detailed assessment of post traumatic stress
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The Detailed Assessment of Posttraumatic Stress (DAPS) is a 104-item self-report measure that assesses trauma exposure and post-traumatic stress responses. It provides detailed information about an individual's symptoms in response to a specific traumatic event. The DAPS materials include a professional manual, item booklet, answer sheet, and male and female profiles. It takes approximately 20-30 minutes to complete and can be administered by individuals without formal clinical training. Responses are hand-scored to produce T-scores that can be interpreted to evaluate the respondent's level of symptomatology compared to norms.
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SENTENCE COMPLETION TESTS AND DRAWING TESTS
Projective techniques such as sentence completion tests and drawing tests are personality tests that involve responding to ambiguous stimuli. They aim to reveal unconscious motivations by having subjects provide first responses to open-ended prompts. Widely used sentence completion tests include the Rotter Incomplete Sentences Blank and Washington University Sentence Completion Test. Common drawing tests are the Draw-a-Person test, where subjects draw a figure and it is analyzed, and the House-Tree-Person test, where subjects draw those items and are questioned about their images. While projective tests provide insights, they also lack standardized scoring and validity between examiners.
Decoding tat 6 tat interpretation based on bellak
TAT Interpretation
Interpretation: There are no formal, normative standards for the TAT.
General
The simplest procedure for studying TAT responses is the inspection technique.
Most clinicians interpret the TAT stories informally; repetitive patterns or themes become apparent by reading through a subject's stories.
It is useful to know the typical themes and stories that are elicited by each of the cards.
Deviations from these may offer rich interpretive value.
Typical themes are presented in Groth-Marnat (2003) Chapter 10, in Bellak (1997) Chapter 4, and in Teglasi, (2001).
It is important to look for corroboration of patterns in other stories, other test results, or in background information.
Bellak (1997) says "A repetitive pattern is the best assurance that one does not deal with an artifact".
In interpretation of the TAT is that the
Pictures are best seen psychologically as a series of social situations and interpersonal relations. Or
All characters in the stories are projected aspects of the self, keeping in mind that they may represent
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The real self,
The feared self, etc.
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Interpretation: There are no formal, normative standards for the TAT.
General
The simplest procedure for studying TAT responses is the inspection technique.
Most clinicians interpret the TAT stories informally; repetitive patterns or themes become apparent by reading through a subject's stories.
It is useful to know the typical themes and stories that are elicited by each of the cards.
Deviations from these may offer rich interpretive value.
Typical themes are presented in Groth-Marnat (2003) Chapter 10, in Bellak (1997) Chapter 4, and in Teglasi, (2001).
It is important to look for corroboration of patterns in other stories, other test results, or in background information.
Bellak (1997) says "A repetitive pattern is the best assurance that one does not deal with an artifact".
In interpretation of the TAT is that the
Pictures are best seen psychologically as a series of social situations and interpersonal relations. Or
All characters in the stories are projected aspects of the self, keeping in mind that they may represent
The ideal self,
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2. Alfred Adler expanded on psychoanalysis with his individual psychology theory, prioritizing social interest and relationships. He believed people develop an inferiority complex and mistaken views of themselves and the world.
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El documento compara las ventajas y desventajas de diferentes medios de transmisión, incluyendo cables guiados como par trenzado, UTP, STP y coaxial; fibra óptica multimodo y monomodo; y medios no guiados como WiFi y Bluetooth. Los cables guiados varían en sus capacidades de transmisión de datos, distancia, velocidad, costo e inmunidad a interferencias, mientras que la fibra óptica ofrece mayores velocidades, distancias, ancho de banda y seguridad frente a cables, pero a mayor costo. Los
TRANSMISION DE DATOS Resumen UNIDAD I UFT OPM 1.A
Este documento introduce los conceptos fundamentales relacionados con la transmisión de datos, incluyendo comunicación, telecomunicaciones, información y redes. Explica que la transmisión de datos implica el movimiento de información codificada a través de señales eléctricas, ópticas o electromagnéticas entre dos puntos. Además, distingue entre transmisión de datos local y remota dependiendo de la distancia geográfica.
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The document discusses the risks associated with the launch of the Microsoft Surface tablet in 2012 and the team's risk management plan. The team identified risks such as issues with common OEM partners, product malfunctions, low customer adoption, loss of reputation, advancing competitor technology, and high defect rates. They analyzed the risks qualitatively using a probability/impact matrix and quantitatively with an example tornado diagram. Their risk response plan was to mitigate risks through actions like signing contracts with partners, improved testing, enhancing usability, timely updates, research & development, and staff training.
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From Global to Local: Weaving the tapestry of our communities
From Global to Local: Weaving the tapestry of our communities
Ventajas y desventajas de los medios de transmisión
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Similar to detailed assessment of post traumatic stress
Harassment and Retaliation in the Workplace HR T
Harassment and Retaliation in the Workplace
HR Training Presentation
z
z
What Every Employee
Needs to Know
Part 1: Harassment and Retaliation in the Workplace
z
Part 1 of your PowerPoint Presentation should consist of 5-10 slides.
2
Harassment and Retaliation in the Workplace
Definitions & Examples
z
Describe harassment and retaliation in the workplace by defining both terms and providing workplace examples of each.
3
Harassment and Retaliation in the Workplace
FAQs: Questions & Answers
z
Provide at least 5 possible questions an employee might ask about harassment and retaliation in the workplace and your responses to those questions.
