Capstone | Applied Sciences homework help

Need help with capstone. 

  

Submission Requirements

  • Style: Your      paper should follow the corresponding MBA Academic and Professional      Document Guidelines (available in the MBA Program Resources), including single-spaced      paragraphs. Use      a professional writing style.
  • Communication: Ensure      written communication is free of errors that detract from the overall      message and quality.
  • APA      guidelines: Format      your citations according to current APA style.
  • Resources: Use at      least six citations from credible sources.
  • Length:      Your paper should be 15–20 pages,      not including front and back matter (cover page, executive summary, table      of contents, references, appendices). Papers that do not meet      this minimum will be immediately returned for revision.
  • Font and      font size: 12 point,      Times New Roman.

Nursing informatics | NURS 6051 – Transforming Nursing and Healthcare Through Technology | Walden University

 

Assignment: The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies

In the Discussion for this module, you considered the interaction of nurse informaticists with other specialists to ensure successful care. How is that success determined?

Patient outcomes and the fulfillment of care goals is one of the major ways that healthcare success is measured. Measuring patient outcomes results in the generation of data that can be used to improve results. Nursing informatics can have a significant part in this process and can help to improve outcomes by improving processes, identifying at-risk patients, and enhancing efficiency.

To Prepare:

  • Review the concepts of technology application as presented in the Resources.
  • Reflect on how emerging technologies such as artificial intelligence may help fortify nursing informatics as a specialty by leading to increased impact on patient outcomes or patient care efficiencies.

The Assignment: (4-5 pages not including the title and reference page)

In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient-care efficiency. Your project proposal should include the following:

  • Describe the project you propose.
  • Identify the stakeholders impacted by this project.
  • Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving and explain how this improvement would occur. Be specific and provide examples.
  • Identify the technologies required to implement this project and explain why.
  • Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.
  • Use APA format and include a title page and reference page.
  • Use the Safe Assign Drafts to check your match percentage before submitting your work.

Just send me with fair bid and don’t accept if you don’t like the bid

Urinary Elimination

Scientific Knowledge Base

Urinary elimination is the last step in the removal and elimination of excess water and by products of body metabolism. Adequate elimination depends on the coordinated function of _________________________, __________________, ___________________, and _________. The kidneys filter waste products of metabolism from the blood. The ­­­­­­­­­­­­______________________

________________ from the kidneys to the bladder. The bladder holds urine until the volume in the bladder triggers a sensation of urge indicating the need to pass urine. Micturition occurs when the brain gives the bladder permission to empty, the bladder contracts, the urinary sphincter relaxes, and urine leaves the body through the urethra.

Kidney

The kidneys lie on either side of the vertebral column behind the peritoneum and against the deep muscles of the back. Normally the left kidney is higher than the right because of the anatomical position of the liver.

Nephrons, the functional unit of the kidneys, remove waste products from the blood and play a major role in the regulation of fluid and electrolyte balance. The normal range of urine production is ______________________________. Please convert to CC/day.  Erythropoietin, produced by the kidneys, stimulates red blood cell (RBC) production and maturation in bone marrow. The kidneys play a major role in blood pressure control via the renin-angiotensin system, release of aldosterone and prostacyclin. The kidneys also affect calcium and phosphate regulation by producing a substance that converts vitamin D into its active form. 

Ureters

A ureter is attached to each kidney pelvis and carries urinary wastes to the bladder. 

Bladder

The urinary bladder is a hollow, distensible, muscular organ that holds urine. The bladder has two portions, a fixed base called the trigone and a distensible body called the detrusor. The bladder expands as it fills with urine. How much urine can the bladder hold?

Urethra

Urine travels from the bladder through the urethra and passes to the outside of the body through the urethral meatus. The urethra passes through a thick layer of skeletal muscles called the pelvic floor muscles. These muscles stabilize the urethra and contribute to urinary continence. The external urethral sphincter, made up of striated muscles, contributes to voluntary control over the flow of urine. The female urethra is approximately 3 to 4 cm (1 to 1.5 in) long and the male urethra is about 18 to 20 cm (7 to 8 in) long. The shorter length of the female urethra increases risk for urinary tract infection due to close access to the bacteria contaminated perineal area. 

