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  • [Solved] Week 1 DB response 2

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    see attachment – a year ago **files (1)** – ## Week1DBresponse2.pdf **## Week1DBresponse2.pdf** Subjective CC: Follow-up for abnormal Pap smear showing HSIL and positive high-risk HPV. HPI: Ellen is a 35-year-old G1P0 female who presents following an abnormal Pap smear result indicating High-Grade S…

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    see attachment

    – a year ago

    **files (1)**

    – ## Week1DBresponse2.pdf

    **## Week1DBresponse2.pdf**

    Subjective

    CC:
    Follow-up for abnormal Pap smear showing HSIL and positive high-risk HPV.

    HPI:
    Ellen is a 35-year-old G1P0 female who presents following an abnormal Pap smear result
    indicating High-Grade Squamous Intraepithelial Lesion (HSIL) with positive high-risk
    HPV. She reports no symptoms and states the abnormal results were discovered about a
    week ago during routine screening. She has had only two previous Pap smears,
    performed 7 and 14 years ago, both of which were normal. She denies any vaginal
    bleeding, discharge, pelvic pain, or discomfort. There are no aggravating or relieving
    factors, as she is asymptomatic. Ellen is in a monogamous relationship with a female
    partner for the past 5 years but identifies as bisexual and has had previous sexual
    relationships with both males and females. She has no history of STIs or abnormal Pap
    results. Her last menstrual period was 5 days ago and was normal. She is G1P0 with a
    therapeutic abortion at age 25. She and her partner are currently undecided about
    having children in the future. She denies any significant past medical history, surgical
    history, or chronic illness. Her BMI is within normal limits, and her pregnancy test is
    negative.

    Medications:
    None stated

    Allergies:
    No known drug allergies (NKDA) stated in case study

    LMP:
    5 days ago; regular cycles

    Gyn/OB History:

    • G1T0P0A1L0 (1 therapeutic abortion at age 25)
    • Menarche age : ( Not stated in case study)
    • Regular menstrual cycles, no menorrhagia, dysmenorrhea, or intermenstrual bleeding
    • No contraception currently; sexually active with a female partner
    • No history of STIs
    • No prior abnormal Pap smears
    • No prior cervical procedures or treatments
    • HPV vaccine status unknown

    PMH:
    Unremarkable (none stated)

    Chronic Illness / Major Trauma:
    Denies any chronic conditions, surgeries, or hospitalizations

    Family History:
    No known history of cervical, uterine, ovarian, or breast cancer
    No family history of hereditary cancer syndromes

    Social History:

    • Sexual orientation: Bisexual
    • Relationship: Monogamous with female partner for 5 years
    • Past partners: Males and females
    • Tobacco: Denies use
    • Alcohol: Rare social use
    • Illicit drugs: Denies use
    • Occupation: Not stated
    • Exercise: Occasional walking ( none stated , hypothetical )
    • Diet: Balanced
    • HPV vaccination: None stated

    Subjective Review of Systems (ROS):

    General: Denies fatigue, fever, night sweats, chills, or unintended weight loss

    Skin: Denies rashes, new moles, pruritus, or lesions

    HEENT: Denies headaches, vision changes, sore throat, nasal congestion, or hearing loss

    Neck: Denies lumps, swelling, or pain

    Cardiovascular: Denies chest pain, palpitations, syncope, or edema

    Respiratory: Denies cough, dyspnea, wheezing, or hemoptysis

    GI: Denies nausea, vomiting, abdominal pain, constipation, diarrhea, or rectal bleeding

    GU: Denies dysuria, hematuria, urgency, frequency, or incontinence

    Gynecological: Per patient Menses are regular. LMP 5 days ago

    • Denies abnormal uterine bleeding, intermenstrual or postcoital bleeding

    • Denied vaginal discharge, odor, or pruritus
    • Denies dyspareunia or pelvic pain
    • No known uterine or ovarian disorders
    • Denies hot flashes or signs of perimenopause

    Musculoskeletal: Denies joint pain, swelling, stiffness, or muscle weakness

    Neurological: Denies dizziness, syncope, numbness, or headaches

    Endocrine: No heat/cold intolerance, polyuria, polydipsia, or hirsutism

    Psychiatric: Denies anxiety, depression, sleep disturbance, or mood changes

    Hematologic: No easy bruising or prolonged bleeding

    Allergic/Immunologic: Denies seasonal allergies, food or medication reactions

    1. Additional HPI Questions:
    • Do you have any unusual vaginal bleeding (after intercourse or between periods)?
    • Have you experienced any vaginal discharge, pelvic pain, or painful intercourse?
    • Have you ever had a colposcopy or cervical procedure in the past?
    • Are your menstrual cycles typically regular?
    • Have you received the HPV vaccine?
    1. Additional Medical History Questions:
    • Any history of immunosuppression (HIV, long-term corticosteroids)?
    • Any prior abnormal Pap smear or HPV testing?
    • Any surgeries, especially gynecologic ( LEEP, D&C)?
    • Any chronic conditions such as diabetes, autoimmune disorders, or thyroid disease?
    • Any family history of cervical cancer?
    1. Additional Social History Questions:
    • Are you or your partner planning pregnancy in the near future?
    • Have your previous partners (male or female) had a history of STIs or abnormal Pap

    smears?
    • Do you use any form of contraception or protection during sexual activity?
    • What is your occupation? (May tell you about patient exposures, stress, or healthcare

    access)
    • Do you have access to transportation and healthcare?

    (Mito & Feldman, 2025)

    Objective

    General:
    Well-nourished, well-appearing 35-year-old female in no distress

    Vital Signs: (Hypothetical VS)

    • BP: 116/72 mmHg
    • HR: 78 bpm
    • Temp: 98.4°F
    • RR: 14
    • BMI: 24.7

    Objective ROS:

    Skin: Warm, dry, intact. No rashes, lesions, or pigmentation changes.

    HEENT: Normocephalic, atraumatic. Sclerae white, conjunctivae clear. Oropharynx
    moist, no lesions or erythema. No cervical lymphadenopathy.

    Neck: Supple, no thyroid enlargement, no masses, no lymphadenopathy.

    Cardiovascular: RRR (regular rate and rhythm), no murmurs, gallops, or rubs. No
    peripheral edema.

    Respiratory: Clear to auscultation bilaterally. No rales, wheezes, or rhonchi. Normal
    chest expansion.

    Abdomen: Soft, non-distended. No tenderness, guarding, rebound, or palpable masses.
    No hepatosplenomegaly. Bowel sounds normal in all quadrants.

    Genitourinary / Pelvic Exam:

    • External Genitalia: No lesions, warts, discharge, or erythema.
    • Speculum Exam: Cervix pink, no visible lesions, masses, or discharge. Cervical os

    closed.
    • Bimanual Exam: Uterus normal size, non-tender. No adnexal masses or tenderness.

    No cervical motion tenderness.

    Musculoskeletal: Full range of motion. No joint swelling, tenderness, or deformity.

    Neurological: Alert and oriented. CN II–XII grossly intact. No motor or sensory deficits.

    Psychiatric: Appropriate mood and affect. Cooperative. Good eye contact. No signs of
    anxiety or depression.

    Point-of-Care Testing (POCT):

    Pregnancy Test: Negative

    Additional POCT to Perform and Why:

    1. Rapid HIV Test
    a. Why: HPV-related cervical dysplasia (HSIL) is more likely in immunocompromised

    individuals. HIV screening is standard in STI evaluations and recommended at least
    once for all adults aged 15–65 per USPSTF and CDCguidelines.

    2. Urine NAAT for Chlamydia and Gonorrhea
    a. Why: Despite no history of STIs, Ellen has had past male partners, which still places

    her at risk. These infections are often asymptomatic and can contribute to cervical
    inflammation and complicate HSIL management. NAAT is the most sensitive method
    and can be done via urine or vaginal swab..

    3. HPV Genotyping (in-office or sent out)
    a. Why: If not already done, genotyping for HPV 16 and 18 (highest risk types) can

    guide urgency of management. This is especially relevant in women ≥30 years or with
    HSIL.

    4. Wet mount or vaginal pH testing: Only if patient is complaining of abnormal
    discharge, odor, or itching, help evaluate for bacterial vaginosis, candidiasis, or
    trichomoniasis, which may need to be treated before cervical procedures like
    colposcopy.

    (Mito & Feldman , 2025)

    Assessment / Diagnosis

    Final Diagnosis: High-Grade Squamous Intraepithelial Lesion (HSIL) of cervix with
    positive high-risk HPV-ICD-10 Code: R87.619 –

    Rationale / Pertinent Positives:

    • HSIL on Pap indicates moderate to severe cervical dysplasia (CIN 2/3)
    • Positive high-risk HPV, which increases the risk of progression to cervical cancer
    • Limited history of prior Pap tests (only 2 in the past 14 years)

    • No prior abnormal results or STI diagnoses
    • Denies immunocompromising conditions

    (Wright, 2025)

    Pertinent Negatives:

    • No abnormal vaginal bleeding, pain, or discharge reported
    • No visible cervical lesions on pelvic exam
    • Negative pregnancy test
    • No history of smoking, which is a cofactor for cervical dysplasia progression

    (Wright, 2025)

    Differential Diagnoses:

    1. Cervical Intraepithelial Neoplasia (CIN 2/3) ICD- N87.1
    • Rationale: CIN 2/3 often underlies HSIL cytology; caused by persistent high-risk HPV

    infection.

    (Schmeler, 2025)

    2. Cervical Cancer – ICD-10 Code: C53.0

    • Rationale: While less likely without symptoms, HSIL may indicate or mask early
    cervical cancer, especially in women with poor screening history.

    (Schmeler, 2025) (Wright,
    2025)

    Explain Ellen’s Pap smear results (pathophysiology) and the action(s) that will be taken
    next to follow up this abnormality, including patient education (explain the procedure
    to the patient).

    Ellen’s Pap test shows significant changes in the cells on her cervix. These changes are
    called HSIL, which means that some cells look very abnormal. This doesn’t mean she has
    cancer, but it does mean there is a higher risk that these abnormal cells could become
    cancer in the future if not treated.The test also shows that she has a high-risk type of
    HPV (human papillomavirus). HPV is a common virus that spreads through sexual

    contact. Some types of HPV can cause cervical cancer over time, especially if the
    infection lasts for many years.