4
Harassment and Retaliation in the Workplace
Recommended Resources
z
Identify at least 5 quality recommended resources you would like every employee to have. Be sure to annotate each one with a brief summary of the resource and your rationale for your recommendation.
5
Making It Real!
Part 2: Harassment and Retaliation in the Workplace
z
Part 2 of your PowerPoint Presentation should consist of 6-10 slides.
6
Harassment and Retaliation in the Workplace
Summarizing and Analyzing a Real Situation
z
Provide a summary of a situation from your work experience, or reported abuse from a legitimate news report, demonstrating harassment in the workplace, whether retaliation was involved, and if so, in what ways.
7
Harassment and Retaliation in the Workplace
Anticipating and Avoiding Retaliatory Actions
z
If you were the HR professional involved, what retaliatory actions might you anticipate, and how might these be avoided?
8
Harassment and Retaliation in the Workplace
What HR Professionals Need to Know
About the Law
z
Explain what you would need to know about the law in order to handle the situation appropriately and effectively as an HR professional.
9
Harassment and Retaliation in the Workplace
Taking Steps for Prevention
z
Identify next steps that you would recommend to prevent this situation from happening again.
10
Resources
Part 3: Harassment and Retaliation in the Workplace
z
List your resources for this PowerPoint Presentation on the next slide.
11
RESOURCES
z
Your final slide should list in APA format the References that support the content provided.
12
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NRNP_6675_Week5_Assignment_Rubric
Grid ViewList View
Excellent
90%–100%
Good
80%–89%
Fair
70%–79%
Poor
0%–69%
Create documentation in the Focused SOAP Note Template about your assigned patient.
In the Subjective section, provide:
• Chief complaint
• History of present illness (HPI)
• Past psychiatric history
• Medication trials and current medications
• Psychotherapy or previous psychiatric diagnosis
• Pertinent substance use, family psychiatric/substance use, social, and medical history
• Allergies
• ROS
Points:
...
ITEM ANALYSIS.pptx
This document discusses item analysis, which is a process that examines student responses to test questions to evaluate the quality of those questions and the test overall. Item analysis provides statistical information about whether questions were easy or difficult for students, how well questions discriminated between higher- and lower-performing students, and whether questions measured what they intended to measure. It can help identify common student misconceptions and guide future test preparation. Key aspects of item analysis include calculating the difficulty index, discrimination index, and analyzing how well distractors functioned on multiple choice questions. The information provided by item analysis helps improve the quality and validity of assessment items and tests.
PSYC 354Homework 8Single-Sample T-TestWhen submitting this f.docx
This homework assignment involves analyzing data using SPSS and answering conceptual questions about hypothesis testing, z-tests, percentiles, and effect sizes. It covers four parts: concepts, SPSS analysis using provided data sets, additional questions requiring calculations, and a cumulative section involving descriptive statistics and graphs in SPSS. Students are instructed to complete analyses in SPSS and paste outputs and graphs into their homework document along with answering written questions.
Neuropsychological testing of cognitive domains
Neuropsychological testing assesses six principal domains of cognitive function: complex attention, executive function, learning and memory, language, perceptual–motor function, and social cognition. Complex attention involves sustained, divided, and selective attention as well as processing speed. Executive function involves abilities such as planning, decision making, cognitive flexibility, reasoning, and problem solving. Common tests of attention include the Digit Span subtest of the WMS-III, Trail Making Test, Posner task, and Test of Everyday Attention. The Wisconsin Card Sorting Test assesses executive function such as cognitive flexibility.
dokumen.tips_conners-kiddie-continuous-performance-test-k-cpt-v5-v5pdf-introd...
The document is a report summarizing the results of Ronnie Jones' Conners' Kiddie Continuous Performance Test (K-CPT). The report provides Ronnie's scores on various measures of attention and compares them to clinical and non-clinical norm groups. Ronnie showed some atypical scores indicating potential vigilance and attention issues, though the overall assessment was inconclusive, with an equal chance his profile was clinical or non-clinical. The report analyzes Ronnie's performance in detail over multiple measures of attention, impulsivity, and vigilance.
Will Emerson pt EmpressedBP-15660O2 – 92 on 2LRR- 34.docx
Will Emerson pt
Empressed
BP-156/60
O2 – 92% on 2L
RR- 34
HR – 110
Temp- 103 oral
Pain – 4/10; Located all over; chest and back area mainly, feels like an elephant is sitting on him. Nothing relieve the pain. No pain meds taken. Allergic to penicillin and morphine sulfate. Takes Xopenex daily. Not feeling lightheaded or dizzy, feels ok while sitting, doesn’t want to walk anywhere. Fall risk.
General appearance – anxious and unkept, breathing at 34bpm, disheveled, weak and tired.
Skin – pale, hot, clammy, diaphoretic. Clubbing noted, cap refill <3 secs, 1+ pitting edema lower extremities.
Heart – 110 tachy, S1S2 heard in all points, no mummers present, radial, dorsalis pedis, posterior tibialis pulses are weak bilaterally 1+. Carotid 3+. 1+ edema in lower extremities.
