Tag: Model Answer

  • [Solved] 2 parts

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    – 2 years ago **files (1)** – ## 40_1.docx **## 40_1.docx** **Part 1** Create a one page infographic resume of your current strength as a leader. Briefly describe your leadership style. Create a short, one-page infographic resume Part 1 is a one-page infographic resume consisting of bullet points …

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## 40_1.docx

    **## 40_1.docx**

    **Part 1**

    Create a one page infographic resume of your current strength as a leader.

    Briefly describe your leadership style. Create a short, one-page infographic resume

    Part 1 is a one-page infographic resume consisting of bullet points and a few sentences.

    **Part 2**

    Write a two page reflection.

    Be sure that your assessment addresses the following criteria. Please study the rubric carefully so you understand what is needed for a distinguished score.

    · Reflect on an interdisciplinary collaboration experience, noting ways in which it was successful and unsuccessful in achieving desired outcomes, and how effective leadership, or a lack of it, played a role. This may be the Sentinel U simulation on Interprofessional Collaboration. There are five modules in this simulation

    · A simplified gap-analysis approach may be useful:

    · What happened?

    · What went well?

    · What did not go well?

    · What should have happened?

    · Compare and contrast effective leadership with ineffective leadership. What have you observed in others that works or doesn’t work when it comes to leadership?

    · Given what you’ve shared about effective leadership and also what effective collaboration looks like, identify best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing at least one article from the literature.

    · Also identify best-practice interdisciplinary collaboration strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing at least one article from the literature.

    · What leadership style do you think you need to develop more to support the above best-practice strategies you’ve described? How would you do that?

    · Include a full reference list from relevant and evidence-based (published within 5 years) sources, adhering to APA format.

    You will also be required to submit an APA-formatted reference list for any sources that you cited or used to inform your reflection.

    cite at least 3 professional or scholarly sources of evidence to support the assertions and proposals you make

    **## 40_1.docx**

    **Part 1**

    Create a one page infographic resume of your current strength as a leader.

    Briefly describe your leadership style. Create a short, one-page infographic resume

    Part 1 is a one-page infographic resume consisting of bullet points and a few sentences.

    **Part 2**

    Write a two page reflection.

    Be sure that your assessment addresses the following criteria. Please study the rubric carefully so you understand what is needed for a distinguished score.

    · Reflect on an interdisciplinary collaboration experience, noting ways in which it was successful and unsuccessful in achieving desired outcomes, and how effective leadership, or a lack of it, played a role. This may be the Sentinel U simulation on Interprofessional Collaboration. There are five modules in this simulation

    · A simplified gap-analysis approach may be useful:

    · What happened?

    · What went well?

    · What did not go well?

    · What should have happened?

    · Compare and contrast effective leadership with ineffective leadership. What have you observed in others that works or doesn’t work when it comes to leadership?

    · Given what you’ve shared about effective leadership and also what effective collaboration looks like, identify best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing at least one article from the literature.

    · Also identify best-practice interdisciplinary collaboration strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing at least one article from the literature.

    · What leadership style do you think you need to develop more to support the above best-practice strategies you’ve described? How would you do that?

    · Include a full reference list from relevant and evidence-based (published within 5 years) sources, adhering to APA format.

    You will also be required to submit an APA-formatted reference list for any sources that you cited or used to inform your reflection.

    cite at least 3 professional or scholarly sources of evidence to support the assertions and proposals you make

  • [Solved] 12 Depositional Sedimentary Environments Lab

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    Executive Solution Overview

    – 2 years ago **files (2)** – ## 12labanswerpage.pdf – ## 12LabSedDepMacro.pdf **## 12labanswerpage.pdf** Lab 12 Sed. Dep. Env. Answer Pages Study the sedimentary environments in the images below and answer the questions associated with the images. Write your answers on the blanks provided at the en…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (2)**

    – ## 12labanswerpage.pdf

    – ## 12LabSedDepMacro.pdf

    **## 12labanswerpage.pdf**

    Lab 12 Sed. Dep. Env. Answer Pages
    Study the sedimentary environments in the images below and answer the questions associated with the
    images. Write your answers on the blanks provided at the end of the lab.

    Answer the questions in the blanks provided on the following pages to make it easier.

    Figure A. Death Valley National Park, CA

    1. What are the prominent depositional features formed at the mouths

    of the canyon?

    2. Describe the textural characteristics of the sediment forming the

    features named above.

    2. What other non-marine features could exist on the flat terrain in front

    of the range?

    Figure B. Navajo Sandstone in Zion NP, UT

    3. What type of bedding does this represent?

    4. Was this sandstone deposited in a non-marine (terrestrial)

    or marine environment?

    5. Was the sandstone deposited by fluvial or aeolian processes?

    Figure C. Bedding surface from Capital Reef, UT

    6. What type of markings are present?

    7. Assuming the rock is marine in origin, what do these

    markings indicate about the depth of water in which
    in the sediment was deposited?

    Figure D. Cracked surface in Alaska

    8. What type of markings are present?

    9. Assuming the rock is marine in origin, what do these

    markings indicate about the depth of water in which in
    the sediment was deposited?

    Source: Shutterstock

    Source: Shutterstock

    Source: Shutterstock

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    Figure E. Conglomerate in Chiang Rai, Thailand

    10. What type of grain shape and particle sorting

    are shown here?

    11. What is a possible depositional environment?

    Give reasons for your interpretation.

    Figure F. Sandstone Zion NP, Utah

    12. What type of bedding is present?

    13. Was this sandstone deposited in a nonmarine

    (terrestrial) or marine environment? Was the sandstone
    deposited by fluvial or aeolian processes? If in water,
    in shallow or deep water? Explain how you know.

    Figure G. Breccia, Lake Mead, Nevada

    14. Describe particle color, texture, and sorting?

    15. What was the depositional environment

    responsible for creating this rock?

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    Name: ___________________________________

    Lab 7: Sedimentary Environments (macro scale)
    Record your answers to the questions about the images above here:

    Figure A

    1 __________________________________________________________

    2 __________________________________________________________

    3 __________________________________________________________

    Figure B

    4 __________________________________________________________

    5 __________________________________________________________

    6 __________________________________________________________

    Figure C

    7 __________________________________________________________

    8 __________________________________________________________

    Figure D

    9 __________________________________________________________

    10 __________________________________________________________

    Figure E

    11 __________________________________________________________

    12 __________________________________________________________

    Figure F

    13 __________________________________________________________

    14 __________________________________________________________

    Figure G

    15 __________________________________________________________

    16. __________________________________________________________

    General Questions

    16. What general rock and rock feature would indicate a long duration of deposition in an arid
    environment?
    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    17. What type of environment would a breccia with dark grey and/or purple rock fragments likely be
    from?
    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    18. What is the probable depositional setting and source of a pure white quartz sandstone?

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    19. What do bidirectional ripples indicate about the depositional environment of a rock?
    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    20. What would the sedimentary environment be for oolitic sediments?

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    21. How would the sediments differ from a playa lake to that of a freshwater lake?

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    22. List three environments that ripples can form in:

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    23. List two ways cross bedding can occur:

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    24. How does a conglomerate form? Is there more than one way? If so how?

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    **## 12LabSedDepMacro.pdf**

    Laboratory 12: Sedimentary Depositional Environments (Macro Scale)

    Objective:

    To understand the large sale features that are observed in sedimentary environments and the role they
    play in understanding depositional environment.

    Materials Needed:
    Images of various sedimentary environments provided by instructor

    Paleogeography is the study of what an environment was like during a certain time in the past. Paleogeography
    takes biostratigraphy one step further in reconstructing the earth's history. By examining a set of rocks in several
    different locations, all representing the same age, we can begin to reconstruct the ancient environment by using
    the rock type and fossil content. The rock samples can be collected over a large or small lateral area, and the
    locations and shapes of landmasses and seas can be deduced by knowing which types of rocks and fossils are
    expected to be found in particular environments. An environment of deposition is the sum of all physical,
    geographic, climatic, ecological, and chemical parameters that affect the composition of the sediment. Many
    factors must be considered when deciding on the environment of deposition, including lithology, fossil
    abundance, and fossil assemblage.

    I. NONMARINE (CONTINENTAL) Most non-marine environments are typically the sites of erosion or non-
    deposition, although a small percentage of deposits may be preserved.

    A. Aqueous-
    1. Fluvial (streams and rivers)-

    (a) Floodplain- Sandstone, siltstone and shale with some conglomerate and coal, moderate
    sorting, moderately quartz-rich; horizontal laminations, asymmetric (current) ripple marks, animal
    tracks and trails, mud cracks, raindrop impressions; plant debris and tree fossils; irregular and
    thin sheet shape.
    (b) Channel-Sandstone and conglomerate, moderately sorted and quartz-rich; cross-bedding,
    current ripple marks, scour of channel surfaces; may contain plant debris, non-marine (aqueous
    and terrestrial) fossils; irregular lenticular to sinuous shape, closely associated with floodplain
    deposits.

    2. Paludal (Marsh or Swamp) – fine-grained deposits (siltstone, shale, coal) with dark color and high
    organic content; thin horizontal laminations or massive (no visible sedimentary structures); abundant
    plant fossils; irregular lens to sheet shape.
    3. Lacustrine (lake) – fine-grained shale and some limestone; varve (alternating thin, light and dark
    layers) clay common; possible freshwater fossils (ex. snails); irregular lens to sheet shape

    B. Terrestrial (subaerial)-
    1. Desert-

    (a) Aeolian dune- fine-to medium-grained sandstone with excellent rounding and sorting; large-
    scale cross-bedding common; fossils rare; extensive sheet-like or “blanket” shape.
    (b) Alluvial fan- poorly sorted arkosic sandstone and conglomerate, abundant feldspar and
    mica; cross-bedding, massive bedding, inverse and normally graded beds; fossils rare to absent;
    thick fan-or wedge-shaped deposits.

    2. Glacial- poorly sorted massive sandstone and conglomerate containing angular particles striated
    pebbles, large pebbles and boulders, variable mineralogy; massive or crude horizontal laminations;
    fossils absent; irregular shape and patchy distribution.

    II. TRANSITIONAL (MARGINAL MARINE)

    A. Delta-
    A complex grouping of environments including channels, floodplains, swamps, bays, etc. Deposits
    range from sandstone to siltstone and shale, and generally became finer-grained outward from the
    shoreline; cross-bedding, horizontal laminations, current ripple marks and animal burrows are
    common in some parts; fossils generally rare but may include locally abundant plant stems and roots
    and rare marine; delta complexes are generally fan or wedge shaped.

    B. Barrier Island/Lagoon-

    1. Barrier Island- are mostly high energy deposits consisting of well-sorted and rounded quartz rich
    sandstone. Grain size decreases systematically in a seaward direction; large-scale cross-bedding;
    current and symmetrical (wave) ripple marks, horizontal laminations and animal burrows common;
    fragmented marine fossils may be present; sand body shape is narrow and elongate parallel to the
    shoreline and a lagoon is typically present between the barrier and the mainland.
    2. Lagoon- lower energy environment dominated by fine-grained sandstone, siltstone, and shale;
    horizontal laminations, ripple marks, and animal burrows, tracks and trails are common; carbonate
    lagoons contain abundant and diverse marine fossils; shape is characteristically elongate parallel to
    shore, and a barrier island is typically present immediately offshore from the lagoon.

    C. Littoral (between mean high and low tides)-

    1. Beach – high energy environment dominated by medium- to course- grained sandstone, well-
    sorted and rounded; horizontal laminations, low-angle cross-bedding, wave ripple marks are most
    abundant; fossils are rare and typically broken into fragments; sand body is elongate in shape and
    trends parallel to shore.
    2. Tidal flat – so named due to the tide coming in and receding in this relatively flat region. It will
    have inter-bedded sandstone, siltstone and shale, with grain size increasing in a seaward direction;
    cross-bedding (some large-scale), wave and current ripple marks, mud cracks, scour or channel
    surfaces, and animal burrows, tracks and trails are common; fossils (marine) are rare to abundant;
    wedge to irregular sheet shape.

    III. OPEN MARINE

    A. Pelagic- These environments are within the ocean water mass; thus, they don’t have characteristic
    features preserved in the geologic record. Organisms which live in these environments fall to the ocean
    bottom upon death and become part of the record of one of the benthic environments listed:
    1. Neritic-depth to sea-floor less than 200 meters
    2. Oceanic- depth to sea-floor greater than 200 meters

    B. Benthic (bottom environments)
    1. Shallow marine (Shelf) – sandstone, siltstone, limestone and shale interbedded,
    sandstone composed predominantly of quartz but with some marine fossil fragments; cross-
    bedding (some large-scale), ripple marks, and marine burrows, tracks and trails common;
    marine fossils locally abundant; widespread sheet-like or blanket shape. Water depths are
    typically less than 200 m.

