the research, methodology, findings, and conclusion. The body of the abstract is limited to 150-200 words.
Your thesis proposal should have the following sections:
Introduction: The introduction is where you identify your specific research question: “To what extent can GEOINT be effective in countering opium production in an effort to defeat narcoterrorism? Also, please answer: How are you going to measure the effectiveness of GEOINT and its use against opium production and how has operations been effective in countering the Taliban (narcoterrorism)? Are there policy (intelligence or counterterrorism) recommendations to present to your audience in a potential solution to winning the war on narcoterrorism? Where you set the general context for the study. In this section you need to include:
· a statement of the problem or general research question and context leading to a clear statement of the specific research question;
· background and contextual material justifying why this case or topic should be studied; and
· a purpose statement.
Literature Review: This short preliminary literature review section reviews the literature important to your specific research question. The literature review focuses on discussing how other researchers have addressed the same or similar research questions. It introduces the study and places it in larger context that includes a discussion of why it is important to study this case. It provides the current state of accumulated knowledge as it relates to your specific research question. In this section you should:
· Summarize the general state of the literature (cumulative knowledge base) on the specific research question. For example if you discuss other studies that have been conducted you would summarize the researcher's findings, how those findings were obtained, and conduct an evaluation of biases in the findings.
· This section should provide a broad overview of the primary arguments related to the topic and organizes the general views on the main aspects of the topic by theme, which could be the prevailing arguments or schools of thought, or commonly held beliefs that your particular topic may challenge.
· Include a short conclusion and transition to the next section.
Theoretical Framework/Approach: The theoretical framework section develops the theories or models to be used in the study and shows how you have develope ...
InstructionsFor this assignment, select one of the following.docxmaoanderton
Instructions
For this assignment, select
one
of the following options:
Option 1: Imperialism
The exploitation of colonial resources and indigenous labor was one of the key elements in the success of imperialism. Such exploitation was a result of the prevalent ethnocentrism of the time and was justified by the unscientific concept of social Darwinism, which praised the characteristics of white Europeans and inaccurately ascribed negative characteristics to indigenous peoples. A famous poem of the time by Rudyard Kipling, "White Man's Burden," called on imperial powers, and particularly the U.S., at whom the poem was directed, to take up the mission of civilizing these "savage" peoples.
Read the poem at the following link:
(Links to an external site.)
After reading the poem, address the following in a case study analysis:
Select a specific part of the world (a country), and examine imperialism in that country. What was the relationship between the invading country and the native people? You can select from these examples or choose your own:
- Belgium & Africa
- Britain & India
- Germany & Africa
- France & Africa
Apply social Darwinism to this specific case.
Analyze the motivations of the invading country?
How did ethnocentrism manifest in their interactions?
How does Kipling's poem apply to your specific example? You can quote lines for comparison.
Writing Requirements (APA format)
-Length: 2-3 pages (not including title page or references page)
-1-inch margins
-Double spaced
-12-point Times New Roman font
-Title page
-References page
.
InstructionsFor this assignment, analyze the space race..docxmaoanderton
This document provides instructions for a writing assignment analyzing the space race between the U.S. and USSR during the Cold War, discussing whether space exploration is still relevant considering costs, and how the space program benefits the national economy and world. The assignment requires a 2-3 page paper in APA format that addresses what the space race meant for the two superpowers, the ongoing relevance of space programs, and economic and social benefits to the U.S., its economy, and globally.
InstructionsFor the initial post, address one of the fol.docxmaoanderton
Instructions
For the initial post, address
one
of the following:
Option 1: Middle East
Examine the origins of the Arab-Israeli conflict from its beginnings some 4000 years ago and how it has evolved/devolved over the centuries to the current time? Analyze the role of the Balfour Declaration on Israel's rebirth in 1948 and its effectiveness in helping Jewish people in their quest to reclaim their ancient homeland.
Option 2: African Nation State Development
Examine some of the main (internal or external) reasons why the African people were to develop into nation states later than most experts feel was appropriate/normal. Examine the role of European imperial powers and the role of tribal chieftans in the international slave trade and African nation state
Writing Requirements
1 page (excluding reference page)
Minimum of 2 sources cited
APA format for in-text citations and list of references
.
InstructionsFollow paper format and Chicago Style to complete t.docxmaoanderton
Instructions:
Follow paper format and Chicago Style to complete this analytical written assignment on the Holocaust Museum(Houston).
Also, attach museum ticket with your final submission(not needed if you attended my only tour).
Paper will need to be formatted with the following information:
Student Name
Date of Museum Attendance
Name of Museum: Holocaust Museum(Houston)
Year Founded:
Physical Address:
5401 Caroline St, Houston, TX 77004
Museum Layout:
In two paragraphs, describe the 1st floor exhibitions. This includes the permanent and featured exhibitions.
Artifacts:
In two paragraphs, describe the Holocaust artifacts on exhibition. This includes personal belongings, clothing, furniture and transportation objects.
Photos, Maps and Films:
In two paragraphs, describe the photos, maps and films that depict the Holocaust.
.
InstructionsFind a NEWS article that addresses a recent t.docxmaoanderton
Instructions:
Find a
NEWS
article that addresses a recent technological development or the impact of a technological innovation on society. For example, there are many news articles about the impact of cell phone use on human cognition, social media on self-esteem or elections, gene editing, renewable energy, etc. (A news article is an article from a media source like a newspaper or magazine such as the New York Times, FOX, The Washington Post, VICE, etc. that
addresses a current event
. It does not include sources like Wikipedia, eHow, dictionaries, academic journals, or other information websites.)
Write a minimum 300 word essay that answers the following questions:
Based on the article you chose, how is the technological innovation described?
According to the article, what is the impact of the technological innovation on human society and culture? How is this similar to previous technological innovations discussed in the book?
How do you imagine the technology discussed will develop in the future, i.e. what do think the long-term impact will be?
Guidelines
Your essay should:
be a total of
300 words or more
.
The 300 word limit DOES NOT include the questions, names, titles, and references.
It also does not include meaningless filler statements
have
factual information from the textbook and/or appropriate articles and websites
.
be original work
and will be checked for plagiarism.
.
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· Reflect on the four peer-reviewed articles you critically appraised in Module 4, related to your clinical topic of interest and PICOT.
· Reflect on your current healthcare organization and think about potential opportunities for evidence-based change, using your topic of interest and PICOT as the basis for your reflection.
· Consider the best method of disseminating the results of your presentation to an audience.
The Assignment: (Evidence-Based Project)
Part 4: Recommending an Evidence-Based Practice Change
Create an 8- to 9-slide
narrated PowerPoint presentation in which you do the following:
· Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)
· Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
· Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
· Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
· Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
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· Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.
· Add a lessons learned section that includes the following:
· A summary of the critical appraisal of the peer-reviewed articles you previously submitted
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Zeinab Hazime
Nurs 6052
10/16/2022
Evaluation Table
Use this document to complete the
evaluation table requirement of the Module 4 Assessment,
Evidence-Based Project, Part 3A: Critical Appraisal of Research
Full
APA formatted citation of selected article.
Article #1
Article #2
Article #3
Article #4
Abraham, J., Kitsiou, S., Meng, A., Burton, S., Vatani, H., & Kannampallil, T.
(2020). Effects of CPOE-based medication ordering on outcomes: an overview of systematic reviews.
BMJ Quality & Safety, 29(10), 1-2.
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Informatics in Medicine
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MGT 410Homework Set 1Provide a short answer to each of the fDioneWang844
MGT 410
Homework Set 1
Provide a short answer to each of the following questions.
1. Explain the difference between internal and external customers.
2. What might be some of the dangers of relying solely on customer input when designing or improving a product or service? What other inputs should be taken into account?
3. Compare and contrast Deming’s, Juran’s, and Crosby’s philosophies about quality.
4. What is the difference between quality control and quality assurance?
5. Discuss the differences between a dimension and a metric. How are they related? How do they differ?
6. Why is it important to assign weights to dimensions? What do the weights indicate?
7. How does a weighted dimension score differ from a raw dimension score?
8. What is the difference between the validity and reliability of a survey questionnaire?
9. How might an affinity diagram assist in content analysis?
10. Would “excellent product quality” be a strength for your firm if it was equivalent to the quality of competing products in the same market? Why or why not?
Exhibit 6.B: Elements of a Formally Structured Needs Assessment
Elements
Examples
Decide to conduct needs assessment
Make a conscious decision to complete a needs assessment with a commitment from key decision makers.
The Division of Continuing Medical Education, as part of the requirements for three major grant proposals, conducts a systematic statewide needs assessment of primary care physicians in a variety of settings.
Identify people and develop plan for needs assessment
Identify individuals to be involved in planning and overseeing the needs assessment, and develop a plan.
A steering committee of seven people is appointed, composed of two members of the Continuing Medical Education (CME) staff, two primary care physicians, a medical school faculty member, the assistant dean of the medical school, and an outside consultant. One of the CME staff is appointed as the project manager. The majority of the committee meetings are held online.
Determine context, purpose, and major questions
Determine important contextual factors, and develop purpose and major questions for the needs assessment.
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Determine logistics
Layout the target dates, time lines, budget, and staff.
The steering committee determines that it has to complete the needs assessment in six months. Two members of the CME staff ...
#35537 Topic Course Project Part 3—Translating Evidence Into Pra.docxAASTHA76
#35537 Topic: Course Project: Part 3—Translating Evidence Into Practice. Continuation of the assignment attached
Number of Pages: 3 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Coursework
Academic Level:Master
Category: Nursing
VIP Support: N/A
Language Style: English (U.S.)
Order Instructions: Attached
In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.
Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.
To prepare:
Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?
With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
Explore possible consequences of failing to adopt the evidence-based practice that you identified.
Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?
To complete:
In a 3- to 4-page paper:
Restate your PICOT question and its significance to nursing practice.
Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.
Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.
Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course.
IMPORTANT
Reminder: The School of Nursing requires th.
(
NR449_Skills_Module_Nutritio
n
March21
Revised
) (
1
)
Purpose
NR449 Evidence-Based Practice
Skills Module: Nutrition
To encourage critical thinking, problem solving, and collaboration through the use of evidence-based practice studies.
Course outcomes: This assignment enables the student to meet the following course outcomes. CO 1: Examine the sources of knowledge that contribute to professional nursing practice. (PO 7)
CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8) CO 3: Identify ethical issues common to research involving human subjects. (PO 6)
CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice. (POs 4 and 8)
CO 5: Recognize the role of research findings in evidence-based practice. (POs 7 and 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 150 points
Preparing the assignment
Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
1. Computer with internet access.
2. Recommend using Firefox browser and clearing your cookies and cache if you are accessing ATI on laptop or desktop computer.
3. Log into ATI, “My ATI”, and select the “Apply” tab. Click on Skills Module 3.0 and title “Nutrition.” Click on
the “Begin Lesson” tab. Open the “Evidence-Based Research” tab on the left side.
4. There is one (1) study under the Evidence-Based Practice tab. You may review the entire module, but this is not a priority for this assignment. Other main topics and accompanying studies are listed in the table below.
5. Choose one of the main topics from the table and then choose one (1) article for review under that main topic.
Read the article chosen and answer one (1) of the topic questions listed below.
· What methods can be used to assess nutritional status?
· What methods can be used to identify those at risk for malnutrition?
· What specific health conditions increase the risk of malnutrition?
· What associations exist between nutritional status and health outcomes?
· What type of interventions improve adherence to recommendations on nutritional intake?
Create a 2-3 page summary which supports the topic question. Provide a current research article (less than 5 years). The 2-3 page limit does not include title and reference pages.
Main Topic: Person-centered feeding care.
Article for review:
· Bell, C., Lopez, R., Mahendra, N., Tamai, A., Davis, J., Amella, E., & Masaki, K. (2016). Person-centered feeding care: A protocol to re-introduce oral feeding for nursing home patients with tube feeding. Journal of Nutrition & Health Aging, 20(6), 621-627. doi:10.1007/s12603-016-0699-9.
Main Topic: Evaluating nutritional status.
Articles for review:
· Vereecken, C., Covents, M., Maes, L., & Moyson, T. (2013). Formative evaluation of the feedback component of c ...
