Medical Informatics World 2014 [Full Agenda]Jaime Hodges
Cambridge Healthtech Institute and Bio-IT World’s Second Annual Medical Informatics World builds upon last year’s successful inaugural launch by delivering timely programming focused on the cross-industry connections and innovative solutions needed to take biomedical research and healthcare delivery to the next level.
The 2014 meeting will bring together more than 300 senior level executives and industry leaders from each side of the discussion - providers, payers and pharma - in the fields of healthcare, biomedical sciences, health informatics, and IT. Over two days of insightful discussions and engaging presentations, leading experts will share emerging trends and solutions in population health management, payer-provider-pharma data collaborations, optimizing patient care and engagement, leveraging mobile technologies, sustaining innovation within the rapidly changing care delivery models, enhancing clinical decision support, controlling costs and improving quality, and maintaining security-privacy in healthcare. Led by key decision makers and senior executives at the forefront of healthcare information technology, the conference is a must-attend for all involved in this evolving industry.
Co-located with CHI's flagship Bio-IT World Expo, a premier event showcasing the myriad applications of IT and informatics to the life sciences enterprise, Medical Informatics World completes the week of scientific content by bridging the healthcare and life science worlds. As Bio-IT World Expo attracts more than 2,500 delegates from dozens of countries as well as more than 130 exhibiting companies, networking opportunities abound at the two events. To learn more, visit http://www.medicalinformaticsworld.com
Presentation at the Introduction to Health Policy and Systems Research Short Course (UP College of Public Health and UP College of Medicine supported by @RespondNCD)
Held each year in Boston, Medical Informatics World connects more than 400 healthcare, biomedical science, health informatics, and IT leaders to navigate emerging trends and opportunities in the evolving industry. The event responds to the challenges in collaborating and maximizing the benefit of enabling technologies with inspiring plenary keynotes combined with focused expert-led presentations and discussions. Coverage includes population health management, predictive analytics, payer-provider-pharma data collaborations, patient care and engagement, mobile and wearable technologies, care delivery models, enterprise hospital information systems, clinical decision support, error and readmission reduction, and healthcare data security. The 2015 program features six conference tracks, two interactive dinner workshops and six plenary keynote presentations, providing attendees with the connections, tools and strategies for taking their research and care delivery to the next level. Learn more at http://www.medicalinformaticsworld.com
Running head HEALTH CAMPAIGN 1CULTURAL PRACTIC.docxwlynn1
Running head: HEALTH CAMPAIGN 1
CULTURAL PRACTICES 5
Health Communication Campaign Outline
Group names
Arizona State University
Authors’ Note
Student names, College of Nursing and Health Innovation (your college), HCR 406, Arizona State University
Health Communication Campaign Outline
I) Introduction (Examples of what can be covered) (student name)
A) Brief background on the public health problem (topic- explain and give examples)
a) Subtopic (e.g., Statistics)
b) Subtopic (Subgroups within the population most affected)
c) Subtopic (the evidence to support the need for this project (e.g. research evidence/statistics on your target population and the issue being addressed).
B) Target Population (Identify and provide rationale for the targeted population segment)
a) Demographics of a target audience (including age, gender, literacy level)
b) Language, information needs, learning abilities, and culture of your intended audience
c) Rational
II) Objectives: (need 3-5) (examples)- make your objectives SMART (Specific, Measurable, Attainable, Realistic and Time limited).
A) After completing this campaign the audience will be able to:
a) Objective 1
b) Objective 2
c) Objective 3
III) Conceptual Framework (Examples of what can be covered)
A) Brief description of the theory
a) Name of the theory
b) Main propositions
c) Subtopic
B) Rational of choosing this theory
a) Guidance to develop a message
b) Effectiveness
IV) Communication Channels/ Vehicles
A) Introduce the most appropriate channels and vehicles for your communication campaign
a) Evidence (Provide a rational)
b) Strengths
c) Weakness
V) Message (Define the message elements and approach based on decisions made in previous steps and evidence, and determine the appropriate approach for the message strategy)
A) What? (Identify the key information/message)
B) So what? (Address the reasons or benefits for action that are relevant for the audience)
VI) Communication Strategies
A) Rational
B) Strengths / limitations of your chosen health communication strategy
C) Timeline
VII) Campaign materials (please see a detailed instruction for campaign materials).
A) Describe the campaign materials that will be using (determine whether campaign materials are relevant, understandable and acceptable to intended audiences)
VIII) Conclusion
Describe the expected results (Aim, Reach, Effectiveness etc.).
References
You need a reference page APA style with the 7-10 sources in your outline and will use in your final paper. You need to be sure to use all your references in citations in your outline. Cite all quotes and paraphrases.
Instruction for the Group Health Communication Campaign Project (including outline and final report).
· You must use Google Docs to create your group health communication campaign project. If you have never used Google docs please view this Google Docs tutorial. You will chose one member of your team to create the Google doc and share it with the.
Medical Informatics World 2014 [Full Agenda]Jaime Hodges
Cambridge Healthtech Institute and Bio-IT World’s Second Annual Medical Informatics World builds upon last year’s successful inaugural launch by delivering timely programming focused on the cross-industry connections and innovative solutions needed to take biomedical research and healthcare delivery to the next level.
The 2014 meeting will bring together more than 300 senior level executives and industry leaders from each side of the discussion - providers, payers and pharma - in the fields of healthcare, biomedical sciences, health informatics, and IT. Over two days of insightful discussions and engaging presentations, leading experts will share emerging trends and solutions in population health management, payer-provider-pharma data collaborations, optimizing patient care and engagement, leveraging mobile technologies, sustaining innovation within the rapidly changing care delivery models, enhancing clinical decision support, controlling costs and improving quality, and maintaining security-privacy in healthcare. Led by key decision makers and senior executives at the forefront of healthcare information technology, the conference is a must-attend for all involved in this evolving industry.
Co-located with CHI's flagship Bio-IT World Expo, a premier event showcasing the myriad applications of IT and informatics to the life sciences enterprise, Medical Informatics World completes the week of scientific content by bridging the healthcare and life science worlds. As Bio-IT World Expo attracts more than 2,500 delegates from dozens of countries as well as more than 130 exhibiting companies, networking opportunities abound at the two events. To learn more, visit http://www.medicalinformaticsworld.com
Presentation at the Introduction to Health Policy and Systems Research Short Course (UP College of Public Health and UP College of Medicine supported by @RespondNCD)
Held each year in Boston, Medical Informatics World connects more than 400 healthcare, biomedical science, health informatics, and IT leaders to navigate emerging trends and opportunities in the evolving industry. The event responds to the challenges in collaborating and maximizing the benefit of enabling technologies with inspiring plenary keynotes combined with focused expert-led presentations and discussions. Coverage includes population health management, predictive analytics, payer-provider-pharma data collaborations, patient care and engagement, mobile and wearable technologies, care delivery models, enterprise hospital information systems, clinical decision support, error and readmission reduction, and healthcare data security. The 2015 program features six conference tracks, two interactive dinner workshops and six plenary keynote presentations, providing attendees with the connections, tools and strategies for taking their research and care delivery to the next level. Learn more at http://www.medicalinformaticsworld.com
Running head HEALTH CAMPAIGN 1CULTURAL PRACTIC.docxwlynn1
Running head: HEALTH CAMPAIGN 1
CULTURAL PRACTICES 5
Health Communication Campaign Outline
Group names
Arizona State University
Authors’ Note
Student names, College of Nursing and Health Innovation (your college), HCR 406, Arizona State University
Health Communication Campaign Outline
I) Introduction (Examples of what can be covered) (student name)
A) Brief background on the public health problem (topic- explain and give examples)
a) Subtopic (e.g., Statistics)
b) Subtopic (Subgroups within the population most affected)
c) Subtopic (the evidence to support the need for this project (e.g. research evidence/statistics on your target population and the issue being addressed).
