Research Question 2. Does the health trajectory pattern of the predeceased spouse affect the survival of the bereaved spouse, after adjustment for potential confounding variables?
Research Question 2. Is the implementation of the NBS Card associated with reported prevalence of referrals for hearing loss in GA? Sub Question: Is the level of unit providing the results associated with reports of hearing loss screening? Before January 2015, there were very few reports for the results of the right and left ear hearing tests, as expected, since hospitals did not have a system for reporting the results to the GA DPH. In the six months following implementation reports of the screening increased, but approximately 40% of the results of the right and left ear hearing tests were not reported. Specifically, hospital reports of the hearing test results decreased as the nursery level increased, with Level III hospitals having the poorest rates of reporting the results. NBS Cards submitted by a NICU were less likely to contain the results of the right and left ear hearing tests as compared to cards submitted by a regular unit. The starkest difference is shown between a regular unit from a Level I hospital and a NICU from a Level III hospital, in which the regular unit is approximately 15 times more likely to report the results of the hearing tests than the NICU. In accordance with the Georgia code on newborn screening, if an infant is in the NICU for more than five days, hearing screening must “be conducted after 32 weeks gestational age and when the baby is medically stable, and must include an aABR” (Ga. Comp. R. & Regs. r. 511-5-5-.06). This clause indicates that the hearing tests may occur in the NICU but the results of the tests are not being reported to the GA DPH. Since the NBS Card is designed to submit data on newborn screening that occurs at 24 hours after birth, hearing screening in a NICU, especially for preterm infants, may not occur within this time period. Though NICUs have low reporting of the results of the hearing tests, when comparing NICUs from hospitals with Level II and Level III nursery, a NICU from a hospital with a Level II nursery is approximately 7 times more likely to report the results of the tests as compared to a NICU from a hospital with a Level III nursery. Moreover, within the hospitals with Level III nurseries the regular unit is more likely to report the results of the hearing tests as compared to the NICU, but only slightly. This may indicate issues with reporting that go beyond the submission unit and are more about overall hospital performance that varies by level of newborn unit.
Research Question 2. Is there currently any knowledge and awareness of racism as it pertains to public health among MPH students?
Examples of Research Question 2 in a sentence
Energy604.8610.9596.3580.4570.8563.2581.7557.8559.2548.5553.6-8.5A1.
The qualitative component of the research focused primarily on Research Question 2 and comprised interviews with local and regional AfA lead professionals, longitudinal case studies of 20 AfA schools (including case profiles of pupils in each school) and ad‐hoc data collected informally at AfA launch and update conferences and other events.
All prioritized outcomes should relate to ‘uptake’ of the team’s enabling environment work to align and contribute to answering Uptake DE Research Question #2.
Initiatives to manage and alleviate the conflict (refer Research Question 3) are closely associated with antecedents of interorganisational conflict (refer Research Question 2).
The larger comparative case study content will consist of an introduction to the Uptake DE’s Research Question #2 approach, a brief summarization of the methodology, a 1 page review of each team’s uptake model identified positive deviant application; a review of the key findings from each individual case study, findings, conclusions, and recommendations from the comparative data.
How prevalent are teacher absences, how often are absences not covered by substitute teachers, and what happens when a substitute cannot be found?• Research Question 2: Teacher and absence attributes.
The memo content will consist of an introduction to the Uptake DE’s Research Question #2 approach, a brief summarization of the methodology, a paragraph review of each team’s enabling environment work and how it integrates into their uptake model; a review of the key findings from each team, and findings, conclusions, and recommendations from the comparative data.
The second research question fosters the derivation of a set of typical functionalities required in compliance mon-itoring approaches and practice(↦ Research Question 2 (RQ2): What are functionalities that are essential for compliance monitoring approaches in business processes?).RQ2 meets the challenge of granularity and coverage.
PURPOSE OF THE STUDYUnder Research Question #2, concerning effective approaches for achieving sustained uptake, it will be beneficial to not just know which approaches or parts of approaches are effective, but also which efforts or particular applications have been most effective at achieving sustained uptake.
What additional efforts are needed to enhance the likelihood of sustainability of uptake in this case?OUTCOME HARVESTING PURPOSE OF THE STUDYAs part of answering Research Question #2 under the Uptake DE regarding effective models for sustained uptake, it is necessary to look at the various USAID Global Development Lab teams’ approaches to achieving uptake under what they call an Enabling Environment approach.
