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CASP Randomised Controlled Trial Standard

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11 questions to help you make sense of a randomised controlled trial (RCT)
Main issues for consideration: Several aspects need to be considered when appraising a randomised controlled trial:
Is the basic study design valid for a randomised controlled trial? (Section A)
Was the study methodologically sound? (Section B)
What are the results? (Section C)
Will the results help locally? (Section D)
The 11 questions in the checklist are designed to help you think about these aspects systematically.
How to use this appraisal tool: The first three questions (Section A) are screening questions about the validity of the basic study design and can be answered quickly. If, in light of your responses to Section A, you think the study design is valid, continue to Section B to assess whether the study was methodologically sound and if it is worth continuing with the appraisal by answering the remaining questions in Sections C and D.
Record ‘Yes’, ‘No’ or ‘Can’t tell’ in response to the questions. Prompts below all but one of the questions highlight the issues it is important to consider. Record the reasons for your answers in the space provided. As CASP checklists were designed to be used as educational/teaching tools in a workshop setting, we do not recommend using a scoring system.
About CASP Checklists: The CASP RCT checklist was originally based on JAMA Users’ guides to the medical literature 1994 (adapted from Guyatt GH, Sackett DL and Cook DJ), and piloted with healthcare practitioners. This version has been updated taking into account the CONSORT 2010 guideline (http://www.consort-statement.org/consort-2010, accessed 16 September 2020).
Citation: CASP recommends using the Harvard style, i.e., Critical Appraisal Skills Programme (2021). CASP (insert name of checklist i.e. Randomised Controlled Trial) Checklist. [online] Available at: insert URL. Accessed: insert date accessed.
©CASP this work is licensed under the Creative Commons Attribution – Non-Commercial- Share A like. To view a copy of this licence, visit https://creativecommons.org/licenses/by-sa/4.0/
Critical Appraisal Skills Programme (CASP) www.casp-uk.net Part of OAP Ltd
Study and citation: …………………………………………………………………………………………………………
Section A: Is the basic study design valid for a randomised controlled trial?

Did the study address a clearly focused research question?
CONSIDER:
• Was the study designed to assess the outcomes of an intervention?
• Is the research question ‘focused’ in terms of:
• Population studied
• Intervention given
• Comparator chosen
• Outcomes measured? Yes No Can’t tell
??????????????
Was the assignment of participants to interventions randomised?
CONSIDER:
• How was randomisation carried out? Was the method appropriate?
• Was randomisation sufficient to eliminate systematic bias?
• Was the allocation sequence concealed from investigators and participants?
Yes No Can’t tell
??????????????
Were all participants who entered the study accounted for at its conclusion?
CONSIDER:
• Were losses to follow-up and exclusions after randomisation accounted for?
• Were participants analysed in the study groups to which they were randomised (intention-to-treat analysis)?
• Was the study stopped early? If so, what was the reason?
Yes No Can’t tell
??????????????

Section B: Was the study methodologically sound?
4.
• Were the participants ‘blind’ to intervention they were given?
• Were the investigators ‘blind’ to the intervention they were giving to participants?
• Were the people assessing/analysing outcome/s ‘blinded’?
Yes No Can’t tell
???????????????
??????????????
??????????????

Were the study groups similar at the start of the randomised controlled trial?
CONSIDER:
• Were the baseline characteristics of each study group (e.g. age, sex, socio-economic group) clearly set out?
• Were there any differences between the study groups that could affect the outcome/s? Yes No Can’t tell
??????????????
Apart from the experimental intervention, did each study group receive the same level of care (that is, were they treated equally)?
CONSIDER:
• Was there a clearly defined study protocol?
• If any additional interventions were given (e.g. tests or treatments), were they similar between the study groups?
• Were the follow-up intervals the same for each study group? Yes No Can’t tell
??????????????
Section C: What are the results?
Were the effects of intervention reported comprehensively?

CONSIDER:
• Was a power calculation undertaken?
• What outcomes were measured, and were they clearly specified?
• How were the results expressed? For binary outcomes, were relative and absolute effects reported?
• Were the results reported for each outcome in each study group at each follow-up interval?
• Was there any missing or incomplete data?
• Was there differential drop-out between the study groups that could affect the results?
• Were potential sources of bias identified?
• Which statistical tests were used?
• Were p values reported? Yes No Can’t tell
??????????????