    2. Carbonate Reef/Platform- Unbedded, very fossiliferous with large and small scale, very
    course grained sediment. Abundant, often large, organisms attached to the sea-floor, high
    energy environment.
    3. Deep Ocean- shale, fine-grained limestone and/or sandstone; graded bedding produce by
    turbidity currents; large fossils rare; microfossils may be abundant; sheet to fan-like shape.

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    The following charts summarize the previous discussion

    ALLUVIAL FAN FLUVIAL (river)
    LACUSTRINE

    (lake)
    AEOLIAN DESERT

    (dunes)
    PALUDAL
    (swamp)

    ROCK TYPE breccia, conglomerate,
    arkose

    conglomerate, sandstone,
    siltstone, shale

    siltstone, shale, limestone,
    evaporites

    quartz arenite,
    (sandstone) gypsum

    peat, coal, siltstone, black
    shale

    composition terrigenous terrigenous
    terrigenous, carbonates,

    evaporites
    terrigenous or evaporite terrigenous

    color brown or red brown or red
    black, brown, grey, green,

    red
    yellow, red, tan, white black, gray or brown

    grain size clay to gravel
    clay, silt, sand, gravel,

    fining upward
    clay, silt, sand (coursening

    upward)
    sand clay to silt

    grain shape angular angular to rounded —- rounded or polished —-

    sorting poor variable variable good variable

    inorganic
    sedimentary

    structures
    cross bed and graded bed

    assymmetrical ripples,
    crossbedding, graded

    beds, tool marks

    symmetrical ripples,
    lamination, cross beds,

    graded beds, mud cracks,
    raindrops

    crossbedding laminated to massive

    organic or
    biogenic

    structures
    —- tracks, trails, burrows

    tracks, trails, burrows, rare
    stromatolites

    tracks and trails root marks, burrows

    fossils —-
    rare freshwater shells,

    bones, plants fragments
    freshwater shells, fish,
    bones, plant fragmetns

    —-
    plant fossils, freshwater

    shells, bone, fish

    Continental- Sedimentary Depositional Envirnonments

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    DELTA BARRIER BEACH LAGOON TIDAL FLAT

    ROCK TYPE sandstone, siltstone, shale,
    coal

    quartz arenite, coquina
    siltsone, shale, limestone,
    oolitic limestone, gypsum

    siltstone, shale, calcilutitie,
    dolostone or gypsum

    composition terrigenous, some organic terrigenous or carbonate
    terrigenous, carbonate or

    evaporite
    terrigenous, carbonate or

    evaporite

    color brown, black, grey, green,
    red

    what to tan dark grey to black or brown grey, brown, tan

    grain size clay to sand (coursening
    upward)

    sand clay to silt clay to silt

    grain shape —- rounded to angular —- —-

    sorting variable good poor variable

    inorganic
    sedimentary

    structures

    cross bedding, graded
    bedding

    cross bedding, symmetrical
    ripples

    lamination, ripples cross
    bedding

    lamination, mudcracks,
    ripples, cross bedding

    organic or
    biogenic

    structures
    trails, burrows tracks, trails, burrows trails, burrows

    stromatolites, trails, tracks,
    burrows

    fossils plant fragments, shells marine shells marine shells marine shells

    Transitional- Sedimentary Depositional Envirnonments

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    REEF
    CONTINENTAL

    SHELF
    CONTINENTAL

    SLOPE AND RISE
    ABYSSAL PLAIN

    ROCK TYPE fossiliferous limestone
    sandstone, shale, siltstone,

    fossiliferous limestone, oolitic
    limestone

    litharenite (grewacke),
    siltstone and shale, limestone

    shale, chert, micrite, chalk,
    diatomite

    composition carbonate terrigenous or carbonate terrigenous or carbonate terrigenous or carbonate

    color grey to white grey, brown, tan, green grey, green, brown black, white, red

    grain size variable frameworks, few to
    no grains

    clay, silt, sand, gravel clay to snad clay

    grain shape —- —- —- —-

    sorting —- poor to good poor good

    inorganic
    sedimentary

    structures
    —- lamination, cross bedding

    graded bedding, cross
    bedding, lamination, flute

    marks, tool marks (turbitdites)
    lamination

    organic or
    biogenic

    structures
    —- trails, burrows trails, burrows trails, burrows

    fossils coral, marine shells marine shells, sharks teeth
    marine shells, rare plant

    fragments
    marine shells (mostly

    microscopic)

    Marine- Sedimentary Depositional Envirnonments

    **## 12LabSedDepMacro.pdf**

    Laboratory 12: Sedimentary Depositional Environments (Macro Scale)

    Objective:

    To understand the large sale features that are observed in sedimentary environments and the role they
    play in understanding depositional environment.

    Materials Needed:
    Images of various sedimentary environments provided by instructor

    Paleogeography is the study of what an environment was like during a certain time in the past. Paleogeography
    takes biostratigraphy one step further in reconstructing the earth's history. By examining a set of rocks in several
    different locations, all representing the same age, we can begin to reconstruct the ancient environment by using
    the rock type and fossil content. The rock samples can be collected over a large or small lateral area, and the
    locations and shapes of landmasses and seas can be deduced by knowing which types of rocks and fossils are
    expected to be found in particular environments. An environment of deposition is the sum of all physical,
    geographic, climatic, ecological, and chemical parameters that affect the composition of the sediment. Many
    factors must be considered when deciding on the environment of deposition, including lithology, fossil
    abundance, and fossil assemblage.

    I. NONMARINE (CONTINENTAL) Most non-marine environments are typically the sites of erosion or non-
    deposition, although a small percentage of deposits may be preserved.

    A. Aqueous-
    1. Fluvial (streams and rivers)-

    (a) Floodplain- Sandstone, siltstone and shale with some conglomerate and coal, moderate
    sorting, moderately quartz-rich; horizontal laminations, asymmetric (current) ripple marks, animal
    tracks and trails, mud cracks, raindrop impressions; plant debris and tree fossils; irregular and
    thin sheet shape.
    (b) Channel-Sandstone and conglomerate, moderately sorted and quartz-rich; cross-bedding,
    current ripple marks, scour of channel surfaces; may contain plant debris, non-marine (aqueous
    and terrestrial) fossils; irregular lenticular to sinuous shape, closely associated with floodplain
    deposits.

    2. Paludal (Marsh or Swamp) – fine-grained deposits (siltstone, shale, coal) with dark color and high
    organic content; thin horizontal laminations or massive (no visible sedimentary structures); abundant
    plant fossils; irregular lens to sheet shape.
    3. Lacustrine (lake) – fine-grained shale and some limestone; varve (alternating thin, light and dark
    layers) clay common; possible freshwater fossils (ex. snails); irregular lens to sheet shape

    B. Terrestrial (subaerial)-
    1. Desert-

    (a) Aeolian dune- fine-to medium-grained sandstone with excellent rounding and sorting; large-
    scale cross-bedding common; fossils rare; extensive sheet-like or “blanket” shape.
    (b) Alluvial fan- poorly sorted arkosic sandstone and conglomerate, abundant feldspar and
    mica; cross-bedding, massive bedding, inverse and normally graded beds; fossils rare to absent;
    thick fan-or wedge-shaped deposits.

    2. Glacial- poorly sorted massive sandstone and conglomerate containing angular particles striated
    pebbles, large pebbles and boulders, variable mineralogy; massive or crude horizontal laminations;
    fossils absent; irregular shape and patchy distribution.

    II. TRANSITIONAL (MARGINAL MARINE)

    A. Delta-
    A complex grouping of environments including channels, floodplains, swamps, bays, etc. Deposits
    range from sandstone to siltstone and shale, and generally became finer-grained outward from the
    shoreline; cross-bedding, horizontal laminations, current ripple marks and animal burrows are
    common in some parts; fossils generally rare but may include locally abundant plant stems and roots
    and rare marine; delta complexes are generally fan or wedge shaped.

    B. Barrier Island/Lagoon-

    1. Barrier Island- are mostly high energy deposits consisting of well-sorted and rounded quartz rich
    sandstone. Grain size decreases systematically in a seaward direction; large-scale cross-bedding;
    current and symmetrical (wave) ripple marks, horizontal laminations and animal burrows common;
    fragmented marine fossils may be present; sand body shape is narrow and elongate parallel to the
    shoreline and a lagoon is typically present between the barrier and the mainland.
    2. Lagoon- lower energy environment dominated by fine-grained sandstone, siltstone, and shale;
    horizontal laminations, ripple marks, and animal burrows, tracks and trails are common; carbonate
    lagoons contain abundant and diverse marine fossils; shape is characteristically elongate parallel to
    shore, and a barrier island is typically present immediately offshore from the lagoon.

    C. Littoral (between mean high and low tides)-

    1. Beach – high energy environment dominated by medium- to course- grained sandstone, well-
    sorted and rounded; horizontal laminations, low-angle cross-bedding, wave ripple marks are most
    abundant; fossils are rare and typically broken into fragments; sand body is elongate in shape and
    trends parallel to shore.
    2. Tidal flat – so named due to the tide coming in and receding in this relatively flat region. It will
    have inter-bedded sandstone, siltstone and shale, with grain size increasing in a seaward direction;
    cross-bedding (some large-scale), wave and current ripple marks, mud cracks, scour or channel
    surfaces, and animal burrows, tracks and trails are common; fossils (marine) are rare to abundant;
    wedge to irregular sheet shape.

    III. OPEN MARINE

    A. Pelagic- These environments are within the ocean water mass; thus, they don’t have characteristic
    features preserved in the geologic record. Organisms which live in these environments fall to the ocean
    bottom upon death and become part of the record of one of the benthic environments listed:
    1. Neritic-depth to sea-floor less than 200 meters
    2. Oceanic- depth to sea-floor greater than 200 meters

    B. Benthic (bottom environments)
    1. Shallow marine (Shelf) – sandstone, siltstone, limestone and shale interbedded,
    sandstone composed predominantly of quartz but with some marine fossil fragments; cross-
    bedding (some large-scale), ripple marks, and marine burrows, tracks and trails common;
    marine fossils locally abundant; widespread sheet-like or blanket shape. Water depths are
    typically less than 200 m.

    2. Carbonate Reef/Platform- Unbedded, very fossiliferous with large and small scale, very
    course grained sediment. Abundant, often large, organisms attached to the sea-floor, high
    energy environment.
    3. Deep Ocean- shale, fine-grained limestone and/or sandstone; graded bedding produce by
    turbidity currents; large fossils rare; microfossils may be abundant; sheet to fan-like shape.

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    The following charts summarize the previous discussion

    ALLUVIAL FAN FLUVIAL (river)
    LACUSTRINE

    (lake)
    AEOLIAN DESERT

    (dunes)
    PALUDAL
    (swamp)

    ROCK TYPE breccia, conglomerate,
    arkose

    conglomerate, sandstone,
    siltstone, shale

    siltstone, shale, limestone,
    evaporites

    quartz arenite,
    (sandstone) gypsum

    peat, coal, siltstone, black
    shale

    composition terrigenous terrigenous
    terrigenous, carbonates,

    evaporites
    terrigenous or evaporite terrigenous

    color brown or red brown or red
    black, brown, grey, green,

    red
    yellow, red, tan, white black, gray or brown

    grain size clay to gravel
    clay, silt, sand, gravel,

    fining upward
    clay, silt, sand (coursening

    upward)
    sand clay to silt

    grain shape angular angular to rounded —- rounded or polished —-

    sorting poor variable variable good variable

    inorganic
    sedimentary

    structures
    cross bed and graded bed

    assymmetrical ripples,
    crossbedding, graded

    beds, tool marks

    symmetrical ripples,
    lamination, cross beds,

    graded beds, mud cracks,
    raindrops

    crossbedding laminated to massive

    organic or
    biogenic

    structures
    —- tracks, trails, burrows

    tracks, trails, burrows, rare
    stromatolites

    tracks and trails root marks, burrows

    fossils —-
    rare freshwater shells,

    bones, plants fragments
    freshwater shells, fish,
    bones, plant fragmetns

    —-
    plant fossils, freshwater

    shells, bone, fish

    Continental- Sedimentary Depositional Envirnonments

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    DELTA BARRIER BEACH LAGOON TIDAL FLAT