Act of Urination

Brain structures influence bladder function.

Voiding: Bladder contraction + urethral sphincter and pelvic floor muscle relaxation

Bladder wall stretching signals micturition center.

Impulses from the micturition center in the brain respond to or ignore this urge, thus making urination under voluntary control.

When a person is ready to void, the central nervous system sends a message to the micturition centers, the external sphincter relaxes and the bladder empties.

Factors Influencing Urination (See Box 46-1)

Growth and development­­­­­­­­­­­_____________________________­­­____________________________

Sociocultural factors_____________________________­­­____________________________

Psychological factors_____________________________­­­____________________________

Personal habits_____________________________­­­____________________________

Fluid intake_____________________________­­­____________________________

Pathological conditions_____________________________­­­____________________________

Surgical procedures_____________________________­­­____________________________

Medications_____________________________­­­____________________________

Diagnostic Examinations_____________________________­­­____________________________

Common Urinary Elimination Problems

The most common problems involve _____________________________________________ or ________________________________________. Problems can result from 

1. I_____________________________­­­____________________________

2. I_____________________________­­­____________________________

3. O_____________________________­­­____________________________

4. I_____________________________­­­____________________________

5. I_____________________________­­­____________________________

Urinary retention_____________________________­­­____________________________

Urinary tract infection_____________________________­­­____________________________

CAUTIs

Urinary incontinence_____________________________­­­____________________________

Common forms of UI are: (See Table 46-1)

1. T_____________________________­­­____________________________

2. F_____________________________­­­____________________________

3. U/O_____________________________­­­____________________________

4. S_____________________________­­­____________________________

5. U_____________________________­­­____________________________

6. R_____________________________­­­____________________________

Urinary diversion­­­­­­­­­­­­­­­­­­­______________________________________________________________

Two types: _____________________________________________________________

A ureterostomy or ileal conduit 

Nephrostomy tubes 

Nursing Knowledge Base:________________________________________________________________

Infection control and hygiene______________________________________________________

Growth and development_________________________________________________________ (Focus on older adult Box 46-2)

Psychosocial considerations________________________________________________________

Critical thinking________________________________________________________________________

Nursing Process: Assessment (Box 46-5)

Through the patient’s eyes_________________________________________________________

Self-care ability_______________________________________________________________

Cultural considerations____________________________________________________________

(Box 46.4 cultural aspects of care)

Health literacy_______________________________________________________________

Nursing history_______________________________________________________________

(Box 46.5 Nursing assessment questions)

Pattern of urination _____________________

Symptoms of urinary alterations: (table 46-2) ___________________________________

Physical assessment

Kidneys___________________________________

Bladder___________________________________

External genitalia and urethral meatus___________________________________

perineal skin___________________________________

Assessment of urine

Intake and output___________________________________

Characteristics of urine___________________________________

Color___________________________________

Clarity___________________________________

Odor___________________________________

External genitalia and urethral meatus

Perineal skin

Laboratory and Diagnostic Testing

Diagnostic Examination (Table 46.5 Common diagnostic tests of urinary Tract)

Nursing responsibilities before testing:

1. ___________________________________

2. ___________________________________

3. ___________________________________

4. ___________________________________

Responsibilities after testing include:

1. ___________________________________

2. ___________________________________

3. ___________________________________

Nursing Diagnosis: Nursing diagnoses common to patients with urinary elimination problems: 

