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Now that we know about data, we continue our journey with two fundamental descriptive statistics that help us understand fundamental things about a data set. In discussion this week, we are going to explore MEASURES of CENTER, which includes our Mean (aka Average), Median and Mode, and MEASURE of VARIABILITY, which includes Standard Deviation. Respond to the following in a minimum of 175 words: Discuss the concepts of Mean, Median, Mode, and Standard Deviation, including when each should be used, and evaluate the differences of each. How can knowing this information about data help us? Describe an example from your own personal or professional experiences about using either Measures of Center (mean, median, or mode) or standard deviation, and discuss how knowing that information helped you. .
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DESCRIPTIVE ANALYSIS1DESCRIPTIVE ANALYSIS8Examining .docx
DESCRIPTIVE ANALYSIS
1
DESCRIPTIVE ANALYSIS
8
Examining Measurements of Central Tendencies
Examining Measurements of Central Tendencies
This discussion board is based on the measurement of central tendencies whereas the nominal, ordinal, interval and ratio allow researcher to analyze data. Each of these measurements provide researchers with the ability to measure sets of data that do not represent numerical values. Salkind (2017) defined a level measurement with an outcome that fit into one and only class or category as nominal. The level of measurement assigns value to a specific item than assign a value to the item based on the appeal to an individual. The nominal measurement that I chose was labor force status. The descriptive characteristics that were chosen for the completion of the data set were represented some form of employment. Salkind (2017) explained the ordinal measurement as the characteristic of the assigning order or ranking data. The ordinal measurement that I chose was a ranking of how individuals view their political affiliations. The characteristics were assigned a value which for the mean, median and mode to be determined. The sum of a data set divide by the number data points represents the mean (Salkind, 2017). The mean for a data set may be skewed based on extreme number contained in the set of number. By focusing on the median, Salkind (2017) defined as a true midpoint of the data set that does not take in consideration extreme number. The median produces a more conclusive number that is related to the true data without influences. When analyzing data, situations may occur where the data is repetitive. This repetition of the number in a data is known as the mode (Salkind, 2017). A data set may have multiple modes and may have greater determining factor mean and how the data is interpreted.
Nominal Data
The nominal data set for ‘Labor for status’ comprised of 10 descriptive terms that represents some phase of employment. The data were assigned numbers 0 to 9 based on the stage of employed (e.g. “working fulltime” =1). The data set consisted of 575 respondents of which only one data was missing. The data shows that nearly 60% of respondents reported that were “working fulltime”. The corresponding value associated with “working fulltime” was 1. The data show that most respondents are employed in some fashion calculating a mean of 2.57, median of 1 and a mode of 1. The median of 1 seems to be an anomaly in the data based on the data set range of nine. The standard deviation of 2.246 and variance of 5.044. Based on the information analyzed, 68% of the respondents are represented between .33 and 4.81. The variance shows the consistency of the data based on the distance from .33 to 4.81.
Statistics
Labor force status
N
Valid
574
Missing
1
Mean
2.57
Std. Error of Mean
.094
Median
1.00
Mode
1
Std. Deviation
2.246
Variance
5.044
Skewness
1.088
Std. Error of Skewness
.102
Kurtosis
-.392
Std..
DESCRIPTIVE ANALYSIS1DESCRIPTIVE ANALYSIS8Examining .docx
The document discusses measurements of central tendencies including nominal, ordinal, interval, and ratio data. It analyzes two data sets using these measurements: [1] A nominal data set on labor force status that had a mean of 2.57, median of 1, and mode of 1, showing most respondents were working full-time. [2] An ordinal data set on political affiliation had a mean of 3.77, median of 4, and mode of 4, showing most identified as moderate. The document examines the measurements in detail for each data set.
Week 2 AssignmentApplication Measures of Central Tendency a.docx
Week 2 Assignment
Application: Measures of Central Tendency and Variability
While researchers typically show frequency distributions in a table as a way to organize large amounts of data, you may have also seen frequency distributions displayed graphically, using histograms or smooth curves. Consider the bell curve, or normal distribution, and remember the first time you saw one. What can the frequency of occurrence tell us about a characteristic or phenomenon? Can it tell you how much better or worse you performed on a test when compared to the scores of your classmates? Imagine that you collected those test scores and created a frequency distribution. There might be, for example, many scores clustered around the 90% mark and no scores in the 0% to 60% range. Refer to the following graphic for more information. If your frequency histogram only included the range of observed scores (60% to 100%) instead of the entire range of possible scores (0% to 100%), it might appear that you had a normal distribution when really there was a negative skew. What other factors can you consider when planning how to interpret data?
Frequency distributions, particularly the normal curve, are an ongoing concept in this class. The normal distribution is very common in behavioral research. When you describe data with many different scores, you will understand more about them if you know the resulting distribution type. For example, if you notice a test score frequency distribution in the shape of two equal humps, or in a bimodal distribution, you can say with some certainty that scores fell into two ranges showing two discrete groupings of students’ scores. This Assignment focuses on your ability to understand and distinguish among the different types of frequency distributions, measures of central tendency, and measures of variability and understand what they mean in relation to a sample.