Was the precision of the estimate of the intervention or treatment effect reported?
CONSIDER:
• Were confidence intervals (CIs) reported? Yes No Can’t tell
??????????????
Do the benefits of the experimental intervention outweigh the harms and costs?
CONSIDER:
• What was the size of the intervention or treatment effect?
• Were harms or unintended effects reported for each study group?
• Was a cost-effectiveness analysis undertaken? (Cost-effectiveness analysis allows a comparison to be made between different interventions used in the care of the same condition or problem.) Yes No Can’t tell
??????????????
Section D: Will the results help locally?
Can the results be applied to your local population/in your context?
CONSIDER:
• Are the study participants similar to the people in your care?
• Would any differences between your population and the study participants alter the outcomes reported in the study?
• Are the outcomes important to your population?
• Are there any outcomes you would have wanted information on that have not been studied or reported?
• Are there any limitations of the study that would affect your decision? Yes No Can’t tell
??????????????
Would the experimental intervention provide greater value to the people in your care than any of the existing interventions?
CONSIDER:
• What resources are needed to introduce this intervention taking into account time, finances, and skills development or training needs?
• Are you able to disinvest resources in one or more existing interventions in order to be able to re-invest in the new intervention?
Yes No Can’t tell
??????????????

APPRAISAL SUMMARY: Record key points from your critical appraisal in this box. What is your conclusion about the paper? Would you use it to change your practice or to recommend changes to care/interventions used by your organisation? Could you judiciously implement this intervention without delay?

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doctoral learner/researcher to become familiar with the scope of the topic and to identify gaps or tensions within the existing literature on the topic

Successful completion of a doctoral dissertation requires significant amounts of independent reading on the research topic. This allows the doctoral learner/researcher to become familiar with the scope of the topic and to identify gaps or tensions within the existing literature on the topic. These gaps and tensions become the source of the dissertation research. In this assignment, you will read and annotate potential sources in your dissertation field of interest. Those demonstrating the most merit to the best of your understanding of the topic at this time should be added to your RefWorks list for potential inclusion in the literature review section of your dissertation.

General Requirements: Use the following information to ensure successful completion of the assignment:

· Locate the “Literature Review Resources Tool” in the Class Resources for this class. Download the tool and use it to complete this assignment.

· It is recommended that you engage in this activity throughout the duration of this course.

· Instructors will be scoring your submission based on the number of unique sources identified in the list submitted.

· Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.

Directions: Read at least 10 empirical articles in your general dissertation field that you have not read previously. In the “Literature Review Resources Tool,” provide the following for each source that you are adding to the document:

1. The APA formatted citation.

2. A brief annotation (150-250 words) of the key points of the source.

3. An indication of whether the source has been added to (Y) or excluded from (N) your RefWorks list.

Highlight the additions to the document so your instructor can readily identify them

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Tags become, doctoral, familiar, learner, researcher, scope, topic

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What is the nature of quantitative methodology?

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For each DQ elaborate within 260-300 words. Use in text citations accordingly. Use scholarly reference(s) along with the one(s) attached as well. Use and cite references using APA 7th Style Guide accordingly. Doctoral level class.

DQ 1) What is the nature of quantitative methodology? What types of measurements are best explored using quantitative methodology? Why? Based on your initial readings in Chapter 1 of the course textbook, how is this different from qualitative methodology? Explain.

DQ 2) Imagine that you already have a doctoral degree and have a new job as a supervisor. It comes to your attention that several employees are dissatisfied and talking about leaving. Turnover is costly and disruptive, so you urgently need to identify a solution. The intensity of the situation and the burgeoning negative bandwagon have you concerned that talking to employees about the problems they are experiencing will unnecessarily heighten emotions and exacerbate the situation. Nonetheless, you wish to come to your boss with a fact-based list of measures that may be taken, starting with the most urgent, easiest to implement, and most effective. What kind of data do you need? How do you acquire the information you need? Support your position.