B) Target Population (Identify and provide rationale for the targeted population segment)
a) Demographics of a target audience (including age, gender, literacy level)
b) Language, information needs, learning abilities, and culture of your intended audience
c) Rational
II) Objectives: (need 3-5) (examples)- make your objectives SMART (Specific, Measurable, Attainable, Realistic and Time limited).
A) After completing this campaign the audience will be able to:
a) Objective 1
b) Objective 2
c) Objective 3
III) Conceptual Framework (Examples of what can be covered)
A) Brief description of the theory
a) Name of the theory
b) Main propositions
c) Subtopic
B) Rational of choosing this theory
a) Guidance to develop a message
b) Effectiveness
IV) Communication Channels/ Vehicles
A) Introduce the most appropriate channels and vehicles for your communication campaign
a) Evidence (Provide a rational)
b) Strengths
c) Weakness
V) Message (Define the message elements and approach based on decisions made in previous steps and evidence, and determine the appropriate approach for the message strategy)
A) What? (Identify the key information/message)
B) So what? (Address the reasons or benefits for action that are relevant for the audience)
VI) Communication Strategies
A) Rational
B) Strengths / limitations of your chosen health communication strategy
C) Timeline
VII) Campaign materials (please see a detailed instruction for campaign materials).
A) Describe the campaign materials that will be using (determine whether campaign materials are relevant, understandable and acceptable to intended audiences)
VIII) Conclusion
Describe the expected results (Aim, Reach, Effectiveness etc.).
References
You need a reference page APA style with the 7-10 sources in your outline and will use in your final paper. You need to be sure to use all your references in citations in your outline. Cite all quotes and paraphrases.
Instruction for the Group Health Communication Campaign Project (including outline and final report).
· You must use Google Docs to create your group health communication campaign project. If you have never used Google docs please view this Google Docs tutorial. You will chose one member of your team to create the Google doc and share it with the.
Theera-Ampornpunt N, Kelley T, Ramly E, Shaw R, Khairat S, Sonnenberg FA. The paths toward informatics careers in the post-HITECT era [panel submission]. AMIA Annu Symp Proc. 2012 Nov:1565-7.
Incorporating Social Media into the Clinical Trial ProcessKatja Reuter, PhD
This presentation highlights approaches that help research teams to leverage digital approaches, in particular social media, to support their clinical studies -- from education and recruitment to retention and reporting back results. The talk highlights online tools such as an institutional Clinical Studies Directory and Trial Promoter (http://trialpromoter.org). The talk also highlights some of the regular challenges and how to best address them.
Wake up Pharma and look into your Big data Yigal Aviv
The vast volumes of medical data collected offers pharma the opportunity to harness the information in big data sets
Unlocking the potential in these data sources can ultimately lead to improved patients outcomes
This presentation describes consideration how to maximize the impact of Big Data.
its methodology, practical challenges and implications.
Theera-Ampornpunt N. [Electronic Health Records: What Does The HITECH Act Teach Thailand?]. Presented at: Health Informatics: From Standards to Practice. Thai Medical Informatics Association Annual Conference 2010; 2010 Nov 10-12; Nonthaburi, Thailand. Panel discussion, in Thai.
How to Use Data to Improve Patient Safety: Part 2Health Catalyst
Stan and Valere will discuss how using an automated trigger tool for all-cause harm reviews will provide timely, real-time patient safety data useful to drive down harm rates with earlier interventions. Additional benefits of this approach include having a more accurate and robust source of data for identifying harm trends to then be able to integrate the findings into existing quality improvement processes for further quality improvement efforts.
Attendees will learn how to:
Understand the importance of dedicating resources to impact downstream costs
Identify their key sources of Patient Safety data
Integrate Patient Safety data in to existing Quality Improvement Processes
Learn and improve from real-time safety analytics combined with a Culture of Safety
How does social media fit into the ethical, legal and professional boundaries of oncology nursing? What are concerns and opportunities that an oncology nurse must be aware of when interacting with colleagues, patients and professional social media sites?
At the end of this activity, the learner will be able to:
State the ethical, legal and social justice elements of social media.
Describe how to integrate social media into the practice of oncology nursing.
Develop tools and skills to apply social media to the oncology nurses’ professional and personal daily activities.
Presented in February of 2014 to ONS Chapter meetings.
1
WIC Drug Enforcement Policy
WIC Drug Enforcement Policy
Women, Infants and Children (WIC) program is a health initiative by the government aimed at safeguarding the interests of women and children especially in the dimension of health and wellbeing. Its mission is to uphold the health of infants, low-income women, and children at risk of or experiencing poor nutrition. In order to succeed in the mission to protect the health interest of the target populations, WIC has established its policy on drug abuse for the target populations and people around them such as parents or guardians. The policy on drugs stipulates that current recipients of the benefits of the WIC program and new applicants must be screened for drug use. In case there is reasonable suspicion of drug use among such individuals, the recipients or applicants must take drug tests to ascertain their drug-abuse status (Vargas & Pirog, 2016). If the eligible recipients of the WIC benefits or applicants for the program declines to take the drug test, or accepts but tests positive their eligibility for benefits or acceptance of their application in the case of new applicants is declined for a period of not less than six months (Vargas & Pirog, 2016). Additionally, legal action can be taken against applicants and recipients who test positive in the drug test depending on their general conduct especially when their behaviors towards women and children negatively impact on the latter’s physical, emotional, and mental health.
If the individuals who have failed the drug test are immigrants, they are at risk of deportation. Factors to be considered herein include the severity of their drug-abuse problem, and the extent to which their drug abuse-related behaviors impact negatively on the others especially WIC’s populations of interest (Vargas & Pirog, 2016). Adherence to the policy on drugs has been associated with better health outcomes such as higher birth weights during pregnancy, reduced fatal deaths, and better newborn-babies’ health (Pecora et al., 2018). Furthermore, the drug policy has significantly prevented incidences of domestic violence, negligence of dependent women and children, and better health outcomes by increasing responsible behaviors among the beneficiary of the WIC program and their caregivers.
References
Pecora, P. J., Whittaker, J. K., Barth, R. P., Borja, S., & Vesneski, W. (2018). The child welfare challenge: Policy, practice, and research. New York: Routledge.
Vargas, E. D., & Pirog, M. A. (2016). Mixed‐status families and WIC uptake: The effects of risk of deportation on program use. Social Science Quarterly, 97(3), 555-572.