2nd intercoastal right of sternal boarder aortic
2nd intercoastal space left of boarder pulmonic
3rd intercoastal space left of boarder Erb’s point
4th intercoastal space
Respiratory –
History of COPD, use of assessor muscles, SOB, on O2 @ 2L pm
Anterior lung sounds; RUL, LUL, RML, LLL, RLL
posterior - RUL, LUL, LLL, RLL, LLL, RLL
Adventitious rhonchi sounds heard in all fields, barrel chested in appearance, pt shows signs of acute distress.
GI- weighs 70kg, and 175cm tall and belly is rounded soft and no pain on palpation, hyperactive bowel sounds heard in all quadrants.
GU – voiding dark yellow urine
Extremities – generalized weakness, not out of bed
Skin – no rashes, clubbing present and cap refill less than 3 seconds, pale, skin is hot and diaphoretic.
Neuro - alert and oriented x 4, pupils, equal, round, reactive to light and accommodation, EOM’s are intact, behavior is anxious, speech is clear and coherent.
Lymph nodes – Lymph nodes are enlarged and tender.
Title slide: delete this and enter your title slide information. See Guidelines.
Professor XXXXXXXX
Pathophysiology review
Medical Diagnoses
Assessment Data
Student:___________________
Date: ______________________
Patient initials: ______W.E._____
Age: _____ Male / Female
Nursing Diagnosis related to --- as evidence by---
Nursing Diagnosis related to --- as evidence by---
Cite Sources using APA additional page
Measurable Expected Outcomes
Measurable Expected Outcomes
Intervention
Intervention
Intervention
Intervention
Intervention
Intervention
Nursing Diagnosis related to --- as evidence by---
Measurable Expected Outcomes
Add as many intervention boxes as needed
Evaluation
Evaluation
Evaluation
Evaluation
Use as many pages as needed to complete your concept map
Communication
Infection Control
Safety
Assessment/Patho
Use this if needed for more room
Reference
NR226 Fundamentals – Patient Care
RUA: Concept Map Guidelines
NR226_RUA_Concept_Map _Guideline_V2.docx Revised: MAR20 1
Purpose
This assignment is designed to extend the learner’s use of concept mapping as a tool for clinical care planning. The
nursing process continues to provide the foundatio.
PAGE 5 Ryerson University Daphne Coc
P
A
G
E
5
Ryerson University
Daphne Cockwell School of Nursing
CNUR 860 WINTER 2022 Major Statistics Week 10
Course Leader Dr Elaine Santa Mina
This assignment is worth 30 marks
THE QUESTIONS ON THIS ASSIGNMENT ARE Three (3) PAGES IN LENGTH
There is no page limit to your paper.
This assignment accompanies the RNAO Best Practice Guideline:
Registered Nurses’ Association of Ontario (2005). Nursing Care of Dyspnea: The 6th
Vital Sign in Individuals with Chronic Obstructive Pulmonary Disease (COPD). Toronto,
Canada: Registered Nurses’ Association of Ontario.
Prepare your assignment as per APA 5th format, inclusive of a title page, pages
numbered, double spaced , reference page etc. DO NOT RECOPY Question format and
DO NOT INSERT ANSWERS IN POINT FORM; Reference your Salkind text
appropriately
Grading: Assignments completed in point form will NOT be accepted for grading.
This is an individual assignment, not a group assignment, see course syllabus
directions to not share files, papers, or any part of your assignment with another
student, as that constitutes academic misconduct.
Answer each research question separately…do not combine answers across questions.
There will be a 5 mark deduction, if APA format for a scholarly paper is not followed,
and/ or if responses to questions are combined.
Please remember: If you decide a pearson r is required in the hypothesis test, on
your output the correct significance in the correlation to interpret is the significance for
the p value beside the independent variable. The written excel directions are correct.
There is an error in the captivate lab which incorrectly indicates that you are to use the p
value for the intercept
Use the CNUR 860 Major STATS assignment database and study abstract for this
assignment. For the following three research scenarios, answer the research questions by
conducting the requested analyses. Each question is worth a total of 10 marks for a total
of 30 marks for this assignment. The distribution of marks is similar to the distribution
on your mini stats assignments.
FOR EACH RESEARCH QUESTION CONDUCT ALL RELEVANT:
a) descriptive stats = 4 marks (2 marks per variable) Conduct the appropriate
descriptive statistical analyses to answer this research question. Include in the descriptive
analyses, all outputs, (include graphs: histograms/bar graphs, for the descriptives, if you think they are
helpful in the presentation of your answer) with legends as required and discuss findings of
descriptives
b) inferential = 4 marks, Include each step of the hypothesis test.
P
A
G
E
5
Correct null and research hypotheses = .25
No grade is given for identification of target population, sample population or IV and DV
and level of measure, (grades for IV and DV are included in descriptives), but if omitted,
there will be a deduction of .1 for each omission
No grade is given for level ...
CriteriaRatingsPtsThis criterion is linked to a Learning Outcome
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeSubjective Data (CC, HPI, PMH, Allergy identification, Medication Reconciliation, Social History, Family History, Health Promotion, and ROS)
PT105-CO2
5 pts
Level 5
All elements of subjective data are adeptly documented and demonstrate consistent information across all aspects represented.
4.5 pts
Level 4
All elements of subjective data are appropriately documented and demonstrate consistent information across all aspects represented.
4 pts
Level 3
All elements of subjective data are satisfactorily documented but do not demonstrate consistent information across all aspects represented.