To prepare for this Assignment, review mean, median, and mode as well as the different types of distributions in your textbook.
Note: As you move forward through the course, you will see terms that you focused on in previous chapters. Each time you practice, you should know how to state hypotheses and be able to identify your independent and dependent variables. Each Assignment will contribute to your depth of knowledge so that you can understand more and more about conducting research studies.
Scenario:
Recall that for this week’s Discussion you considered data related to opening or attracting a new restaurant. Now consider that you ask 20 participants to estimate how many times a month they go out to dinner and you receive these responses:
1, 2, 5, 8, 2, 4, 8, 4, 2, 3, 6, 8, 7, 5, 8, 4, 0, 7, 6, and 18.
Assignment:
To complete this Assignment, submit by Day 7 calculations of the following measures of central tendency and variability using the data set provided. Include an explanation of how you calculated each measure and what information each measure gives you ab.
BUS308 – Week 1 Lecture 2 Describing Data Expected Out.docx
BUS308 – Week 1 Lecture 2
Describing Data
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. Basic descriptive statistics for data location
2. Basic descriptive statistics for data consistency
3. Basic descriptive statistics for data position
4. Basic approaches for describing likelihood
5. Difference between descriptive and inferential statistics
What this lecture covers
This lecture focuses on describing data and how these descriptions can be used in an
analysis. It also introduces and defines some specific descriptive statistical tools and results.
Even if we never become a data detective or do statistical tests, we will be exposed and
bombarded with statistics and statistical outcomes. We need to understand what they are telling
us and how they help uncover what the data means on the “crime,” AKA research question/issue.
How we obtain these results will be covered in lecture 1-3.
Detecting
In our favorite detective shows, starting out always seems difficult. They have a crime,
but no real clues or suspects, no idea of what happened, no “theory of the crime,” etc. Much as
we are at this point with our question on equal pay for equal work.
The process followed is remarkably similar across the different shows. First, a case or
situation presents itself. The heroes start by understanding the background of the situation and
those involved. They move on to collecting clues and following hints, some of which do not pan
out to be helpful. They then start to build relationships between and among clues and facts,
tossing out ideas that seemed good but lead to dead-ends or non-helpful insights (false leads,
etc.). Finally, a conclusion is reached and the initial question of “who done it” is solved.
Data analysis, and specifically statistical analysis, is done quite the same way as we will
see.
Descriptive Statistics
Week 1 Clues
We are interested in whether or not males and females are paid the same for doing equal
work. So, how do we go about answering this question? The “victim” in this question could be
considered the difference in pay between males and females, specifically when they are doing
equal work. An initial examination (Doc, was it murder or an accident?) involves obtaining
basic information to see if we even have cause to worry.
The first action in any analysis involves collecting the data. This generally involves
conducting a random sample from the population of employees so that we have a manageable
data set to operate from. In this case, our sample, presented in Lecture 1, gave us 25 males and
25 females spread throughout the company. A quick look at the sample by HR provided us with
assurance that the group looked representative of the company workforce we are concerned with
as a whole. Now we can confidently collect clues to see if we should be concerned or not.
As with any detective, the first issue is to understand the.
Web analytics 101: Web Metrics
The number of possible Web Metrics is large and increasing. Multiply by the number of Dimensions, and there is nearly an infinite number of things an analyst can look at. Get your basics down in Web Analytics 101 – Web Metrics.
Statistics and permeability engineering reports
This document outlines the syllabus for a statistics and probabilities course, which covers topics such as descriptive statistics like measures of central tendency and dispersion, probability distributions, hypothesis testing, regression, and experimental design. It provides definitions and examples of key statistical concepts like populations, samples, variables, measures of central tendency including mean, median and mode, and measures of dispersion like range, mean deviation, variance and standard deviation. The course aims to teach students how to make informed judgments and decisions using statistical methods.
Performance Management and AppraisalMEDICAL CENTERThis healt.docx
Performance Management and Appraisal
MEDICAL CENTER
This healthcare organization provides a wide array of services including inpatient services, transitional care services, and outpatient treatment and testing.
A few years ago, the facility changed its performance appraisal methodology. It shifted from a subjective performance appraisal system to a more objective rating system that focused on the actions and behaviors of the employee. This shift can be considered as a good move because the use of behavior-based scales tends to overcome evaluation errors that plague more subjective evaluations. Employee evaluations in this organization were performed once a year.
The performance appraisal system was instituted in this healthcare organization as a four-step process:
Step 1: The employee performs a self-appraisal first by completing an appraisal sheet and then submitting it to his or her supervisor. Employees generally welcome use of self-appraisal, and it tends to decrease defensiveness about the process.
Step 2: The supervisor then responds to the same questions the employee had previously answered based on his or her perceptions and observations of the employee’s performance.
Step 3: Finally, the supervisor and employee meet and discuss the ratings on the evaluation.
Step 4: The results of the evaluation are intended to then be used as a guiding tool to determine the annual raise of the employee.