Functional urinary incontinence 

Stress urinary incontinence

Urge urinary incontinence

Risk for infection

Toileting self-care deficit

Impaired skin integrity

Impaired urinary elimination

Urinary retention

Planning

Goals and outcomes

Set realistic and individualized goals along with relevant outcomes

Collaborate with the patient

Setting priorities___________________________________________________________

Patient’s immediate physical and safety needs

Patient expectations and readiness to perform some self-care activities

Teamwork and collaboration______________________________________________________

Implementation

Health promotion_____________________________________________________

Patient education_____________________________________________________

Promoting normal micturition_______________________________________________

• Maintaining elimination habits

• Maintaining adequate fluid intake

Promoting complete bladder emptying______________________________________________

Preventing infection____________________________________________________

Acute care

Catheterization____________________________________________________­­­­­______________

Skill 46-2, Inserting and Removing a Straight (Intermittent) or Indwelling Catheter

Types of catheters _____________________________________________________________________

Catheter sizes_____________________________________________________________________

Catheter changes_____________________________________________________________________

Catheter drainage systems____________________________________________________________________

Routine catheter care_____________________________________________________________________

Preventing catheter associated infection (Box 46-10) _____________________________________________________________________

Catheter irrigations and instillations_______________________________________________________

Removal of indwelling catheters__________________________________________________________

Alternatives to catheterization____________________________________________________________

Suprapubic catheters External catheters

Urinary diversions

Ø Incontinent diversions

Changing a pouch

Gently cleanse the skin surrounding the stoma 

Measure the stoma and cut the opening in the pouch

Remove the adhesive backing and apply the pouch 

Press firmly into place over the stoma. 

Observe the appearance of the stoma and surrounding skin. 

Continent diversions

Orthopic neobladder

Medications

Antimuscarinics: treat urgency, frequency, nocturia and urgency UI

Bethanechol: treat urinary retention

Tamsulosin and silodosin: relax smooth muscle

Finasteride and dutasteride: shrink the prostate

Antibiotics: treat urinary tract infections

Be familiar with the medications and indications for all medications your patient is taking. 

Continuing and restorative care

Lifestyle changes

Pelvic floor muscle training

Bladder retraining

Toileting schedules

Intermittent catheterization

• Skin care

Evaluation

Through the patient’s eyes

Assess the patient’s self-image, social interactions, sexuality, and emotional status

Patient outcomes

Use the expected outcomes developed during planning to determine whether interventions were effective

Evaluate for changes in the patient’s voiding pattern and/or presence of symptoms 

Evaluate patient/caregiver compliance with the plan

Safety Guidelines for Nursing Skills

Follow principles of surgical and medical asepsis as indicated

Identify patients at risk for latex allergies 

Identify patients with allergies to povidone-iodine (Betadine). Provide alternatives such as chlorhexidine.

Bowel Elimination

Scientific Knowledge Base_______________________________________________________________

Mouth_____________________________________________________________________

Esophagus_____________________________________________________________________

Stomach_____________________________________________________________________

Small intestine__________________________________________________________________

Large intestine__________________________________________________________________

Anus_____________________________________________________________________

Defecation_____________________________________________________________________

Nursing Knowledge Base: Factors Affecting Bowel Elimination

Age_____________________________________________________________________

Diet_____________________________________________________________________

Fluid intake_____________________________________________________________________

Physical activity_____________________________________________________________________

Psychological factors___________________________________________________________________

Personal habits_____________________________________________________________________

Position during defecation_______________________________________________________________

Pain_____________________________________________________________________

Pregnancy_____________________________________________________________________

Surgery and anesthesia_________________________________________________________________

Medications_____________________________________________________________________

Diagnostic tests_____________________________________________________________________

Common Bowel Elimination Problems_____________________________________________________

Constipation (Box 47-1) ________________________________________________________________

Impaction____________________________________________

Diarrhea_____________________________________________________________________

Incontinence_____________________________________________________________________

Flatulence_____________________________________________________________________

Hemorrhoids_____________________________________________________________________

Bowel Diversions

Temporary or permanent artificial opening in the abdominal wall. Stoma­­­­­­­­­___________________

Surgical opening in the ileum or colon. Ileostomy or colostomy

Ostomies

Sigmoid colostomy 

Transverse colostomy

Ileostomy

Loop colostomy

End colostomy

Other Approaches

Ileoanal pouch anastomosis

Continent ileostomy

Antegrade continence enema 

Characteristics of persona. research report on scrum

 Part A (1000 words): Define the characteristics of persona, features, scenarios, and user stories. ALSO, identify the transition sequence between persona and features.