3.5 pts
Level 2
All elements of subjective data are either not satisfactorily documented or do not demonstrate consistent information across all aspects represented.
3 pts
Level 1
All elements of subjective data are not satisfactorily documented and do not demonstrate consistent information across all aspects represented.
0 pts
Level 0
No elements of subjective data are evidenced in the assignment.
5 pts
This criterion is linked to a Learning OutcomeObjective Data (Relative to the information documented in the CC, HPI, PMH, and ROS)
PT105-CO2
5 pts
Level 5
All elements of objective data are adeptly documented and demonstrate consistency.
4.5 pts
Level 4
All elements of objective data are appropriately documented and demonstrate consistency.
4 pts
Level 3
All elements of objective data are satisfactorily documented but do not demonstrate consistency.
3.5 pts
Level 2
All elements of objective data are either not satisfactorily documented or do not demonstrate consistency.
3 pts
Level 1
All elements of objective data are not satisfactorily documented and do not demonstrate consistency.
0 pts
Level 0
No elements of objective data are evidenced in the assignment.
5 pts
This criterion is linked to a Learning OutcomeAssessment (Information documented in the CC, HPI, PMH, ROS and the objective data.)
PT105-CO2
5 pts
Level 5
Assessment designations and other elements in this section are adeptly documented and demonstrate congruence.
4.5 pts
Level 4
Assessment designations and other elements in this section are appropriately documented and demonstrate congruence.
4 pts
Level 3
Assessment designations and other elements in this section are satisfactorily documented but do not demonstrate congruence.
3.5 pts
Level 2
Assessment designations and other elements in this section are either not satisfactorily documented or do not demonstrate congruence.
3 pts
Level 1
Assessment designations and other elements in this section are not satisfactorily documented and do not demonstrate congruence.
0 pts
Level 0
Assessment designations and other elements in this section are not evidenced in the assignment.
5 pts
This criterion is linked to a Learning OutcomePlan (Demonstrate application of current clinical practices for the identified assessment designations, and demonstrates congruence of information across all aspects ...
#06198 Topic PSY 325 Statistics for the Behavioral & Social Scien.docx
#06198 Topic: PSY 325 Statistics for the Behavioral & Social Sciences
Number of Pages: 3 (Double Spaced)
Number of sources: 10
Writing Style: APA
Type of document: Other (Not listed)
Academic Level:Undergraduate
Category: Physics
Language Style: English (U.S.)
Order Instructions: ATTACHEDS
follow the requirements as answer the questions and one of them is to answer instead.
Basically is to make comments in each of the person names and make some questions as the requirements acquire as I copy and paste in the first page.
I don't really have much time for this assignment because is due tomorrow as you can I have no time remaining because I already use my accommodations because I was sick.
Please like the time I play because otherwise, I will get 0 grade which I don't want it. we had this problem in the past.
Thank you for your understanding
Guided Response: Review several of your classmates’ posts. Provide a substantive response to at least three of your peers, and respond to comments on your post. Do you agree with your classmate’s selection of the best value based upon their data? What suggestions might you make for other options? Explain your suggestions citing relevant information from the article and/or your text. Cite your sources in APA format as outlined in the Ashford Writing Center. FOLLOWW THE REQUIREMENTS AS NEEDED. ALL IS TO MAKE COMMENTS AND QUESTIONS. UNDER THE ANGELA ONLY NEED TO ANSWER INSTEAD ASK QUESTION.
1) Esther Landsberg
· Begin your discussion by reporting your results for each of the values listed above.
My data points were 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, and 20.
Mean: 10.5
Standard error: 1.32287566
Median: 10.5
Mode: no mode
Standard deviation: 5.91607978
Sample variance: 35
Kurtosis: 1.70428571
Skewness: 0
Range: 19
Minimum: 1
Maximum: 20
Sum: 210
Count: 20
· Based on this output, which single value best describes this set of data and why?
Based on this output, I would say that the single value that best describes this set of data would be the mean because it tells us the average of the data points.
· If you could pick three of these values instead of only one, which three would you choose and why?
If I could pick three values, I would say the mean, standard deviation, and sample variance would best describe the set of data. The mean because it tells us the average, sample deviation because it tells us how close to the average or spread out the numbers actually are, and sample variance because it helps to estimate unbiasedly.
ANSWER THE QUESTIONS AND MAKE COMMENTS AS FOLLOWING THE REQUIREMENTS ABOVE.
2) Brenda Kyle
Brenda Kyle
PSY 325 Statistics for the Behavioral & Social Sciences
Instructor: Nikola Lucas
Week 1-Discussion
June 4, 2019
At first, I had chosen number 1 through 20 but then seen another classmate had the same thing so had to change it. The chosen numbers are 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110, 120, 130, 140, 15.
SouthUniversity, RichmondOccupational Therapy Assistant Program.docx
SouthUniversity, Richmond
Occupational Therapy Assistant Program
Occupational Change through the Lifespan
OTA 1002 Human Occupation through the Lifespan
Points and Percent Grade for Assignment: 50 points/15% of total grade
Student Learning Outcomes Addressed:
1. Demonstrate knowledge and understanding of human development throughout the lifespan.
2. Describe occupations and occupational behavior of children, adolescents, adults, and older adults in the context of age, gender, roles, and environment.
3. Discuss the relationship between typical challenges and the impact they have on engagement in occupation as applied throughout the lifespan.