    (Palefsky, 2025)

    Next Steps:

    The best way to find out how serious these changes are is to do a procedure called a
    colposcopy.

    • Colposcopy is done in the clinic and is similar to a Pap smear, but the provider uses a
    special microscope to look more closely at the cervix.

    • If any areas look suspicious, small samples (biopsies) will be taken and sent to the lab.
    • This helps confirm whether the abnormal cells are moderate or severe, and what

    treatment is needed.

    (Palefsky, 2025) ( Schmeler, 2025)

    What to Tell the Patient (Patient Education):

    I would explain to the patient in these words “ Ellen you pap test shows some abnormal
    cells on your cervix that we want to look at more closely. It’s not cancer, but we want to
    make sure it doesn’t turn into cancer in the future. We’ll do a simple in-office procedure
    called a colposcopy. It’s like a longer Pap test and may involve taking a small sample of
    tissue. It’s important we check this now so we can treat it early if needed. Most women
    do very well after early treatment, and this can help protect your future health.”

    Plan: Colposcopy with biopsy is the recommended next step to confirm how abnormal
    the cells are and decide if treatment like LEEP (loop electrosurgical excision procedure)
    or cryotherapy is needed.

    Diagnostic Tests:

    • Colposcopy with directed cervical biopsies (This test allows for visualization of the
    cervix and biopsy is taken to determine the exact grade of CIN ( CIN 2 or 3) or
    presence of invasive cancer.)

    Lab Tests:

    1. HPV Genotyping ( Should be done if cytology was only taken during pap smear. This
    test looks for high risk HPV (especially types 16 or 18).

    1. STI Testing (chlamydia, gonorrhea, syphilis, HIV) (important to check because some
    infections can weaken the immune system and make HPV worse or harder to clear.)

    1. Pregnancy Test (Already done and negative) (Important to check because some
    treatments like LEEP or biopsies can affect a pregnancy.

    1. Blood Tests (CBC) (It checks for anemia or infection if Ellen needs treatment like
    LEEP)

    (Schmeler, 2025) (Wright, 2025)

    Treatment (Pending Colposcopy Results):

    If results are CIN 1 (Mild Dyplasia)

    Treatment:

    • Observation is preferred, especially in young or reproductive-age women.
    • Repeat Pap + HPV co-testing at 12 months or colposcopy at 12 months.
    • If abnormalities persist for >2 years, consider excisional treatment ( LEEP).

    (Einstein et al., 2025) (Wright, 2025)

    CIN 2 -3

    Treatment: Excisional treatment (LEEP or cold knife conization).

    Screening guidelines post-treatment

    Negative Margins: HPV- testing 6 months later

    • If HPV is positive, then colposcopy and biopsies should be performed and managed
    based on these results.

    • If HPV is negative, then HPV testing should occur annually for three years.
    • If HPV remains negative, then HPV testing can occur every three years for at least 25

    years.

    Positive Margins: HPV testing in six months or colposcopy

    • If HPV is negative, then HPV testing should occur annually for three years. If testing
    remains negative, then HPV every three years for at least 25 years.

    • If positive, then colposcopy with biopsy. If it continues to be positive, excision must
    be done again.

    (Einstein et al., 2025) (Wright, 2025)

    Medication:
    None at this time unless STI identified

    Referrals:

    • Refer to GYN for colposcopy within 4 weeks
    • Referral to GYN oncology only if invasive cancer is identified on biopsy

    Education:

    • HSIL is not cancer but is considered pre-cancer, meaning that abnormal cells may
    become cancer if not treated.

    • A colposcopy is needed to get a closer look at the cervix.
    • If abnormal cells are found on biopsy, a procedure like LEEP or cryotherapy may be

    recommended to remove them.
    • HPV is very common, and most people get it at some point, this is not a sign of

    infidelity or risky behavior.
    • Continue regular follow-ups, early detection and treatment prevent cervical cancer.

    What to expect from the colposcopy:

    • Done in the office, takes 10–20 minutes.
    • May feel pressure or mild cramping.
    • Spotting is normal afterward.
    • Avoid sex, douching, or tampons for 48 hours after.

    Education regarding her current female partner:

    • HPV can be transmitted between female partners through skin-to-skin contact,
    shared sex toys, or genital contact.

    • Encourage her partner to:
    o Get regular Pap smears if she has a cervix.
    o Receive the HPV vaccine (if age 9–45), especially if not already vaccinated.

    • Emphasize that HPV is common and can be dormant for years, so this does not mean
    recent transmission.

    • Discuss safe sex practices, including cleaning shared items and using barrier
    protection if appropriate.

    (Wright, 2025)

    Health Maintenance:

    • Review/update immunizations including HPV
    • Lifestyle: stress reduction, healthy diet, smoking cessation if applicable
    • Encourage regular Pap screening per follow-up recommendations

    Follow-up:

    • Colposcopy results in 1–2 weeks post-procedure
    • Return to clinic to review pathology and determine next steps
    • Emphasize importance of follow-up due to cancer risk

    If biopsy confirms CIN 2 or 3, treatment options will be considered. à(LEEP procedure)

    1. What patient education is important to include for this patient?

    Key points to educate Ellen:

    • HSIL is not cancer but is considered pre-cancer, meaning that abnormal cells may
    become cancer if not treated.

    • A colposcopy is needed to get a closer look at the cervix.
    • If abnormal cells are found on biopsy, a procedure like LEEP or cryotherapy may be

    recommended to remove them.
    • HPV is very common, and most people get it at some point—this is not a sign of

    infidelity or risky behavior.
    • Continue regular follow-ups early detection and treatment prevent cervical cancer.

    (Wright, 2025)

    Explain what to expect from the colposcopy:

    • Done in the office, takes 10–20 minutes.

    • May feel pressure or mild cramping.
    • Spotting is normal afterward.
    • Avoid sex, douching, or tampons for 48 hours after.

    (American Cancer Society, 2024)

    1. Is there any education or advice you would give to Ellen regarding her current
    female partner?

    Yes. Although Ellen is in a monogamous relationship with a female partner, it's important
    to know that:

    • HPV can be transmitted between female partners through skin-to-skin contact,
    shared sex toys, or genital contact.

    • Encourage her partner to:
    o Get regular Pap smears if she has a cervix.
    o Receive the HPV vaccine (if age 9–45), especially if not already vaccinated.
    • Emphasize that HPV is common and can be dormant for years, so this does not mean

    recent transmission.
    • Discuss safe sex practices, including cleaning shared items and using barrier

    protection if appropriate.

    **## Week1DBresponse2.pdf**

    Subjective

    CC:
    Follow-up for abnormal Pap smear showing HSIL and positive high-risk HPV.

    HPI:
    Ellen is a 35-year-old G1P0 female who presents following an abnormal Pap smear result
    indicating High-Grade Squamous Intraepithelial Lesion (HSIL) with positive high-risk
    HPV. She reports no symptoms and states the abnormal results were discovered about a
    week ago during routine screening. She has had only two previous Pap smears,
    performed 7 and 14 years ago, both of which were normal. She denies any vaginal
    bleeding, discharge, pelvic pain, or discomfort. There are no aggravating or relieving
    factors, as she is asymptomatic. Ellen is in a monogamous relationship with a female
    partner for the past 5 years but identifies as bisexual and has had previous sexual
    relationships with both males and females. She has no history of STIs or abnormal Pap
    results. Her last menstrual period was 5 days ago and was normal. She is G1P0 with a
    therapeutic abortion at age 25. She and her partner are currently undecided about
    having children in the future. She denies any significant past medical history, surgical
    history, or chronic illness. Her BMI is within normal limits, and her pregnancy test is
    negative.

    Medications:
    None stated

    Allergies:
    No known drug allergies (NKDA) stated in case study

    LMP:
    5 days ago; regular cycles

    Gyn/OB History:

    • G1T0P0A1L0 (1 therapeutic abortion at age 25)
    • Menarche age : ( Not stated in case study)
    • Regular menstrual cycles, no menorrhagia, dysmenorrhea, or intermenstrual bleeding
    • No contraception currently; sexually active with a female partner
    • No history of STIs
    • No prior abnormal Pap smears
    • No prior cervical procedures or treatments
    • HPV vaccine status unknown

    PMH:
    Unremarkable (none stated)

    Chronic Illness / Major Trauma:
    Denies any chronic conditions, surgeries, or hospitalizations

    Family History:
    No known history of cervical, uterine, ovarian, or breast cancer
    No family history of hereditary cancer syndromes

    Social History:

    • Sexual orientation: Bisexual
    • Relationship: Monogamous with female partner for 5 years
    • Past partners: Males and females
    • Tobacco: Denies use
    • Alcohol: Rare social use
    • Illicit drugs: Denies use
    • Occupation: Not stated
    • Exercise: Occasional walking ( none stated , hypothetical )
    • Diet: Balanced
    • HPV vaccination: None stated

    Subjective Review of Systems (ROS):

    General: Denies fatigue, fever, night sweats, chills, or unintended weight loss

    Skin: Denies rashes, new moles, pruritus, or lesions

    HEENT: Denies headaches, vision changes, sore throat, nasal congestion, or hearing loss

    Neck: Denies lumps, swelling, or pain

    Cardiovascular: Denies chest pain, palpitations, syncope, or edema

    Respiratory: Denies cough, dyspnea, wheezing, or hemoptysis

    GI: Denies nausea, vomiting, abdominal pain, constipation, diarrhea, or rectal bleeding

    GU: Denies dysuria, hematuria, urgency, frequency, or incontinence

    Gynecological: Per patient Menses are regular. LMP 5 days ago

    • Denies abnormal uterine bleeding, intermenstrual or postcoital bleeding

    • Denied vaginal discharge, odor, or pruritus
    • Denies dyspareunia or pelvic pain
    • No known uterine or ovarian disorders
    • Denies hot flashes or signs of perimenopause

    Musculoskeletal: Denies joint pain, swelling, stiffness, or muscle weakness

    Neurological: Denies dizziness, syncope, numbness, or headaches

    Endocrine: No heat/cold intolerance, polyuria, polydipsia, or hirsutism

    Psychiatric: Denies anxiety, depression, sleep disturbance, or mood changes

    Hematologic: No easy bruising or prolonged bleeding

    Allergic/Immunologic: Denies seasonal allergies, food or medication reactions

    1. Additional HPI Questions:
    • Do you have any unusual vaginal bleeding (after intercourse or between periods)?
    • Have you experienced any vaginal discharge, pelvic pain, or painful intercourse?
    • Have you ever had a colposcopy or cervical procedure in the past?
    • Are your menstrual cycles typically regular?
    • Have you received the HPV vaccine?
    1. Additional Medical History Questions:
    • Any history of immunosuppression (HIV, long-term corticosteroids)?
    • Any prior abnormal Pap smear or HPV testing?
    • Any surgeries, especially gynecologic ( LEEP, D&C)?
    • Any chronic conditions such as diabetes, autoimmune disorders, or thyroid disease?
    • Any family history of cervical cancer?
    1. Additional Social History Questions:
    • Are you or your partner planning pregnancy in the near future?
    • Have your previous partners (male or female) had a history of STIs or abnormal Pap

    smears?
    • Do you use any form of contraception or protection during sexual activity?
    • What is your occupation? (May tell you about patient exposures, stress, or healthcare

    access)
    • Do you have access to transportation and healthcare?

