Need it finished by 1am est 1/28/19 9 hours from now  

1. Delimit the ATM problem by creating a problem diagram using Visio or an equivalent such as Dia. The diagram must show system components that are relevant to the problem of withdrawing cash. Note: The graphically depicted solution is not included in the required page length.
2. Write one (1) paragraph that describes the use and meaning of the problem diagram components.
3. Create two (2) Structured Analysis and Design Technique (SADT) diagrams to document the activities and data involved in the transactions stated above using Visio or an equivalent such as Dia. Note: The graphically depicted solution is not included in the required page length.
4. Write one (1) paragraph that describes the use and meaning of the SADT diagram components.
5. Provide three (3) possible scenarios of interaction between you and the ATM through a few message sequence charts.
6. Create one (1) UML diagram for each scenario, from Question 5, to show the interactions. Note: The graphically depicted solution is not included in the required page length.
7. Create one (1) state machine diagram for the ATM that covers the scenarios you have identified in Question 5 using Visio or an equivalent such as Dia. Note: The graphically depicted solution is not included in the required page length.
8. Write one (1) paragraph that describes the use and meaning of the state machine diagram components

 

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NEED MINI TAB EXPRESS. This file contains data from three different sections of an introductory statistics course. The students in those courses completed the statistics anxiety rating scale (STARS) at the beginning of one semester.  Use the five-step hypothesis testing procedure to determine if there is evidence of a difference in the STARS scores of students in the three sections of the course. Write out all five steps under each step

1. Check any necessary assumptions and write null and alternative hypotheses.

2. Calculate an appropriate test statistic.

3. Determine a p-value associated with the test statistic.

4. Decide between the null and alternative hypotheses.

5. State a “real world” conclusion.

B. Make all possible pairwise comparisons using Tukey’s Honestly Significant Differences Test.  Which pairs are different?

C. How would you explain your results from parts A and B to a friend who has no knowledge of statistics? 

D. How would you summarize your results from parts A and B for a statistician?

 

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Culturally Competent Nursing

For this assignment, you will interview a person from a cultural background that is different from your own. Using the twelve domains of culture from the Purnell Model, discuss the health practices of that culture and compose a scholarly paper in a Microsoft Word document of 5–6 pages formatted in APA style.

In your paper, you should include the following:

Select a person from a cultural group different from your own. You may choose a patient, friend, or work colleague. For the sake of confidentiality, do not reveal the name of the person you interview; use only initials.

For the person you select, complete the cultural assessment using questions 1 through 12 from the Purnell Model for Cultural Competence in your textbook, Transcultural Health Care: A Culturally Competent Approach.

On a separate page, cite all sources using APA format.

• Use this APA Citation Helper as a convenient reference for properly citing resources.
• This handout will provide you the details of formatting your essay using APA style.
• You may create your essay in this APA-formatted template.

 

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FRESNO, CALIFORNIA is the community

FOLLOW ALL DIRECTIONS- OR WILL BE DISPUTED

APA, 2000 words, 3 scholarly sources

Instructions- Read Carefully

 

Defining the Community

Your community should be within a specifically designated geographic location.

One must clearly delineate the following dimensions before starting the process of community assessment:

• Describe the population that is being assessed?

• What is/are the race(s) of this population within the community?

• Are there boundaries of this group? If so, what are they?

• Does this community exist within a certain city or county?

• Are there general characteristics that separate this group from others?

• Education levels, birth/death rates, age of deaths, insured/uninsured?

• Where is this group located geographically…? Urban/rural?

• Why is a community assessment being performed? What purpose will it serve?

• How will information for the community assessment be collected?

Assessment

After the community has been defined, the next phase is assessment. The following items describe several resources and methods that can be used to gather and generate data. These items serve as a starting point for data collection. This is not an all-inclusive list of resources and methods that may be used when a community assessment is conducted.

The time frame for completion of the assessment may influence which methods are used. Nonetheless, these items should be reviewed to determine what information will be useful to collect about the community that is being assessed. It is not necessary to use all of these resources and methods; however, use of a variety of methods is helpful when one is exploring the needs of a community.

Data Gathering (collecting information that already exists)

Demographics of the Community

• When demographic data are collected, it is useful to collect data from a variety of levels so comparisons can be made.