4. Identify the influence of health care, education, community and social systems (context) in the occupation of typical children, adolescents, adults and older adults.
ACOTE STANDARDS Addressed:
Demonstrate knowledge and understanding of human development throughout the lifespan (infants, children, adolescents, adults, and older adults). (B.1.2)
Describe the contexts of health care, education, community, and social systems as they relate to the practice of occupational therapy. (B.6.1)
Assignment
Each student will write a paper on changes in human occupation through the lifespan. This will involve knowledge and understanding of human development through the lifespan, describing how client factors and activity demands support and or constrain occupational performance.
Students will select a theorist from Sladyk and Ryan Chapter 4 and describe how one could view occupational change through the lifespan from the point of view of that theorist.
Students will address the following 5 life stages in each response: (1) infancy, (2) childhood, (3) adolescence, (4) adulthood and (5) older adulthood.
Students will need to discuss the occupational changes that occur in each life stage and also include discussion about each of the following objectives for each stage:
a. Explain how culture and cultural competence impact occupational performance across the
lifespan.
b. Explain how communication changes through the lifespan.
c. Explain how the environment impacts occupational performance across the lifespan.
d. Explain how education, health and social systems impact occupational performance across
the lifespan.
This paper related to lifespan occupational change will be 4 to 6 pages long.
NOTE: Please copy the Evaluation Rubric, found below, and paste the entire rubric into the very end of your paper -- after any references or appendices. Make sure that all of the Rubric is visible. Thank you!
CRITERIA for Occupational Change through the Lifespan
Above Average
Professional
Average
Inconsistent Professionalism
Below Average
Deficient in professional skills
Unacceptable
Lacks professionalism
1. Identification of developmental theorist, definition of theory of human development.
Definitions and descriptions are clear; complete information provided
(10 points)
Partial definition and .
WEEK 5 – EXERCISES Enter your answers in the spaces pr.docx
WEEK 5 – EXERCISES
Enter your answers in the spaces provided. Save the file using your last name as the beginning of the file name (e.g., ruf_week5_exercises) and submit via “Assignments.” When appropriate,
show your work
. You can do the work by hand, scan/take a digital picture, and attach that file with your work.
For the following question(s): A school counselor tests the level of depression in fourth graders in a particular class of 20 students. The counselor wants to know whether the kind of students in this class differs from that of fourth graders in general at her school. On the test, a score of 10 indicates severe depression, while a score of 0 indicates no depression. From reports, she is able to find out about past testing. Fourth graders at her school usually score 5 on the scale, but the variation is not known. Her sample of 20 fifth graders has a mean depression score of 4.4. Use the .01 level of significance.
1.
The counselor calculates the unbiased estimate of the population’s variance to be 15. What is the variance of the distribution of means?
A)
15/20 = 0.75
B)
15/19 = 0.79
C)
15
2
/20 = 11.25
D)
15
2
/19 = 11.84
2.
Suppose the counselor tested the null hypothesis that fourth graders in this class were
less
depressed than those at the school generally. She figures her
t
score to be
-
.20. What decision should she make regarding the null hypothesis?
A)
Reject it
B)
Fail to reject it
C)
Postpone any decisions until a more conclusive study could be conducted
D)
There is not enough information given to make a decision
3.
Suppose the standard deviation she figures (the square root of the unbiased estimate of the population variance) is .85. What is the effect size?
A)
5/.85 = 5.88
B)
.85/5 = .17
C)
(5
-
4.4)/.85 = .71
D)
.85/(5
-
4.4) = 1.42
For the following question(s): Professor Juarez thinks the students in her statistics class this term are more creative than most students at this university. A previous study found that students at this university had a mean score of 35 on a standard creativity test. Professor Juarez finds that her class scores an average of 40 on this scale, with an estimated population standard deviation of 7. The standard deviation of the distribution of means comes out to 1.63.
4.
What is the
t
score?
A)
(40
-
35)/7 = .71
B)
(40
-
35)/1.63 = 3.07
C)
(40
-
35)/7
2
= 5/49 = .10
D)
(40
-
35)/1.63
2
= 5/2.66 = 1.88
5.
What effect size did Professor Juarez find?
A)
(40
-
35)/7 = .71
B)
(40
-
35)/1.63 = 3.07
C)
(40
-
35)/7
2
= 5/49 = .10
D)
(40
-
35)/1.63
2
= 5/2.66 = 1.88
6.
If Professor Juarez had 30 students in her class, and she wanted to test her hypothesis using the 5% level of significance, what cutoff
t
score would she use? (You should be able to figure this out without a table because only one answer is in the correct region.)
A)
304.11
B)
1.699.
STA 614 Cumulative Assessment #3 - FINAL (Fall 2015)The final cu.docx
STA 614 Cumulative Assessment #3 - FINAL (Fall 2015)
The final cumulative assignment is comprised of 21 short-answer questions posted on Blackboard and is worth 225 points. For some of the questions you will need refer to posted articles and for others you may need to use StatCrunch (these things are indicated clearly in bold/underlined text either within questions or prior to a group of questions, so please read carefully!). You may copy tables directly from StatCrunch into the Blackboard answer box as needed, however it is preferred that you would simply incorporate only those numbers that are absolutely necessary into your written response. Note that there is no formal StatCrunch report for this assignment.
