Tag: testing

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Prostate-specific antigen (PSA) testing and treatment

Respond to  at least two (2) peers, asking a question about their process in creating their purpose  or make a suggestion to strengthen the connection between the problem and purpose statement. Then continue to check in each week by asking a question, sharing an experience, responding to someone else, or adding helpful links and resources.

LINDA

Purposeful Connection

The statement’s research topic focuses on analyzing the attitudes about prostate-specific antigen (PSA) testing and treatment held by older African American males who are at least 70 years old. It shows the need to address a number of factors, including attitudes, knowledge gaps, impediments, and preferences (Rosenstock, 1990), while also acknowledging the presence of a knowledge gap.

The purpose of the research is to investigate and comprehend more fully the health beliefs held by this community. The study intends to extensively analyze the experiences and opinions of older African American males about PSA testing and treatment by using qualitative research methodologies like focus groups or interviews. In the research, characteristics and ideas linked to participants’ perspectives, knowledge gaps, obstacles, and preferences about prostate cancer screening and treatment will be described and clarified.

My choice of a qualitative research design is justified by the need to thoroughly examine the richness and nuances of the participants’ experiences and perspectives. Unlike quantitative measures, a qualitative approach allows a more profound comprehension of the participants’ thoughts and experiences about PSA testing and treatment.

Therefore, the purpose of the study aligns harmoniously with the research problem as it seeks to bridge the identified knowledge gap by exploring and illuminating the variables of interest tied to healthcare beliefs. The study facilitates a comprehensive exploration of their health beliefs by capturing the intricate and diverse aspects of the participants’ encounters and viewpoints through qualitative methods, such as interviews or focus groups. The qualitative approach goes beyond numerical data and grants a deeper understanding of their thoughts and experiences concerning PSA testing and treatment.

Subsequently, the purpose statement delineates the study’s specific objectives, aligning with the identified research problem and underscoring the necessity of a qualitative approach to attain an all-encompassing comprehension of the healthcare beliefs held by older African American men aged 70 and above regarding PSA testing and treatment.

Reference

Rosenstock, I. M. (1990). The Health Belief Model: Explaining health behavior through expectancies. In K Glanz, F.M. Lewis, & B.R. Rimer, (Eds.), Health Behavior and Health Education, (pp. 39-62). San Francisco, CA: Jossey-Bass Inc.

SHELLON

Consistency in the problem and purpose statements improves the logic of any research, which is vital for research transparency. The problem statement discusses the topic and the problem and describes the gap, which is not the problem. The gaps are not solutions to the problem, and solutions are also not research gaps. The connection to the purpose statement is where the researcher describes their intention of researching the problem in Prostate-specific antigen (PSA) testing and treatment.

My research problem is how women survivors of Childhood Sexual Abuse (CSA) find resilience through meaning-making mechanisms. Childhood Sexual Abuse is a severe worldview issue affecting all ages, women and men. According to Van Der Westhuizen and the authors (2023), little is known from the literature about the specific meaning-making mechanisms that CSA survivors experience. Even though several mechanisms were identified, such as being benevolent, restoring and empowering the inner self, future research is recommended by the authors to confirm those findings to inform treatment interventions for women survivors of CSA.

With this knowledge, the problem statement is that even though CSA women survivors find s source of meaning and fulfillment throughout their recovery process, meaning-making, which may facilitate resilience, little is known confirming if the meaning-making mechanisms, such as restoring and empowering the inner self, are effective.  Van Der Westhuizen (2023) emphasized that the severity of CSA is global and has life-long devasting effects on individuals’ intrapersonal functioning, such as low self-esteem.

The purpose aligns and consistently connects well with the research problem and problem statement. This qualitative study aims to explore and confirm the meaning-making mechanisms CSA women survivors experience to inform intervention treatment. According to Van Der Westhuizen (2023), clinicians and researchers are aware of the prevalence of CSA among females, which affects 180 in every 1000. This qualitative study will focus on meaning-making described in the literature as a combination of emotional, cognitive, existential, and motivational factors allowing CSA survivors to make sense of the trauma and feel fulfilled (Wong, 2011).

