Calculating Analysis of Variance (ANOVA) and Post Hoc Analyses Following ANOVA
Analysis of variance (ANOVA)
is a statistical procedure that compares data between two or more groups or conditions to investigate the presence of differences between those groups on some continuous dependent variable (see
Exercise 18
). In this exercise, we will focus on the
one-way ANOVA
, which involves testing one independent variable and one dependent variable (as opposed to other types of ANOVAs, such as factorial ANOVAs that incorporate multiple independent variables).
Why ANOVA and not a
t
-test? Remember that a
t
-test is formulated to compare two sets of data or two groups at one time (see
Exercise 23
for guidance on selecting appropriate statistics). Thus, data generated from a clinical trial that involves four experimental groups, Treatment 1, Treatment 2, Treatments 1 and 2 combined, and a Control, would require 6
t
-tests. Consequently, the chance of making a Type I error (alpha error) increases substantially (or is inflated) because so many computations are being performed. Specifically, the chance of making a Type I error is the number of comparisons multiplied by the alpha level. Thus, ANOVA is the recommended statistical technique for examining differences between more than two groups (
Zar, 2010
).
ANOVA is a procedure that culminates in a statistic called the
F
statistic. It is this value that is compared against an
F
distribution (see
Appendix C
) in order to determine whether the groups significantly differ from one another on the dependent variable. The formulas for ANOVA actually compute two estimates of variance: One estimate represents differences between the groups/conditions, and the other estimate represents differences among (within) the data.
Research Designs Appropriate for the One-Way ANOVA
Research designs that may utilize the one-way ANOVA include the randomized experimental, quasi-experimental, and comparative designs (
Gliner, Morgan, & Leech, 2009
). The independent variable (the “grouping” variable for the ANOVA) may be active or attributional. An active independent variable refers to an intervention, treatment, or program. An attributional independent variable refers to a characteristic of the participant, such as gender, diagnosis, or ethnicity. The ANOVA can compare two groups or more. In the case of a two-group design, the researcher can either select an independent samples
t
-test or a one-way ANOVA to answer the research question. The results will always yield the same conclusion, regardless of which test is computed; however, when examining differences between more than two groups, the one-way ANOVA is the preferred statistical test.
Example 1: A researcher conducts a randomized experimental study wherein she randomizes participants to receive a high-dosage weight loss pill, a low-dosage weight loss pill, or a placebo. She assesses the number of pounds lost from baseline to post-treatment
378
for the thre ...
6
ONE-WAY BETWEEN-
SUBJECTS ANALYSIS OF
VARIANCE
6.1 Research Situations Where One-Way Between-Subjects
Analysis of Variance (ANOVA) Is Used
A one-way between-subjects (between-S) analysis of variance (ANOVA) is
used in research situations where the researcher wants to compare means on a
quantitative Y outcome variable across two or more groups. Group
membership is identified by each participant’s score on a categorical X
predictor variable. ANOVA is a generalization of the t test; a t test provides
information about the distance between the means on a quantitative outcome
variable for just two groups, whereas a one-way ANOVA compares means
on a quantitative variable across any number of groups. The categorical
predictor variable in an ANOVA may represent either naturally occurring
groups or groups formed by a researcher and then exposed to different
interventions. When the means of naturally occurring groups are compared
(e.g., a one-way ANOVA to compare mean scores on a self-report measure of
political conservatism across groups based on religious affiliation), the design
is nonexperimental. When the groups are formed by the researcher and the
researcher administers a different type or amount of treatment to each group
while controlling extraneous variables, the design is experimental.
The term between-S (like the term independent samples) tells us that each
participant is a member of one and only one group and that the members of
samples are not matched or paired. When the data for a study consist of
repeated measures or paired or matched samples, a repeated measures
ANOVA is required (see Chapter 22 for an introduction to the analysis of
repeated measures). If there is more than one categorical variable or factor
included in the study, factorial ANOVA is used (see Chapter 13). When there
is just a single factor, textbooks often name this single factor A, and if there
are additional factors, these are usually designated factors B, C, D, and so
forth. If scores on the dependent Y variable are in the form of rank or ordinal
data, or if the data seriously violate assumptions required for ANOVA, a
nonparametric alternative to ANOVA may be preferred.
In ANOVA, the categorical predictor variable is called a factor; the
groups are called the levels of this factor. In the hypothetical research
example introduced in Section 6.2, the factor is called “Types of Stress,” and
the levels of this factor are as follows: 1, no stress; 2, cognitive stress from a
mental arithmetic task; 3, stressful social role play; and 4, mock job
interview.
Comparisons among several group means could be made by calculating t
tests for each pairwise comparison among the means of these four treatment
groups. However, as described in Chapter 3, doing a large number of
significance tests leads to an inflated risk for Type I error. If a study includes
k groups, there are k(k – 1)/2 pairs of means; thus, for a set of four groups, the .
This Slides presents different types of Parametric Test- like
T-test,
Parametric Test,
Assumption of Parametric Test,
Paired T Test,
One Sample T Test,
ANOVA,
ANCOVA,
Regression,
Two Way ANOVA,
Repeated Measure ANOVA,
Multiple Regression
6
ONE-WAY BETWEEN-
SUBJECTS ANALYSIS OF
VARIANCE
6.1 Research Situations Where One-Way Between-Subjects
Analysis of Variance (ANOVA) Is Used
A one-way between-subjects (between-S) analysis of variance (ANOVA) is
used in research situations where the researcher wants to compare means on a
quantitative Y outcome variable across two or more groups. Group
membership is identified by each participant’s score on a categorical X
predictor variable. ANOVA is a generalization of the t test; a t test provides
information about the distance between the means on a quantitative outcome
variable for just two groups, whereas a one-way ANOVA compares means
on a quantitative variable across any number of groups. The categorical
predictor variable in an ANOVA may represent either naturally occurring
groups or groups formed by a researcher and then exposed to different
interventions. When the means of naturally occurring groups are compared
(e.g., a one-way ANOVA to compare mean scores on a self-report measure of
political conservatism across groups based on religious affiliation), the design
is nonexperimental. When the groups are formed by the researcher and the
researcher administers a different type or amount of treatment to each group
while controlling extraneous variables, the design is experimental.
The term between-S (like the term independent samples) tells us that each
participant is a member of one and only one group and that the members of
samples are not matched or paired. When the data for a study consist of
repeated measures or paired or matched samples, a repeated measures
ANOVA is required (see Chapter 22 for an introduction to the analysis of
repeated measures). If there is more than one categorical variable or factor
included in the study, factorial ANOVA is used (see Chapter 13). When there
is just a single factor, textbooks often name this single factor A, and if there
are additional factors, these are usually designated factors B, C, D, and so
forth. If scores on the dependent Y variable are in the form of rank or ordinal
data, or if the data seriously violate assumptions required for ANOVA, a
nonparametric alternative to ANOVA may be preferred.
In ANOVA, the categorical predictor variable is called a factor; the
groups are called the levels of this factor. In the hypothetical research
example introduced in Section 6.2, the factor is called “Types of Stress,” and
the levels of this factor are as follows: 1, no stress; 2, cognitive stress from a
mental arithmetic task; 3, stressful social role play; and 4, mock job
interview.
Comparisons among several group means could be made by calculating t
tests for each pairwise comparison among the means of these four treatment
groups. However, as described in Chapter 3, doing a large number of
significance tests leads to an inflated risk for Type I error. If a study includes
k groups, there are k(k – 1)/2 pairs of means; thus, for a set of four groups, the .
This Slides presents different types of Parametric Test- like
T-test,
Parametric Test,
Assumption of Parametric Test,
Paired T Test,
One Sample T Test,
ANOVA,
ANCOVA,
Regression,
Two Way ANOVA,
Repeated Measure ANOVA,
Multiple Regression
In Unit 9, we will study the theory and logic of analysis of varianc.docxlanagore871
In Unit 9, we will study the theory and logic of analysis of variance (ANOVA). Recall that a t test requires a predictor variable that is dichotomous (it has only two levels or groups). The advantage of ANOVA over a t test
is that the categorical predictor variable can have two or more groups. Just like a t test, the outcome variable in
ANOVA is continuous and requires the calculation of group means.