IHP 525 Milestone Five (Final) TemplateMOST OF THIS TEMPLATE S.docxwilcockiris
IHP 525 Milestone Five (Final) Template
MOST OF THIS TEMPLATE SHOULD BE COPIED AND PASTED FROM PRIOR MILESTONES IF YOU RECEIVED FULL CREDIT FOR THOSE ELEMENTS.
DO NOT DELETE ANYTHING IN THIS TEMPLATE.
Student Name:
State the question you will pursue. (This should be copied and pasted from the list of questions and should be the same question submitted in week 7 unless you have changed your question.)
Question of interest (Copy and Paste question here):
Restate this question in your own words:
Directions for following table:
· Fill out the table below for EACH variable of interest.
· Include ONLY the variables that are relevant to your question of interest. (If it’s not mentioned in your question directly, it’s not relevant.)
· Each variable should take up ONE row.
Variable name (one variable per row)
Note: gender is a variable, and 0 and 1 are values of the variable gender. Gender =0 and gender =1 are NOT two separate variables.
Variable type (categorical, ordinal, or quantitative, etc.)
Descriptive statistics
Include:
· the statistic names (the mean, median, range, and standard deviation, at minimum)
· final calculations (e.g., mean = 10)
· an explanation/definition of each statistic used (what each statistic SAYS about the data)
*Do not subdivide the data for the variable in each row based on any other variable. For example, do NOT find the mean length of stay separately for males and females.
**The above statistics can be found for binary variables. (For example, gender is coded as binary; therefore, the above descriptive statistics can be found for the variable gender.)
Key features
· Histogram symmetric?
· Histogram bell shaped?
· Any outliers?
· Skew?
· Unimodal?
· Any other special features?
DO NOT list or discuss descriptive statistics in this space. Use the table above, as directed.
Analyze the limitations of the data set you were provided and how those limitations might affect your findings.
Limit your response to the data relevant to your question of interest. (For example, only using two variables is NOT a limitation of the data in your question of interest. It may be a limitation of the study or question of interest, but it is NOT a limitation of the data you have been provided for your question of interest.)
Limitations:
Provide ONE graph that is useful in explaining your results.
You may copy and paste this from another program, take a screen shot, etc.
LABEL EVERYTHING!!!
Explain why you chose this graph above any others to explain the situation.
What test/analysis technique did you perform?
(It is highly recommended that you perform ONLY ONE test or technique. Some examples include a t-test, regression, etc.)
There is a hypothesis test associated with your test/technique (even if you are not doing a t-test).
What is your null hypothesis?
What is your alternative hypothesis?
Provide all relevant calculations for your hypothesis test/ statistical technique.
Make sure your final ans.
Ten basic guidelines for conducting and publishing a meta-analysis.pptxPubrica
To systematically search published studies, use various bibliographic databases like PubMed, Embase, The Cochrane Central Register of Controlled Trials, Scopus, Web of Science, and Google Scholar. Specific databases like BIOSIS, CINAHL, PsycINFO, Sociological Abstracts, and EconLit can help identify additional articles and data.
Read more @ https://pubrica.com/academy/meta-analysis/ten-basic-guidelines-for-conducting-and-publishing-a-meta-analysis/
1) A systematic review follows a strict methodology to identify and analyze relevant research on a focused question.
2) The process involves developing a protocol, searching multiple databases, screening studies, assessing bias, and synthesizing data.
3) Reporting guidelines like PRISMA ensure transparency and consistency in reporting systematic reviews.
This is a North Central University paper about analyzing emperimental research designs. It is written in APA format, includes references, and is graded an instructor.
Multivariate Approaches in Nursing Research Assignment.pdfbkbk37
The document discusses multivariate approaches used in nursing research. It discusses key variables, validity and reliability, threats to internal validity, and strengths and limitations of models used in the selected article. The document also provides an overview of different multivariate techniques including multiple regression analysis, logistic regression analysis, multivariate analysis of variance, factor analysis, and discriminant function analysis. It discusses when each technique is appropriate and how to choose the right method to solve practical problems.
This document provides an overview of meta-analysis methodology and guidelines. It discusses 10 rules for conducting meta-analyses, including specifying the topic, following reporting guidelines, establishing inclusion criteria, conducting a systematic search, contacting authors for missing data, selecting statistical models, using software, being transparent in reporting, providing enough data in manuscripts, and discussing findings and future directions. It also lists several software programs that can be used to perform meta-analyses and statistical analyses. Finally, it provides examples of highly cited meta-analyses conducted by the author.
9 28-2012 surveys phenotypic drug discovery sigJonathan Lee
The survey gathered feedback from over 350 members of the Phenotypic Drug Discovery LinkedIn group on how the group can better serve their needs such as through discussion forums, networking opportunities, and sharing of practical implementation techniques. The responses provided insights into both the achievements and obstacles encountered when using phenotypic approaches for target identification, siRNA screening, and drug discovery including issues around reproducibility, validation of hits, and difficulty identifying molecular targets. Overall, the surveys aimed to understand how the group could improve and provide a useful overview of the field despite the low response rate typical for online surveys.
The Buzz About the Standards Alignment Processccpc
This document provides information about a collaborative alignment support team (CAST) process for curriculum standards alignment between academic and career technical instructors. It outlines the procedure for identifying applicable standards, examining course activities and assessments for depth of instruction of standards, and validating areas of alignment. Templates are provided for documenting instructional units with formative and summative assessments and aligned standards from academic, career technical, and other sources. Resources and contact information are also included.
Text Mining for Biocuration of Bacterial Infectious DiseasesDan Sullivan, Ph.D.
Specialty gene sets, such as virulence factors and antibiotic resistance genes, are of particular interest to infectious disease researchers. Much of the information about specialty genes’ function is described in literature but unavailable as structured data in bioinformatics databases. The steadily increasing volume of literature makes it difficult to manually find relevant papers and extract assertion sentences about specialty genes. This presentation describes efforts to build and an automatic classifier for such sentences. Experiments were conducted to assess the impact of the imbalance of positive and negative examples in source documents on classification; develop a support vector machine (SVM) classifier using term frequency-inverse document frequency (TF-IDF) representation of text; and assess the marginal benefit of additional training examples on the quality of the classifier. Analysis of learning curves indicates that additional training examples will not likely improve the quality of the classifier. We discuss options for other text representation schemes to investigate in order to improve the quality of the classifier as measured by F-score.
Planning And Development Of The Iss Ise Webinar FinalJay1818mar
This document provides a summary of a presentation on planning and developing integrated summaries of safety and efficacy data from multiple clinical trials. It discusses the purpose and requirements of integrated summaries, the planning process, special analysis considerations, and guidance documents. Key points covered include defining analysis populations and treatment groups, handling adverse events and laboratory data consistently across studies, and obtaining regulatory agency input on analysis plans.
Global supply chain riskmanagement strategiesIla Manuj.docxwhittemorelucilla
Global supply chain risk
management strategies
Ila Manuj
Department of Marketing and Logistics, University of North Texas, Denton,
Texas, USA, and
John T. Mentzer
The University of Tennessee, Knoxville, Tennessee, USA
Abstract
Purpose – Global supply chains are more risky than domestic supply chains due to numerous links
interconnecting a wide network of firms. These links are prone to disruptions, bankruptcies,
breakdowns, macroeconomic and political changes, and disasters leading to higher risks and making
risk management difficult. The purpose of this paper is to explore the phenomenon of risk
management and risk management strategies in global supply chains.
Design/methodology/approach – This paper is based on an extensive literature review and a
qualitative study comprising 14 in-depth interviews and a focus group meeting with senior supply
chain executives.
Findings – The study provides insights into the applicability of six risk management strategies with
respect to environmental conditions and the role of three moderators.
Research limitations/implications – The model is developed in a global manufacturing supply
chain context. It should be tested in other contexts and with other methods to provide generalizability.
The study takes a much needed step toward building a theory of risk management in global supply
chains, which opens important future research directions.
Practical implications – This research provides direction to managers for choosing risk
management strategies based on the global supply chain environment. Moderators have practical
implications for global supply chain managers.
Originality/value – The paper addresses an identified gap in the literature for selecting risk
management strategies in global supply chains. It employs grounded theory, a methodology
appropriate for theory-building, to explore a phenomenon with an inadequate theoretical base.
Keywords Risk management, Supply chain management, International business
Paper type Research paper
Introduction
Global supply chains are a source of competitive advantage. Global configurations of
firms provide access to cheap labor and raw materials, better financing opportunities,
larger product markets, arbitrage opportunities, and additional inducements offered by
host governments to attract foreign capital (AlHashim, 1980; Kogut and Kulatilaka,
1994). However, coupled with these benefits that entice firms to go global are the
uncertainties and consequent risks that managers face in global supply chains. As
Barry (2004) argues, “An enterprise may have lowest over-all costs in a stable world
environment, but may also have the highest level of risk – if any one of the multiple
gating factors kink up an elongated global supply chain!”
There is wide acknowledgement in the literature of the risks and uncertainties in
global supply chains. Although risk management in multinational enterprises has been
The current issue and full text archive of this journal is a ...
Systematic Review Workflows and Semantic Solutions for Integrating Biological...Michelle Angrish
You tube video available: https://www.youtube.com/channel/UCrTXH6Yh-djmbmoluzgI_2w
Presentation describing how systematic review workflows, evidence maps, and semantics can be used to explore and evidence base and prioritize information for answering science questions.
This assignment requires you to write a proposal that states your GrazynaBroyles24
This assignment requires you to write a proposal that states your research question and your research strategy for addressing it. You may refer to the 2014 End of Program Manual for more information.
Thesis Proposal:
The thesis proposal shall be 5 pages in length not including title page or references.
Format:
Standard academic format will suffice: 1-inch borders on all four sides, double spaced, with times new roman 12-point font.
Your title page should include the working title of your thesis, your name, and your working abstract.
The abstract includes the following components: purpose of the research, methodology, findings, and conclusion. The body of the abstract is limited to 150-200 words.
Your thesis proposal should have the following sections:
Introduction: The introduction is where you identify your specific research question: “To what extent can GEOINT be effective in countering opium production in an effort to defeat narcoterrorism? Also, please answer: How are you going to measure the effectiveness of GEOINT and its use against opium production and how has operations been effective in countering the Taliban (narcoterrorism)? Are there policy (intelligence or counterterrorism) recommendations to present to your audience in a potential solution to winning the war on narcoterrorism? Where you set the general context for the study. In this section you need to include:
· a statement of the problem or general research question and context leading to a clear statement of the specific research question;
· background and contextual material justifying why this case or topic should be studied; and
· a purpose statement.
Literature Review: This short preliminary literature review section reviews the literature important to your specific research question. The literature review focuses on discussing how other researchers have addressed the same or similar research questions. It introduces the study and places it in larger context that includes a discussion of why it is important to study this case. It provides the current state of accumulated knowledge as it relates to your specific research question. In this section you should:
· Summarize the general state of the literature (cumulative knowledge base) on the specific research question. For example if you discuss other studies that have been conducted you would summarize the researcher's findings, how those findings were obtained, and conduct an evaluation of biases in the findings.
· This section should provide a broad overview of the primary arguments related to the topic and organizes the general views on the main aspects of the topic by theme, which could be the prevailing arguments or schools of thought, or commonly held beliefs that your particular topic may challenge.
· Include a short conclusion and transition to the next section.
Theoretical Framework/Approach: The theoretical framework section develops the theories or models to be used in the study and shows how you have develope ...
Similar to Signature AssignmentGrading GuideQNT561 Version 92.docx (17)
InstructionsFor this assignment, select one of the following.docxmaoanderton
Instructions
For this assignment, select
one
of the following options:
Option 1: Imperialism
The exploitation of colonial resources and indigenous labor was one of the key elements in the success of imperialism. Such exploitation was a result of the prevalent ethnocentrism of the time and was justified by the unscientific concept of social Darwinism, which praised the characteristics of white Europeans and inaccurately ascribed negative characteristics to indigenous peoples. A famous poem of the time by Rudyard Kipling, "White Man's Burden," called on imperial powers, and particularly the U.S., at whom the poem was directed, to take up the mission of civilizing these "savage" peoples.
Read the poem at the following link:
(Links to an external site.)