References

Van Der Westhuizen, M., Walker-Williams, H. J., & Fouché, A. (2023). Meaning Making Mechanisms in Women Survivors of Childhood Sexual Abuse: A Scoping Review. Trauma, Violence, & Abuse, 24(3), 1363–1386.  https://doi.org/10.1177/15248380211066100 Links to an external site.

Wong P. T. P. (2011). Positive psychology 2.0: Towards a balanced interactive model of the good life. Canadian Psychology, 52(2), 69–81. Crossref

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Testing Preschool-Aged Children

Below is the written transcript

Psychological assessment guides are created by psychology professionals to provide the public with accurate and authoritative information appropriate for their current needs. Information available to the public about psychological testing and assessment varies widely depending on the professional creating it, the purpose of the assessment, and the intended audience. When professionals effectively educate the public on the how, what, and why behind assessments and the strengths and limitations of commonly used instruments, potential clients are in a better position to be informed users of assessment products and services. The Assessment Guides developed in this course will be designed to provide the lay public with accurate and culturally relevant information to aid them in making informed decisions about psychological testing. Students will develop their Guides with the goal of educating readers to be informed participants in the assessment process.

There is no required template for the development of the Assessment Guide. Students are encouraged to be creative while maintaining the professional appearance of their work. While based on scholarly information, the Guide should not read like a research paper. It is to be written like a brochure a professional might give a patient or client who is being referred for testing. The Guide must be reader-friendly (sixth- to ninth-grade reading level) and easy to navigate, and it must include a combination of text, images, and graphics to engage readers in the information provided. Throughout their Guides, students will provide useful examples and definitions as well as questions readers should ask their practitioners. To ensure accuracy, students are expected to use only scholarly and peer-reviewed sources for the information in the development of their Guides.

Note: It is common for there to be a delay between the time a test publisher updates a test and the time the textbook and other authors can update their information about the new version of the test. Be sure to do online research to make sure you are recommending the most current version of the test. If there is a newer version than the version discussed in the textbook or other readings, present information about the newest version.

Students will begin their Guides with a general overview of assessment, reasons for assessment referrals, and the importance of the role of each individual in the process. Within each of the remaining sections, students will describe the types of assessments that their readers may encounter, the purposes of each type of assessment, the different skills and abilities the instruments measure, the most valid and reliable uses of the measures, and limitations of the measures. A brief section will be included to describe the assessment process, the types of professionals who conduct the assessments, and what to expect during the assessment meetings.

The Assessment Guide must include the following sections:

Table of Contents (Portrait orientation must be used for the page layout of this section.)
In this one-page section, students must list the following subsections and categories of assessments.

  • Introduction and Overview 
  • Tests of Intelligence
  • Tests of Achievement
  • Tests of Ability
  • Neuropsychological Testing
  • Personality Testing
  • Industrial, Occupational, and Career Assessment
  • Forensic Assessment
  • Special Topics (specify the student’s choice from the “Special Topics” list)
  • References

Section 1: Introduction and Overview (Portrait or landscape orientation may be used for the page layout of this section.)
Students will begin their Guides with a general overview of assessment. In this two-page section, students will briefly address the major aspects of the assessment process. Students are encouraged to develop creative titles for these topics that effectively communicate the meanings to the intended audience.

  • Definition of a Test (e.g., What is a Test?)
  • Briefly define psychological assessment.
  • Types of Tests
  • Identify the major categories of psychological assessment.
  • Reliability and Validity
  • Briefly define the concepts of reliability and validity as they apply to psychological assessment.
  • Role of testing and assessment in the diagnostic process
  • Briefly explain role of assessment in diagnosis.
  • Professionals Who Administer Tests
  • Briefly describe the types of professionals involved in various assessment processes.
  • Culture and Testing
  • Briefly describe issues of cultural diversity as it applies to psychological assessment.