Logic of a "One-Way" ANOVA
The ANOVA, or F test, relies on predictor variables referred to as factors. A factor is a categorical (nominal)
predictor variable. The term "one-way" is applied to an ANOVA with only one factor that is defined by two or
more mutually exclusive groups. Technically, an ANOVA can be calculated with only two groups, but the t test is
usually used instead. Instead, the one-way ANOVA is usually calculated with three or more groups, which are
often referred to as levels of the factor.
If the ANOVA includes multiple factors, it is referred to as a factorial ANOVA. An ANOVA with two factors is
referred to as a "two-way" ANOVA; an ANOVA with three factors is referred to as a "three-way" ANOVA, and
so on. Factorial ANOVA is studied in advanced inferential statistics. In this course, we will focus on the theory
and logic of the one-way ANOVA.
ANOVA is one of the most popular statistics used in social sciences research. In non-experimental designs, the
one-way ANOVA compares group means between naturally existing groups, such as political affiliation
(Democrat, Independent, Republican). In experimental designs, the one-way ANOVA compares group means
for participants randomly assigned to different treatment conditions (for example, high caffeine dose; low
caffeine dose; control group).
Avoiding Inflated Type I Error
You may wonder why a one-way ANOVA is necessary. For example, if a factor has four groups ( k = 4), why not
just run independent sample t tests for all pairwise comparisons (for example, Group A versus Group B, Group
A versus Group C, Group B versus Group C, et cetera)? Warner (2013) points out that a factor with four groups
involves six pairwise comparisons. The issue is that conducting multiple pairwise comparisons with the same
data leads to inflated risk of a Type I error (incorrectly rejecting a true null hypothesis—getting a false positive).
The ANOVA protects the researcher from inflated Type I error by calculating a single omnibus test that
assumes all k population means are equal.
Although the advantage of the omnibus test is that it helps protect researchers from inflated Type I error, the
limitation is that a significant omnibus test does not specify exactly which group means differ, just that there is a
difference "somewhere" among the group means. A researcher therefore relies on either (a) planned contrasts
of specific pairwise comparisons determined prior to running the F test or (b) follow-up tests of pairwise
comparisons, also referred to as post-hoc tests, to determine exac ...
Trochim, W. M. K. (2006). Internal validity.httpwww.socialrescurranalmeta
Trochim, W. M. K. (2006). Internal validity.
http://www.socialresearchmethods.net/kb/intval.php
Please follow link:^^^^^
Social Work Research: Chi Square
Molly, an administrator with a regional organization that advocates for alternatives to long-term prison sentences for nonviolent offenders, asked a team of researchers to conduct an outcome evaluation of a new vocational rehabilitation program for recently paroled prison inmates. The primary goal of the program is to promote full-time employment among its participants.
To evaluate the program, the evaluators decided to use a quasi-experimental research design. The program enrolled 30 individuals to participate in the new program. Additionally, there was a waiting list of 30 other participants who planned to enroll after the first group completed the program. After the first group of 30 participants completed the vocational program (the “intervention” group), the researchers compared those participants’ levels of employment with the 30 on the waiting list (the “comparison” group).
In order to collect data on employment levels, the probation officers for each of the 60 people in the sample (those in both the intervention and comparison groups) completed a short survey on the status of each client in the sample. The survey contained demographic questions that included an item that inquired about the employment level of the client. This was measured through variables identified as none, part-time, or full-time. A hard copy of the survey was mailed to each probation officer and a stamped, self-addressed envelope was provided for return of the survey to the researchers.
After the surveys were returned, the researchers entered the data into an SPSS program for statistical analysis. Because both the independent variable (participation in the vocational rehabilitation program) and dependent variable (employment outcome) used nominal/categorical measurement, the bivariate statistic selected to compare the outcome of the two groups was the Pearson chi-square.
After all of the information was entered into the SPSS program, the following output charts were generated:
TABLE 1. CASE PROCESSING SUMMARY
Cases
Valid
Missing
Total
N
Percent
N
Percent
N
Percent
Program
Participation
*Employment
59
98.3%
1
1.7%
60
100.0%
TABLE 2. PROGRAM PARTICIPATION *EMPLOYMENT CROSS TABULATION
Employment
Total
None
Part-Time
Full-Time
Program
Participation
Intervention
Group
Count % within Program Participation
5
16.7%
7
23.3%
18
60.0%
30
100.0%
Comparison
Group
Count % within Program Participation
16
55.2%
7
24.1%
6
20.7%
29
100.0%
Total
Count % within Program Participation
21
35.6%
14
23.7%
24
40.7%
59
100.0%
TABLE 3. CHI-SQUARE TESTS
Value
df
Asymp. Sig. (2-sided)
Pearson Chi-Square
11.748a
2
.003
Likelihood Ratio
12.321
2
.002
Linear-by-Linear Association
11.548
1
.001
N of Valid Cases
59
a. 0 cells (.0%) have expected count less than 5. The minimum expected count is 6.88.
The first table, titled Case ...
Inferential statistics are techniques that allow us to use these samples to make generalizations about the populations from which the samples were drawn. ... The methods of inferential statistics are (1) the estimation of parameter(s) and (2) testing of statistical hypotheses.
Paracentesis diagnostic procedure ALT Active Learning Template .docxaman341480
Paracentesis diagnostic procedure ALT: Active Learning Template (ALT) – Designed to guide students in the learning and review of nursing knowledge.
Each section of the templates is labeled and indicates the type of information that should be added.
The templates can be completed by placing text directly into the document.
This is a pre-class assignment, to be completed and submitted prior to class.
Use the Active Learning Template for Diagnostic Procedures Provided in the module.
Complete the template in relation to the diagnostic procedure Paracentesis.
.
Paper to include Name of the Culture,(Italian)Country of Origin.docxaman341480
Paper to include: Name of the Culture,(Italian)
Country of Origin
Language spoken, include any statically
information,
Nutritional staples of their diet and food
preparation process,
Health Issues / Care / Any cultural challenges
Nursing considerations in caring for client
Traditional / History / Customs
Religious / Beliefs / Values
Family Structure
Each student will have
.
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is that the categorical predictor variable can have two or more groups. Just like a t test, the outcome variable in
ANOVA is continuous and requires the calculation of group means.
Logic of a "One-Way" ANOVA
The ANOVA, or F test, relies on predictor variables referred to as factors. A factor is a categorical (nominal)
predictor variable. The term "one-way" is applied to an ANOVA with only one factor that is defined by two or
more mutually exclusive groups. Technically, an ANOVA can be calculated with only two groups, but the t test is
usually used instead. Instead, the one-way ANOVA is usually calculated with three or more groups, which are
often referred to as levels of the factor.
If the ANOVA includes multiple factors, it is referred to as a factorial ANOVA. An ANOVA with two factors is
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ANOVA is one of the most popular statistics used in social sciences research. In non-experimental designs, the
one-way ANOVA compares group means between naturally existing groups, such as political affiliation
(Democrat, Independent, Republican). In experimental designs, the one-way ANOVA compares group means
for participants randomly assigned to different treatment conditions (for example, high caffeine dose; low
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Avoiding Inflated Type I Error
You may wonder why a one-way ANOVA is necessary. For example, if a factor has four groups ( k = 4), why not
just run independent sample t tests for all pairwise comparisons (for example, Group A versus Group B, Group
A versus Group C, Group B versus Group C, et cetera)? Warner (2013) points out that a factor with four groups
involves six pairwise comparisons. The issue is that conducting multiple pairwise comparisons with the same
data leads to inflated risk of a Type I error (incorrectly rejecting a true null hypothesis—getting a false positive).
The ANOVA protects the researcher from inflated Type I error by calculating a single omnibus test that
assumes all k population means are equal.