More Definitions of Research Question 2
Research Question 2. Is there a difference in grade point average based on online or face-to-face degree completion method? Null Hypothesis 2: There is no significant difference in grade point average for online and face to face articulation participants. Because the dependent variable is a continuous variable, a t-test of independent samples was used to compare the mean final GPA for online students and face-to-face students. There is no significant difference in the scores for online students (M=3.23, SD=0.561) and face-to-face students (M=3.18, SD=0.496); t(101.9)= 0.514, p=0.608 (see Table 3). These results indicate that there is not a significant difference in the mean final GPA based on students’ program format; online students and face-to-face students to do not differ in their final GPAs. Group n M SD t p= Online 115 3.23 .561 Face-to-Face 49 3.18 .496 Table 3: t-test, Final GPA by Degree Completion Format. 0.514 0.608 Research Question 3
Research Question 2. What is the effect of the duration of antiretroviral therapy on pregnancy incidence among HIV-infected women in Zambia, Malawi, Tanzania, and Eswatini? Research Aim 1: Determine whether pregnancy incidence increases after antiretroviral initiation among HIV-positive women in Zambia, Malawi, Tanzania, and Eswatini. Research Aim 2: Determine whether pregnancy incidence increases with longer duration of antiretroviral therapy among HIV-positive women in Zambia, Malawi, Tanzania, and Eswatini. Methods Data Sources and Definitions The Population-based HIV Impact Assessment (PHIA) surveys are HIV-focused, cross- sectional, nationally representative household-based surveys, designed to measure the impact of HIV programs [25]. The analysis utilized data from the four countries where final PHIA reports were currently available: Zambia, Malawi, Tanzania, and Eswatini. The PHIA Project collected data in Zambia from March 2016 to August 2016, in Malawi from November 2015 to August 2016, in Tanzania from November 2016 to June 2017, and in Eswatini from August 2016 to March 2017 [25]. The data were collected through household interviews, individual interviews, and HIV diagnostic testing administered by trained staff via computer-assisted personal interviews (CAPI). The PHIA Project utilized a stratified multistage survey sampling design, with strata defined by sub-national geographic divisions and census enumeration areas (EAs) randomly selected [25]. Households were then randomly sampled within each selected EAs and consenting households were administered a household survey. Additional individual interviews were administered within selected households based on an assessment of eligibility criteria. All participation in the PHIA Project was voluntary with eligible participants required to provide informed consent before data collection [2-5]. All women and men aged 18 years and older living in the selected households, and all visitors who slept in the household prior to the survey, who were able and willing to provide written/verbal consent were eligible to participate in the survey [2-5]. Additionally, all persons aged 10-17 years living in the selected households, and all visitors who slept in the household prior to the survey, who were able and willing to provide written/verbal assent and who were able to acquire written/verbal consent from a parent or guardian were eligible to participate in the survey [2-5]. All children aged 0-9 years living in the selected househ...
Research Question 2. Using Conditional Inference Trees, can latrine spot-check data be used to determine statistically significant differences in continuous distributions of respondent-reported or PLUM-recorded ‘likely defecation events’? H02: None of the 15 independent latrine spot-check variables will provide a significant partition at alpha: 0.05 after using Bonferroni correction for multiple tests of significance. H12: CIT will identify at least one out of the 15 independent latrine spot-check variables as significant (P-value < 0.05) after using Bonferroni correction in differentiating continuous distributions of respondent-reported or PLUM-recorded ‘likely defecation events’.
Research Question 2. How do the different delivery modalities of Hyflex courses and Traditional courses impact student satisfaction toward content and delivery?” The following Likert satisfaction survey questions were examined to determine if program/delivery modality has an impact on student satisfaction toward content and delivery:
Research Question 2. Is the correlation between different informants’ ratings of anxiety, depression, or broad internalizing in youth with ASD moderated by the general cognitive ability of the youth? There is not enough evidence, based on prior studies or theory, to develop a specific hypothesis related to parent-teacher agreement in this context; however, hypotheses have been generated for youth-parent and youth-teacher agreement. • Hypothesis 2a: The correlation between youth self-report ratings and parent ratings of anxiety, depression, or broad internalizing in youth with ASD will be moderated by the general cognitive ability of the youth, such that more advanced cognitive ability will be associated with better youth-parent agreement. In an observational study, Xxx et al. (2016) found better agreement between parents and youth with ASD in reporting anxiety symptoms was associated with higher youth verbal IQ. Similarly, Xxxxxxxx-Xxxxx et al. (2011) determined that, in an ASD sample, higher youth-parent agreement was associated with higher verbal IQ and more advanced metacognitive skills. In another observational study with an ASD sample, youth-parent agreement was better for youth with higher IQs (Kaat & Lecavalier, 2015). In contrast, a meta-analysis by Xxxxxxx and Xxxxxxxxxx (2015) found an inverse relationship between IQ and inter-rater agreement across raters for broad internalizing. However, this meta-analysis combined studies of youth with ASD with studies of non-ASD youth with ID— and it is not clear how the resulting heterogeneity may have impacted the findings. This finding appears to be an anomaly and may be an artifact that arose from the different samples involved. Otherwise, in general, across broad samples of youth, the literature supports higher agreement between youth self-report and other measures of behavior occur when children have higher verbal or higher general cognitive ability (Xxxxxx, 2010; Xxxx et al., 2016).
Research Question 2. What is the effect of a guided inductive and a deductive presentational approach on intermediate-level college French students’ accurate use of the target structures in a delayed writing task? Mean percentage scores and standard deviations in each condition for students present for all eight writing activities are presented in Table 10. The results of a paired samples t test indicated no statistically significant difference between conditions, t(13) = - 0.48, p =. 634, d = .09. Mean percentage scores and standard deviations in each condition for students present for three or more writing activities in each condition are presented in Table 11. The results of a paired samples t test indicated no statistically significant difference between conditions, t(21) = - 0.09, p = .925, d = .01. Power for these analyses was .06 and .05, reflecting small effect sizes and a low number of participants in the sample. To explore the relationship between students’ performance on the immediate grammar tests and their performance on the delayed writing activity, Xxxxxxx product moment correlations were computed between their immediate grammar tests and writing tasks raw scores. Table 12 presents the means and standard deviations of the immediate grammar tests, writing tasks, and the correlation coefficients. The results indicated that there was a positive correlation between performance on the immediate grammar tests and the writing activities for seven of the eight grammatical structures. Three were statistically significant. Although not statistically significant, a number of these correlations were substantial. Xxxxx (1988) indicated that the significance of a correlation coefficient is affected by sample size. In addition, he suggested definitions for small, medium, and large effect sizes as correlation coefficients of .10, .30, and .50, respectively. With the exception of the fourth structure that yielded a negative correlation, all other non-significant correlations can be considered of medium effect size. The descriptive statistics indicate that the means for the writing tasks were generally lower than the mean scores for the immediate grammar tests. Participants performed better in the controlled production grammar test than they did in the more spontaneous and communicative open-ended writing task. The negative correlation between the immediate test and the writing performance for structure 4 illustrated the higher difficulty for participants to use the target struct...