TITLE: Article Assignment Four
Introduction: Teaching Preschoolers With Autism Interventions to Ensure Access, Participation, and Support
This assignment fulfills

• Module Outcome: 4: Collaborate with families/community partners to use individualized information to meet desired outcomes
• Module Outcome: 3: Focus on the importance of individualized instructional strategies that ensure that students with learning disabilities will receive high-quality instruction.
• Course Outcome: 2: Implement appropriate strategies to meet diverse abilities.
• General Education Competency: You will have to use critical thinking to analyze problems and make logical decisions.

The Assignment:Summarize the attached article, in your own words, by answering the three questions listed below. Each question should have an answer that has at least 5-7 sentences. Please make sure you read the statement on Plagiarism. Also, do not copy and paste the article – that is plagiarism.1.    What is the main focus of the article?2.    What are three strategies/resources/ideas that are discussed in the article?3.    How will you implement the strategies/resources/ideas from paragraph two when working with children?Grading Criteria20 points – Three paragraphs are included, each paragraph has a minimum of seven sentences20 points – First paragraph summarizes the main focus of the article30 points – Second paragraph summarizes three strategies from the article20 points – Third paragraph gives specific strategies/ideas you will use when working with young children.10 points – correct grammar and spelling are used

Case: Corneas in the Congo

Sometimes leaders find themselves in a position of choosing between one’s personal morality and one’s ethical duty to an organization. Is what seems to be the obvious right choice always what is actually best for an organization? How can helping people actually be the wrong thing to do? For example: Is the greatest good to provide eyesight to those who have lost it and in the process wind up losing a truck and medical supplies, or is the greatest good to protect an organization from possible scandal if the word gets out that corneas were taken from Chinese prisoners? You will consider questions like these and more in this discussion.

First, review the case, Corneas in the Congo, in the following excerpt from, The Ethics of Leadership (Ciulla, 2003, p. 14):

You are the head of a small aid agency in the Congo. The mission of your agency is to provide health services for refugees who have fled the various civil wars in the region. In recent years you have worked with a number of nongovernmental organization agencies, such as C.A.R.E., Doctors Without Borders, and the Christian Children’s Fund. Your agency focuses on giving intensive help to small communities. You are now working in a camp of fifty people. Because of a peculiar parasite in the water that destroys the cornea of the eye, ten people in the camp have gone blind; half of them are children. Except for their inability to see, their health is reasonably good, given the conditions of the camp.

You contact Doctors Without Borders and they tell you that they will have two ophthalmologists in the area next week, but that the only thing they can do for the people who have gone blind is to give them cornea transplants. They could do the operations, but they said it was impossible to get corneas for transplant in Africa.

A few days later, the area director of Doctors Without Borders calls and tells you that a Chinese aid agency has twenty corneas and would be willing to exchange them for a truck and ten cases of medical supplies. This strikes you as odd so you ask, “Where did they get the corneas?” She then tells you that the corneas were donated to the Chinese aid agency by a wealthy Hong Kong businessman. He bought them from a middle man who buys body parts for transplant from prisons. The prisons carefully execute criminals and then take out livers and corneas for resale. Evidently, corrupt prison wardens make huge profits from this practice. This makes them very liberal with executions, especially of political prisoners. 

You tell the director that the origin of these Chinese corneas makes you uncomfortable. The director says, “We have no problem with using them. If you don’t want them, I’ll give them to someone else. There are too many people in need here.” She says, “You have one day to decide. Tomorrow I have to radio the plane in Kinshasa and tell it where to go next.”

Ciulla, J. B. (2003). The ethics of leadership. South Melbourne, Australia; Belmont, CA: Thomson/Wadsworth. ISBN: 9780155063174.

For your initial post in the discussion board, address the following:

1. Is it wrong to take corneas from Chinese prisoners? Why or why not? Describe what principles are important to you in making this decision.
2. As the case suggests, imagine you are a leader in this situation, what are your duties and who are the stakeholders in the case?
3. What are the long-term ramifications of your decision?
4. Does your “gut feeling” about this case differ from what you think is right? If so, which would be your guide?

 Please label step 1 through 5

Unit 5 Data Analysis and Application

This assignment will help you understand proper reporting and interpretation of a one-way repeated measures ANOVA. You will use the IBM SPSS GLM procedure to accurately compute a repeated measures ANOVA with the wk5data.sav file located below in the Resources. Also use the Data Analysis and Application (DAA) Template located in the Resources to write up your assignment. The deadline for submitting your work is 11:59 PM CST on Sunday of Week 5.

