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Week 4: Quantitative Methods: Analyzing Quantitative Data Research allows us to learn more. It allows us to go beyond simple questioning and curiosity. It provides us the opportunity to dig deeper, search for outcomes, and explore meaning. Throughout your practice, you will experience the need for research. Whether it is in your educational journey or…

Week 3: Quantitative Methods: Collecting Quantitative Data You have finally decided on a research topic, and you are eager to begin. You have determined your focus, your purpose, and your plan, so what happens next? For quantitative research, the next step is more preparation. This preparation revolves around the data that you intend to collect,…

Week 2: Concepts in Research How do we improve the world around us? How might we improve the practice of nursing and the care we give our patients? Consider how the role of research may answer these two questions. Analyzing, evaluating, and experimenting is the driving force behind research, and research, can be the driving…

Review the current financial statements of Starbucks through Yahoo! Finance Links to an external site.or the EDGAR | Company Filings Links to an external site.database in the Filings and Forms page. You can access the financial statements by going to the Yahoo! Finance webpage, typing in the stock symbol of Starbucks, and then clicking on the “Financials” tab. Watch the Week 1 Assignment video with Dr. Kevin Kuznia, DBA, CSSBB, PMP, available in the online classroom.

Reviewing the previous quarter’s financial statements will provide you with data to construct pro forma financial statements for Starbucks and make some basic projections. This week, you will be charged with constructing two pro forma financial statements and addressing some questions about your projections. The two financial statements will include an Income Statement and Balance Sheet.

To begin your assignment, download the Financial Forecasting Template Download Financial Forecasting Template.

Part 1

Use the EDGAR | Company Filings Links to an external site.or Yahoo! Finance Links to an external site.database to download the last 10-Q from Starbucks into Excel. Use the downloaded data to complete the Income Statement and Balance Sheet on the appropriate tabs in the Financial Forecasting Template. Assume the following:

• Sales will increase for the next quarter by the same percentage increase from the previous quarter to the last reported quarter. For example, if sales increased 8% from the last quarter to the current reported quarter, you will use 8% as the sales increase for your pro formas.

Calculate the expenses to determine what will change and what will remain the same.

Note: Not all costs are associated with the cost of sales. It will be up to you to determine which line items need to be increased and which ones need to be left alone. This will require you to distinguish between fixed and variable costs. For a reminder of the difference between fixed and variable costs, please watch the video Business Costs (Fixed Costs and Variable Costs) ExplainedLinks to an external site..

Within each line item expense explain your rationale, as well as provide a brief summary.

Part 2

Then, calculate a quarterly variance analysis using the Variance Analysis tab of the Financial Forecasting Template (the same template you used for Part 1). Complete the following in your variance analysis:

• In the Excel template, insert the line items.
• In Column C, (Q4, 20NN) enter the previous quarter’s numbers as the budget.
• In Column D, (Q1, 20NN) enter the current quarter’s actual numbers.
• In Column E, the spreadsheet will calculate the dollar difference between the budget and actual numbers.
• In Column F, the spreadsheet will calculate the percentage change.
• In Column G, analyze and speculate the rationale for the variances.

Professional development capacity is a term used to describe ongoing, engaging, meaningful, evidence-based learning experiences that support such individual and school growth.

Understanding how to increase the quality and outcomes of professional learning and building capacity to reach colleagues through evidence-based professional development is necessary to help with individual and school growth.

Part 1

Administer the “Needs Assessment Survey” created in EDU-586 to 10-15 colleagues via an electronic survey platform. The data from this survey will be the basis of your Topic 2 assignment. Include the link to the survey at the end of your narrative.

Part 2

In a 500-750 word narrative, explain the importance of building professional development capacity.

Your narrative should include:

• What is the purpose and importance of building capacity within your school for job–embedded professional development ?
• What experiences have you had with job-embedded professional development within your school?
• How does professional development support school improvement, district improvement, and change within your organization?
• What models or strategies could you use to build professional development capacity and job-embedded professional development into your school ?

Support your narrative with 1-2 scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide

Unit 7 CPT E&M Code and ICD-10 Diagnostic Codes. 1500w total. due 6-18-24. Initial response 500w. reply x2 500w each replay. 4 references in APA.

 Initial Response

Instructions:

Use your lecture materials to determine what CPT E&M Code and ICD-10 diagnosis code to utilize for this ‘new patient’ encounter using the medical decision-making (complexity) approach. 