The questions in the performance evaluation questionnaire were divided into two sections. The first section was based on the overall organizational standards that had been set for the entire hospital. Areas addressed in this section include professionalism, efficiency, and quality of work, respect, and service. Every employee, full-time and part-time, has to complete this section of the performance appraisal. The second section of the appraisal consisted of various competencies for each individual position. These competencies were specific to the tasks required to fulfill the duties of the individual in their respective positions. The competencies, varying greatly from position to position, were based strictly on duties required for that position. This is important, as having similarly situated employees evaluated on like criteria improves the consistency of the appraisal process.
In this healthcare organization, both the employee and the supervisor were instructed on the evaluation instrument to rate the employee on each of the areas on the following scale:
0 = Not Applicable
1 = Does Not Meet Expectations
2 = Meets Expectations
3 = Exceeds Expectations
This system was implemented to improve performance appraisals and make them more objective. The use of the same evaluation form throughout the organization improved the consistency in the evaluation process.
The healthcare organization also used some guidelines regarding what should be done if an employee obtained a certain score. Here is a brief description of the organization’s policies. If ...
Data Averaging
Finding an average or standard data value can be a useful way to understand the
underlying trends in your data.
Averages help you look past random fluctuation and see the central trend of a data
set.
A key distinction to note early is that there are various types of averages. Each average has its own use and gives you a slightly different understanding of the
central trend of a data set.
Recommended
DESCRIPTIVE ANALYSIS1DESCRIPTIVE ANALYSIS8Examining .docx
DESCRIPTIVE ANALYSIS
1
DESCRIPTIVE ANALYSIS
8
Examining Measurements of Central Tendencies
Examining Measurements of Central Tendencies
This discussion board is based on the measurement of central tendencies whereas the nominal, ordinal, interval and ratio allow researcher to analyze data. Each of these measurements provide researchers with the ability to measure sets of data that do not represent numerical values. Salkind (2017) defined a level measurement with an outcome that fit into one and only class or category as nominal. The level of measurement assigns value to a specific item than assign a value to the item based on the appeal to an individual. The nominal measurement that I chose was labor force status. The descriptive characteristics that were chosen for the completion of the data set were represented some form of employment. Salkind (2017) explained the ordinal measurement as the characteristic of the assigning order or ranking data. The ordinal measurement that I chose was a ranking of how individuals view their political affiliations. The characteristics were assigned a value which for the mean, median and mode to be determined. The sum of a data set divide by the number data points represents the mean (Salkind, 2017). The mean for a data set may be skewed based on extreme number contained in the set of number. By focusing on the median, Salkind (2017) defined as a true midpoint of the data set that does not take in consideration extreme number. The median produces a more conclusive number that is related to the true data without influences. When analyzing data, situations may occur where the data is repetitive. This repetition of the number in a data is known as the mode (Salkind, 2017). A data set may have multiple modes and may have greater determining factor mean and how the data is interpreted.
Nominal Data
The nominal data set for ‘Labor for status’ comprised of 10 descriptive terms that represents some phase of employment. The data were assigned numbers 0 to 9 based on the stage of employed (e.g. “working fulltime” =1). The data set consisted of 575 respondents of which only one data was missing. The data shows that nearly 60% of respondents reported that were “working fulltime”. The corresponding value associated with “working fulltime” was 1. The data show that most respondents are employed in some fashion calculating a mean of 2.57, median of 1 and a mode of 1. The median of 1 seems to be an anomaly in the data based on the data set range of nine. The standard deviation of 2.246 and variance of 5.044. Based on the information analyzed, 68% of the respondents are represented between .33 and 4.81. The variance shows the consistency of the data based on the distance from .33 to 4.81.
Statistics
Labor force status
N
Valid
574
Missing
1
Mean
2.57
Std. Error of Mean
.094
Median
1.00
Mode
1
Std. Deviation
2.246
Variance
5.044
Skewness
1.088
Std. Error of Skewness
.102
Kurtosis
-.392
Std..
DESCRIPTIVE ANALYSIS1DESCRIPTIVE ANALYSIS8Examining .docx
The document discusses measurements of central tendencies including nominal, ordinal, interval, and ratio data. It analyzes two data sets using these measurements: [1] A nominal data set on labor force status that had a mean of 2.57, median of 1, and mode of 1, showing most respondents were working full-time. [2] An ordinal data set on political affiliation had a mean of 3.77, median of 4, and mode of 4, showing most identified as moderate. The document examines the measurements in detail for each data set.
Week 2 AssignmentApplication Measures of Central Tendency a.docx
Week 2 Assignment
Application: Measures of Central Tendency and Variability
While researchers typically show frequency distributions in a table as a way to organize large amounts of data, you may have also seen frequency distributions displayed graphically, using histograms or smooth curves. Consider the bell curve, or normal distribution, and remember the first time you saw one. What can the frequency of occurrence tell us about a characteristic or phenomenon? Can it tell you how much better or worse you performed on a test when compared to the scores of your classmates? Imagine that you collected those test scores and created a frequency distribution. There might be, for example, many scores clustered around the 90% mark and no scores in the 0% to 60% range. Refer to the following graphic for more information. If your frequency histogram only included the range of observed scores (60% to 100%) instead of the entire range of possible scores (0% to 100%), it might appear that you had a normal distribution when really there was a negative skew. What other factors can you consider when planning how to interpret data?