    ROCK TYPE sandstone, siltstone, shale,
    coal

    quartz arenite, coquina
    siltsone, shale, limestone,
    oolitic limestone, gypsum

    siltstone, shale, calcilutitie,
    dolostone or gypsum

    composition terrigenous, some organic terrigenous or carbonate
    terrigenous, carbonate or

    evaporite
    terrigenous, carbonate or

    evaporite

    color brown, black, grey, green,
    red

    what to tan dark grey to black or brown grey, brown, tan

    grain size clay to sand (coursening
    upward)

    sand clay to silt clay to silt

    grain shape —- rounded to angular —- —-

    sorting variable good poor variable

    inorganic
    sedimentary

    structures

    cross bedding, graded
    bedding

    cross bedding, symmetrical
    ripples

    lamination, ripples cross
    bedding

    lamination, mudcracks,
    ripples, cross bedding

    organic or
    biogenic

    structures
    trails, burrows tracks, trails, burrows trails, burrows

    stromatolites, trails, tracks,
    burrows

    fossils plant fragments, shells marine shells marine shells marine shells

    Transitional- Sedimentary Depositional Envirnonments

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    REEF
    CONTINENTAL

    SHELF
    CONTINENTAL

    SLOPE AND RISE
    ABYSSAL PLAIN

    ROCK TYPE fossiliferous limestone
    sandstone, shale, siltstone,

    fossiliferous limestone, oolitic
    limestone

    litharenite (grewacke),
    siltstone and shale, limestone

    shale, chert, micrite, chalk,
    diatomite

    composition carbonate terrigenous or carbonate terrigenous or carbonate terrigenous or carbonate

    color grey to white grey, brown, tan, green grey, green, brown black, white, red

    grain size variable frameworks, few to
    no grains

    clay, silt, sand, gravel clay to snad clay

    grain shape —- —- —- —-

    sorting —- poor to good poor good

    inorganic
    sedimentary

    structures
    —- lamination, cross bedding

    graded bedding, cross
    bedding, lamination, flute

    marks, tool marks (turbitdites)
    lamination

    organic or
    biogenic

    structures
    —- trails, burrows trails, burrows trails, burrows

    fossils coral, marine shells marine shells, sharks teeth
    marine shells, rare plant

    fragments
    marine shells (mostly

    microscopic)

    Marine- Sedimentary Depositional Envirnonments

    **## 12labanswerpage.pdf**

    Lab 12 Sed. Dep. Env. Answer Pages
    Study the sedimentary environments in the images below and answer the questions associated with the
    images. Write your answers on the blanks provided at the end of the lab.

    Answer the questions in the blanks provided on the following pages to make it easier.

    Figure A. Death Valley National Park, CA

    1. What are the prominent depositional features formed at the mouths

    of the canyon?

    2. Describe the textural characteristics of the sediment forming the

    features named above.

    2. What other non-marine features could exist on the flat terrain in front

    of the range?

    Figure B. Navajo Sandstone in Zion NP, UT

    3. What type of bedding does this represent?

    4. Was this sandstone deposited in a non-marine (terrestrial)

    or marine environment?

    5. Was the sandstone deposited by fluvial or aeolian processes?

    Figure C. Bedding surface from Capital Reef, UT

    6. What type of markings are present?

    7. Assuming the rock is marine in origin, what do these

    markings indicate about the depth of water in which
    in the sediment was deposited?

    Figure D. Cracked surface in Alaska

    8. What type of markings are present?

    9. Assuming the rock is marine in origin, what do these

    markings indicate about the depth of water in which in
    the sediment was deposited?

    Source: Shutterstock

    Source: Shutterstock

    Source: Shutterstock

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    Figure E. Conglomerate in Chiang Rai, Thailand

    10. What type of grain shape and particle sorting

    are shown here?

    11. What is a possible depositional environment?

    Give reasons for your interpretation.

    Figure F. Sandstone Zion NP, Utah

    12. What type of bedding is present?

    13. Was this sandstone deposited in a nonmarine

    (terrestrial) or marine environment? Was the sandstone
    deposited by fluvial or aeolian processes? If in water,
    in shallow or deep water? Explain how you know.

    Figure G. Breccia, Lake Mead, Nevada

    14. Describe particle color, texture, and sorting?

    15. What was the depositional environment

    responsible for creating this rock?

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    Name: ___________________________________

    Lab 7: Sedimentary Environments (macro scale)
    Record your answers to the questions about the images above here:

    Figure A

    1 __________________________________________________________

    2 __________________________________________________________

    3 __________________________________________________________

    Figure B

    4 __________________________________________________________

    5 __________________________________________________________

    6 __________________________________________________________

    Figure C

    7 __________________________________________________________

    8 __________________________________________________________

    Figure D

    9 __________________________________________________________

    10 __________________________________________________________

    Figure E

    11 __________________________________________________________

    12 __________________________________________________________

    Figure F

    13 __________________________________________________________

    14 __________________________________________________________

    Figure G

    15 __________________________________________________________

    16. __________________________________________________________

    General Questions

    16. What general rock and rock feature would indicate a long duration of deposition in an arid
    environment?
    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    17. What type of environment would a breccia with dark grey and/or purple rock fragments likely be
    from?
    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    18. What is the probable depositional setting and source of a pure white quartz sandstone?

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    19. What do bidirectional ripples indicate about the depositional environment of a rock?
    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    20. What would the sedimentary environment be for oolitic sediments?

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    21. How would the sediments differ from a playa lake to that of a freshwater lake?

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    22. List three environments that ripples can form in:

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    23. List two ways cross bedding can occur:

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    24. How does a conglomerate form? Is there more than one way? If so how?

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    **## 12LabSedDepMacro.pdf**

    Laboratory 12: Sedimentary Depositional Environments (Macro Scale)

    Objective:

    To understand the large sale features that are observed in sedimentary environments and the role they
    play in understanding depositional environment.

    Materials Needed:
    Images of various sedimentary environments provided by instructor

    Paleogeography is the study of what an environment was like during a certain time in the past. Paleogeography
    takes biostratigraphy one step further in reconstructing the earth's history. By examining a set of rocks in several
    different locations, all representing the same age, we can begin to reconstruct the ancient environment by using
    the rock type and fossil content. The rock samples can be collected over a large or small lateral area, and the
    locations and shapes of landmasses and seas can be deduced by knowing which types of rocks and fossils are
    expected to be found in particular environments. An environment of deposition is the sum of all physical,
    geographic, climatic, ecological, and chemical parameters that affect the composition of the sediment. Many
    factors must be considered when deciding on the environment of deposition, including lithology, fossil
    abundance, and fossil assemblage.

    I. NONMARINE (CONTINENTAL) Most non-marine environments are typically the sites of erosion or non-
    deposition, although a small percentage of deposits may be preserved.

    A. Aqueous-
    1. Fluvial (streams and rivers)-

    (a) Floodplain- Sandstone, siltstone and shale with some conglomerate and coal, moderate
    sorting, moderately quartz-rich; horizontal laminations, asymmetric (current) ripple marks, animal
    tracks and trails, mud cracks, raindrop impressions; plant debris and tree fossils; irregular and
    thin sheet shape.
    (b) Channel-Sandstone and conglomerate, moderately sorted and quartz-rich; cross-bedding,
    current ripple marks, scour of channel surfaces; may contain plant debris, non-marine (aqueous
    and terrestrial) fossils; irregular lenticular to sinuous shape, closely associated with floodplain
    deposits.

    2. Paludal (Marsh or Swamp) – fine-grained deposits (siltstone, shale, coal) with dark color and high
    organic content; thin horizontal laminations or massive (no visible sedimentary structures); abundant
    plant fossils; irregular lens to sheet shape.
    3. Lacustrine (lake) – fine-grained shale and some limestone; varve (alternating thin, light and dark
    layers) clay common; possible freshwater fossils (ex. snails); irregular lens to sheet shape

    B. Terrestrial (subaerial)-
    1. Desert-

    (a) Aeolian dune- fine-to medium-grained sandstone with excellent rounding and sorting; large-
    scale cross-bedding common; fossils rare; extensive sheet-like or “blanket” shape.
    (b) Alluvial fan- poorly sorted arkosic sandstone and conglomerate, abundant feldspar and
    mica; cross-bedding, massive bedding, inverse and normally graded beds; fossils rare to absent;
    thick fan-or wedge-shaped deposits.

    2. Glacial- poorly sorted massive sandstone and conglomerate containing angular particles striated
    pebbles, large pebbles and boulders, variable mineralogy; massive or crude horizontal laminations;
    fossils absent; irregular shape and patchy distribution.

    II. TRANSITIONAL (MARGINAL MARINE)

    A. Delta-
    A complex grouping of environments including channels, floodplains, swamps, bays, etc. Deposits
    range from sandstone to siltstone and shale, and generally became finer-grained outward from the
    shoreline; cross-bedding, horizontal laminations, current ripple marks and animal burrows are
    common in some parts; fossils generally rare but may include locally abundant plant stems and roots
    and rare marine; delta complexes are generally fan or wedge shaped.

    B. Barrier Island/Lagoon-

    1. Barrier Island- are mostly high energy deposits consisting of well-sorted and rounded quartz rich
    sandstone. Grain size decreases systematically in a seaward direction; large-scale cross-bedding;
    current and symmetrical (wave) ripple marks, horizontal laminations and animal burrows common;
    fragmented marine fossils may be present; sand body shape is narrow and elongate parallel to the
    shoreline and a lagoon is typically present between the barrier and the mainland.
    2. Lagoon- lower energy environment dominated by fine-grained sandstone, siltstone, and shale;
    horizontal laminations, ripple marks, and animal burrows, tracks and trails are common; carbonate
    lagoons contain abundant and diverse marine fossils; shape is characteristically elongate parallel to
    shore, and a barrier island is typically present immediately offshore from the lagoon.

    C. Littoral (between mean high and low tides)-

    1. Beach – high energy environment dominated by medium- to course- grained sandstone, well-
    sorted and rounded; horizontal laminations, low-angle cross-bedding, wave ripple marks are most
    abundant; fossils are rare and typically broken into fragments; sand body is elongate in shape and
    trends parallel to shore.
    2. Tidal flat – so named due to the tide coming in and receding in this relatively flat region. It will
    have inter-bedded sandstone, siltstone and shale, with grain size increasing in a seaward direction;
    cross-bedding (some large-scale), wave and current ripple marks, mud cracks, scour or channel
    surfaces, and animal burrows, tracks and trails are common; fossils (marine) are rare to abundant;
    wedge to irregular sheet shape.

    III. OPEN MARINE

    A. Pelagic- These environments are within the ocean water mass; thus, they don’t have characteristic
    features preserved in the geologic record. Organisms which live in these environments fall to the ocean
    bottom upon death and become part of the record of one of the benthic environments listed:
    1. Neritic-depth to sea-floor less than 200 meters
    2. Oceanic- depth to sea-floor greater than 200 meters

    B. Benthic (bottom environments)
    1. Shallow marine (Shelf) – sandstone, siltstone, limestone and shale interbedded,
    sandstone composed predominantly of quartz but with some marine fossil fragments; cross-
    bedding (some large-scale), ripple marks, and marine burrows, tracks and trails common;
    marine fossils locally abundant; widespread sheet-like or blanket shape. Water depths are
    typically less than 200 m.

    2. Carbonate Reef/Platform- Unbedded, very fossiliferous with large and small scale, very
    course grained sediment. Abundant, often large, organisms attached to the sea-floor, high
    energy environment.
    3. Deep Ocean- shale, fine-grained limestone and/or sandstone; graded bedding produce by
    turbidity currents; large fossils rare; microfossils may be abundant; sheet to fan-like shape.