Although the advantage of the omnibus test is that it helps protect researchers from inflated Type I error, the
limitation is that a significant omnibus test does not specify exactly which group means differ, just that there is a
difference "somewhere" among the group means. A researcher therefore relies on either (a) planned contrasts
of specific pairwise comparisons determined prior to running the F test or (b) follow-up tests of pairwise
comparisons, also referred to as post-hoc tests, to determine exac ...
Trochim, W. M. K. (2006). Internal validity.httpwww.socialrescurranalmeta
Trochim, W. M. K. (2006). Internal validity.
http://www.socialresearchmethods.net/kb/intval.php
Please follow link:^^^^^
Social Work Research: Chi Square
Molly, an administrator with a regional organization that advocates for alternatives to long-term prison sentences for nonviolent offenders, asked a team of researchers to conduct an outcome evaluation of a new vocational rehabilitation program for recently paroled prison inmates. The primary goal of the program is to promote full-time employment among its participants.
To evaluate the program, the evaluators decided to use a quasi-experimental research design. The program enrolled 30 individuals to participate in the new program. Additionally, there was a waiting list of 30 other participants who planned to enroll after the first group completed the program. After the first group of 30 participants completed the vocational program (the “intervention” group), the researchers compared those participants’ levels of employment with the 30 on the waiting list (the “comparison” group).
In order to collect data on employment levels, the probation officers for each of the 60 people in the sample (those in both the intervention and comparison groups) completed a short survey on the status of each client in the sample. The survey contained demographic questions that included an item that inquired about the employment level of the client. This was measured through variables identified as none, part-time, or full-time. A hard copy of the survey was mailed to each probation officer and a stamped, self-addressed envelope was provided for return of the survey to the researchers.
After the surveys were returned, the researchers entered the data into an SPSS program for statistical analysis. Because both the independent variable (participation in the vocational rehabilitation program) and dependent variable (employment outcome) used nominal/categorical measurement, the bivariate statistic selected to compare the outcome of the two groups was the Pearson chi-square.
After all of the information was entered into the SPSS program, the following output charts were generated:
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Percent
Program
Participation
*Employment
59
98.3%
1
1.7%
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TABLE 2. PROGRAM PARTICIPATION *EMPLOYMENT CROSS TABULATION
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Full-Time
Program
Participation
Intervention
Group
Count % within Program Participation
5
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18
60.0%
30
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21
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2
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Likelihood Ratio
12.321
2
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Linear-by-Linear Association
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1
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59
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December 2008 � Project Management Journal � DOI: 10.1002/pmj 5
Why Do Projects Fail?
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called PBO, and it is not surprising to find that addressing failures and learning
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Length: 6 - 8 typed (double spaced) pages, excluding references. References must be from peer-reviewed sources in science literature. The references are to be cited within the body of the paper (numerically sequenced) and listed by its number on a separate reference page (see your text chapters for examples).
TEXTBOOK: Essentials of Environmental Health: 3 rd Edition; by Robert Friis. Publisher: Jones & Bartlett; Year Published: 2018
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Paper Instructions
Paper 1 is your first attempt at an argumentative essay. It is exactly that, an attempt. You have already familiarized your self with our secondary source, the Yawp. In this paper, you will also analyze at least 2 primary sources and combine these elements to form one cohesive essay. This paper, like all of the remaining papers, requires that you interpret primary source evidence in a historical context, drawing from the assigned course readings as your secondary source.
· Your paper must be 900-1200 words.
· Times 12 pt font DOUBLE SPACED 1" margins
· approx. 3-4 pages NOT including bibliography
· Chicago-style footnote citations
· Chicago-style Bibliography on separate page
· Review for errors of spelling and grammar—this is a formal written report! I recommend using the advanced spelling and grammar check functions in your word processor of choice
PROMPT
How and why do the authors of the two primary sources differ or relate to each other in their views of African American political participation and voting in the 1880s? Furthermore, if so, what does this reveal about American society and politics in the 1880s?
Both the authors of the Report of the Select Committee and Philip Bruce believed that the future of American democracy depended on whether or not African Americans participated in the political process. Their agreement ended there. What does the contrast between these two perspectives reveal about America in the 1880s?
Note that this question does not ask you to evaluate which of the two documents you agree with, nor does it ask you to evaluate whether either document is reliable or biased. Both documents are reliable sources of evidence about what their authors thought at the time, and both authors have biases and underlying assumptions. Your task is to explain how these two contrasting perspectives— with two very different sets of underlying assumptions—emerged from the same historical context in the 1870s and 1880s.
HISTORY PAPER ORGANIZATION
Your paper must include an introduction, several distinctbody paragraphs, and a conclusion.
Your introduction should not begin with an overly broad, general statement, but instead should introduce the specific time, place, and topic you are writing about. Do not assume that your reader knows anything about the history you are describing. Your introduction provides necessary context for the reader that informs your paper of how the issue that you will discuss in your thesis came to be. Good historical introductions do not need catchy hooks or buzzwords. You should really be introducing the reader to the historical causes of your thesis. Also, please be mindful that for this class, you should not be using footnotes in the introduction, as you have nothing to prove until you have revealed your thesis. The last sentence or sentences of you introduction must be your thesis. Your thesis must directly answer the prompt and also provide groupings of evidence that will previe.
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Nutritional staples of their diet and food
preparation process,
Health Issues / Care / Any cultural challenges
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Follow the instructions.
Make your ideas concise.
Use as few words as you can to make your statements. This will allow you more room to develop your great ideas!
Avoid repetition and redundancy
of both ideas and words. This is the issue that I usually subtract the most points for, so take care.
For example, when you edit your papers, make sure that you don’t say “Cool Herc is widely accepted as the originator of hip hop”, and then two sentences later, “As Cool Herc is the originator of hip hop…”. See how these two are the same idea? If the reader already has the information, repeating it just takes up space. Another thing to avoid is using the same word multiple times in quick succession. For example: “I found it exciting to listen to the this music. Eri B. has an exciting tone to his voice. When I hear how he flows when he strings words together, I feel excited.” See how ‘excitement’ occurs three times in three sentences? Here’s another more subtle example: “He used the turntable as a way to switch songs seamlessly, using the scratch method to cover up the different beats that were used in each song.” In this example, the word ‘use’ occurs three times in the same sentence! Because it’s a less emotional word, it might be harder to catch, but it’s just as problematic.
I like to see ‘I’ statements.
I find that turning the focus on yourself (especially when we are dealing with sensitive issues and incorporating personal experience, as I encourage) is a great way to avoid generalizing groups and ideas. If your statement is clearly from your perspective, then I as a reader can empathize with your position. If you use lots of ‘we as a generalized group of people act and feel this specific way’, it makes me wonder what research you’ve done, what data points you have, and how many people you have interviewed in order to have that knowledge.
Going off of the previous expectation:
BE SPECIFIC!
If you do make a generalized statement about a situation, back it up with details. Show the research. Reference or quote the authors who initially made the observations and put their work into context. If you tell me that Cool Herc is largely agreed to be the originator of hip hop, tell me why and give examples.
For example, something with detail and context would be: “Although Jamaican soundsystem culture is at the roots of hip hop, Cool Herc was the first to create tracks sourced from James Brown, using the funkier, harder beats that we’ve come to associate with hip hop today.” See how this gives specific details and context on either end of the statement that Cool Herc was the first person to make hip hop?
Make sure you include proper internal references, and construct your bibliography following MLA format
. In your paper, I like to see at least (Author, Date of Publication). For example: “Cool Herc is widely agreed to be the originator of hip hop(Babin 2020).” This tells me you got the information from the .