Frequency distributions, particularly the normal curve, are an ongoing concept in this class. The normal distribution is very common in behavioral research. When you describe data with many different scores, you will understand more about them if you know the resulting distribution type. For example, if you notice a test score frequency distribution in the shape of two equal humps, or in a bimodal distribution, you can say with some certainty that scores fell into two ranges showing two discrete groupings of students’ scores. This Assignment focuses on your ability to understand and distinguish among the different types of frequency distributions, measures of central tendency, and measures of variability and understand what they mean in relation to a sample.
To prepare for this Assignment, review mean, median, and mode as well as the different types of distributions in your textbook.
Note: As you move forward through the course, you will see terms that you focused on in previous chapters. Each time you practice, you should know how to state hypotheses and be able to identify your independent and dependent variables. Each Assignment will contribute to your depth of knowledge so that you can understand more and more about conducting research studies.
Scenario:
Recall that for this week’s Discussion you considered data related to opening or attracting a new restaurant. Now consider that you ask 20 participants to estimate how many times a month they go out to dinner and you receive these responses:
1, 2, 5, 8, 2, 4, 8, 4, 2, 3, 6, 8, 7, 5, 8, 4, 0, 7, 6, and 18.
Assignment:
To complete this Assignment, submit by Day 7 calculations of the following measures of central tendency and variability using the data set provided. Include an explanation of how you calculated each measure and what information each measure gives you ab.
BUS308 – Week 1 Lecture 2 Describing Data Expected Out.docx
BUS308 – Week 1 Lecture 2
Describing Data
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. Basic descriptive statistics for data location
2. Basic descriptive statistics for data consistency
3. Basic descriptive statistics for data position
4. Basic approaches for describing likelihood
5. Difference between descriptive and inferential statistics
What this lecture covers
This lecture focuses on describing data and how these descriptions can be used in an
analysis. It also introduces and defines some specific descriptive statistical tools and results.
Even if we never become a data detective or do statistical tests, we will be exposed and
bombarded with statistics and statistical outcomes. We need to understand what they are telling
us and how they help uncover what the data means on the “crime,” AKA research question/issue.
How we obtain these results will be covered in lecture 1-3.
Detecting
In our favorite detective shows, starting out always seems difficult. They have a crime,
but no real clues or suspects, no idea of what happened, no “theory of the crime,” etc. Much as
we are at this point with our question on equal pay for equal work.
The process followed is remarkably similar across the different shows. First, a case or
situation presents itself. The heroes start by understanding the background of the situation and
those involved. They move on to collecting clues and following hints, some of which do not pan
out to be helpful. They then start to build relationships between and among clues and facts,
tossing out ideas that seemed good but lead to dead-ends or non-helpful insights (false leads,
etc.). Finally, a conclusion is reached and the initial question of “who done it” is solved.
Data analysis, and specifically statistical analysis, is done quite the same way as we will
see.
Descriptive Statistics
Week 1 Clues
We are interested in whether or not males and females are paid the same for doing equal
work. So, how do we go about answering this question? The “victim” in this question could be
considered the difference in pay between males and females, specifically when they are doing
equal work. An initial examination (Doc, was it murder or an accident?) involves obtaining
basic information to see if we even have cause to worry.
The first action in any analysis involves collecting the data. This generally involves
conducting a random sample from the population of employees so that we have a manageable
data set to operate from. In this case, our sample, presented in Lecture 1, gave us 25 males and
25 females spread throughout the company. A quick look at the sample by HR provided us with
assurance that the group looked representative of the company workforce we are concerned with
as a whole. Now we can confidently collect clues to see if we should be concerned or not.
As with any detective, the first issue is to understand the.
Web analytics 101: Web Metrics
The number of possible Web Metrics is large and increasing. Multiply by the number of Dimensions, and there is nearly an infinite number of things an analyst can look at. Get your basics down in Web Analytics 101 – Web Metrics.
Statistics and permeability engineering reports
This document outlines the syllabus for a statistics and probabilities course, which covers topics such as descriptive statistics like measures of central tendency and dispersion, probability distributions, hypothesis testing, regression, and experimental design. It provides definitions and examples of key statistical concepts like populations, samples, variables, measures of central tendency including mean, median and mode, and measures of dispersion like range, mean deviation, variance and standard deviation. The course aims to teach students how to make informed judgments and decisions using statistical methods.
Performance Management and AppraisalMEDICAL CENTERThis healt.docx
Performance Management and Appraisal
MEDICAL CENTER
This healthcare organization provides a wide array of services including inpatient services, transitional care services, and outpatient treatment and testing.