    (Mito & Feldman, 2025)

    Objective

    General:
    Well-nourished, well-appearing 35-year-old female in no distress

    Vital Signs: (Hypothetical VS)

    • BP: 116/72 mmHg
    • HR: 78 bpm
    • Temp: 98.4°F
    • RR: 14
    • BMI: 24.7

    Objective ROS:

    Skin: Warm, dry, intact. No rashes, lesions, or pigmentation changes.

    HEENT: Normocephalic, atraumatic. Sclerae white, conjunctivae clear. Oropharynx
    moist, no lesions or erythema. No cervical lymphadenopathy.

    Neck: Supple, no thyroid enlargement, no masses, no lymphadenopathy.

    Cardiovascular: RRR (regular rate and rhythm), no murmurs, gallops, or rubs. No
    peripheral edema.

    Respiratory: Clear to auscultation bilaterally. No rales, wheezes, or rhonchi. Normal
    chest expansion.

    Abdomen: Soft, non-distended. No tenderness, guarding, rebound, or palpable masses.
    No hepatosplenomegaly. Bowel sounds normal in all quadrants.

    Genitourinary / Pelvic Exam:

    • External Genitalia: No lesions, warts, discharge, or erythema.
    • Speculum Exam: Cervix pink, no visible lesions, masses, or discharge. Cervical os

    closed.
    • Bimanual Exam: Uterus normal size, non-tender. No adnexal masses or tenderness.

    No cervical motion tenderness.

    Musculoskeletal: Full range of motion. No joint swelling, tenderness, or deformity.

    Neurological: Alert and oriented. CN II–XII grossly intact. No motor or sensory deficits.

    Psychiatric: Appropriate mood and affect. Cooperative. Good eye contact. No signs of
    anxiety or depression.

    Point-of-Care Testing (POCT):

    Pregnancy Test: Negative

    Additional POCT to Perform and Why:

    1. Rapid HIV Test
    a. Why: HPV-related cervical dysplasia (HSIL) is more likely in immunocompromised

    individuals. HIV screening is standard in STI evaluations and recommended at least
    once for all adults aged 15–65 per USPSTF and CDCguidelines.

    2. Urine NAAT for Chlamydia and Gonorrhea
    a. Why: Despite no history of STIs, Ellen has had past male partners, which still places

    her at risk. These infections are often asymptomatic and can contribute to cervical
    inflammation and complicate HSIL management. NAAT is the most sensitive method
    and can be done via urine or vaginal swab..

    3. HPV Genotyping (in-office or sent out)
    a. Why: If not already done, genotyping for HPV 16 and 18 (highest risk types) can

    guide urgency of management. This is especially relevant in women ≥30 years or with
    HSIL.

    4. Wet mount or vaginal pH testing: Only if patient is complaining of abnormal
    discharge, odor, or itching, help evaluate for bacterial vaginosis, candidiasis, or
    trichomoniasis, which may need to be treated before cervical procedures like
    colposcopy.

    (Mito & Feldman , 2025)

    Assessment / Diagnosis

    Final Diagnosis: High-Grade Squamous Intraepithelial Lesion (HSIL) of cervix with
    positive high-risk HPV-ICD-10 Code: R87.619 –

    Rationale / Pertinent Positives:

    • HSIL on Pap indicates moderate to severe cervical dysplasia (CIN 2/3)
    • Positive high-risk HPV, which increases the risk of progression to cervical cancer
    • Limited history of prior Pap tests (only 2 in the past 14 years)

    • No prior abnormal results or STI diagnoses
    • Denies immunocompromising conditions

    (Wright, 2025)

    Pertinent Negatives:

    • No abnormal vaginal bleeding, pain, or discharge reported
    • No visible cervical lesions on pelvic exam
    • Negative pregnancy test
    • No history of smoking, which is a cofactor for cervical dysplasia progression

    (Wright, 2025)

    Differential Diagnoses:

    1. Cervical Intraepithelial Neoplasia (CIN 2/3) ICD- N87.1
    • Rationale: CIN 2/3 often underlies HSIL cytology; caused by persistent high-risk HPV

    infection.

    (Schmeler, 2025)

    2. Cervical Cancer – ICD-10 Code: C53.0

    • Rationale: While less likely without symptoms, HSIL may indicate or mask early
    cervical cancer, especially in women with poor screening history.

    (Schmeler, 2025) (Wright,
    2025)

    Explain Ellen’s Pap smear results (pathophysiology) and the action(s) that will be taken
    next to follow up this abnormality, including patient education (explain the procedure
    to the patient).

    Ellen’s Pap test shows significant changes in the cells on her cervix. These changes are
    called HSIL, which means that some cells look very abnormal. This doesn’t mean she has
    cancer, but it does mean there is a higher risk that these abnormal cells could become
    cancer in the future if not treated.The test also shows that she has a high-risk type of
    HPV (human papillomavirus). HPV is a common virus that spreads through sexual

    contact. Some types of HPV can cause cervical cancer over time, especially if the
    infection lasts for many years.

    (Palefsky, 2025)

    Next Steps:

    The best way to find out how serious these changes are is to do a procedure called a
    colposcopy.

    • Colposcopy is done in the clinic and is similar to a Pap smear, but the provider uses a
    special microscope to look more closely at the cervix.

    • If any areas look suspicious, small samples (biopsies) will be taken and sent to the lab.
    • This helps confirm whether the abnormal cells are moderate or severe, and what

    treatment is needed.

    (Palefsky, 2025) ( Schmeler, 2025)

    What to Tell the Patient (Patient Education):

    I would explain to the patient in these words “ Ellen you pap test shows some abnormal
    cells on your cervix that we want to look at more closely. It’s not cancer, but we want to
    make sure it doesn’t turn into cancer in the future. We’ll do a simple in-office procedure
    called a colposcopy. It’s like a longer Pap test and may involve taking a small sample of
    tissue. It’s important we check this now so we can treat it early if needed. Most women
    do very well after early treatment, and this can help protect your future health.”

    Plan: Colposcopy with biopsy is the recommended next step to confirm how abnormal
    the cells are and decide if treatment like LEEP (loop electrosurgical excision procedure)
    or cryotherapy is needed.

    Diagnostic Tests:

    • Colposcopy with directed cervical biopsies (This test allows for visualization of the
    cervix and biopsy is taken to determine the exact grade of CIN ( CIN 2 or 3) or
    presence of invasive cancer.)

    Lab Tests:

    1. HPV Genotyping ( Should be done if cytology was only taken during pap smear. This
    test looks for high risk HPV (especially types 16 or 18).

    1. STI Testing (chlamydia, gonorrhea, syphilis, HIV) (important to check because some
    infections can weaken the immune system and make HPV worse or harder to clear.)

    1. Pregnancy Test (Already done and negative) (Important to check because some
    treatments like LEEP or biopsies can affect a pregnancy.

    1. Blood Tests (CBC) (It checks for anemia or infection if Ellen needs treatment like
    LEEP)

    (Schmeler, 2025) (Wright, 2025)

    Treatment (Pending Colposcopy Results):

    If results are CIN 1 (Mild Dyplasia)

    Treatment:

    • Observation is preferred, especially in young or reproductive-age women.
    • Repeat Pap + HPV co-testing at 12 months or colposcopy at 12 months.
    • If abnormalities persist for >2 years, consider excisional treatment ( LEEP).

    (Einstein et al., 2025) (Wright, 2025)

    CIN 2 -3

    Treatment: Excisional treatment (LEEP or cold knife conization).

    Screening guidelines post-treatment

    Negative Margins: HPV- testing 6 months later

    • If HPV is positive, then colposcopy and biopsies should be performed and managed
    based on these results.

    • If HPV is negative, then HPV testing should occur annually for three years.
    • If HPV remains negative, then HPV testing can occur every three years for at least 25

    years.

    Positive Margins: HPV testing in six months or colposcopy

    • If HPV is negative, then HPV testing should occur annually for three years. If testing
    remains negative, then HPV every three years for at least 25 years.

    • If positive, then colposcopy with biopsy. If it continues to be positive, excision must
    be done again.

    (Einstein et al., 2025) (Wright, 2025)

    Medication:
    None at this time unless STI identified

    Referrals:

    • Refer to GYN for colposcopy within 4 weeks
    • Referral to GYN oncology only if invasive cancer is identified on biopsy

    Education:

    • HSIL is not cancer but is considered pre-cancer, meaning that abnormal cells may
    become cancer if not treated.

    • A colposcopy is needed to get a closer look at the cervix.
    • If abnormal cells are found on biopsy, a procedure like LEEP or cryotherapy may be

    recommended to remove them.
    • HPV is very common, and most people get it at some point, this is not a sign of

    infidelity or risky behavior.
    • Continue regular follow-ups, early detection and treatment prevent cervical cancer.

