occupational safety and health 2

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ABOUT THE PAINTING Robert Koehler’s The Strike: The Improbable Story of an Iconic 1886 Painting of Labor Protest. Every work of art has a story behind it. In 1886 the German American artist Robert Koehler painted a dramatic wide-angle depiction of an imagined confrontation between factory workers and their employer. He called this oil painting The Strike. It has had a long and tumultuous international history as a symbol of class struggle and the cause of workers’ rights. First exhibited just days before the tragic Chicago Haymarket riot, The Strike became an inspiration for the labor movement. In the midst of the campaign for an eight-hour workday, it gained international attention at expositions in Paris, Munich, and the 1893 Chicago World’s Fair. Though the painting fell into obscurity for decades in the early twentieth century, The Strike lived on in wood-engraved reproductions in labor publications. Source: James M. Dennis, Studies in American Thought Online

Occupational Safety and Health History

What to do next

View the presentation

This week’s presentation uses the Prezi program. The weekly presentations are my “virtual voice” and the equivalent of a lecture if we were meeting face-to-face in a classroom. All presentations will use either the Prezi program, Powerpoint, or will be a posted video. The frames of the Prezi may contain audio or video narration, so have your sound turned on. A Prezi or Powerpoint may also contain embedded videos that you should click on to view.

If you have trouble with presentations or videos, try using a different browser, for instance, if you are using Internet Explorer try switching to Chrome. If this doesn’t help, call or email help@canvas.rutgers.edu for technical assistance. If you still need help, please email me.

When Prezi is used, you will also be able to access a PDF version. You cannot view embedded videos or hear narration in the PDF version, but I make it available for those students who like to print out slides.

Week 2 presentation (Links to an external site.)Links to an external site. click on the link graphic

There is about 1 hour and 15 minutes of video viewing in the presentation.

Never used Prezi? Watch the short (3:21) video on how to view a Prezi presentation.

Link (Links to an external site.)Links to an external site.

PDF of the Week 2 presentation (you can’t view the embedded videos, but you can print it out). Please note: this document will be available later in the week.

Read

Brodeur, P. 1968. Reporter at Large – The Magic Mineral. The New Yorker.
Note: You do not need to read this article until Week 3, however, it is fairly lengthy so you may want to get a head start on it.

Walsh-Healey and FLSA document

View the videos

To view a video in a Prezi, hover over the video screen with your mouse or pointer and click. It may take some seconds to open. If you can’t play the videos try using a different browser or cut and paste the title of the video in your browser to view the video on YouTube.

You should consider the videos the same as an assigned article. Some of the exam questions are from video content.

There are a lot of videos this week, but not a lot of reading. If you are a documentary film fan – you are in the right class! I think that there are some issues so dramatic and compelling that words alone don’t adequately convey their magnitude and impact, so each week there are a few short videos to watch. In weeks 3, 9 and 12 full-length documentaries will be assigned.

Complete the assignment

Write and submit your family’s occupational safety and health history after you have read and viewed all of the assigned material. I suggest taking a look at the assignment before viewing the presentation – then you can make notes about what historical OSH events you want to tie into your family history paper. You will have two weeks to write and submit this assignment; use care not to miss the due date (Tuesday, 9/25, 11:59 PM) because the late penalty is steep.

Be sure to thoroughly read the assignment instructions; following the instructions is key to getting a good grade on this major assignment.

Week 2 assignment – OSH Family History

More about the Week 2 assignment

In most semsters students read each other’s family history papers in their assigned groups and discuss them online. This semester, I am not having students share their family work histories because some may contain potentially sensitive information about immigration status. At this point in time in the U.S., many students may be feeling uncertain and worried about their status at Rutgers because of the executive order on immigration bans and uncertainty about DACA status. Faculty, too, are concerned and somewhat uncertain about how sensitive information about immigration status might be used, so in an abundance of caution I will be the only one reading your family OSH history papers.

