Between Black and White Population1. Comparing annual percent .docx

Between Black and White Population
1. Comparing annual percent of Medicare enrollees having at
least one ambulatory visit between B and W
2. Comparing average annual percent of diabetic Medicare
enrollees age 65-75 having hemoglobin A1c between B and W
enrollees age 65-75 having eye examination between B and W
enrollees age 65-75 having
Students will develop an analysis report, in five main sections,
including introduction, research method (research
questions/objective, data set, research method, and analysis),
results, conclusion and health policy recommendations. This is
a 5-6 page individual project report.
Here are the main steps for this assignment.
Step 1: Students require to submit the topic using topic
selection discussion forum by the end of week 1 and wait for
instructor approval.
Step 2: Develop the research question and
Step 3: Run the analysis using EXCEL (RStudio for BONUS
points) and report the findings using the assignment instruction.
The Report Structure:
Start with the
1.Cover page (1 page, including running head).
Please look at the
example http://www.apastyle.org/manual/related/sample-
experiment-paper-1.pdf (you can download the file from the
class)
and http://www.umuc.edu/library/libhow/apa_tutorial.cfm to
learn more about the APA style.

In the title page include:
· Title, this is the approved topic by your instructor.
· Student name
· Class name
· Instructor name
· Date
2.Introduction
Introduce the problem or topic being investigated. Include
relevant background information, for example;
· Indicates why this is an issue or topic worth researching;
· Highlight how others have researched this topic or issue
(whether quantitatively or qualitatively), and
· Specify how others have operationalized this concept and
measured these phenomena
Note: Introduction should not be more than one or two
paragraphs.
Literature Review
There is no need for a literature review in this assignment
3.Research Question or Research Hypothesis
What is the Research Question or Research Hypothesis?
***Just in time information: Here are a few points for Research
Question or Research Hypothesis
There are basically two kinds of research questions: testable and
non-testable. Neither is better than the other, and both have a
place in applied research.
Examples of non-testable questions are:
How do managers feel about the reorganization?
What do residents feel are the most important problems facing
the community?
Respondents' answers to these questions could be summarized in
descriptive tables and the results might be extremely valuable to
administrators and planners. Business and social science
researchers often ask non-testable research questions. The
shortcoming with these types of questions is that they do not
provide objective cut-off points for decision-makers.
In order to overcome this problem, researchers often seek to

answer one or more testable research questions. Nearly all
testable research questions begin with one of the following two
phrases:
Is there a significant difference between ...?
Is there a significant relationship between ...?
For example:
Is there a significant relationship between the age of managers?
and their attitudes towards the reorganization?
A research hypothesis is a testable statement of opinion. It is
created from the research question by replacing the words "Is
there" with the words "There is," and also replacing the
question mark with a period. The hypotheses for the two sample
research questions would be:
There is a significant relationship between the age of managers
and their attitudes towards the reorganization.
It is not possible to test a hypothesis directly. Instead, you
must turn the hypothesis into a null hypothesis. The null
hypothesis is created from the hypothesis by adding the words
"no" or "not" to the statement. For example, the null hypotheses
for the two examples would be:
There is no significant relationship between the age of managers
and their attitudes towards the reorganization.
There is no significant difference between white and minority
residents
with respect to what they feel are the most important problems
facing the community.
All statistical testing is done on the null hypothesis...never the
hypothesis. The result of a statistical test will enable you to
either:
1) reject the null hypothesis, or
2) fail to reject the null hypothesis. Never use the words "accept
the null hypothesis."
*Source: StatPac for Windows Tutorial. (2017). User's Guide;
Formulating Hypotheses from Research Questions. Retrieved
May 17, 2019
from https://statpac.com/manual/index.htm?turl=formulatinghyp