A few years ago, the facility changed its performance appraisal methodology. It shifted from a subjective performance appraisal system to a more objective rating system that focused on the actions and behaviors of the employee. This shift can be considered as a good move because the use of behavior-based scales tends to overcome evaluation errors that plague more subjective evaluations. Employee evaluations in this organization were performed once a year.
The performance appraisal system was instituted in this healthcare organization as a four-step process:
Step 1: The employee performs a self-appraisal first by completing an appraisal sheet and then submitting it to his or her supervisor. Employees generally welcome use of self-appraisal, and it tends to decrease defensiveness about the process.
Step 2: The supervisor then responds to the same questions the employee had previously answered based on his or her perceptions and observations of the employee’s performance.
Step 3: Finally, the supervisor and employee meet and discuss the ratings on the evaluation.
Step 4: The results of the evaluation are intended to then be used as a guiding tool to determine the annual raise of the employee.
The questions in the performance evaluation questionnaire were divided into two sections. The first section was based on the overall organizational standards that had been set for the entire hospital. Areas addressed in this section include professionalism, efficiency, and quality of work, respect, and service. Every employee, full-time and part-time, has to complete this section of the performance appraisal. The second section of the appraisal consisted of various competencies for each individual position. These competencies were specific to the tasks required to fulfill the duties of the individual in their respective positions. The competencies, varying greatly from position to position, were based strictly on duties required for that position. This is important, as having similarly situated employees evaluated on like criteria improves the consistency of the appraisal process.
In this healthcare organization, both the employee and the supervisor were instructed on the evaluation instrument to rate the employee on each of the areas on the following scale:
0 = Not Applicable
1 = Does Not Meet Expectations
2 = Meets Expectations
3 = Exceeds Expectations
This system was implemented to improve performance appraisals and make them more objective. The use of the same evaluation form throughout the organization improved the consistency in the evaluation process.
The healthcare organization also used some guidelines regarding what should be done if an employee obtained a certain score. Here is a brief description of the organization’s policies. If ...
Data Averaging
Finding an average or standard data value can be a useful way to understand the
underlying trends in your data.
Averages help you look past random fluctuation and see the central trend of a data
set.
A key distinction to note early is that there are various types of averages. Each average has its own use and gives you a slightly different understanding of the
central trend of a data set.
2. basic statistics
The document provides an overview of quantitative data analysis and statistical methods. It discusses descriptive statistics like mean, median and mode that are used to summarize and organize data. It also covers inferential statistics that allow inferences to be made from a sample to the overall population. Common inferential tests mentioned include t-tests, ANOVA, correlation. The document stresses that statistics alone have no meaning and proper interpretation is important to answer research questions. It also promotes the use of SPSS software to efficiently conduct statistical analyses.
Descriptive Statistics Name hereCourse hereDue dat.docx
Descriptive Statistics
Name here
Course here
Due date
Tutors name
Running head: DESCRIPTIVE STATISTICS
1
DESCRIPTIVE STATISTICS
2
Descriptive Statistics
Descriptive statistics is the analysis and summarization of data in such a way that it can show some pattern. This makes us to be able to make some conclusion regarding any hypothesis we have made (Evans, 1972). In descriptive statistics there are two main types which are analyzed .They include measures of central tendency and measure of spread.
Measure of central tendency
This describes the central position of a frequency distribution of data being analyzed .some techniques which can be used for this include; calculation of mode, medium and mean.
Measure of spread
This is used to describe the distribution of data. We can use; range, quartiles, absolute deviation, variance and standard deviation (Oja, 1983).
In our previous assignment we have been looking at how the hacking of Base Thrainssons’ Company system affected customers’ loyalty and we obtained the data below.
Response
Customer shops through out
Customer shops frequently
Customer shops
Occasionally
Customer does not shop at Base Thrainsson Company due to other reasons
Customer does not shop at all
Frequency
9
15
30
12
14
The analysis of this data is done on an excel document
The most applicable descriptive analysis is measure of central tendency. Measure of central tendency includes mean, mode and median (Evans, 1972). As seen in the analysis done on the spreadsheet and the table above, the class with the highest frequency is composed of customers who shop at Base Thrainsson Company occasionally. It has 30 customers.
As calculated in the excel document, the mean of the data collected is 16.
Mean =
Mean =
Mean= 16
Median is the separation between the higher half of data from the lower half. It is difficult to obtain the median in our data because our classes do not contain numerals.
Our data was normally distributed and not skewed.
Standard deviation is a measure of spread of data from its mean.
Where: is standard deviation
X is total number of interviewed customers
is the mean
n is the number of classes
Numeric Variable Name1
Distribution: State if not normally distributed
Central Tendency: mean =16, mode = 30
Dispersion: standard deviation = 32, range = 21
Number: 80
Min/Max: Min= 9 Max= 30
Confidence Interval: (if distribution is normal) 95%
Numeric Variable Name2 (if applicable)
Distribution: State if not normally distributed
Central Tendency: not applicable
Dispersion: not applicable
Number: not applicable
Min/Max: not applicable
Confidence Interval: (if distribution is normal) not applicable
Descriptive Statistics Interpretation
Numeric Variable Name1
Variable 1 is the number of customers who were interviewed. It represented the frequencies of different customers who shop at Base Thrainsson Company.