Paper Title (use style paper title)Note Sub-titles are not.docxaman341480
Paper Title* (use style: paper title)
*Note: Sub-titles are not captured in Xplore and should not be used
line 1: 1st Given Name Surname
line 2: dept. name of organization
(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
line 1: 4th Given Name Surname
line 2: dept. name of organization(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
line 1: 2nd Given Name Surname
line 2: dept. name of organization
(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
line 1: 5th Given Name Surname
line 2: dept. name of organization
(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
line 1: 3rd Given Name Surname
line 2: dept. name of organization
(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
line 1: 6th Given Name Surname
line 2: dept. name of organization
(of Affiliation)
line 3: name of organization
(of Affiliation)
line 4: City, Country
line 5: email address
Abstract—This electronic document is a “live” template and already defines the components of your paper [title, text, heads, etc.] in its style sheet. *CRITICAL: Do Not Use Symbols, Special Characters, Footnotes, or Math in Paper Title or Abstract. (Abstract)
Keywords—component, formatting, style, styling, insert (key words)
I. Introduction (Heading 1)
This template, modified in MS Word 2007 and saved as a “Word 97-2003 Document” for the PC, provides authors with most of the formatting specifications needed for preparing electronic versions of their papers. All standard paper components have been specified for three reasons: (1) ease of use when formatting individual papers, (2) automatic compliance to electronic requirements that facilitate the concurrent or later production of electronic products, and (3) conformity of style throughout a conference proceedings. Margins, column widths, line spacing, and type styles are built-in; examples of the type styles are provided throughout this document and are identified in italic type, within parentheses, following the example. Some components, such as multi-leveled equations, graphics, and tables are not prescribed, although the various table text styles are provided. The formatter will need to create these components, incorporating the applicable criteria that follow.
II. Ease of Use
A. Selecting a Template (Heading 2)
First, confirm that you have the correct template for your paper size. This template has been tailored for output on the A4 paper size. If you are using US letter-sized paper, please close this file and download the Microsoft Word, Letter file.
B. Maintaining the Integrity of the Specifications
The template is used to format your paper and style the text. All margins, column widths, line spaces, and text fonts are prescribed; please do n.
Paper requirementsMust be eight to ten pages in length (exclud.docxaman341480
Paper requirements
Must be eight to ten pages in length (excluding the title page, references page, exhibits, etc.) and formatted according to APA style as outlined in the Writing Center.
Must include a cover page:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include an introductory paragraph with a clearly stated thesis or topic.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must document all sources in APA style as outlined in the Writing Center.
Must use at least five scholarly sources, in addition to the text.
Must include, on the final page, a Reference List that is completed according to APA style as outlined in the approved style guide.
.
Paper is due March 15th. Needed it by March 14th for reviewT.docxaman341480
Paper is due March 15th. Needed it by March 14th for review
The goal of this assignment is to discuss the S.S.I of A.D.D.R.E.S.S.I.N.G.
S is for your socioeconomic status
S is for your sexual orientation
I is for your indigenous heritage
Instructions: You will write a 2-3 page paper discussing sociologically how the three variables above impact society and other social institutions on a micro/macro level. This paper will ask you to hone into your own personal experiences to see how these identities play a role in your life and your own identities, but also ask you to discuss them thinking about society collectively.
Format: APA
.
Paper deadline[10 pts] Due Saturday 0321 Turn in the followin.docxaman341480
Paper deadline
[10 pts] Due Saturday 03/21 Turn in the following document, submitted by email, keeping the format below, including:
Title
Author’s name
Abstract
Copy your proposal paragraph here. [You will add your main quantitative results to this paragraph in a later assignment]
I. Introduction
First paragraph: motivation and question:
· Present data or references showing why your question is important. 10 sentences.
Second paragraph: literature review (3 references at the very minimum):
· One connecting sentence to start the paragraph + 5 sentences by article +one sentence of conclusion regarding what we learn overall from the literature.
Description of what you are doing: theoretical model used, method, country, period:
· One connecting sentence + 4 sentences.
Quantitative results:[You will add your main quantitative results to this paragraph in a later assignment]
II. Methodology
a. [To be completed in a later assignment]
b. Calibration
i. Data description
Paragraph describing the data set. It must include important details, such as the provenance, the exact name of the data set, the frequency, and period covered.
ii. Parameters and model economy
Paragraph describing the table that you are filling below, which describes the ratios of the economy that you are studying (consumption/GDP, Investment/GDP, government expenditure/GDP, wage income/GDP). (Use program (7) Data treatment)
If you study two countries, make two tables.
Table 1: Actual versus model economy
Country
C/Y
I/Y
G/Y
wN/Y
Actual economy
Reference list
https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html
Appendix
Your Mathematica code:
Data treatment, submitted as a separate file named: Your name_data1.nb
Contemporary
Project Management
Timothy J. Kloppenborg
•
Vittal Anantatmula
•
Kathryn N. Wells
F O U R T H E D I T I O N
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
MS Project 2016 Instructions in Contemporary Project Management 4e
Chapter MS Project
3 MS Project 2016 Introduction
Ribbon, Quick Access Toolbar, view panes, Zoom Slider, Shortcuts, Scheduling Mode Selector
Setting Up Your First Project
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, zero duration, must finish on, information
7 Set Up a Work Breakdown Structure (WBS)
Understand the WBS definitions and displays
Enter WBS Elements (tasks), Create the outline,
Insert WBS Code Identifier column, Hide or show subtasks detail
8 Using MS Project for Critical Path Schedules
Set Up the Project Schedule
Set or update the project start date, Define organization’s working and nonworking time
Build the Network Diagram and Identify the Critical Path
Enter tasks and milestones, edit the timescale, understand and define task dependencies, assign task
duration estimates, identify the critical path, unde.
Paper C Topic Selection (Individual) and Research of an existin.docxaman341480
Paper C: Topic Selection (Individual) and Research of an existing or emerging technology and its related ethical issues.
For the first part of this assignment, select a topic for individual research.
Select a digital ethical issue for your research that is caused by the existing or emerging technology.
Following is a link to some suggested topical ideas you may want to consider as a candidate for this assignment.
Be sure to keep in mind that
the technology aspects of this assignment are different from those of Paper A (Application of decision making frameworks to IT-related ethical issues) or Paper B, which dealt with aspects of ethical issues and a subsequent organizational policy.
Recommended Source:
https://www.scu.edu/ethics/ethics-resources/ethics-articles/
The above link will help you to find articles on ethics in many fields and disciplines
,
please remember that
the emphasis on this paper is on
digital technology
and the ethical issue(s) with its use
Topic Title
– Begin with a topic title that describes what you will research.
Explain the reason for your topic selection
briefly in a
paragraph of at least 150 words
. In addition, please determine
three critically important questions
you would like to address regarding your topic, in your individual research paper.
Include a written description (100 words) for each question that includes why that question is critically important.
The objective in developing and posing these questions is
to stage your research and guide your preparation of the final Research Paper
, so that one or more ethical principles are applied and explained as a result of your research. This process helps you
establish a thesis for your research
.
Lastly,
provide at least three proposed reference sources, at least two of which must be from the UMGC library database (or an equivalent academic database)
, which you plan to use to address (i.e., research) the three questions.
These proposed reference sources must have external links. (Note: you are likely to find additional and even better references/sources as you continue your research for this Assignment.)
Remember: the emphasis on this paper is on digital technology and the ethical issue(s) with its use! Remember to follow all APA formatting requirements.
For the second part of this assignment, conduct research using the Web for the answers to the questions that you selected for the first part of this assignment. Please ensure that your research for this assignment addresses the
ethical issues of an existing or emerging technology
!
Prepare a minimum 4- 6 page, double-spaced paper and submit it to the Assignments Module as an attached Microsoft Word file. Indicate appropriate APA compliant reference citations for all sources you use. In addition to critical thinking and analysis skills, your paper should reflect appropriate grammar and spelling, good organization, and proper business-writing style.
Paper C is due at the end of t.
Paper Ba matrix mapping of a key IT-related organizational (o.docxaman341480
Paper B:
a matrix mapping of a key IT-related organizational (or personal) ethical issue concerning privacy and organizational policy designed to correct the ethical issue.