Provide justification for the code you assigned by including the following information in your discussion: 

Case:

This patient presents to a local health center.  As the provider, you must conduct a full physical on the patient as well as a psychiatric intake. 

Liam is a 22-year-old who reports to you that he feels depressed and is experiencing a significant amount of stress about school, noting that he’ll “probably flunk out.” He spends much of his day in his dorm room playing video games and has a hard time identifying what, if anything, is enjoyable in a typical day. He states once he leaves the room he begins sweating and feels as if he has heart palpations. He rarely attends class and has avoided reaching out to his professors to try to salvage his grades this semester. Liam has always been a self-described shy person and has had a very small and cohesive group of friends from elementary through high school. Notably, his level of stress significantly amplified when he began college. You learn that when meeting new people, he has a hard time concentrating on the interaction because he is busy worrying about what they will think of him – he assumes they will find him “dumb,” “boring,” or a “loser.” When he loses his concentration, he stutters, is at a loss for words, and starts to sweat, which only serves to make him feel more uneasy. After the interaction, he replays the conversation over and over again, focusing on the “stupid” things he said. Similarly, he has a long-standing history of being uncomfortable with authority figures and has had a hard time raising his hand in class and approaching teachers. Since starting college, he has been isolating more, turning down invitations from his roommate to go eat or hang out, ignoring his cell phone when it rings, and habitually skipping class. His concerns about how others view him are what drive him to engage in these avoidance behaviors. After conducting your assessment, you give the patient feedback that you believe he has social anxiety disorder, which should be the primary treatment target. You explain that you see his fear of negative evaluation, and his thoughts and behaviors surrounding social situations, as driving his increasing sense of hopelessness, isolation, and worthlessness. 

Significant Symptoms: 

·        Anxiety 

·        Depression 

·        Ruminations 

·        Social Anxiety 

·        Physical symptoms; sweating, heart palpations 

Vitals: 

127/80 

98 

18 

60 

90% 

BMI 30 

225 lbs 

72” 

Physical exam: 

General: Well appearing, well-nourished, in no distress. Oriented x 3, normal mood and affect. Ambulating without difficulty.  

Skin: Good turgor, no rash, unusual bruising, or prominent lesions  

Hair: Normal texture and distribution.  

Nails: Normal color, no deformities  

HEENT: Head: Normocephalic, atraumatic, no visible or palpable masses, depressions, or scaring. Eyes: Visual acuity intact, conjunctiva clear, sclera non-icteric, EOM intact, PERRL, fundi have normal optic discs and vessels, no exudates or hemorrhages  

Ears: EACs clear, TMs translucent & mobile, ossicles nl appearance, hearing intact.  

Nose: No external lesions, mucosa non-inflamed, septum, and turbinates normal  

Mouth: Mucous membranes moist, no mucosal lesions.  

Teeth/Gums: No obvious caries or periodontal disease. No gingival inflammation or significant resorption. Pharynx: Mucosa non-inflamed, no tonsillar hypertrophy or exudate  

Neck: Supple, without lesions, bruits, or adenopathy, thyroid non-enlarged and non-tender  

Heart: No cardiomegaly or thrills; regular rate and rhythm, no murmur or gallop  

Lungs: Clear to auscultation and percussion  

Abdomen: Bowel sounds normal, no tenderness, organomegaly, masses, or hernia  

Back: Spine normal without deformity or tenderness, no CVA tenderness  

Rectal: Normal sphincter tone, no hemorrhoids or masses palpable  

Extremities: No amputations or deformities, cyanosis, edema or varicosities, peripheral pulses intact  

Musculoskeletal: Normal gait and station. No misalignment, asymmetry, crepitation, defects, tenderness, masses, effusions, decreased range of motion, instability, atrophy or abnormal strength or tone in the head, neck, spine, ribs, pelvis or extremities.  

Neurologic: CN 2-12 normal. Sensation to pain, touch, and proprioception normal. DTRs normal in upper and lower extremities. No pathologic reflexes.  

Psychiatric: Oriented X3, intact recent and remote memory, judgment and insight, anxious mood and affect.  

Breast: No nipple abnormality, dominant masses, tenderness to palpation, axillary or supraclavicular adenopathy.  

G/U: Penis circumcised without lesions, urethral meatus normal location without discharge, testes and epididymides normal size without masses, scrotum without lesions. 