Part B(500 words): Explain why it is helpful to develop a number of personas representing types of system user before you move on to write scenarios of how the system will be used.

Part C (3000 words): Write a research report to discuss how each of the Scrum, Scrum Team, Scrum Event, Scrum Artifact components relate to one another and MUST NOT consist of a series of definitions.

Unit 3 discussion | Geology homework help

 

Unit 3 Discussion: Volcanos and Geysers

  • What is the most dangerous volcano? Research different volcanos found on Earth and defend your choice with evidence regarding a specific volcano, size, type of volcano, and characteristics.
  • The geyser called Old Faithful has been erupting for perhaps hundreds of years. One day, it could stop. Why might geysers completely stop erupting?

No Plagiarism 

Watch the video then answer the questions listed below.

Watch the video then answer the questions listed below.

Protestant Reformation: World History 2 Crash Course #218

1. Before the Reformation, pretty much all Christians in Europe were ________________________________. 

2. During the European ________________________, the Catholic Church really dominated European civilization.

3. What elements demonstrate the power of the Church in the Middle Ages?

4. Martin Luther’s new interpretation of “____________________” grew into a full-scale conflict with the Catholic Church when a friar named John Tetzel came to Wittenberg, selling _____________________.  This was a ________________ to the Church that came with a promise from the Pope to reduce a sinner’s time in __________________.

5. In response, Luther wrote _____________________ against indulgences and then dramatically ____________ them to the Church door for all to see on October 31, 1517.  He ultimately denied that the church and the officers of it had any ____________________________________.

6. How did the printing press help Luther’s criticism become more influential?

7. What were some of the new denominations that spun-off of Luther’s ideas?

8. With all these new denominations, there were years of ________________________________.

9. The __________________________________________________________, the biggest revolutionary uprising in Europe before the French Revolution was suppressed with crushing brutality; an estimated ________________ people were killed.

10. What was the incentive for princes and kings to break with the Pope?

11. In the end, the Reformation was both a ______________movement and a ___________________ one.

Here is a link to the video ………. https://youtu.be/1o8oIELbNxE

Scenario | Management homework help

 

Scenario

Imagine you just came back from lunch and found the email string regarding the proposed EOC staff meeting related in the scenario. It’s your plan to address the situation, and it’s your intent to do it in a single email that demonstrates leadership and a keen understanding of the issue, participants, and their associated dynamics. 

INSTRUCTIONS

Complete both parts of this assignment.

PART 1: ANALYZE YOUR APPROACH TO THE ISSUE

Describe your approach to constructing the email. 

  • Describe possible causes for the caustic exchange depicted in the email chain. Consider possible core organizational issues. State any assumptions that you might need to make regarding the scenario to support your assertions.
  • Justify why your message would likely be effective. Consider content, tone, style, et cetera.
  • Explain your intent for how your message might impact future communications and actions among team members.

Part 2: Write a Response Email

Write an email that effectively addresses the email chain. It should:

  • Properly consider the audience, your position, and the circumstances.
  • Articulate a well-conceived solution to the problem.
  • Effectively end the thread completely and de-escalate the tension.
  • Send a message that this exchange was “sub-optimal.”

ADDITIONAL REQUIREMENTS

The assignment is expected to meet the following requirements:

  • Font: Times New Roman, 12 point.
  • Length: 4–5 pages, double spaced.

Portfolio Prompt: You should consider adding this assignment to your personal ePortfolio. For more information, visit the Campus ePortfolio page.