We are family blue-butterfly13-603x267.jpg

One of the things I value most about Rutgers is the rich diversity of our school. Diversity and inclusiveness is a point of pride at Rutgers and contributes to making it an outstanding university. Semester after semester, students relate to me that they share this sentiment. This article about Rutgers was recently in The Guardian: The Newest Americans: Portraits from ‘the most diverse’ US university (Links to an external site.)Links to an external site..

As you may know Rutgers’ president, Robert Barchi, has declared support for Rutgers’ students, staff and faculty from every background and place of birth. In a declaration read to students and faculty on January 31, 2017, he pledged to protect the privacy of student records and to provide a safe place for everyone in our community. Here are President Barchi’s comments – In Solidarity with Our Students on Immigration. (Links to an external site.)Links to an external site. More recently, President Barchi issued a response to the Trump administration’s announcement on DACA (Links to an external site.)Links to an external site.. AAUP-AFT Rutgers (the union that represents Rutgers professors and instructors) has issued a resolution on DACA (Links to an external site.)Links to an external site.. And lastly, the motto of Rutgers Labor Studies and Employment Relations (LSER) is “we study work, we value justice”. Putting this motto into action, the faculty and staff of LSER are in full support of our immigrant students. Click here for support services and assistance information. (Links to an external site.)Links to an external site.

I hope that this reassures students who may be feeling at risk. If you have concerns about your status at Rutgers related to the immigration/refugee ban or DACA status, please feel free to contact me. In your email, rather than detailing your concerns just request that I call you for a conversation and provide your phone number and a good time to reach you.

1 page response 1

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In need of a one page response on video

define mode

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Give a brief definition of the term mode

Give a brief definition of the term mode

Give a brief definition of the term mode

statistics 337

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Assignment #3: Inferential Statistics Analysis and Writeup

Purpose: The purpose of this assignment is to develop and carry out an inferential statistics analysis plan and write up the findings. There are two main parts to this assignment: ● Part A: Inferential Statistics Data Plan and Analysis ● Part B: Write up of Results

Part A: Prepare Data Plan, Analyze Data, and Complete Part A of the Assignment #3 Template ➢ Task 1: Select Variables. Review the variables you used for assignments #1 and #2. Select your qualitative socioeconomic variable as your grouping variable and the two expenditure variables from the variables used in these previous assignments. Fill in Table 1: Variables Selected for Analysis with name, description, and type of variable (i.e., qualitative or quantitative). ➢ Task 2: Select and Run a One Sample Confidence Interval Analysis. For one expenditure
variable, select and run the appropriate method for estimating a parameter, based on a statistic
(i.e., confidence interval method). Complete Table 2: Confidence Interval Information and
Results, which follows the format outlined by Kozak and the course’s problem-solving approach,
including:
○ Random variable stated in words ○ Confidence interval method, including rationale and assumptions ○ Method used for analyzing data (i.e., web applets, Excel, TI calculator, etc.). ○ Results obtained ○ Interpretation

➢ Task 3: Select Two Sample Hypothesis Test. Using the second expenditure variable (with the
socioeconomic variable as the grouping variable), select and run the appropriate method for
making decisions about two parameters relative to observed statistics (i.e., two sample

STAT200: Assignment #3 – Inferential Statistics Analysis and Writeup – Instructions Page 2 of 5
hypothesis test method). Complete Table 3: Two Sample Hypothesis Test Analysis, which
follows the format outlined by Kozak and the course’s problem-solving approach, including:
○ Hypotheses (null and alternative). ○ Two sample hypothesis testing method, including rationale and assumptions ○ Method used for analyzing data (i.e., web applets, Excel, TI calculator, etc.). ○ Results obtained. ○ Interpretation (i.e., Reject the null hypothesis OR Fail to reject null hypothesis)

Step 2: Write Up Results and Complete Part B of the Assignment #3 Template
For this 1 to 2 page section, refer to the inferential statistics data plan and computations done for Part A of this assignment. Address the following area: ➢ Introduction. Based on the scenario you submitted for the second assignment, provide a brief description of scenario, including the variables that were used in this analysis. Include a completed “Table 1: Variables Selected for Analysis to show the variables you selected for analysis. ➢ Data Set Description and Method Used for Analysis. Briefly describe the data set, using information provided with data set and write up in Assignment #2. Also describe what method(s) (i.e., free web applets, Excel, TI Calculator) you used to analyze the data. ➢ Results. In this section, you will report the results of your inferential statistics data analysis.

