What are some pros and cons to data mining?

Discussion 200 words
What are some pros and cons to data mining? Provide an example of when data mining was used and the outcome provided an incorrect assumption or issue. How can these types of situations be avoided in the future?
Assignment Instructions
For the Unit 6 Assignment, you will be completing a data mining activity using a predetermined data set that will produce data visualizations to give a picture of specific health issues. Please carefully follow each of the steps for creating your visualization.
1. Download a copy of the data set from the Course Documents(Medicare_Provider_Charge_Inpatient_DRG100_FY2013.csv). Create an empty folder on your desktop or other easily located place on your computer called ‘Unit 6 Assignment’. Save the data file in the folder ‘Unit 6 Assignment’.
2. If you have not already done so, download Tableau to your computer. Your access code was provided by your instructor.
1. Go to http://www.tableau.com/products/desktop.
2. Follow the steps to download Tableau. You will need to enter your information to register your copy of the software.
3. During the registration process you will be asked to enter your registration code, which you were provided at the beginning of the term.
3. Once your Tableau download is complete, open the software.
4. Open the previously downloaded data set (Medicare_Provider_Charge_Inpatient_DRG100_FY2013.csv) in Tableau.
1. In the left navigation pane under Connect – To a file, click on Text file.
2. Once the file navigation window opens, select the data set you downloaded.
3. The data set will import into Tableau. When the transfer is complete, it should look something like this:
5. Click on “Update Now” in the center of the page.
6. Looking at the bottom left corner of the screen in Tableau, you will see that you are on the Data Source tab. Click on the tab next to it labeled Sheet 1. This will put you on the data canvas, which should look like this:
 
Create the dashboard:
Follow the steps below to complete your Assignment based on the Medicare_Provider_Charge_Inpatient_DRG100_FY2013.csv data set. These data are publically available from the Centers for Medicare and Medicaid Services. It is the inpatient charge data for FY 2013 (CMS, 2015).
1. Save your Workbook as “Medicare Costs in FY2013”. (Make sure to save it in the ‘Unit 6 Assignment’ folder with the data set.)
2. Go to Sheet 1.
3. From the Measures area, put ‘Longitude’ on the Columns shelf.
4. Then, put ‘Latitude’ on the Rows shelf.
5. Next, drag ‘Average Medicare Payment’ over the ‘Color’ marks.
6. Click on the ‘Average Medicare Payment’ bubble in the marks box. (See picture.)
7. From the menu, choose ‘Measures’, then click ‘Median’.
8. From the Dimensions area, drag ‘Provider State’ over the ‘Label’ marks.
9. Next, click on the ‘Color’ marks box (see image).
10. Choose Edit Colors (see image).
11. From the palattes, choose ‘Gold-Purple Diverging’. Hit ‘Apply’.
12. Rename Sheet 1 “2013 Medicare Payments by State”.
13. Add a data canvas (Worksheet). The default name will be Sheet 2.
14. From the measures, put ‘Average Total Payments’ on the Columns shelf.
15. Then click on the ‘Average Total Payments’ bubble on the shelf. On the menu, choose ‘Measure’ and change it to ‘Median’.
16. From dimensions, put ‘Provider State’ to the Rows shelf.
17. Just above the ‘Columns shelf’ there are three small images, click on the small graph icon to sort by descending.
18. From measures, drag ‘Average Covered Charges’ over the Color marks.
19. Click on the ‘Average Covered Charges’ bubble under the mark.
20. Choose ‘Measure’ from the menu, then click ‘Median’.
21. Click on the ‘Color’ marks box again and choose ‘Edit Colors’.
22. From the palettes, choose ‘Red-Green diverging’. Hit ‘Apply’.
23. Rename the x-axis (bottom of the graph) to ‘Median Total Payment Average (USD)’.
24. Rename Sheet 2 “2013 Medicare Charges & Payments by State”.
25. Add a data canvas (Worksheet). The default name will be Sheet 3.
26. From the measures, put ‘Average Medicare Payments’ on the Columns shelf.
27. Click on the ‘Average Medicare Payments’ bubble on the shelf. Choose ‘Measure’ from the menu and change it to ‘Median’.
28. Then, put ‘Total Discharges’ on the Rows shelf.
29. From dimensions, drag ‘Provider State’ to the labels.
30. Change the y-axis (left of the graph) to ‘Total Discharges in Thousands’.
31. Change the x-axis (bottom of the graph) to ‘Median Medicare Payment Averages (USD)’.
32. Go to the ‘Analysis’ menu at the top, Choose ‘Trend Lines’ & click ‘Show Trend Lines’.
33. Go back to the ‘Analysis’ menu again, Choose ‘Trend Lines’ & click ‘Edit Trend Lines’.
34. Uncheck ‘Show Confidence Bands’ and press ‘ok’.
35. Rename Sheet 3 “Correlation between Discharges and 2013 Medicare Payments”.
36. Add a Dashboard.
37. Drag and drop the “2013 Medicare Payments by State” sheet first. Then, add the “2013 Medicare Charges & Payments by State” sheet. Finally, add the “Correlation between Discharges and 2013 Medicare Payments” sheet into the Dashboard.
38. Rename Dashboard 1 as “2013 Medicare Payments”.
39. Save a copy of your dashboard with the name ‘Medicare Costs in FY2013’ in the ‘Unit 6 Assignment’ folder with the data set. Then go to the File menu and ‘Export Packaged Workbook’.
Video on how to “Export Packaged Workbook”: https://youtu.be/UdD5nQV2saY?t=2m18s

