Category: Public Health

Additional Details:

The idea of the discussion post is to have all participants share their original thoughts and analysis of the content, and then build on each others ideas through responses to other students posts. You are encouraged to use supporting details from the textbook and other credible sources to support your points. If you do choose to use these sources, remember to cite the source (e.g., textbook; website link that can be easily accessed; peer-reviewed article) using APA formatting style (see syllabus for links to resources on how to cite correctly). With the exception of terminology and data, avoid using quotes. Responses should be in your own words.

Use the directions in your syllabus for instructions about content and post your responses by creating a new thread labeled Discussion 1 (your first name).” You must click on Create Thread then type and submit your personal post before you are able to see and reply to two (2) of your peers’ posts. The posts you select do not necessarily have to be someone you agree or disagree with just respectfully discuss.In Chapter 9, you learn about demographics and health of the US older adults or elders. It is projected that by 2035, older adults/elders will outnumber kids in the US. Thus, it is important the we learn about the health and needs of this population. After reading chapter 3, answer the questions below.

1) Define the term elders. How do health behaviors reported by elders compare/differ with health behaviors reported by their younger counterparts? (respond in 2-5 sentences)

2) Think of an elder person in your life. What can you learn from them that can help you maintain or improve your health? (respond in 3-5 sentences)

**Your grade will be based on your response to the questions above and commenting on a response posted by one of your classmates. Your response to your classmate should be at least 1-2 sentences.**

**Avoid using ALL CAPITALS, use proper grammar, spelling, and complete sentences, and keep in mind that you will not be able to edit or delete your response once it has been submitted. Once you submit your response, other students in the class will be able to see your response.**

these 2 and 2 reposed for each please

Attached Files (PDF/DOCX): Discussion response.docx

Note: Content extraction from these files is restricted, please review them manually.

Attached Files (PDF/DOCX): Health determinants analysis paper.pdf

Note: Content extraction from these files is restricted, please review them manually.

Completion of the STROBE

Selection of Study: Choose an epidemiological study from a reputable journal. Ensure that the study is:

1. observational in nature and one of the primary bioscience study designs (e.g., cohort, case-control, cross-sectional)
2. includes one of the following epidemiological statistics as part of the findings (rates, ratios, proportions, p-values, survival analysis, correlation)
3. is recent (within the last five years) and
4. is relevant to the field of study.

Part 1: STROBE completion

Course Outcome addressed in this part:

HS340-6: Analyze epidemiological research using the STROBE.

Study Evaluation: Select the appropriate version of the STROBE for your study type. Using the STROBE, assess each section of the STROBE checklist, inputting your answers for each section directly on the instrument. (Copied and pasted)

Part 2: Narrative

Course outcome addressed in this part: HS340-5: Interpret common epidemiologic data.

Overview: Provide a one paragraph summary of the study and its key findings.

Level of Prevention: Identify which level of prevention the study or its findings are relevant to.

Findings: Share the specific statistical findings from the study (copy and pasted) and then share your interpretation of the epidemiological statistics from within the study. Do NOT summarize their reporting of the data, provide an explanation of:

1. why this particular statistical test was appropriate for the data
2. what the guidance is for statistical significance or relevance for the test used
3. what were their statistical findings
4. how do you interpret those findings? i.e., is it statistically significant?

NOTE: Be sure to number your items so they are easily identifiable. Add part 2 as a section under the STROBE for your answers. Use subheadings to identify the major sections of part 2, for example: Overview, Level of prevention, Findings and Conclusions. These should be formatted in accordance with APA formatting standards.

Conclusions: What does it mean? What is the practical significance of the study and its findings?

Hi, Please read and review the Evaluation Tool Development Worksheet Ive attached for this assignment. I have already started working on it and completed up to question 4, but I need help finishing the rest.

The assignment needs to be completed correctly and based on the example the professor provided. I will also attach the previous assignments that are connected to this one in case you need to refer to them while completing it. Please let me know if you would like me to send those as well.

When completing this assignment, please use simple wording so it is easy for me to read and understand.