Running head: POOR IMPLEMENTED DATABASE 1
POOR IMPLEMENTED DATABASE 4
Poor Database Implementation:
Implementing a protected database is vital for every business organization. As the major field of information communication technologies (ICT) advances every day, some key security threats al.
Explain in your own words why it is important to read a statistical .docxAlleneMcclendon878
Explain in your own words why it is important to read a statistical study carefully. Can you think of circumstance where it might be okay to misrepresent data?
Video Reflection 12 -
Do you think it is possible to create a study where there really is no bias sampling done? How would you manage to create one?
Video Reflection 13 -
What are your thoughts on statistics being misrepresented/ how does it make you feel? Why do you think the statistic are often presented in this way?
.
Explain how Matthew editedchanged Marks Gospel for each of the fol.docxAlleneMcclendon878
Explain how Matthew edited/changed Mark's Gospel for each of the following passages, and what reasons would he have had for doing that? What in Mk’s version was Mt trying to avoid – i.e., why he might have viewed Mk’s material as misleading, incorrect, or problematic? How did those changes contribute to Matthew’s overall message? How did that link up with other parts of Mt’s message?
Use both the following two sets of passages to support your claim, making use ONLY of the resources below, the Bible, textbooks and Module resources.
1. How did Matthew edit/change Mark 6:45-52 to produce Matthew 14:22-33 – and why?
2. How did Matthew edit/change Mark 9:2-10 to produce Matthew 17:1-13 – and why?
The paper should 350-750 words in length, double-spaced, and using MLA formatting for reference citations and bibliography. Submit the completed assignment to the appropriate Dropbox by
no later than Sunday 11:59 PM Eastern.
Resources for this paper:
See the ebook via SLU library:
New Testament History and Literature
by Martin (2012), pp. 83-88,105-108.
See the ebook via SLU library:
The Gospels
by Barton and Muddiman (2010), p. 53,56-57,102,109.
.
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Theera-Ampornpunt N, Kelley T, Ramly E, Shaw R, Khairat S, Sonnenberg FA. The paths toward informatics careers in the post-HITECT era [panel submission]. AMIA Annu Symp Proc. 2012 Nov:1565-7.
Incorporating Social Media into the Clinical Trial ProcessKatja Reuter, PhD
This presentation highlights approaches that help research teams to leverage digital approaches, in particular social media, to support their clinical studies -- from education and recruitment to retention and reporting back results. The talk highlights online tools such as an institutional Clinical Studies Directory and Trial Promoter (http://trialpromoter.org). The talk also highlights some of the regular challenges and how to best address them.
Wake up Pharma and look into your Big data Yigal Aviv
The vast volumes of medical data collected offers pharma the opportunity to harness the information in big data sets
Unlocking the potential in these data sources can ultimately lead to improved patients outcomes
This presentation describes consideration how to maximize the impact of Big Data.
its methodology, practical challenges and implications.
Theera-Ampornpunt N. [Electronic Health Records: What Does The HITECH Act Teach Thailand?]. Presented at: Health Informatics: From Standards to Practice. Thai Medical Informatics Association Annual Conference 2010; 2010 Nov 10-12; Nonthaburi, Thailand. Panel discussion, in Thai.
How to Use Data to Improve Patient Safety: Part 2Health Catalyst
Stan and Valere will discuss how using an automated trigger tool for all-cause harm reviews will provide timely, real-time patient safety data useful to drive down harm rates with earlier interventions. Additional benefits of this approach include having a more accurate and robust source of data for identifying harm trends to then be able to integrate the findings into existing quality improvement processes for further quality improvement efforts.
Attendees will learn how to:
Understand the importance of dedicating resources to impact downstream costs
Identify their key sources of Patient Safety data
Integrate Patient Safety data in to existing Quality Improvement Processes
Learn and improve from real-time safety analytics combined with a Culture of Safety
How does social media fit into the ethical, legal and professional boundaries of oncology nursing? What are concerns and opportunities that an oncology nurse must be aware of when interacting with colleagues, patients and professional social media sites?
At the end of this activity, the learner will be able to:
State the ethical, legal and social justice elements of social media.
Describe how to integrate social media into the practice of oncology nursing.
Develop tools and skills to apply social media to the oncology nurses’ professional and personal daily activities.
Presented in February of 2014 to ONS Chapter meetings.
1
WIC Drug Enforcement Policy
WIC Drug Enforcement Policy
Women, Infants and Children (WIC) program is a health initiative by the government aimed at safeguarding the interests of women and children especially in the dimension of health and wellbeing. Its mission is to uphold the health of infants, low-income women, and children at risk of or experiencing poor nutrition. In order to succeed in the mission to protect the health interest of the target populations, WIC has established its policy on drug abuse for the target populations and people around them such as parents or guardians. The policy on drugs stipulates that current recipients of the benefits of the WIC program and new applicants must be screened for drug use. In case there is reasonable suspicion of drug use among such individuals, the recipients or applicants must take drug tests to ascertain their drug-abuse status (Vargas & Pirog, 2016). If the eligible recipients of the WIC benefits or applicants for the program declines to take the drug test, or accepts but tests positive their eligibility for benefits or acceptance of their application in the case of new applicants is declined for a period of not less than six months (Vargas & Pirog, 2016). Additionally, legal action can be taken against applicants and recipients who test positive in the drug test depending on their general conduct especially when their behaviors towards women and children negatively impact on the latter’s physical, emotional, and mental health.
If the individuals who have failed the drug test are immigrants, they are at risk of deportation. Factors to be considered herein include the severity of their drug-abuse problem, and the extent to which their drug abuse-related behaviors impact negatively on the others especially WIC’s populations of interest (Vargas & Pirog, 2016). Adherence to the policy on drugs has been associated with better health outcomes such as higher birth weights during pregnancy, reduced fatal deaths, and better newborn-babies’ health (Pecora et al., 2018). Furthermore, the drug policy has significantly prevented incidences of domestic violence, negligence of dependent women and children, and better health outcomes by increasing responsible behaviors among the beneficiary of the WIC program and their caregivers.
References
Pecora, P. J., Whittaker, J. K., Barth, R. P., Borja, S., & Vesneski, W. (2018). The child welfare challenge: Policy, practice, and research. New York: Routledge.
Vargas, E. D., & Pirog, M. A. (2016). Mixed‐status families and WIC uptake: The effects of risk of deportation on program use. Social Science Quarterly, 97(3), 555-572.
Running head: POOR IMPLEMENTED DATABASE 1
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Explain in your own words why it is important to read a statistical .docxAlleneMcclendon878
Explain in your own words why it is important to read a statistical study carefully. Can you think of circumstance where it might be okay to misrepresent data?
Video Reflection 12 -
Do you think it is possible to create a study where there really is no bias sampling done? How would you manage to create one?
Video Reflection 13 -
What are your thoughts on statistics being misrepresented/ how does it make you feel? Why do you think the statistic are often presented in this way?
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Explain how Matthew edited/changed Mark's Gospel for each of the following passages, and what reasons would he have had for doing that? What in Mk’s version was Mt trying to avoid – i.e., why he might have viewed Mk’s material as misleading, incorrect, or problematic? How did those changes contribute to Matthew’s overall message? How did that link up with other parts of Mt’s message?