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    The following charts summarize the previous discussion

    ALLUVIAL FAN FLUVIAL (river)
    LACUSTRINE

    (lake)
    AEOLIAN DESERT

    (dunes)
    PALUDAL
    (swamp)

    ROCK TYPE breccia, conglomerate,
    arkose

    conglomerate, sandstone,
    siltstone, shale

    siltstone, shale, limestone,
    evaporites

    quartz arenite,
    (sandstone) gypsum

    peat, coal, siltstone, black
    shale

    composition terrigenous terrigenous
    terrigenous, carbonates,

    evaporites
    terrigenous or evaporite terrigenous

    color brown or red brown or red
    black, brown, grey, green,

    red
    yellow, red, tan, white black, gray or brown

    grain size clay to gravel
    clay, silt, sand, gravel,

    fining upward
    clay, silt, sand (coursening

    upward)
    sand clay to silt

    grain shape angular angular to rounded —- rounded or polished —-

    sorting poor variable variable good variable

    inorganic
    sedimentary

    structures
    cross bed and graded bed

    assymmetrical ripples,
    crossbedding, graded

    beds, tool marks

    symmetrical ripples,
    lamination, cross beds,

    graded beds, mud cracks,
    raindrops

    crossbedding laminated to massive

    organic or
    biogenic

    structures
    —- tracks, trails, burrows

    tracks, trails, burrows, rare
    stromatolites

    tracks and trails root marks, burrows

    fossils —-
    rare freshwater shells,

    bones, plants fragments
    freshwater shells, fish,
    bones, plant fragmetns

    —-
    plant fossils, freshwater

    shells, bone, fish

    Continental- Sedimentary Depositional Envirnonments

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    DELTA BARRIER BEACH LAGOON TIDAL FLAT

    ROCK TYPE sandstone, siltstone, shale,
    coal

    quartz arenite, coquina
    siltsone, shale, limestone,
    oolitic limestone, gypsum

    siltstone, shale, calcilutitie,
    dolostone or gypsum

    composition terrigenous, some organic terrigenous or carbonate
    terrigenous, carbonate or

    evaporite
    terrigenous, carbonate or

    evaporite

    color brown, black, grey, green,
    red

    what to tan dark grey to black or brown grey, brown, tan

    grain size clay to sand (coursening
    upward)

    sand clay to silt clay to silt

    grain shape —- rounded to angular —- —-

    sorting variable good poor variable

    inorganic
    sedimentary

    structures

    cross bedding, graded
    bedding

    cross bedding, symmetrical
    ripples

    lamination, ripples cross
    bedding

    lamination, mudcracks,
    ripples, cross bedding

    organic or
    biogenic

    structures
    trails, burrows tracks, trails, burrows trails, burrows

    stromatolites, trails, tracks,
    burrows

    fossils plant fragments, shells marine shells marine shells marine shells

    Transitional- Sedimentary Depositional Envirnonments

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    REEF
    CONTINENTAL

    SHELF
    CONTINENTAL

    SLOPE AND RISE
    ABYSSAL PLAIN

    ROCK TYPE fossiliferous limestone
    sandstone, shale, siltstone,

    fossiliferous limestone, oolitic
    limestone

    litharenite (grewacke),
    siltstone and shale, limestone

    shale, chert, micrite, chalk,
    diatomite

    composition carbonate terrigenous or carbonate terrigenous or carbonate terrigenous or carbonate

    color grey to white grey, brown, tan, green grey, green, brown black, white, red

    grain size variable frameworks, few to
    no grains

    clay, silt, sand, gravel clay to snad clay

    grain shape —- —- —- —-

    sorting —- poor to good poor good

    inorganic
    sedimentary

    structures
    —- lamination, cross bedding

    graded bedding, cross
    bedding, lamination, flute

    marks, tool marks (turbitdites)
    lamination

    organic or
    biogenic

    structures
    —- trails, burrows trails, burrows trails, burrows

    fossils coral, marine shells marine shells, sharks teeth
    marine shells, rare plant

    fragments
    marine shells (mostly

    microscopic)

    Marine- Sedimentary Depositional Envirnonments

    **## 12labanswerpage.pdf**

    Lab 12 Sed. Dep. Env. Answer Pages
    Study the sedimentary environments in the images below and answer the questions associated with the
    images. Write your answers on the blanks provided at the end of the lab.

    Answer the questions in the blanks provided on the following pages to make it easier.

    Figure A. Death Valley National Park, CA

    1. What are the prominent depositional features formed at the mouths

    of the canyon?

    2. Describe the textural characteristics of the sediment forming the

    features named above.

    2. What other non-marine features could exist on the flat terrain in front

    of the range?

    Figure B. Navajo Sandstone in Zion NP, UT

    3. What type of bedding does this represent?

    4. Was this sandstone deposited in a non-marine (terrestrial)

    or marine environment?

    5. Was the sandstone deposited by fluvial or aeolian processes?

    Figure C. Bedding surface from Capital Reef, UT

    6. What type of markings are present?

    7. Assuming the rock is marine in origin, what do these

    markings indicate about the depth of water in which
    in the sediment was deposited?

    Figure D. Cracked surface in Alaska

    8. What type of markings are present?

    9. Assuming the rock is marine in origin, what do these

    markings indicate about the depth of water in which in
    the sediment was deposited?

    Source: Shutterstock

    Source: Shutterstock

    Source: Shutterstock

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    Figure E. Conglomerate in Chiang Rai, Thailand

    10. What type of grain shape and particle sorting

    are shown here?

    11. What is a possible depositional environment?

    Give reasons for your interpretation.

    Figure F. Sandstone Zion NP, Utah

    12. What type of bedding is present?

    13. Was this sandstone deposited in a nonmarine

    (terrestrial) or marine environment? Was the sandstone
    deposited by fluvial or aeolian processes? If in water,
    in shallow or deep water? Explain how you know.

    Figure G. Breccia, Lake Mead, Nevada

    14. Describe particle color, texture, and sorting?

    15. What was the depositional environment

    responsible for creating this rock?

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    Name: ___________________________________

    Lab 7: Sedimentary Environments (macro scale)
    Record your answers to the questions about the images above here:

    Figure A

    1 __________________________________________________________

    2 __________________________________________________________

    3 __________________________________________________________

    Figure B

    4 __________________________________________________________

    5 __________________________________________________________

    6 __________________________________________________________

    Figure C

    7 __________________________________________________________

    8 __________________________________________________________

    Figure D

    9 __________________________________________________________

    10 __________________________________________________________

    Figure E

    11 __________________________________________________________

    12 __________________________________________________________

    Figure F

    13 __________________________________________________________

    14 __________________________________________________________

    Figure G

    15 __________________________________________________________

    16. __________________________________________________________

    General Questions

    16. What general rock and rock feature would indicate a long duration of deposition in an arid
    environment?
    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    17. What type of environment would a breccia with dark grey and/or purple rock fragments likely be
    from?
    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    18. What is the probable depositional setting and source of a pure white quartz sandstone?

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    19. What do bidirectional ripples indicate about the depositional environment of a rock?
    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    20. What would the sedimentary environment be for oolitic sediments?

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    21. How would the sediments differ from a playa lake to that of a freshwater lake?

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    22. List three environments that ripples can form in:

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    23. List two ways cross bedding can occur:

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    24. How does a conglomerate form? Is there more than one way? If so how?

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    \_\_\________________________________________________________________________________

    **## 12LabSedDepMacro.pdf**

    Laboratory 12: Sedimentary Depositional Environments (Macro Scale)

    Objective:

    To understand the large sale features that are observed in sedimentary environments and the role they
    play in understanding depositional environment.

    Materials Needed:
    Images of various sedimentary environments provided by instructor

    Paleogeography is the study of what an environment was like during a certain time in the past. Paleogeography
    takes biostratigraphy one step further in reconstructing the earth's history. By examining a set of rocks in several
    different locations, all representing the same age, we can begin to reconstruct the ancient environment by using
    the rock type and fossil content. The rock samples can be collected over a large or small lateral area, and the
    locations and shapes of landmasses and seas can be deduced by knowing which types of rocks and fossils are
    expected to be found in particular environments. An environment of deposition is the sum of all physical,
    geographic, climatic, ecological, and chemical parameters that affect the composition of the sediment. Many
    factors must be considered when deciding on the environment of deposition, including lithology, fossil
    abundance, and fossil assemblage.

    I. NONMARINE (CONTINENTAL) Most non-marine environments are typically the sites of erosion or non-
    deposition, although a small percentage of deposits may be preserved.

    A. Aqueous-
    1. Fluvial (streams and rivers)-

    (a) Floodplain- Sandstone, siltstone and shale with some conglomerate and coal, moderate
    sorting, moderately quartz-rich; horizontal laminations, asymmetric (current) ripple marks, animal
    tracks and trails, mud cracks, raindrop impressions; plant debris and tree fossils; irregular and
    thin sheet shape.
    (b) Channel-Sandstone and conglomerate, moderately sorted and quartz-rich; cross-bedding,
    current ripple marks, scour of channel surfaces; may contain plant debris, non-marine (aqueous
    and terrestrial) fossils; irregular lenticular to sinuous shape, closely associated with floodplain
    deposits.

    2. Paludal (Marsh or Swamp) – fine-grained deposits (siltstone, shale, coal) with dark color and high
    organic content; thin horizontal laminations or massive (no visible sedimentary structures); abundant
    plant fossils; irregular lens to sheet shape.
    3. Lacustrine (lake) – fine-grained shale and some limestone; varve (alternating thin, light and dark
    layers) clay common; possible freshwater fossils (ex. snails); irregular lens to sheet shape

    B. Terrestrial (subaerial)-
    1. Desert-

    (a) Aeolian dune- fine-to medium-grained sandstone with excellent rounding and sorting; large-
    scale cross-bedding common; fossils rare; extensive sheet-like or “blanket” shape.
    (b) Alluvial fan- poorly sorted arkosic sandstone and conglomerate, abundant feldspar and
    mica; cross-bedding, massive bedding, inverse and normally graded beds; fossils rare to absent;
    thick fan-or wedge-shaped deposits.

    2. Glacial- poorly sorted massive sandstone and conglomerate containing angular particles striated
    pebbles, large pebbles and boulders, variable mineralogy; massive or crude horizontal laminations;
    fossils absent; irregular shape and patchy distribution.

    II. TRANSITIONAL (MARGINAL MARINE)

    A. Delta-
    A complex grouping of environments including channels, floodplains, swamps, bays, etc. Deposits
    range from sandstone to siltstone and shale, and generally became finer-grained outward from the
    shoreline; cross-bedding, horizontal laminations, current ripple marks and animal burrows are
    common in some parts; fossils generally rare but may include locally abundant plant stems and roots
    and rare marine; delta complexes are generally fan or wedge shaped.

    B. Barrier Island/Lagoon-

    1. Barrier Island- are mostly high energy deposits consisting of well-sorted and rounded quartz rich
    sandstone. Grain size decreases systematically in a seaward direction; large-scale cross-bedding;
    current and symmetrical (wave) ripple marks, horizontal laminations and animal burrows common;
    fragmented marine fossils may be present; sand body shape is narrow and elongate parallel to the
    shoreline and a lagoon is typically present between the barrier and the mainland.
    2. Lagoon- lower energy environment dominated by fine-grained sandstone, siltstone, and shale;
    horizontal laminations, ripple marks, and animal burrows, tracks and trails are common; carbonate
    lagoons contain abundant and diverse marine fossils; shape is characteristically elongate parallel to
    shore, and a barrier island is typically present immediately offshore from the lagoon.

    C. Littoral (between mean high and low tides)-

    1. Beach – high energy environment dominated by medium- to course- grained sandstone, well-
    sorted and rounded; horizontal laminations, low-angle cross-bedding, wave ripple marks are most
    abundant; fossils are rare and typically broken into fragments; sand body is elongate in shape and
    trends parallel to shore.
    2. Tidal flat – so named due to the tide coming in and receding in this relatively flat region. It will
    have inter-bedded sandstone, siltstone and shale, with grain size increasing in a seaward direction;
    cross-bedding (some large-scale), wave and current ripple marks, mud cracks, scour or channel
    surfaces, and animal burrows, tracks and trails are common; fossils (marine) are rare to abundant;
    wedge to irregular sheet shape.

    III. OPEN MARINE

    A. Pelagic- These environments are within the ocean water mass; thus, they don’t have characteristic
    features preserved in the geologic record. Organisms which live in these environments fall to the ocean
    bottom upon death and become part of the record of one of the benthic environments listed:
    1. Neritic-depth to sea-floor less than 200 meters
    2. Oceanic- depth to sea-floor greater than 200 meters

    B. Benthic (bottom environments)
    1. Shallow marine (Shelf) – sandstone, siltstone, limestone and shale interbedded,
    sandstone composed predominantly of quartz but with some marine fossil fragments; cross-
    bedding (some large-scale), ripple marks, and marine burrows, tracks and trails common;
    marine fossils locally abundant; widespread sheet-like or blanket shape. Water depths are
    typically less than 200 m.

    2. Carbonate Reef/Platform- Unbedded, very fossiliferous with large and small scale, very
    course grained sediment. Abundant, often large, organisms attached to the sea-floor, high
    energy environment.
    3. Deep Ocean- shale, fine-grained limestone and/or sandstone; graded bedding produce by
    turbidity currents; large fossils rare; microfossils may be abundant; sheet to fan-like shape.