    What to expect from the colposcopy:

    • Done in the office, takes 10–20 minutes.
    • May feel pressure or mild cramping.
    • Spotting is normal afterward.
    • Avoid sex, douching, or tampons for 48 hours after.

    Education regarding her current female partner:

    • HPV can be transmitted between female partners through skin-to-skin contact,
    shared sex toys, or genital contact.

    • Encourage her partner to:
    o Get regular Pap smears if she has a cervix.
    o Receive the HPV vaccine (if age 9–45), especially if not already vaccinated.

    • Emphasize that HPV is common and can be dormant for years, so this does not mean
    recent transmission.

    • Discuss safe sex practices, including cleaning shared items and using barrier
    protection if appropriate.

    (Wright, 2025)

    Health Maintenance:

    • Review/update immunizations including HPV
    • Lifestyle: stress reduction, healthy diet, smoking cessation if applicable
    • Encourage regular Pap screening per follow-up recommendations

    Follow-up:

    • Colposcopy results in 1–2 weeks post-procedure
    • Return to clinic to review pathology and determine next steps
    • Emphasize importance of follow-up due to cancer risk

    If biopsy confirms CIN 2 or 3, treatment options will be considered. à(LEEP procedure)

    1. What patient education is important to include for this patient?

    Key points to educate Ellen:

    • HSIL is not cancer but is considered pre-cancer, meaning that abnormal cells may
    become cancer if not treated.

    • A colposcopy is needed to get a closer look at the cervix.
    • If abnormal cells are found on biopsy, a procedure like LEEP or cryotherapy may be

    recommended to remove them.
    • HPV is very common, and most people get it at some point—this is not a sign of

    infidelity or risky behavior.
    • Continue regular follow-ups early detection and treatment prevent cervical cancer.

    (Wright, 2025)

    Explain what to expect from the colposcopy:

    • Done in the office, takes 10–20 minutes.

    • May feel pressure or mild cramping.
    • Spotting is normal afterward.
    • Avoid sex, douching, or tampons for 48 hours after.

    (American Cancer Society, 2024)

    1. Is there any education or advice you would give to Ellen regarding her current
    female partner?

    Yes. Although Ellen is in a monogamous relationship with a female partner, it's important
    to know that:

    • HPV can be transmitted between female partners through skin-to-skin contact,
    shared sex toys, or genital contact.

    • Encourage her partner to:
    o Get regular Pap smears if she has a cervix.
    o Receive the HPV vaccine (if age 9–45), especially if not already vaccinated.
    • Emphasize that HPV is common and can be dormant for years, so this does not mean

    recent transmission.
    • Discuss safe sex practices, including cleaning shared items and using barrier

    protection if appropriate.

  • [Solved] Rh week 1 case study

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    Case study – a year ago **files (1)** – ## template610.docx **## template610.docx** Instructions · Review the following case study. · Construct a subjective data set for the case study on the provided SOAP note template from the information provided. · Structure the subjective data set on the SOAP n…

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    Case study

    – a year ago

    **files (1)**

    – ## template610.docx

    **## template610.docx**

    Instructions

    · Review the following case study.

    · Construct a subjective data set for the case study on the provided SOAP note template from the information provided.

    · Structure the subjective data set on the SOAP note template in the format provided in your lecture materials.

    · Submit the Word file containing your subjective data set on the SOAP note template into Canvas.

    NU610 Unit 1 Case Study
    A 19-year-old female presents with a complaint of headaches frequently. She reports that she has had
    them since she was a teenager, but they have become more debilitating recently. The episodes occur
    once or twice a month and last for up to 2 days. The pain begins in the right temple or the back of the
    right eye and spreads to the entire scalp over a few hours. She describes the pain as a sharp, throbbing
    sensation that gradually worsens and is associated with sever nausea. Several factors aggravate the pain
    including loud noises and movement. She has taken several over the counter medication like naproxen
    and acetaminophen for the pain but the only thing that makes it better is going to sleep in a dark quiet
    room. Reports no drug allergies but has seasonal and allergies to pet dander. A thorough history reveals
    her mother suffers from migraines. Last menses 4 weeks ago, is sexually active uses condoms. Currently
    a freshman in college. Denies alcohol, illicit drug and tobacco use. Last health visit was over the
    Summer, up to date on health maintenance for her age. She denies fever, chills, night sweats or neck
    stiffness. She denies visual changes other than photophobia. She denies chest pain, palpitations,
    shortness of breath or cough. She denies abdominal pain, has some nausea with the headaches but no
    vomiting. Denies numbness, tingling, weakness or changes in mood. Vital signs: temperature 98.5, BP
    112/70, HR 62, RR 17, 99% RA, Ht. 68 inches, Wt. 151 lbs. Alert and oriented to self, place, time and
    situation. Appears stated age with skin warm and dry. Normocephalic, PERRL, TM gray with adequate
    conf of light bilaterally, no tenderness over sinuses. Mucous membranes pink and dry. No palpable
    masses, adenopathy or thyroid enlargement. Regular heart rate and rhythm without murmurs. No
    edema. Lungs clear bilaterally, no use of accessory muscles. Soft, non-tender, non-distended abdomen
    with normoactive bowel sounds. Normal visual acuity using Snellen chart 20/20, face symmetrical with
    symmetrical smile and puffing out cheeks. Weber and Rinne test performed with normal bone and air
    conduction. Palate and uvula at rest are free of fasciculations and symmetry noted at test and when pt.
    says “ah.” Positive gag reflex. Shrug shoulders spontaneously and against resistance, hypoglossal nerve
    intact. Muscle tone inspected, palpated without atrophy and strength 5/5. Bicep, patellar and Achilles
    reflexes 2+ bilaterally with negative Babinski. Able to distinguish light and deep touch. Able to
    complete heel to shin, gait steady.

    SOAP Note _______
    NU___:_________
    Herzing University
    Name:_________________________
    Typhon Encounter #: _____________________
    Comprehensive:____Focused:____
    S: SUBJECTIVE DATA
    CC: What are they being seen for? This is the reason that the patient sought
    care, stated in their own words/words of their caregiver, or paraphrased.
    HPI: Use the “OLDCART” approach for collecting data and documenting
    findings. [O=onset, L=location, D=duration, C=characteristics,
    A=associated/aggravating factors, R=relieving factors, T=treatment,
    S=summary]
    PMH: This should include past illness/diagnosis, conditions, traumas,
    hospitalizations, and surgical history. Include dates if possible.
    ALLERGIES State the offending medication/food and the reactions.
    MEDICATIONS Names, dosages, and routes of administration along with indication of
    use.
    SH Related to the problem, educational level/literacy, smoking, alcohol,
    drugs, HIV risk, sexually active, caffeine, work and other stressors.
    Cultural and spiritual beliefs that impact health and illness. Financial
    resources.
    FH Use terms like maternal, paternal, and the diseases along with the ages
    they were deceased or diagnosed if known.
    HEALTH
    PROMOTION &
    MAINTENANCE
    Required for all SOAP notes: Immunizations, exercise, diet, etc.
    Remember to use the United States Clinical Preventative Services Task
    Force (USPSTF) for age-appropriate indicators. This should reflect what
    the patient is presently doing regarding the guidelines. Other wellness
    visits including but not limited to dental and eye exams.
    Constitutional
    Head
    Eyes
    Ears, Nose, Mouth, Throat
    Neck
    Cardiovascular/Peripheral
    Vascular
    Respiratory
    Breast
    ROS
    (put N/A in sections
    not completed day of
    exam)
    Gastrointestinal

    SOAP Note _______
    NU___:_________
    Herzing University
    Name:_________________________
    Typhon Encounter #: _____________________
    Comprehensive:____Focused:____
    Genitourinary
    Musculoskeletal
    Integumentary
    Neurological
    Psychiatric (screening tools: Ex:
    PHQ-9, MMSE, GAD-7)
    Endocrine
    Hematologic/Lymphatic
    Allergic/Immunologic
    Other
    O: OBJECTIVE DATA
    HR: RR: BP: Temp:
    SpO2%: Ht: Wt: BMI:
    VITALS:
    Age: LMP: PAIN:
    General Appearance
    Head
    Eyes
    ENT, Mouth
    Neck
    Cardiovascular/Peripheral Vascular
    Respiratory
    Breast
    Gastrointestinal
    Genitourinary Male
    • External Exam
    • Internal Exam
    Genitourinary Female
    • External Exam
    • Internal Exam
    Musculoskeletal
    Integumentary
    Neurological
    Psychiatric
    Endocrine
    PHYSICAL
    EXAM
    (Pertinent data
    related to
    presenting
    problem or
    visit type. Put
    N/A in sections
    not completed
    day of exam)
    Hematologic/Lymphatic

    SOAP Note _______
    NU___:_________
    Herzing University
    Name:_________________________
    Typhon Encounter #: _____________________
    Comprehensive:____Focused:____
    Allergic/Immunologic
    Other
    A: ASSESSMENT AND DIAGNOSIS
    DIAGNOSIS ICD-10 CODES
    1.
    2.
    PRIORITIZE
    DIAGNOSIS
    3.
    VISIT CODES CPT BILLING CODES
    POC TESTINGDIAGNOSTICS
    TESTS REVIEWED
    P: PLAN
    ACTIONS 1. Diagnosis:
    Diagnostics Order: labs, diagnostics testing (tests that you planned
    for/ordered during the encounter that you plan to review/evaluate
    relative to your work up for the patient’s chief complaint.)
    Therapeutic: changes in meds, skin care, counseling, include full
    prescribing information for any pharmacologic interventions
    including quantity and number of refills for any new or refilled
    medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no
    refills)
    Education: information clients need in order to address their health
    problems. Include follow-up care. Anticipatory guidance and
    counseling.