SCORING GUIDE

Your Work will be evaluated using this criteria.

VIEW SCORING GUIDE

Competencies Measured

By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and assignment criteria:

  • Competency 1: Analyze business communication situations.
    • Describe possible causes for the caustic exchange depicted in the email chain.
    • Explain why a message would likely be effective.
  • Competency 2: Apply fundamental principles of organizational communication.
    • Write an email that meets specified criteria.
  • Competency 3: Analyze the interrelationships of communication within organizational systems.
    • Describe likely core organizational issues that were exposed by the original email.
    • Describe how a message might plausibly affect future communications and actions among team members.
  • Competency 5: Communicate effectively and professionally.
    • Convey clear meaning with grammar, usage, word choice, and mechanics.

Concept map | Nursing homework help

 Create a concept map of a chosen condition, disease, or disorder with glucose regulation or metabolic balance considerations. Write a brief narrative (2–3 pages) that explains why the evidence cited in the concept map and narrative are valuable and relevant, as well as how specific interprofessional strategies will help to improve the outcomes presented in the concept map.

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you should complete the assessments in this course in the order in which they are presented.

SHOW LESS

The biopsychosocial (BPS) approach to care is a way to view all aspects of a patient’s life. It encourages medical practitioners to take into account not only the physical and biological health of a patient, but all considerations like mood, personality, and socioeconomic characteristics. This course will also explore aspects of pathophysiology, pharmacology, and physical assessment (the three Ps) as they relate to specific conditions, diseases, or disorders.

The first assessment is one in which you will create a concept map to analyze and organize the treatment of a specific patient with a specific condition, disease, or disorder.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Design patient-centered, evidence-based, advanced nursing care for achieving high-quality patient outcomes.

Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects.

Justify the value and relevance of the evidence used as the basis for a concept map.

Competency 4: Evaluate the efficiency and effectiveness of interprofessional care systems in achieving desired health care improvement outcomes.

Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes.

Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.

Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links.

Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

 The purpose of a concept map is to visualize connections between ideas, connect new ideas to previous ideas, and to organize ideas logically. Concept maps can be an extremely useful tool to help organize and plan care decisions. This is especially true in the biopsychosocial model of health, which takes into account factors beyond just the biochemical aspects of health. By utilizing a concept map, a nurse can simplify the connection between disease pathways, drug interactions, and symptoms, as well as between emotional, personality, cultural, and socioeconomic considerations that impact health. 

 

Questions to Consider

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

The assessment will be based on the case of a specific patient with a specific condition, disease, or disorder. Think about an experience you have had treating a patient with a condition, disease, or disorder that interests you, or one of the cases presented in the Vila Health: Concept Maps as Diagnostic Tools media simulation.

  • What is the primary condition, disease, or disorder affecting the patient?
    • What types of experience have you had working with patients with this condition, disease, or disorder?
    • How does this condition, disease, or disorder typically present?
    • What are the recommended treatment options?
      • What, if any, characteristics of an individual patient should be kept in mind when determining a course of treatment.
  • How have you used concept maps to help plan and organize care?
    • What are the advantages of concept maps, from your point of view?
    • How could concept maps be more useful?
  • How can interprofessional communication and collaboration strategies assist in driving patient safety, efficiency, and quality outcomes with regard to specific clinical and biopsychosocial considerations?
    • What interprofessional strategies do you recommend health care providers take in order to meet patient-centered safety and outcome goals?

 

Assessment Instructions

Scenario

You have already learned about evidence-based practice and quality improvement initiatives in previous courses. You will use this information to guide your assessments, while also implementing new concepts introduced in this course. For this assessment, you will develop a concept map and provide supporting evidence and explanations. You may use the case studies presented in the Vila Health: Concept Maps as Diagnostic Tools media, a case study from the literature or your practice that is relevant to the list of conditions below, or another relevant case study you have developed. This case study will provide you with the context for creating your concept map. You may also use the practice context from the case study or extrapolate the case study information and data into your own practice setting. Think carefully when you are selecting the case study for this assessment, as you may choose to build upon it for the second assessment as well.

