First: Take a look at the ADRRESSING Framework, and locate a rank in the framework where you personally are a target, or someone who you care about is a target. · This could be in the rank of Age, Disability, Race, Religious Culture, Ethnicity, Sexual Orientation, Social Class Culture, Indigenous heritage, National Origin, or Gender. · Tell us specifically which rank area you are focusing on. Next: Think of a specific time in your life when you have experienced or witnessed oppression in this target area. · Focus on a kind of oppression that has happened within the ranking system in the United States. · Your memory should be of a specific incident, that took place at a specific time and place, with specific people. Avoid general statements! · Spend five minutes writing out the details of this incident. · Tell us as much detail as possible so that we can get a good idea of what happened. Please focus on giving us information, rather than assessing, analyzing, or judging the situation or the people in it. Describing the emotions that came up for you is helpful. Rank Relationship to Rank      Age Agent Disability Target Race Agent Religious Culture Agent Ethnicity Agent Social Class Culture Agent Sexual Orientation Agent Indigenous Heritage Agent National Origin Agent Gender Agent The book, Beyond Inclusion, Beyond Empowerment, by Leticia Nieto and his associates, documents how societies have social rank systems, which consist of 9 distinct categories. The categories enable people to be aware of who they are as individuals, as well as the privilege that they may or may not possess. However, Nieto's rank category that has an impact on my life as a person is disability. I experience severe latex allergies that prevent me from being like other human beings. While disability can have distinct meanings, ranging from mental, physical, and others that are invisible, a disabled person might be a target for people who may demean them, thereby making it challenging to interact with other members of society. According to Nieto et al. (49), "In the drama of human interactions, we observe Status play - a kind of performance. It can be changed by choice, can be predictable, and is central to our enjoyment of story and humor.” For that reason, loss of ability, among humans, can affect the human experience. Hence, people who have not lost an ability like hearing, eating, and sight cannot understand the experiences of people with disabilities. People with disabilities want their conditions recognized. For them to feel like part of the society, they want other members of the society, who have not experienced disability, to acknowledge their loss of able-ness and understand that they have the invisible privilege. Another rank, which I feel I like am not part of is the rank of social class culture. Individuals within the social class culture tend not to have a stable living condition and also lack access to education. As such, people found within this class have l.

1. First:
Take a look at the ADRRESSING Framework, and locate a rank
in the framework where you personally are a target, or someone
who you care about is a target.
· This could be in the rank of Age, Disability, Race, Religious
Culture, Ethnicity, Sexual Orientation, Social Class Culture,
Indigenous heritage, National Origin, or Gender.
· Tell us specifically which rank area you are focusing on.
Next:
Think of a specific time in your life when you have experienced
or witnessed oppression in this target area.
· Focus on a kind of oppression that has happened within the
ranking system in the United States.
· Your memory should be of a specific incident, that took place
at a specific time and place, with specific people. Avoid general
statements!
· Spend five minutes writing out the details of this incident.
· Tell us as much detail as possible so that we can get a good
idea of what happened. Please focus on giving us information,
rather than assessing, analyzing, or judging the situation or the
people in it. Describing the emotions that came up for you is
helpful.
Rank
Relationship to Rank
Age
Agent
Disability
Target
Race
Agent
Religious Culture
Agent
Ethnicity