othesesfromresearchquestions.htm
What does significance really mean?
“Significance is a statistical term that tells how sure you are
that a difference or relationship exists. To say that a significant
difference or relationship exists only tells half the story. We
might be very sure that a relationship exists, but is it a strong,
moderate, or weak relationship? After finding a significant
relationship, it is important to evaluate its strength. Significant
relationships can be strong or weak. Significant differences can
be large or small. It just depends on your sample size.
To determine whether the observed difference is statistically
significant, we look at two outputs of our statistical test:
P-value: The primary output of statistical tests is the p-value
(probability value). It indicates the probability of observing the
difference if no difference exists.
The p-value from above example, 0.9926, indicates that we DO
NOT expect to see a meaningless (random) difference of 5% or
more in ‘hospital beds’ only about 993 times in 1000 there is no
difference (0.9926*1000=992.6 ~ 993).
Note: This is an example from the week1 exercise.
The p-value from above example, 0.0001, indicates that we’d
expect to see a meaningless (random) ‘number of the employees
on payer’ difference of 5% or more only about 0.1 times in 1000
(0.0001 * 1000=0.1).
CI around Difference: A confidence interval around a difference
that does not cross zero also indicates statistical significance.
The graph below shows the 95% confidence interval around the
difference between hospital beds in 2011 and 2012 (CI: [-40.82
; 40.44]):
CI around Difference: A confidence interval around a difference
that does not cross zero also indicates statistical significance.
The graph below shows the 95% confidence interval around the
difference between hospital beds in 2011 and 2012 (CI: [-382.16

; 125.53]):
The boundaries of this confidence interval around the difference
also provide a way to see what the upper [40.44] and lower
bounds [-40.82].
As a summary:
“Statistically significant means a result is unlikely due to
chance.
The p-value is the probability of obtaining the difference we
saw from a sample (or a larger one) if there really isn’t a
difference for all users.
Statistical significance doesn’t mean practical significance.
Only by considering context can we determine whether a
difference is practically significant; that is, whether it requires
action.
The confidence interval around the difference also indicates
statistical significance if the interval does not cross zero. It also
provides likely boundaries for any improvement to aide in
determining if a difference really is noteworthy.
With large sample sizes, you’re virtually certain to see
statistically significant results, in such situations, it’s important
to interpret the size of the difference”("Measuring U", 2019).
*Resource
Measuring U. (2019). Statistically significant. Retrieved May
17, 2019 from: https://measuringu.com/statistically-significant/
Small sample sizes often do not yield statistical significance;
when they do, the differences themselves tend also to be
practically significant; that is, meaningful enough to warrant
action.
4.Research Method
Discuss the Research Methodology (in general). Describe the
variable or variables that are being analyzed. Identify the
statistical test you will select to analyze these data and explain
why you chose this test. Summarize your statistical alternative
hypothesis. This section includes the following sub-sections:
a)Describe the Dataset

Example: The primary source of data will be HOSPITAL
COMPARE MEDICARE DATA (APA formatted in-text
citation). This dataset provides information on hospital
characteristics, such as: Number of staffed beds, ownership,
system membership, staffing by nurses and non-clinical staff,
teaching status, percentage of discharge for Medicare and
Medicaid patients, and information regarding the availability of
specialty and high-tech services, as well as Electronic Medical
Record (EMR) use (Describe dataset in 2-3 lines, Google the
dataset and find the related website to find more information
about the data).
Also, describe the sample size; for example, “The writer is
using Medicare data-2013, this data includes 3000 obs. for all
of the hospitals in the US.”
b)Describe Variables
Next, review the database you selected and select a variable or
variables that are a “best-fit.” That is, choose a variable that
quantitatively measures the concept or concepts articulated in
your research question or hypothesis.
Return to your previously stated Research Question or
Hypothesis and evaluate it considering the variables you have
selected. (See the sample Table 1).
Table 1. List of variables used for the analysis
Variable
Definition
Description
of code
Source
Year
Total Hospital Beds
Total facility beds set up and staffed
at the end of the reporting period
Numeric
MN Data
2013
….