Use both the following two sets of passages to support your claim, making use ONLY of the resources below, the Bible, textbooks and Module resources.
1. How did Matthew edit/change Mark 6:45-52 to produce Matthew 14:22-33 – and why?
2. How did Matthew edit/change Mark 9:2-10 to produce Matthew 17:1-13 – and why?
The paper should 350-750 words in length, double-spaced, and using MLA formatting for reference citations and bibliography. Submit the completed assignment to the appropriate Dropbox by
no later than Sunday 11:59 PM Eastern.
Resources for this paper:
See the ebook via SLU library:
New Testament History and Literature
by Martin (2012), pp. 83-88,105-108.
See the ebook via SLU library:
The Gospels
by Barton and Muddiman (2010), p. 53,56-57,102,109.
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Soldiers - the trained and untrained
Initial post of at least 300 words due by Friday.
Darlene Hine, William Hine, and Stanley Harrold.
The African-American Odyssey: Volume I, 6th ed. New Jersey: Pearson 2014.
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Flags
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aegypti
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A.Construct
a hypothesis
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B.Design
an experiment to test your hypothesis.
Include a
labeled
sketch and written summary of experiment. (
include drawing of all conditions
, negative/positive etc)
C. Variables
List the Dependent and Independent
List Control variable
List a Positive and /or Negative controls
D.
Create a
data
set
and figure
Create a graph that clearly conveys to the reader what your experiment is about.
F.Interpretation
Give an interpretation of the possible meaning of your data. (although this isn’t conclusive since we are not doing statistics) . Does it align with your hypothesis?
G.Self-critique
and follow-up questions:
Why might your conclusion be wrong, what other questions do you have.
.
Expand your website plan.Select at least three interactive fea.docxAlleneMcclendon878
Expand
your website plan.
Select
at least three interactive features that could be added to your site.
Identify
the following:
What purpose would each feature serve for your site and its visitors?
How would you construct these features?
Note
: The form created in the next individual activity, "Individual: Refine and Finalize Website" can be included as one of the interactive features.
.
Exercise 7 Use el pronombre y la forma correcta del verbo._.docxAlleneMcclendon878
Exercise 7: Use el pronombre y la forma correcta del verbo.
____________________________
gustar faltar quedar molestar
encantar fascinar interesar
____________________________
1. A mi ______ __________ la poesía romántica.
2. A nosotros ______ ________ estudiar lenguas extranjeras.
3. A las muchachas ______ _______ la música de Julio Iglesias.
4. A Juan y a Ramón ______ ___________ practicar los deportes.
5. A ti no _____ _________ el café.
6. A la profesora no ______ ________ preparar los exámenes.
7. Al consejero _____ ____________ los estudiantes.
8. A los atletas ____ ___________ el gimnasio.
9. Tenemos $500 y pagamos $350 por la matricula. ___ ___________ $150.
10. A los doctores ____ ________ la medicina.
11. A nosotros ____ ________ las pizzas.
12. A ellos ____ __________ la violencia.
13. En la Argentina bailan mucho. A ellos ____ ______ el tango.
14. Nosotros deseamos buscar el vocabulario. ____ __________ un diccionario.
15. Uds. desean llamar a los amigos. ____ ________ un teléfono.
16. A los estudiantes ________ ________ las vacaciones.
17. A mí ________ _________ los actores.
18. A Ud. _________ ____________ solamente diez dólares.
19. A Alberto y a Juan _______ ____________ el béisbol.
20. A ti _______ ____________ trabajar.
21. A Marisa _____ _____________ la música popular.
22. Nosotros terminamos una clase de español y ahora, _________ _______ dos clases
de español.
.
Exercise 21-8 (Part Level Submission)The following facts pertain.docxAlleneMcclendon878
Exercise 21-8 (Part Level Submission)
The following facts pertain to a noncancelable lease agreement between Windsor Leasing Company and Sheridan Company, a lessee.
Inception date:
May 1, 2017
Annual lease payment due at the beginning of
each year, beginning with May 1, 2017
$21,737.01
Bargain-purchase option price at end of lease term
$3,800
Lease term
5
years
Economic life of leased equipment
10
years
Lessor’s cost
$68,000
Fair value of asset at May 1, 2017
$93,000
Lessor’s implicit rate
10
%
Lessee’s incremental borrowing rate
10
%
The collectibility of the lease payments is reasonably predictable, and there are no important uncertainties surrounding the costs yet to be incurred by the lessor. The lessee assumes responsibility for all executory costs.
Click here to view factor tables
(c)
Your answer is partially correct. Try again.
Prepare a lease amortization schedule for Sheridan Company for the 5-year lease term.
(Round present value factor calculations to 5 decimal places, e.g. 1.25125 and Round answers to 2 decimal places, e.g. 15.25.)
SHERIDAN COMPANY (Lessee)
Lease Amortization Schedule
Date
Annual Lease Payment Plus
BPO
Interest on
Liability
Reduction of Lease
Liability
Lease Liability
5/1/17
$
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record depreciation.)
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record interest.)
1/1/18
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record second payament.)
Question 27
Pearl Corporation manufactures replicators. On January 1, 2017, it leased to Althaus Company a replicator that had cost $100,000 to manufacture. The lease agreement covers the 5-year useful life of the replicator and requires 5 equal annual rentals of $40,200 payable each January 1, beginning January 1, 2017. An interest rate of 12% is implicit in the lease agreement. Collectibility of the rentals is reasonably assured, and there are no important uncertainties concerning costs.
Prepare Pearl’s January 1, 2017, journal entries.
(Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts. Round present value factor calculations to 5 decimal places, e.g. 1.25124 and the final answer to 0 decimal places e.g. 58,971
.
)
Click here to view factor tables
Date
Account Titles and Explanation
Debit
Credit
January 1, 2017
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record the lease.)
January 1, 2017
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record cost.)
January 1, 2017
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record first lease payment.)
6 years ago
16.01.2017
8
Report Issue
Answer
(
0
)
Bids
(
0
)
other Questions
(
10
)
what can i bring to class that symbolizes growth and change
calculate it.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter 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.
Conceptual Understanding Students need to be equipped wi
1. Conceptual Understanding
Students need to be equipped with both the methods and
conceptual
understanding of statistics. MyStatLab offers a full question
library of over
1,000 conceptual-based questions to help tighten the
comprehension of
statistical concepts.
Real-World Statistics
MyStatLab video resources help foster conceptual
understanding. StatTalk
Videos, hosted by fun-loving statistician, Andrew Vickers,
demonstrate
important statistical concepts through interesting stories and
real-life events.
This series of 24 videos includes assignable questions built in
MyStatLab and
an instructor’s guide.
Visit www.mystatlab.com and click Get Trained to make sure
you’re getting the most out of MyStatLab.