2. Agent
Social Class Culture
Agent
Sexual Orientation
Agent
Indigenous Heritage
Agent
National Origin
Agent
Gender
Agent
The book, Beyond Inclusion, Beyond Empowerment, by Leticia
Nieto and his associates, documents how societies have social
rank systems, which consist of 9 distinct categories. The
categories enable people to be aware of who they are as
individuals, as well as the privilege that they may or may not
possess. However, Nieto's rank category that has an impact on
my life as a person is disability. I experience severe latex
allergies that prevent me from being like other human beings.
While disability can have distinct meanings, ranging from
mental, physical, and others that are invisible, a disabled person
might be a target for people who may demean them, thereby
making it challenging to interact with other members of society.
According to Nieto et al. (49), "In the drama of human
interactions, we observe Status play - a kind of performance. It
can be changed by choice, can be predictable, and is central to
our enjoyment of story and humor.” For that reason, loss of
ability, among humans, can affect the human experience. Hence,
people who have not lost an ability like hearing, eating, and
sight cannot understand the experiences of people with
disabilities. People with disabilities want their conditions
recognized. For them to feel like part of the society, they want
other members of the society, who have not experienced
disability, to acknowledge their loss of able-ness and
understand that they have the invisible privilege. Another rank,
which I feel I like am not part of is the rank of social class

3. culture. Individuals within the social class culture tend not to
have a stable living condition and also lack access to education.
As such, people found within this class have little to say when
in social institutions, a state that makes them feel ignored by
the upper members of the society. Nieto et al. (52) state that
when a person is in that state, they "may feel like oneness with
all beings; it may feel like the enduring natural world.” While I
am an agent for social class culture, it does not mean that I have
adequate financial resources. It only means that I can access
distinct institutions and that I also have social class influence.
Running head: INSERT TITLE HERE 1
INSERT TITLE HERE 4
Sun Coast Remediation Course Project Guidance
Background
To help make a connection between business research and its
use in the real world, this course will use an iterative course
project. Throughout the term, you will serve as the health and
safety director for Sun Coast Remediation (Sun Coast).
Sun Coast provides remediation services to business and
governmental organizations. Most of their contracts involve
working within contamination sites where they remove toxic
substances from soil and water. In addition to the toxicity of the
air, water, and soil their employees come into contact with, the
work environment is physically demanding and potentially
contributory to injuries involving musculoskeletal systems,
vision, and hearing. Sun Coast genuinely cares about the health,
safety, and well-being of their 5,500 employees, but they are
also concerned about worker-compensation costs and potential
long-term litigation from injuries and illness related to

4. employment.
Health and Safety Director Task
Sun Coast hired you last month to replace the previous health
and safety director, who left to pursue other opportunities. This
is a critical position within the company because there are many
health and safety-related issues due to the nature of the work.
Throughout the term you will use your knowledge of research
methods to bring the proposal to fruition. You will conduct a
literature review, develop research questions and hypotheses,
create the research design, test data, interpret data, and present
the findings. Each unit will accomplish one of these tasks. It
has already been decided that the business problems will be best
addressed using a quantitative research methodology. You will
not collect any data for this project. All data will be provided
for you.
Statistical Tools
You will conduct the data analysis using Microsoft Excel
Toolpak. See the links below for more information.
https://support.office.com/en-us/article/load-the-analysis-
toolpak-in-excel-6a63e598-cd6d-42e3-9317-6b40ba1a66b4
https://www.excel-easy.com/data-analysis/analysis-toolpak.html
Sun Coast Remediation Course Project Sections
Since this is a quantitative research study, there are specific
steps that should be followed. The following is a template that
will help you develop your project. (It is also provided as a
separate template in Unit VII.) Use this information to guide
your completion of the course project. See the templates
provided in each unit to properly format your assignments in
proper APA style.

5. Insert Title Here
Insert Your Name Here
Insert University Here
Table of Contents
Include the table of contents here. There is a tool for creating a
table of contents on the References tab of the Microsoft Word
tool bar at the top of the screen.
Executive Summary
The executive summary will go here. The paragraphs are not
indented. It is formatted like an abstract.
Sun Coast Remediation Course Project
Introduction
Senior leadership at Sun Coast has identified several areas for
concern that they believe could be solved using business
research methods. The previous director was tasked with
conducting research to help provide information to make
decisions about these issues. Although data were collected, the
project was never completed. Senior leadership is interested in
seeing the project through to fruition. The following is the
completion of that project, and includes statement of the
dilemmas, literature review, purpose statements, research
methodology, design, and methods, research questions and
hypotheses, data analysis, and findings.
Statement of the Problems/Dilemmas
There were six business dilemmas identified.