*Please do NOT use AI or ChatGPT-generated language and do not plagiarize, as my professor is very strict about originality and academic integrity. All responses should be written in original wording and should sound like student work.*

*If you have access to Turnitin, please run my assignment through Turnitin. The assignment needs to have a 0% AI report. Please send me the report once the assignment is completed.*

I have also attached an example of how the form should be filled out: Evaluation Tool Development Worksheet_LOOM EXAMPLE.docx

ASSUMPTIONS OF YOUR PROGRAM EVALUATION:

This assignment will help your group move from planning to implementation by identifying the actual evaluation instruments (surveys, interview guides, etc.) you will use to measure your program outcomes.

By the end of this assignment, you should:

• Know what construct and outcome your measurement tool is focused on
• Know each question that is included in your measurement tool.
• Understand how responses are coded and scored (including possible score ranges).
• Be ready for Dr. Bloom to create mock data for your program evaluation analysis later in the semester.

Assignment Instructions:

Now that youve completed Group Assignment #1 and worked in class to identify your constructs and measurement tools, its time to build your actual evaluation instrument(s). Each member of your group will submit an Evaluation Tool Development Worksheet describing their tool, providing survey / scale items, and how each tool is scored. You should submit this as a Google Docensuring Dr. Bloom and Nichelle have editing access.

Instrument Development (Quantitative and/or Qualitative)

Depending on your evaluation design (quantitative, qualitative, or mixed methods):

• Quantitative: Provide your full survey instrument,
• Qualitative: Develop 36 open-ended questions per qualitative construct associated with the specific outcome. Remember qualitative items should be aligned with the evaluation outcome, non-leading, and appropriate to your target population (e.g., language level, cultural sensitivity – see Oregon State University Resource on Interview Guides for examples).

Evaluation Instrument Builder Document:

Each person in a group should submit an Evaluation Tool Development Worksheet

Download the Evaluation Tool Development Worksheet focused on their outcome. This helps ensure you understand your tool and allows Dr. Bloom to simulate data for your program. Dr. Bloom will create mock data based on the information you provide, which you will analyze and include for a Group Assignment later in the semester.

Hi, Please read and review the Evaluation Tool Development Worksheet Ive attached for this assignment. I have already started working on it and completed up to question 4, but I need help finishing the rest.

The assignment needs to be completed correctly and based on the example the professor provided. I will also attach the previous assignments that are connected to this one in case you need to refer to them while completing it. Please let me know if you would like me to send those as well.

When completing this assignment, please use simple wording so it is easy for me to read and understand.

*Please do NOT use AI or ChatGPT-generated language and do not plagiarize, as my professor is very strict about originality and academic integrity. All responses should be written in original wording and should sound like student work.*

*If you have access to Turnitin, please run my assignment through Turnitin. The assignment needs to have a 0% AI report. Please send me the report once the assignment is completed.*

I have also attached an example of how the form should be filled out: Evaluation Tool Development Worksheet_LOOM EXAMPLE.docx

ASSUMPTIONS OF YOUR PROGRAM EVALUATION:

This assignment will help your group move from planning to implementation by identifying the actual evaluation instruments (surveys, interview guides, etc.) you will use to measure your program outcomes.

By the end of this assignment, you should:

• Know what construct and outcome your measurement tool is focused on
• Know each question that is included in your measurement tool.
• Understand how responses are coded and scored (including possible score ranges).
• Be ready for Dr. Bloom to create mock data for your program evaluation analysis later in the semester.

Assignment Instructions:

Now that youve completed Group Assignment #1 and worked in class to identify your constructs and measurement tools, its time to build your actual evaluation instrument(s). Each member of your group will submit an Evaluation Tool Development Worksheet describing their tool, providing survey / scale items, and how each tool is scored. You should submit this as a Google Docensuring Dr. Bloom and Nichelle have editing access.

Instrument Development (Quantitative and/or Qualitative)

Depending on your evaluation design (quantitative, qualitative, or mixed methods):

• Quantitative: Provide your full survey instrument,
• Qualitative: Develop 36 open-ended questions per qualitative construct associated with the specific outcome. Remember qualitative items should be aligned with the evaluation outcome, non-leading, and appropriate to your target population (e.g., language level, cultural sensitivity – see Oregon State University Resource on Interview Guides for examples).

Evaluation Instrument Builder Document:

Each person in a group should submit an Evaluation Tool Development Worksheet

Download the Evaluation Tool Development Worksheet focused on their outcome. This helps ensure you understand your tool and allows Dr. Bloom to simulate data for your program. Dr. Bloom will create mock data based on the information you provide, which you will analyze and include for a Group Assignment later in the semester.