Step 1. Write Section 1 of the DAA. Provide a context of the wk5data.sav data set. Specifically, imagine that you are a clinical researcher studying a new treatment for anxiety. To determine treatment efficacy, you monitor the anxiety levels of clients over five weeks. Anxiety symptoms are quantified with a symptom checklist, and the data are entered into SPSS. Week 1 represents the baseline number of anxiety symptoms. Week 5 represents the number of anxiety symptoms at the conclusion of treatment. In Section 1 of the DAA, articulate your within-subjects factor and the outcome variable. Specify the sample size of the data set. Based on your visual inspection of the raw data in wk5data.sav, speculate on the overall trend in recorded symptoms from Week 1 to Week 5.

Step 2. Write Section 2 of the DAA. Assume that the sample is too small to assess multivariate normality. Instead, focus your analysis in Section 2 on the sphericity assumption. Provide the SPSS output for the Mauchly test. Report the results of the Mauchly W and interpret it in terms of the sphericity assumption. If sphericity is violated, analyze the three epsilon estimates (Greenhouse-Geisser, Huynh-Feldt, and lower bound) and justify your decision for selecting one of the three epsilon corrections reported below in Section 4 Interpretation.

Step 3. Write Section 3 of the DAA. Specify a research question related to the repeated measures ANOVA. Articulate the null hypothesis and alternative hypothesis. Specify the alpha level.

Step 4. Write Section 4 of the DAA.

• To provide context, paste SPSS output of Weeks 1–5 descriptive statistics. Report these descriptive statistics in your narrative.
• Next, paste SPSS output of the estimated marginal means plot of Weeks 1–5. Provide an interpretation of this figure.
• Then paste the SPSS output for the test of within-subjects effects.
• Report F, the degrees of freedom based on your epsilon correction selected in Section 2 (if epsilon correction is not necessary, report Sphericity Assumed df), the F value, the p value, the effect size, and interpretation of the effect size.
• Interpret the results against the null hypothesis. Next, paste the SPSS output for the tests of within-subjects contrasts if the overall F null hypothesis is rejected.
• Make sure in SPSS that the contrast is designated as “simple” with Week 1 set as the baseline comparison. Report the F tests for the simple contrasts and interpret them.

Step 5. Write Section 5 of the DAA. Discuss the conclusions of the repeated measures ANOVA as it relates to the research question. Conclude with an analysis of the strengths and limitations of repeated measures ANOVA.

Submit your assignment as an attached Word document.

Resources

• Unit 5 Data Analysis and Application Scoring Guide.
• Capella Graduate Online Writing Center – APA Style and Formatting.
• Data Analysis and Application (DAA) Template
• wk5data.sav
• https://courseroomc.capella.edu/bbcswebdav/institution/PSY/PSY8625/201000/Course_Files/wk5data.sav

Case Study: Auctions and Dynamic Pricing

Overview

There are many types of auctions, each with strengths and weaknesses at uncovering the real price or value of an item. Auctions are widely used in finance, e-commerce, and e-games. They are also widely used to generate revenue for not-for-profit organizations. 

The following video describes auctions as price discovery mechanisms:

• The Ideal Auction.

Use the video on auctions and at least three academic or high-quality business publications (see acceptable types below) to compare and contrast English auctions and Dutch auctions, and sealed-bid first-price auctions and Vickery auctions.

Instructions

Address the following questions in 5–7 pages:

1. Compare and contrast how each of the following uncovers value: 
   • English and Dutch auctions.
   • Sealed-bid first-price auctions and Vickery auctions.
2. Compare and contrast surge pricing and congestion pricing. Give an example of each currently in use.
3. Identify three examples of auctions used in finance, e-commerce, and/or e-games. Explain the following in-depth: 
   • The need for an auction to uncover value in the product or service.
   • How the type of auction used to uncover the value of the product or service is better at uncovering value than other types of auctions.
4. What are the advantages or disadvantages of auctions as revenue generators for not-for-profit organizations?
5. Suggest ways in which a for-profit company, such as the company for which you work or a company for which you aspire to work, can use auctions or dynamic pricing to better uncover value and increase revenue.

This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your professor for any additional instructions.

Acceptable Types of Publications

A high-quality, professional business publication is one that is primarily directed at reporting or analyzing the workings of the business. Examples are the Wall Street Journal, Bloomberg, and Reuters. Avoid general news publications such as USA Today, the Washington Post, and the New York Times. Other articles and resources can be found at the Strayer Library.

Please do not rely on Wikipedia, Investopedia, or similar websites as references at any time in this course.

As you plan, develop, implement and evaluate your nursing practicum project, reflect on how this project and your graduate education have prepared you to meet the growing needs of healthcare and the diverse populations we serve.

This week you will address Essential V: Informatics and Healthcare Technologies. 

o Recognizes that the master’s-prepared nurse uses patient-care technologies

to deliver and enhance care and uses communication technologies to

integrate and coordinate care.