1.  The level of medical complexity encompassed by including the number of points for the diagnoses/management options and the amount/complexity of data reviewed; then identify the level of risk for complications, morbidity, mortality 
2. In the discussion explore how the ICD-10 Codes that you assigned impact third-party payor reimbursement for this visit. 

Responses need to address all components of the question, demonstrate critical thinking and analysis and include peer-reviewed journal evidence to support the student’s position.

Please be sure to validate your opinions and ideas with citations and references in APA format.

Your initial response is due by Wednesday at 11:59 pm CT.

Estimated time to complete: 2 hours

Peer Response

Instructions:

Please read and respond to at least two of your peers’ initial postings. You may want to consider the following questions in your responses to your peers:

·        Compare and contrast your initial posting with those of your peers.  

·        How are they similar or how are they different?

·        What information can you add that would help support the responses of your peers?

·        Ask your peers a question for clarification about their post.

·        What most interests you about their responses? 

Please be sure to validate your opinions and ideas with citations and references in APA format.

All peer responses are due by Sunday at 11:59 pm CT.

Estimated time to complete:  1 hour

CSE/EEE 230 – Assignment 4

 Important: This is an individual assignment. Please do not collaborate. 

Make sure to follow the academic integrity policies. Using work done by someone else will be considered a violation of the academic integrity and will result in a report to the Dean’s office. Your work should not match with anything found online. 

Copying any part of this assignment, and providing them to another person or posting them on the Internet without a permission of the instructor will be a violation of its copyright. http://www.asu.edu/copyright/ 

Show all the steps in your solution to receive full credit. 

 

Question 1: The following MIPS Code is executed using the single cycle MIPS architecture. Include all iterations of the loop while answering the questions.

 

     Start: addiu $t6, $0, 64 addi $t8, $0, 8         add $s1, $s0, $t8  Loop: slt $t0, $s0, $s1         beq $t0, $0, Exit         lbu $t1, 0($s0)            sub $t1, $t1, $t6         sb $t1, 0($s0)             addi $s0, $s0, 1

               j Loop      Exit:      

(a)  Data Path – For the given code, write the Functional Units used in order.  

^•               Specify if any Functional Units (FUs) are used at the same time for the same instruction, for example PC+4 Adder is used while Instruction Memory is in use.

^•               For Multiplexors, if the output of the MUX is used, then it implies that the MUX is used (i.e., if the select lines are 0 or 1 and not don’t cares, then the MUX is used). Similarly, if any FU output is unused, we assume that the FU is unused.

^•               You may group the instructions with the same datapath.

^•               You may use the following notations for the Functional Units or the image on the next page.

Instruction Memory (IM), Data Memory (DM), Register File (RF), Arithmetic and Logical Unit (ALU), Program Counter Register (PC), Sign Extension block (SE),  Control Unit (ctrl1), ALU control unit (ctrl2), PC+4 Adder (add1), Branch PC target Adder (add2), Shift Left 2 (sll), Regdst MUX (mux1), ALUSrc MUX (mux2), MemtoReg MUX (mux3), PCSrc MUX (mux4), Jump MUX (mux5).

 

(b)  Control Path – For the given code, write the values of the control signals for each instruction. 

 

•        You may group the instructions with the same control signals.

•        The control signals to be included are: ALUOp, ALU control output (ALU ctrl), Branch, Jump, PCSrc, Regdst, ALUSrc, MemtoReg, RegWrite, MemRead and MemWrite

 

Instr	ALU Op	ALU ctrl	Reg dst	ALU Src	Memto Reg	Branch	Jump	PC Src	Reg Write	Mem Read	Mem Write

 

 

(c)  Execution Time – For the given code, compute the execution time for each instruction and for the complete code based on the following information. 

 

(i)     Given the following access times for the critical functional units, compute the time taken to execute each instruction.You may group the instructions with the same execution time.

Memory Access = 0.25ns; 

Register Access = 0.13ns; 

ALU execution = 0.18ns

(ii)   Assuming all instructions are executed using a fixed clock cycle length. What is the execution time for the complete code/program? 

Question                                                                            multicycle architecture. Include

all iterations of the loop. Initial values for the registers are: $s0 = 0x230, $s1 = 0x240 and $t1 = 1

 

Loop:     slt $t0, $s0, $s1            beq $t0, $0, Exit         lbu $t1, 0($s0)            sub $t1, $t1, $t6         sb $t1, 0($s0)             add $s0, $s0, $t1

               j Loop      Exit:      

(a)  Data Path – For the given code, trace the steps of execution using the image below.  