    So
    ur

    ce
    : S

    ta
    ce

    y
    M

    et
    zl

    er

    The following charts summarize the previous discussion

    ALLUVIAL FAN FLUVIAL (river)
    LACUSTRINE

    (lake)
    AEOLIAN DESERT

    (dunes)
    PALUDAL
    (swamp)

    ROCK TYPE breccia, conglomerate,
    arkose

    conglomerate, sandstone,
    siltstone, shale

    siltstone, shale, limestone,
    evaporites

    quartz arenite,
    (sandstone) gypsum

    peat, coal, siltstone, black
    shale

    composition terrigenous terrigenous
    terrigenous, carbonates,

    evaporites
    terrigenous or evaporite terrigenous

    color brown or red brown or red
    black, brown, grey, green,

    red
    yellow, red, tan, white black, gray or brown

    grain size clay to gravel
    clay, silt, sand, gravel,

    fining upward
    clay, silt, sand (coursening

    upward)
    sand clay to silt

    grain shape angular angular to rounded —- rounded or polished —-

    sorting poor variable variable good variable

    inorganic
    sedimentary

    structures
    cross bed and graded bed

    assymmetrical ripples,
    crossbedding, graded

    beds, tool marks

    symmetrical ripples,
    lamination, cross beds,

    graded beds, mud cracks,
    raindrops

    crossbedding laminated to massive

    organic or
    biogenic

    structures
    —- tracks, trails, burrows

    tracks, trails, burrows, rare
    stromatolites

    tracks and trails root marks, burrows

    fossils —-
    rare freshwater shells,

    bones, plants fragments
    freshwater shells, fish,
    bones, plant fragmetns

    —-
    plant fossils, freshwater

    shells, bone, fish

    Continental- Sedimentary Depositional Envirnonments

    So
    ur

    ce
    : S

    ta
    ce

    y
    M

    et
    zl

    er

    DELTA BARRIER BEACH LAGOON TIDAL FLAT

    ROCK TYPE sandstone, siltstone, shale,
    coal

    quartz arenite, coquina
    siltsone, shale, limestone,
    oolitic limestone, gypsum

    siltstone, shale, calcilutitie,
    dolostone or gypsum

    composition terrigenous, some organic terrigenous or carbonate
    terrigenous, carbonate or

    evaporite
    terrigenous, carbonate or

    evaporite

    color brown, black, grey, green,
    red

    what to tan dark grey to black or brown grey, brown, tan

    grain size clay to sand (coursening
    upward)

    sand clay to silt clay to silt

    grain shape —- rounded to angular —- —-

    sorting variable good poor variable

    inorganic
    sedimentary

    structures

    cross bedding, graded
    bedding

    cross bedding, symmetrical
    ripples

    lamination, ripples cross
    bedding

    lamination, mudcracks,
    ripples, cross bedding

    organic or
    biogenic

    structures
    trails, burrows tracks, trails, burrows trails, burrows

    stromatolites, trails, tracks,
    burrows

    fossils plant fragments, shells marine shells marine shells marine shells

    Transitional- Sedimentary Depositional Envirnonments

    So
    ur

    ce
    : S

    ta
    ce

    y
    M

    et
    zl

    er

    REEF
    CONTINENTAL

    SHELF
    CONTINENTAL

    SLOPE AND RISE
    ABYSSAL PLAIN

    ROCK TYPE fossiliferous limestone
    sandstone, shale, siltstone,

    fossiliferous limestone, oolitic
    limestone

    litharenite (grewacke),
    siltstone and shale, limestone

    shale, chert, micrite, chalk,
    diatomite

    composition carbonate terrigenous or carbonate terrigenous or carbonate terrigenous or carbonate

    color grey to white grey, brown, tan, green grey, green, brown black, white, red

    grain size variable frameworks, few to
    no grains

    clay, silt, sand, gravel clay to snad clay

    grain shape —- —- —- —-

    sorting —- poor to good poor good

    inorganic
    sedimentary

    structures
    —- lamination, cross bedding

    graded bedding, cross
    bedding, lamination, flute

    marks, tool marks (turbitdites)
    lamination

    organic or
    biogenic

    structures
    —- trails, burrows trails, burrows trails, burrows

    fossils coral, marine shells marine shells, sharks teeth
    marine shells, rare plant

    fragments
    marine shells (mostly

    microscopic)

    Marine- Sedimentary Depositional Envirnonments

  • [Solved] Yelp’s Business Model

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    Yelp is a successful social networking site. After reading the information presented in this module and other sources, write a one-page paper that describes the business model used by Yelp. How does Yelp generate revenue? How can businesses benefit from this social networking site? Who are the top t…

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    Assignment Prompt & Instructions

    Yelp is a successful social networking site. After reading the information presented in this

    module and other sources, write a one-page paper that describes the business model used

    by Yelp. How does Yelp generate revenue? How can businesses benefit from this social

    networking site? Who are the top two competitors of Yelp?

    – 2 years ago

  • [Solved] XD04work

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    – 2 years ago **files (1)** – ## ASSESSMENT.docx **## ASSESSMENT.docx** **ASSESSMENT** [Healthcare Inequity: Systemic Problems and Solutions](https://tempolearning.brightspace.com/content/enforced/309728-XD3004/Assessment.html) Recall the introduction to this Competency with the explanation of a “sy…

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    – 2 years ago

    **files (1)**

    – ## ASSESSMENT.docx

    **## ASSESSMENT.docx**

    **ASSESSMENT**

    [Healthcare Inequity: Systemic Problems and Solutions](https://tempolearning.brightspace.com/content/enforced/309728-XD3004/Assessment.html)

    Recall the introduction to this Competency with the explanation of a “system process” as a series of interrelated steps or activities. System processes in healthcare are designed to achieve specific outcomes, which may be within healthcare organizations or larger healthcare systems. However, systems—both internal and external—can cause or contribute to significant inequity. The Learning Resources in this Competency detail the stubborn problems of health and healthcare inequities rooted in bias and racism. For advocates of diversity, equity, and inclusion in healthcare, awareness and understanding of these complex issues and their long history are key to taking action to challenge and change flawed and failed system processes. This Competency Assessment will support that work.

    **To Prepare:**

    · Access the Health Inequity: Systemic Problems and Solutions template document. Review the three parts and the required information and analysis to complete the Competency Assessment.

    · Review the recommended Learning Resources provided.

    · Research additional resources that you identify to support your examples and explanations.

    [To Complete the Competency Assessment](https://tempolearning.brightspace.com/content/enforced/309728-XD3004/Assessment.html)

    Using the Health Inequity: Systemic Problems and Solutions template document, in 3–4 pages, plus title and reference pages, address the following:

    **Part 1: Analyzing System Processes**

    · Analyze each scenario based on your particular healthcare role. Explain whether you could justify the policy or process from a system perspective.

    · A facility has taken its limit of Medicaid patients and will not take more.

    · An urban clinic operates on a first-come, first-served basis for scheduling appointments. Due to high demand and limited resources, appointment slots often fill up quickly, leaving many patients unable to secure timely appointments.

    **Part 2: Analyzing Impact of Systemic Healthcare Inequities**

    · Analyze healthcare discrimination (e.g., racial, gender-based, socioeconomic) and provide at least two (2) examples of how it can manifest in the healthcare system.

    · Analyze the impact of systemic healthcare inequities on vulnerable populations and their access to healthcare services. Be specific and provide at least two (2) examples.

    **Part 3: Identifying System-Level Solutions**

    · Briefly explain at least two (2) strategies that could be implemented at the system-process level to combat healthcare inequities.

    · Choose one (1) scenario from Part 1. Explain a strategy to make the specific healthcare policy or process more equitable.

    **## ASSESSMENT.docx**

    **ASSESSMENT**

    [Healthcare Inequity: Systemic Problems and Solutions](https://tempolearning.brightspace.com/content/enforced/309728-XD3004/Assessment.html)

    Recall the introduction to this Competency with the explanation of a “system process” as a series of interrelated steps or activities. System processes in healthcare are designed to achieve specific outcomes, which may be within healthcare organizations or larger healthcare systems. However, systems—both internal and external—can cause or contribute to significant inequity. The Learning Resources in this Competency detail the stubborn problems of health and healthcare inequities rooted in bias and racism. For advocates of diversity, equity, and inclusion in healthcare, awareness and understanding of these complex issues and their long history are key to taking action to challenge and change flawed and failed system processes. This Competency Assessment will support that work.

    **To Prepare:**

    · Access the Health Inequity: Systemic Problems and Solutions template document. Review the three parts and the required information and analysis to complete the Competency Assessment.

    · Review the recommended Learning Resources provided.

    · Research additional resources that you identify to support your examples and explanations.

    [To Complete the Competency Assessment](https://tempolearning.brightspace.com/content/enforced/309728-XD3004/Assessment.html)

    Using the Health Inequity: Systemic Problems and Solutions template document, in 3–4 pages, plus title and reference pages, address the following:

    **Part 1: Analyzing System Processes**

    · Analyze each scenario based on your particular healthcare role. Explain whether you could justify the policy or process from a system perspective.

    · A facility has taken its limit of Medicaid patients and will not take more.

    · An urban clinic operates on a first-come, first-served basis for scheduling appointments. Due to high demand and limited resources, appointment slots often fill up quickly, leaving many patients unable to secure timely appointments.

    **Part 2: Analyzing Impact of Systemic Healthcare Inequities**

    · Analyze healthcare discrimination (e.g., racial, gender-based, socioeconomic) and provide at least two (2) examples of how it can manifest in the healthcare system.

    · Analyze the impact of systemic healthcare inequities on vulnerable populations and their access to healthcare services. Be specific and provide at least two (2) examples.

    **Part 3: Identifying System-Level Solutions**

    · Briefly explain at least two (2) strategies that could be implemented at the system-process level to combat healthcare inequities.

    · Choose one (1) scenario from Part 1. Explain a strategy to make the specific healthcare policy or process more equitable.

  • [Solved] XD04

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    – 2 years ago **files (1)** – ## APASTYLE.docx **## APASTYLE.docx** **APA STYLE , AT LEAST THREE REFERENCES** 1. What is a system process you deal with—whether in healthcare or another area of life—that you can see has the potential to create inequity, such as in access or in outcomes? Explain your…

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    – 2 years ago

    **files (1)**

    – ## APASTYLE.docx

    **## APASTYLE.docx**

    **APA STYLE , AT LEAST THREE REFERENCES**

    1. What is a system process you deal with—whether in healthcare or another area of life—that you can see has the potential to create inequity, such as in access or in outcomes? Explain your example.

    2. What do you think is required to change a system process that creates inequity? Identify what you see as the first step or multiple steps. Explain your thinking.

    **## APASTYLE.docx**

    **APA STYLE , AT LEAST THREE REFERENCES**

    1. What is a system process you deal with—whether in healthcare or another area of life—that you can see has the potential to create inequity, such as in access or in outcomes? Explain your example.

    2. What do you think is required to change a system process that creates inequity? Identify what you see as the first step or multiple steps. Explain your thinking.

  • [Solved] Wk3 adv pathay

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In this exercise, you will complete a MindMap to gauge your understanding of this week’s content. Select one of the possible topics provided to complete your MindMap. – myocardial infarction – congenital heart disease (may select ASD, VSD, or PDA) – peripheral arterial disease – peripheral vascular …

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    Assignment Prompt & Instructions

    In this exercise, you will complete a MindMap to gauge your understanding of this week’s content. Select one of the possible topics provided to complete your MindMap.

    – myocardial infarction
    – congenital heart disease (may select ASD, VSD, or PDA)
    – peripheral arterial disease
    – peripheral vascular disease
    – valvular heart disease
    – cardiomyopathy (may select dilated, hypertrophic, or restricted)
    – atherosclerosis
    – aortic aneurysm
    – deep vein thrombosis
    – hypertension
    – heart failure

    – 2 years ago

  • [Solved] Wk 5 Summative Assessment: Program Evaluation Presentation

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) In this course, you have learned about institutional and community corrections. Probation and parole are two community corrections supervision approaches. Probation and parole officers use community-based resources, such as by…

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    In this course, you have learned about institutional and community corrections. Probation and parole are two community corrections supervision approaches. Probation and parole officers use community-based resources, such as by addressing underlying mental health or substance abuse issues, to assist offenders with their reentry efforts.

    **Imagine** you work for a community corrections agency, and you are investigating potential programs to partner with to help offenders returning to the community on either probation or parole. You will present your findings to your agency’s team meeting.

    ##### **Preparation**

    **Listen** to the Week 5 Summative Assessment Guide to better understand the context and significance of this assessment. (ATTACHED, PLEASE LISTEN OR READ TRANSCRIPT)

    Probation and parole officers use intermediate sanctions to enforce any special conditions imposed at sentencing (e.g., community service hours, halfway house residence, restitution) or other tools meant to address issues of noncompliant behavior by the offender.

    **Research** alternative correctional programs, such as mental health counseling, substance abuse treatment and counseling, job placement assistance, vocational training, housing assistance, and educational training, that probation or parole officers can use to help offenders successfully reenter the community.