Numeric Variable Name2 (if applicable)
Variable 2 represents the different.
Please this work is due today and you have to make use of the learni.docx
Please this work is due today and you have to make use of the learning resource below the assignment
Discussion: Central Tendency and Variability
Understanding descriptive statistics and their variability is a fundamental aspect of statistical analysis. On their own, descriptive statistics tell us how frequently an observation occurs, what is considered “average”, and how far data in our sample deviate from being “average.” With descriptive statistics, we are able to provide a summary of characteristics from both large and small datasets. In addition to the valuable information they provide on their own, measures of central tendency and variability become important components in many of the statistical tests that we will cover. Therefore, we can think about central tendency and variability as the cornerstone to the quantitative structure we are building.
For this Discussion, you will examine central tendency and variability based on two separate variables. You will also explore the implications for positive social change based on the results of the data.
To prepare for this Discussion:
Review this week’s Learning Resources and the
Central Tendency and Variability
media program.
Review the Chapter 4 of the Wagner text and the examples in the SPSS software related to central tendency and variability.
From the General Social Survey dataset found in this week’s Learning Resources, use the SPSS software and choose one quantitative variable and one categorical variable
Note:
this dataset will be different from your Assignment dataset).
As you review, consider the implications for positive social change based on the results of your data.
By Day 3
Post, present, and report a descriptive analysis for your variables, specifically noting the following:
For your quantitative variable:
Report the mean, median, and mode.
Report the standard deviation.
What would you say would be the better measure for central tendency? (i.e., mean, median, or mode) and why?
How variable are the data?
How would you describe this data?
What are the possible implications for positive social change based on the results of your data?
Post the following information for your categorical variable:
A frequency distribution.
An appropriate measure of variation.
How variable are the data?
How would you describe this data?
What are the possible implications for positive social change based on the results of your data?
Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.
Learning Resources
Required Readings
Frankfort-Nachmias, C., & Leon-Guerrero, A. (2015).
Social statistics for a diverse society
(7th ed.). Thousand Oaks, CA: Sage Publications.
Chapter 4, “Measures of Central Tendency” (pp. 96–134)
Chapter 5, “Measures of Variability” (pp. 135–176)
Wagner, W. E. (2016).
Using IBM® SPSS® statistics for research methods and social science statistics
(6th ed.). Thousand Oaks, CA: Sage Pub.
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STATISTICS.pptx
Please acknowledge my work and I hope you like it. This is not boring like other ppts you see, I have tried my best to make it extremely informative with lots of pictures and images, I am sure if you choose this as your presentation for statistics topic in your office or school, you are surely going to appreciated by all including your teachers, friends, your interviewer or your manager.
Discussion Central Tendency and VariabilityUnderstanding descript.docx
Discussion: Central Tendency and Variability
Understanding descriptive statistics and their variability is a fundamental aspect of statistical analysis. On their own, descriptive statistics tell us how frequently an observation occurs, what is considered “average”, and how far data in our sample deviate from being “average.” With descriptive statistics, we are able to provide a summary of characteristics from both large and small datasets. In addition to the valuable information they provide on their own, measures of central tendency and variability become important components in many of the statistical tests that we will cover. Therefore, we can think about central tendency and variability as the cornerstone to the quantitative structure we are building.
For this Discussion, you will examine central tendency and variability based on two separate variables. You will also explore the implications for positive social change based on the results of the data.
To prepare for this Discussion:
Review this week’s Learning Resources and the
Central Tendency and Variability
media program.
Review the Chapter 4 of the Wagner text and the examples in the SPSS software related to central tendency and variability.
From the General Social Survey dataset found in this week’s Learning Resources, use the SPSS software and choose one quantitative variable and one categorical variable
Note:
this dataset will be different from your Assignment dataset).
As you review, consider the implications for positive social change based on the results of your data.
By Day 3
Post, present, and report a descriptive analysis for your variables, specifically noting the following:
For your quantitative variable:
Report the mean, median, and mode.
Report the standard deviation.
What would you say would be the better measure for central tendency? (i.e., mean, median, or mode) and why?
How variable are the data?
How would you describe this data?
What are the possible implications for positive social change based on the results of your data?
Post the following information for your categorical variable:
A frequency distribution.
An appropriate measure of variation.
How variable are the data?
How would you describe this data?
What are the possible implications for positive social change based on the results of your data?
Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.
Learning Resources
Required Readings
Frankfort-Nachmias, C., & Leon-Guerrero, A. (2015).
Social statistics for a diverse society
(7th ed.). Thousand Oaks, CA: Sage Publications.
Chapter 4, “Measures of Central Tendency” (pp. 96–134)
Chapter 5, “Measures of Variability” (pp. 135–176)
Wagner, W. E. (2016).
Using IBM® SPSS® statistics for research methods and social science statistics
(6th ed.). Thousand Oaks, CA: Sage Publications.