    SOAP Note _______
    NU___:_________
    Herzing University
    Name:_________________________
    Typhon Encounter #: _____________________
    Comprehensive:____Focused:____
    Consultation/Collaboration: referrals or consult while in clinic with
    another provider. If no referral made was there a possible referral
    you could make and why? Advance care planning.
    2. Diagnosis:
    Diagnostics Order:
    Therapeutic:
    Education:
    Consultation/Collaboration:
    3. Diagnosis:
    Diagnostics Order:
    Therapeutic:
    Education:
    Consultation/Collaboration:
    PREVENTITIVE
    (Used for
    comprehensive exams)
    Enter Guidance, Health Promotion, and/or Disease Prevention for
    patient, family, and/or caregiver.
    FOLLOW UP

    **## template610.docx**

    Instructions

    · Review the following case study.

    · Construct a subjective data set for the case study on the provided SOAP note template from the information provided.

    · Structure the subjective data set on the SOAP note template in the format provided in your lecture materials.

    · Submit the Word file containing your subjective data set on the SOAP note template into Canvas.

    NU610 Unit 1 Case Study
    A 19-year-old female presents with a complaint of headaches frequently. She reports that she has had
    them since she was a teenager, but they have become more debilitating recently. The episodes occur
    once or twice a month and last for up to 2 days. The pain begins in the right temple or the back of the
    right eye and spreads to the entire scalp over a few hours. She describes the pain as a sharp, throbbing
    sensation that gradually worsens and is associated with sever nausea. Several factors aggravate the pain
    including loud noises and movement. She has taken several over the counter medication like naproxen
    and acetaminophen for the pain but the only thing that makes it better is going to sleep in a dark quiet
    room. Reports no drug allergies but has seasonal and allergies to pet dander. A thorough history reveals
    her mother suffers from migraines. Last menses 4 weeks ago, is sexually active uses condoms. Currently
    a freshman in college. Denies alcohol, illicit drug and tobacco use. Last health visit was over the
    Summer, up to date on health maintenance for her age. She denies fever, chills, night sweats or neck
    stiffness. She denies visual changes other than photophobia. She denies chest pain, palpitations,
    shortness of breath or cough. She denies abdominal pain, has some nausea with the headaches but no
    vomiting. Denies numbness, tingling, weakness or changes in mood. Vital signs: temperature 98.5, BP
    112/70, HR 62, RR 17, 99% RA, Ht. 68 inches, Wt. 151 lbs. Alert and oriented to self, place, time and
    situation. Appears stated age with skin warm and dry. Normocephalic, PERRL, TM gray with adequate
    conf of light bilaterally, no tenderness over sinuses. Mucous membranes pink and dry. No palpable
    masses, adenopathy or thyroid enlargement. Regular heart rate and rhythm without murmurs. No
    edema. Lungs clear bilaterally, no use of accessory muscles. Soft, non-tender, non-distended abdomen
    with normoactive bowel sounds. Normal visual acuity using Snellen chart 20/20, face symmetrical with
    symmetrical smile and puffing out cheeks. Weber and Rinne test performed with normal bone and air
    conduction. Palate and uvula at rest are free of fasciculations and symmetry noted at test and when pt.
    says “ah.” Positive gag reflex. Shrug shoulders spontaneously and against resistance, hypoglossal nerve
    intact. Muscle tone inspected, palpated without atrophy and strength 5/5. Bicep, patellar and Achilles
    reflexes 2+ bilaterally with negative Babinski. Able to distinguish light and deep touch. Able to
    complete heel to shin, gait steady.

    SOAP Note _______
    NU___:_________
    Herzing University
    Name:_________________________
    Typhon Encounter #: _____________________
    Comprehensive:____Focused:____
    S: SUBJECTIVE DATA
    CC: What are they being seen for? This is the reason that the patient sought
    care, stated in their own words/words of their caregiver, or paraphrased.
    HPI: Use the “OLDCART” approach for collecting data and documenting
    findings. [O=onset, L=location, D=duration, C=characteristics,
    A=associated/aggravating factors, R=relieving factors, T=treatment,
    S=summary]
    PMH: This should include past illness/diagnosis, conditions, traumas,
    hospitalizations, and surgical history. Include dates if possible.
    ALLERGIES State the offending medication/food and the reactions.
    MEDICATIONS Names, dosages, and routes of administration along with indication of
    use.
    SH Related to the problem, educational level/literacy, smoking, alcohol,
    drugs, HIV risk, sexually active, caffeine, work and other stressors.
    Cultural and spiritual beliefs that impact health and illness. Financial
    resources.
    FH Use terms like maternal, paternal, and the diseases along with the ages
    they were deceased or diagnosed if known.
    HEALTH
    PROMOTION &
    MAINTENANCE
    Required for all SOAP notes: Immunizations, exercise, diet, etc.
    Remember to use the United States Clinical Preventative Services Task
    Force (USPSTF) for age-appropriate indicators. This should reflect what
    the patient is presently doing regarding the guidelines. Other wellness
    visits including but not limited to dental and eye exams.
    Constitutional
    Head
    Eyes
    Ears, Nose, Mouth, Throat
    Neck
    Cardiovascular/Peripheral
    Vascular
    Respiratory
    Breast
    ROS
    (put N/A in sections
    not completed day of
    exam)
    Gastrointestinal

    SOAP Note _______
    NU___:_________
    Herzing University
    Name:_________________________
    Typhon Encounter #: _____________________
    Comprehensive:____Focused:____
    Genitourinary
    Musculoskeletal
    Integumentary
    Neurological
    Psychiatric (screening tools: Ex:
    PHQ-9, MMSE, GAD-7)
    Endocrine
    Hematologic/Lymphatic
    Allergic/Immunologic
    Other
    O: OBJECTIVE DATA
    HR: RR: BP: Temp:
    SpO2%: Ht: Wt: BMI:
    VITALS:
    Age: LMP: PAIN:
    General Appearance
    Head
    Eyes
    ENT, Mouth
    Neck
    Cardiovascular/Peripheral Vascular
    Respiratory
    Breast
    Gastrointestinal
    Genitourinary Male
    • External Exam
    • Internal Exam
    Genitourinary Female
    • External Exam
    • Internal Exam
    Musculoskeletal
    Integumentary
    Neurological
    Psychiatric
    Endocrine
    PHYSICAL
    EXAM
    (Pertinent data
    related to
    presenting
    problem or
    visit type. Put
    N/A in sections
    not completed
    day of exam)
    Hematologic/Lymphatic

    SOAP Note _______
    NU___:_________
    Herzing University
    Name:_________________________
    Typhon Encounter #: _____________________
    Comprehensive:____Focused:____
    Allergic/Immunologic
    Other
    A: ASSESSMENT AND DIAGNOSIS
    DIAGNOSIS ICD-10 CODES
    1.
    2.
    PRIORITIZE
    DIAGNOSIS
    3.
    VISIT CODES CPT BILLING CODES
    POC TESTINGDIAGNOSTICS
    TESTS REVIEWED
    P: PLAN
    ACTIONS 1. Diagnosis:
    Diagnostics Order: labs, diagnostics testing (tests that you planned
    for/ordered during the encounter that you plan to review/evaluate
    relative to your work up for the patient’s chief complaint.)
    Therapeutic: changes in meds, skin care, counseling, include full
    prescribing information for any pharmacologic interventions
    including quantity and number of refills for any new or refilled
    medications. (Ex: Amoxicillin 500mg, PO, q12h, x 7 days, #14, no
    refills)
    Education: information clients need in order to address their health
    problems. Include follow-up care. Anticipatory guidance and
    counseling.

    SOAP Note _______
    NU___:_________
    Herzing University
    Name:_________________________
    Typhon Encounter #: _____________________
    Comprehensive:____Focused:____
    Consultation/Collaboration: referrals or consult while in clinic with
    another provider. If no referral made was there a possible referral
    you could make and why? Advance care planning.
    2. Diagnosis:
    Diagnostics Order:
    Therapeutic:
    Education:
    Consultation/Collaboration:
    3. Diagnosis:
    Diagnostics Order:
    Therapeutic:
    Education:
    Consultation/Collaboration:
    PREVENTITIVE
    (Used for
    comprehensive exams)
    Enter Guidance, Health Promotion, and/or Disease Prevention for
    patient, family, and/or caregiver.
    FOLLOW UP

  • [Solved] Employment Law

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    See attached file – a year ago **files (1)** – ## ENGL101.pdf **## ENGL101.pdf** In this initial assignment, you will choose a subject area for the research you will pursue in this course. You may choose one of three distinct subject areas: 1. Significant Historical Events 2. Scientific Innovation…

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    See attached file

    – a year ago

    **files (1)**

    – ## ENGL101.pdf

    **## ENGL101.pdf**

    In this initial assignment, you will choose a subject area for the research you will
    pursue in this course. You may choose one of three distinct subject areas:

    1. Significant Historical Events
    2. Scientific Innovations
    3. Art and Literature

    In an approximately 100-150 word paragraph explain your choice and indicate what
    specific areas of research within the subject area appeal to you. Add whatever personal
    or professional background information needed to explain your interest.

    **## ENGL101.pdf**

    In this initial assignment, you will choose a subject area for the research you will
    pursue in this course. You may choose one of three distinct subject areas:

    1. Significant Historical Events
    2. Scientific Innovations
    3. Art and Literature

    In an approximately 100-150 word paragraph explain your choice and indicate what
    specific areas of research within the subject area appeal to you. Add whatever personal
    or professional background information needed to explain your interest.