Please put all of your answers into Blackboard and submit your final assignment as soon as you can get it done. While the official deadline is Friday December 11, we would like to be able to grade assignments as they are completed throughout the week since final course grades are due on December 14. Please note that this assignment covers all aspects of the course with a slight focus toward the last four weeks.Also note: if you need your grade submitted to SAP so that you can print paperwork to meet a reimbursement deadline, please send me an email immediately after submitting your final with a request for expedited grading.
Collaboration Policy and Grading
Collaboration Policy (Please please please do not do anything that would force me to apply this!!!)
Absolutely no collaboration or communication of any kind with other students or friends to aid in the completion of these assignments is allowed. This includes, but is not limited to, verbal or email communication, text messaging, etc. If for any reason I deem that you have violated this policy, then you will at minimum receive a 0 for the assignment and most likely a failing grade in the course.
Please note: It is acceptable to email Dr. Nolan for clarifications related to the CUA – but please don’t expect answers to questions of a statistical nature about specific parts of this assignment. It is also important to remember that you may and should feel free to ask of me any general questions or questions about other assignments/feedback from the course and I will gladly answer those.
Please please please do not do anything that would cause me to need to enforce this policy! Thanks!
Grading Rubric: Answers will receive…
Full Credit: Question is answered completely and correctly
80-95% Credit: Answer contains 1-2 minor statistical errors
60-80% Credit: Answer contains 3+ minor statistical errors or any major statistical error
0-60% Credit: Answer is substantially incomplete, contains multiple major statistical errors, or does not address the question that was asked.
Reminder: Expected answer lengths are given for many questions and reflect roughly the length of answers in my solution key. Please note that the expected length of answer will have not.
STAT 2103 Project 4 Performing a Multiple Linear Regress.docx
STAT 2103 Project 4:
Performing a Multiple Linear Regression Analysis
Goal: Use the data set provided and the statistical methods learned in class to carry out an
applied multiple linear regression analysis.
Data: The data set for this project has been posted to Blackboard. The observational units in the
sample are 146 countries. The response variable (Y) is a “HAPPY”, an index of each country’s
overall happiness. Also included are 10 predictor variables (X’s), such as GDP, life expectancy,
health care expenditure, and population density. The “Description” tab explains each variable.
Method: You can complete the regression using StatCrunch (recommended) or Excel:
StatCrunch: On MyStatLab, select “StatCrunch”, then “StatCrunch website”, then “Type
or paste data into a blank data table”. Then use the “Stat” menu, “Regression”, and
“Multiple Linear”. Choose the correct variables and specifications.
Excel: Download “Analysis ToolPak” add-in (File – Options – Add-Ins – Manage). Then
“Data Analysis”, select “Regression”. Choose the correct input and specifications.
Assignment: Perform a multiple linear regression analysis. This includes:
List Variables: Select and list 4 predictor variables that you think may be related to
happiness.
Explore Variables: Include a scatterplot of the response variable “HAPPY” on the y-axis
and one of your predictor variables on the x-axis. Describe their relationship/correlation.
Write Model: Construct and write out a multiple linear regression model with your
selected variables.
Analyze Model: Use the statistical output to identify which predictor variables are
significantly important and how much of the variability in the response variable is
explained (the r
2
value).
Finalize Model: Rerun the regression model using only the significant predictor variables.
(If none were significant the first time, use the two variables with the lowest p-values.)
Learn from Model: Choose one variable from this finalized model and interpret its
coefficient. Also, why do you think that the r
2
is so high or so low?
Predict with Model: Select a country from the sample. Use the values of that country’s
predictor variables and the final regression model to estimate that country’s HAPPY
index. Find how much the model overestimated or underestimated the true value.
Details: Due date is in class on Thursday, December 4. The previous class on Tuesday,
December 2 will be partially spent as an in-class work day for the project, so it is recommended
that you bring your laptop to class that day if you have questions.
DescriptionVARNAMEVariable DescriptionCOUNTRY country nameHAPPY Forbes happiness indexCOMP health success indexHLTHEXP per capita health expenditureEDUC average years of educationDALE life expectancyGINI index of income distribution – higher is worse (less equal)POPDEN population density in people per square kilometerPUBTHE percent of.
Week 5 Independent t Test ExercisesPart IThe hypothesis bein.docx
Week 5 Independent t Test Exercises
Part I
The hypothesis being tested is: Women who are working will have a lower level of depression as compared to women who are not working.
Using Polit2SetC SPSS dataset, which contains a number of mental health variables, determine if the above hypothesis is true.
Follow these steps when using SPSS:
Open Polit2SetC dataset.
Click Analyze then click Compare Means, then Independent Sample T-test.
Move the Dependent Variable (CES_D Score “cesd”) in the area labelled Test Variable.
Move the Independent Variable (Currently Employed “worknow”) into the area labelled Grouping Variable. The worknow variable is coded as (0= those women who do not work and 1= those women who are working). Click on Define Groups in group 1 box type 0 and in group 2 box type 1. Click Continue.
Click continue and then click OK.
Assignment: Through analysis of the data and use of the questions below write one to two paragraphs summarizing your findings from this t-test.
How many women were employed versus not employed in the sample?
What is the total sample size?
What are the mean (SD) CES-D scores for each group?
Interpret the Levene’s statistic. (Hint: Is the assumption of homogeneity of variance met? Are equal variances assumed or not assumed?)