6. Particulate Matter (PM)
There is a concern that job-site particle pollution is adversely
impacting employee health. Although respirators are required in
certain environments, particulate matter (PM) varies in size
depending on the project and job site. PM between 10 and 2.5
microns can float in the air for minutes to hours (e.g. asbestos,
mold spores, pollen, cement dust, fly ash), while PM less than
2.5 microns can float in the air for hours to weeks (e.g. bacteria,
viruses, oil smoke, smog, soot). Due to the smaller size of PM
less than 2.5 microns, it is potentially more harmful than PM
between 10 and 2.5 since the conditions are more suitable for
inhalation. PM less than 2.5 are also able to be inhaled into the
deeper regions of the lungs, potentially causing more
deleterious health effects. It would be helpful to understand if
there is a relationship between PM size and employee health.
Air quality data have been collected from 103 job sites, which
is reflected in PM size. Data is also available for average annual
sick days per employee per job-site.
Safety Training Effectiveness
Health and Safety training is conducted for each new contract
that is awarded to Sun Coast. Data for training expenditures and
lost-time hours were collected from 223 contracts. It would be
valuable to know if training has been successful in reducing
lost-time hours and, if so, how to predict lost-time hours from
training expenditures.
Sound-Level Exposure
Sun Coast’s contracts generally involve work in noisy
environments due to a variety of heavy equipment being used
for both remediation and the clients’ ongoing operations on the
job sites. Standard ear-plugs are adequate to protect employee
hearing if the decibel levels are less than 120 decibels (dB). For
environments with noise-levels exceeding 120 dB, more
advanced and expensive hearing protection is required, such as
ear-muffs. Data have been collected for the primary variables
that are believed to contribute to excessive noise. It would be
important if these data could be used to predict the dB levels of

7. work environments before placing employees on site.
New Employee Training
All new Sun Coast employees participate in general health and
safety training. The training program was revamped and
implemented six months ago. Data is available for two Groups;
a) Group A employees who participated in the previous training
program, and b) Group B employees who participated in the
revised training program. It is necessary to know if the revised
training program is more effective than the prior training
program.
Lead Exposure
Employees working on job sites to remediate lead must be
monitored. Lead levels in blood are measured as micrograms of
lead per deciliter of blood (μg/dL). A base-line is taken pre-
exposure, then post-exposure at regular intervals, and at the
conclusion of the remediation. Data are available for 49
employees who recently concluded a two-year-long lead
remediation project. It is necessary to determine if blood lead
levels have increased.
Return-On-Investment
Sun Coast would like to know if all lines of service provide the
same return-on-investment. Return-on-investment data is
available for air monitoring, soil remediation, water
reclamation, and health and safety training. If return-on-
investment is not the same for all lines of service, it would be
helpful to know were differences exist.
Literature Review
Include this information here. Important Note: Students should
refer to the information presented in Unit I and the Unit I
assignment to complete this section of the project.
Research Objectives
Include this information here. Students should compose short,
direct, statements about the objectives of the study.
Important Note: Students should refer to the problems/dilemmas
Sun Coast is facing and to the information presented in Unit II
and the Unit II assignment to complete this section of the

8. project. Delete this.
Research Questions and Hypotheses
Students should state the research questions and hypotheses.
Each problem/dilemma that they are researching should have
one research question and a null and alternative hypothesis. In
total, there should be six research questions and 12 hypotheses,
as shown below.
Important Note: Students should refer to the information
presented in Unit II and the Unit II assignment to complete this
section of the project. Delete this before you begin.
RQ1
H01
HA1
RQ2
H02
HA2
Continue with the remaining research questions and hypotheses.
Research Methodology, Design, and Methods
Students should detail the research design they have selected
and why it is an appropriate research approach for addressing
the business dilemmas. The following subheadings can be used
to include all required information. Delete this statement.
Research Methodology
Explain the research methodology chosen for this research
project and provide rationale for why it is appropriate given the
problems/dilemmas.
Research Design
Students should explain whether the research design is
exploratory, explanatory, or descriptive. Provide rationale for
the choice.
Research Methods
Describe the research methods that will be used for this
research study. They may include survey, observation,
experimentation, descriptive, correlation, or causal-
comparative.