A00_TRIO9015_02_SE_FEP3.indd 3 26/10/16 9:34 PM
http://www.mystatlab.com
BIOSTATISTICS
FOR THE BIOLOGICAL
2. AND HEALTH SCIENCES
MARC M. TRIOLA, MD, FACP
New York University School of Medicine
MARIO F. TRIOLA
Dutchess Community College
JASON ROY, PHD
University of Pennsylvania
Perelman School of Medicine
SECOND EDITION
A01_TRIO9015_02_SE_FM_i-xvi.indd 1 03/11/16 4:02 PM
To Ginny
Dushana and Marisa
Trevor and Mitchell
Director, Portfolio Management Deirdre Lynch
Senior Portfolio Manager Suzy Bainbridge
Portfolio Management Assistant Justin Billing
Content Producer Peggy McMahon
Managing Producer Karen Wernholm
Courseware QA Manager Mary Durnwald
Senior Producer Vicki Dreyfus
Product Marketing Manager Yvonne Vannatta
Field Marketing Manager Evan St. Cyr
Product Marketing Assistant Jennifer Myers
Field Marketing Assistant Erin Rush
Senior Author Support/Technology Specialist Joe Vetere
4. by the owners
of such marks, or any relationship between the owner and
Pearson Education, Inc. or its affiliates, authors, licensees or
distributors.
MICROSOFT AND>OR ITS RESPECTIVE SUPPLIERS MAKE
NO REPRESENTATIONS ABOUT THE SUITABILITY OF
THE INFORMATION CONTAINED IN THE
DOCUMENTS AND RELATED GRAPHICS PUBLISHED AS
PART OF THE SERVICES FOR ANY PURPOSE. ALL SUCH
DOCUMENTS AND RELATED GRAPHICS
ARE PROVIDED “AS IS” WITHOUT WARRANTY OF ANY
KIND. MICROSOFT AND>OR ITS RESPECTIVE SUPPLIERS
HEREBY DISCLAIM ALL WARRANTIES
AND CONDITIONS WITH REGARD TO THIS
INFORMATION, INCLUDING ALL WARRANTIES AND
CONDITIONS OF MERCHANTABILITY, WHETHER
EXPRESS,
IMPLIED OR STATUTORY, FITNESS FOR A PARTICULAR
PURPOSE, TITLE AND NON-INFRINGEMENT. IN NO
EVENT SHALL MICROSOFTAND>OR ITS RESPEC-
TIVE SUPPLIERS BE LIABLE FOR ANY SPECIAL,
INDIRECT OR CONSEQUENTIAL DAMAGES OR ANY
DAMAGES WHATSOEVER RESULTING FROM LOSS OF
USE, DATA OR PROFITS, WHETHER IN AN ACTION OF
CONTRACT, NEGLIGENCE OR OTHER TORTIOUS ACTION,
ARISING OUT OF OR IN CONNECTION WITH
THE USE OR PERFORMANCE OF INFORMATION
AVAILABLE FROM THE SERVICES.
THE DOCUMENTS AND RELATED GRAPHICS CONTAINED
HEREIN COULD INCLUDE TECHNICAL INACCURACIES
OR TYPOGRAPHICAL ERRORS. CHANGES
ARE PERIODICALLY ADDED TO THE INFORMATION
HEREIN. MICROSOFT AND>OR ITS RESPECTIVE
SUPPLIERS MAY MAKE IMPROVEMENTS AND>OR
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PARTIAL SCREEN SHOTS MAY BE VIEWED IN FULL
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THE SOFTWARE VERSION SPECIFIED.
Library of Congress Cataloging-in-Publication Data
Names: Triola, Marc M. | Triola, Mario F. | Roy, Jason (Jason
Allen)
Title: Biostatistics for the biological and health sciences.
Description: Second edition / Marc M. Triola, New York
University,
Mario F. Triola, Dutchess Community College, Jason Roy,
University of
Pennsylvania. | Boston : Pearson, [2018] | Includes
bibliographical
references and index.
Identifiers: LCCN 2016016759| ISBN 9780134039015
(hardcover) | ISBN
0134039017 (hardcover)
Subjects: LCSH: Biometry. | Medical statistics.
Classification: LCC QH323.5 .T75 2018 | DDC 570.1/5195–
dc23
LC record available at https://lccn.loc.gov/2016016759
1 16
ISBN 13: 978-0-13-403901-5
ISBN 10: 0-13-403901-7
A01_TRIO9015_02_SE_FM_i-xvi.indd 2 03/11/16 4:02 PM
http://www.pearsoned.com/permissions/
6. https://lccn.loc.gov/2016016759
iii
Marc Triola, MD, FACP is the
Associate Dean for Educational
Informatics at NYU School of
Medicine, the founding director
of the NYU Langone Medical
Center Institute for Innovations
in Medical Education (IIME),
and an Associate Professor of
Medicine. Dr. Triola’s research
experience and expertise focus
on the disruptive effects of the
present revolution in educa-
tion, driven by technological
advances, big data, and learn-
ing analytics. Dr. Triola has
worked to create a “learning
ecosystem” that includes interconnected computer-based e-
learning tools and new
ways to effectively integrate growing amounts of electronic data
in educational re-
search. Dr. Triola and IIME have been funded by the National
Institutes of Health,
the Integrated Advanced Information Management Systems
program, the National
Science Foundation Advanced Learning Technologies program,
the Josiah Macy,
Jr. Foundation, the U.S. Department of Education, and the
American Medical As-
sociation Accelerating Change in Medical Education program.
He chairs numer-
7. ous committees at the state and national levels focused on the
future of health
professions educational technology development and research.
Mario F. Triola is a Professor
Emeritus of Mathematics at
Dutchess Community College,
where he has taught statistics
for over 30 years. Marty is the
author of Elementary Statistics,
13th edition, Essentials of Sta-
tistics, 5th edition, Elementary
Statistics Using Excel, 6th edi-
tion, and Elementary Statis-
tics Using the TI-83>84 Plus
Calculator, 4th edition, and
he is a co-author of Statistical
Reasoning for Everyday Life,
5th edition. Elementary Statis-
tics is currently available as an
International Edition, and it has been translated into several
foreign languages.
Marty designed the original Statdisk statistical software, and he
has written
several manuals and workbooks for technology supporting
statistics education.
ABOUT THE AUTHORS
A01_TRIO9015_02_SE_FM_i-xvi.indd 3 03/11/16 4:02 PM
iv About the Authors
8. He has been a speaker at many conferences and colleges.
Marty’s consulting work
includes the design of casino slot machines and the design of
fishing rods. He has
worked with attorneys in determining probabilities in paternity
lawsuits, analyz-
ing data in medical malpractice lawsuits, identifying salary
inequities based on
gender, and analyzing disputed election results. He has also
used statistical meth-
ods in analyzing medical school surveys and in analyzing
survey results for the
New York City Transit Authority. Marty has testified as an
expert witness in the
New York State Supreme Court.
Jason Roy, PhD, is Associate
Professor of Biostatistics in
the Department of Biostatistics
and Epidemiology, Perelman
School of Medicine, Univer-
sity of Pennsylvania. He re-
ceived his PhD in Biostatistics
in 2000 from the University
of Michigan. He was recipi-
ent of the 2002 David P. Byar
Young Investigator Award from
the American Statistical Asso-
ciation Biometrics Section. His
statistical research interests are
in the areas of causal inference,
missing data, and prediction
modeling. He is especially interested in the statistical
challenges with analyzing
data from large health care databases. He collaborates in many
9. different disease
areas, including chronic kidney disease, cardiovascular disease,
and liver diseases.