    ##### **Assessment Deliverable**

    **Create** a 10- to 12-slide presentation to use as an aide as you speak to your agency’s team meeting. In your presentation:

    – Define community corrections.
    – Compare the supervision approaches of probation and parole. Focus on what the two approaches have in common and how they differ.
    – Describe how intermediate sanctions can be helpful in making community supervision effective.
    – Identify at least 2 community-based programs or intermediate sanctions that can be used by probation and parole officers in your area.
    – Identify the target population of each program you have selected.
    – Explain how each program you have selected works and how long it is intended to last.

    **Include** a title slide, a references slide, and detailed speaker notes of at least 50 words per slide.

    **Cite** at least 2 peer-reviewed, scholarly, or similar references in addition to the specific chapter(s) or page(s) from your textbook.

    **Format** your citations and references according to APA guidelines.

    – [\
    \
    CJS255_v7_Week5SummativeAssessmentGuide.mp3](https://www.sweetstudy.com/files/cjs255-v7-week5summativeassessmentguide-mp3 "CJS255_v7_Week5SummativeAssessmentGuide.mp3")
    – [\
    \
    CJS255_v7_Week-5-Summative-Assessment-Guide-Transcript.pdf](https://www.sweetstudy.com/files/cjs255-v7-week-5-summative-assessment-guide-transcript-pdf "CJS255_v7_Week-5-Summative-Assessment-Guide-Transcript.pdf")

    – 2 years ago

  • [Solved] WK 3 REP EPID

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    – 2 years ago **files (1)** – ## WK3DISC.Epidem.docx **## WK3DISC.Epidem.docx** Observational Study Designs ![A doctor examining a child AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-3-rep-epid) A clinical pediatric nurse has noticed a rise in childhood asthma diagn…

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    – 2 years ago

    **files (1)**

    – ## WK3DISC.Epidem.docx

    **## WK3DISC.Epidem.docx**

    Observational Study Designs

    ![A doctor examining a child AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-3-rep-epid)

    A clinical pediatric nurse has noticed a rise in childhood asthma diagnoses among the Hispanic population served by the local clinic. The nurse is concerned about this increase in asthma incidence in the patient population and turns to the literature to explore current research on this topic. The nurse finds, through the reading, that there appears to be an association between parental smoking and childhood asthma and wonders if this could be the cause of the rise in cases.

    This type of suspected association between a risk factor (exposure) and a particular outcome (childhood asthma) can be evaluated using an observational study design. A relevant case-control study would match a group of controls (no asthma) with the case group (asthma diagnosis). Both groups would then be assessed on certain historical exposures like (a) family history; (b) early childhood respiratory infections; (c) secondhand smoke exposure; (d) urban residence (ozone); and (e) obesity. Measures might include interviews, surveys, and medical records. If results show the case group has a higher rate of exposure to a given risk factor, the researcher may conclude that exposure results in greater odds of asthma.

    In any epidemiological study, the design and methodology used should be appropriate for that study and for the research question. It is important for researchers to understand the strengths and limitations of each of the study designs and methods. This gives them a better chance of correctly interpreting results and synthesizing them for use in developing and implementing evidence-based population health programs. For this Discussion, you will explore the strengths and limitations of various types of observational study designs and critique their appropriateness for specific studies.

    This type of suspected association between a risk factor (exposure) and a particular outcome (childhood asthma) can be evaluated using an observational study design. A relevant case-control study would match a group of controls (no asthma) with the case group (asthma diagnosis). Both groups would then be assessed on certain historical exposures like (a) family history; (b) early childhood respiratory infections; (c) secondhand smoke exposure; (d) urban residence (ozone); and (e) obesity. Measures might include interviews, surveys, and medical records. If results show the case group has a higher rate of exposure to a given risk factor, the researcher may conclude that exposure results in greater odds of asthma.

    In any epidemiological study, the design and methodology used should be appropriate for that study and for the research question. It is important for researchers to understand the strengths and limitations of each of the study designs and methods. This gives them a better chance of correctly interpreting results and synthesizing them for use in developing and implementing evidence-based population health programs. For this Discussion, you will explore the strengths and limitations of various types of observational study designs and critique their appropriateness for specific studies.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259773)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-3-learning-resources?module_item_id=6259773)

    ·

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

    . Chapter 6, “Study Designs: Ecologic, Cross-Sectional, Case Control”

    . Chapter 7, “Study Designs: Cohort Studies”

    · Bahr, R., Clarsen, B., Derman, W., Dvorak, J., Emery, C. A., Finch, C. F., Hägglund, M., Junge, A., Kemp, S., Khan, K. M., Marshall, S. W., Meeuwisse, W., Mountjoy, M., Orchard, J. W., Pluim, B., Quarrie, K. L., Reider, B., Schwellnus, M., Soligard, T., Stokes, K. A., … Chamari, K. (2020).
    [International Olympic Committee consensus statement: methods for recording and reporting of epidemiological data on injury and illness in sport 2020 (including STROBE Extension for Sport Injury and Illness Surveillance (STROBE-SIIS))Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Finternational-olympic-committee-consensus%2Fdocview%2F2378579258%2Fse-2).
    _British Journal of Sports Medicine_,
    _54_(7), 372–389. https://doi.org/10.1136/bjsports-2019-101969

    · Community Preventative Services Task Force. (n.d.).
    [_The community guide_ Links to an external site.](https://www.thecommunityguide.org/). https://www.thecommunityguide.org/

    · Framingham Heart Study. (n.d.).
    [_Epidemiological background and design: The Framingham heart studyLinks to an external site._](https://www.framinghamheartstudy.org/fhs-about/history/epidemiological-background/) _._ https://www.framinghamheartstudy.org/fhs-about/history/epidemiological-background/

    · STROBE. (2021).
    [HomeLinks to an external site.](https://www.strobe-statement.org/).
    https://www.strobe-statement.org/

    The STROBE Checklist is considered the gold-standard in assessing the quality of observational research studies.

    · U.S. Department of Health and Human Services. (n.d.).
    [_Healthy People 2030_ Links to an external site.](https://health.gov/healthypeople). https://health.gov/healthypeople

    Articles for this week’s Discussion:

    **Note:** By Day 1, your Instructor will assign you to a small group. Your group will be assigned
    **two** of the following articles to analyze.

    · Batty, G. D., & Hamer, M. (2020).
    [Vascular risk factors, Framingham risk score, and COVID-19: Community-based cohort studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=144784390&site=eds-live&scope=site&custid=s6527200). Cardiovascular Research,
    _116_(10), 16641665. https://doi.org/10.1093/cvr/cvaa178

    · Hillyer, G. C., Nazareth, M., Lima, S., Schmitt, K. M., Reyes, A., Fleck, E., Schwartz, G. K., & Terry, M. B. (2021).
    [E-cigarette use among young adult patients: The opportunity to intervene on risky lifestyle behaviors to reduce cancer riskLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=155126872&site=eds-live&scope=site&custid=s6527200).
    _Journal of Community Health_. Advance online publication. https://doi.org/10.1007/s10900-021-01027-7

    · Kebede, E., Kekulawala, M. (2021).
    [Risk factors for stillbirth and early neonatal death: A case-control study in tertiary hospitals in Addis Ababa, EthiopiaLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=152559098&site=eds-live&scope=site&custid=s6527200).
    _BMC Pregnancy and Childbirth_,
    _21_(1), Article 641. https://doi.org/10.1186/s12884-021-04025-8

    · Najafpour, Z., Godarzi, Z., Arab, M., & Yaseri, M. (2019).
    [Risk factors for falls in hospital in-patients: A prospective nested case control studyLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6571495/).
    _International Journal of Health Policy and Management_,
    (5), 300–306. https://doi.org/10.15171/ijhpm.2019.11

    · Whittle, R. S., Diaz-Artiles, A. (2020).
    [An ecological study of socioeconomic predictors in detection of COVID-19 cases across neighborhoods in New York CityLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsdoj&AN=edsdoj.2fd31353af42444db2c1c3a61856a0ff&site=eds-live&scope=site&custid=s6527200).
    _BMC Medicine, 18_(1),Article 271. https://doi.org/10.1186/s12916-020-01731-6

    · Spector, A. L., Quinn, K. G., McAuliffe, T. L., DiFranceisco, W., Bendixen, A., Dickson-Gomez, J. (2020).
    [Health-related quality of life and related factors among chronically homeless adults living in different permanent supportive housing models: A cross-sectional studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=144580526&site=eds-live&scope=site&custid=s6527200).
    _Quality of Life Research: An International Journal of Quality-of-Life Aspects of Treatment, Care and Rehabilitation_,
    _29_(8), 20512061. https://doi.org/10.1007/s11136-020-02482-w

    · Palència, L., Ferrando J., Marí-Dell'Olmo, M., Gotsens, M., Morrison, J., Dzurova, D., Lustigova, M., Costa, C., Rodríguez-Sanz, M., Bosakova, L, Santana, P., & Borrell, C. (2020).
    [Socio-economic inequalities on cancer mortality in nine European areas: The effect of the last economic recessionLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S1877782120301612).
    _Cancer Epidemiology_,
    _69_, Article 101827. https://doi.org/10.1016/j.canep.2020.101827

    · Nguyen, L. H., Örtqvist, A. K., Cao, Y., Simon, T. G., Roelstraete, B., Song, M., Joshi, A. D., Staller, K., Chan, A. T., Khalili, H., Olén, O., & Ludvigsson, J. F. (2020).
    [Antibiotic use and the development of inflammatory bowel disease: A national case-control study in SwedenLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/).
    _The Lancet. Gastroenterology & Hepatology_,
    (11), 986–995. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-3-learning-resources?module_item_id=6259773)

    · The Challenges of Conducting Trials

    **Time Estimate:** 2 minutes

    · Let’s Learn Public Health. (2017, May 5).
    [_Epidemiological studies—made easy!_[Video].Links to an external site.](https://www.youtube.com/watch?v=Jd3gFT0-C4s) YouTube. https://www.youtube.com/watch?v=Jd3gFT0-C4s

    **Note:** The approximate length of this media piece is 10 minutes.

    To prepare:

    · Review the different types of observational study designs presented in the Learning Resources: ecologic, cross-sectional, case-control, and cohort.

    · Carefully examine the characteristics, strengths, and limitations of each design.

    · Consider when it is appropriate to use each of the observational study designs.

    · Consider how using observational study designs can lead to improvements in population health.

    · By Day 1 of this week, you should have received a communication from your Instructor assigning you to a small group to review two specific articles. Review the two articles your group was assigned, with a critical eye toward the researchers’ use of study design and their selected methods. Although several students will be assigned the same articles, this is NOT a group project; please submit your Discussion posts individually. You will then have the opportunity to discuss and share your thoughts with your colleagues.

    By Day 3 of Week 3

    In your assigned group area:

    **Post** a brief description of the two studies you were assigned, with a particular focus on the study design and methods. Then:

    · Describe at least one strength and one limitation of each study’s design.

    · Identify the population, data sources, and epidemiologic measures of association that the authors used.

    · Finally, share your insights about the appropriateness of the design for the study. Do you agree with the researchers’ choice of design?

    · Do you agree with the researchers’ conclusions? Justify your reasoning.

    By Day 5 of Week 3

    **Post** at least
    **two** substantive responses to peers
    _in a different group_ who analyzed at least one different article in their initial post. Include information from the Learning Resources in your responses as appropriate. You may expand on each peer’s posting with additional insight and resources about study designs, ask a question to further the discussion, or offer polite disagreement or critique supported with evidence. You may also make a suggestion or comment that guides or facilitates the discussion. At least one of your response posts should address the applicability of observational studies for improving population health status.

    By Day 7 of Week 3

    **Respond** to any questions you may have been asked by your peers in
    _your assigned group area_. Note what you have learned and/or any insights you have gained as a result of reading the

    RESPOND TO THIS DISCUSSION POST

    Susan

    **Week 3 Discussion Initial Post-Susan Horne**

    **Post** a brief description of the two studies you were assigned, with a particular focus on the study design and methods. Then:

    Study 1: Risk factors for stillbirth and early neonatal death: a case-control study in tertiary hospitals in Addis Ababa, Ethiopia. Unmatched case-control study. For this study, the authors studied two groups of women who gave birth between October 2016 and May 2017. The study was conducted at two hospitals. The two groups compared were women who had live births vs women who had either antepartum, intrapartum, or early neonatal death-7 days). Total participants: 1077. Controlled group: 711. Case study group: 366.

    Study 2: Risk factors for falls in hospital in-patients: a prospective nested case control study. Prospective nested case-control study. For this study, the authors studied two groups of hospitalized patients. All patients in the study were determined to be at high risk of falling. The study ran from June 2016 to March 2017. A total of 1141 patients were in the study. The criteria for the study required patients to have a Morse Fall Scale score of 45 or higher. Out of this group, a total of 185 patients experienced a fall.