What is the value of the t-statistic, number of degrees of freedom and the p-value?
Does the data support the hypothesis? Why or why not?
Part II
Hypothesis: Women who reported depression scores in wave 1 and wave 2 of the study did not have a significant difference in their level of depression.
Using Polit2SetC SPSS dataset, determine if the above hypothesis is true.
Follow these steps when using SPSS:
Open Polit2SetC dataset.
Click Analyze then click Compare Means, then Paired Samples T-test.
First click on CES-D Score (cesd) and move it into the box labelled Paired Variables (in the rectangle for Pair 1 of Variable 1 and then click on CESD Score, Wave 1 (cesdwav1) and move it into the Paired Variables box (in the rectangle next to CES-D Score, pair 1, variable 2).
Click continue and then click OK.
Assignment: Through analysis of the data and use of the questions below write one to two paragraphs summarizing your findings from this t-test.
What is the total sample size?
What are the mean (SD) CES-D scores at wave 1 and wave 2?
What is the mean difference between the two time periods?
What is the value of the t-statistic, number of degrees of freedom and the p-value(sig)?
Does the data support the hypothesis? Why or why not?
Part III
Using Polit2SetC dataset, run independent groups t-tests for three outcomes. The outcome variables are CES-D Score (cesd), SF12: Physical Health Component Score, standardized (sf12phys) and SF12: Mental Health Component Score, standardized (sf12ment).
Follow these steps when using SPSS:
Open Polit2SetC dataset.
Click Analyze then click Compare Means, then Independent Sample T-test.
Move the Dependent Variables (.
Basc
The BASC-II is a behavior assessment system for children ages 2-21 that obtains ratings from teachers, parents, and self-reports. It measures factors related to classifications in IDEA and the DSM-IV. Behaviors are rated on a scale of never, often, sometimes, and almost always. Scores are converted to t-scores and percentiles. The BASC-II provides a comprehensive view of behaviors across settings and is normed on current US census data. It has been used for over a decade in schools and clinical settings to identify problem behaviors.
Spss Homework Psyc 421
Spss Homework Psyc 421
SPSS Assignment Part 1 Instructions
Describing a Normative Sample
When it comes to the use of psychological tests, one approach that both researchers and clinicians take in trying to understand participants’ performance is a norm-referenced approach. With a norm-referenced test, the test is given to a large, representative group of participants known as the “normative sample” (a.k.a. “norm group”). Then, the scores of all subsequent test-takers are compared to the scores of the norm group. In order for the norm group to be a valid comparison group, it has to be representative of the population who will be taking the test.
So how do we know if the normative sample is representative? When summarizing the psychometric properties of a test, test developers and publishers usually describe the norm group with their demographic variables. Demographic variables are characteristics of the participants like: gender, age, ethnicity, relationship status, socioeconomic status, religious affiliation etc. A description of the normative sample allows examinersto decide if the test of interest can be used with their intended examinees. For example, if the normative sample were 95% male, then you likely could not logically compare their scores to females test takers! That is why readers need to know what the normative sample looks like.
The purpose of the current assignment is for you to provide a verbal (and graphical)description of a fictional normative sample of research participants.
In the Assignment Instructions folder, there is an SPSS data file that will be the basis for your analyses. The data provided are fictional and were created solely for the purposes of our SPSS assignments. This data file includes: 1) demographic information for a normative sample of 428 participants, and 2) participants’ scores on a test called the Center for Epidemiologic Studies Depression Scale (CES-D scale).
The CES-D Scale is utilized to measure symptoms of depression. It is a self-assessment that is completed by the individual. The CES-D contains 20items rated on a 4-point scale (0 = Rarely or None of the Time to 3
2016 Symposium Poster - statistics - Final
This document discusses common pitfalls in statistical analysis and provides examples to illustrate typical mistakes. It notes that statistical significance does not always imply practical significance. Even with the same means and variances, different datasets can have very different distributions. Correlation does not necessarily indicate causation. Qualitative scales should not always be treated as quantitative variables. Choosing the appropriate statistical test is important to get the right results. Sample size calculations depend on study details and objectives. Involving statisticians early in the research process helps ensure proper experimental design and analysis.
PACIS Survey Workshop
This document discusses nonresponse bias in surveys and methods for assessing its impact. It begins by explaining why low response rates can undermine survey validity and introduces techniques researchers have used to increase response rates over time. However, it argues that response rate alone is not a good indicator of bias; more important is understanding if and how nonrespondents differ from respondents. The document then presents the Nonresponse Bias Impact Assessment (N-BIAS) framework, which involves using multiple techniques like archival analysis, follow-ups, wave analysis, and others to evaluate nonresponse bias in a given study.
Item Analysis
The document discusses item analysis, which is the analysis of multiple choice questions on a test. It explains the need for item analysis and its advantages. Some key tools in item analysis are difficulty index, discrimination index, and distracter effectiveness. The document outlines the procedure for conducting item analysis, which involves ranking test papers, calculating difficulty and discrimination indexes using formulas, and evaluating questions based on the indexes.
Chapter 12Choosing an Appropriate Statistical TestiStockph.docx
Chapter 12
Choosing an Appropriate Statistical Test
iStockphoto/ThinkstockLearning Objectives
After reading this chapter, you will be able to. . .
· understand the importance of using the proper statistical analysis.