After reading the poem, address the following in a case study analysis:
Select a specific part of the world (a country), and examine imperialism in that country. What was the relationship between the invading country and the native people? You can select from these examples or choose your own:
- Belgium & Africa
- Britain & India
- Germany & Africa
- France & Africa
Apply social Darwinism to this specific case.
Analyze the motivations of the invading country?
How did ethnocentrism manifest in their interactions?
How does Kipling's poem apply to your specific example? You can quote lines for comparison.
Writing Requirements (APA format)
-Length: 2-3 pages (not including title page or references page)
-1-inch margins
-Double spaced
-12-point Times New Roman font
-Title page
-References page
.
InstructionsFor this assignment, analyze the space race..docxmaoanderton
This document provides instructions for a writing assignment analyzing the space race between the U.S. and USSR during the Cold War, discussing whether space exploration is still relevant considering costs, and how the space program benefits the national economy and world. The assignment requires a 2-3 page paper in APA format that addresses what the space race meant for the two superpowers, the ongoing relevance of space programs, and economic and social benefits to the U.S., its economy, and globally.
InstructionsFor the initial post, address one of the fol.docxmaoanderton
Instructions
For the initial post, address
one
of the following:
Option 1: Middle East
Examine the origins of the Arab-Israeli conflict from its beginnings some 4000 years ago and how it has evolved/devolved over the centuries to the current time? Analyze the role of the Balfour Declaration on Israel's rebirth in 1948 and its effectiveness in helping Jewish people in their quest to reclaim their ancient homeland.
Option 2: African Nation State Development
Examine some of the main (internal or external) reasons why the African people were to develop into nation states later than most experts feel was appropriate/normal. Examine the role of European imperial powers and the role of tribal chieftans in the international slave trade and African nation state
Writing Requirements
1 page (excluding reference page)
Minimum of 2 sources cited
APA format for in-text citations and list of references
.
InstructionsFollow paper format and Chicago Style to complete t.docxmaoanderton
Instructions:
Follow paper format and Chicago Style to complete this analytical written assignment on the Holocaust Museum(Houston).
Also, attach museum ticket with your final submission(not needed if you attended my only tour).
Paper will need to be formatted with the following information:
Student Name
Date of Museum Attendance
Name of Museum: Holocaust Museum(Houston)
Year Founded:
Physical Address:
5401 Caroline St, Houston, TX 77004
Museum Layout:
In two paragraphs, describe the 1st floor exhibitions. This includes the permanent and featured exhibitions.
Artifacts:
In two paragraphs, describe the Holocaust artifacts on exhibition. This includes personal belongings, clothing, furniture and transportation objects.
Photos, Maps and Films:
In two paragraphs, describe the photos, maps and films that depict the Holocaust.
.
InstructionsFind a NEWS article that addresses a recent t.docxmaoanderton
Instructions:
Find a
NEWS
article that addresses a recent technological development or the impact of a technological innovation on society. For example, there are many news articles about the impact of cell phone use on human cognition, social media on self-esteem or elections, gene editing, renewable energy, etc. (A news article is an article from a media source like a newspaper or magazine such as the New York Times, FOX, The Washington Post, VICE, etc. that
addresses a current event
. It does not include sources like Wikipedia, eHow, dictionaries, academic journals, or other information websites.)
Write a minimum 300 word essay that answers the following questions:
Based on the article you chose, how is the technological innovation described?
According to the article, what is the impact of the technological innovation on human society and culture? How is this similar to previous technological innovations discussed in the book?
How do you imagine the technology discussed will develop in the future, i.e. what do think the long-term impact will be?
Guidelines
Your essay should:
be a total of
300 words or more
.
The 300 word limit DOES NOT include the questions, names, titles, and references.
It also does not include meaningless filler statements
have
factual information from the textbook and/or appropriate articles and websites
.
be original work
and will be checked for plagiarism.
.
InstructionsFind a NEWS article that addresses a current .docxmaoanderton
Instructions:
Find a
NEWS
article that addresses a current social problem facing your community (local, national, or global) that you are concerned about. (A news article is an article from a media source like a newspaper or magazine such as the New York Times, FOX, The Washington Post, VICE, etc. that
addresses a current event
. It does not include sources like Wikipedia, eHow, dictionaries, academic journals, or other information websites.)
Write a minimum 300 word essay that answers the following questions:
Based on the article you chose, what is the social problem and who does it impact?
How can the social sciences be used to research the issue? Name specific methods and disciplines from Chapter 1.
What are some solutions you can think of to address the issue?
Guidelines:
Your essay should:
be a total of
300 words or more
.
The 300 word limit DOES NOT include the questions, names, titles, and references.
It also does not include meaningless filler statements
have
factual information from the textbook and/or appropriate articles and websites
.
be original work
and will be checked for plagiarism.
You will receive a zero if substantial portions of your work are taken from other sources without proper citation
have
references and citations
for your sources, including the textbook
Cite your sources in-text and provide references for each sources according to the
APA Style Guide
. FYI web addresses or links are not full references!
.
InstructionsFinancial challenges associated with changes.docxmaoanderton
Instructions
Financial challenges associated with changes to how healthcare organizations are reimbursed for healthcare services, the cost of implementing new technology and professionals to comply with federal requirements for electronic health records, and the increasing numbers of individuals who cannot pay for their healthcare represent only one issue for healthcare executives in the healthcare delivery system. But it has significant consequences for the viability and solvency of healthcare organizations. Healthcare executives don’t have a crystal ball; however, they do engage in forecasting the future based on what is currently known and examination of trends (Lee, 2015). To do this type of forecasting, healthcare executives are demonstrating techniques found in anticipatory management. According to their seminal research, Ashley and Morrison (1997) reported there are severe consequences for not anticipating future trends in a rapidly changing and complex society. The anticipatory management process they describe begins with scanning the environment to identify issues; creating issues briefs to inform stakeholders; prioritizing issues; assembling the team of experts; creating, implementing, and evaluating action plans and outcomes; and adjusting the course when necessary.
Last week, you compared healthcare delivery and costs in the United States with those in developed countries. This week, you will focus U.S. healthcare executives and how they prioritize the challenges confronting them to minimize the impact to their organizations.
As you prepare your assignment, consider these questions:
What challenges you have experienced in the healthcare workplace or when you have accessed your own healthcare provider?
Have you observed changes to how your personal health information is gathered and documented?
What technology is now being used which may be new to your workplace?
Were you required to take additional training in your current healthcare position due to the implementation of new technology?
Have you experienced a shortage of healthcare personnel in your workplace or at your healthcare provider’s office?
What effect have these situations had on you as the employee and patient?
After your examination of current literature on the trends, issues, and challenges for healthcare executives and their organization's review Ashley and Morrison’s seminal article (1997) on anticipatory management and utilize the sample chart shown for this assignment.
You may recreate this four-column table in a Word document and insert your issues/trends, identify which organizational area is/will be impacted by each issue/trend, and provide your rationale for the priority level you assigned each issue/trend. Be sure to use a title page for this assignment and a reference page in APA format. You will add rows to your tabl.
InstructionsExplain the role of the U.S. Office of Personnel.docxmaoanderton
Instructions
Explain the role of the U.S. Office of Personnel Management and its impact on public administration.
Write a two-page paper (maximum) that explains the role of the
U.S. Office of Personnel Management (Links to an external site.)
and its impact on public administration.
Be certain to include the website of this and any other organizations used to access the information by creating a References page as a document.
Follow APA style format.
Include in-text reference citation and a References page in APA format.
.
Instructions
Evaluate: Personality Tests
Evaluation Title: Personality Assessments
Select
two
of the personality assessments from the
Personality Tests
list below. Compare the two personality assessments and respond to the following questions:
Describe the history of each test.
Who developed it and why?
Where would it be administered? (as part of job interview, in a psychiatric setting, to determine a field of study, to set up a good dating match)
What is your opinion of each test? Be sure to include evidence to support your opinion.
What are the pros and cons or strengths and weaknesses of each test?
Personality Tests
The Rorschach Inkblot Test
The Thematic Apperception Test (TAT)
Rotter’s Internal Locus of Control Test
The NEO-PI Test
The MMPI-2 Test
The Myers-Briggs Type Indicator (MBTI)
Your assignment should be typed into a Word or other word processing document, formatted in APA style.
Please include 2 to 3 credible resources as evidence to support your comparisons.
The assignments must include:
Running head
A title page with Assignment name
Your name
Professor’s name
Course
.
InstructionsEach of your responses will be graded not only for .docxmaoanderton
Instructions:
Each of your responses will be graded not only for its mastery of content, but also upon its efficacy as an academic essay. As such, it is expected that each response include an introduction with a thesis statement, body paragraphs which build upon each other, and a conclusion. Additionally, it is imperative that you use precise information when supporting your claims – remember to always cite your sources. Finally, proofread and edit your responses to ensure that your writing is clear, concise, and fully answers the prompt. Please do not plagiarize from the web. We check and if we do discover plagiarism we will immediately report it.
For writing assistance, you may want to contact Learning Support Services (located in the Academic Resource Center).
Formatting Papers:
400 words minimum (2 page maximum) response
per prompt
(1200 word minimum in total for all three responses)
Number your essays so that we understand which prompt (1, 2, 3, 4, 5, 6) you are answering
List all citations on a separate page, keeping the works cited page specific to and directly after each prompt question response (3 separate works cited pages)
Helvetica or Times New Roman, 12 point
Double spaced
1 inch margin on all sides (No header with name, title etc)
Saved as .pdf
Please
choose three
of these six questions to answer. EACH answer must be at least four paragraphs (400 words) but no longer than two pages. Each page should be double spaced, Times, 12pt.
What does “What you do to the land you do to your body” mean and where did it come from? (Some independent research might be necessary here.) Discuss three artists whose artwork directly addresses the concepts in this statement. In your answer be sure to describe at least one artwork by each artist and clearly state how the artworks relate to the statement.
Pick one environmental artist (eco-artist) that has been part of the modules so far. Do some outside research on them and explore their website and artworks. Choose one of their artworks to discuss, paying careful attention to choose one that has not mentioned so far in the readings/interviews/modules. Clearly state what materials and methods they use to make their artwork. Describe what influenced the artwork. Explain how this work can be or is considered environmental art? Use Linda Weintraub's readings to help you to define environmental art (eco-art) and defend your arguments as to how the work can be considered environmental art. Also look at other writings and articles to help understand and explain the context in which the artist makes their work.
How have different artists used walking to activate connections to land/landscape and how can artists represent an environmental issue through walking? Please name at least 2 specific artists we have discussed in class and cite examples of their walking pieces. Describe how these artists use embodiment in their work and are they effective in terms of heightening awareness.
InstructionsEffective communication skills can prevent many si.docxmaoanderton
Instructions
Effective communication skills can prevent many situations from escalating to a physical altercation. Officers revert to their training when involved in situations. For this assignment, prepare a PowerPoint training presentation for officers on how to communicate with hostile citizens. Include recommended techniques in verbal and nonverbal communications, along with how technology can play a role. Be sure to explore any legal and ethical considerations the officers must remember and do when dealing with hostile individuals.
Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists and should cite material appropriately. Add audio to each slide using the
Media
section of the
Insert
tab in the top menu bar for each slide.
Support your presentation with at least three scholarly resources
.
In addition to these specified resources, other appropriate scholarly resources may be included.
Length: 10-12 slides (with a separate reference slide)
Notes Length: 200-350 words for
each slide
.
InstructionsEcologyTo complete this assignment, complete the.docxmaoanderton
Instructions
Ecology
To complete this assignment, complete the steps below.
Download the Unit V Assignment Worksheet.
Save the document to your computer using your name and student ID in the file name.
Follow the directions to review and research the website.
After selecting and studying your species, answer the questions in the “What Information Did You Find?” section.
Once you have completed the worksheet, upload it to Blackboard for grading (make sure your name and student ID are provided).
.
InstructionsDevelop an iconographic essay. Select a work fro.docxmaoanderton
Instructions
Develop an iconographic essay. Select a work from this module to write the essay on. Utilize the objectives and above information to develop the statement. The essay must include a thesis statement/introduction, supporting body, and conclusion. The conclusion should provide a synthesis of the statements and thesis into a final idea about what the audience should remember and take away from the assignment.