Reference:

GCU Doctoral Research: Foundational Principles of Research Design Read Chapter 1 of GCU Doctoral Research: Foundational Principles of Research Design.

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develop a graphic timeline for the development of your project

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Project Timeline Graphic Organizer

The purpose of this assignment is to develop a graphic timeline for the development of your project. At a minimum, be sure to include the deadline or timeframe for your:

· Project approval (Week 6)

· Education development (Week 7-9)

· Stakeholder education (Week 7-9)

· Implementation date (Week 10)

· Assessment of initial outcomes/implementation (Week 14)

· Reassessment of outcomes (Week 16)

Include the roles and responsibilities of stakeholders in each implementation step. Be sure to provide sufficient detail. Please keep in mind some of the dates may be after your practicum has ended.

APA style is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Rubric

Deadline or Timeframe for Project Approval

6.75 points

expand Deadline or Timeframe for Education Development assessment

Deadline or Timeframe for Education Development

6.75 points

expand Deadline or Timeframe for Stakeholder Education assessment

Deadline or Timeframe for Stakeholder Education

6.75 points

expand Deadline or Timeframe for Implementation Date assessment

Deadline or Timeframe for Implementation Date

6.75 points

expand Deadline or Timeframe for Assessment of Initial Outcomes/Implementation assessment

Deadline or Timeframe for Assessment of Initial Outcomes/Implementation

6.75 points

expand Deadline or Timeframe for Reassessment of Outcomes assessment

Deadline or Timeframe for Reassessment of Outcomes

6.75 points

expand Mechanics of Writing assessment

Mechanics of Writing

2.25 points

expand Layout of Graphic Organizer assessment

Layout of Graphic Organizer

2.25 points

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Statistics New Zealand’s Infoshare tool

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Assignment

Prepare an analysis of some time series data of your choice. There is no need to prepare a report, just do working in Excel that you can use to present your findings. Use power-point for presentation too.

Variable selection and data collection

You should choose a single variable for which there is unbroken, evenly-spaced time series data available. The variable you choose should also be one that potentially will have a seasonal component. This normally means you will need data observations at a higher frequency than annual – quarterly, monthly, daily or hourly data could all have regular high and low “seasons”. If you choose an annual time series you should be able to justify why you think there would be a seasonal pattern – e.g. a variable under significant influence by the government, such as tax receipts, could potentially follow a seasonal pattern over the electoral cycle if governments are more likely to increase tax rates just after elections rather than just before them.

You can choose appropriate data from any database you can legally access and are allowed to publicly disseminate. Look at the example data for chapter 14 exercises for ideas of the kinds of data you might look for. There would be many straightforward variable-of-interest candidates amongst labour market measures, tourism data, and financial time series. Statistics New Zealand’s Infoshare tool (http://archive.stats.govt.nz/infoshare/) is one place where you can find some useful time series data. There is also high frequency (even daily) data related to Covid-19 available from the Statistics NZ home page.

Ideally you would have at least 30 time points of data, if more is available then you should use it, but don’t go overboard. E.g. we might be interested in monthly live births but even if data is available going back to the year 1950 we may not want to use all of it, we might just be interested in the trend over the last 20 years and so only include the data going back that far.

Time series analysis and prediction

Your goal is to select the most appropriate model for your time series and use it to make predictions for the series two time-steps forward. For instance, if you are modelling a quarterly time series and the last observation was 2019 Q2 then you would predict for 2019 Q3 and 2019 Q4.

The models you should select from are:

· A smoothed trend curve computed with the Holt-Winters method – choose the parameters for the method you think give the most representative trend series

· Autoregressive models up to an appropriate lag length, depending on the likely seasonal period. E.g. for quarterly data you would estimate AR(1) to AR(4) models.

· Linear, quadratic and exponential trend models – you should estimate each of these without and with seasonal dummies. The number of dummy variables to add would depend on the likely seasonal period. E.g. for monthly data you would need eleven dummy variables.

From the above models, choose the one you think is best to use to make predictions for the next two time-steps. You should mainly consider model explanatory power, the significance of model coefficients, specification problems revealed by residuals, and the principle of parsimony in making your decision.

Then, use your preferred model to predict the value of the time series for the next two time-steps.