Diet and Fitness Plan

Project: Diet and Fitness Plan
Please read the instructions for the project carefully, and plan your food and activities. Follow your plan and then discuss it in the written report, due by 5/05. This project includes a two-day food record and analysis of your diet along with an assessment of your fitness. You will critically evaluate your diet and develop a personal plan for lifestyle changes to benefit your health and well-being. Please write in full sentences, research and reference properly, and format your work following APA. The report should include a title page stating your name, course number, term, instructor name, and title. The body of your report should be a minimum of 1500 words and include at least four references. Attach or copy and paste the results of your nutritional analysis at the end of the report. Food record and analysis: Pick an average day and record your food. Next, log on to the CNPP website: SuperTracker. You need to create a log in. The program requests some personal data for the analysis. Next, proceed to record your food intake. The site lets you create a list of often consumed foods, which will make it easier for the next time you use it. Once you finish your food intake, select “My Reports.” Copy and save your results to be submitted with your report. Submit Food Groups and Calories, Nutrients, Food Details and Physical Activity reports. Review your food intake and discuss shortfalls. Next, choose a second day and plan a day for food intake which will meet all recommendations, then live this day; be sure to write down everything which you consume, including drinks and snacks. Try to include items you love to eat. Enter your food in the SuperTracker and analyze. Did you meet all requirements? How did your food intake on this day differ from your other recorded day? Plan regular physical activity for a week, attempting to meet recommendations for all types of fitness. Next, follow your plan and note your physical activity in a log. Try to include activities you love, and also note sleeping patterns, personal feelings, thoughts, and additional stresses which might occur. Next, return to the beginning and analyze your physical activity on the CNPP website. Your report should discuss the following questions:
· Compare and contrast your food record and analysis from the two days recorded.
· Did you like your food intake for the days record? How could you improve your diet, and how can you introduce variety?
· What do you consider the most important issue about your diet covered in the course, and how will you apply this to your life? Have you implemented changes and noticed any differences so far? What will be the major challenges to a better diet?
· How is the physical activity log? Was it difficult to adhere to an exercise regimen? Did you feel any difference during this week compared to a week before this course began? What will be the major challenges to maintaining a healthy physical activity regimen?
· What aspect of this course provided the best and most useful information for you? How do you see this course work affecting your life 6 months from now? A year from now?
Please submit your report with the results of your analysis attached by the end of Lesson 7 to the SafeAssign link.

antibiotics resistance to human health 

Assignment criteria

  1. Topic is antibiotics resistance to human health
  2.  Find articles related to the topic.
  3. Write a paper of 1800-2000 words (double-spaced), excluding references. You may include pictures, tables and other material but please include all references. You should cite information in the text from at least five sources (including books, journals, and the Internet). You may not use online encyclopedias. Use APA style for citing references . All source material should be paraphrased or summarized in your own words. You should have no more than one direct short quote (less than 40 words) and no long quotes (more than 40 words) in your paper.
  4. The sections of your Term Paper should include a title; an introduction that defines/describes your topic and what current/ongoing research has discovered about this topic; background information on what healthy organ system(s) is/are affected by the topic; the mechanism of action (e.g., how does the topic disrupt homeostasis? how does a disease spread and infect a person?); its symptoms and how it is diagnosed; current treatment options; prevalence/any other relevant statistics  and your references. You may include additional sections as necessary to cover your particular topic.
  5. Your explanations and uses of evidence, illustrations, or other definitive details should be appropriate for a science class: explanatory and well supported by reasearch; your language should aid the reader’s understanding of the subject (including definitions where appropriate); you should use information logically, and provide conflicting evidence and research where appropriate.