The first step of this assignment is an opportunity to analyze a key IT-related
organizational (or personal, if you are not in the job force) ethical issue, related to privacy,
subject to relevant laws, regulations, and policies
.
Both of the following sites provide sources, and an excellent backdrop for issues relating to privacy protection and the law.
See EPIC Privacy Issues
at:
http://epic.org/privacy/
See List on left
and/or: EFF Privacy at
https://www.eff.org/issues/privacy
[see list below in center on this page].
This includes sub-topics discussing information privacy, privacy laws, applications and court rulings (case law is usually an extension of the basic law based on the facts from specific cases and real-world court decisions), and key privacy and anonymity issues.
While the sites provide many interesting topics, be sure to focus on our class IT topics.
.
Paper CriteriaTopic selection—A current governmental policy re.docxaman341480
Paper Criteria:
*Topic selection—A current governmental policy related to the state of Texas.
*Content—Address the various sides of the current issue with the student drawing personal conclusions based on their analysis of the issue, and demonstrating an understanding of its complexities.
*Present an informed evaluation of the evidence and the different viewpoints surrounding the topic. Compare and contrast the different viewpoints of the sources cited, taking into account position limits. Analyze and question your sources’ assumptions.
*Paper length—Your paper should contain a minimum of 750 words (not counting headings). (No maximum length). The paper should be typewritten, double-spaced, and based on information from a minimum of three sources (no maximum).
*Writing style—With few or no typographical errors, misspelled words, and grammatical errors. Use proper complete sentence and paragraph structure. Improve your writing style by revising the paper as many times as necessary.
*Citations—Anytime you borrow someone’s ideas, paraphrase or quote them, and cite all sources using an appropriate method approved by the Instructor. Construct a bibliography (e.g., a “work cited” or “End Notes” page) using an appropriate method approved by the Instructor.
.
Paper #4 PromptDue Date April 17Rough Draft (Optional) Due A.docxaman341480
Paper #4 Prompt
Due Date April 17
Rough Draft (Optional) Due April 10
This paper requires you to reference and cite BOTH “Reading Lolita in Tehran” by Azar Nafasi and “The Naked Citadel” by Susan Faludi in a well thought-out analysis.
Azar Nafasi describes the life in the Islamic Republic after the revolution and the newfound laws which arose as a result of it. She explains how the totalitarian regime has oppressed women and limited them in their everyday lives and activities driving them to hide their true identities under the required black scarves and dresses. Susan Faludi describes the Citadel as a “living museum”, whose main attempt is to preserve the same ideals and traditions as when the school was first founded and shape the boys that attend the school into men.
Consider the following quote:
“Our world in that living room with its window framing my beloved Elburz Mountains became our sanctuary, our self-contained universe, mocking the reality of black-scarved, timid faces in the city that sprawled below” (Nafasi 419).
Both Nafasi and Faludi are exploring group behavior and identity in their works, but how does the Citadel boys’ and Tehran women’s behavior change depending on who they are around and where they are at the moment? Are their true identities suppressed at any given time and how? What does the word sanctuary mean for both the Citadel and the women in Iran? The Citadel and Nafisi’s living room seem to offer different ideas of the word sanctuary. How does Faludi understand the way the Citadel presents itself as a ‘sanctuary’ from a libertine and effeminized world? Similarly, how do the weekly meetings in the author’s living room serve as a sanctuary for the women in the literature group and why do they find the need to expose their true selves and all their colors in this sacred space? Could the Citadel be considered functioning as a totalitarian regime? If so, how are the Citadel’s “laws” similar to the laws of the Islamic Republic after the revolution regarding their behavior towards women?
You can also consider more broadly how space- open space, isolated space, can be a tool of both oppression as well as resistance.
Provide a well thought-out analysis of BOTH texts and include quotes to support your argument. Consider whether the two authors would agree with each others’ writing and main idea, if not, what would they disagree on?
Rough Draft MUST BE4 full pages in length
Final Draft MUST BE 5 full pages in length
Font MUST BETimes New Roman, Double Spaced
7
Kat
The Illusions of Individual Identity and Choice
Individuals, especially in America, have become increasingly more adept at convincing themselves they are special. Americans are now told from birth that they are special, that they have something unique to offer the world, that they should “be themselves because everybody else is already taken.” This trope, however, assumes that as individuals, our identities are entirely separate from those of the humans.
Page 1 of 2 Summer 2020 AFR 110N Sec. 101, Dr. Gove.docxaman341480
Page 1 of 2
Summer 2020
AFR 110N Sec. 101, Dr. Govere
Country Project Step 1: Colonial History and Current Political Context
Country Project Step 1 Rubric
Main Tasks Components of the Tasks Total
points
1. Basic
information
about your
country of study
What is the name of the country you are researching? What
was its name prior to colonial rule? (I point)
What is the capital city of the country being researched?
Did the capital city change its name after colonial rule? (I
point)
What is the geographical location (latitude and longitude,
and topography (e.g., tropical, desert, savanna, mountainous
or a combination)? (I point)
3
2. Colonial
history of your
country of study
Which European colonial power ruled this territory and
when? (I point)
What was the nature and type of colonial rule in the country
you are researching? (I point)
How did colonial occupation impact the following?
o local political structures;(3 points)
o social and cultural institutions (e.g., land ownership,
marriage, inheritance, gender relations, etc.); (3
points)
o traditional religions and/or spiritual practices; (3
points)
o the economy (3 points)
What were the two major events during colonial occupation
that catalyzed the process of independence? (3 points)
When (the date) did the country gain independence? Who
became the leader of the country at independence? How is
independence celebrated in contemporary society? (3
points)
20
Page 2 of 2
3. Current
political context
What type of political system was introduced immediately
after independence, and what changes were made in the
TWO decades AFTER independence? (3 points)
Explain how the politics of the country have changed over
the last twenty years. (3 points)
Who is the present leader of your assigned country? (1
point)
What is the current political system in place? Name the
main political parties. (3 points)
When were the last elections held, and what was the
outcome, that is, which political party gained power and
which political party ceded power (if relevant)? (2 points)
How did the contending parties, the populace, the media,
and election observers react to the election results? (2
points)
When is the next election scheduled to be held? (I point)
Assess the state of the political system and the role of the
media in the country you are researching. (3 points)
What is the current relationship between the U.S. and your
assigned country? (2 points)
20
4. Conclusion
Using all the data you have collected and the analyses you
have conducted pertaining to the above questions, write a
conclusion addressing how the current political context in
your country of study has not only been influenced by
colonial rule but also by African regional political
developments and the international political context. (3
points)
3
5. Other
requirements
Referencing: Evidential Proof .
Page 1 of 4 NIZWA COLLEGE OF TECHNOLOGY BUSINESS .docxaman341480
Page 1 of 4
NIZWA COLLEGE OF TECHNOLOGY
BUSINESS STUDIES DEPARTMENT
SEMESTER -2 / ACADEMIC YEAR
2019-2020
FINAL EXAM (ASSIGNMENT)
COURSE CODE BAHR3106
COURSE NAME Training and Development
LEVEL Advance Diploma
TUTOR(S) Sangeetha TR
SECTION(S) 2
DURATION:
DATE TIME
START 21 May 2020 9:00AM
END 23 May 2020 8:00AM
MARKS BREAK UP:
No. of Questions Marks for Each Question
1 25
2 15
3 10
TOTAL MARKS 50
INSTRUCTIONS:
1) The Final Assignment will be available in Moodle at 9:00 am on the date of
examination.
2) This is an open resource examination; there are (04) pages. Students are allowed to
refer any digital materials (Internet, Proquest, Masader, and OER) with proper
referencing and citation for each answers.
3) Students has to answer the questions typewritten in the word (.docx) format.
Figures / Diagrams, equations and solving of problems can be written by hand and
added to the document as a picture/image.