Categories of Assessment (Portrait or landscape orientation may be used for the page layout of this section.)
For each of the following, students will create a two-page information sheet or pamphlet to be included in the Assessment Guide. For each category of assessment, students will include the required content listed in the PSY640 Content for Testing Pamphlets and Information Sheets (Links to an external site.). Be sure to reference the content requirements (Links to an external site.) prior to completing each of the information sheets on the following categories of assessment.

  • Tests of Intelligence
  • Tests of Achievement
  • Tests of Ability
  • Neuropsychological Testing
  • Personality Testing
  • Industrial, Occupational, and Career Assessment
  • Forensic Assessment
  • Special Topics (Students will specify which topic they selected for this pamphlet or information sheet. Additional instructions are noted below.)

Special Topics (Student’s Choice)
In addition to the required seven categories of assessment listed above, students will develop an eighth information sheet or pamphlet that includes information targeted either at a specific population or about a specific issue related to psychological assessment not covered in one of the previous sections. Students may choose from one of the following categories:

  • Testing Preschool-Aged Children
  • Testing Elementary School-Aged Children
  • Testing Adolescents
  • Testing Geriatric Patients
  • Testing First Generation Immigrants
  • Testing in Rural Communities
  • Testing English Language Learners
  • Testing Individuals Who Are (Select one: Deaf, Blind, Quadriplegic)
  • Testing Individuals Who Are Incarcerated
  • Testing for Competency to Stand Trial
  • Testing in Child Custody Cases

References (Portrait orientation must be used for the page layout of this section.)
Include a separate reference section that is formatted according to APA style as outlined in the Writing Center (Links to an external site.). The reference list must consist entirely of scholarly sources. For the purposes of this assignment, assessment manuals, the course textbook, chapters from graduate-level textbooks, chapters from professional books, and peer-reviewed journal articles may be used as resource material. A minimum of 16 unique scholarly sources including a minimum of 12 peer-reviewed articles published within the last 10 years from the University Library must be used within the Assessment Guide. The bulleted list of credible professional and/or educational online resources required for each assessment area will not count toward these totals.

Attention Students: The Masters of Arts in Psychology program is utilizing the Folio portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Assessment Guide, please implement any changes recommended by the instructor, go to your Folio account and upload the revised Assessment Guide to the portfolio. (Use the Setting Up and Using Folio (Links to an external site.) guide to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool.

The Assessment Guide

  • Must be 18 pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Writing Center (Links to an external site.).
  • Must include a separate title page with the following:
    • Title of guide
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least 16 scholarly sources, including a minimum of 12 peer-reviewed articles from the University of Arizona Global Campus Library

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5 Ways ESSA Impacts Standardized Testing

Discussion 4

The Unit 4 Discussion Board has two parts. Please respond to each part with a separate Discussion post.

Objective Test Items

Compare and contrast different types of objective test items. For this Discussion, you will limit your objective item types to multiple-choice, true/false or alternative response, and matching. You are to describe a learning situation where you would use each of these objective test items. For each type of objective test item, provide the following:

The unit objective or learning target(s) being assessed.
The type of objective test item you might use.
Why you elected to use that type of objective test item.
In your responses to your classmates’ examples be sure to critically, but politely, evaluate your classmate’s selection of the particular objective item type for their stated purpose. If you would use a different type of objective item for that learning target or objective, be sure to indicate why. Keep in mind that there might be more than one appropriate objective type item for a particular situation. Also, your examples may be either a formative assessment or a summative assessment.

Norm-Referenced and Criterion-Referenced Tests

For this part of the Discussion, your task is to watch the following videos.