 

(b)  Control Path – For the given code, write the values of the control signals for each instruction.

 

•        You may group the instructions with the same control signals.

•        The control signals to be included are: ALUOp, ALU control output (ALU ctrl), IorD, ALUSrcA, ALUSrcB, IRWrite, PCWrite, PCWriteCond, PCSource, Regdst, RegWrite,

MemRead and MemWrite

 

(c)  Execution Time – For the given code, compute the execution time for the program with Processor clock rate 4GHz. 

 

Question         pipeline architecture. Include all iterations of the loop. For the given code, write the Pipeline Implementation by resolving all the three hazards using stalls or Hardware, based on the provided assumptions for each part.

 

       Start: addiu $s1, $0, 0x1234

addi $s0, $0, 0x122C

     Loop:     lb $t1, 0($s0)              sb $t1, 2($s0)           nor $t2, $t1, $t1         sb $t2, 0($s0)             addi $s0, $s0, 4           bne $s0, $s1, Loop

     Exit:     addi $s0, $0, 0x122C

(a) Consider the following assumptions: (only structural hazards are resolved in hardware, other hazards have to be resolved with stall/nop.)

 

•        There is separate instruction and data memory access.

•        Register read and write can happen within the same clock cycle.

•        There is NO Forwarding unit and NO Hazard detection Unit.

•        Use stall if an instruction is delayed after fetch.

•        Use nop if an instruction is delayed before fetch.

(b) Consider the following assumptions: (structural and data hazards are resolved using hardware, other hazards have to be resolved with stall/nop.)

•        There is separate instruction and data memory access.

•        Register read and write can happen within the same clock cycle.

•        There is Forwarding unit. Show data forwarding between the correct stages, wherever necessary.

•        There is NO Hazard detection Unit, i.e., no resolution for control hazards in hardware.

•        Use stall if an instruction is delayed after fetch.

•        Use nop if an instruction is delayed before fetch.

(c)  Consider the following assumptions: (all hazards are resolved using hardware)

 

•        There is separate instruction and data memory access.

•        Register read and write can happen within the same clock cycle.

•        There is Forwarding unit. Show data forwarding between the correct stages, wherever necessary.

•        There is Hazard detection Unit to detect mispredictions and flush if necessary.

•        The 2-bit branch prediction scheme is used with initial prediction being weakly Not Taken.

•        There is Branch target Buffer (BTB) containing target address for the branch instruction.

•        Use stall if an instruction is delayed after fetch.

•        Use nop if an instruction is delayed before fetch.

Question         2-issue pipeline architecture. Include all iterations of the loop. For the given code, show the steps in unrolling the loop and write the 2-issue VLIW pipeline representing the order of issuing the instructions from the loop unrolled code.

 

     Start: addi $s0, $s1, 32  Loop:     lb $t1, 0($s0)              sb $t1, 2($s0)           nor $t2, $t1, $t1         sb $t2, 0($s0)             addi $s0, $s0, -8         bne $s0, $s1, Loop  Exit:      

 

Select one condition from the list below:

·        Bipolar Disorder

·        Schizophrenia

Based on the condition you selected, create a 3-5 minute video presentation discussing the following information related to the condition selected:

·        Prevalence

·        Risk factors

·        Patient presentation

·        Neurobiology (brain structures affected)

·        Neurotransmitters thought to be related

·        Evidence based treatment plan for the condition to include patient education, prognosis, and potential side effects from the medications selected

·        Role of the Psychiatric Nurse practitioner in the management of the condition

Include a minimum of 4 evidence-based articles to support your presentation that are 5 years old or less.

Case 1: A 42-year-old female complains of progressive weight gain of 20 pounds over the last year, fatigue, postural dizziness, loss of memory, slow speech, deepening of her voice, dry skin, constipation, and cold intolerance. She claims her menses have been irregular x 1 year. She has an 18-year-old daughter, and has been attempting to have another child with her new partner. She has been unsuccessful. 

This week, you will submit an 8- to 10-minute recorded presentation explaining the key components of your research proposal.

·        A brief introduction, including your research questions and hypothesis

·        The significance to nursing

·        An overview of your literature review

·        A summary of your design and methodology

·         

o   Include:

§  Your sample procedures

§  Your data collection procedures

§  An overview of your data analysis plan

§  Ethical considerations

o   A summary and conclusion of your research proposal