4) Save the assignment file using the student ID & Course code.[ Eg : 22s1234 –
EECPxxxx]
5) Students should submit the answers through the turnitin link provided in moodle
page. If any problem occurs, send it to the staff email [[email protected]]
6) Students are encouraged to upload the answers in the moodle at least two hours
before the deadline to avoid any technical issues.
7) In case of any technical problem in opening or submitting your assignment please
contact your course tutor through email and copy the Department Head
Page 2 of 4
8) Any form of cheating is punishable. Students involved in cheating will be treated
according to the Plagiarism and Academic Integrity Policies.
9) Students are advised to write the answers in their own words. Based on the
plagiarism policy and the department approved similarity level, the marks will be
deducted for the plagiarized [Copied] answers.
10) Students should complete their assignment within the given time. Assignments
submitted after the deadline will be marked 0.
ACADEMIC INTEGRITY & PLAGIARISM POLICY:
The student should be ready to prove the authenticity of the work done. If any form of
plagiarism/reproduction of answers are discovered, student will be awarded zero marks.
DECLARATION:
I declare that the Final Exam (assignment) submitted is original and acknowledge that I am
aware of the NCT’s Integrity and Plagiarism Policies (January 2011) mentioned in moodle, and
the disciplinary guidelines and procedures applicable to breaches of such policy and
regulations.
I AGREE TO THE TERMS AND CONDITIONS:
STUDENT NAME
STUDENT ID
DATE OF SUBMISSION
Page 3 of 4
Question No 1 (25 Marks)
Honest Bank, is one among the popular financial institutions in Oman. Honest Bank’s operating
strategy distinguishes it from other financial and banking companies. Thi.
Page | 2
(
BSBMGT516
Facilitate continuous improvement
Learner Guide
)
BSBMGT516
Facilitate continuous improvementTable of Contents
Table of Contents3
Unit of Competency6
Performance Criteria7
Foundation Skills8
Assessment Requirements9
Housekeeping Items10
Objectives10
1. Lead continuous improvement systems and processes11
1.1 – Develop strategies to ensure that team members are actively encouraged and supported to participate in decision-making processes, assume responsibility and exercise initiative as appropriate12
Clarification of roles and expectations13
Communication devices and processes – such as intranet and email communication systems – to facilitate input into workplace decisions14
Long-term or short-term plans factoring in opportunities for team input14
What information could you provide your team with?14
Mentoring and 'buddy' systems to support team members to participate in decision making15
Training and development activities16
Performance plans17
Reward/recognition programs for high performing staff18
Why teams don’t work in the decision-making process?19
Decision-making processes in detail19
Activity 1.121
1.2 – Establish systems to ensure that the organisation’s continuous improvement processes are communicated to stakeholders22
The stakeholders23
The continuous improvement process23
Systems24
Policies and procedures24
Scenario 124
Forums24
Scenario 225
Scenario 325
25
Scenario 425
Scenario 525
Scenario 626
Scenario 726
1.3 – Ensure that change and improvement processes meet sustainability requirements27
Addressing environmental resource sustainability initiatives27
Apply the waste management hierarchy in the workplace28
Regulations and Corporate Social Responsibility (CSR)29
Waste management29
Ecological footprint31
Government initiatives31
Productivity stewardship32
Green Office Program35
Green purchasing36
Sustainability reporting36
Supporting sustainable supply chain36
1.4 – Develop effective mentoring and coaching processes to ensure that individuals and teams are able to implement and support the organisation's continuous improvement processes37
Effective mentoring37
Types of mentoring37
Skills for mentors38
Mentoring model39
Effective coaching39
Skills for coaches41
Activities 1.2 and 1.343
1.5 – Ensure that insights and experiences from business activities are captured and accessible through knowledge management systems44
Activities 1.4 and 1.550
2. Monitor and adjust performance strategies51
2.1 – Develop strategies to ensure that systems and processes are used to monitor operational progress and to identify ways in which planning and operations could be improved52
2.2 – Adjust and communicate strategies to stakeholders according to organisational procedures55
Problem-solving chart57
Problem solving flow chart57
Activities 2.1 and 2.260
3. Manage opportunities for further improvement61
3.1 – Establish processes to ensure that team members are informed of outcomes of continuous improvement eff.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Calculating Analysis of Variance (ANOVA) and Post Hoc Analyses Follo.docx
1. Calculating Analysis of Variance (ANOVA) and Post Hoc
Analyses Following ANOVA
Analysis of variance (ANOVA)
is a statistical procedure that compares data between two or
more groups or conditions to investigate the presence of
differences between those groups on some continuous dependent
variable (see
Exercise 18
). In this exercise, we will focus on the
one-way ANOVA
, which involves testing one independent variable and one
dependent variable (as opposed to other types of ANOVAs, such
as factorial ANOVAs that incorporate multiple independent
variables).
Why ANOVA and not a
t
-test? Remember that a
t
-test is formulated to compare two sets of data or two groups at
one time (see
Exercise 23
for guidance on selecting appropriate statistics). Thus, data
generated from a clinical trial that involves four experimental
groups, Treatment 1, Treatment 2, Treatments 1 and 2
combined, and a Control, would require 6
t
-tests. Consequently, the chance of making a Type I error (alpha
error) increases substantially (or is inflated) because so many
computations are being performed. Specifically, the chance of
making a Type I error is the number of comparisons multiplied
by the alpha level. Thus, ANOVA is the recommended
statistical technique for examining differences between more
than two groups (
Zar, 2010
).
2. ANOVA is a procedure that culminates in a statistic called the
F
statistic. It is this value that is compared against an
F
distribution (see
Appendix C
) in order to determine whether the groups significantly differ
from one another on the dependent variable. The formulas for
ANOVA actually compute two estimates of variance: One
estimate represents differences between the groups/conditions,
and the other estimate represents differences among (within) the
data.
Research Designs Appropriate for the One-Way ANOVA
Research designs that may utilize the one-way ANOVA include
the randomized experimental, quasi-experimental, and
comparative designs (
Gliner, Morgan, & Leech, 2009
). The independent variable (the “grouping” variable for the
ANOVA) may be active or attributional. An active independent
variable refers to an intervention, treatment, or program. An
attributional independent variable refers to a characteristic of
the participant, such as gender, diagnosis, or ethnicity. The
ANOVA can compare two groups or more. In the case of a two-
group design, the researcher can either select an independent
samples
t
-test or a one-way ANOVA to answer the research question. The
results will always yield the same conclusion, regardless of
which test is computed; however, when examining differences
between more than two groups, the one-way ANOVA is the
preferred statistical test.
Example 1: A researcher conducts a randomized experimental
study wherein she randomizes participants to receive a high-
dosage weight loss pill, a low-dosage weight loss pill, or a
placebo. She assesses the number of pounds lost from baseline
to post-treatment
3. 378
for the three groups. Her research question is: “Is there a
difference between the three groups in weight lost?” The
independent variables are the treatment conditions (high-dose
weight loss pill, low-dose weight loss pill, and placebo) and the
dependent variable is number of pounds lost over the treatment
span.
Null hypothesis: There is no difference in weight lost among the
high-dose weight loss pill, low-dose weight loss pill, and
placebo groups in a population of overweight adults.
Example 2: A nurse researcher working in dermatology
conducts a retrospective comparative study wherein she
conducts a chart review of patients and divides them into three
groups: psoriasis, psoriatric symptoms, or control. The
dependent variable is health status and the independent variable
is disease group (psoriasis, psoriatic symptoms, and control).
Her research question is: “Is there a difference between the
three groups in levels of health status?”
Null hypothesis: There is no difference between the three
groups in health status.
Statistical Formula and Assumptions
Use of the ANOVA involves the following assumptions (
Zar, 2010
):
1.
Sample means from the population are normally distributed.
2.
The groups are mutually exclusive.
3.
The dependent variable is measured at the interval/ratio level.
4.
The groups should have equal variance, termed “homogeneity of
4. variance.”
5.
All observations within each sample are independent.