First Video: Criterion vs Norm Referenced Assessment: Evaluation and Examples

Retrieved from

Second Video: Criterion and Norm Referenced

Retrieved from

After viewing the two videos, respond to these prompts within the Discussion Board:

1) Discuss three differences between norm-referenced and criterion-referenced tests.

2) Discuss an advantage and a disadvantage of each type of assessment.

Discussion 5
In the Key Terms for this unit, there are numerous definitions of rubrics which include analytic, holistic, and annotated holistic rubrics. Read those definitions and then discuss the following:

What do you feel are the advantages and disadvantages of each type of rubric?
How might you use this type rubric in your own classroom?
In your replies to your classmates, what suggestions can you offer to your grade-level/subject-matter colleagues about the type of rubric selected? What type of rubric might you use in a similar situation and why?

Criterion-Referenced and Norm-Referenced Test Sores

1) Read pages 446–451 in your textbook, Measurement and Assessment in Teaching.

2) Watch the following video: Norm Referencing and Criterion Referencing. Retrieved from
https://www.youtube.com/watch?v=kNpPOfwwkQE

In the Discussion Board, discuss the following:

1) Describe the difference in how to interpret criterion-referenced and norm-referenced test scores.

2) Are there any cautions you may need to consider in interpreting scores from these two different tests?

Discussion 6

You have two things to do to prepare for this Discussion. First, watch this video featuring Margaret Spellings, former U.S. Secretary of Education, in which she speaks about the role of assessment in schools. (You can find a transcript of the video clip in Course Resources.)

Link to video – https://kapextmediassl-a.akamaihd.net/gradEd/ED562/Spellings_Video_3.mov

Then read the article “5 Ways ESSA Impacts Standardized Testing” in the NCLB Era: How Test Predictability Affects Our Understanding of Student Performance.”

Link to article – https://www.edutopia.org/blog/5-ways-essa-impacts-standardized-testing-anne-obrien

What is your position after listening to Dr. Spellings and reading recent research on the impact of legislation related to standardized testing? What changes do you think ESSA will have related to standardized testing?

It is not uncommon in this era of high-stakes accountability for administrators and other stakeholders to put pressure on teachers to prepare their students for the high-stakes accountability tests. Discuss possible ethical challenges faced by teachers in preparing for, administering, and interpreting high-stakes accountability assessments.
In your replies to your classmates, discuss whether you agree with the position taken by your colleague regarding “teaching to the test.”

Do you agree with your colleague about the possible ethical challenges faced by teachers? Do you think there are other challenges around the issue of standardized achievement tests?

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system testing is to test the system until the testing budget is exhausted and then deliver the system to customers

 COM 3019 – SOFTWARE ENGINEERING

1

ASSIGNMENT 3

1. (a) A common approach to system testing is to test the system until the testing budget is

exhausted and then deliver the system to customers. Discuss the ethics of this approach

for systems that are delivered to external customers. (12mks)

(b) Some people argue that developers should not be involved in testing their own code

but that all testing should be the responsibility of a separate team. Give arguments for and

against testing by the developers themselves. (10mks)

(c) Explain why testing can only detect the presence of errors, not their absence. (10mks)

2. (a) Explain why you normally use several architectural patterns when designing the

architecture of a large system. Apart from the information about patterns that I have

discussed in this chapter, what additional information might be useful when designing

large systems? (8mks)

(b) Suggest architecture for a system (such as iTunes) that is used to sell and distribute

music on the Internet. What architectural patterns are the bases for this architecture?

(8mks)

(c) Using the UML graphical notation for object classes, design the following object

classes, identifying attributes and operations. Use your own experience to decide on the

attributes and operations that should be associated with these objects.

i. Telephone (5mks)

ii. A printer for a personal computer (5mks)

iii. A personal stereo system (5mks)

COM 3019 – SOFTWARE ENGINEERING

2

iv. A bank account (5mks)

v. A library catalogue (5mks)

3. (a) A small company has developed a specialized product that it configures specially for

each customer. New customers usually have specific requirements to be incorporated into

their system, and they pay for these to be developed. The company has an opportunity to

bid for a new contract, which would more than double its customer base. The new

customer also wishes to have some involvement in the configuration of the system.

