Please post a scholarly reply to this“Descriptive analysis is used when nurses check trends in vital signs, when they review infection rates for a clinical unit, and when they calculate average length of stay for clients with certain diagnoses” (Houser, 2018). Descriptive analysis data shows validity, reliability, and applicability. Descriptive analysis or statistics also allows individuals to convert a large amount of data into one big picture that is easy to understand and interpret. Inferential analysis “displays data using methods to show how closely the people who participated in a study represent the entire population of interest” (Chamberlain College of Nursing, 2020). In other words, inferential analysis takes a sample of the population and suggests that is how the entire population will act, be, show, etc. based off of the smaller samples that were analyzed. Qualitative analysis is used to understand the meaning and or experience of a phenomena. Qualitative data is not based off of cause and effect, numbers, or controlling an experiment but rather looking for the meaning behind a lived experience. I like the idea of qualitative analysis in the nursing field, because instead of just looking at a bunch of numbers, researchers are looking into how a certain situation affected the person who experienced it, how it made them feel, what it made them do, what can be improved for a better experience next time etc. Qualitative analysis is very diverse from your typical research. Data analysis is necessary to find reliable, high quality, factual information to incorporate into patient care or healthcare settings. With out reliable data analysis you would not know if something was going to be effective for patients or even harmful to them.“Statistical significance is present when the differences between two groups in the study sample are unlikely to have happened by error or change” (Chamberlain College of Nursing, 2020). Statistical significance states that something is less likely to happen randomly or by chance and is more likely to have happen due to a specific cause. On the other hand, “clinical significance is generally expected to reflect the extent to which an intervention can make a real difference in patients’ lives” (Houser, 2018). For example, clinical significance could be determined by a medication decreasing someone’s pain 2 – 3 numbers on a pain scale of 0 – 10 (Polit, 2017). This example shows improvement in an individual’s life as their pain is being decreased. For myself, clinical significance is more important to me in the nursing practice. I think when the actual patient is taken into consideration and the patients’ situation, and feelings, and circumstances, are considered that is what matters. I think trying to make a patient’s life better in any aspect of their health is more important than if something happened by chance or not.

A 30- year old male, taking to the social worker about his reactions to a car accident 6, months ago.”Since my car accident, I’m really afraid to drive again. I get into the car I feel my heart start to pound and my hands get really sweaty. I don’t want to end up behind the wheel and start to panic, but that is what is happening right now. I panic i’ve tired to make myself do it but..I can’t. I have flashbacks from the accident; the car turned upside down and i’m trapped inside”A) Additional information needed:i.ii.iii.b) Your open-ended question:A 47- year-old female, talking to the Red Cross crisis intervention counselor.”My house was destroyed by the hurricane. I have spent five days here in the RedCross shelter. You people have been nice, but now it is time for me to leave. I don’t know where to start. The city is trying to get things up and running again, but all of this is just too much for me to bear. a) Specific information needed:i.ii.iii.b) Your close-ended question A 35-year-old male, talking about his relationships with friends.My friends seem to get bored and tired of me. They go out a lot without me. I find out later, like maybe they’ve gone to a movie. I call them. I hardly ever get calls back. It’s wired. I always end up chasing people down.”a) Key points in the client’s message:i)ii)iii)b) Your paraphrasing response:A 50-year-old female talking to a domestic violence shelter worker.”I’m relieved to be out of that violet situation. I was scared for so many years. I hardy know how to act now. I still find myslef looking over my shoulder, just waiting for him to find me. But mostly I’m thankful to still be alive.”a) Feeling words1.2.3.4.b) Your feeling response:Case 4 A 17-year-old White male, talking to the school social worker. Hr is considering dropping out of school.SW: I know this is really big decision for you, whether or not to stay in school.CL: It’s just those teachers, the homework, and the test. It’s just everything. I’ve pretty much come to a conclusion that school’s got nothing to do with the real world. I’m sitting here learning about geography, snow glaciers, and what does this have to do with life, with the outside world? I think I’ve had enough. It’s the conformity, and the structure, and all the rules. I’m thinking about quitting. A friend of mine quit. He’s not employed right now; but he’s doing okay. Not that I want to be a brain surgeon or anything. I just want to get a good job, and pay my bills, and live on my own.SW: What would you do if you quit school?CL: I’d get a job. I don’t know. Maybe just hang out for awhile. I could use a breather.SW: What else is going on in your life right now that you need a break?CL: The regular stuff, my parents ragging on me, my failing grades, you know that kind of stuff.a) Most important aspects of the client’s statement:i.ii.iii.b) Your summarization response:Requirements: Answer the questions Mar 16th, 2021