    Each case study was conducted using a case-control style. According to Tenny et al. (2023), a case-control study compares two groups of individuals-one group with condition being studied and one group without. The authors go on to discuss that a case-control study is typically considered an observational study, meaning that there is no outside intervention from the researchers. Study one looks at women who have live births vs women who have have live births vs women who have antepartum, intrapartum, or early neonatal death. The authors do not alter any of the study but look at factors that could affect the results. In study 2, the authors compare patients that are at risk of falling to those that fall. Each study has a set amount of time that the information was collected. Both case-controlled studies are broken down further into an unmatched one and a prospective nested one. The Office for Health Improvement and Disparities (2021) defines an unmatched case-control study as one where the individuals are chosen at random. The other case-control study used was the nested case-control study. Ernest (1994) reports that a group of controls with a potential compared to ones that do happen during the time frame of the study.

    · Describe at least one strength and one limitation of each study’s design.

    Strength: Ernest (1994) discusses an important strength in both nested and unmatched case-controlled studies as the studies are typically in the same population.

    Limitation: In the reports by the Office for Health Improvement and Disparities (2021), a limitation for these types of studies is the lack of ability to determine a causation.

    · Identify the population, data sources, and epidemiologic measures of association that the authors used.

    Study 1: Population-women giving birth at either Tikur Anbessa Hospital or Gandhi Memorial Hospital from October 2016 to May 2017. Data Sources-

    Data capture sheet with (1) demographic information, prior obstetric history, antenatal care, complications of current pregnancy and labor (2) stillbirth and early neonatal cases (3) multiple pregnancies and/or deliveries. Epidemiologic measures-Odds ratio: obstetric factors is the highest.

    Study 2: Population-Total of 1326 patients with a score of 45 or more on the Morse Fall Scale from June 2016-March 2017. Ending results 185 patients who had a fall (case) and 1141 patients who did not fall (controlled). Data Sources-Data collection tool with variables (demographics, medications taken within 24 hours, fall risk level, history of fall, health status variables-all patients) (place/date/time of fall, activity level, location, and injury-patients that fall). Epidemiologic measures-Odds ratio: increase in falls with drugs (sedative, anticonvulsants, anti-diabetic agents, benzodiazepines, ACE inhibitors, anti-infective agents, antihistamine, and chemotherapy).

    · Finally, share your insights about the appropriateness of the design for the study. Do you agree with the researchers’ choice of design?

    I do think both studies used appropriate designs. First, study one used the unmatched case-control study. This allowed researchers to look at a group of patients and compare factors that could have a result on the outcome to determine if there is a risk. Second, study 2 used prospective nested case-control study. This uses patients that could have something happen but doesn’t necessarily mean it will happen.

    · Do you agree with the researchers’ conclusions? Justify your reasoning.

    Study 1: Yes, I do feel like the researchers’ conclusion if appropriate. The authors can compare data from their study with others and have found similar results. They go on to report ways to use what was found in the study to improve the outcome for patients and prevention of loss.

    Study 2: Study 2 does discuss factors that increase a patients risk of fall but includes all of the variables as reasons why patients are at risk of falling.

    References

    Ernster, V. L. (1994). Nested Case-Control Studies.
    _Preventive Medicine_, 587-590. Retrieved from https://pdf.sciencedirectassets.com/272375/1-s2.0-S0091743500X00552/1-s2.0-S0091743584710930/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEID%2F%2F%2F%2F%2F%2F%2F%2F%2F%2FwEaCXVzLWVhc3QtMSJHMEUCIFmsy5c7nv6p4f1ytCAiz5XWpDS2Vg7MSRwRVNdSf75uAiEAjCIFxNtak2oX

    Kebede, E., & Kekulawala, M. (2021). Risk factors for stillbirth and early neonatal death: a case-control study in tetriary hospitals in Addis Ababa, Ethiopia.
    _BMC Pregnancy and Childbirth, 21_(64). doi:10.1186/s12884-021-04025-8

    Najafpour, Z., Godarzi, Z., Arab, M., & Yaseri, M. (2019). Risk factors for falls in hospital in-patients: a prospective nested case control study.
    _International Journal of Health Policy and Management, 8_(5), 300-306. doi:10.15171/ijhpm.2019.11

    Office for Health Improvement and Disparities. (2021, May 19).
    _Case-control study: comparative studies_. Retrieved from Gov.UK: https://www.gov.uk/guidance/case-control-study-comparative-studies

    Tenny, S., Kerndt, C. C., & Hoffman, M. R. (2023).
    _Case Control Studies_.

    Retrieved from National Library of Medicine: https://www.ncbi.nlm.nih.gov/books/NBK448143/

    ## image1.jpeg

    **## WK3DISC.Epidem.docx**

    Observational Study Designs

    ![A doctor examining a child AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-3-rep-epid)

    A clinical pediatric nurse has noticed a rise in childhood asthma diagnoses among the Hispanic population served by the local clinic. The nurse is concerned about this increase in asthma incidence in the patient population and turns to the literature to explore current research on this topic. The nurse finds, through the reading, that there appears to be an association between parental smoking and childhood asthma and wonders if this could be the cause of the rise in cases.

    This type of suspected association between a risk factor (exposure) and a particular outcome (childhood asthma) can be evaluated using an observational study design. A relevant case-control study would match a group of controls (no asthma) with the case group (asthma diagnosis). Both groups would then be assessed on certain historical exposures like (a) family history; (b) early childhood respiratory infections; (c) secondhand smoke exposure; (d) urban residence (ozone); and (e) obesity. Measures might include interviews, surveys, and medical records. If results show the case group has a higher rate of exposure to a given risk factor, the researcher may conclude that exposure results in greater odds of asthma.

    In any epidemiological study, the design and methodology used should be appropriate for that study and for the research question. It is important for researchers to understand the strengths and limitations of each of the study designs and methods. This gives them a better chance of correctly interpreting results and synthesizing them for use in developing and implementing evidence-based population health programs. For this Discussion, you will explore the strengths and limitations of various types of observational study designs and critique their appropriateness for specific studies.

    This type of suspected association between a risk factor (exposure) and a particular outcome (childhood asthma) can be evaluated using an observational study design. A relevant case-control study would match a group of controls (no asthma) with the case group (asthma diagnosis). Both groups would then be assessed on certain historical exposures like (a) family history; (b) early childhood respiratory infections; (c) secondhand smoke exposure; (d) urban residence (ozone); and (e) obesity. Measures might include interviews, surveys, and medical records. If results show the case group has a higher rate of exposure to a given risk factor, the researcher may conclude that exposure results in greater odds of asthma.

    In any epidemiological study, the design and methodology used should be appropriate for that study and for the research question. It is important for researchers to understand the strengths and limitations of each of the study designs and methods. This gives them a better chance of correctly interpreting results and synthesizing them for use in developing and implementing evidence-based population health programs. For this Discussion, you will explore the strengths and limitations of various types of observational study designs and critique their appropriateness for specific studies.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259773)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-3-learning-resources?module_item_id=6259773)

    ·

    · Friis, R. H., & Sellers, T. A. (2021).
    _Epidemiology for public health practice_ (6th ed.). Jones & Bartlett.

    . Chapter 6, “Study Designs: Ecologic, Cross-Sectional, Case Control”

    . Chapter 7, “Study Designs: Cohort Studies”

    · Bahr, R., Clarsen, B., Derman, W., Dvorak, J., Emery, C. A., Finch, C. F., Hägglund, M., Junge, A., Kemp, S., Khan, K. M., Marshall, S. W., Meeuwisse, W., Mountjoy, M., Orchard, J. W., Pluim, B., Quarrie, K. L., Reider, B., Schwellnus, M., Soligard, T., Stokes, K. A., … Chamari, K. (2020).
    [International Olympic Committee consensus statement: methods for recording and reporting of epidemiological data on injury and illness in sport 2020 (including STROBE Extension for Sport Injury and Illness Surveillance (STROBE-SIIS))Links to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Finternational-olympic-committee-consensus%2Fdocview%2F2378579258%2Fse-2).
    _British Journal of Sports Medicine_,
    _54_(7), 372–389. https://doi.org/10.1136/bjsports-2019-101969

    · Community Preventative Services Task Force. (n.d.).
    [_The community guide_ Links to an external site.](https://www.thecommunityguide.org/). https://www.thecommunityguide.org/

    · Framingham Heart Study. (n.d.).
    [_Epidemiological background and design: The Framingham heart studyLinks to an external site._](https://www.framinghamheartstudy.org/fhs-about/history/epidemiological-background/) _._ https://www.framinghamheartstudy.org/fhs-about/history/epidemiological-background/

    · STROBE. (2021).
    [HomeLinks to an external site.](https://www.strobe-statement.org/).
    https://www.strobe-statement.org/

    The STROBE Checklist is considered the gold-standard in assessing the quality of observational research studies.

    · U.S. Department of Health and Human Services. (n.d.).
    [_Healthy People 2030_ Links to an external site.](https://health.gov/healthypeople). https://health.gov/healthypeople

    Articles for this week’s Discussion:

    **Note:** By Day 1, your Instructor will assign you to a small group. Your group will be assigned
    **two** of the following articles to analyze.

    · Batty, G. D., & Hamer, M. (2020).
    [Vascular risk factors, Framingham risk score, and COVID-19: Community-based cohort studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=144784390&site=eds-live&scope=site&custid=s6527200). Cardiovascular Research,
    _116_(10), 16641665. https://doi.org/10.1093/cvr/cvaa178

    · Hillyer, G. C., Nazareth, M., Lima, S., Schmitt, K. M., Reyes, A., Fleck, E., Schwartz, G. K., & Terry, M. B. (2021).
    [E-cigarette use among young adult patients: The opportunity to intervene on risky lifestyle behaviors to reduce cancer riskLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=rzh&AN=155126872&site=eds-live&scope=site&custid=s6527200).
    _Journal of Community Health_. Advance online publication. https://doi.org/10.1007/s10900-021-01027-7

    · Kebede, E., Kekulawala, M. (2021).
    [Risk factors for stillbirth and early neonatal death: A case-control study in tertiary hospitals in Addis Ababa, EthiopiaLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=152559098&site=eds-live&scope=site&custid=s6527200).
    _BMC Pregnancy and Childbirth_,
    _21_(1), Article 641. https://doi.org/10.1186/s12884-021-04025-8

    · Najafpour, Z., Godarzi, Z., Arab, M., & Yaseri, M. (2019).
    [Risk factors for falls in hospital in-patients: A prospective nested case control studyLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6571495/).
    _International Journal of Health Policy and Management_,
    (5), 300–306. https://doi.org/10.15171/ijhpm.2019.11

    · Whittle, R. S., Diaz-Artiles, A. (2020).
    [An ecological study of socioeconomic predictors in detection of COVID-19 cases across neighborhoods in New York CityLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsdoj&AN=edsdoj.2fd31353af42444db2c1c3a61856a0ff&site=eds-live&scope=site&custid=s6527200).
    _BMC Medicine, 18_(1),Article 271. https://doi.org/10.1186/s12916-020-01731-6

    · Spector, A. L., Quinn, K. G., McAuliffe, T. L., DiFranceisco, W., Bendixen, A., Dickson-Gomez, J. (2020).
    [Health-related quality of life and related factors among chronically homeless adults living in different permanent supportive housing models: A cross-sectional studyLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=a9h&AN=144580526&site=eds-live&scope=site&custid=s6527200).
    _Quality of Life Research: An International Journal of Quality-of-Life Aspects of Treatment, Care and Rehabilitation_,
    _29_(8), 20512061. https://doi.org/10.1007/s11136-020-02482-w

    · Palència, L., Ferrando J., Marí-Dell'Olmo, M., Gotsens, M., Morrison, J., Dzurova, D., Lustigova, M., Costa, C., Rodríguez-Sanz, M., Bosakova, L, Santana, P., & Borrell, C. (2020).
    [Socio-economic inequalities on cancer mortality in nine European areas: The effect of the last economic recessionLinks to an external site.](https://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S1877782120301612).
    _Cancer Epidemiology_,
    _69_, Article 101827. https://doi.org/10.1016/j.canep.2020.101827

    · Nguyen, L. H., Örtqvist, A. K., Cao, Y., Simon, T. G., Roelstraete, B., Song, M., Joshi, A. D., Staller, K., Chan, A. T., Khalili, H., Olén, O., & Ludvigsson, J. F. (2020).
    [Antibiotic use and the development of inflammatory bowel disease: A national case-control study in SwedenLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/).
    _The Lancet. Gastroenterology & Hepatology_,
    (11), 986–995. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8034612/

    [Required Media](https://waldenu.instructure.com/courses/155998/pages/week-3-learning-resources?module_item_id=6259773)

    · The Challenges of Conducting Trials

    **Time Estimate:** 2 minutes

    · Let’s Learn Public Health. (2017, May 5).
    [_Epidemiological studies—made easy!_[Video].Links to an external site.](https://www.youtube.com/watch?v=Jd3gFT0-C4s) YouTube. https://www.youtube.com/watch?v=Jd3gFT0-C4s

    **Note:** The approximate length of this media piece is 10 minutes.

    To prepare:

    · Review the different types of observational study designs presented in the Learning Resources: ecologic, cross-sectional, case-control, and cohort.