For the Confidence Interval Analysis, write one paragraph that includes: o Statistical method used, including rationale and whether assumptions were met. o Statistical Interpretation. The statistical interpretation is that the confidence interval has a probability (1−α, where α is the complement of the confidence level) of containing the population parameter. o Real World Interpretation. Explain the results in everyday language. Recommend reviewing the text and information from the classroom for examples on how to report results in everyday language.

STAT200: Assignment #3 – Inferential Statistics Analysis and Writeup – Instructions Page 3 of 5
For the Two Sample Hypothesis Test Analysis, write one paragraph that includes: o Hypotheses that were assessed. See below table for example format: Examples Format for Writing Null and Alternative Hypotheses, in Words
Null Hypothesis: There is no significant difference in [insert variable name] between [insert group 1 name] and [insert group 2 name] households.
Alternative Hypothesis:
➢ For two-tailed (≠): There is a significant difference in [insert variable name] between [insert group 1 name] and [insert group 2 name] households.
➢ For one-tailed (>): [Insert group 1 name] has statistically significantly higher [insert variable name] than [insert group 2 name].
➢ For one-tailed (<): [Insert group 1 name] has statistically significantly lower [insert variable name] than [insert group 2 name].

o Statistical method used, including rationale and whether assumptions were met. See below table for example format: Example Format for Writing Statistical Method with Rationale
To determine whether the there was a difference in [insert household expenditure]
between [insert names of two groups), a [insert name of hypothesis test used] was
used. It was the appropriate statistical method, because [insert rationale]. The
assumptions were assessed [insert information about the assumptions assessed and
whether they were met].

o Conclusion from the Results. This is where you state whether to reject Ho or fail to reject Ho including the p-value that was obtained. The rule is: if the p-value < α, then reject Ho. If the p-value ≥α, then fail to reject Ho.

STAT200: Assignment #3 – Inferential Statistics Analysis and Writeup – Instructions Page 4 of 5
o Real World Interpretation. Explain, in everyday language, the results. If any of the assumptions were not met, describe how it might affect conclusions. Address issues of Type I and/or Type II Error, where appropriate. Recommend reviewing the text and information from the classroom for examples on how to report results in everyday language.

➢ Discussion– Write one paragraph that summarizes the results of your findings and how they may be helpful to the person described in the scenario, when making a household budget.

scholarly review

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Introduction

Cervical cancer is the presence of abnormal cells in the narrowing between the vagina into the uterus and develops slowly over time. It is estimated that 12,000 women in the United States will be diagnosed with cervical cancer every year (Baker, Assessing the impact of new cervical cancer screening guidelines, 2013), which is why it is important for providers to understand the newly updated cervical cancer screening guidelines presented by the U.S. Preventive Services Task Force (USPSTF). The new guidelines recommend that women between the ages of 30 to 65 be screened for cervical cancer using cytology or co-testing every 3 to 5 years depending on the screening option (Agency for Healthcare Research and Quality, 2014). Due to the implementation of the new guidelines in 2012, research has show a decrease in the number of newly diagnosed cervical cancer cases among those receiving co-testing screenings between the ages of 30 to 65 and a decrease in overall medical costs.

Main Causative Factor of Cervical Cancer

Human papillomavirus (HPV), a sexually transmitted illness, has been linked to the majority of cases of cervical cancer (National Cerivcal Cancer Coalition, 2017). HPV genotype 16 and 18 are identified as the most severe forms of HPV, placing women diagnosed with these types of HPV at high-risk for developing cervical cancer (Baker, HPV and Pap: shifting roles in cervical cancer screening, 2013). Women born before 2006 are at increased risk for testing positive for HPV due to incomplete or no vaccinations (Gardasil) against HPV, early age of sexual intercourse, and multiple partners (National Cervical Cancer Coalition, 2017). Most women who have the low-risk forms of HPV do not end up developing cervical cancer, as the body tends to naturally resolve those abnormal cells within a 2-year timespan.

