These are discussion threads 2 paragraphs each. My practice is medical/surgical/observation unit. Below is the questions and where to get the information. Scholarly article 6-8 years old. Thank you.

Discussion 1 In one of the reading assignments this week you reviewed advance nurse practitioner (APN) roles and the application of project management concepts, one of the major elements of NI, but new to most nurses. Does this have an application to your practice? Why or why not?

Sipes, C. (2016). Project management for the advanced practice nurse, Springer.

• Chapter 1: Basic Project Management for Advance Practice Nurses and Health Care Professionals; Examples of APN Projects/Roles. pp. 4-11

• Chapter 1: Basic Project Management for Advance Practice Nurses and Health Care Professionals; Project Management: Why do we need it? Pp. 12

• Chapter 2: Advanced practice nurse role description and application of project management concepts; Chapter 2, pp 16-24

Discussion 2 A new concept for some organizations is to allow nurses to bring in their own devices known as bring your own devices (BYOD) to use at work. What are some of the security issues you might encounter if this were allowed? How would you address these issues?

One of the pivotal goals of consumer health literacy efforts is to design educational materials that attract as well as educate users. In this Assignment, you design a health information document on a topic that is of interest to you.

To prepare:

Select a health issue of interest to you.
Identify the audience or population that you seek to educate about this issue.
Search the Internet to find credible sites containing information about your selected topic.
Review the two health literacy websites listed in this week’s Learning Resources. Focus on strategies for presenting information.
To complete:

Design an educational handout on the health issue you selected.
Include a cover page.
Include an introduction that provides:
An explanation of your issue and why you selected it
A description of the audience you are addressing
In the handout itself:
Develop your handout in such a way that it attracts the attention of the intended audience.
Include a description of the health issue and additional content that will enhance your message (i.e., key terms and definitions, graphics, illustrations, etc.).
Recommend four or five sites that provide clear, valuable, and reliable information on the topic.
Note: Remember to keep the information in your health handout and its design at the appropriate level for the audience you are seeking to inform. Submit your Assignment as a Word document.

http://www.ahrq.gov/patients-consumers/patient-involvement/ask-your-doctor/videos/clinician06/index.html

This week we will discuss the security of health care records and the protection of patient privacy. You will analyze the nurse’s responsibility to protect patient information and the extent that Health IT has made it easier or more difficult to protect patient privacy. You will comment on any security or ethical issues related to the use of portable devices to store information. You will also assess the strategies your organization uses to safeguard patient information and how these promote a culture of safety. You will describe an area where improvement is needed and one strategy that could address the situation.

NURS 5051/6051: Week 11, Application Assignment Rubric

REQUIRED CONTENT

EVALUATION

EXCELLENT

EVALUATION

GOOD

EVALUATION

FAIR

EVALUATION

POOR

SCORE

Includes a cover page and introduction forthe flyer with an explanation of the issue selected, a description of the audience, and the search terms used to identify resources.

(10 possible points)

This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.

(9–10 points)

This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.

(8 points)

This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

(7 points)

This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.

(0–6 points)

In the Flyer:

Defines key terms in a way that is appropriate for the target audience.

(10 possible points)

This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.

(9–10 points)

This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.

(8 points)

This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

(7 points)

This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.

(0–6 points)

Describes the health issue using language appropriate for the audience.

(20 possible points)

This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.

(19–20 points)

This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.

(17–18 points)

This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

(15–16 points)

This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.

(0–14 points)

Provides guidance on how to identify websites and resources with credible information on the issue.

(20 possible points)

This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.

(19–20 points)

This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.

(17–18 points)

This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

(15–16 points)

This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.

(0–14 points)

Recommends 4-5 websites with clear, valuable, and reliable information on the issue.

(10 possible points)

This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.

(9–10 points)

This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.

(8 points)

This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

(7 points)

This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.

(0–6 points)

Writing used in Introduction

(10 possible points)

Paper is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate level writing style. Introduction contains multiple, appropriate and exemplary peer reviewed sources (published within the past 5 years) expected/required for the assignment.