Explain why, in these circumstances, it might be a good idea for the company owning the

software to make it open source. (10mks)

(b) Identify possible objects in the following systems and develop an object-oriented

design for them. You may make any reasonable assumptions about the systems when

deriving the design:

i. A group diary and time management system is intended to support the timetabling

of meetings and appointments across a group of co-workers. When an

appointment is to be made that involves a number of people, the system finds a

common slot in each of their diaries and arranges the appointment for that time. If

no common slots are available, it interacts with the user to rearrange his or her

personal diary to make room for the appointment. (5mks)

ii. A filling station (gas station) is to be set up for fully automated operation. Drivers

swipe their credit card through a reader connected to the pump; the card is

verified by communication with a credit company computer, and a fuel limit is

established. The driver may then take the fuel required. When fuel delivery is

COM 3019 – SOFTWARE ENGINEERING

3

complete and the pump hose is returned to its holster, the driver’s credit card

account is debited with the cost of the fuel taken. The credit card is returned after

debiting. If the card is invalid, the pump returns it before fuel is dispensed. (5mks)

(c) Some people argue that developers should not be involved in testing their own code

but that all testing should be the responsibility of a separate team. Give arguments for and

against testing by the developers themselves. (7mks)

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high stakes testing are problematic

The textbook lists seven reasons why high stakes testing are problematic. Choose one and create a scenario that reflects that reason. Make sure it aligns with the reason but is different than the examples given in the book. Also, create an eighth reason that could be added to that list of ways that high stakes testing is problematic. 300 words

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Is it more important in psychological testing to have a test with high reliability, or one with high validity?

Distinguish between reliability and validity. Is it more important in psychological testing to have a test with high reliability, or one with high validity? Why? 200 words, apa format, 2 peer-review journal articles, reference 

What are the most important considerations when interpreting achievement test scores? Why? What are the most important considerations when making decisions based on achievement test scores? Why. 200 words, apa format, 2 peer-review journal articles, reference 

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Data Analysis: Descriptive Statistics and Assumption Testing

Instructions

Now that you have completed the assignments, it is time to complete your research project for the course. Include the following sections in your submission.

Title Page
Table of Contents
Executive Summary
Introduction
Statement of the Problems
Literature Review
Research Objectives
Research Questions and Hypotheses
Research Methodology, Design, and Methods
Research Methodology
Research Design
Research Methods
Data Collection Methods
Sampling Design
Data Analysis Procedures
Data Analysis: Descriptive Statistics and Assumption Testing
Data Analysis: Hypothesis Testing
Findings
Recommendations
References

Please follow the Unit VII project template to complete your assignment.
Please refer to the Course Project Guidance document for help.

The title and reference pages do not count toward the page requirement for this assignment. This assignment should be no less than three pages in length, follow APA-style formatting and guidelines, and use references and citations as necessary.

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The Company Policy regarding Alcohol/Drug Testing

You are a first-year Human Resource Specialist at “State of Estates” estate planning firm. The firm is devising a new employee handbook. You have been asked to create two sections:

  1. The Company Policy regarding Alcohol/Drug Testing
  2. The Company Policy regarding Employer Monitoring of Employees

Formulate these policies in a single document, reflecting an understanding of course materials and credible outside research.

Include and cite applicable laws for each topic as the basis for the policy. You may use federal, state, or case law as the foundation for your work. Following is a list of topics you may want to consider in your policies:

  • Pre-employment drug/alcohol testing
  • Random drug/alcohol testing
  • Procedure for employees who disagree with results of drug/alcohol Testing
  • Drug/alcohol procedure for contracted government employees who work in satellite offices
  • Drug testing in states with legal marijuana use
  • Monitoring of employee desktop computers
  • Monitoring of employee personal social media use
  • Monitoring of employee cell phone and company car

Note: Do not cut and paste an existing policy.