Cervical Screening Methods: Cytology and Co-Testing

For most of the 1900’s and early 2000’s, annual pap smear cytology testing has been the recommended course of preventive cancer screening. However, the USPSTF has published new guidelines for cervical cancer screening among women, regardless of sexual activity, between the ages of 30 to 65 to receive cytology testing every 3 years or co-testing every 5 years (U.S. Preventive Services Task Force, 2012). There is still some controversy as to which form of testing a provider should order or recommend to women in this age group. Research has found that co-testing, cytology and HPV testing, is more accurate at detecting all forms of cervical cancer and is therefore the best type of screening for this population group (Felix, 2016). Pap smear testing is where the provider inserts a speculum into the vagina and inserts a small brush-like probe into the cervical opening to obtain cells (National Cervical Cancer Coalition, 2017). HPV testing is performed the same way and many providers actually perform these test simultaneously. Baker (2013) explained that pap smear testing mainly picks up cells where squamous cell cancers typically originate, whereas HPV testing detects cells that cause adenocarcinomas that pap smears do not detect. If cytology and HPV testing are both negative, a woman can be fairly certain she will not develop cervical cancer within the 5 years between retesting. However, if the HPV is positive and the cytology is negative, it is recommended to have co-testing again within a year (Baker, Assessing the impact of new cervical cancer screening guidelines, 2013).

Strengths and Weakness of Recommended USPSTF Guidelines

While the USPSTF guidelines say a woman can opt to have just a cytology screening every 3 years, Teoh (2016) discusses how annual pap smears alone have an increased incidence of false-positives resulting in the need for diagnostic colposcopies. A colposcopy can cause undue stress, cervical scaring, alteration of the cervix, preterm labor, or miscarriage (Teoh, 2016). Felix (2016) conducted research to determine the cost-saving initiative of co-testing as the preferred form of cervical cancer screening among this age group. Co-testing can save “$39 per woman over the 40-year screening period (Felix, 2016, p. 3)”, whereas cytology or HPV testing separately, can cost over $4 million over the 40-year screening timeframe. Research by Felix (2016) also revealed that co-testing would produce fewer false-positives, fewer colposcopies, and continue to decrease the number of cervical cancer diagnoses every year.

Boone et al. (2016) conducted research in California that revealed decreased provider compliance with the new USPSTF guidelines. This resulted in reverting back to old practices or decreasing the recommended timeframe of screening. It was found that providers are non-compliant for many reasons: providers feel that the rapid push and complete change of guidelines was a ploy to save money nationally; providers have to take more time to explain to patients why guidelines have changed, therefore, delaying appointment times; patients perceive the new guidelines as a decrease in quality of care due to infrequent visits; and with woman not visiting providers for yearly GYN exams, they are financially suffering a lost revenue from those patients (Boone et al., 2016).

Conclusion

Cervical cancer is considered the most preventable type of cancer in women between the ages of 30 to 65, which is why routine screenings are important in accordance to the recommended guidelines by the USPSTF, of co-testing every 5 years. Co-testing provides for best detection of squamous cell cancers and adenocarcinomas. Co-testing is also cost effective over all if adhered to specific timeframes, for both the patient and medical community. Providers need to continually recommend yearly well-woman visits (minus pap/HPV testing) as a way of detecting any other female related issues and maintaining a healthy female lifestyle.

References

Agency for Healthcare Research and Quality. (2014, June). Guide to Clinical Preventive Services, 2014. (U.S. Department of Health & Human Services) Retrieved April 3, 2017, from https://www.ahrq.gov/professionals/clinicians-prov…

Baker, E. (2013, February). Assessing the impact of new cervical cancer screening guidelines. Medical Laboratory Observer, 28-29.

Baker, E. (2013, November). HPV and Pap: shifting roles in cervical cancer screening. Medical Laboratory Observer, 24-26.