(9–10 points)

Paper is mostly consistent with graduate level writing style. Paper may have some small or infrequent organization, scholarly tone, or APA style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources.

(8 points)

Paper is somewhat below graduate level writing style, with multiple smaller or a few major problems. Paper may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing. Paper may contain inferior resources (number or quality).

(7 points)

Paper is well below graduate level writing style expectations for organization, scholarly tone, APA style, and writing, or relies excessively on quoting. Paper may contain few or no quality resources.

(0–6 points)

Writing used in Flyer

(20 possible points)

Flyer is well organized, uses a tone appropriate for the audience, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with a health flyer writing style.

(18–20 points)

Flyer mostly uses a tone appropriate for the intended audience. Flyer may have some small or infrequent organization, tone issues, and/or may contain a few writing and spelling errors.

(16–17 points)

Flyer is written in a tone that is somewhat above or below the intended audience, with multiple smaller or a few major problems. Flyer may be lacking in organization, appropriate tone, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing.

(14–15 points)

Flyer is well below graduate level work, expectations for organization, appropriate tone, and writing.

(0–13 points)

Instructor comments:

Up to 20 points may be deducted for lateness.

Total Score (100 possible points):

  points

Required Readings
McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.

Chapter 17, “Supporting Consumer Information and Education Needs”
This chapter explores health literacy and e-health. The chapter examines a multitude of technology-based approaches to consumer health education.

Chapter 18, “Using Informatics to Promote Community/Population Health”
In this chapter, the authors supply an overview of community and population health informatics. The authors explore a variety of informatics tools used to promote community and population health.

Chapter 16, “Informatics Tools to Promote Patient Safety and Clinical Outcomes”
The authors of this chapter present strategies for developing a culture of safety using informatics tools. In addition, the chapter analyzes how human factors contribute to errors.

Health literacy: How do your patients rate? (2011). Urology Times, 39(9), 32.

Retrieved from the Walden Library databases.

The authors of this article define health literacy and emphasize its poor rates in the United States. Additionally, the authors recommend numerous websites that offer patient education materials.

Huff, C. (2011). Does your patient really understand? H&HN, 85(10), 34.

Retrieved from the Walden Library databases.

This article defines hospital literacy and highlights the barriers that prevent it from increasing. It also emphasizes the difficulties created by language and financial costs.

Statistical Technique in Review

Most research reports describe the subjects or participants who comprise the study sample. This description of the sample is called the sample characteristics, which may be presented in a table and/or the narrative of the article. The sample characteristics are often presented for each of the groups in a study (i.e., intervention and control groups). Descriptive statistics are calculated to generate sample characteristics, and the type of statistic conducted depends on the level of measurement of the demographic variables included in a study (Grove, Burns, & Gray, 2013). For example, data collected on gender is nominal level and can be described using frequencies, percentages, and mode. Measuring educational level usually produces ordinal data that can be described using frequencies, percentages, mode, median, and range. Obtaining each subject’s specific age is an example of ratio data that can be described using mean, range, and standard deviation. Interval and ratio data are analyzed with the same statistical techniques and are sometimes referred to as interval/ratio-level data in this text.

Research Article

Source

Oh, E. G., Yoo, J. Y., Lee, J. E., Hyun, S. S., Ko, I. S., & Chu, S. H. (2014). Effects of a three-month therapeutic lifestyle modification program to improve bone health in postmenopausal Korean women in a rural community: A randomized controlled trial. Research in Nursing & Health, 37(4), 292–301.

Introduction

Oh and colleagues (2014) conducted a randomized controlled trial (RCT) to examine the effects of a therapeutic lifestyle modification (TLM) intervention on the knowledge, self-efficacy, and behaviors related to bone health in postmenopausal women in a rural community. The study was conducted using a pretest-posttest control group design with a sample of 41 women randomly assigned to either the intervention (n = 21) or control group (n = 20). “The intervention group completed a 12-week, 24-session TLM program of individualized health monitoring, group health education, exercise, and calcium–vitamin D supplementation. Compared with the control group, the intervention group showed significant increases in knowledge and self-efficacy and improvement in diet and exercise after 12 weeks, providing evidence that a comprehensive TLM program can be effective in improving health behaviors to maintain bone health in women at high risk of osteoporosis” (Oh et al., 2014, p. 292).