    · Carefully examine the characteristics, strengths, and limitations of each design.

    · Consider when it is appropriate to use each of the observational study designs.

    · Consider how using observational study designs can lead to improvements in population health.

    · By Day 1 of this week, you should have received a communication from your Instructor assigning you to a small group to review two specific articles. Review the two articles your group was assigned, with a critical eye toward the researchers’ use of study design and their selected methods. Although several students will be assigned the same articles, this is NOT a group project; please submit your Discussion posts individually. You will then have the opportunity to discuss and share your thoughts with your colleagues.

    By Day 3 of Week 3

    In your assigned group area:

    **Post** a brief description of the two studies you were assigned, with a particular focus on the study design and methods. Then:

    · Describe at least one strength and one limitation of each study’s design.

    · Identify the population, data sources, and epidemiologic measures of association that the authors used.

    · Finally, share your insights about the appropriateness of the design for the study. Do you agree with the researchers’ choice of design?

    · Do you agree with the researchers’ conclusions? Justify your reasoning.

    By Day 5 of Week 3

    **Post** at least
    **two** substantive responses to peers
    _in a different group_ who analyzed at least one different article in their initial post. Include information from the Learning Resources in your responses as appropriate. You may expand on each peer’s posting with additional insight and resources about study designs, ask a question to further the discussion, or offer polite disagreement or critique supported with evidence. You may also make a suggestion or comment that guides or facilitates the discussion. At least one of your response posts should address the applicability of observational studies for improving population health status.

    By Day 7 of Week 3

    **Respond** to any questions you may have been asked by your peers in
    _your assigned group area_. Note what you have learned and/or any insights you have gained as a result of reading the

    RESPOND TO THIS DISCUSSION POST

    Susan

    **Week 3 Discussion Initial Post-Susan Horne**

    **Post** a brief description of the two studies you were assigned, with a particular focus on the study design and methods. Then:

    Study 1: Risk factors for stillbirth and early neonatal death: a case-control study in tertiary hospitals in Addis Ababa, Ethiopia. Unmatched case-control study. For this study, the authors studied two groups of women who gave birth between October 2016 and May 2017. The study was conducted at two hospitals. The two groups compared were women who had live births vs women who had either antepartum, intrapartum, or early neonatal death-7 days). Total participants: 1077. Controlled group: 711. Case study group: 366.

    Study 2: Risk factors for falls in hospital in-patients: a prospective nested case control study. Prospective nested case-control study. For this study, the authors studied two groups of hospitalized patients. All patients in the study were determined to be at high risk of falling. The study ran from June 2016 to March 2017. A total of 1141 patients were in the study. The criteria for the study required patients to have a Morse Fall Scale score of 45 or higher. Out of this group, a total of 185 patients experienced a fall.

    Each case study was conducted using a case-control style. According to Tenny et al. (2023), a case-control study compares two groups of individuals-one group with condition being studied and one group without. The authors go on to discuss that a case-control study is typically considered an observational study, meaning that there is no outside intervention from the researchers. Study one looks at women who have live births vs women who have have live births vs women who have antepartum, intrapartum, or early neonatal death. The authors do not alter any of the study but look at factors that could affect the results. In study 2, the authors compare patients that are at risk of falling to those that fall. Each study has a set amount of time that the information was collected. Both case-controlled studies are broken down further into an unmatched one and a prospective nested one. The Office for Health Improvement and Disparities (2021) defines an unmatched case-control study as one where the individuals are chosen at random. The other case-control study used was the nested case-control study. Ernest (1994) reports that a group of controls with a potential compared to ones that do happen during the time frame of the study.

    · Describe at least one strength and one limitation of each study’s design.

    Strength: Ernest (1994) discusses an important strength in both nested and unmatched case-controlled studies as the studies are typically in the same population.

    Limitation: In the reports by the Office for Health Improvement and Disparities (2021), a limitation for these types of studies is the lack of ability to determine a causation.

    · Identify the population, data sources, and epidemiologic measures of association that the authors used.

    Study 1: Population-women giving birth at either Tikur Anbessa Hospital or Gandhi Memorial Hospital from October 2016 to May 2017. Data Sources-

    Data capture sheet with (1) demographic information, prior obstetric history, antenatal care, complications of current pregnancy and labor (2) stillbirth and early neonatal cases (3) multiple pregnancies and/or deliveries. Epidemiologic measures-Odds ratio: obstetric factors is the highest.

    Study 2: Population-Total of 1326 patients with a score of 45 or more on the Morse Fall Scale from June 2016-March 2017. Ending results 185 patients who had a fall (case) and 1141 patients who did not fall (controlled). Data Sources-Data collection tool with variables (demographics, medications taken within 24 hours, fall risk level, history of fall, health status variables-all patients) (place/date/time of fall, activity level, location, and injury-patients that fall). Epidemiologic measures-Odds ratio: increase in falls with drugs (sedative, anticonvulsants, anti-diabetic agents, benzodiazepines, ACE inhibitors, anti-infective agents, antihistamine, and chemotherapy).

    · Finally, share your insights about the appropriateness of the design for the study. Do you agree with the researchers’ choice of design?

    I do think both studies used appropriate designs. First, study one used the unmatched case-control study. This allowed researchers to look at a group of patients and compare factors that could have a result on the outcome to determine if there is a risk. Second, study 2 used prospective nested case-control study. This uses patients that could have something happen but doesn’t necessarily mean it will happen.

    · Do you agree with the researchers’ conclusions? Justify your reasoning.

    Study 1: Yes, I do feel like the researchers’ conclusion if appropriate. The authors can compare data from their study with others and have found similar results. They go on to report ways to use what was found in the study to improve the outcome for patients and prevention of loss.

    Study 2: Study 2 does discuss factors that increase a patients risk of fall but includes all of the variables as reasons why patients are at risk of falling.

    References

    Ernster, V. L. (1994). Nested Case-Control Studies.
    _Preventive Medicine_, 587-590. Retrieved from https://pdf.sciencedirectassets.com/272375/1-s2.0-S0091743500X00552/1-s2.0-S0091743584710930/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEID%2F%2F%2F%2F%2F%2F%2F%2F%2F%2FwEaCXVzLWVhc3QtMSJHMEUCIFmsy5c7nv6p4f1ytCAiz5XWpDS2Vg7MSRwRVNdSf75uAiEAjCIFxNtak2oX

    Kebede, E., & Kekulawala, M. (2021). Risk factors for stillbirth and early neonatal death: a case-control study in tetriary hospitals in Addis Ababa, Ethiopia.
    _BMC Pregnancy and Childbirth, 21_(64). doi:10.1186/s12884-021-04025-8

    Najafpour, Z., Godarzi, Z., Arab, M., & Yaseri, M. (2019). Risk factors for falls in hospital in-patients: a prospective nested case control study.
    _International Journal of Health Policy and Management, 8_(5), 300-306. doi:10.15171/ijhpm.2019.11

    Office for Health Improvement and Disparities. (2021, May 19).
    _Case-control study: comparative studies_. Retrieved from Gov.UK: https://www.gov.uk/guidance/case-control-study-comparative-studies

    Tenny, S., Kerndt, C. C., & Hoffman, M. R. (2023).
    _Case Control Studies_.

    Retrieved from National Library of Medicine: https://www.ncbi.nlm.nih.gov/books/NBK448143/

    ## image1.jpeg

  • [Solved] Unit 5 lamar discussion

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) Instructions listed – 2 years ago **files (1)** – ## Lamarunit5disc.pdf **## Lamarunit5disc.pdf** 250 words Lamar We have finally made it to week 5 :-). During this journey, you read and studied a lot of infor…

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    Assignment Prompt & Instructions

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    Instructions listed

    – 2 years ago

    **files (1)**

    – ## Lamarunit5disc.pdf

    **## Lamarunit5disc.pdf**

    250 words Lamar

    We have finally made it to week 5 :-). During this journey, you read and studied a lot of
    information, written assignments supported by the information read along with additional
    references, and your life experience, and repeat the process each week. For this last
    discussion, reflect on your thoughts and understanding of what 'Organizational Analysis' was in
    your mind before starting this course. Now that we have all arrived at week 5, what are your
    views now after reading the knowledge from your course book? Has this new understanding
    changed how you look at your workplace, and are you better equipped to succeed in your
    organization and beyond? Last, has your writing discipline improved from your understanding of
    the APA?
    NOTE: Use your course book to support your stance :-). Make this your best discussion yet!

    Anderson, D. L. (2020). Organization development: The process of leading organizational
    change (5th ed.). SAGE Publications.

    I work for Accentcare hospice as a hospice coordinator and in training to be the business
    manager.

    I’m in American so be careful with writing

    **## Lamarunit5disc.pdf**

    250 words Lamar

    We have finally made it to week 5 :-). During this journey, you read and studied a lot of
    information, written assignments supported by the information read along with additional
    references, and your life experience, and repeat the process each week. For this last
    discussion, reflect on your thoughts and understanding of what 'Organizational Analysis' was in
    your mind before starting this course. Now that we have all arrived at week 5, what are your
    views now after reading the knowledge from your course book? Has this new understanding
    changed how you look at your workplace, and are you better equipped to succeed in your
    organization and beyond? Last, has your writing discipline improved from your understanding of
    the APA?
    NOTE: Use your course book to support your stance :-). Make this your best discussion yet!

    Anderson, D. L. (2020). Organization development: The process of leading organizational
    change (5th ed.). SAGE Publications.

    I work for Accentcare hospice as a hospice coordinator and in training to be the business
    manager.

    I’m in American so be careful with writing

  • [Solved] tina midterm

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    please see attachment – 2 years ago **files (1)** – ## midterm2025-1.docx **## midterm2025-1.docx** Midterm. Spring 2025 Directions: You need to write a 5-paragraph essay addressing one of the prompts below. You must have an introductory paragraph concluding with your paper's thesis. You need to hav…

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    Assignment Prompt & Instructions

    please see attachment

    – 2 years ago

    **files (1)**

    – ## midterm2025-1.docx

    **## midterm2025-1.docx**

    Midterm. Spring 2025

    Directions:

    You need to write a 5-paragraph essay addressing one of the prompts below. You must have an introductory paragraph concluding with your paper's thesis. You need to have clear body paragraph points that prove your thesis. Each body paragraph must contain a topic sentence, evidence, and an analysis of your evidence proving your topic sentence. You also need a concluding paragraph. Your paragraphs need to be at least five sentences. Do not use outside sources, just your head.

    1. Should a parent be a child’s disciplinarian or a child’s best friend? Take a position and explain your answer using specific reasons and examples.

    2. Is there something that you believe is truly worth fighting for? Write an essay persuading other that this cause is worth a fight.

    3. We all have favorite activities that we enjoy. Write an essay convincing readers to try the activity that you enjoy most.

    4. Write an essay convincing readers to break a specific habit that is harmful to their physical, emotional, or financial health.

    5. .Have you ever traveled to a place that you found very meaningful and rewarding? Write an essay that persuades others to visit this important place.

    **## midterm2025-1.docx**

    Midterm. Spring 2025

    Directions:

    You need to write a 5-paragraph essay addressing one of the prompts below. You must have an introductory paragraph concluding with your paper's thesis. You need to have clear body paragraph points that prove your thesis. Each body paragraph must contain a topic sentence, evidence, and an analysis of your evidence proving your topic sentence. You also need a concluding paragraph. Your paragraphs need to be at least five sentences. Do not use outside sources, just your head.

    1. Should a parent be a child’s disciplinarian or a child’s best friend? Take a position and explain your answer using specific reasons and examples.

    2. Is there something that you believe is truly worth fighting for? Write an essay persuading other that this cause is worth a fight.

    3. We all have favorite activities that we enjoy. Write an essay convincing readers to try the activity that you enjoy most.

    4. Write an essay convincing readers to break a specific habit that is harmful to their physical, emotional, or financial health.

    5. .Have you ever traveled to a place that you found very meaningful and rewarding? Write an essay that persuades others to visit this important place.