List the objects and subjects included in the painting
Provide an iconographic definition (ala dictionary or glossary for each item)
Identify the narrative source for each item (artist invention, poem, narrative, biblical, greco-roman, other presence, real life historical or cultural artifact as symbol, other artworks and ideas as symbols, etc.) (
ex. Alexander the Great as a symbol; American Flag as a symbol; Greek mythology as symbols; The hammer and sickle in Russia, the american eagle, a soldier, etc.)
Is there more than one context for the iconographic or symbolic representation of the idea? How many contexts or roles is each symbolic object fulfilling in presenting, adding, or relaying meaning about the subject; (current age vs. past age; multiple metaphors; multiple layers of ideas etc.)
Symbols and Icons in different contexts - define how the symbols and subjects make one idea serve another idea (A Greek god is rebranded and used in Rome. What does this act mean for Rome to use a Greek Religious concept)
What do the symbols mean in the age, or multiple ages, and how are we supposed to connect to them in the context of the work? - ex. How are greco-roman subject and symbols used and perceived in a Renaissance age? Why would someone in the Renaissance care about Ancient Greco-Roman gods and subjects, what’s in it for a Renaissance Italian or Renaissance Italy for that matter?
Analysis through Iconology
This kind of analysis usually is most useful for narrative works and art before the Modern period. Non-objective art or art with arbitrary subjects (such as DADA) don't work as well with this kind of analysis because narratives and conventional symbols are not a part of these works. Here you will look for a particular element that occurs in the object (an object, action, gesture, pose) and explain either:
when that same element occurs in other objects through history and how this object’s representation of it is unique, or
what that element means generally in art or to art historians—in other words, the traditional association an art historian might make between that depiction and some other thing.
The following video provides an example of Iconological analysis. The video speaks to the meaning of the gestures, iconography, meaning of certain types of depiction, and other narrative imagery and symbolism related to those narrative elements. https://youtu.be/rKhfFBbVtFg
If you are confused, read Erwin Panofsky’s essays on iconology and iconography, in which he defines these terms more extensively. Be w.
InstructionsDEFINITION a brief definition of the key term fo.docxmaoanderton
Instructions:
DEFINITION:
a brief definition of the key term followed by the APA reference for the term; this does not count in the word requirement.
SUMMARY:
Summarize the article in your own words-this should be in the 150-200-word range. Be sure to note the article's author, note their credentials and why we should put any weight behind his/her opinions, research or findings regarding the key term.
DISCUSSION:
Using 300-350 words, write a brief discussion, in your own words of how the article relates to the selected weekly reading assignment Key Term. A discussion is not rehashing what was already stated in the article, but the opportunity for you to add value by sharing your experiences, thoughts and opinions. This is the most important part of the assignment.
REFERENCES:
All references must be listed at the bottom of the submission--in APA format.
.
InstructionsCreate a PowerPoint presentation of 15 slides (not c.docxmaoanderton
Instructions
Create a PowerPoint presentation of 15 slides (not counting title and reference slides) that provides an overview of the three major environmental, health, and safety (EHS) disciplines. Include each of the following elements:
summary of the responsibilities for the discipline,
evaluation of types of hazards addressed by the discipline,
description of how industrial hygiene practices relate to safety and health programs,
description of how industrial hygiene practices relate to environmental programs,
evaluation of types of control methods commonly used by the discipline,
interactions with the other two disciplines, and
major organizations associated with the discipline.
Construct your presentation using a serif type font such as Times New Roman. A serif type font is easier to read than a non-serif type font. For ease of reading, do not use a font smaller than 28 points.
.
Instructions
Cookie Creations (Continued)
Part I
Natalie is struggling to keep up with the recording of her accounting transactions. She is spending a lot of time marketing and selling mixers and giving her cookie classes. Her friend John is an accounting student who runs his own accounting service. He has asked Natalie if she would like to have him do her accounting.
John and Natalie meet and discuss her business. John suggests that he do the tasks listed below for Natalie.
Hold cash until there is enough to be deposited. (He would keep the cash locked up in his vehicle). He would also take all of the deposits to the bank at least twice a month.
Write and sign all of the checks.
Record all of the deposits in the accounting records.
Record all of the checks in the accounting records.
Prepare the monthly bank reconciliation.
Transfer all of Natalie’s manual accounting records to his computer accounting program. (John would maintain all of the accounting information that he keeps for his clients on his laptop computer.)
Prepare monthly financial statements for Natalie to review.
Write himself a check every month for the work he has done for Natalie.
For Part I of the assignment, identify the weaknesses in internal control that you see in the system that John is recommending. Can you suggest any improvements if Natalie hires John to do the accounting?
Part I should be a minimum of two pages in length. Please use APA format. While there are no required resources, please be sure that any sources used have proper citations.
Part II
Natalie decides that she cannot afford to hire John to do her accounting. One way that she can ensure that her cash account does not have any errors and is accurate and up-to-date is to prepare a bank reconciliation at the end of each month. Natalie would like you to help her. She asks you to prepare a bank reconciliation for June 2020 using the information below.
Additionally, take the following information into account.
On June 30th, there were two outstanding checks: #595 for $238 and #604 for $297.
Premier Bank made a posting error to the bank statement: Check #603 was issued for $425, not $452.
The deposit made on June 20 was for $125, which Natalie received for teaching a class. Natalie made an error in recording this transaction.
The electronic funds transfer (EFT) was for Natalie’s cell phone use. Remember that she uses this phone only for business.
The NSF check was from Ron Black. Natalie received this check for teaching a class to Ron’s children. Natalie contacted Ron, and he assured her that she will receive a check in the mail for the outstanding amount of the invoice and the NSF bank charge.
For Part II of the assignment, complete the tasks below.
Prepare Cookie Creations’ bank reconciliation for June 30.
Prepare any necessary adjusting entries at June 30.
If a balance sheet is prepared for Cookie Creations at June 30, what balance will be reported as cash in the Current Asse.
InstructionsCommunities do not exist in a bubble. Often changes .docxmaoanderton
Instructions
Communities do not exist in a bubble. Often changes made in the larger society, driven by technology, have an unexpected effect on local communities. Consider the effects of the advancements in transportation technologies on communities. Routes of transportation have evolved from water to train to the road and then to air. Each of these advancements led to job displacement and changes in travel routes. In the United States, prior to the mid-1800s, the communities that thrived had water access and ports where the exchange of goods and services occurred. With the building of the transcontinental railway and the growth of transportation by rail, the communities that thrived had train depots. With the building of major highways in the 1900s, access to those roads became critical to survival. With each advancement, local communities were impacted, such that many communities that grew around train depots became ghost towns full of poverty, homelessness, and despair once train travel was no longer the primary means of human transportation.
In this assignment, you are asked to create a presentation on one of the following topics:
Green Energy
Globalization
Communication Technology
Remote Elementary Education
Remote High School Education
Remote Work
You can create your presentation in your choice of presentation media. For example, you could choose to create a PowerPoint presentation, a video, or use Prezi. (refer to the Unit 1 assignment) If you choose to use video, you are required to supply a script as well as the URL of the video.
In your presentation, you must address the following:
Describe the specific technological development and its association with your chosen topic.
Explain why you chose that topic and the technological advancement associated with it.
Discuss which demographic (income, age, sexual preference, ethnicity) and/or geographic feature (urban, suburban, rural) might be most affected by the changes. Support your opinion with three (3) external references.
Explore the societal impacts (good and bad) associated with the technology. include a discussion for each of the following:
Economic impacts (unemployment, loss of revenue, poverty), include one (1) external reference
Health impacts (including mental health), include one (1) external reference
Privacy concerns, include one (1) external reference
Community life, include one (1) external reference
Be sure to use appropriate sources for the external references required for this assignment.
.
InstructionsChoose only ONE of the following options and wri.docxmaoanderton
Instructions
Choose only
ONE
of the following options and write a post that agrees OR disagrees with the assertion.
Cite specific scenes and/or use specific quotes
from the novel to support your position. Your answer should be written in no fewer than
200 words
.
When you are done posting your response, reply to at least
one classmate
in no fewer than
75 words
.
Although the novel is titled
Sula
, the real protagonist is Nel because she is the one who is transformed by the end.
80% - Thoughtful original post that includes specific scenes from the novel to support your position
(at least 200 words)
.
InstructionsChoose only ONE of the following options and.docxmaoanderton
Instructions
Choose only
ONE
of the following options and write a post that agrees OR disagrees with the assertion.
Cite specific scenes and/or use specific quotes
from the novel to support your position. Your answer should be written in no fewer than
200 words
.
When you are done posting your response, reply to at least
one classmate
in no fewer than
75 words
.
Although the novel is titled
Sula
, the real protagonist is Nel because she is the one who is transformed by the end.
80% - Thoughtful original post that includes specific scenes from the novel to support your position
(at least 200 words)
.
InstructionsBeginning in the 1770s, an Age of Revolution swep.docxmaoanderton
This document provides instructions for a student to write a 5-7 paragraph essay analyzing the outcomes and impacts of one of three suggested revolutions: the French Revolution, Haitian Revolution, or American Revolution. Students are asked to provide background on the revolution they choose, key events and turning points, and consider how the revolution impacted different groups of people in varying ways. They are to cite evidence from suggested sources using APA style citations and references.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
3. Resources Required
Microsoft Excel®
Signature Assignment Databases
Signature Assignment Options
Part 3: Inferential Statistics
Grading Guide
Content
Met
Partially Met
Not Met
Comments:
Scenario: Upon successful completion of the MBA program, say
you work in the analytics department for a consulting company.
Your assignment is to analyze ONE of the following databases:
· Manufacturing
· Hospital
· Consumer Food
· Financial
Select one of the databases based on the information in the
Signature Assignment Options.
Provide a 1,600-word detailed, statistical report including the
following:
· Explain the context of the case
· Provide a research foundation for the topic
· Present graphs
· Explain outliers
4. · Prepare calculations
· Conduct hypotheses tests
· Discuss inferences you have made from the results
This assignment is broken down into four parts:
· Part 1 - Preliminary Analysis
· Part 2 - Examination of Descriptive Statistics
· Part 3 - Examination of Inferential Statistics
· Part 4 - Conclusion/Recommendations
Part 1 – Preliminary Analysis (3 – 4 paragraphs)
Generally, as a statistics consultant, you will be given a
problem and data. At times, you may have to gather additional
data. For this assignment, assume all the data is already
gathered for you.
· State the objective.
· What are the questions you are trying to address?
· Clearly and in sufficient detail, describe the population in the
study.
· What is the sample?
· Discuss the types of data and variables. Are the data
quantitative or qualitative?
· What are levels of measurement for the data?
Part 2 – Descriptive Statistics (3 – 4 paragraphs)
· Examine the given data.
· Present the descriptive statistics (mean, median, mode, range,
standard deviation, variance, CV, and five-number summary).
· Identify any outliers in the data.
· Present any graphs or charts you think are appropriate for the
data.
Note: Ideally, we want to assess the conditions of normality too.
However, for the purpose of this exercise, assume data is drawn
from normal populations.
5. Part 3 – Inferential Statistics (2 – 3 paragraphs)
Use the Part 3: Inferential Statistics document.
· Create (formulate) hypotheses
· Run formal hypothesis tests
· Make decisions. Your decisions should be stated in non-
technical terms.
Hint: A final conclusion saying “reject the null hypothesis” by
itself without explanation is basically worthless to those who
hired you. Similarly, stating the conclusion is false or rejected
is not sufficient.
Part 4 – Conclusion and Recommendations (1 – 2 paragraphs)
· What are your conclusions?
· What do you infer from the statistical analysis?
· State the interpretations in non-technical terms. What
information might lead to a different conclusion?
· Are there any variables missing?
· What additional information would be valuable to help draw a
more certain conclusion?
Total Available
Total Earned
13
#/13
6. Writing Guidelines
Met
Partially Met
Not Met
Comments:
The paper—including tables and graphs, headings, title page,
and reference page—is consistent with APA formatting
guidelines and meets course-level requirements.
Intellectual property is recognized with in-text citations and a
reference page.
Paragraph and sentence transitions are present, logical, and
maintain the flow throughout the paper.
Sentences are complete, clear, and concise.
Rules of grammar and usage are followed including spelling and
punctuation.