Incidence and Prevalence

Incidence and Prevalence

Centers for Disease Control and Prevention Epidemiology Program Office
Case Studies in Applied Epidemiology No. 891-903
Paralytic Illness in Ababo Student’s Guide
Learning Objectives After completing this case study, the participant should be able to:
G Define incidence, prevalence, and case-fatality rate;
G Define surveillance and identify the key features of a surveillance system;
G List the types of information that should be collected on a surveillance case report form;
G List the factors that can account for a change in the reported incidence of a disease;
G Define sensitivity of a surveillance system, and the effect of different case definitions on sensitivity.
This case study was originally developed by Nancy Binkin (EIS ’80) in 1989. The current version was revised and edited by Richard Dicker with input from EIS Summer Course instructors and students over the years
U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES Public Health Service
CDC / EIS, 2003: Paralytic Polio in Ababo (891-903) – Student’s Guide Page 2
PART I It is the early 1990s. The World Health Organization is planning a program for the global eradication of polio by the year 2000. Likura, a fictitious nation in south-central Africa, may become one of the countries selected to test the effectiveness of WHO’s polio eradication strategies. Unfortunately, little is known about polio in Likura. The Minister of Health therefore assigned the task of assessing the polio situation to a Ministry worker who has recently
returned from an epidemiology course in Atlanta, and who is about to become the District Health Officer in the Ababo District. The Ababo District is a relatively poor, rural district with a single hospital and several health centers. The Ababo District has attempted to conduct surveillance on polio cases and deaths over the past five years. The hospital, health centers, and all health workers are supposed to report such cases to the District Health Officer.
Question 1: What is incidence?
One measure of the polio situation in a community is the prevalence of lameness in
children, since lameness is a common sequela of polio.
Question 2: What is prevalence?
CDC / EIS, 2003: Paralytic Polio in Ababo (891-903) – Student’s Guide Page 3
Question 3a: What data might you use (or collect) to determine the incidence of polio in the population?
Question 3b: What data might you use (or collect) to determine the prevalence of the sequelae of polio (lameness) in the population?
Question 4: What are the key elements included in the definition of public health surveillance?
Question 5: What is the difference between active and passive surveillance systems? Is the Ababo surveillance system for polio passive or active?
CDC / EIS, 2003: Paralytic Polio in Ababo (891-903) – Student’s Guide Page 4
PART II To characterize the incidence of polio over time, the new District Health Officer tabulated the routinely collected surveillance records for the past five years. In Ababo, the operational surveillance case definition for polio is acute onset of flaccid paralysis plus fever. The data are shown in Table 1.
The most recent census was conducted in 1986, when the population of the Ababo District was determined to be 360,000 persons. The population in Ababo is assumed to be growing at a constant rate of 3.8% per year.
Table 1. Polio Morbidity and Mortality, Ababo District, 1986-1990
Year #New Cases # Deaths
Midyear Population
Incidence Rate
Per 100,000
Mortality Rate
Per 100,000 Case-fatality
Rate (%)
1986 54 5 360,000
1987 56 7
1988 50 6
1989 68 8
1990 74 10
Question 6a: What is a case-fatality rate? What does it measure?
Question 6b: Complete Table 1 by calculating the annual midyear population estimates, polio incidence rates, disease-specific mortality rates, and case-fatality rates for each of the past five years.
Question 7: Plot the trends in incidence rates, mortality rates, and case-fatality rates. Interpret these data.
CDC / EIS, 2003: Paralytic Polio in Ababo (891-903) – Student’s Guide Page 5
The District Health Officer is concerned that the number of reported cases seems low. He is concerned that sensitivity may be one of
several weaknesses of the polio surveillance system.
Question 8a: Define sensitivity. If the sensitivity of the system is indeed low, can these data still be used to describe the trends?
Question 8b: In addition to sensitivity, what other attributes of a surveillance system should you evaluate in determining whether the system is meeting its objectives?
Question 9: What might account for the increase in the number of new cases observed during the two most recent years?
CDC / EIS, 2003: Paralytic Polio in Ababo (891-903) – Student’s Guide Page 6
To characterize the population that has come down with polio in Ababo, the District Health Officer went to the hospital to review the charts of all children admitted with polio during the past two years. To his surprise, he found more
cases with a discharge diagnosis of polio from the hospital in 1989 and 1990 than were reported from the whole district during the same years.
Question 10: How might you explain the discrepancy between the hospital cases and reported cases?
Recall that, in Ababo, the working surveillance case definition for polio was acute onset of flaccid paralysis plus fever. In reviewing the records, the Health Officer found that the data on signs and symptoms of children given the diagnosis of polio were not uniformly recorded.