Dr Roy is Associate Editor of Biometrics, Journal of the
American Statistical
Association, and Pharmacoepidemiology & Drug Safety, and has
over 90 peer-
reviewed publications.
A01_TRIO9015_02_SE_FM_i-xvi.indd 4 03/11/16 4:02 PM
v
CONTENTS
1 INTRODUCTION TO STATISTICS 1
1-1 Statistical and Critical Thinking 4
1-2 Types of Data 13
1-3 Collecting Sample Data 24
2 EXPLORING DATA WITH TABLES AND GRAPHS 40
2-1 Frequency Distributions for Organizing and Summarizing
Data 42
2-2 Histograms 51
2-3 Graphs That Enlighten and Graphs That Deceive 56
2-4 Scatterplots, Correlation, and Regression 65
3 DESCRIBING, EXPLORING, AND COMPARING DATA 75
3-1 Measures of Center 77
3-2 Measures of Variation 89
3-3 Measures of Relative Standing and Boxplots 102
4 PROBABILITY 118
4-1 Basic Concepts of Probability 120
10. 4-2 Addition Rule and Multiplication Rule 131
4-3 Complements, Conditional Probability, and Bayes’
Theorem 144
4-4 Risks and Odds 153
4-5 Rates of Mortality, Fertility, and Morbidity 162
4-6 Counting 167
5 DISCRETE PROBABILITY DISTRIBUTIONS 180
5-1 Probability Distributions 182
5-2 Binomial Probability Distributions 193
5-3 Poisson Probability Distributions 206
6 NORMAL PROBABILITY DISTRIBUTIONS 216
6-1 The Standard Normal Distribution 218
6-2 Real Applications of Normal Distributions 231
6-3 Sampling Distributions and Estimators 241
6-4 The Central Limit Theorem 252
6-5 Assessing Normality 261
6-6 Normal as Approximation to Binomial 269
7 ESTIMATING PARAMETERS AND DETERMINING
SAMPLE SIZES 282
7-1 Estimating a Population Proportion 284
7-2 Estimating a Population Mean 299
7-3 Estimating a Population Standard Deviation or Variance
315
7-4 Bootstrapping: Using Technology for Estimates 324
8 HYPOTHESIS TESTING 336
8-1 Basics of Hypothesis Testing 338
8-2 Testing a Claim About a Proportion 354
8-3 Testing a Claim About a Mean 366
8-4 Testing a Claim About a Standard Deviation or Variance
377
9 INFERENCES FROM TWO SAMPLES 392
11. 9-1 Two Proportions 394
9-2 Two Means: Independent Samples 406
9-3 Two Dependent Samples (Matched Pairs) 418
9-4 Two Variances or Standard Deviations 428
A01_TRIO9015_02_SE_FM_i-xvi.indd 5 03/11/16 4:02 PM
vi Contents
10 CORRELATION AND REGRESSION 442
10-1 Correlation 444
10-2 Regression 462
10-3 Prediction Intervals and Variation 474
10-4 Multiple Regression 481
10-5 Dummy Variables and Logistic Regression 489
11 GOODNESS-OF-FIT AND CONTINGENCY TABLES 502
11-1 Goodness-of-Fit 503
11-2 Contingency Tables 514
12 ANALYSIS OF VARIANCE 531
12-1 One-Way ANOVA 533
12-2 Two-Way ANOVA 547
13 NONPARAMETRIC TESTS 560
13-1 Basics of Nonparametric Tests 562
13-2 Sign Test 564
13-3 Wilcoxon Signed-Ranks Test for Matched Pairs 575
13-4 Wilcoxon Rank-Sum Test for Two Independent Samples
581
13-5 Kruskal-Wallis Test for Three or More Samples 586
13-6 Rank Correlation 592
14 SURVIVAL ANALYSIS 603
12. 14-1 Life Tables 604
14-2 Kaplan-Meier Survival Analysis 614
APPENDIX A TABLES 625
APPENDIX B DATA SETS 638
APPENDIX C WEBSITES AND BIBLIOGRAPHY OF BOOKS
645
APPENDIX D ANSWERS TO ODD-NUMBERED SECTION
EXERCISES 646
(and all Quick Quizzes, all Review Exercises, and all
Cumulative Review Exercises)
Credits 683
Index 685
A01_TRIO9015_02_SE_FM_i-xvi.indd 6 03/11/16 4:02 PM
PREFACE
Statistics permeates nearly every aspect of our lives, and its
role has become partic-
ularly important in the biological, life, medical, and health
sciences. From opinion
polls to clinical trials in medicine and analysis of big data from
health applications,
statistics inf luences and shapes the world around us.
Biostatistics for the Health and
Biological Sciences forges the relationship between statistics
and our world through
extensive use of a wide variety of real applications that bring
life to theory and
methods.
13. Goals of This Second Edition
■ Incorporate the latest and best methods used by professional
statisticians.
■ Include features that address all of the recommendations
included in the Guide-
lines for Assessment and Instruction in Statistics Education
(GAISE) as recom-
mended by the American Statistical Association.
■ Provide an abundance of new and interesting data sets,
examples, and exercises.
■ Foster personal growth of students through critical thinking,
use of technology,
collaborative work, and development of communication skills.
■ Enhance teaching and learning with the most extensive and
best set of supple-
ments and digital resources.
Audience ,Prerequisites
Biostatistics for the Health and Biological Sciences is written
for students major-
ing in the biological and health sciences, and it is designed for a
wide variety of
students taking their first statistics course. Algebra is used
minimally, and calculus
is not required. It is recommended that students have completed
at least an elemen-
tary algebra course or that students should learn the relevant
algebra components
through an integrated or co-requisite course. In many cases,
underlying theory is
included, but this book does not require the mathematical rigor
more appropriate for
14. mathematics majors.
Hallmark Features
Great care has been taken to ensure that each chapter of
Biostatistics for the Health
and Biological Sciences will help students understand the
concepts presented. The
following features are designed to help meet that objective.
Real Data
Hundreds of hours have been devoted to finding data that are
real, meaningful, and
interesting to students. Fully 87% of the examples are based on
real data, and 89% of
the exercises are based on real data. Some exercises refer to the
18 data sets listed in
Appendix B, and 12 of those data sets are new to this edition.
Exercises requiring use
of the Appendix B data sets are located toward the end of each
exercise set and are
marked with a special data set icon .
Real data sets are included throughout the book to provide
relevant and interesting
real-world statistical applications, including biometric security,
body measurements,
brain sizes and IQ scores, and data from births. Appendix B
includes descriptions of
vii
A01_TRIO9015_02_SE_FM_i-xvi.indd 7 03/11/16 4:02 PM
15. viii Preface
the 18 data sets that can be downloaded from the companion
website www.pearson-
highered.com/triola, the author maintained
www.TriolaStats.com and MyStatLab.