Presentation

You will present your findings in Power point and use excel for workings. Assessment criteria

The assessment criteria I will use is as follows:

· Content: have the models noted above all been sufficiently considered?

· Delivery: have the variable selection, data collection, time series analysis and predictions all been explained adequately?

· Discussion: does the discussion concerning the model selection indicate an informed decision?

Producing and using Powerpoint slides will be useful and impressive for you during the presentation, so you are welcome to use some slides.

For your reference, I provide the slides that the were used above. Bear in mind that student switched between the slides and their workbook during their presentation. I am unable to provide you with their workbook. The student clearly had put a huge amount of work in, beyond expectations, and delivered a professional presentation. So it is a challenging assignment, but very doable with careful management.

Refection paragraph

After the presentation, please individually submit a paragraph reflecting on the group work. The sorts of things I would like you to reflect on are:

· Were you happy with how tasks were allocated within the group? E.g. did the workload turn out to be fairly balanced?

· In what ways did the group work well together as a team? E.g. did leadership help to keep everyone motivated and on track?

· What were some aspects of working in the group that were challenging? E.g. were there any cross-cultural or interpersonal issues?

· What is something significant that you learnt while working with the group? E.g. did you learn that a way of dealing with a problem was successful or unsuccessful?

· Is there anything you would do differently next time? E.g. can you see where a communication breakdown occurred and how it might be avoided next time?

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Peripheral Arterial Disease

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Post date May 17, 2022
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KINS 259 – Cardiovascular Conditions & Disorders

For the following conditions include a definition, common pathophysiology/symptoms & effects of exercise. While these answers can be found directly in the text, make sure you are taking time to understand them not just copying mindlessly! Each condition is worth 3 points for a total of 24 points.

1. Hypertension

2. Peripheral Arterial Disease

3. Angina

4. Chronic Heart Failure

5. Myocardial Infraction

6. Atrial Fibrillation

7. Valvular Disorders

8. CABG & PTCA

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latest trends in Cloud, Edge and Fog computing

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Explore the latest trends in Cloud, Edge and Fog computing.

“Fog computing is a computing layer between the cloud and the edge. Where edge computing might send huge streams of data directly to the cloud, fog computing can receive the data from the edge layer before it reaches the cloud and then decide what is relevant and what isn’t. The relevant data gets stored in the cloud, while the irrelevant data can be deleted or analyzed at the fog layer for remote access or to inform localized learning models.”

https://www.onlogic.com/company/io-hub/edge-computing-vs-fog-computing/#:~:text=Fog%20computing%20is%20a%20compute,relevant%20and%20what%20isn’t

Criteria

2- It will be researched and contain proper in-text, paraphrased and quoted citations with references listed in APA format.

3- It will present your own opinion, be insightful and have supporting evidence through research.

4- It will be between 250 – 500 words.

5- It will have no grammatical or spelling mistakes.

DO NOT FORGET TO Include one response as a third-party review for this answer to forum topic

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Tree-of-Heaven – Ailanthus altissima

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Read this please: Work with no.1 tree of heaven please, thats my topic

For this post you will become an expert on an invasive species. If you are the first person to post, read the first plant profile (Tree-of-Heaven) the second person to post, read the second plant profile (Maltese Star-Thistle), etc.

To avoid working on a post that another student is working on, you are encouraged to submit a placeholder post and then submit a second post with your response once you’re done. If there are 6 people in your group, one of the invasive species will have two posts. Please assure you all use different sources for the invasive species that has a second post.

Click on one of the invasive species plant profiles below:

Post Requirements:

This assignment requires two posts, each completed individually. Both of your posts need to be written in your own words. No credit will be given for responses copied directly from the plant profile.

First Post – Due Thursday

List the top three reasons you feel this species is of concern in the Los Angeles River Watershed. For reach reason, explain why this makes this plant a cause for concern. Be sure to support your argument with evidence from the plant profile you read.
Based on the distribution of the plant (see the maps), biology and ecology and the methods of eradication, do you think it is possible to safely eradicate (completely remove) this species from the watershed? Why or why not? Support your argument with specifics from the plant profile

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Health care delivery and clinical systems

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Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below. In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.