7. Total Available
Total Earned
3
#/3
Assignment Total
#
16
#/16
Additional comments:
Wall Teichoic Acid Function, Biosynthesis, and Inhibition
Jonathan G. Swoboda, Jennifer Campbell, Timothy C. Meredith,
and Suzanne Walker
8. Department of Microbiology and Molecular Genetics Harvard
Medical School, 200 Longwood
Avenue Armenise 633, Boston, MA 02115 (USA) Fax: (+ 1)
617-738-7664
Keywords
antibiotics; biosynthesis; conditionally essential enzymes;
Gram-positive bacteria; wall teichoic acid
(WTA)
Introduction
One of the major differences between Gram-negative and Gram-
positive organisms is the
presence or absence of an outer membrane (Figure 1). In Gram-
negative organisms, the outer
membrane protects the organism from the environment. It filters
out toxic molecules and
establishes a compartment, the periplasm, which retains
extracytoplasmic enzymes required
for cell-wall growth and degradation. It also serves as a scaffold
to which proteins and
polysaccharides that mediate interactions between the organism
and its environment are
anchored.[1] In addition, in ways that are not completely
understood, the outer membrane
functions along with a thin layer of peptidoglycan to help
stabilize the inner membrane so that
it can withstand the high osmotic pressures within the cell.[2]
Gram-positive organisms, in contrast, lack an outer membrane
and a distinct periplasm (Figure
1). The peptidoglycan layers are consequently very thick
compared to those in Gram-negative
organisms.[4] These thick layers of peptidoglycan stabilize the
cell membrane and also provide
many sites to which other molecules can be attached. Gram-
10. [email protected]
NIH Public Access
Author Manuscript
Chembiochem. Author manuscript; available in PMC 2010
January 4.
Published in final edited form as:
Chembiochem. 2010 January 4; 11(1): 35–45.
doi:10.1002/cbic.200900557.
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active antibiotic has just been reported.[10] This review will
focus primarily on recent
developments in the study of WTAs in Bacillus subtilis and
Staphylococcus aureus, and will
include a discussion of strategies for the discovery of WTA
inhibitors and prospects for these
inhibitors as antibiotics.
Wall Teichoic Acid Structure
WTAs are anionic glycopolymers that are covalently attached to
peptidoglycan via a
phosphodiester linkage to the C6 hydroxyl of the N-acetyl
muramic acid sugars.[5] They can
account for as much as 60 % of the total cell wall mass in
Gram-positive organisms. The
chemical structures of WTAs vary among organisms, as
described in detail by Neuhaus and
Baddiley,[5] but the most common structures are composed of a
ManNAc(β1→4)GlcNAc
disaccharide with one to three glycerol phosphates attached to
the C4 hydroxyl of the ManNAc
residue (the “linkage unit”) followed by a much longer chain of
glycerol- or ribitol phosphate
repeats (the “main chain”; Figure 2).[11–18] B. subtilis, the
Gram-positive model organism,
makes poly(glycerol phosphate) or poly(ribitol phosphate)
WTAs depending on the strain,
[19] while S. aureus strains primarily make poly(ribitol
12. phosphate) WTAs.[20–23] The
hydroxyls on the glycerol- or ribitol phosphate repeats are
tailored with cationic D-alanine esters
and monosaccharides, such as glucose or N-
acetylglucosamine.[24,25] The presence of WTAs
and the particular tailoring modifications that are found on them
have profound effects on the
physiology of Gram-positive organisms, and impact everything
from cation homeostasis to
antibiotic susceptibility to survival in a host.
Functions of Teichoic Acids in Bacterial Physiology
The functions of TAs in bacterial physiology are incompletely
understood, but evidence for
their importance is overwhelming. B. subtilis and S. aureus
mutants deficient in LTA
biosynthesis can be obtained but only if grown under a narrow
range of conditions; they are
temperature sensitive and exhibit severe growth defects.[26,27]
Mutants deficient in WTA
biosynthesis are also compromised and manifest increased
sensitivity to temperature and
certain buffer components, including citrate; they also tend to
aggregate in culture.[26–31] In
addition, B. subtilis strains that do not express WTAs show
profound morphological
aberrations. Bacterial strains in which both LTA and WTA
expression are prevented are not
viable, an observation suggesting that these polymers have
overlapping functions and can
partially compensate for one another.[26,27] Indeed, this might
be expected for some functions
since both polymers contain phosphate-linked repeat units with
similar tailoring modifications.
One of the tailoring modifications, D-alanylation, is
accomplished by the same machinery, so
13. there is even some overlap in the biosynthetic pathways. This
fact makes dissecting the
functions of the individual anionic glycopolymers difficult, but
is consistent with the idea that
LTAs and WTAs are partially redundant. Some of the functions
attributed to WTAs are
described in the following paragraphs. LTAs are beyond the
scope of this review, but will be
mentioned in cases where it is relevant to the discussion of
WTAs. Morath et al. and Rahman
et al. have each written recent reviews on LTA structure and
biosynthesis.[6,32]
Cation binding functions
WTAs form a dense network of negative charges on Gram-
positive cell surfaces. To alleviate
the resulting electrostatic repulsive interactions between
neighboring phosphates, TAs bind
cationic groups, including mono- and divalent metal cations.
Networks of WTA-coordinated
cations affect the overall structure of the polymers, and this in
turn influences the porosity and
rigidity of the cell envelope. WTAs are proposed to be
important for cation homeostasis in
Gram-positive organisms,[33,34] and provide a reservoir of ions
close to the cell surface that
might be required for enzyme activity. In addition, the gradient
of ions could in some way
mitigate the osmotic pressure change between the inside and
outside of the cell. The amount
Swoboda et al. Page 2
Chembiochem. Author manuscript; available in PMC 2010
January 4.
15. positively charged amines.[35] WTAs that lack D-alanyl esters
can bind up to 60 % more
Mg2+ ions than analogous polymers that contain this
modification.[36] The importance of
cation binding is highlighted by the observation that B. subtilis
strains up-regulate their
production of TAs in the presence of low Mg2+ concentrations,
and produce other negatively
charged polymers (teichuronic acid) in the presence of limiting
phosphate concentrations.
[37] Recent structural studies have been focused on elucidating
modes of cation binding by
WTA polymer phosphate groups, and researchers have
suggested that a clear understanding
of the three-dimensional structure of WTAs and their bound
cation groups might provide
insights that facilitate the design of novel antimicrobials.[38]
Scaffolding roles
In addition to providing binding sites for cations, WTAs serve
as scaffolds or receptors for a
wide range of other molecules. In S. aureus, for example, they
function as receptors that are
required for phage infection.[39] Depending on their tailoring
modifications (see below) they
might also promote adhesion by lytic enzymes produced by
neutrophils.[40] They are
additionally thought to serve as scaffolds for endogenously
produced cell wall hydrolases
(autolysins) involved in cell growth and division.[41] In
general, the molecular interactions
between WTAs and other biomolecules are not well understood
but could provide crucial
insights into cell envelope function.
Tailoring modification-dependent functions
16. The main chain hydroxyl groups on both glycerol- and ribitol
phosphate WTA polymers are
subject to further derivatization by tailoring enzymes (Figure
2). There are two classes of
tailoring enzymes: those that catalyze the addition of D-alanyl
esters, and those that append
glycosyl groups. The extent to which these modifications occur
on the TA polymers is strain
dependent and can also be affected by environmental
conditions. Efforts have been made to
understand the role(s) of these modifications in bacterial
physiology, and some of these studies
are highlighted below.
The D-alanylation tailoring modification has been more
extensively investigated than
glycosylation and is far better understood at this point. Perego
et al. were the first to characterize
the genetic pathway responsible for this modification (dlt
operon) in B. subtilis.[42] Briefly,
the biosynthetic pathway begins intracellularly with the
activation of D-alanine to its
corresponding aminoacyl adenylate by DltA. This molecule is
then covalently attached, as a
thioester, to a cofactor bound to the D-Ala carrier protein, DltC.
Although the precise roles of
DltB and DltD have not been confirmed, it is believed that they
facilitate the transport of DltC
through the membrane and the incorporation of D-Ala onto both
LTAs and WTAs.[43] It has
been found that D-alanylation is affected by several factors,
including growth media, pH and
temperature.[5] The attachment of D-alanyl esters to the
hydroxyls on TAs alters the net charge
of the polymer by adding positively charged amines. This
modification reduces the electrostatic
17. repulsion between neighboring TA chains and possibly
facilitates stabilizing ion-pair
formation between the cationic esters and the anionic phosphate
groups.[38]
The D-alanine modification modulates interactions between the
cell envelope and the
environment and has been implicated in many of the known
scaffolding/receptor functions of
WTAs.[5,44] For example, it has been shown that the absence
of D-alanyl esters on the TA
polymers increases susceptibility to cationic antimicrobial
peptides, possibly by increasing the
negative charge density on the cell surface.[45,46] Removing
the alanine residues also
increases bacterial sensitivity to glycopeptide antibiotics and to
the lytic activity of enzymes
produced by neutrophils during host infection.[40,41] In
contrast, the activity of autolytic
enzymes is decreased, suggesting a role for TAs in scaffolding
and/or activating bacterial
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enzymes involved in the processes of cell-wall synthesis and
degradation.[41] Removal of D-
alanyl esters from TAs has also been shown to attenuate the
binding of S. aureus to artificial
surfaces as well as host tissue. A recent study has illustrated the
importance of the charge
balance of WTAs in adhesion to artificial surfaces, such as glass
and polystyrene.[44]
Since D-alanylation promotes better adhesion to host tissue and
confers some resistance to lytic
19. enzymes produced by the host, mutant strains lacking this
modification have been studied in
animal infection models. For example, in a mouse tissue cage
infection model, bacterial strains
lacking D-alanylation were more susceptible to Toll-like
receptor 2-dependent host defenses;
[46] in a septicemia model, such strains were attenuated in their
ability to establish an infection,
possibly because they were more readily killed by
neutrophils.[40] Based on these and other
studies, it was proposed that the D-alanine modification is a
putative target for novel
antimicrobials that function by attenuating virulence. In 2005,
May et al. reported the synthesis
and evaluation of a nonhydrolysable analogue of D-Ala
aminoacyl adenylate as the first
designed inhibitor of DltA, the enzyme that activates D-Ala.
The compound enhanced the
activity of vancomycin against B. subtilis.[43] This result is
consistent with inhibition of DltA,
and supports the idea that small molecules that interfere with D-
alanylation might provide a
novel strategy for antimicrobials.
Glycosylation is a ubiquitous tailoring modification of WTAs
but its functions are not well
understood. Glucose is commonly added to the WTA polymers
in B. subtilis, whereas N-acetyl
glucosamine (GlcNAc) is added in S. aureus (Figure 2).[5]
Depending on the bacterial strain,
the stereochemistry of the glycosidic linkage may be β-, α-, or a
mixture of the two anomers.
All sequenced B. subtilis and S. aureus strains contain one or
more putative glycosyltransferase
genes clustered with the WTA biosynthetic genes (Figure 3).
For example, B. subtilis 168
20. contains a gene for a putative retaining glycosyltransferase that
might add a-Glu to the glycerol
phosphate polymers. S. aureus strains contain two genes
encoding putative inverting
glycosyltransferases that might transfer β-GlcNAc to the
poly(ribitol phosphate) polymers.
Although some S. aureus strains have been shown to contain α-
glycosidically linked WTAs,
there are no genes yet identified for any glycosyltransferases
that can carry out this tailoring
modification. Furthermore, no studies have confirmed the
enzymatic functions of any of the
putative WTA glycosyltransferases or have explored the effects
of preventing WTA
glycosylation on bacterial cell growth, division, intercellular
interactions, or pathogenesis. In
fact, as far as we know there is only one piece of data
pertaining to the functions of WTA
glycosyltransferases in the literature: a transposon mutant in a
putative glycosyltransferase in
the S. aureus strain Newman showed attenuated virulence in a
nematode killing assay,
suggesting that glycosylation might play a role in pathogenesis
in S. aureus.[47] If
glycoslyation proves important for bacterial pathogenesis, the
glycosyltransferase tailoring
enzymes, like the enzymes involved in D-alanylation (see
above) would be possible targets for
antimicrobials.