98

Relevant Study Results

“Bone mineral density (BMD; g/cm2) was measured by dual energy x-ray absorptiometry (DXA) with the use of a DEXXUM T machine . . . . A daily calibration inspection was performed. The error rate for these scans is less than 1%. Based on the BMD data, the participants were classified into three groups: osteoporosis (a BMD T-score less than −2.5); osteopenia (a BMD T-score between −2.5 and −1.0); and normal bone density (a BMD T-score higher than −1.0)” (Oh et al. 2014, p. 295).

“Characteristics of Participants

The study participants were 51–83 years old, and the mean age was 66.2 years (SD = 8.2). The mean BMI was 23.8 kg/m2 (SD = 3.2). Most participants did not consume alcoholic drinks, and all were nonsmokers. Antihypertensives and analgesics such as aspirin and acetaminophen were the most common medications taken by the participants. Less than 20% of participants had a regular routine of exercise at least three times per week. Daily calcium- and vitamin D-rich food intake (e.g., dairy products, fish oil, meat, and eggs) was low. Seventy-five percent (n = 31) of the participants had osteoporosis or osteopenia. There were no differences in the baseline characteristics of the groups (Table 2). The adherence rate to the TLM program was 99.6%” (Oh et al., 2014, p. 296).

TABLE 2

BASELINE CHARACTERISTICS AND HOMOGENEITY OF THE TREATMENT AND CONTROL GROUPS

Intervention (n = 21)Control (n = 20)CharacteristicMean ± SD Mean ± SD t or χ2 a

Anthropometric Age (years)65.95 ± 8.5966.35 ± 7.940.154 Height (cm)152.33 ± 6.53150.57 ± 6.010.896 Weight (kg)57.90 ± 10.8554.66 ± 9.481.016 BMI (kg/m2)24.17 ± 3.1423.38 ± 3.320.782Lifestyle Years since menopause20.21 ± 10.4417.5 ± 11.050.767 Calcium-rich food intake (times/week)27.3 ± 11.423.8 ± 8.81.110 Vitamin D-rich food intake (times/week)2.4 ± 2.53.1 ± 3.10.705Intervention (n = 21) Control (n = 20) Characteristic n % n % t or χ2 a History of fracture8385251.026 Regular exercise (≥3 times/week)4194200.006 Non-drinker (alcohol)2095201000.024 Non-smoker21100201000.024Bone statusb Normal (T ≥ −1.0)6294201.995 Osteopenia (−1.0 > T > −2.5)8381260 Osteoporosis (T ≤ −2.5)733420Intervention (n = 21) Control (n = 20) Characteristic Mean ± SD Mean ± SD t or χ2 a BMD Lumbar 2–40.83 ± 0.120.85 ± 0.200.526 Femur neck0.67 ± 0.150.67 ± 0.130.055Bone biomarkers Serum osteocalcin (ng/ml)13.97 ± 4.9015.85 ± 5.641.135 Serum calcium (mg/dl)9.47 ± 0.409.54 ± 0.590.405 Serum phosphorus (mg/dl)3.68 ± 0.443.70 ± 0.500.165 Serum alkaline phosphatase (IU/L)68.43 ± 21.5266.70 ± 13.240.308 Serum 25-OH-Vitamin D (ng/ml)14.03 ± 4.3412.38 ± 4.651.177 Urine deoxypyridinoline (nM/mM creatinine)5.70 ± 1.705.95 ± 1.120.555

image

a All group differences p > 0.05.

b Defined from T-score of femur neck site based on World Health Organization criteria.

Note. SD, standard deviation; BMD, bone mineral density (g/cm2).

Oh, E. G., Yoo, J. Y., Lee, J. E., Hyun, S. S., Ko, I. S., & Chu, S. H. (2014). Effects of a three-month therapeutic lifestyle modification program to improve bone health in postmenopausal Korean women in a rural community: A randomized controlled trial. Research in Nursing & Health, 37(4), p. 297.