…..
Source: UMUC, 2019
***Just in time information:
To cite a dataset, you can go with two approaches:
First, look at the note in the dataset for example;
Medicare National Data by County. (2012). Dartmouth Atlas of
Health Care, A
Second, use the online citation, for example:
Zare, H., (2019, May). MN Hospital Report Data. Data posted in
University of Maryland University College HMGT 400 online
classroom, archived at: http://campus.umuc.edu
See two examples describing the variables from Minnesota
Data:
Table 2. Definition of variables used in the analysis
Variable
Definition
Description
of code
Source
Year
hospital_beds
Total facility beds set up and staffed
at the end of the reporting period
Numeric
MN data
2013
year
FY

Categorical
MN data
2013
Source: UMUC, 2019
c)Describe the Research Method for Analysis
First, describe the research method as a general (e.g., this is a
quantitative method and then explain about this method in about
one paragraph. If you have this part in the introduction, you do
not need to add here).
Then, explain the statistical method you plan to use for your
analysis (Refer to content in week 3 on Biostatistics for
information on various statistical methods you can choose
from).
Example:
Hypothesis: AZ hospitals are more likely to have lower
readmission rates for PN compared to CA.
Research Method: To determine whether Arizona hospitals are
more likely to have lower readmission rate than California, we
will use a t-test, to determine whether differences across
hospital types are statistically significant (You can change the
test depends on your analysis).
d)Describe statistical package
Add one paragraph for the statistical package, e.g., Excel or
RStudio.
5. Results
Discuss your findings considering the following tips:
▪ Why you needed to see the distribution of data before any
analysis (e.g., check for outliers, finding the best fit test; for
example, if the data had not a normal distribution, you can’t use
the parametric test, etc., so just add 1 or 2 sentences).
▪ Did you eliminate outliers? (Please write 1 or 2 sentences, if
applicable).
▪ How many observations do you have in your database and how
many for selected variables, report % of missing.
▪ When you are finished with this, go for the next steps:
Present the results of your statistical analysis; include any

relevant statistical information (summary tables, including N,
mean, std. dev.). Make sure to completely and correctly name
all your columns and rows, tables and variables. For this part
you could have at least 1-2 tables and 1-2 figures (depending on
your variables bar-chart, pi-chart, or scatter-plot), you can use a
table like this:
Table 3. Descriptive analysis to compare % of BL in Medicare
beneficiary, MD vs. VA- 2013
Variable
Obs.
Mean
SD
P-value
Per of Lipid in MD
24
83.202.320.4064
Per of Lipid in VA 124 82.69
4.41
Source: UMUC, 2019
When you have tables and plots ready, think about your finding
and state the statistical conclusion. That is, do the results
present evidence in favor or the null hypothesis or evidence that
contradicts the null hypothesis?
6.Conclusion and Discussion
Review your research questions or hypothesis.
How has your analysis informed this question or hypothesis?
Present your conclusion(s) from the results (presented above)
and discuss the meaning of this conclusion(s) considering the
research question or hypothesis presented in your
introduction.
At the end of this section, add one or two sentences and discuss
the limitations (including biases) associated with this analysis
and any other statements you think are important in
understanding the results of this analysis.

References
Include a reference page listing the bibliographic information
for all sources cited in this report. This information should be
consistent with the requirements specified in the American
Psychological Association (APA) format and style guide.
Draft
Assignment # (add # here) Quantitative Analysis
Student Name
University of Maryland University College
HMGT400
Professor:
Date
Introduction
A short introduction not more than one or two paragraphs
Method
Hypothesis:
The main research question is that:
Does the nature of a hospital being a critical or non-critical
access hospital influence parameters such as the average length-