Roles in cell elongation and division
Recent studies have implicated LTAs and WTAs in cell growth,
division, and morphogenesis.
In the rod-shaped organism B. subtilis, TAs have been shown to
play distinct roles in bacterial
morphogenesis. Preventing WTA expression results in the
21. production of round, severely
defective progeny, while preventing LTA biosynthesis causes
major defects in septum
formation and cell separation.[27,49] It is known that there are
separate multiprotein complexes
involved in septation and elongation in B. subtilis, and
Errington and co-workers have
suggested (based on localization studies using fluorescently
tagged enzymes) that the WTA
biosynthetic enzymes associate with the machinery involved in
elongation, while the LTA
enzymes might associate with machinery involved in septation
and cell division.[27,50] It was
suggested that the spatial distribution of these two anionic
glycopolymers determines their
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specific functions. Defects in S. aureus upon deletion of WTAs
are less pronounced than in
B. subtilis, and no specific roles in cell growth and division for
WTAs in this organism have
been proposed. However, Oku et al. recently reported that S.
aureus strains devoid of LTAs
show major defects in septal formation and cell separation and
grow only under a restricted
range of conditions, including reduced temperatures.[26]
Functions in biofilm formation and host tissue adhesion
As major components of the cell envelope, WTAs influence the
interactions of bacterial cells
with their environment in many ways. We have already
mentioned that S. aureus mutants
lacking WTAs show reduced initial adherence to artificial
surfaces, including glass and
23. polystyrene;[44] they are also impaired in their ability to form
biofilms. It has been shown that
WTA null mutants that are impaired in biofilm formation do not
have a reduced production of
the exopolysaccharide poly-N-acetylglucosamine (PNAG),
which has been identified as an
important factor for biofilm formation.[30] This finding
highlights the independent role that
WTAs play in biofilm formation.
S. aureus WTAs are also required for adhesion to host tissue.
Peschel and co-workers have
shown that S. aureus strains that do not express WTAs are
severely impaired in their ability to
adhere to nasal epithelial cells and are unable to colonize the
nasal passages of cotton rats.[8]
They have also shown that WTA-null mutants cannot colonize
endothelial tissues derived from
kidney and spleen.[9] The D-alanylation machinery was not
impaired in these strains, and D-
alanylation could still have occurred on LTAs; therefore, these
results implicate WTAs as
independent factors involved in cell adhesion. Since WTAs are
required for host infection and
play important roles in biofilm formation, it was suggested that
they are virulence factors, that
is, factors required for the establishment and spread of infection
in a host. Therefore, the
enzymes involved in WTA biosynthesis were suggested to be
targets for novel antimicrobials
that impede host colonization by S. aureus.[7]
Biosynthesis of Wall Teichoic Acids
Poly(glycerol phosphate) WTA biosynthesis in B. subtilis 168
The pathway for WTA biosynthesis was first characterized in B.
24. subtilis 168, which makes
poly(glycerol phosphate) WTAs (Figure 4 A).[51] The genes
involved in the synthesis of these
WTAs are known as tag genes (for teichoic acid glycerol). The
pathway starts in the cytoplasm
with the transfer of GlcNAc phosphate to an undecaprenyl
phosphate (also known as
bactoprenyl phosphate) carrier anchored in the bacterial
membrane. The enzyme that catalyzes
this reaction, TagO, is reversible and is related to a large family
of phosphosugar transferases
that includes the first enzyme in the dolichol pathway for N-
linked glycosylation in eukaryotes,
GPT, as well as MraY, an essential bacterial enzyme involved in
peptidoglycan biosynthesis.
[52,53] Following formation of the GlcNAc-pp-lipid by TagO,
an N-acetylmannosaminyl
transferase, TagA, transfers ManNAc from UDP-ManNAc to the
C4 hydroxyl of the GlcNAc
residue to form a β-linked disaccharide, which is the substrate
for the next enzyme in the
pathway, TagB.[54,55] TagB is a glycerophosphate transferase
that transfers a single
phosphoglycerol unit from CDP-glycerol to the C4 hydroxyl of
ManNAc to complete the
synthesis of the linkage unit (Figure 2).[54,56] The next enzyme
in the B. subtilis 168 pathway,
TagF, is a polymerizing cytidylyl transferase that attaches 35 or
more glycerol phosphates to
the linkage unit to form the anionic polymer.[57–59] The
catalytic domains of TagB and TagF
share significant sequence identity and belong to a group of
phosphotransferases that are
apparently unique to WTA biosynthesis. Other members of this
family include TarB, F, K, and
L (see below). Once assembled, the lipid-linked WTA polymer
25. is putatively modified by a
glycosyltransferase (TagE) and then exported to the external
surface of the bacterial membrane
by a two-component ABC (ATP binding cassette) transporter,
TagGH.[60] The polymer is
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coupled to peptidoglycan through the anomeric phosphate of the
GlcNAc residue. The
transferase responsible for carrying out this reaction has not
been identified. D-Alanine ester
formation occurs outside of the cell as described above.[5]
Poly(ribitol phosphate) WTA biosynthesis in B. subtilis W23
B. subtilis W23 makes a poly(ribitol phosphate) WTA rather
than a poly(glycerol phosphate)
WTA (Figure 2). A pathway for the biosynthesis of B. subtilis
W23 WTA was proposed by
Lazarevic et al., who designated the genes involved as tar genes
(for teichoic acid ribitol).
[19] The first three steps of the proposed pathway, mediated by
TarO, TarA, and TarB are
identical to those in B. subtilis 168, but the pathways then
diverge (Figure 4 B). The TagF
homologue in B. subtilis W23, TarF, functions not as a
polymerase but as a primase, and adds
one additional glycerol phosphate unit to the 168-type linkage
unit. The catalytic domains of
TagF, which is a polymerase, and TarF, which is a primase,
share significant sequence identity
and the structural features in each enzyme that determine
whether one or many glycerol
phosphate units is transferred to the linkage unit have not been
identified. Once the W23 linkage
27. unit is complete, the poly(ribitol phosphate) main chain is
assembled. Lazarevic et al. proposed
that the assembly of this poly(ribitol phosphate) chain requires
two enzymes: TarK, which
transfers a single ribitol phosphate residue to the linkage unit,
and TarL, which carries out the
polymerization of the ribitol phosphate chain.[19] TarK and
TarL in B. subtilis W23 were thus
suggested to function as a primase/polymerase pair, analogous
to the primase/polymerase pair
(TagB/TagF) that assembles the poly(glycerol phosphate) chain
in strain 168. Meredith et al.
used a genetic approach to verify that tarK and tarL from B.
subtilis W23 are both required for
the assembly of poly(ribitol phosphate) WTAs;[61] this is
consistent with the proposed
primase/polymerase model for biosynthesis. Pereira et al.
subsequently confirmed this finding.
[62] Once the poly(ribitol phosphate) WTA polymer is
assembled, the remaining steps are
thought to be similar to those in strain 168. That is, the WTA
polymer is glycosylated,
transported through the bacterial membrane by a two-component
transporter, TarGH, attached
to peptidoglycan by an unidentified transferase, and esterified
with D-alanine residues.
Poly(ribitol phosphate) WTA biosynthesis in S. aureus
Like B. subtilis W23, S. aureus also makes a ribitol phosphate
WTA polymer. Except for the
length of the polymer chain and the nature of the appended
sugar residues, the structures of
the poly(ribitol phosphate) WTAs are thought to be the same in
B. subtilis W23 and S.
aureus (Figure 2). The assembly of the linkage unit in S. aureus
is identical to its synthesis in
28. B. subtilis (TarO, TarA, TarB, TarF catalyze the same
reactions), but the main chain is
assembled not by a primase/polymerase pair, but by one of two
bifunctional poly(ribitol
phosphate) primase/polymerases (currently designated TarK and
TarL although their functions
are different from TarK/TarL in B. subtilis; Figure 4 C). It has
been proposed that S. aureus
TarL makes a primary WTA polymer (L-WTA) while S. aureus
TarK makes a secondary WTA
polymer (K-WTA).[61] As outlined in the following section,
however, there are still a number
of questions about the cellular roles of the two bifunctional
poly(ribitol phosphate) polymerases
in S. aureus. Once the ribitol phosphate polymer is completed in
the cytoplasm, glycosylation
occurs and the polymer is flipped to the external surface of the
membrane by an ABC-dependent
transporter complex (TarGH) before ligation to the cell wall by
unidentified enzyme(s) and D-
alanylation.
Gene Cluster Duplication in S. aureus
As noted in the previous section, S. aureus contains two
bifunctional poly(ribitol phosphate)
polymerases that have similar enzymatic functions rather than a
pair of enzymes containing
separate primase and polymerase activities. Qian et al. were the
first to note that S. aureus may
differ from B. subtilis in how it accomplishes poly(ribitol
phosphate) polymerization. In a
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30. 3)[48] these authors noted that all
of the strains contained an apparent duplication of the region of
the chromosome containing
the putative ribitol phosphate polymerase gene and the two
genes involved in the synthesis of
its CDP-ribitol substrate (tarI,J,L). These two similar gene
clusters have since been designated
in the literature as tarI,J,L and tarI′,J′,K. The tarK gene is
highly homologous to the tarL gene,
which suggests it might have the same enzymatic function.
Walker and co-workers provided
the first experimental evidence for a unique S. aureus-specific
poly(ribitol phosphate) WTA
biosynthetic pathway. By utilizing an approach previously
developed to study peptidoglycan
biosynthesis[63,64] and later applied to validate part of the B.
subtilis WTA pathway,[54] the
Walker group reconstituted the biosynthesis of S. aureus
poly(ribitol phosphate) WTA in vitro.
[65] Through the use of synthetic substrates, it was shown that
S. aureus TarL is, in fact, a
bifunctional enzyme that combines both primase and
polymerase activities (Figure 4).[65]
They demonstrated that a dedicated ribitol phosphate primase
was not required for WTA
polymer synthesis in S. aureus as it is in B. subtilis.
The in vitro studies of WTA biosynthesis established the
enzymatic function of TarL in S.
aureus, but did not answer the question of why S. aureus
contains an additional gene, tarK,
that is homologous to tarL. Meredith et al. and Pereira et al.
used genetics to probe the cellular
roles of tarK and tarL.[61,62] Under certain conditions, it was
shown that tarK can compensate
for the loss of tarL, and both groups have concluded that TarK,
31. like TarL, is a bifunctional
enzyme that combines ribitol phosphate primase and polymerase
activities. However, Meredith
et al. and Pereira et al. have proposed alternative explanations
for the cellular roles of tarK and
tarL. Pereira et al. have suggested that tarK is a redundant gene
resulting from duplication, and
have argued that its function is decaying. Meredith et al.
reached a different conclusion based
on an in-depth analysis of tarK and tarL expression in cells.
Analysis of extracted WTAs from
strains that produce only TarL or TarK showed that these two
enzymes produce
electrophoretically distinct poly(ribitol phosphate) WTAs,
designated L-WTA and K-WTA
(Figure 5 A). K-WTA is significantly shorter than L-WTA and
is presumed, based on PAGE
banding patterns, to contain subtle differences in composition.
Furthermore, K-WTA
biosynthesis is negatively regulated (directly or indirectly) by
the agr (accessory gene
regulator) quorum sensing system.[61] Since tarK expression
can cause the polymer to shorten
by up to 50 %,[61] it was suggested that regulation of tarK by
agr allows S. aureus to
dynamically control WTA chain length as a function of cell
density. WTA polymer length
might affect exposure of surface adhesins, and it was proposed
that dynamic regulation of WTA
polymer length allows S. aureus to cycle between a pro-
adhesion state and a low-adhesion
state, perhaps to promote adhesion and dissemination at
appropriate times during the infection
process (Figure 5 B). Determination of the exact structures of
K-WTA and L-WTA and their
potential roles in virulence remain to be addressed.
32. Disagreement about the functions of tarK and tarL extends to
other genes within the two tarI
′J′K/IJL clusters. It has been reported that tarI′ and tarI are both
nonessential,[66] that only
tarI is essential,[67] or that tarI is only essential under a certain
set of growth conditions in
vitro but is nonessential in an in vivo infection model.[68]
Furthermore, in S. aureus Newman,
seven viable transposants were isolated within tarI′J′K but none
was isolated in tarIJL,[47]
suggesting that the gene duplications are not redundant.