 400 words 2 resources 

Rationale

Informatics and healthcare technologies encompass five broad areas:

• Use of patient care and other technologies to deliver and enhance care;

• Communication technologies to integrate and coordinate care;

• Data management to analyze and improve outcomes of care;

• Health information management for evidence-based care and health education;

and

• Facilitation and use of electronic health records to improve patient care.

Knowledge and skills in each of these four broad areas is essential for all master’sprepared

nurses. The extent and focus of each will vary depending upon the nurse’s role,

setting, and practice focus.

Knowledge and skills in information and healthcare technology are critical to the delivery

of quality patient care in a variety of settings (IOM, 2003a). The use of technologies to

deliver, enhance, and document care is changing rapidly. In addition, information

technology systems, including decision-support systems, are essential to gathering

evidence to impact practice. Improvement in cost effectiveness and safety depend on

evidence-based practice, outcomes research, interprofessional care coordination, and

electronic health records, all of which involve information management and technology

(McNeil et al., 2006). As nursing and healthcare practices evolve to better meet patient

needs, the application of these technologies will change as well.

As the use of technology expands, the master’s-prepared nurse must have the knowledge

and skills to use current technologies to deliver and coordinate care across multiple

settings, analyze point of care outcomes, and communicate with individuals and groups,

including the media, policymakers, other healthcare professionals, and the public.

Integral to these skills is an attitude of openness to innovation and continual learning, as

information systems and care technologies are constantly changing, including their use at

the point of care.

Graduates of master’s-level nursing programs will have competence to determine the

appropriate use of technologies and integrate current and emerging technologies into

one’s practice and the practice of others to enhance care outcomes. In addition, the

master’s-prepared nurse will be able to educate other health professionals, staff, patients,

and caregivers using current technologies and about the principles related to the safe and

effective use of care and information technologies.

Graduates ethically manage data, information, knowledge, and technology to

communicate effectively with healthcare team, patients, and caregivers to integrate safe

and effective care within and across settings. Master’s-prepared nurses use research and

clinical evidence to inform practice decisions.

Master’s-degree graduates are prepared to gather, document, and analyze outcome data

that serve as a foundation for decision making and the implementation of interventions or

strategies to improve care outcomes. The master’s-prepared nurse uses statistical and

epidemiological principles to synthesize these data, information, and knowledge to

evaluate and achieve optimal health outcomes.

The usefulness of electronic health records and other health information management

systems to evaluate care outcomes is improved by standardized terminologies. Integration

of standardized terminologies in information systems supports day-to-day nursing

practice and also the capacity to enhance interprofessional communication and generate

standardized data to continuously evaluate and improve practice (American Nurses

Association, 2008). Master’s-prepared nurses use information and communication

technologies to provide guidance and oversight for the development and implementation

of health education programs, evidence-based policies, and point-of-care practices by

members of the interdisciplinary care team.

Health information is growing exponentially. Health literacy is a powerful tool in health

promotion, disease prevention, management of chronic illnesses, and quality of life–all of

which are hallmarks of excellence in nursing practice. Master’s-prepared nurses serve as

information managers, patient advocates, and educators by assisting others(including

patients, students, caregivers and healthcare professionals) in accessing, understanding,

evaluating, and applying health-related information. The master’s-prepared nurse designs

and implements education programs for cohorts of patients or other healthcare providers

using information and communication technologies.

The master’s-degree program prepares the graduate to:

1. Analyze current and emerging technologies to support safe practice environments,

and to optimize patient safety, cost-effectiveness, and health outcomes.

2. Evaluate outcome data using current communication technologies, information

systems, and statistical principles to develop strategies to reduce risks and improve

health outcomes.

3. Promote policies that incorporate ethical principles and standards for the use of health

and information technologies.

4. Provide oversight and guidance in the integration of technologies to document patient

care and improve patient outcomes.

5. Use information and communication technologies, resources, and principles of

learning to teach patients and others.

6. Use current and emerging technologies in the care environment to support lifelong

learning for self and others.

Sample Content

• Use of technology, information management systems, and standardized

terminology

• Use of standardized terminologies to document and analyze nursing care

outcomes

• Bio-health informatics

• Regulatory requirements for electronic data monitoring systems

• Ethical and legal issues related to the use of information technology, including

copyright, privacy, and confidentiality issues

• Retrieval information systems, including access, evaluation of data, and

application of relevant data to patient care

• Statistical principles and analyses of outcome data

• Online review and resources for evidence-based practice

• Use and implementation of technology for virtual care delivery and monitoring

• Electronic health record, including policies related to the implementation of and

use to impact care outcomes

• Complementary roles of the master’s-prepared nursing and information

technology professionals, including nurse informaticist and quality officer

• Use of technology to analyze data sets and their use to evaluate patient care

outcomes

• Effective use of educational/instructional technology

• Point-of-care information systems and decision support systems