of-stay? For this research question the hypothesis is:
There is no significant difference on average length-of-stay
between critical and non-critical access hospitals.
Data
The primary source of data for this research is
Minnesota Hospitals Admissions by Care Unit of the Hospital,
Fiscal Year 2012 (Health Care Cost Information System, n.d.).
The Minnesota Health Care Cost Information System (HCCIS)
releases this data set to provide accurate and reliable
information about the financial, utilization, and service
characteristics of hospitals in Minnesota.
More specifically, this data set provides information on hospital
characteristics, such as: affiliations, counties, critical access
hospital status, number of available beds, admissions to acute
care units, managed and non-managed care admissions, and the
average length-of-stay. This data set included 145 observations
for 25 different variables for all hospitals in the state of
Minnesota, USA, for the fiscal year 2012.
Materials and Method
Variable
The variables in play to answer this research question is the
average length-of-stay. The other variable used was CAH which
was meant to categorize the hospitals into critical and non-
critical access hospitals (See Table 1).
Table 1. List of Variables Used for the Statistical Analysis
Variable
Definition
Description
of code
Source
Year
Average length of stay
The average length of stay of patients at the hospital
Numeric
Department of Health Minnesota

2012
CAH
Critical access hospitals. Yes, means it is a critical access
hospital while No means it is not a critical access hospital.
Categorical
Department of Health Minnesota
2012
Source: Department of Health Minnesota, 2012
Method
To formulate an answer to this question and to test this
hypothesis the study uses a descriptive quantitative research
method. Based on the nature of our data, the most appropriate
statistical test would be an independent sample t-test since these
two samples are numerical and have no relationship. The data
source provides parameters such as the average length-of-stay
and a categorical variable. These samples are categorized into
critical and non-critical access hospitals with critical access
hospitals being represented by “Yes” and non-critical access
hospitals being represented by “No” in the CAH column.
Data analysis process
The next step is the data analysis process. The analysis of
statistical data required systematic tools and processes to be
conducted. The statistical package used for our analysis was
RStudio. We were able to create the codes that would execute
an unpaired independent sample t-test. “One of the most
common tests in statistics is the t-test, used to determine
whether the means of two groups are equal. The assumption for
the test is that both groups are sampled from normal
distributions with equal variances. The null hypothesis is that
the two means are equal, and the alternative is that they are not”
(Spector, 2014).
Results
The analysis focused on the associations between the average
length-of-stay and the status of a hospital as a critical access
hospital. Figure 1 shows that the average length-of-stay, the

distributions have a tail on the right side that most probably
correspond to a set of outliers. After we removed the outliers
from the data set, the final fit to the remaining data yielded an
almost normal distribution for both variables. Therefore, the use
of the unpaired t-test for equality of means is justified.
Of the 145 hospitals providing acute care in the state of
Minnesota, 78 (53.8%) were designated as CAHs. The mean for
acute care admissions for CAHs was lower (550±535), when
compared with admissions for non-CAHs (7895±9690). See
Table 2 for more details.
Table 2. Descriptive Analysis of LOS in Critical Access and
Non-Critical Access Hospitals
N (obs.)
Mean
SD
p-value
Critical Access
78
550.58
535.64
0.0000
Non-Critical Access
67
7895.64
9690.44
Source: Authors findings using Mn data, 2012
After applying a two-sample t-test to our data, we found that the
mean for acute care admissions in CAHs differs significantly
(p<0.0000) from the mean for non-CAHs. It is important to
notice that p-values less than the significance level (0.05) for
the variables of interest are evidence against our null hypothesis
stating that there is no difference in between the parameters for
CAHs and non-CAHs.