TriolaStats.com includes downloadable data sets in formats for
technologies
including Excel, Minitab, JMP, SPSS, and [email protected]>84
Plus calculators. The data
sets are also included in the free Statdisk software, which is
also available on the
website.
Readability
Great care, enthusiasm, and passion have been devoted to
creating a book that is readable,
understandable, interesting, and relevant. Students pursuing any
major in the biological,
life, medical, or health fields are sure to find applications
related to their future work.
Website
This textbook is supported by www.TriolaStats.com, and
www.pearsonhighered.com/
triola which are continually updated to provide the latest digital
resources, including:
■ Statdisk: A free, robust statistical software package designed
for this book.
■ Downloadable Appendix B data sets in a variety of
technology formats.
16. ■ Downloadable textbook supplements including Glossary of
Statistical Terms and
Formulas and Tables.
■ Online instructional videos created specifically for this book
that provide step-
by-step technology instructions.
■ Triola Blog, which highlights current applications of
statistics, statistics in the
news, and online resources.
Chapter Features
Chapter Opening Features
■ Chapters begin with a Chapter Problem that uses real data
and motivates the
chapter material.
■ Chapter Objectives provide a summary of key learning goals
for each section in
the chapter.
Exercises
Many exercises require the interpretation of results. Great care
has been taken to
ensure their usefulness, relevance, and accuracy. Exercises are
arranged in order of
increasing difficulty, and they begin with Basic Skills and
Concepts. Most sections
include additional Beyond the Basics exercises that address
more difficult concepts or
require a stronger mathematical background. In a few cases,
17. these exercises introduce
a new concept.
End-of-Chapter Features
■ Chapter Quick Quiz provides review questions that require
brief answers.
■ Review Exercises offer practice on the chapter concepts and
procedures.
■ Cumulative Review Exercises reinforce earlier material.
■ Technology Project provides an activity that can be used with
a variety of
technologies.
■ From Data to Decision is a capstone problem that requires
critical thinking and
writing.
■ Cooperative Group Activities encourage active learning in
groups.
A01_TRIO9015_02_SE_FM_i-xvi.indd 8 03/11/16 4:02 PM
http://www.pearson-highered.com/triola
http://www.pearson-highered.com/triola
http://www.TriolaStats.com
http://www.TriolaStats.com
http://www.pearsonhighered.com/triola
http://www.pearsonhighered.com/triola
http://www.TriolaStats.com
Preface ix
18. Other Features
Margin Essays There are 57 margin essays designed to highlight
real-world topics
and foster student interest.
Flowcharts The text includes flowcharts that simplify and
clarify more complex con-
cepts and procedures. Animated versions of the text’s
flowcharts are available within
MyStatLab and MathXL.
Quick-Reference Endpapers Tables A-2 and A-3 (the normal
and t distributions) are
reproduced on the rear inside cover pages.
Detachable Formula and Table Card This insert, organized by
chapter, gives students
a quick reference for studying, or for use when taking tests (if
allowed by the instruc-
tor). It also includes the most commonly used tables. This is
also available for download
at www.TriolaStats.com, www.pearsonhighered.com/triola and
in MyStatLab.
Technology Integration
As in the preceding edition, there are many displays of screens
from technology through-
out the book, and some exercises are based on displayed results
from technology. Where
appropriate, sections include a reference to an online Tech
Center subsection that in-
cludes detailed instructions for Statdisk, Minitab®, Excel ®,
StatCrunch, or a [email protected]>84
19. Plus® calculator. (Throughout this text, “TI-83>84 Plus” is
used to identify a TI-83 Plus
or TI-84 Plus calculator). The end-of-chapter features include a
Technology Project.
The Statdisk statistical software package is designed
specifically for this textbook
and contains all Appendix B data sets. Statdisk is free to users
of this book, and it can
be downloaded at www.statdisk.org.
Changes in This Edition
New Features
Chapter Objectives provide a summary of key learning goals for
each section in the
chapter.
Larger Data Sets: Some of the data sets in Appendix B are much
larger than in the
previous edition. It is no longer practical to print all of the
Appendix B data sets in this
book, so the data sets are described in Appendix B, and they can
be downloaded at
www.TriolaStats.com, www.pearsonhighered.com/triola, and
MyStatLab.
New Content: New examples, new exercises, and Chapter
Problems provide relevant
and interesting real-world statistical applications, including
biometric security, drug
testing, gender selection, and analyzing ultrasound images.
Number New to This Edition Use Real Data
Exercises 1600 85% 89%
20. Examples 200 84% 87%
Major Organization Changes
All Chapters
■ New Chapter Objectives: All chapters now begin with a list
of key learning goals
for that chapter. Chapter Objectives replaces the former
Overview numbered sec-
tions. The first numbered section of each chapter now covers a
major topic.
Chapter 1
■ New Section 1-1: Statistical and Critical Thinking
■ New Subsection 1-3, Part 2: Big Data and Missing Data: Too
Much and Not Enough
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http://www.TriolaStats.com
http://www.pearsonhighered.com/triola
x Preface
Chapters 2 and 3
■ Chapter Partitioned: Chapter 2 (Describing, Exploring, and
Comparing Data)
21. from the first edition has been partitioned into Chapter 2
(Summarizing and Graph-
ing) and Chapter 3 (Statistics for Describing, Exploring, and
Comparing Data).
■ New Section 2-4: Scatterplots, Correlation, and Regression
This new section
includes scatterplots in Part 1, the linear correlation coefficient
r in Part 2, and
linear regression in Part 3. These additions are intended to
greatly facilitate cover-
age for those professors who prefer some early coverage of
correlation and regres-
sion concepts. Chapter 10 includes these topics discussed with
much greater detail.
Chapter 4
■ Combined Sections: Section 3-3 (Addition Rule) and Section
3-4 (Multiplication
Rule) from the first edition are now combined into one section:
4-2 (Addition
Rule and Multiplication Rule).
■ New Subsection 4-3, Part 3: Bayes’ Theorem
Chapter 5
■ Combined Sections: Section 4-3 (Binomial Probability
Distributions) and
Section 4-4 (Mean, Variance, and Standard Deviation for the
Binomial Distribu-
tion) from the first edition are now combined into one section:
5-2 (Binomial
Probability Distributions).
22. Chapter 6
■ Switched Sections: Section 6-5 (Assessing Normality) now
precedes Section 6-6
(Normal as Approximation to Binomial).
Chapter 7
■ Combined Sections: Sections 6-4 (Estimating a Population
Mean: s Known)
and 6-5 (Estimating a Population Mean: s Not Known) from the
first edition
have been combined into one section: 7-2 (Estimating a
Population Mean). The
coverage of the s known case has been substantially reduced and
it is now lim-
ited to Part 2 of Section 7-2.
■ New Section 7-4: Bootstrapping: Using Technology for
Estimates
Chapter 8
■ Combined Sections: Sections 7-4 (Testing a Claim About a
Population Mean: s
Known) and 7-5 (Testing a Claim About a Population Mean: s
Not Known) from
the first edition have been combined into one section: 8-3
(Testing a Claim About
a Mean). Coverage of the s known case has been substantially
reduced and it is
now limited to Part 2 of Section 8-3.