100

Study Questions

1. What demographic variables were described in this study?
2. Which variable was measured at the ordinal level? Provide a rationale for your answer.
3. What level of measurement is the data for history of fracture? Provide a rationale for your answer.
4. What statistics were calculated to describe history of fracture? Were these appropriate? Provide a rationale for your answer.
5. Could a mean be calculated on the history of fracture data? Provide a rationale for your answer.
6. What statistics were calculated to describe the regular exercise (≥3 times per week) for the intervention and control groups? Calculate the frequency and percentage of the total sample who exercised regularly. Round your answer to the nearest tenth of a percent.

101

1. What statistics were calculated to describe age in this study? Were these appropriate? Provide a rationale for your answer.
2. Were the intervention and control groups significantly different for age? Provide a rationale for your answer.
3. What was the mode for bone status for the total sample (N = 41)? Determine the frequency and percentage for the bone status mode for the sample. Round your answer to the nearest whole percent. Why is this clinically important?
4. Based on the bone status of the study participants, discuss the clinical importance of this study. Document your response.

102

Question 1

The health care team is having difficulty communicating with a patient from a non-English-speaking culture. An interpreter has not yet been located. Which behaviors might the patient demonstrate because of this communication issue?

Select all that apply.

1. Withdrawing
2. Hostility
3. Belligerence
4. Uncooperativeness
5. Apathy

Question 2 A group of nurses talking are overheard using jargon that is consistent with the nursing profession. Which behavior are the nurses demonstrating?

1. Socialization
2. Ethnicity
3. Acculturation
4. Heritage consistency

Question 3 The nurse determines that a patient is in the process of acculturation. What did the nurse assess in this patient?

1. Americanization of the patient’s name
2. Engaging in activities with members of the family’s preferred social group
3. Speaking the family’s native language
4. Living away from the family of origin

Question 4 Why does the nurse stop and think before implementing touch when providing care to a patient from a different culture?

1. Influences the patient’s personal space
2. Influences environmental control
3. Impacts time orientation
4. Alters social organization

Question 5 A patient from a non-English-speaking culture explains how he has to behave differently at work than he does at home. What does the nurse realize this patient is describing?

Select all that apply.

1. Withdrawing
2. Hostility
3. Belligerence
4. Uncooperativeness
5. Apathy

Question 6 Prior to caring for a Native American patient, the nurse reviews the diseases that are more prevalent in this culture. What is the nurse taking into consideration when caring for this patient?

1. Biological variation
2. Environmental control
3. Social organization pattern
4. Component of heritage consistency

Question 7 While conducting a health history, a patient demonstrates characteristics of ethnocentrism. What behaviors did the nurse observe in the patient?

Select all that apply.

1. Superiority with ethnic group
2. Concern with race
3. Fear of strangers
4. Morbid fear of strangers
5. Ethnic pride

Question 8 While collecting demographics, the nurse learns that an American patient is married to an immigrant from another country. What does this patient’s marriage exemplify?

1. Assimilation
2. Socialization
3. Acculturation
4. Ethnicity

Question 9 A patient living in the United States for 10 years is distressed about not “fitting in” with American society. What aspects of acculturation will the nurse discuss with this patient?

Select all that apply.

1. Socialization
2. Acculturation
3. Assimilation
4. Ethnicity
5. Heritage consistency

Question 10 A patient born in a European country speaks excellent American English. The nurse realizes that this patient has achieved which type of assimilation?

1. Cultural
2. Marital
3. Primary structural
4. Secondary structural

Question 11 A patient tells the nurse that it is important for him or her to be discharged soon because it is expected that the family’s needs be met. Which aspect of heritage consistency is this patient demonstrating?

1. Culture
2. Ethnicity
3. Religion
4. Acculturation

Question 12 What aspects of a patient’s culture will the health care provider keep in mind when providing care?

Select all that apply.

1. Parts of a person’s culture are under conscious control.
2. It is an extension of biological capabilities.
3. It is the medium of social relationships.
4. It identifies food preferences.
5. It explains folklore and music.

Question 13 The nurse is planning care for an older patient. What will the nurse take into consideration to reduce generational conflict?