Select an Equity/Diversity/Disability Awareness/Inclusion topic of your choice;Create a Google Doc (4 pages) following APA formatting with a cover page and reference page Research one area for use for your Universal Design for Learning (UDL) Lesson Topic in Module 3. Choose one area and one or more resource(s) for your Universal Design for Learning (UDL) Lesson. A lecture for UDL and Module 3 is planned for when Module 2 closes. In your Google doc, describe your research, why you chose the area, and resource. You may also use any other resource you have experience with or would like to teach.a. Equity/Diversity/Anti RacismTeaching Diversity-A Place to begin-Pre-K, 1-2. (Links to an external site.)Deconstructing White Privilege with Dr. Robin DiAngelo (Links to an external site.)On Being Comfortable with Discomfort: Tiffany Jewell Explains What It Means To Be Anti-Racist (Links to an external site.)10 Ways For Non-Black Academics to Value Black Lives. (Links to an external site.)Shareable Anti-racism Resource Guide (Links to an external site.)b. LGBTQLearning for Justice Queer America (Links to an external site.)c. Including Immigrants or Recent Arrivals New Resources for Protecting Immigrant Students’ Rightsne/new-resources-for-protecting-immigrant-students-rights (Links to an external site.)d. Disability AwarenessMeet Julia (Links to an external site.) Crip Camp-A Disability Revolution (Links to an external site.)On the heels of Woodstock, a group of teen campers are inspired to join the fight for disability civil rights. This spirited look at grassroots activism is executive produced by President Barack Obama and Michelle Obama. e. Social-Emotional Learning Social-Emotional Learning California Department of Education (Links to an external site.)The Fundamentals of Social-Emotional Learning-Collaborative for Academic, Social, and Emotional Learning (CASEL) (Links to an external site.)f. Restorative Practices San Diego Unified Restorative Practices to Rebuild Relationships Using Circles (Links to an external site.)Loading media…Minimize embedded contentPreview any Youtube Videos and Read Alouds if you need any ideas for your ELA CCSS UDL Lesson Content. A Kids Book About Racism by Jelani Memory (Links to an external site.)Children in Our World: Racism and Intolerance (Literally Cultured Read Aloud) (Links to an external site.)A Kids Book About Depression by Kileah McIlvain (Links to an external site.)Knock Knock My Dad’s Dream for Me by Daniel Beaty (Links to an external site.)We are Water Protectors (Links to an external site.)Sky High: The True Story of Maggie Gee (Literally Cultured Read Aloud) (Links to an external site.)Special Books by Special Kids Ruby the Treasure (Links to an external site.)The danger of a single story | Chimamanda Ngozi Adichie (Links to an external site.)ReMoved-The life of a child in Foster Care/Dependency System. (Links to an external site.)

For each reading, will reflect on a concept or
The idea that struck you or meant something for you. There may be a concept that you have never
heard of before, or it gave you insight into something you already know. 
Answer each of these questions for all the chapters you read this week. 