Box-plots were generated to visually represent the data. Figure
2 shows you are more likely to have fewer acute care
admissions in CAHs when compared to non-CAHs. Similarly,
Figure 2b shows that patients in non-CAHs are more likely to
have longer stays than their counterpart CAHs.
Discussion
According to data analysis, there is enough evidence to support
our research hypothesis that non-CAHs are likely to have more
longer average lengths of stay of patients compared to CAHs.
Nevertheless, it is important to notice that this correlation does
not imply causation. Our study found that the average LOS for
CAHs in Minnesota is lower than for non-CAHs.
In this study, CAHs showed reductions in long term services,
compared to non-CAH facilities that affected the number of
patients treated at these facilities that contributed to overall
admissions and, thus, length-of-stay.
Limitation: As in any other study, our report is also subject to
limitations. First, unpaired t-test relies on the assumption that
the data from the two samples are both normally distributed.
Second, further analysis needs to be done on the relationship
between critical care and length-of-stay for patients and age, as
well as the many other predictor variables that could potentially
present a relationship with our response variable.
Conclusion and Policy Recommendations
Write a paragraph and conclude your findings and add one or
two policy recommendation
References
Critical Access Hospitals - Rural Health Information Hub.
(n.d.). Retrieved September 23, 2018, from
https://www.ruralhealthinfo.org/topics/critical-access-
hospitals#location-requirements
Spector, R. (2014). Using t-tests in R. University of California,
Berkeley. Department of statistics. Retrieved September 23,
2018 from https://statistics.berkeley.edu/computing/r-t-tests

IND301 Cornerstone Discussion Rubric
Criteria A+ (100) A (95) B (85) C (75) D (65) F (55) F (0)
Possible Points: 20 20 19 17 15 13 11 0
Discussion Expectations:
Initial posts and replies
fulfill the specified
discussion requirements,
advance the discussion,
and utilize effective
discussion techniques.
(Refer to the directions for
this discussion and the
“Discussion Expectations”
in your course)
Insightful and
unique posts fulfill

all required
components,
advance the
discussion by
artfully
incorporating all
the appropriate
discussion
techniques to
exceed all
expectations.
Posts fulfill all
required
components,
substantially
advance the
discussion by
incorporating all the
appropriate
discussion
techniques to meet
or exceed all
expectations.
Posts fulfill all
required
components,
consistently move
the discussion
forward, and use
many of the
techniques
specified in the
discussion.

Posts lack some
required
components
sometimes move
the discussion
forward by using
some of the
techniques
specified in the
discussion
expectations.
Posts lack
many
required
components
and move the
discussion

forward by
struggling to
use one or
two simpler
techniques
specified in
the
discussion
expectations.
Posts are
inappropriate
or unrelated to
the required
expectations,
and do not
move the
discussion
forward by

using any of the
techniques
specified in the
discussion
expectations.
No submission.
Possible Points: 20 20 19 17 15 13 11 0
Knowledge and Use of
Course Materials: Initial
posts and responses
demonstrate
understanding of and/or
application of the assigned
reading or viewing
material.
Initial posts and
responses
demonstrate an
exceptional
understanding
and superior
application of all
the important
assigned
material.

Initial posts and
responses
demonstrate a
thorough
understanding of
and/or superior
application of the
assigned material.
Initial posts and
responses
demonstrate a
solid understanding
of and/or effective
application of the
assigned material.
Initial posts and
responses
demonstrate
some confusion
about the
assigned
material and/or
less effective
application of
the assigned
material.
Initial posts
and
responses
demonstrate

confusion
about the
assigned
material
and/or poor
application of
the assigned
material.
Initial posts and
responses do
not use the
assigned
material and/or
evidence.
No submission.
Possible Points: 10 10 9.5 8.5 7.5 6.5 5.5 0
Use of Sources and
References: Appropriate
The posts use the
most
The posts always
use the most
The posts use
appropriate and
The posts
occasionally but
The posts

rarely
The posts fail to
demonstrate
No submission
and relevant source
material supports the
student's ideas. Citation is
accurate, according to
format specifications.
appropriate,
relevant and
insightful source
material both
provided and
additional, to
support the
unique ideas
expressed. All
citations are
accurate,
following all the
format
specifications.
appropriate and
relevant source
material to support
the ideas