Recently, Chaudhuri et al. have
reported that tarI, tarJ, and tarL are essential in S. aureus.[69]
These discrepancies can be
collectively resolved by suggesting that there are differences in
tarI′J′K expression, which
depend on culture conditions and strain backgrounds. The fact
that all fourteen sequenced S.
aureus strains retain both tarI′J′K and tarIJL intact, argues
against simple functional
redundancy and suggests a selective pressure for maintaining
both clusters.
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Characterization of the Wall Teichoic Acid Biosynthetic Genes
in S. aureus
WTA biosynthesis exhibits a mixed gene dispensability pattern
It was first observed in the 1960s that WTAs are not essential
for the survival of S. aureus in
vitro,[39] and a number of studies on genetically
uncharacterized WTA null mutants were
reported in subsequent years.[70–74] In 2004, Peschel and co-
34. workers characterized a defined
WTA-null S. aureus strain lacking tarO, the first gene in the
WTA biosynthetic pathway.[8]
This ∆tarO strain was reported to have a similar in vitro growth
rate to the wild-type strain,
but was greatly impaired in its ability to adhere to epithelial and
endothelial tissues. The
adhesion-impaired mutant was unable to colonize nasal
passages, leading to the suggestion
that WTAs might be virulence factors since they are required
for host infection. Brown and
co-workers subsequently reported that tarA, like tarO, can also
be deleted.[75] The ∆tarA
WTA-null strains are viable in vitro and are phenotypically
identical to the ∆tarO strains;
however, many of the genes downstream of tarA in the S. aureus
WTA pathway (depicted in
red in Figure 6) cannot be deleted unless tarO (or tarA) is
deleted first.[67] These downstream
genes are “conditionally essential”: that is, they are required for
viability in a strain background
containing a functional WTA pathway, but are not required in a
WTA-null background. This
mixed gene dispensability pattern implies that blocking late-
acting WTA biosynthetic enzymes
after flux into the pathway has been initiated is deleterious to
bacterial growth.
Possible explanations for conditional essentiality
The mixed gene dispensability pattern observed for WTA
biosynthesis has also been reported
for several other nonessential biosynthetic pathways in which a
cell surface glycopolymer is
assembled on an undecaprenyl phosphate carrier lipid.[76–80]
Such pathways exist in virtually
all bacteria. For example, they are involved in the synthesis of
35. O-antigens, capsular
polysaccharides, and exopolysaccharides. In pathogenic
bacteria, these cell surface polymers,
like WTAs, play roles in virulence. Two explanations have
generally been considered for the
apparent toxicity caused by blocking late steps in these
pathways. One explanation attributes
toxicity to depletion of undecaprenyl phosphate-linked
peptidoglycan precursors and the
resulting effects on peptidoglycan biosynthesis. Undecaprenyl
phosphate is used as the carrier
lipid in the peptidoglycan biosynthetic pathway; however, only
small amounts of this carrier
lipid are produced and the cell's capacity to increase these
levels is limited. Therefore, any
metabolic block that leads to accumulation or sequestration of
undecaprenyl phosphate-linked
intermediates is potentially harmful to cells. Indeed, a number
of cell-wall active antibiotics,
including bacitracin, vancomycin, and ramoplanin, function by
sequestering peptidoglycan
precursors.[81–83] An alternative explanation attributes the
observed toxicity upon blocking
nonessential bactoprenol-dependent pathways to an
accumulation of bactoprenol-linked
intermediates that are somehow directly harmful to cells.[84]
Evidence for and against both
mechanisms has been presented, but a consensus has not yet
been reached. Since these
possibilities are not mutually exclusive, it is possible that both
play a role.
Brown and co-workers have proposed that peptidoglycan
substrate depletion is the mechanism
for toxicity when WTA biosynthesis is blocked in B.
subtilis.[85] Microarray analysis was
36. used to identify genes up-regulated in B. subtilis upon depletion
of TagD, the
cytidylyltransferase that provides activated glycerol phosphate
for poly(glycerol phosphate)
synthesis. The promoters for ten highly up-regulated genes were
then fused to the lux operon
and the luminescence signal upon tag gene depletion was
evaluated. One of the promoters,
PywaC, gave a particularly robust luminescent signal when
WTA biosynthesis was disrupted at
a late step. The PywaC reporter was activated by cell-wall
active antibiotics that sequester
peptidoglycan precursors as well as by depletion of genes
involved in undecaprenol
biosynthesis. It was not activated by depletion of tagO. Since
the PywaC reporter strain
responded to perturbations known to affect pool levels of
bactoprenol-linked peptidoglycan
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intermediates and to late-acting tag gene depletion, it was
suggested that blocking late-acting
WTA enzymes is toxic because it affects levels of bactoprenol-
linked peptidoglycan substrates.
Brown and co-workers have speculated that their reporter assay
can be used in a high-
throughput screen to identify compounds that target either the
cell wall or wall teichoic acid
biosynthetic pathways.
Inhibitors of Wall Teichoic Acid Biosynthesis
Methicillin-resistant S. aureus infections have become a major
problem in the United States,
recently surpassing HIV/AIDS as a cause of death. Although
38. there are still a handful of effective
anti-MRSA antibiotics, clinical resistance is inevitable and,
indeed, has already been observed
for the most recently introduced antibiotics.[86] Thus, an urgent
need exists for the exploration
of new strategies to battle resistant S. aureus infections.
The WTA biosynthetic pathway has been speculated to be an
antibiotic target for many years,
but only one specific inhibitor has recently been reported. The
mixed gene dispensability
pattern implies that there are two distinct types of possible
antimicrobial targets within the
pathway: antivirulence targets (TarO and TarA; depicted in
green in Figure 6) and antibiotic
targets (the conditionally essential downstream enzymes;
depicted in red). Small molecule
inhibitors of the former are expected to impede colonization and
the spread of infection, while
inhibitors of the latter have been shown to prevent bacterial
growth (see below). The known
inhibitors of WTA biosynthesis are described below.
Inhibitors of antivirulence targets in the WTA pathway
Peschel and co-workers were the first to suggest that WTA
biosynthesis is an antivirulence
target in S. aureus.[8] This possibility has attracted
considerable attention because it is
speculated that resistance to nonessential targets involved in
pathogenicity (virulence factor
targets) will not develop as readily as it does to more traditional
antibiotic targets.[87,88] May
et al. have reported a small molecule that inhibits the D-alanine
tailoring modification in both
LTAs and WTAs, and the activity of this compound in
preliminary studies supports the
39. possibility that inhibiting D-alanylation could attenuate the
virulence of pathogenic organisms.
[43] In addition to this compound, there is a very potent natural
product inhibitor of WTA
biosynthesis, the uridine-containing antibiotic tunicamyin
(Figure 7).[72,89] Tunicamycin is
a promiscuous inhibitor of the large family of enzymes that
couple sugar phosphates to
membrane-embedded lipid phosphates.[52] Its well-known
antibacterial activity derives from
its ability to inhibit MraY, an essential phosphosugar
transferase in the peptidoglycan
biosynthetic pathway; however, tunicamycin also inhibits
TarO.[10,52] In fact, tunicamycin
is selective for TarO over MraY by a factor of at least 100. Its
selectivity for TarO makes it a
useful tool for shutting off WTA expression in vitro without
affecting bacterial growth rates.
Unfortunately, it cannot be used in animals to assess whether
inhibiting TarO is a viable strategy
for treating S. aureus infections because it is toxic to
eukaryotes. It inhibits an essential
eukaryotic phosphosugar transferase involved in the dolichol
pathway for N-linked
glycosylation (GPT), which catalyzes the same chemical
transformation as TarO. Nontoxic,
selective inhibitors of TarO (or TarA) remain to be discovered.
Inhibitors of antibiotic targets in the WTA pathway
The first inhibitor of a putative antibiotic target in the WTA
biosynthetic pathway was recently
reported by Swoboda et al.[10] It was discovered by using a
general cell-based screening
approach that exploits the conditional essentiality of the late-
acting enzymes (Figure 8).[10]
The screening strategy developed to discover WTA inhibitors is
40. applicable, in principle, to any
nonessential biosynthetic pathway containing conditionally
essential genes. It involves
screening a compound library against a pair of bacterial strains,
one a wild-type strain and the
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other a null mutant that does not express the polymer of interest
(e.g., WTAs). Compounds
that inhibit the growth of the polymer-expressing wild-type
strain, but not of the mutant, are
expected to target the conditionally essential enzymes in the
desired biosynthetic pathway.
Screening paired strains ensures target specificity while
eliminating compounds that inhibit
essential cellular processes or are toxic for other reasons
(Figure 8). Since antibiotic discovery
is challenging, a cell-based screen that ensures cellular activity
is critical, but designing a screen
to report on a particular pathway is typically difficult. The
reported strategy combines two
important features that are not often found together in high-
throughput screens: it is both cell-
based and pathway specific.
Swoboda et al. used the paired strain screening strategy to
identify WTA inhibitors with
antibiotic activity.[10] The growth of S. aureus RN4220 and the
corresponding ∆tarO strain
were monitored in the presence of a library of 55 000 small
molecules. Three inhibitors were
found to inhibit the wild-type strain without affecting the
mutant. The most active of the three
compounds (1835F03; Figure 7) was found to have a minimum
42. inhibitory concentration of 1–
2 µg mL–1 (2.5–5 µM) against all S. aureus strains examined,
including clinical MSSA and
MRSA isolates. A comprehensive set of genetic and
biochemical experiments have shown that
the target of the compound is TarG, the transmembrane
component of the dedicated, two-
component ABC transporter that exports WTAs from the
cytoplasm to the cell surface.
The discovery of a small molecule that inhibits a late-acting
step in WTA biosynthesis and has
growth inhibitory activity validates the WTA pathway as a
possible antibacterial target, but
the efficacy of this antibacterial strategy has yet to be
determined. Resistance to the reported
WTA inhibitor occurs at a high frequency in vitro (1 in 106)
and two classes of resistant mutants
have been identified. One class involves mutations in the target
(TarG), a common theme for
antibiotics. The other mutants contain changes in the tarO or
tarA genes, which abolish WTA
expression. The observation that this latter class of mutations
occurs frequently is perhaps not
surprising, as the pathway is not essential for growth in vitro.
Under ordinary circumstances,
obtaining a high frequency of resistant mutants in vitro would
suggest that a particular pathway
is not a viable antimicrobial target. However, the WTA
biosynthetic pathway presents an
unusual and previously unexplored paradigm. A large
percentage of the resistant mutants do
not express WTAs but, because Peschel and co-workers have
reported that S. aureus strains
lacking WTAs are incapable of colonizing a host, these resistant
mutants are not expected to
43. survive in vivo. If they do not, then the null mutants are not a
factor for resistance in animals.
As we have pointed out above, there are numerous other
pathways that contain conditionally
essential enzymes linked to virulence-factor expression. Many
of these enzymes could be good
antibiotic targets provided that the major mechanism for
resistance involves deletion of the
pathway, and results in the production of avirulent organisms.
The recent discovery of a small
molecule that inhibits a conditionally essential step in a
virulence factor pathway provides a
starting point for investigating this novel antibacterial strategy.
Outlook
Extensive work over several decades has illuminated many of
the roles of TAs in Gram-positive
bacteria and has firmly established their importance in bacterial
physiology. A better
understanding of the WTA biosynthetic pathway has been aided
by both biochemical and
genetic studies, and most of the steps in the B. subtilis and S.
aureus WTA biosynthetic
pathways have been reconstituted in vitro by using synthetic
substrates. A small molecule
antibiotic that targets WTA biosynthesis in S. aureus was
recently discovered by utilizing the
recent genetic and biochemical advances in this field, and will
make possible studies to evaluate
WTA biosynthesis as a pathway for therapeutic intervention.
Positive outcomes from these
studies would validate this class of virulence factors as
antibacterial targets and provide further
impetus for their study and exploitation.
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45. Acknowledgments
This work was supported by the NIH (1P01AI083214 and
5R01M078477 to S.W., and F3178727 to J.G.S.), a Mary
Fieser Postdoctoral Fellowship to J.C., and a training grant to
T.C.M (T32-AI07061-30).