The dependent variable in an ANOVA must be scaled as interval
or ratio. If the dependent variable is measured with a Likert
scale and the frequency distribution is approximately normally
distributed, these data are usually considered interval-level
measurements and are appropriate for an ANOVA (
de Winter & Dodou, 2010
;
Rasmussen, 1989
).
The basic formula for the
F
without numerical symbols is:
F
=
Mean Square Between Groups
Mean Square Within Groups
The term “mean square” (
MS
) is used interchangeably with the word “variance.” The
formulas for ANOVA compute two estimates of variance: the
between groups variance and the within groups variance. The
between groups variance
represents differences between the groups/conditions being
compared, and the
within groups variance
represents differences among (within) each group's data.
Therefore, the formula is
F
= MS between/MS within.
Hand Calculations
5. Using an example from a study of students enrolled in an RN to
BSN program, a subset of graduates from the program were
examined (
Mancini, Ashwill, & Cipher, 2014
). The data are presented in
Table 33-1
. A simulated subset was selected for this example so that
379
the computations would be small and manageable. In actuality,
studies involving one-way ANOVAs need to be adequately
powered (
Aberson, 2010
;
Cohen, 1988
). See
Exercises 24
and
25
for more information regarding statistical power.
TABLE 33-1
MONTHS FOR COMPLETION OF RN TO BSN PROGRAM BY
HIGHEST DEGREE STATUS
Participant #
Associate's
Participant #
Bachelor's
Participant #
Master's
Degree
Degree
Degree
1
17
10
16
19
7. 20
8
16
17
12
26
18
9
20
18
10
27
12
The independent variable in this example is highest degree
obtained prior to enrollment (Associate's, Bachelor's, or
Master's degree), and the dependent variable was number of
months it took for the student to complete the RN to BSN
program. The null hypothesis is “There is no difference between
the groups (highest degree of Associate's, Bachelor's, or
Master's) in the months these nursing students require to
complete an RN to BSN program.”
The computations for the ANOVA are as follows:
Step 1: Compute correction term,
C
.
Square the grand sum (
G
), and divide by total
N
:
C
=
460
2
8. 27
=
7
,
837.04
Step 2: Compute Total Sum of Squares.
Square every value in dataset, sum, and subtract
C
:
(
17
2
+
19
2
+
24
2
+
18
2
+
24
2
10. N.
Add each, and then subtract
C
:
178
2
9
+
125
2
9
+
157
2
9
−
7
,
837.04
(
3
,
520.44
+
1
,
736.11
11. +
2
,
738.78
)
−
7
,
837.04
=
158.29
Step 4: Compute Within Groups Sum of Squares.
Subtract the Between Groups Sum of Squares (Step 3) from
Total Sum of Squares (Step 2):
396.96
−
158.29
=
238.67
380
Step 5: Create ANOVA Summary Table (see
Table 33-2
).
a.
Insert the sum of squares values in the first column.
b.
The degrees of freedom are in the second column. Because the
F
is a ratio of two separate statistics (mean square between
groups and mean square within groups) both have different
df
12. formulas—one for the “numerator” and one for the
denominator:
Mean square between groups
d
f
=
number of groups
−
1
Mean square within groups
d
f
=
N
-number of groups
For this example
,
the
d
f
for the numerator is
3
−
1
=
2
.
The
d
f
for the denominator is
27
−
13. 3
=
24
.
c.
The mean square between groups and mean square within
groups are in the third column. These values are computed by
dividing the
SS
by the
df
. Therefore, the
MS
between = 158.29 ÷ 2 = 79.15. The
MS
within = 238.67 ÷ 24 = 9.94.
d.
The
F
is the final column and is computed by dividing the
MS
between by the
MS
within. Therefore,
F
= 79.15 ÷ 9.94 = 7.96.
TABLE 33-2
ANOVA SUMMARY TABLE
Source of Variation
SS
df
MS
F
14. Between Groups
158.29
2
79.15
7.96
Within Groups
238.67
24
9.94
Total
396.96
26
Step 6: Locate the critical
F
value on the
F
distribution table (see
Appendix C
) and compare it to our obtained
F
= 7.96 value. The critical
F
value for 2 and 24
df
at α = 0.05 is 3.40, which indicates the
F
value in this example is statistically significant. Researchers
report ANOVA results in a study report using the following
format:
F
(2,24) = 7.96,
p
< 0.05. Researchers report the exact
15. p
value instead of “
p
< 0.05,” but this usually requires the use of computer software
due to the tedious nature of
p
value computations.
Our obtained
F
= 7.96 exceeds the critical value in the table, which indicates
that the
F
is statistically significant and that the population means are not
equal. Therefore, we can reject our null hypothesis that the
three groups spent the same amount of time completing the RN
to BSN program. However, the
F
does not indicate which groups differ from one another, and
this
F
value does not identify which groups are significantly different
from one another. Further testing, termed multiple comparison
tests or post hoc tests, is required to complete the ANOVA
process and determine all the significant differences among the
study groups.
Post Hoc Tests
Post hoc tests
have been developed specifically to determine the location of
group differences after ANOVA is performed on data from more
than two groups. These tests were developed to reduce the
incidence of a Type I error. Frequently used post hoc tests are
the Newman-Keuls test, the Tukey Honestly Significant
Difference (HSD) test, the Scheffé test, and the Dunnett test (
Zar, 2010
; see
Exercise 18
16. for examples). When these tests are
381
calculated, the alpha level is reduced in proportion to the
number of additional tests required to locate statistically
significant differences. For example, for several of the
aforementioned post hoc tests, if many groups' mean values are
being compared, the magnitude of the difference is set higher
than if only two groups are being compared. Thus, post hoc
tests are tedious to perform by hand and are best handled with
statistical computer software programs. Accordingly, the rest of
this example will be presented with the assistance of SPSS.
SPSS Computations
The following screenshot is a replica of what your SPSS
window will look like. The data for ID numbers 24 through 27
are viewable by scrolling down in the SPSS screen.
382
Step 1: From the “Analyze” menu, choose “Compare Means”
and “One-Way ANOVA.” Move the dependent variable, Number
of Months to Complete Program, over to the right, as in the
window below.
Step 2: Move the independent variable, Highest Degree at
Enrollment, to the right in the space labeled “Factor.”
Step 3: Click “Options.” Check the boxes next to “Descriptive”
and “Homogeneity of variance test.” Click “Continue” and
“OK.”
383
Interpretation of SPSS Output
The following tables are generated from SPSS. The first table
contains descriptive statistics for months to completion,
separated by the three groups. The second table contains the
Levene's test of homogeneity of variances. The third table
contains the ANOVA summary table, along with the
F
17. and
p
values.
The first table displays descriptive statistics that allow us to
observe the means for the three groups. This table is important
because it indicates that the students with an Associate's degree
took an average of 19.78 months to complete the program,
compared to 13.89 months for students with a Bachelor's and
17.44 months for students with a Master's degree.
One Way
The second table contains the Levene's test for equality of
variances. The Levene's test is a statistical test of the equal
variances assumption. The
p
value is 0.488, indicating there was no significant difference
among the three groups' variances; thus, the data have met the
equal variances assumption for ANOVA.
The last table contains the contents of the ANOVA summary
table, which looks much like
Table 33-2
. This table contains an additional value that we did not
compute by hand—the exact
p
value, which is 0.002. Because the SPSS output indicates that
we have a significant ANOVA, post hoc testing must be
performed.
384
Return to the ANOVA window and click “Post Hoc.” You will
see a window similar to the one below. Select the “LSD” and
“Tukey” options. Click “Continue” and “OK.”
The following output is added to the original output. This table
contains post hoc test results for two different tests: the LSD
18. (Least Significant Difference) test and the Tukey HSD
(Honestly Significant Difference) test. The LSD test, the
original post hoc test, explores all possible pairwise
comparisons of means using the equivalent of multiple
t
-tests. However, the LSD test, in performing a set of multiple
t
-tests, reports inaccurate
p
values that have not been adjusted for multiple computations (
Zar, 2010
). Consequently, researchers should exercise caution when
choosing the LSD post hoc test following an ANOVA.