expressed. All
citations are
accurate, following
all the format
specifications.
relevant source
material to support
the ideas
expressed. All the
citations are
accurate, following
the format
specifications.
inconsistently
use appropriate
and relevant
source material
to support some
of the ideas
expressed.
Citation is
sometimes
accurate, follows
the format
specifications.
attempt to
use
appropriate
and/or
relevant
source

material to
support any
of the ideas
expressed.
Citation is not
accurate or
missing.
the use of
appropriate
and/or relevant
source material
to supports the
ideas
expressed.
Citation is
missing.
Possible Points: 20 20 19 17 15 13 11 0
Replies to Others: (to
other students/
instructor) show
engagement with the
topic, support and
advance the discussion,
and meet stipulated
length requirements.

Responses to
others are
insightful, advance
the discussion
with probing
questions and
comments that
bring in new ideas
to advance the
discussion, and
meet or exceed
length
requirements.
Responses to others
advance the
discussion, offers
extensive effort at
advancing the

discussion, and
meet or exceed
length
requirements.
Responses to other
move the discussion
forward, show effort
at advancing the
discussion, and meet
length
requirements.
Responses to
others are
adequate in
quality to support
the discussion,
showing basic

efforts at
advancing the
discussion, and
meets length
requirements.
Responses to
others fail to
support the
discussion
adequately,
and/or do not
meet length
requirements.
Responses to
others contain
no thought or
effort, and/or do
not meet length

requirements.
Responses to
others are
absent.
Possible Points: 20 20 19 17 15 13 11 0
Timeliness and
Participation Frequency:
(refers to during the week
of the module) posts
occur on multiple days,
creating an ongoing and
sustained presence in the
discussion.
Initial post is on
time, posts occur
on 3 or more days,
and form the core

of a lively, ongoing
and sustained
insightful
discussion.
Initial post is on
time; posts occur on
at least two days
and contribute
significantly to an
ongoing and
sustained presence
in the discussion.
Initial post is on
time, posts occur on
two or more days,
and contribute to an
ongoing and

sustained presence
in the discussion.
Initial post is on
time, posts occur
on at least two
days, and
occasionally
contribute to an
ongoing presence
in the discussion.
Initial post is
late or posts
do not occur
on multiple
days, and/or
do not
contribute in

any significant
way to an
ongoing and
Initial post is
late, or replies do
not occur on
multiple days,
and do not
contribute to an
ongoing and
sustained
presence in the
discussion.
Posts are
absent or after
the end of the
module.

sustained
presence in
the discussion.
Possible Points: 10 10 9.5 8.5 7.5 6.5 5.5 0
Writing Mechanics:
Grammar, spelling, and
syntax are appropriate for
college writing.
The work contains
no errors in
spelling
or grammar; word
choice
demonstrates a
deep
understanding of
the topic, always
using relevant key
terms
appropriately.
The work contains
no errors in spelling

or grammar; word
choice
demonstrates a
good understanding
of the topic, using
relevant terms
appropriately.
The work contains a
few spelling and/or
grammatical errors;
word choice
demonstrates
proficiency on the
topic using relevant
terms for the most
part.
The work contains
a few minor
spelling and
grammatical
errors; word
choice
demonstrate basic
understanding of
the topic,
sometimes using
relevant and
appropriate
terms.
The work

exhibits
consistently
poor spelling
and grammar;
word choice
demonstrates
a lack of
understanding
of the topic,
often using
irrelevant or
inappropriate
terms.
The work
exhibits
extremely poor
writing skills;
incorrect spelling
and grammar
limits the
reader’s ability to
follow ideas or
thoughts. Word
choice
demonstrates a

lack of
understanding of
the topic, with
many irrelevant
or inappropriate
terms.
No submission
IND301 Cornerstone Discussion Rubric

Between Black and White Population1. Comparing annual percent .docx

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