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Figure 1.
Simplified depiction of Gram-positive and Gram-negative
bacterial cell envelopes. Gram-
negative organisms have a distinct periplasm; Gram-positive
organisms do not, but recent
studies have suggested that they have a periplasmic-like
compartment between the plasma
membrane and the base of the peptidoglycan layers.[3] Proteins
are omitted from the depictions
for clarity. Membrane-embedded, membrane-anchored, and
peptidoglycan-associated proteins
are abundant in the cell membranes of both Gram-positive and
Gram-negative organisms. LTA:
lipoteichoic acid; LPS: lipopolysaccharide; WTA: wall teichoic
acid.
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58. Figure 3.
Genetic organization of wall teichoic acid biosynthetic genes;
tag: teichoic acid glycerol; tar:
teichoic acid ribitol. Adapted from Qian et al.[48] (//: number
of nucleic acids between genes
if > 120 base pairs).
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Figure 4.
Differences in wall teichoic acid biosynthesis for: A) B. subtilis
168, B) B. subtilis W23, and
C) S. aureus.
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Figure 5.
Proposed role for the distinct TarK and TarL WTA polymers. A)
TarK and TarL make
electrophoretically distinct WTA polymers. PAGE analysis of
WTAs extracted from various
S. aureus strains shows that poly(ribitol phosphate) polymer
length corresponds to gene
regulation. The agr system directly or indirectly represses the
expression of TarK, leading to
an increase in WTA polymer length. RN4220 has a partial
defect in agr while RN450 has a
fully functional agr system (agr+). TarK makes a short
secondary polymer, K-WTA, while
TarL makes a longer primary polymer, L-WTA. The L-WTA
was extracted from a ∆tarK
mutant of S. aureus RN4220. K-WTA was extracted from an S.
61. aureus RN4220 mutant over-
expressing tarK in a ∆tarL background.[61] B) Expression of
the shorter K-WTA at low cell
density might allow for increased accessibility of adhesins,
leading to a pro-adhesion state;
whereas, the expression of the longer L-WTA at high cell
density (mediated by the activation
of agr) might lead to a low-adhesion phenotype.
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Figure 6.
Depiction of the primary Staphylococcus aureus wall teichoic
acid (L-WTA) biosynthetic
pathway. Nonessential WTA pathway enzymes are colored
green and their deletion leads to
an avirulent phenotype. Conditionally essential enzymes are
colored red and their deletion is
lethal in a wild-type background but permitted in a ∆tarO or
∆tarA background. Following
intracellular assembly, the poly(ribitol phosphate) polymer is
transported to the outside by a
two-component ABC transporter, TarGH, and then covalently
linked through a phosphodiester
bond to the MurNAc sugars of peptidoglycan by an unidentified
enzyme the biological and
genetic properties of which have not been established. In
addition to TarI, J, and L, all S.
aureus strains contain a homologous set of enzymes (designated
TarI′,J′ and K; Figure 3) that
directs the synthesis of a distinct WTA polymer (K-WTA); their
cellular functions remain
incompletely understood.
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64. Figure 7.
Chemical structures of currently known inhibitors of wall
teichoic acid synthesis and export
in Staphylococcus aureus. An inhibitor of DltA, which is
involved in modification of both
WTAs and LTAs, has also been reported.[43]
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Figure 8.
General screening strategy for the identification of small-
molecule inhibitors of conditionally
essential enzymes/targets in nonessential biosynthetic pathways;
*: the mutant strain is
incapable of initiating polymer synthesis. In the described
screen, the paired strain lacked the
first enzyme involved in WTA biosynthesis (TarO).
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Name: ____________________________________
Bio 351- Homework 1 (10 points)
DUE TUESDAY JANUARY 16th at 11PM on Blackboard.
ONLY Word documents accepted.
Go to pages 1-5 of the article: Wall Teichoic Acid Function,
Biosynthesis, and Inhibition to answer questions 1-3 below (30
words maximum per answer):
1. What are the differences between cell wall associated
teichoic acids (WTA) and lipoteichoic acid (LTA) (2 points)?
WTA and LTA are modified by D-alanylation, a process that
incorporates D-alanine into teichoic acids. How is D-alanylation
67. beneficial for gram-positive bacteria (2 points)?
2. How does cation-binding influence the stability of a gram-
positive surface (cell wall)? (2 points)
3. What roles are teichoic acids involved in that contribute to
the stability of a gram-positive cell wall? (2 points)
Correct the Statement (1 point each): The statements from each
question below are false. Correct the statement by crossing out
a word/words. The statement must be correct, not partially
correct. Please do not rewrite your corrected statement. You
must cross out the word on this document, and manually correct
each statement.
4. Lipoteichoic acids are seen within the plasma membrane of E.
coli.
5. Lipopolysaccharides are molecules seen within the periplasm
of gram positive bacteria.
Part 3 Inferential Statistics
QNT/561 Version 9 2
Part 3: Inferential Statistics
Option 1: Manufacturing Database
The National Association of Manufacturers (NAM) contracts
with your consulting company to determine the estimate of
mean number of production workers. Construct a 95%
confidence interval for the population mean number of
production workers. What is the point estimate? How much is
the margin of error in the estimate?
68. Suppose the average number of employees per industry group in
the manufacturing database is believed to be less than 150
(1000s). Test this belief as the alternative hypothesis by using
the 140 SIC Code industries given in the database as the
sample. Let α = .10. Assume that the number of employees per
industry group are normally distributed in the population.
You are also required to determine whether there is a significant
difference between mean Value Added by the Manufacturer and
the mean Cost of Materials in manufacturing using alpha of
0.01.
You are requested to determine whether there is a significantly
greater variance among values of Cost of Materials than of End-
of-Year Inventories.
Option 2: Hospital Database
As a consultant, you need to use the Hospital database and
construct a 90% confidence interval to estimate the average
census for hospitals. Change the level of confidence to 99%.
What happened to the interval? Did the point estimate change?
Determine the sample proportion of the Hospital database under
the variable “service” that are “general medical” (category 1).
From this statistic, construct a 95% confidence interval to
estimate the population proportion of hospitals that are “general
medical.” What is the point estimate? How much error is there
in the interval?
Suppose you want to “prove” that the average hospital in the
United States averages more than 700 births per year. Use the
hospital database as your sample and test this hypothesis. Let
alpha be 0.01.
On average, do hospitals in the United States employ fewer than
69. 900 personnel? Use the hospital database as your sample and an
alpha of 0.10 to test this figure as the alternative hypothesis.
Assume that the number of births and number of employees in
the hospitals are normally distributed in the population.
Option 3: Consumer Food
Suppose you want to test to determine if the average annual
food spending for a household in the Midwest region of the U.S.
is more than $8,000. Use the Midwest region data and a 1%
level of significance to test this hypothesis. Assume that annual
food spending is normally distributed in the population.
Test to determine if there is a significant difference between
households in a metro area and households outside metro areas
in annual food spending. Let α = 0.01.
The Consumer Food database contains data on Annual Food
Spending, Annual Household Income, and Non-Mortgage
Household Debt broken down by Region and Location. Using
Region as an independent variable with four classification
levels (four regions of the U.S.), perform three different one-
way ANOVA's—one for each of the three dependent variables
(Annual Food Spending, Annual Household Income, Non-
Mortgage Household Debt). Did you find any significant
differences by region?
Option 4: Financial Database
Use this database as a sample and estimate the earnings per
share for all corporations from these data. Select several levels
of confidence and compare the results.
Are the average earnings per share for companies in the stock
market less than $2.50? Use the sample of companies
represented by this database to test that hypothesis. Let α = .05.
Test to determine whether the average return on equity for all
78. Week 6 Options
QNT/561 Version 9 2
University of Phoenix Material
Option 1: Manufacturing Database
This database contains six variables taken from 20 industries
and 140 subindustries in the United States. Some of the
industries are food products, textile mill products, furniture,
chemicals, rubber products, primary metals, industrial
machinery, and transportation equipment. The six variables are
Number of Employees, Number of Production Workers, Value
Added by Manufacture, Cost of Materials, End-of-Year
Inventories, and Industry Group. Two variables, Number of
Employees and Number of Production Workers, are in units of
1000. Three variables, Value Added by Manufacture, Cost of
Materials, and End-of-Year Inventories, are in million-dollar
units. The Industry Group variable consists of numbers from 1
to 20 to denote the industry group to which the particular
subindustry belongs.
Option 2: Hospital Database
This database contains observations for six variables on U.S.
hospitals. These variables include Geographic Region, Control,
Service, Census, Number of Births, and Personnel.
The region variable is coded from 1 to 7, and the numbers
represent the following regions:
1 = South
2 = Northeast
3 = Midwest
4 = Southwest
5 = Rocky Mountain
6 = California
79. 7 = Northwest
Control is a type of ownership. Four categories of control are
included in the database:
1 = government, nonfederal
2 = nongovernment, not-for-profit
3 = for-profit
4 = federal government
Service is the type of hospital. The two types of hospitals used
in this database are:
1 = general medical
2 = psychiatric
Option 3: Consumer Food
The consumer food database contains five variables: Annual
Food Spending per Household, Annual Household Income, Non-
Mortgage Household Debt, Geographic Region of the U.S. of
the Household, and Household Location. There are 200 entries
for each variable in this database representing 200 different
households from various regions and locations in the United
States. Annual Food Spending per Household, Annual
Household Income, and Non-Mortgage Household Debt are all
given in dollars. The variable Region tells in which one of four
regions the household resides. In this variable, the Northeast is
coded as 1, the Midwest is coded 2, the South is coded as 3, and
the West is coded as 4. The variable Location is coded as 1 if
the household is in a metropolitan area and 2 if the household is
outside a metro area. The data in this database were randomly
derived and developed based on actual national norms.
Option 4: Financial Database
The financial database contains observations on seven variables
for 100 companies. The variables are Type of Industry, Total
81. Scenario: Upon successful completion of the MBA program, say
you work in the analytics department for a consulting company.
Your assignment is to analyze one of the following databases:
• Manufacturing
• Hospital
• Consumer Food
• Financial
Select one of the databases based on the information in the
Signature Assignment Options.
Provide a 1,600-word detailed, statistical report including the
following:
• Explain the context of the case
• Provide a research foundation for the topic
• Present graphs
• Explain outliers
• Prepare calculations
• Conduct hypotheses tests
• Discuss inferences you have made from the results
This assignment is broken down into four parts:
• Part 1 - Preliminary Analysis
• Part 2 - Examination of Descriptive Statistics
• Part 3 - Examination of Inferential Statistics
• Part 4 - Conclusion/Recommendations
Part 1 - Preliminary Analysis (3-4 paragraphs)
Generally, as a statistics consultant, you will be given a
problem and data. At times, you may have to gather additional
data. For this assignment, assume all the data is already
gathered for you.
State the objective:
• What are the questions you are trying to address?
Describe the population in the study clearly and in sufficient
detail:
• What is the sample?
Discuss the types of data and variables:
• Are the data quantitative or qualitative?
• What are levels of measurement for the data?
82. Part 2 - Descriptive Statistics (3-4 paragraphs)
Examine the given data.
Present the descriptive statistics (mean, median, mode, range,
standard deviation, variance, CV, and five-number summary).
Identify any outliers in the data.
Present any graphs or charts you think are appropriate for the
data.
Note: Ideally, we want to assess the conditions of normality too.
However, for the purpose of this exercise, assume data is drawn
from normal populations.
Part 3 - Inferential Statistics (2-3 paragraphs)
Use the Part 3: Inferential Statistics document.
• Create (formulate) hypotheses
• Run formal hypothesis tests
• Make decisions. Your decisions should be stated in
non-technical terms.
Hint: A final conclusion saying "reject the null hypothesis" by
itself without explanation is basically worthless to those who
hired you. Similarly, stating the conclusion is false or rejected
is not sufficient.
Part 4 - Conclusion and Recommendations (1-2 paragraphs)
Include the following:
• What are your conclusions?
• What do you infer from the statistical analysis?
• State the interpretations in non-technical terms. What
information might lead to a different conclusion?
• Are there any variables missing?
• What additional information would be valuable to
help draw a more certain conclusion?