The Tukey HSD comparison test, on the other hand, is a more
“conservative” test, meaning that it requires a larger difference
between two groups to indicate a significant difference than
some of the other post hoc tests available. By requiring a larger
difference between the groups, the Tukey HSD procedure yields
more accurate
p
values of 0.062 to reflect the multiple comparisons (
Zar, 2010
).
385
Post Hoc Tests
Observe the “Mean Difference” column. Any difference noted
with an asterisk (*) is significant at
p
< 0.05. The
p
values of each comparison are listed in the “Sig.” column, and
values below 0.05 indicate a significant difference between the
pair of groups. Observe the
p
values for the comparison of the Bachelor's degree group
19. versus the Master's degree group. The Tukey HSD test indicates
no significant difference between the groups, with a
p
of 0.062; however, the LSD test indicates that the groups
significantly differed, with a
p
of 0.025. This example enables you see the difference in results
obtained when calculating a conservative versus a lenient post
hoc test. However, it should be noted that because an
a priori
power analysis was not conducted, there is a possibility that
these analyses are underpowered. See
Exercises 24
and
25
for more information regarding the consequences of low
statistical power.
Final Interpretation in American Psychological Association
(Apa) Format
The following interpretation is written as it might appear in a
research article, formatted according to APA guidelines (
APA, 2010
). A one-way ANOVA performed on months to program
completion revealed significant differences among the three
groups, F(2,24) = 7.96,
p
= 0.002. Post hoc comparisons using the Tukey HSD
comparison test indicated that the students in the Associate's
degree group took significantly longer to complete the program
than the students in the Bachelor's degree group (19.8 versus
13.9 months, respectively) (
APA, 2010
). However, there were no significant differences in program
completion time between the Associate's degree group and the
Master's degree group or between the Bachelor's degree group
and the Master's degree group.
20. 386
Study Questions
1.
Is the dependent variable in the
Mancini et al. (2014)
example normally distributed? Provide a rationale for your
answer.
2.
What are the two instances that must occur to warrant post hoc
testing following an ANOVA?
3.
Do the data in this example meet criteria for homogeneity of
variance? Provide a rationale for your answer.
4.
What is the null hypothesis in the example?
5.
What was the exact likelihood of obtaining an
F
value at least as extreme as or as close to the one that was
actually observed, assuming that the null hypothesis is true?
6.
Do the data meet criteria for “mutual exclusivity”? Provide a
rationale for your answer.
387
7.
What does the numerator of the
F
ratio represent?
8.
21. What does the denominator of the
F
ratio represent?
9.
How would our final interpretation of the results have changed
if we had chosen to report the LSD post hoc test instead of the
Tukey HSD test?
10.
Was the sample size adequate to detect differences among the
three groups in this example? Provide a rationale for your
answer.
388
Answers to Study Questions
1.
Yes, the data are approximately normally distributed as noted
by the frequency distribution generated from SPSS, below. The
Shapiro-Wilk (covered in
Exercise 26
)
p
value for months to completion was 0.151, indicating that the
frequency distribution did not significantly deviate from
normality.
2.
The two instances that must occur to warrant post hoc testing
following an ANOVA are (1) the ANOVA was performed on
data comparing more than two groups, and (2) the
F
value is statistically significant.
3.
22. Yes, the data met criteria for homogeneity of variance because
the Levene's test for equality of variances yielded a
p
of 0.488, indicating no significant differences in variance
between the groups.
4.
The null hypothesis is: “There is no difference between groups
(Associate's, Bachelor's, and Master's degree groups) in months
until completion of an RN to BSN program.”
5.
The exact likelihood of obtaining an
F
value at least as extreme as or as close to the one that was
actually observed, assuming that the null hypothesis is true, was
0.2%.
6.
Yes, the data met criteria for mutual exclusivity because a
student could only belong to one of the three groups of the
highest degree obtained prior to enrollment (Associate,
Bachelor’s, and Master’s degree).
7.
The numerator represents the between groups variance or the
differences between the groups/conditions being compared.
8.
The denominator represents within groups variance or the extent
to which there is dispersion among the dependent variables.
9.
The final interpretation of the results would have changed if we
had chosen to report the LSD post hoc test instead of the Tukey
23. HSD test. The results of the LSD test indicated that the
389
students in the Master's degree group took significantly longer
to complete the program than the students in the Bachelor's
degree group (
p
= 0.025).
10.
The sample size was most likely adequate to detect differences
among the three groups overall because a significant difference
was found,
p
= 0.002. However, there was a discrepancy between the results
of the LSD post hoc test and the Tukey HSD test. The
difference between the Master's degree group and the Bachelor's
degree group was significant according to the results of the LSD
test but not the Tukey HSD test. Therefore, it is possible that
with only 27 total students in this example, the data were
underpowered for the multiple comparisons following the
ANOVA.
390
Data for Additional Computational Practice for Questions to be
Graded
Using the example from
Ottomanelli and colleagues (2012)
study, participants were randomized to receive Supported
Employment or treatment as usual. A third group, also a
treatment as usual group, consisted of a nonrandomized
observational group of participants. A simulated subset was
selected for this example so that the computations would be
small and manageable. The independent variable in this example
is treatment group (Supported Employment, Treatment as
Usual–Randomized, and Treatment as Usual–Observational/Not
Randomized), and the dependent variable was the number of
hours worked post-treatment. Supported employment refers to a
24. type of specialized interdisciplinary vocational rehabilitation
designed to help people with disabilities obtain and maintain
community-based competitive employment in their chosen
occupation (
Bond, 2004
).
The null hypothesis is: “There is no difference between the
treatment groups in post-treatment number of hours worked
among veterans with spinal cord injuries.”
Compute the ANOVA on the data in
Table 33-3
below.
TABLE 33-3
POST-TREATMENT HOURS WORKED BY TREATMENT
GROUP
Participant #
Supported Employment
Participant #
TAU Observational
Participant #
TAU Randomized
1
8
6
15
11
25
2
9
7
18
12
28
3
15
8
25. 9
13
35
4
17
9
18
14
30
5
24
10
16
15
15
“TAU” = Treatment as Usual.
391
EXERCISE 33
Questions to Be Graded
Name:
_____________________________________________________
__ Class: _____________________
Date:
_____________________________________________________
______________________________
Follow your instructor's directions to submit your answers to
the following questions for grading. Your instructor may ask
you to write your answers below and submit them as a hard
copy for grading. Alternatively, your instructor may ask you to
use the space below for notes and submit your answers online at
http://evolve.elsevier.com/Grove/statistics/
under “Questions to Be Graded.”
1.
Do the data meet criteria for homogeneity of variance? Provide
a rationale for your answer.
26. 2.
If calculating by hand, draw the frequency distribution of the
dependent variable, hours worked at a job. What is the shape of
the distribution? If using SPSS, what is the result of the
Shapiro-Wilk test of normality for the dependent variable?
3.
What are the means for three groups' hours worked on a job?
4.
What are the
F
value and the group and error
df
for this set of data?
392
5.
Is the
F
significant at α = 0.05? Specify how you arrived at your
answer.
6.
If using SPSS, what is the exact likelihood of obtaining an
F
value at least as extreme as or as close to the one that was
actually observed, assuming that the null hypothesis is true?
7.
Which group worked the most weekly job hours post-treatment?
Provide a rationale for your answer.
8.
Write your interpretation of the results as you would in an APA-
27. formatted journal.
9.
Is there a difference in your final interpretation when comparing
the results of the LSD post hoc test versus Tukey HSD test?
Provide a rationale for your answer.
10.
If the researcher decided to combine the two Treatment as Usual
groups to represent an overall “Control” group, then there
would be two groups to compare: Supported Employment versus
Control. What would be the appropriate statistic to address the
difference in hours worked between the two groups? Provide a
rationale for your answer.
I just need help in question 5th and 6th of questions to be
graded, exercise 33