Some example conditions, diseases and disorders that are relevant to metabolic balance and glucose regulation considerations are:

  • Cancer.
  • Diabetes (type 2).
  • HIV/AIDS.
  • Hyperthyroidism.
  • Hypothyroidism.
  • Metabolic syndrome.
  • Obesity.
  • Polycycstic ovary syndrome.
  • Prediabetes.
  • Pregnancy.

Instructions

Develop a concept map and a short narrative that supports and further explains how the concept map is constructed. You may choose to use the Concept Map Template (in the Resources) as a starting point for your concept map, but are not required to do so. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your evidence-based plan addresses all of them. You may also want to read the Concept Map scoring guide and the Guiding Questions: Concept Map document to better understand how each grading criterion will be assessed.

Part 1: Concept Map
  • Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects.
Part 2: Additional Evidence (Narrative)
  • Justify the value and relevance of the evidence you used as the basis for your concept map.
  • Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes.
  • Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links.
  • Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

Additional Requirements

  • Length of submission: Your concept map should be on a single page, if at all possible. You can submit the concept map as a separate file, if you need to. Your additional evidence narrative should be 2–3 double-spaced, typed pages. Your narrative should be succinct yet substantive.
  • Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that supports your concept map, decisions made regarding care, and interprofessional strategies. Resources should be no more than five years old.
  • APA formatting:
    • For the concept map portion of this assessment: Resources and citations are formatted according to current APA style. Please include references both in-text and in the reference page that follows your narrative.
    • For the narrative portion of this assessment: use the APA Paper Template linked in the Resources. An APA Template Tutorial is also provided to help you in writing and formatting your analysis. You do not need to include an abstract for this assessment.

Grading Rubric:

1-  Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects. 

Passing Grade:  Develops an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects. Identifies assumptions on which the plan is based. 

2-  Justify the value and relevance of the evidence used as the basis for a concept map. 

Passing Grade:  Justifies the value and relevance of the evidence used as the basis for a concept map. Impartially considers conflicting data and other perspectives. 

3-  Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes. 

Passing Grade:  Analyzes how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes. Identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the analysis). 

4-   Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links. 

Passing Grade:   Constructs concept map and linkage to additional evidence in a way that facilitates understanding of key information and links. Identifies specific strategies or approaches used to ensure clear communication. 

5-  Constructs concept map and linkage to additional evidence in a way that facilitates understanding of key information and links. Identifies specific strategies or approaches used to ensure clear communication. 

Passing Grade:   Integrates relevant sources to support assertions, correctly formatting citations and references using current APA style. Citations are free from all errors. 

Field experience | Applied Sciences homework help

This Field Experience has 2-Parts:

For this field experience due to the COVID-19 virus here are the conditions you must follow to ensure your safety and that of the older adult you will interview!:

If you live in a household that has an older adult, you may interview that person.

You may conduct the interview with an older adult not living in your household by phone, email, Facebook or other social media- Skype, Zoom,etc. – not person-to-person.

The CDC recommendations are changing, however, you are not to put yourself or any older adult at risk of contracting the COVID-19 virus just for this field experience.

If you are unable to complete this field experience within the safety guidelines I have written, please email me and we will work together to find an alternate experience.

# pages | Psychology homework help

 Select a peer review article from a behavior related journal. Make sure to cover the following points/requirements: 1. Present a brief summary of the article (half page) 2. State the research question 3. State the hypotheses tested. 4. Describe the methods (design, participants, materials, procedure, what was manipulated [independent variables], what was measured [dependent variables], how data were analyzed. 5. Describe the results. Were they significant? 6. Explain the key implications of the results Submit an article summary where you cover the listed question. The complete assignment should be no more than three pages, excluding a cover and reference page. No late assignments will be accepted. This assignment is worth 50 points.