What the concept or idea is from the reading. (2 points)
Put the concept or idea in your own words. (2 points)
Why did it stand out for you? (2 points)
How could you apply it in your own life? (2 points)
Also, make sure to proofread, double-space 12-point font (2 points)

10 points total
The link to the chapter below:
Chapter 1: Introduction to public speaking (Links to an external site.)
Example R. R. (Note this is just an example of how ALL the reading reflections are to be formatted) 
Chapter 1:
A concept that stuck out to me was that of “Freedom of Expression,” which is
defined in our book as “the right to share one’s ideas and opinions free from government
censorship.” This concept means that as an individual, I have the right to share my opinions and the
government cannot tell me that it is illegal to speak that opinion. This concept stood out to me because I
I am sometimes afraid to speak my mind. I think that I can apply it in my own life by speaking up
freely when I see an injustice, of course, this also ties into
what I say is ethical, which is a concept that links to freedom of expression in our text.
2-Reflection Handout (R.R) COMM 1
Reading Reflection Directions:
For each reading, will reflect on a concept or
The idea that struck you or meant something for you. There may be a concept that you have never
heard of before, or it gave you insight into something you already know. 
Answer each of these questions for all the chapters you read this week. 

What the concept or idea is from the reading. (2 points)
Put the concept or idea in your own words. (2 points)
Why did it stand out for you? (2 points)
How could you apply it in your own life? (2 points)
Also, make sure to proofread, double-space 12-point font (2 points)

10 points total
The link to the chapter is below :
Chapter 2: Origins of public speaking (Links to an external site.)
Example R. R. (Note this is just an example of how ALL the reading reflections are to be formatted) 
Chapter 1:
A concept that stuck out to me was that of “Freedom of Expression,” which is
defined in our book as “the right to share one’s ideas and opinions free from government
censorship.” This concept means that as an individual, I have the right to share my opinions, and the
government cannot tell me that it is illegal to speak that opinion. This concept stood out to me because I
am sometimes afraid to speak my mind. I think that I can apply it in my own life by speaking up
freely when I see an injustice, of course, this also ties into
what I say is ethical, which is a concept that links to freedom of expression in our text.

Every student should make at least one original contextual analysis post and two comments to other students’ posts for each module.  Posts should be in full, grammatically correct sentences that create at least one solid response of at least 600 words–make sure you include a word count. The 600 word count does NOT include any headers or references section.  All posts must be relevant to the assigned materials (although you may build upon previous knowledge from earlier weeks and include personal observations). Start by answering the prompt, and then build upon the prompt to consider your own perspectives and experiences. You MUST attach photos and web links to support your position.  An important part of your grade for this assignment is to communicate with your classmates. Because this is intended to be your opportunity to discuss topics with your classmates, the professor/TA will generally refrain from commenting or actively participating in the discussions aside from reading and grading them.  
Each of the two comments should be at least 200 words (include a word count) on two different classmates’ posts each module to receive full credit. 
Posts: For this post, select one work of art (two-dimensional or three-dimensional art) has NOT been already analyzed or extensively discussed in the course readings or videos…part of the fun in learning about art is in DISCOVERING it!  You are required to make one post.  In a narrative format, the post should contain the following elements:

Define and Identify: Brief information about the artist and work.  For example, birth/death dates, place of birth or work, where work is displayed, name of work, medium of work, context for creation of work.  
Experience and Appreciation: For example, where you found the work (website, another book, museum), what made you select the work, what about this work speaks to you.
Observe and Analyze: Use and underline three terms that were introduced in the module to observe/analyze your chosen work.  Add any other relevant information to improve your paper.
Critique and Compare: Compare your work to similar pieces or to examples used in the module.  Consider the impact of the work on a particular social angle and/or the evolution of the media.  Consider the impact of experiencing the work on your general outlook on the medium or appreciation of art.
Apply Social Angles AND Context: Identify at least one social angle from the list below that can be observed or analyzed as part of the work.  Address how the social angle is connected to the work.  Plus, a thorough contextual analysis of the historical, cultural, and social implications should be discussed.

race and ethnicity,
gender and sexuality,
class and highbrow/low,
colonialism, postcolonialism, place and regionalism,
nature (environment, ecology) and culture,
memory, history, generational identity,
food culture, and
body and mind