Chapter 4, “Organization and Presentation of Information”
Chapter 11, “Editing Output”
Datas.
Notes for question please no plag use references to cite wk 2 .docx
Notes for question please no plag use references to cite
wk 2 1. Briefly summary of the comparison of the reliability and validity of responses on attitude scales
Washtenaw Community College, Ann Arbor MI, Retrieved from http://www4.wccnet.edu/departments/curriculum/assessment.php?levelone=tools
Strong words or moderate words: A comparison of the reliability and validity of responses on attitude scales
A common assumption in attitude measurement is that items should be composed of strongly worded statements. The presumed benefit of strongly worded statements is that they produce more reliable and valid scores than statements with moderate or weak wording. This study tested this assumption using commonly accepted criteria for reliability and validity. Two forms of attitude scales were created—a strongly worded form and a moderately worded form—measuring two attitude objects—attitude towards animal experimentation and attitude towards going to the movies. Different formats were randomly administered to samples of graduate students. There was no superiority found for strongly worded statements over moderately worded statements. The only statistically significant difference was found between one pair of validity coefficients ( r = 0.69; r = 0.15; Z = 2.60, p ≤ 0.01) and that was in the direction opposite from expected, favoring moderately worded items over strongly worded items (total scores correlated with a general behavioral item). (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
wk 2 2. What are Effective ways to understand and organize data using descriptive statistics?
Organizing Quantitative Data
Organizing quantitative data [Video file]. (2005). Retrieved January 20, 2017, from http://fod.infobase.com/PortalPlaylists.aspx?wID=18566&xtid=36200
http://fod.infobase.com/p_ViewVideo.aspx?xtid=36200
Effective ways to understand and organize data using descriptive statistics. Analyzing data collected from studies of young music students, the video helps viewers sort through basic data-interpretation concepts: measures of central tendency, levels of measurement, measures of dispersion, and graphs. A wide range of organization principles are covered, including mode, median, and mean; discrete and continuous data; nominal, ordinal, interval, and ratio data; standard deviation; and normal distribution. Animation and graphics clarify and reinforce each concept. The video concludes with a quick quiz to assess understanding and focus on key areas. A viewable/printable instructor’s guide is available online. WE DISCUSSED HOW TO DESIGN AN EXPERIMENT AND CONTROL VARIABLES IN OUR FIRST VIDEO. AND NOW WE'RE GOING TO LOOK AT WHAT TO DO WITH ALL THE DATA THAT HAS BEEN COLLECTED. AN EXPERIMENT IS ONE OF THE MOST POWERFUL WAYS TO SHOW THE CAUSE OF AN EVENT AND ITS EFFECT ON OTHER THINGS. BUT REMEMBER THAT AN INVESTIGATION CAN ONLY BE A SCIENTIFIC EXPERIMENT IF IT HAS AN INDEPENDENT VARIABLE WHICH IS MANIPULATED .
Data analysis
This document provides guidance on analyzing qualitative data through a systematic process of content analysis. It outlines 5 main steps: 1) Get to know the data by reading it thoroughly multiple times, 2) Focus the analysis by identifying key questions to answer, 3) Categorize the data by identifying themes and patterns to organize into coherent categories, 4) Identify patterns and connections within and between categories through within-category descriptions, identifying relatively important categories, and relationships between categories, and 5) Interpret the findings by bringing together the key points and lessons learned to attach meaning and significance. The document also provides tips for organizing and managing qualitative data.
MRDB 5
1) Models simulate real-world systems like processes and functions, while metamodels are languages for constructing models of a certain class.
2) Key factors for an HIS model include which hospital functions and tools it supports, and what patient information is needed for admission and afterwards.
3) Common HIS metamodel types are organizational, data, business process, functional, technical, and integrated enterprise views.
INTRODUCTION TO STATISTICS.pptx
The document provides reminders and instructions for a Zoom meeting on the topic of introduction to statistics. Key points include:
- Attendance is required and participants should find a quiet place, arrive on time, dress appropriately, keep microphones muted when not speaking, and keep cameras on.
- Participants should avoid distractions and ask questions using the raise hand feature.
- The meeting will cover topics like measures of central tendency, types of data and distributions.
How to Easily Do the Descriptive Analysis in Case Study Writing
Case study writing involves analysis of a specific topic, focusing on proper writing flow and knowledge. Descriptive analysis is crucial for academic projects, and improving case study writing through analysis can enhance its effectiveness.
For more info, visit at- https://www.globalassignmenthelp.com/uk/case-study-help
Data Science descriptive statistics.pptx
This a ppt explaining data science
explaining the descriptive statistics chapter
Defining Constituents, Data Vizzes and Telling a Data Story
Overview of basic constituent analysis and data visualization considerations for telling data-rich stories in the higher education context. Presentation delivered at NERCOMP's 2024 Data Day.