• If the population that is being assessed is located within a specific setting, it may be best to contact that agency to retrieve specific information about that population.

• The following resources provide a broad overview of the demographics of a city, county, or state:

• American Fact Finder—Find population, housing, and economic and geographic data for your city based on U.S. Census data:http://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml

• State and County Quick Facts—Easy access to facts about people, business, and geography, based on U.S. Census data:https://www.census.gov/quickfacts/fact/table/US/PST045216

• Obtain information about a specific city or county on these useful websites:

www.epodunk.com and www.city-data.com

Information from Government Agencies

• Healthy People 2020—this resource is published by the U.S. Department of Health and Human Services. It identifies health improvement goals and objectives for the country to be reached by the year 2020: http://www.healthypeople.gov/

• National Center for Health Statistics—this agency is part of the Centers for Disease Control and Prevention; this website provides statistical information about the health of Americans: http://www.cdc.gov/nchs/nvss.htm

• Centers for Disease Control and Prevention (CDC)—The CDC website contains a large amount of information related to the health of the American population. The search engine within this website can be used to find relevant information: http://www.cdc.gov

• Federal agencies with statistical programs: http://www.fedstats.gov/agencies

• Every state in the United States has its own specific health improvement plan and goals that are based on the Healthy People 2020 document. This information may be available on the state health department website.

• State and local health departments provide information related to vital statistics for the community.

Other Data Sources

• America’s Health Rankings—this website provides information about various health indicators for each state:  https://www.americashealthrankings.org/  

• Other relevant data sources may be found by conducting an Internet search related to the topic that is being examined through the community assessment.

After data are collected from various sources, it is important to review the information and to identify assets and areas for improvement in the community by comparing local data (if available) versus state and national data. This will facilitate organization of the information that has already been obtained and will provide direction for the next step of the process.

Data Generation (data are developed that do not already exist)

Windshield Surveys

With the use of public transportation or by driving a vehicle around the community, one can observe common characteristics of the community.

Examples of key observations to make when one is assessing the community through a windshield survey include the following:

• Age of the homes in the community
• Location of parks and other recreational areas
• Amount of space between homes and businesses
• Neighborhood hangouts
• Transportation in the community
• Quality and safety of streets and sidewalks
• Stores and other businesses
• People out in the community
• Cleanliness of the community
• Billboards or other media displays
• Places of worship
• Healthcare facilities

Participant Observation

Spend time observing the population that is being assessed. Through observation of interactions among group members, much can be learned about the community, including the following:

• Developmental level of the population
• Effectiveness of peer-to-peer interactions
• Respect for peers and others
• Safety in the environment
• Economic status

Informant Interviews

Informants could be people who are familiar with and interact with the population on a regular basis.

Examples of questions that may be asked of key informants include the following:

• Strengths/assets of the community
• Areas of improvement for the community
• Concerns of community members
• Access to health care
• Emergency plans for natural or man-made disasters

Focus Groups

Focus groups (usually small groups of 6-12 people) can be helpful when one is gathering information about specific areas of concern within the population. Use of a focus group involves open dialogue about the population, whereas an interview or survey yields only individual responses.

• Focus groups may be effective for assessing the following:
• Satisfaction with services provided
• Community resources used
• Transportation issues within the community
• Safety within the community
• General concerns of members of the population

Surveys

Surveys may be used to collect data from the community. Selecting a sample of the target population may prove helpful in the collection of data that are easier to analyze. It is important to ensure that the sample is representative of the target population.

A survey should be developed that takes into consideration the developmental level of the group that is being assessed. Questions should be written at the appropriate developmental level, so they are answered in a way that makes the data useful. Surveys might include closed-ended (yes/no), multiple choice (several responses to choose from), Likert scale (Strongly Agree/Agree/Neutral/Disagree/Strongly Disagree), or open-ended (“why”/“how”) questions.

Topics that may be addressed in a survey include the following:

• Demographic information
• Status of employment
• Safety within community
• Safety in environment
• Personal safety (seatbelts, helmets, etc.)
• Stressors/stress management patterns
• Risky behaviors
• Support systems
• Volunteer/community activities
• Rest patterns
• Nutrition
• Dental hygiene
• Health promotion activities

 

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