  • [Solved] Question

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    **The Cosmo K Manufacturing Group currently has sales of $1,400,000 per year. It is considering the addition of a new office machine, which will not result in any new sales but will save the company $105,500 before taxes per year over its 5-year useful life. The machine will cost $300,000 plus anoth…

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    **The Cosmo K Manufacturing Group currently has sales of $1,400,000 per year. It is considering the addition of a new office machine, which will not result in any new sales but will save the company $105,500 before taxes per year over its 5-year useful life. The machine will cost $300,000 plus another $12,000 for installation. The new asset will be depreciated using a modified accelerated cost recovery system (MACRS) 5-year class life. It will be sold for $25,000 at the end of 5 years. Additional inventory of $11,000 will be required for parts and maintenance of the new machine. The company evaluates all projects at this risk level using an 11.99% required rate of return. The tax rate is expected to be 35% for the next decade.**

    ### **Tasks:**

    **Answer the following questions:**

    – **What is the total investment in the new machine at time = 0 (T = 0)?**
    – **What are the net cash flows in each of the 5 years of operation?**
    – **What are the terminal cash flows from the sale of the asset at the end of 5 years?**
    – **What is the NPV of the investment?**
    – **What is the IRR of the investment?**
    – **What is the payback period for the investment?**
    – **What is the profitability index for the investment?**
    – **According to the decision rules for the NPV and those for the IRR, is the project acceptable?**
    – **Is there a conflict between the two decision methods? If so, what would you use to make a recommendation?**
    – **What are the pros and cons of the NPV and the IRR? Explain your answers.**

    – a year ago

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    – a year ago **files (1)** – ## 640Module7DifferentiatedSupport.docx **## 640Module7DifferentiatedSupport.docx** Module 7- Differentiated Support – Specially Designed Instruction (SDI) Summary After reading about [Specially Designed Instruction](https://touro.instructure.com/courses/137899/files/111…

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    – a year ago

    **files (1)**

    – ## 640Module7DifferentiatedSupport.docx

    **## 640Module7DifferentiatedSupport.docx**

    Module 7- Differentiated Support – Specially Designed Instruction (SDI) Summary

    After reading about
    [Specially Designed Instruction](https://touro.instructure.com/courses/137899/files/11190607?wrap=1) [Download Specially Designed Instruction](https://touro.instructure.com/courses/137899/files/11190607/download?download_frd=1)(UFT) and
    [SDI Lesson Planning Modified Tool](https://touro.instructure.com/courses/137899/files/11189828?wrap=1) [Download SDI Lesson Planning Modified Tool](https://touro.instructure.com/courses/137899/files/11189828/download?download_frd=1), consider how would you integrate accommodations and plan supports for children  (e.g., children with varied learning needs or approaches) in your assessment while you evaluate them in your formative assessment.

    **Using the two (minimum required) or more students who have completed your formative assessment, and create an instructional profile for those student and 1-2 students with IEPs profiles, please download and complete the** [**Classroom Specially Designed Instruction (SDI) Summary Chart .**](https://touro.instructure.com/courses/137899/files/11190708?wrap=1) [**Download Classroom Specially Designed Instruction (SDI) Summary Chart .**](https://touro.instructure.com/courses/137899/files/11190708/download?download_frd=1)

    ·  If you are in a classroom and had access to students you can use students with IEPs from your own classroom. If you are not in a classroom and/or you used students who do not have IEPs you can still complete the chart as it relates to your gen ed learners. If you do not have access to students with IEPs, at all, go back to Module 6 IRIS Math module and choose the student profile(s) that you examined in that module and complete the chart with those profiles. Be sure to identify the learners, the accommodations and or modifications you would use to support them in the chart
    **_and in your formative assessment's final plan._****Be sure to include this chart with the directions for differentiation in the** [**Formative Assessment Template**](https://touro.instructure.com/courses/137899/files/11191803?wrap=1) [**Download Formative Assessment Template**](https://touro.instructure.com/courses/137899/files/11191803/download?download_frd=1) **.**

    **Here are direct links to the student profiles from IRIS in both elementary and secondary levels:**

    · Elementary Profiles:
    [https://iris.peabody.vanderbilt.edu/module/rti-math/cresource/q2/p09/#contentLinks to an external site.](https://iris.peabody.vanderbilt.edu/module/rti-math/cresource/q2/p09/)

    · Secondary Profiles:
    [https://iris.peabody.vanderbilt.edu/module/rti-math/cresource/q2/p10/#contentLinks to an external site.](https://iris.peabody.vanderbilt.edu/module/rti-math/cresource/q2/p10/)

    Here are additional student profiles for PreK and ELLs:

    [PreK Learner Profiles.pdf](https://touro.instructure.com/courses/137899/files/11190793?wrap=1) [Download PreK Learner Profiles.pdf](https://touro.instructure.com/courses/137899/files/11190793/download?download_frd=1)

    · English Language Learner Profiles:
    [https://education.purdue.edu/elllps/ell-language-portraits/Links to an external site.](https://education.purdue.edu/elllps/ell-language-portraits/)

    [Review this document to get an idea of how they relate to the context for learning.pdf](https://touro.instructure.com/courses/137899/files/11190125?wrap=1) [Download Review this document to get an idea of how they relate to the context for learning.pdf](https://touro.instructure.com/courses/137899/files/11190125/download?download_frd=1)

    **## 640Module7DifferentiatedSupport.docx**

    Module 7- Differentiated Support – Specially Designed Instruction (SDI) Summary

    After reading about
    [Specially Designed Instruction](https://touro.instructure.com/courses/137899/files/11190607?wrap=1) [Download Specially Designed Instruction](https://touro.instructure.com/courses/137899/files/11190607/download?download_frd=1)(UFT) and
    [SDI Lesson Planning Modified Tool](https://touro.instructure.com/courses/137899/files/11189828?wrap=1) [Download SDI Lesson Planning Modified Tool](https://touro.instructure.com/courses/137899/files/11189828/download?download_frd=1), consider how would you integrate accommodations and plan supports for children  (e.g., children with varied learning needs or approaches) in your assessment while you evaluate them in your formative assessment.

    **Using the two (minimum required) or more students who have completed your formative assessment, and create an instructional profile for those student and 1-2 students with IEPs profiles, please download and complete the** [**Classroom Specially Designed Instruction (SDI) Summary Chart .**](https://touro.instructure.com/courses/137899/files/11190708?wrap=1) [**Download Classroom Specially Designed Instruction (SDI) Summary Chart .**](https://touro.instructure.com/courses/137899/files/11190708/download?download_frd=1)

    ·  If you are in a classroom and had access to students you can use students with IEPs from your own classroom. If you are not in a classroom and/or you used students who do not have IEPs you can still complete the chart as it relates to your gen ed learners. If you do not have access to students with IEPs, at all, go back to Module 6 IRIS Math module and choose the student profile(s) that you examined in that module and complete the chart with those profiles. Be sure to identify the learners, the accommodations and or modifications you would use to support them in the chart
    **_and in your formative assessment's final plan._****Be sure to include this chart with the directions for differentiation in the** [**Formative Assessment Template**](https://touro.instructure.com/courses/137899/files/11191803?wrap=1) [**Download Formative Assessment Template**](https://touro.instructure.com/courses/137899/files/11191803/download?download_frd=1) **.**

    **Here are direct links to the student profiles from IRIS in both elementary and secondary levels:**

    · Elementary Profiles:
    [https://iris.peabody.vanderbilt.edu/module/rti-math/cresource/q2/p09/#contentLinks to an external site.](https://iris.peabody.vanderbilt.edu/module/rti-math/cresource/q2/p09/)

    · Secondary Profiles:
    [https://iris.peabody.vanderbilt.edu/module/rti-math/cresource/q2/p10/#contentLinks to an external site.](https://iris.peabody.vanderbilt.edu/module/rti-math/cresource/q2/p10/)

    Here are additional student profiles for PreK and ELLs:

    [PreK Learner Profiles.pdf](https://touro.instructure.com/courses/137899/files/11190793?wrap=1) [Download PreK Learner Profiles.pdf](https://touro.instructure.com/courses/137899/files/11190793/download?download_frd=1)

    · English Language Learner Profiles:
    [https://education.purdue.edu/elllps/ell-language-portraits/Links to an external site.](https://education.purdue.edu/elllps/ell-language-portraits/)

    [Review this document to get an idea of how they relate to the context for learning.pdf](https://touro.instructure.com/courses/137899/files/11190125?wrap=1) [Download Review this document to get an idea of how they relate to the context for learning.pdf](https://touro.instructure.com/courses/137899/files/11190125/download?download_frd=1)

  • [Solved] Help please

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    [>Economics homework help](https://www.sweetstudy.com/fields/business-finance-economics) _This assignment is based off of the book by_ Carson, Clarence B. / Cleveland, Paul A. (4th ed., 2018). _**Basic Economics**_, Birmingham, AL ISBN 978-0-9727401-4-2 _the reading material is Basic Economics_, Pre…

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

    _This assignment is based off of the book by_ Carson, Clarence B. / Cleveland, Paul A. (4th ed., 2018).

    _**Basic Economics**_, Birmingham, AL

    ISBN 978-0-9727401-4-2

    _the reading material is Basic Economics_, Preface, Introduction, and Chapters 1-3.

    please see attached material for further details

    – [\
    \
    Week1CaseStudy1.docx](https://www.sweetstudy.com/files/week1casestudy1-docx "Week1CaseStudy1.docx")

    – a year ago

  • [Solved] question assigment

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    Executive Solution Overview

    – a year ago **files (1)** – ## 640Module7Reflection.docx **## 640Module7Reflection.docx** **Module 7 Reflection** **Based on your readings,** **Textbook** This text is mandatory and can be purchased or rented through the textbook links in Canvas. ● Chappuis, J., & Stiggins, R. (2020). Classroom ass…

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    – a year ago

    **files (1)**

    – ## 640Module7Reflection.docx

    **## 640Module7Reflection.docx**

    **Module 7 Reflection**

    **Based on your readings,**

    **Textbook**
    This text is mandatory and can be purchased or rented through the textbook links in Canvas.
    ● Chappuis, J., & Stiggins, R. (2020). Classroom assessment for student learning: Doing it
    right – doing it well (3rd ed.). Pearson Education. ISBN-9780134899114

    1. What role does assessment play in the pre-referral, eligibility, and reevaluation of students suspected of having special needs? (Salvia, Ysseldike, & Witmer, 2017; Cohen & Spenciner, 2015)

    2. Using the English Language Learner profiles for your program grade level, choose a student and answer the following (goes to an external site)
    [https://education.purdue.edu/elllps/ell-language-portraits/Links to an external site.](https://education.purdue.edu/elllps/ell-language-portraits/)

    1.

    A.
    [Links to an external site.](https://education.purdue.edu/elllps/ell-language-portraits/) Describe the appropriate supports that you would provide to this student during your formative assessment.