Create your own 1,050-word policy, using APA format for the cover page and references. Both policies should be included in a single document with subheadings to delineate “Alcohol/Drug Testing” and “Employee Monitoring.”

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network reliability testing

Research the Web, and select and discuss 3 tools that can be used to test network reliability.
Discussion Board Assignment Guidelines

Research network reliability tools, and select 3 of them to analyze.
Answer the following questions:

What is the objective of each tool?
How does each tool function with regard to network reliability testing?

How would network reliability tools be used, and when?

How are these tools used specifically to improve performance?

What challenges might be faced when trying to apply network reliability tools when using cloud computing, wireless, or other topologies?

Use APA references and citations to support your assertions.
Do not include a table of contents or abstract.

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Testing network reliability

Network reliability tools are used by network administrators in many organizations to ensure that intranet and internet are working smoothly. They are used for interactive monitoring, configuration and control of various network infrastructures such as QoS, LANand routing (Stanford Linear Acceleration Center, 2017). The reliability tools are used in tracking the performance of devices and in traffic and flow analysis.

The tools enhance performance by ensuring that the network does not malfunction but works as intended. This is by tracking the network use and mitigating and or reporting to the administrator detected issues regarding network faults, attacks (e.g. DDoS) and misuse(Stanford Linear Acceleration Center, 2017).

One network reliability tool is Axence nVision. This tool monitors network infrastructure including Windows, networking applications, TCP/IP services, servers and URLs(Axence, 2017). Through monitoring routers and switches it ensures that the connected computers, network traffic and the interface status are working as desired. Axence nVision alerts the network administrator when a new program is installed or a remote node experiences a configuration change. The tool enables remote access of computers and monitors user activity.

Another tool is Genie-Monitoring. This is a monitoring and reliability tool that collects large-scale data and is used by telecommunication companies and service providers. Using various protocols such as telnet, SQL and SSH, it can monitor multiple parameters on hundreds of thousands nodes in very short cycles(Jilroy, undated). Genie-Monitoring uses conditions and correlation rules to perform actions that mitigate any network unreliability. Its built-in reporting system generates network and the tool can be used as a stand-alone or connect to such management platforms like Tivoli and HP BTO.

OpenNMS is an open source network management tool that can also scale to hundreds of thousands of nodes from a single instance(OpenNMS, 2017). This integrated tool manages network service availability, collects performance using such protocol as JMX and SNMP, and manages internal, external and custom events via XML/TCP interface and TL1. It also has event de-duplication and notifications through various protocols. Being open source, the tool is available for free and the developers also offer support, consultancy and training.

Challenges in applying network reliability tools

A challenge in application of network reliability tools when using cloud computing, wirelessor other topologies is locating the problem when the network is unreliable because the traffic passes through multiple locations, some not under the direct control of the network administrator(TechTarget, 2010).This challenge is compounded in very large networks with millions of nodes that cannot be handled by most of the reliability tools.

Proxies-in-the-cloud via such protocols as SaaS, IaaS and PaaS pose challenges in that they complicate analysis when mixing and matching records (TechTarget, 2010). This is exacerbated by the fact that network flows between proxies are ineffective.

Privacy is also another challenge when using modern protocols. Network administrators have to limit their activities to meet privacy regulations…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. … network reliability testing ………………..

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What is penetration testing

Penetration testing is a simulated cyberattack against a computer or network that checks for exploitable vulnerabilities. Pen tests can involve attempting to breach application systems, APIs, servers, inputs, and code injection attacks to reveal vulnerabilities. In a well-written, highly-detailed research paper, discuss the following:

  • What is penetration testing
  • Testing Stages
  • Testing Methods
  • Testing, web applications and firewalls

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