· identify the type of analysis based on four critical questions.
· use the decision tree to identify the correct statistical test.
Here we are in the final chapter that will pull all prior chapters together. Chapters 1 to 3 discussed descriptive statistics while the latterchapters, 4 to 11, discussed inferential statistics. Each of the inferential chapters presented a statistical concept then conducted the appropriateanalysis to be able to test a hypothesis. The big question for students learning statistics is, "How do I know if I'm using the correct statisticaltest?" For experienced statisticians this question is easy to answer as it is based on a few criteria. However, to a student just learning statisticsor to the novice researcher, this question is a legitimate one. Many statistical reference texts include a guide that asks specific questionsregarding the type of research question, design, number and scales of measurement of variables, and statistical assumption of the data thatallows you to use an elegant chart known as a decision tree. Based on the answers to these questions, the decision tree is used to helpdetermine the type of analysis to be used for the research, thereby helping you answer this big question.
12.1 Considerations
To make the correct decisions based on the use of a decision tree, there are four specific questions that must be answered. These questions areas follows:
· What is your overarching research question?
· How many independent, dependent, and covariate variables are used in the study?
· What are the scales of measurement of each of your variables?
· Are there violations of statistical assumptions?
If you are able to answer these specific questions, then you will be able to determine the proper analysis for your study. These questions arecritically important, and if they cannot be answered, then not enough thought has gone into the research. That said, let us discuss each ofthese questions so that they can be considered and answered in the use of the decision tree.
What Is Your Overarching Research Question?Try It!
Derive your ownresearch question foryour Master's Thesisor DoctoralDissertation. Have a colleague orprofessor read it. What are theirthoughts or suggestions forimprovements?
Answering this question seems simple enough as all research has an overarching research questionthat drives the study, especially since this dictates the type of quantitative methodology. There arekey words in every research question that help determine the appropriate type of analysis. Forinstance, if the research question states, "What are the effects of job satisfaction on employeeproductivity?" the keyword is "effects" as in the cause and effect of job satisfaction (theindependent variable) on productivity (th ...
Similar to detailed assessment of post traumatic stress (20)
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detailed assessment of post traumatic stress
- 1. Detailed Assessment of Post Traumatic Stress (DAPS) Presented by M NAZIR 5485
- 2. INTRODUCTION The Detailed Assessment of Posttraumatic Stress (DAPS) provides detailed information about an individual’s symptomatic responses to a specific traumatic event. The detail assessment of post traumatic is 104 item test of trauma exposure and post traumatic response. designed for use with individual who have undergone a . significant psychological stressor
- 3. The DAPS has two validity scale and evaluates a range of trauma relevant parameter including the following lifetime exposure to traumatic event. Immediate cognitive emotional and dissociative response to a specified trauma the systems of PTSD and acute stress disorder.
- 4. DAPS Materials The DAPS material consist of professional manual the reusable four page item booklet the hand scoreble carbonless answer sheet and male and female profile . The first page of the item booklet contain instruction for completing the DAPS and example for marking response
- 5. DAPS Materials…… The remaining page contain 104 DAPS items. answer sheet include area for recording basic demographic information The answer sheet is designed to be hand scored by the examiner.
- 6. Appropriate population THE DAPS HAS BEEN STANDARDIZED ON TRAUMA EXPOSED MEN AND WOMEN FROM THE GENERAL POPULATION AGE 18 YEAR AND OLDER RESULT OF ITEM READABILITY ANALYSIS INDICATE THAT A SIXTH GRADE READING LEVEL IS REQUIRED TO COMPLETE THE DAPS.
- 7. Professional Requirement The DAPS can be administered and scored by individual who have no formal training in clinical psychology counseling or related field.
- 8. Administration Testing environment should be relatively quiet free from distraction and adequately illuminated. The testing environment should protect the privacy and confidentiality of each individual responses. Material required for administration are the DAPS and require approximately 20 to 30 minutes to complete for individual.
- 9. Specific Instruction: First please fill out the information requested at the top of answer sheet when you are done read the instruction on the top page of item booklet Answer item as honestly as you can. You can take as much time as need to finishing.
- 10. Scoring Tear off the perforated strip along each side of the two part carbonless DAPS answer sheet and remove the top sheet to reveal the scoring sheet. The back side of this sheet contain the scoring area for part 3 and PTSD and ASD diagnostic work are of DAPS
- 11. Examine the scoring sheet for item with missing response (including item 14) and place an asterisk next to these item number. After all unanswered item have been marked count the number asterisk and enter this sum in the space labeled Total missing at the bottom left of the scoring sheet if the total missing sum is 10 or more the DAPS should be considered invalid if the sum is less than 10 proceed with scoring.
- 12. If the individual has not responded to every items count the number of missing response for each scale if there are more two item with missing response with RET RE AV AR DTS-T PB NB SUB OR SUI scale or more than one item with a missing response on any other scale a score for the scale should not be calculated. Calculating Scores with missing Response
- 13. Otherwise assign a value of 1 for missing response when calculating raw scale score including PB and NB scale However when calculating the RTE scale score for protocol with two or fewer missing response treat each miss response
- 14. Interpretation T score are used to interpret the respondent level of symptomtology on the DAPS .These score are linear transformation of raw scale score derived to have a mean of 50 and standard deviation of 10. Similar to percent score T score provide information about of participant in normative sample.