    B. How does
    [Universal Design for Learning(UDL)/High Leverage Practices(HLP](https://touro.instructure.com/courses/137899/files/11191836?wrap=1) [Download Universal Design for Learning(UDL)/High Leverage Practices(HLP](https://touro.instructure.com/courses/137899/files/11191836/download?download_frd=1)) support these le

    2.
    **Reflective Rubric**

    | | | |
    | — | — | — |
    | Reflective Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeReflection Entry Quality | **8 pts**<br>**Advanced**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 3 specific points from the reading(s). 3. Candidate responses are 300-500 words long.<br>**6 pts**<br>**Proficient**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 2 specific points from the reading(s). 3. Candidate responses are 250-300 words long.<br>**5.25 pts**<br>**Novice**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 1 specific points from the reading(s). 3. Candidate responses are 150-250 words long. | 8 pts |
    | This criterion is linked to a Learning OutcomeConnections | **8 pts**<br>**Advanced**<br>Candidate makes substantive connections to self as teacher/candidate/learner.<br>**6 pts**<br>**Proficient**<br>Candidate makes some connections to self as teacher/candidate/learner.<br>**5.25 pts**<br>**Novice**<br>Candidate makes little or no connections to self as teacher/candidate/learner. | 8 pts |
    | This criterion is linked to a Learning OutcomeWriting Style and Composition | **8 pts**<br>**Advanced**<br>Assignment contains 2 or fewer errors.<br>**6 pts**<br>**Proficient**<br>Assignment contains 3 – 5 errors.<br>**5.25 pts**<br>**Novice**<br>Assignment contains 6 or more errors. | 8 pts |
    | This criterion is linked to a Learning OutcomeTimeliness | **4 pts**<br>**Advanced**<br>Journals are submit on time each Module.<br>**2 pts**<br>**Novice** | 4 pts |

    3. Total Points: 28

    **## 640Module7Reflection.docx**

    **Module 7 Reflection**

    **Based on your readings,**

    **Textbook**
    This text is mandatory and can be purchased or rented through the textbook links in Canvas.
    ● Chappuis, J., & Stiggins, R. (2020). Classroom assessment for student learning: Doing it
    right – doing it well (3rd ed.). Pearson Education. ISBN-9780134899114

    1. What role does assessment play in the pre-referral, eligibility, and reevaluation of students suspected of having special needs? (Salvia, Ysseldike, & Witmer, 2017; Cohen & Spenciner, 2015)

    2. Using the English Language Learner profiles for your program grade level, choose a student and answer the following (goes to an external site)
    [https://education.purdue.edu/elllps/ell-language-portraits/Links to an external site.](https://education.purdue.edu/elllps/ell-language-portraits/)

    1.

    A.
    [Links to an external site.](https://education.purdue.edu/elllps/ell-language-portraits/) Describe the appropriate supports that you would provide to this student during your formative assessment.

    B. How does
    [Universal Design for Learning(UDL)/High Leverage Practices(HLP](https://touro.instructure.com/courses/137899/files/11191836?wrap=1) [Download Universal Design for Learning(UDL)/High Leverage Practices(HLP](https://touro.instructure.com/courses/137899/files/11191836/download?download_frd=1)) support these le

    2.
    **Reflective Rubric**

    | | | |
    | — | — | — |
    | Reflective Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeReflection Entry Quality | **8 pts**<br>**Advanced**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 3 specific points from the reading(s). 3. Candidate responses are 300-500 words long.<br>**6 pts**<br>**Proficient**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 2 specific points from the reading(s). 3. Candidate responses are 250-300 words long.<br>**5.25 pts**<br>**Novice**<br>1. Candidate responds to the guiding questions/discussion prompts by synthesizing information from course readings; 2. Candidate cites at least 1 specific points from the reading(s). 3. Candidate responses are 150-250 words long. | 8 pts |
    | This criterion is linked to a Learning OutcomeConnections | **8 pts**<br>**Advanced**<br>Candidate makes substantive connections to self as teacher/candidate/learner.<br>**6 pts**<br>**Proficient**<br>Candidate makes some connections to self as teacher/candidate/learner.<br>**5.25 pts**<br>**Novice**<br>Candidate makes little or no connections to self as teacher/candidate/learner. | 8 pts |
    | This criterion is linked to a Learning OutcomeWriting Style and Composition | **8 pts**<br>**Advanced**<br>Assignment contains 2 or fewer errors.<br>**6 pts**<br>**Proficient**<br>Assignment contains 3 – 5 errors.<br>**5.25 pts**<br>**Novice**<br>Assignment contains 6 or more errors. | 8 pts |
    | This criterion is linked to a Learning OutcomeTimeliness | **4 pts**<br>**Advanced**<br>Journals are submit on time each Module.<br>**2 pts**<br>**Novice** | 4 pts |

    3. Total Points: 28

  • [Solved] Applied Data Analytics

    ✓ Verified Academic Solution Available

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    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting) – a year ago **files (2)** – ## applieddataFinalExamadam.pdf – Applied_Data_Analytics_DataFinaladam2.xlsx **## applieddataFinalExamadam.pdf** EXAM QUESTIONS 1 FINAL EXAM Task 2.3: Final Exam Assessment type…

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

    – a year ago

    **files (2)**

    – ## applieddataFinalExamadam.pdf

    – Applied_Data_Analytics_DataFinaladam2.xlsx

    **## applieddataFinalExamadam.pdf**

    EXAM QUESTIONS

    1

    FINAL EXAM

    Task 2.3: Final Exam

    Assessment type: Exam

    Close date: 9 May. 25 (14:00) to 19 May. 25

    (14:00)

    Weight: 50%

    Description: Student is required to answer all questions in the exam consisting of

    the content

    covered in Units 6 to 10

    INSTRUCTIONS

    FORMAT

    BCOBM122 Applied Data Analysis (5 ETS)

    Academic year 2024/25

    Semester/Term Spring

    Professor
    Louisa Carlse, Pete Nicolau,

    Resmi Allirani Gopalapillai

    Participation in all assessment activities stated in this document is

    required. The minimum pass grade for the course is 70. Due dates and times

    are always in Geneva time. Unless otherwise stated, the submission point for

    Turnitin activities will open exactly 10 days before the deadline. In the case of

    exams, the questions will not be available to students in advance.

    The Turnitin submission point for the Turnitin (Exam )will open exactly 10 days before the deadline.

    The questions will not be available to students in advance.

    • Student is required to answer all questions related to content covered in Unit 6, 7, 8, 9 and 10.

    • All supporting calculations, workings, formulas and graphs done in MS Excel are to be included as

    part of the Excel Workbook submission. Failure to submit supporting calculations or formulas will

    result in reduced grades.

    • Student is required to make use of supporting data provided to answer the questions. All questions

    and all parts to the question is to be answered in full.

    • Professional and clear formatting (including appropriate numbering) of questions in the Excel

    Workbook is required. Please refer to the below formatting instructions required.

    • Student is required to integrate and interpret course content to answer all questions. Please refer to

    the detailed rubric for information on how each submission will be graded.

    Your submission must meet the following formatting requirements:

    • Number of files for submission: 1

    EXAM QUESTIONS

    2

    • Required file format for main submission: Excel spreadsheet (.xlsx) Other details:

    • Font: Arial

    • Font size: 12

    • Spacing: n/a

    • Number of words: n/a

    • Cover Page: Yes

    • Bibliography: Yes.

    • All refencing and citations require Harvard referencing style. Students must avoid plagiarism and

    use the Harvard Referencing Guide and Turnitin to ensure that their sources are correctly cited.

    Plagiarism includes the use of artificial intelligence tools, such as ChatGPT and Grammarly, when

    output is copied and pasted from these sites. Please refer to the Academic Policies and

    Procedures Manual and the Student Good Practice Manual in AI Literacy available on the

    Student Services page for further details.

    QUESTION 1: HISTOGRAM CREATION AND ANALYSIS IN EXCEL

    You are given a dataset of monthly sales revenues for a retail business over the past two years.

    1. Using Excel, create a histogram to visualize the distribution of sales revenues. Ensure to use the

    "Data Analysis" toolpack.

    2. Interpret the histogram, commenting on the skewness of the data and what this could imply for future

    sales forecasting.

    3. Based on your analysis, explain whether the business is experiencing consistent sales performance

    or if there are fluctuations that may need attention.

    QUESTION 2: LINEAR REGRESSION ANALYSIS IN EXCEL

    You have data on housing prices, including features such as square footage, number of bedrooms, and age of

    the house.

    1. Using Excel, create a linear regression model to predict housing prices based on square footage.

    2. Analyze the regression output: Interpret the R-squared value, the significance of the coefficients, and

    the overall model fit.

    3. Discuss the limitations of your model, such as assumptions about linearity, and suggest ways to

    improve it.

    QUESTION 3: HISTOGRAM COMPARISON

    You are tasked with comparing the risk profiles of two investment portfolios over the past year.

    1. Using Excel, create histograms for the returns of each portfolio.

    2. Compare the histograms in terms of their skewness, spread, and shape. Discuss how these

    differences may affect a potential investor's decision.

    3. Based on your interpretation, suggest which portfolio would be better suited for a risk-averse investor.

    QUESTION 4: DATA MINING IN RAPIDMINER

    EXAM QUESTIONS

    3

    You are provided with a dataset containing customer demographics and purchasing behavior.

    1. Using RapidMiner, build a basic decision tree model to classify customers as high or low spenders

    based on their demographic features.

    2. Interpret the results of the decision tree, including the key variables influencing the classification.

    3. Discuss how businesses can use this model to tailor marketing strategies or product offerings to

    specific customer groups.

    QUESTION 5: DATA-DRIVEN STORYTELLING

    You are preparing a presentation for senior management on the impact of recent marketing campaigns.

    1. Create a series of charts and visualizations in Excel to summarize the results of these campaigns

    (e.g., sales growth, customer acquisition).

    2. Based on your visualizations, write a brief narrative to effectively communicate the business impact of

    the marketing campaigns. Be sure to highlight key insights that will guide future marketing decisions.

    3. Discuss how the choice of visuals (e.g., bar charts vs. line graphs) influences the clarity and

    effectiveness of the message.