9. Data Collection Methods
Students should specify how the data were collected to test the
hypotheses. Data collection methods include, but are not limited
to, survey, observation, and records analysis.
Sampling Design
Students should briefly describe the type of sampling design
that was most likely used for the data that were collected.
Choices include, but are not limited to, random sample,
convenience sample, etc. Explain your rationale for your
sampling design selection(s).
Data Analysis Procedures
Students should specify which statistical procedures were used
to test each set of hypotheses from among correlation,
regression, t test, and ANOVA. They should explain why each
procedure was the most appropriate choice.
Data Analysis
Student narrative should restate the null and alternative
hypotheses for each of the six business dilemmas, indicate the
p-value of the results, and explicitly accept or reject the null
and alternative hypotheses. Exceptional submissions will
explain if assumptions for parametric testing were met.
Students should provide the Excel Toolpak results of their
statistical analyses. At a minimum, histograms, descriptive
statistics, and the statistical tests should be cut and pasted from
Excel directly into the final project document.
For the regression hypotheses, the students should display
and discuss the predictive regression equation.
Correlation Analysis
Descriptive statistics and assumption testing. Include this
information here. Delete these statements before you begin.
Hypothesis testing. Include this information here. Delete
these statements before you begin.
Simple Regression Analysis
Descriptive statistics and assumption testing. Include this
information here. Delete these statements before you begin.
Hypothesis testing. Include this information here. Delete

10. these statements before you begin.
Multiple Regression Analysis
Descriptive statistics and assumption testing. Include this
information here. Delete these statements before you begin.
Hypothesis testing. Include this information here. Delete
these statements before you begin.
Independent Samples t Test
Descriptive statistics and assumption testing. Include this
information here. Delete these statements before you begin.
Hypothesis testing. Include this information here. Delete
these statements before you begin.
Paired Samples t Test
Descriptive statistics and assumption testing. Include this
information here. Delete these statements before you begin.
Hypothesis testing. Include this information here. Delete
these statements before you begin.
One-Way ANOVA
Descriptive statistics and assumption testing. Include this
information here. Delete these statements before you begin.
Hypothesis testing. Include this information here. Delete
these statements before you begin.
Findings
Students should discuss the findings in the context of Sun
Coast’s problems/dilemmas and the associated research
questions. The following are some key points that students
should make based on the statistical results.
Important Note: Students should refer to the information
presented in Unit VII and the Unit II assignment to complete
this section of the project.
RQ1 Is there a relationship between particulate matter size and
employee sick days?
RQ2 Is there a predictive relationship between safety training
expenditure and lost time hours?
Continue to provide findings in association with the research
questions.
Recommendations

11. Include this information here with paragraphs. Delete this
statement before you begin your assignment.
Conclusion
Include this information here with paragraphs. Delete this
statement before you begin your assignment.
References
Include references here using hanging indentations, and delete
these statements and example reference.
Creswell, J. W., & Creswell, J. D. (2018). Research design:
Qualitative, quantitative, and mixed methods approaches (5th
ed.). Thousand Oaks, CA: Sage.
Appendices
Running head: INSERT TITLE HERE 1
INSERT TITLE HERE 2
Insert Title Here
Insert Your Name Here
Insert University Here
Question 1) Consider your work environment, domain of
interest, or the world around you, and discuss when it might be
more appropriate to use the mean, median, or mode for
measures of central tendency.
Your journal entry must be at least 200 words in length.