Boone, E., Lewis, L., & Karp, M. (2016). Discontent and Confusion: Primary Care Providers’ Opinions and Understanding of Current Cervical Cancer Screening Recommendations. Journal of Women’s Health, 25(3), 255-262.

Felix, J. (2016, September). Primary HPV Testing vs. Co-testing for Cervical Cancer Screening. Contemporary OB/GYN, 1-5.

National Cerivcal Cancer Coalition. (2017). Cervical Cancer Overview. (American Sexual Health Association) Retrieved April 3, 2017, from National Cerivcal Cancer Coalition: http://www.nccc-online.org/hpvcervical-cancer/cerv…

National Cerivcal Cancer Coalition. (2017). Cervical Cancer Screening: Pap and HPV Testing. (American Sexual Health Association) Retrieved April 3, 2017, from National Cervical Cancer Coalition: http://www.nccc-online.org/hpvcervical-cancer/cerv…

National Cervical Cancer Coalition. (2017). HPV Vaccine. (American Sexual Health Association) Retrieved April 3, 2017, from National Cervical Cancer Coalition: http://www.nccc-online.org/hpvcervical-cancer/cerv…

Teoh, D. (2016). A new Era in Cervical Cancer Screening: Balancing the Risks and Benefits of Screening. Journal of Women’s Health, 25(3), 207-208.

U.S. Preventive Services Task Force. (2012, June 19). Screening for cervical cancer: U.S. Preventive Services Task Force recommendation statement. (A. f. Quality, Producer, & U.S. Department of Health and Human Services) Retrieved April 3, 2017, from National Guideline Clearinghouse: https://www.guideline.gov/summaries/summary/36624

Please review 1 student paper by answering these questions:

How does this paper define evidence based practice?

In what ways does it apply to the primary care setting?

Discuss how EBP can translate to older adult population (35–65-year old) in the primary care setting.

APA style. Include at least 1 reference no older than 5 years. 100-150 words.

5 pages position paper

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Sentencing Guidelines – Pro vs Con

They will be expected to complete a 5 page paper (based upon instructions in the syllabus) supporting their position. They will also be expected to defend their position in class on the due date. Please refer to your syllabus for instructions for your paper submission.

Make sure to use simple language and avoid plagiarism. Use APA format including (in-text citation, References page )

make sure the essay is 5 pages

annotated bibliography 314

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From 4 sources attached bellow, and MLA style looks like this model:

  • Goldschneider, Frank. “Nonfamily Living and the Impact on Divorce.” American Sociological Review, vol. 51, no. 2, Jan. 2010, pp. 541-554. Education Source, doi: 10.4838/asr.2017.51.2.541. Accessed 15 Apr. 2017.

discussion board 489

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Discussion boards are collaborative learning experiences. Therefore, the student is required to create a thread in response to the prompt provided for each forum. Each thread must be at least 400 words and demonstrate course-related knowledge, including at least 2 in-text citations with full references listed at the end of the post. In addition to the thread, the student is required to reply to the threads of at least 2 classmates. Each reply must be at least 200 words and include at least 1 in-text citation.

Topic: Federal and State Involvement in Higher Education

What are similarities and differences between state and federal funding? What are the central role(s) of the federal government in relation to higher education, and what are the central role(s) of state government in relation to higher education? In your replies, express your agreement or disagreement with students’ comparisons between federal and state involvement in higher education.

define the medicare program choose one part of the medicare program and discuss the program in detail

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This is a discussion question Week 3:Medicare Define the Medicare Program. Choose one part of the Medicare program, and discuss the program in detail. (this is what you are addressing)

providing additional information to the discussion;

o elaborating on the topic presented above

o presenting explanations of concepts or methods to help fellow students,

o presenting reasons for or against a topic in a persuasive fashion,

o sharing your own personal experiences that relate to the topic, and

o Providing a URL and explanation for an area you researched on the Internet. Please do not forget to complete this part. This is a discussion question.

Thank you

answer course assignment

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answer course assignment

answer course assignment

answer course assignment

answer course assginment