On most charts it was noted that the child had fever and acute onset of flaccid paralysis. On about 1/3 of the charts, however, there was no notation of fever but only the acute onset of paralysis.
Question 11: What is the effect of including the children without fever status recorded on the chart in your case definition?
Returning to the office, the District Health Officer learns that the disease report forms have run
out. He sees this as an opportunity to design a new disease report form.
Question 12: What types of information would you ask for on the new polio report form?
CDC / EIS, 2003: Paralytic Polio in Ababo (891-903) – Student’s Guide Page 7
The hospital review identified a total of 150 cases of polio. Characteristics of the cases are provided in the following tables.
Table 2. Seasonal Distribution of Polio, Ababo District Hospital, 1989 and 1990 Month 1989 1990 Month 1989 1990 January 5 7 July 2 3 February 19 16 August 0 2 March 4 8 September 1 1 April 9 13 October 2 1 May 4 8 November 4 4 June 4 5 December 7 5
Question 13: Describe the seasonal occurrence of polio in Ababo. (Note that Ababo is in the Southern Hemisphere.)
Table 3. Age Distribution of Polio Cases, Ababo District Hospital, 1989 and 1990 Age (in years) Number Age (in years) Number
<1 34 5 2 1 50 6 3 2 25 7 2 3 27 $8 0 4 7
Question 14: Determine the median and mean age of cases.
CDC / EIS, 2003: Paralytic Polio in Ababo (891-903) – Student’s Guide Page 8
Table 4. Sex and Ethnic Distribution of Polio Cases, Ababo District Hospital, 1989 and 1990
Sex
Male Female
Zanu 73 53 126
Hanzu 12 2 14
Other 8 2 10
93 57 150
Question 15: What is the ratio of male to female cases?
Question 16: Review the ethnic distribution of cases. Can you conclude, based on these results, that being a member of the Zanu tribe is a risk factor for polio? Why or why not?
To gather information on polio prevalence, vaccine coverage, and risk factors for polio, the District Health Officer conducted a survey of
children in the district. Lameness was used as a surrogate for polio. The prevalence of lameness by vaccination status is shown in Table 5.
Table 5. Lameness by Vaccination Status among Children 12-23 Months of Age, Ababo District, 1991
Lame Normal Total
Polio Vaccine
$1 dose 1 242 243
0 doses 9 667 676
10 909 919
CDC / EIS, 2003: Paralytic Polio in Ababo (891-903) – Student’s Guide Page 9
Question 17a: What is the prevalence of polio (lameness) among vaccinated ($1 dose) children?
Question 17b: What is the prevalence of polio (lameness) among the unvaccinated children?
Question 17c: What is the vaccine coverage (at least one dose) in this population?
Question 17d: Interpret these data.
The District Health Officer plans to review the polio surveillance data each month. Knowing that part of a good surveillance system involves
disseminating the information to “those who need to know,” the District Health Officer begins to compile a list.
Question 18: To whom should surveillance information be disseminated? How might you disseminate this information?
CDC / EIS, 2003: Paralytic Polio in Ababo (891-903) – Student’s Guide Page 10
A few months after the hospital chart review was completed, the medical officer on the hospital pediatric service called the District Health
Officer. She has seen 12 and 34 cases in the months of January and February of 1991, respectively.
Question 19a: What is the expected number of cases for January and February?
Question 19b: In your opinion, is Ababo experiencing an epidemic of polio?
A meeting was held to discuss the situation. The results of the vaccine coverage survey
were reviewed, and the authorities decided to launch an intensive polio vaccination campaign.
CDC / EIS, 2003: Paralytic Polio in Ababo (891-903) – Student’s Guide Page 11
EPILOGUE
In 1988, the World Health Assembly launched a global initiative to eradicate polio by the end of the year 2000. This initiative was not without controversy. Some public health officials argued that polio, a potentially fatal or crippling disease, could be eradicated, so it should. In the long run, eradication would save billions of dollars. Others felt that the money and energy that would be expended in eradicating polio, a disease already of low prevalence in most countries, could be better spent on comprehensive public health interventions rather than a single disease, and that the eradication effort might divert time, attention, and resources from other programs.
From the inception of the Global Polio Eradication Initiative in 1988 to the end of 2002, the number of cases has fallen by over 99%, from an estimated more than 350 000 cases in 1988 to 1919 reported cases in 2002 (as of 16 April 2003). In the same time period, the number of polio-infected countries was reduced from 125 to 7. Polio is now found only in parts of Africa and south Asia. Meanwhile, polio surveillance is thought to have improved, with rates of detected acute flaccid paralysis (AFP) rising from 1.6 to 1.9 per 100,000 children <15 years of age between 2001 and 2002.
REFERENCES 1. CDC. Principles of Epidemiology, 2nd ed. Atlanta: CDC, 1992.
2. PAHO. Polio Eradication Field Guide, 2nd ed. Washington, DC, PAHO, 1994.
3. WHO. Poliomyelitis (Fact Sheet no. 114). Geneva: WHO, April 2003.