Select all that apply.

1. Events that occurred when the patient was 10 years of age
2. Ethnocultural status of the nurse
3. Age of the nurse
4. Life trajectory
5. Religion

Question 14 The nurse identifies that a patient from a different culture will not make eye contact during the assessment process. What does the lack of eye contact indicate to the nurse?

1. Respect
2. Friendliness
3. Hiding something
4. Fear

Question 15 A patient tells the nurse that a health problem is common among people of the patient’s ethnic background. What other characteristics would the nurse assess as contributing to this patient’s ethnicity?

Select all that apply.

1. Food preferences
2. Employment patterns
3. Special interest in the homeland
4. Divine intervention

Question 16 The nurse is not happy to learn that a newly admitted patient is from the same culture as a previous patient who had created much turmoil on the care area. What behavior is this nurse prone to demonstrate?

1. Prejudice
2. Discrimination
3. Ethnocentrism
4. Racism

Question 17 A seminal event in the boomer generation that can still elicit comments today is the question:

1. “Where were you when John F. Kennedy was shot?”
2. “Do you remember Pearl Harbor?”
3. “What were you doing on September 11, 2001?”
4. “How did the Challenger tragedy affect you?”

Question 18 The staff development instructor is planning a seminar that focuses on the variables leading to generational conflict. What will the instructor include in this content?

Select all that apply.

1. Decade of birth
2. Generation in the United States
3. Class
4. Language
5. Socialization

Question 19 A patient tells the health care provider that a foot injury occurred while participating in Oktoberfest as a dancer. The patient is explaining which aspect of heritage consistency?

1. Ethnicity
2. Culture
3. Religion
4. Assimilation

Question 20 A health care provider comments that a patient is “too old to take care of herself” and needs to “let a man make decisions for her.” The nurse recognizes that this health care provider is demonstrating which misanthropic feelings?

Select all that apply.

1. Ageism
2. Sexism
3. Racism
4. Heterosexism
5. Ethnocentrism

Having a budget is critical for the financial stability of an organization. Keeping track of how well the organization is actually adhering to the budget, and subsequent identification of why the budget numbers are being missed is equally important. Without this critical “why” piece, it is difficult to make the necessary adjustments to the budget or to organizational behavior that might be promoting overspending.

A good budget is built with thoughtful consideration of future costs and revenue. Though your budget is formulated with expected figures in mind, the actual resulting values may vary considerably. This variance–from projected to actual–can be a pleasant surprise or a fiscal nightmare and can make financial decision making difficult. Fortunately, variance analysis can enable management to determine why variance occurred and what can be done to mitigate its effects.

For those not comfortable with the use of Microsoft Excel, this week’s Optional Resources suggest several tutorials.

To prepare:

Review the information in this week’s Learning Resources dealing with variance analysis, how it is calculated, and how it can be used in decision making.

View the video Week 8 Application Assignment Tutorial: Variance Analysis, provided in this week’s Learning Resources.

Use the Week 8 Application Assignment Template, provided in this week’s Learning Resources, to complete this assignment. Carefully examine the information in each of the scenarios and provide the necessary calculations. Using this information will help you answer the questions.

Note: For those Assignments in this course that require you to perform calculations you must:

Use the Excel spreadsheet template for the Week 8 assignment

Show all your calculations and formulas in the spreadsheet.

Answer any questions included with the problems (as text in the Excel spreadsheet).

Salary Variance Scenario

For this Assignment run a variance analysis. Based on the information you obtain: assess the results of the analysis, suggest potential causes of the budget variances and an explanation for addressing the situation.

Using the following performance data calculate the volume adjusted labor rate variance and volume adjusted efficiency variance. Your Variable Expense Factor is 40% and your Volume Change Factor is 50%.

Note: Submit the Excel spreadsheet containing your Salary Variance Scenario calculations to the Assignment submission link.

In the past, students expressed confusion on which cells to complete on the week 8 assignment. To reassure you and perhaps, make it simpler, I have highlighted all cells that should have data in them on this assignment. That data may be simply transferred from data provided, or require you to complete a formula. I hope this helps.