12. Data Analysis: Descriptive Statistics and Assumption Testing
Describe the Sun Coast Remediation data using the descriptive
statistics tools discussed in the lecture. Establish whether
assumptions are met to use parametric statistical procedures.
Repeat this for each tab in the Sun Coast Remediation Research
Study data set.
Correlation: Descriptive Statistics and Assumption Testing
Frequency distribution table. Insert table here. Cut and paste
from Excel.
Histogram. Insert histogram here. Cut and paste from Excel.
Descriptive statistics table. Insert table here. Cut and paste from
Excel.
Measurement scale. Discuss measurement scale used here.
Measure of central tendency. Discuss measures of central
tendency here.
Evaluation. In this section, evaluate and discuss the descriptive
statistics above. Conclude with an explicit statement about
whether the assumptions for parametric statistical testing were
met or not met.
Simple Regression: Descriptive Statistics and Assumption

13. Testing
Frequency distribution table. Insert table here. Cut and paste
from Excel.
Histogram. Insert histogram here. Cut and paste from Excel.
Descriptive statistics table. Insert table here. Cut and paste from
Excel.
Measurement scale. Discuss measurement scale used here.
Measure of central tendency. Discuss measures of central
tendency here.
Evaluation. In this section, evaluate and discuss the descriptive
statistics above. Conclude with an explicit statement about
whether the assumptions for parametric statistical testing were
met or not met.
Multiple Regression: Descriptive Statistics and Assumption
Testing
Frequency distribution table. Insert table here. Cut and paste
from Excel.
Histogram. Insert histogram here. Cut and paste from Excel.
Descriptive statistics table. Insert table here. Cut and paste from
Excel.
Measurement scale. Discuss measurement scale used here.
Measure of central tendency. Discuss measures of central
tendency here.
Evaluation. In this section, evaluate and discuss the descriptive
statistics above. Conclude with an explicit statement about
whether the assumptions for parametric statistical testing were
met or not met.
Independent Samples t Test: Descriptive Statistics and
Assumption Testing
Frequency distribution table. Insert table here. Cut and paste
from Excel.
Histogram. Insert histogram here. Cut and paste from Excel.
Descriptive statistics table. Insert table here. Cut and paste from
Excel.
Measurement scale. Discuss measurement scale used here.
Measure of central tendency. Discuss measures of central

14. tendency here.
Evaluation. In this section, evaluate and discuss the descriptive
statistics above. Conclude with an explicit statement about
whether the assumptions for parametric statistical testing were
met or not met.
Dependent Samples (Paired-Samples) t Test: Descriptive
Statistics and Assumption Testing
Frequency distribution table. Insert table here. Cut and paste
from Excel.
Histogram. Insert histogram here. Cut and paste from Excel.
Descriptive statistics table. Insert table here. Cut and paste from
Excel.
Measurement scale. Discuss measurement scale used here.
Measure of central tendency. Discuss measures of central
tendency here.
Evaluation. In this section, evaluate and discuss the descriptive
statistics above. Conclude with an explicit statement about
whether the assumptions for parametric statistical testing were
met or not met.
ANOVA: Descriptive Statistics and Assumption Testing
Frequency distribution table. Insert table here. Cut and paste
from Excel.
Histogram. Insert histogram here. Cut and paste from Excel.
Descriptive statistics table. Insert table here. Cut and paste from
Excel.
Measurement scale. Discuss measurement scale used here.
Measure of central tendency. Discuss measures of central
tendency here.
Evaluation. In this section, evaluate and discuss the descriptive
statistics above. Conclude with an explicit statement about
whether the assumptions for parametric statistical testing were
met or not met.

15. References
Include references here using hanging indentations. Remember
to remove this example.
Creswell, J. W., & Creswell, J. D. (2018). Research design:
Qualitative, quantitative, and mixed methods approaches (5th
ed.). Thousand Oaks, CA: Sage.