Chapter 10
■ New Section: 10-5 Dummy Variables and Logistic
23. Regression
Chapter 11
■ New Subsection: Section 11-2, Part 2 Test of Homogeneity,
Fisher’s Exact Test,
and McNemar’s Test for Matched Pairs
Chapter 14
■ Combined Sections: Section 13-2 (Elements of a Life Table)
and Section 13-3
(Applications of Life Tables) from the first edition have been
combined into
Section 14-1 (Life Tables).
■ New Section: 14-2 Kaplan-Meier Survival Analysis
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Preface xi
Flexible Syllabus
This book’s organization reflects the preferences of most
statistics instructors, but
there are two common variations:
■ Early Coverage of Correlation and Regression: Some
instructors prefer to
cover the basics of correlation and regression early in the
course. Section 2-4
now includes basic concepts of scatterplots, correlation, and
regression without
the use of formulas and greater depth found in Sections 10-1
24. (Correlation) and
10-2 (Regression).
■ Minimum Probability: Some instructors prefer extensive
coverage of probability,
while others prefer to include only basic concepts. Instructors
preferring mini-
mum coverage can include Section 4-1 while skipping the
remaining sections of
Chapter 4, as they are not essential for the chapters that follow.
Many instructors
prefer to cover the fundamentals of probability along with the
basics of the addi-
tion rule and multiplication rule (Section 4-2).
GAISE
This book reflects recommendations from the American
Statistical Association and
its Guidelines for Assessment and Instruction in Statistics
Education (GAISE). Those
guidelines suggest the following objectives and strategies.
1. Emphasize statistical literacy and develop statistical
thinking: Each section
exercise set begins with Statistical Literacy and Critical
Thinking exercises.
Many of the book’s exercises are designed to encourage
statistical thinking
rather than the blind use of mechanical procedures.
2. Use real data: 87% of the examples and 89% of the exercises
use real data.
3. Stress conceptual understanding rather than mere knowledge
of procedures:
Instead of seeking simple numerical answers, most exercises
25. and examples
involve conceptual understanding through questions that
encourage practical
interpretations of results. Also, each chapter includes a From
Data to Decision
project.
4. Foster active learning in the classroom: Each chapter ends
with several
Cooperative Group Activities.
5. Use technology for developing conceptual understanding and
analyzing data:
Computer software displays are included throughout the book.
Special Tech
Center subsections are available online, and they include
instruction for using
the software. Each chapter includes a Technology Project. When
there are dis-
crepancies between answers based on tables and answers based
on technology,
Appendix D provides both answers. The websites
www.TriolaStats.com and
www.pearsonhighered.com/triola as well as MyStatLab include
free text-specific
software (Statdisk), data sets formatted for several different
technologies, and
instructional videos for technologies.
6. Use assessments to improve and evaluate student learning:
Assessment tools
include an abundance of section exercises, Chapter Quick
Quizzes, Review
Exercises, Cumulative Review Exercises, Technology Projects,
From Data to
Decision projects, and Cooperative Group Activities.
26. A01_TRIO9015_02_SE_FM_i-xvi.indd 11 03/11/16 4:02 PM
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xii Preface
Acknowledgments
We would like to thank the many statistics professors and
students who have contrib-
uted to the success of this book. We thank the reviewers for
their suggestions for this
second edition:
James Baldone, Virginia College
Naomi Brownstein, Florida State University
Christina Caruso, University of Guelph
Erica A. Corbett, Southeaster n Oklahoma State University
Xiangming Fang, East Carolina University
Phil Gona, UMASS Boston
Sharon Homan, University of North Texas
Jackie Milton, Boston University
Joe Pick, Palm Beach State College
Steve Rigdon, St. Louis University
Brian Smith, Black Hills State University
Mahbobeh Vezvaei, Kent State University
David Zeitler, Grand Valley State University
We also thank Paul Lorczak, Joseph Pick and Erica Corbett for
their help in
checking the accuracy of the text and answers.
Marc Triola
Mario Triola
27. Jason Roy
September 2016
A01_TRIO9015_02_SE_FM_i-xvi.indd 12 03/11/16 4:02 PM
MyStatLab® Online Course for Biostatistics: For
the Biological and Health Sciences, 2e by Marc M. Triola,
Mario F. Triola and Jason Roy (access code required)
MyStatLab is available to accompany Pearson’s market leading
text offerings. To give
students a consistent tone, voice, and teaching method each
text’s flavor and ap-
proach is tightly integrated throughout the accompanying
MyStatLab course, making
learning the material as seamless as possible.
Real-World Data Examples - Help
understand how statistics applies to
everyday life through the extensive
current, real-world data examples and
exercises provided throughout the text.
MathXL coverage - MathXL is a market-leading
text-specific autograded homework system built
to improve student learning outcomes.
Enhanced video program to meet Introductory
Statistics needs:
• New! Tech-Specific Video Tutorials - These
short, topical videos address how to use varying
technologies to complete exercises.
28. • Updated! Section Lecture Videos - Watch author,
Marty Triola, work through examples and elaborate
on key objectives of the chapter.
Resources for Success
www.mystatlab.com
xiii
A01_TRIO9015_02_SE_FM_i-xvi.indd 13 04/11/16 1:29 PM
http://www.mystatlab.com
xiv Preface
Supplements
For the Student
Student’s
Solution
s Manual, by James Lapp (Colorado
Mesa University) provides detailed, worked-out solutions
to all odd-numbered text exercises.
(ISBN-13: 978-0-13-403909-1; ISBN-10: 0-13-403909-2)
Student Workbook for the Triola Statistics Series, by
Laura lossi (Broward College) offers additional exam-
ples, concept exercises, and vocabulary exercises for each
29. chapter.
(ISBN-13: 978-0-13-446423-7; ISBN 10: 0-13-446423-0)
The following technology manuals, available in MyStatLab,
include instructions, examples from the main text, and
interpretations to complement those given in the text.
Excel Student Laboratory Manual and Workbook
(Download Only), by Laurel Chiappetta (University of
Pittsburgh).
(ISBN-13: 978-0-13-446427-5; ISBN-10: 0-13-446427-3)
MINITAB Student Laboratory Manual and Work-
book (Download Only), by Mario F. Triola.
(ISBN-13: 978-0-13-446418-3; ISBN-10: 0-13-446418-4)
Graphing Calculator Manual for the TI-83 Plus,
TI-84 Plus, TI-84 Plus C and TI-84 Plus CE (Down-
load Only), by Kathleen McLaughlin (University of
Connecticut) & Dorothy Wakefield (University of Con-
necticut Health Center).
(ISBN-13: 978-0-13-446414-5; ISBN 10: 0-13-446414-1)
Statdisk Student Laboratory Manual and Workbook
(Download Only), by Mario F. Triola. These files are
30. available to instructors and students through the Triola Sta-
tistics Series website, www.pearsonhighered.com/triola,
and MyStatLab.
SPSS Student Laboratory Manual and Workbook
(Download Only), by James J. Ball (Indiana State Uni-
versity). These files are available to instructors and stu-
dents through the Triola Statistics Series website, www.
pearsonhighered.com/triola, and MyStatLab.
For the Instructor
Instructor’s