    **Applied_Data_Analytics_DataFinaladam2.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/applied-data-analytics-datafinaladam2-xlsx)

    **Applied_Data_Analytics_DataFinaladam2.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/applied-data-analytics-datafinaladam2-xlsx)

    **## applieddataFinalExamadam.pdf**

    EXAM QUESTIONS

    1

    FINAL EXAM

    Task 2.3: Final Exam

    Assessment type: Exam

    Close date: 9 May. 25 (14:00) to 19 May. 25

    (14:00)

    Weight: 50%

    Description: Student is required to answer all questions in the exam consisting of

    the content

    covered in Units 6 to 10

    INSTRUCTIONS

    FORMAT

    BCOBM122 Applied Data Analysis (5 ETS)

    Academic year 2024/25

    Semester/Term Spring

    Professor
    Louisa Carlse, Pete Nicolau,

    Resmi Allirani Gopalapillai

    Participation in all assessment activities stated in this document is

    required. The minimum pass grade for the course is 70. Due dates and times

    are always in Geneva time. Unless otherwise stated, the submission point for

    Turnitin activities will open exactly 10 days before the deadline. In the case of

    exams, the questions will not be available to students in advance.

    The Turnitin submission point for the Turnitin (Exam )will open exactly 10 days before the deadline.

    The questions will not be available to students in advance.

    • Student is required to answer all questions related to content covered in Unit 6, 7, 8, 9 and 10.

    • All supporting calculations, workings, formulas and graphs done in MS Excel are to be included as

    part of the Excel Workbook submission. Failure to submit supporting calculations or formulas will

    result in reduced grades.

    • Student is required to make use of supporting data provided to answer the questions. All questions

    and all parts to the question is to be answered in full.

    • Professional and clear formatting (including appropriate numbering) of questions in the Excel

    Workbook is required. Please refer to the below formatting instructions required.

    • Student is required to integrate and interpret course content to answer all questions. Please refer to

    the detailed rubric for information on how each submission will be graded.

    Your submission must meet the following formatting requirements:

    • Number of files for submission: 1

    EXAM QUESTIONS

    2

    • Required file format for main submission: Excel spreadsheet (.xlsx) Other details:

    • Font: Arial

    • Font size: 12

    • Spacing: n/a

    • Number of words: n/a

    • Cover Page: Yes

    • Bibliography: Yes.

    • All refencing and citations require Harvard referencing style. Students must avoid plagiarism and

    use the Harvard Referencing Guide and Turnitin to ensure that their sources are correctly cited.

    Plagiarism includes the use of artificial intelligence tools, such as ChatGPT and Grammarly, when

    output is copied and pasted from these sites. Please refer to the Academic Policies and

    Procedures Manual and the Student Good Practice Manual in AI Literacy available on the

    Student Services page for further details.

    QUESTION 1: HISTOGRAM CREATION AND ANALYSIS IN EXCEL

    You are given a dataset of monthly sales revenues for a retail business over the past two years.

    1. Using Excel, create a histogram to visualize the distribution of sales revenues. Ensure to use the

    "Data Analysis" toolpack.

    2. Interpret the histogram, commenting on the skewness of the data and what this could imply for future

    sales forecasting.

    3. Based on your analysis, explain whether the business is experiencing consistent sales performance

    or if there are fluctuations that may need attention.

    QUESTION 2: LINEAR REGRESSION ANALYSIS IN EXCEL

    You have data on housing prices, including features such as square footage, number of bedrooms, and age of

    the house.

    1. Using Excel, create a linear regression model to predict housing prices based on square footage.

    2. Analyze the regression output: Interpret the R-squared value, the significance of the coefficients, and

    the overall model fit.

    3. Discuss the limitations of your model, such as assumptions about linearity, and suggest ways to

    improve it.

    QUESTION 3: HISTOGRAM COMPARISON

    You are tasked with comparing the risk profiles of two investment portfolios over the past year.

    1. Using Excel, create histograms for the returns of each portfolio.

    2. Compare the histograms in terms of their skewness, spread, and shape. Discuss how these

    differences may affect a potential investor's decision.

    3. Based on your interpretation, suggest which portfolio would be better suited for a risk-averse investor.

    QUESTION 4: DATA MINING IN RAPIDMINER

    EXAM QUESTIONS

    3

    You are provided with a dataset containing customer demographics and purchasing behavior.

    1. Using RapidMiner, build a basic decision tree model to classify customers as high or low spenders

    based on their demographic features.

    2. Interpret the results of the decision tree, including the key variables influencing the classification.

    3. Discuss how businesses can use this model to tailor marketing strategies or product offerings to

    specific customer groups.

    QUESTION 5: DATA-DRIVEN STORYTELLING

    You are preparing a presentation for senior management on the impact of recent marketing campaigns.

    1. Create a series of charts and visualizations in Excel to summarize the results of these campaigns

    (e.g., sales growth, customer acquisition).

    2. Based on your visualizations, write a brief narrative to effectively communicate the business impact of

    the marketing campaigns. Be sure to highlight key insights that will guide future marketing decisions.

    3. Discuss how the choice of visuals (e.g., bar charts vs. line graphs) influences the clarity and

    effectiveness of the message.

    **Applied_Data_Analytics_DataFinaladam2.xlsx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/applied-data-analytics-datafinaladam2-xlsx)

    **## applieddataFinalExamadam.pdf**

    EXAM QUESTIONS

    1

    FINAL EXAM

    Task 2.3: Final Exam

    Assessment type: Exam

    Close date: 9 May. 25 (14:00) to 19 May. 25

    (14:00)

    Weight: 50%

    Description: Student is required to answer all questions in the exam consisting of

    the content

    covered in Units 6 to 10

    INSTRUCTIONS

    FORMAT

    BCOBM122 Applied Data Analysis (5 ETS)

    Academic year 2024/25

    Semester/Term Spring

    Professor
    Louisa Carlse, Pete Nicolau,

    Resmi Allirani Gopalapillai

    Participation in all assessment activities stated in this document is

    required. The minimum pass grade for the course is 70. Due dates and times

    are always in Geneva time. Unless otherwise stated, the submission point for

    Turnitin activities will open exactly 10 days before the deadline. In the case of

    exams, the questions will not be available to students in advance.

    The Turnitin submission point for the Turnitin (Exam )will open exactly 10 days before the deadline.

    The questions will not be available to students in advance.

    • Student is required to answer all questions related to content covered in Unit 6, 7, 8, 9 and 10.

    • All supporting calculations, workings, formulas and graphs done in MS Excel are to be included as

    part of the Excel Workbook submission. Failure to submit supporting calculations or formulas will

    result in reduced grades.

    • Student is required to make use of supporting data provided to answer the questions. All questions

    and all parts to the question is to be answered in full.

    • Professional and clear formatting (including appropriate numbering) of questions in the Excel

    Workbook is required. Please refer to the below formatting instructions required.

    • Student is required to integrate and interpret course content to answer all questions. Please refer to

    the detailed rubric for information on how each submission will be graded.

    Your submission must meet the following formatting requirements:

    • Number of files for submission: 1

    EXAM QUESTIONS

    2

    • Required file format for main submission: Excel spreadsheet (.xlsx) Other details:

    • Font: Arial

    • Font size: 12

    • Spacing: n/a

    • Number of words: n/a

    • Cover Page: Yes

    • Bibliography: Yes.

    • All refencing and citations require Harvard referencing style. Students must avoid plagiarism and

    use the Harvard Referencing Guide and Turnitin to ensure that their sources are correctly cited.

    Plagiarism includes the use of artificial intelligence tools, such as ChatGPT and Grammarly, when

    output is copied and pasted from these sites. Please refer to the Academic Policies and

    Procedures Manual and the Student Good Practice Manual in AI Literacy available on the

    Student Services page for further details.

    QUESTION 1: HISTOGRAM CREATION AND ANALYSIS IN EXCEL

    You are given a dataset of monthly sales revenues for a retail business over the past two years.

    1. Using Excel, create a histogram to visualize the distribution of sales revenues. Ensure to use the

    "Data Analysis" toolpack.

    2. Interpret the histogram, commenting on the skewness of the data and what this could imply for future

    sales forecasting.

    3. Based on your analysis, explain whether the business is experiencing consistent sales performance

    or if there are fluctuations that may need attention.

    QUESTION 2: LINEAR REGRESSION ANALYSIS IN EXCEL

    You have data on housing prices, including features such as square footage, number of bedrooms, and age of

    the house.

    1. Using Excel, create a linear regression model to predict housing prices based on square footage.

    2. Analyze the regression output: Interpret the R-squared value, the significance of the coefficients, and

    the overall model fit.

    3. Discuss the limitations of your model, such as assumptions about linearity, and suggest ways to

    improve it.

    QUESTION 3: HISTOGRAM COMPARISON

    You are tasked with comparing the risk profiles of two investment portfolios over the past year.

    1. Using Excel, create histograms for the returns of each portfolio.

    2. Compare the histograms in terms of their skewness, spread, and shape. Discuss how these

    differences may affect a potential investor's decision.

    3. Based on your interpretation, suggest which portfolio would be better suited for a risk-averse investor.

    QUESTION 4: DATA MINING IN RAPIDMINER

    EXAM QUESTIONS

    3

    You are provided with a dataset containing customer demographics and purchasing behavior.

    1. Using RapidMiner, build a basic decision tree model to classify customers as high or low spenders

    based on their demographic features.

    2. Interpret the results of the decision tree, including the key variables influencing the classification.

    3. Discuss how businesses can use this model to tailor marketing strategies or product offerings to

    specific customer groups.

    QUESTION 5: DATA-DRIVEN STORYTELLING

    You are preparing a presentation for senior management on the impact of recent marketing campaigns.

    1. Create a series of charts and visualizations in Excel to summarize the results of these campaigns

    (e.g., sales growth, customer acquisition).

    2. Based on your visualizations, write a brief narrative to effectively communicate the business impact of

    the marketing campaigns. Be sure to highlight key insights that will guide future marketing decisions.

    3. Discuss how the choice of visuals (e.g., bar charts vs. line graphs) influences the clarity and

    effectiveness of the message.

    **Applied_Data_Analytics_DataFinaladam2.xlsx**

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