MMW (Data Management)-Part 1 for ULO 2 (1).pptx
This document provides an overview of key concepts in data management and statistics. It defines statistics as the study of collecting, organizing, and interpreting data to make inferences about populations. The main branches are descriptive statistics, which summarizes data, and inferential statistics, which generalizes from samples to populations. It also defines key terms like population, sample, parameter, statistic, variable, data, levels of measurement, and measures of central tendency and dispersion. Measures of central tendency like mean, median, and mode are used to describe the center of data, while measures of dispersion like range and standard deviation describe how spread out data are.
Data analysis
This document discusses various techniques for analyzing quantitative and qualitative data. It describes editing, coding, classification, and tabulation as methods for processing qualitative data. For quantitative data, it covers univariate analyses like measures of central tendency and dispersion. It also discusses bivariate analyses like correlation and regression, as well as multivariate techniques including multidimensional analysis, factor analysis, and cluster analysis. The goal of data analysis is to discover useful information and support decision making.
Statistics as a discipline
Statistics is the collection, organization, analysis, and presentation of data. It has become important for professionals, scientists, and citizens to make sense of large amounts of data. Statistics are used across many disciplines from science to business. There are two main types of statistical methods - descriptive statistics which summarize data through measures like the mean and median, and inferential statistics which make inferences about populations based on samples. Descriptive statistics describe data through measures of central tendency and variability, while inferential statistics allow inferences to be made from samples to populations through techniques like hypothesis testing.
Information and decision support system
Good decision making and problem solving skills are key to developing effective information and decision support systems. These systems include management information systems (MIS), decision support systems (DSS), group support systems (GSS), and executive support systems (ESS). MIS provides the right information to managers at the right time to support decision making. DSS are used for unstructured problems and can optimize, satisfice, or use heuristics to find solutions. GSS and ESS apply the DSS approach specifically to group and executive decision making.
Peer Discussion.pdf
The document discusses the differences between data, information, and knowledge. It provides definitions and examples to illustrate each term. Data refers to raw facts and observations without context, while information is data that has been organized and given context or meaning. Knowledge builds upon information by applying judgment and experience to solve problems or make decisions. The document also discusses how organizations use tools and systems to transform data into information and knowledge.
Original Work, NO PLAGERIESM, Cite Reference, References, 100 word.docx
Original Work, NO PLAGERIESM, Cite Reference, References, 100 words
https://www.kff.org/disparities-policy/issue-brief/beyond-health-care-the-role-of-social-determinants-in-promoting-health-and-health-equity/
Read article and just in your own words comment on your thoughts regarding the article.
192177
by Elbert Washington
FILE
T IME SUBMIT T ED 28- DEC- 2017 12:25PM WORD COUNT 11857
CHARACT ER COUNT 6537 3
DRAFT _19217 7 .DOCX (27 8.99K)
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SIMILARIT Y INDEX
EXCLUDE QUOT ES ON
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192177
ORIGINALITY REPORT
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WRITECHECK REPORT
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192177by Elbert Washington192177ORIGINALITY REPORT192177WRITECHECK REPORT
How to conduct meta-analysis: A Basic Tutorial
Arindam Basu
University of Canterbury
May 12, 2017
Concepts of meta-analyses
Meta analysis refers to a process of integration of the results of many studies to arrive at evidence syn-
thesis (Normand, 1999). Meta analysis is essentially systematic review; however, in addition to narrative
summary that is conducted in systematic review, in meta analysis, the analysts also numerically pool the
results of the studies and arrive at a summary estimate. In this paper, we discuss the key steps of conducting
a meta analysis. We intend to discuss the steps of a simple meta analysis with a demonstration of the key
steps from a published paper on meta analysis and systematic review of the effectiveness of salt restricted
diet on blood pressure control. This paper is a basic introduction to the process of meta-analysis. In subse-
quent papers in this series, we will discuss how you can conduct meta analysis of diagnostic and screening
studies, and principles of network meta analyses, where you can conduct a meta analysis with more than
one intervention or exposure variable.
Nine Steps to Meta Analyses
We recommend in general the following nine steps of meta analysis. These nine steps are in general applicable
to all meta-analyses.
1. Frame a question (based on a theory)
2. Run a search (on Pubmed/Medline, Google Scholar, other sources)
3. Read the abstract and title of the individual papers.
4. Abstract information from the selected set of final articles.
5. Determine the quality of the information in these articles. This is done using a judgment of their
internal validity but also using the GRADE criteria
6. Determine the extent to which these articles are heterogeneous
7. Estimate the summary effect size in the form of Odds Ratio and using both fixed and random effects
.
Essay On Positive Thinking.pdf
Essay on Positive Thinking | Short and Long Essays on Positive Thinking .... Importance Of Positive Thinking for Success Free Essay Example. 8 Positive Thinking Assignments for Students - Brookes Publishing Co.. The Power of Positive Thinking for Those Diagnosed with Challenges Free .... Write a short essay on Positive Thinking | Essay Writing | English .... Essay On Positive Thinking in English for Students | 500 Words Essay.
Nurse Staffing and Inpatient Hospital Mortality.Write a Memora.docx
Nurse Staffing and Inpatient Hospital Mortality.
Write a
Memorandum
(no more than 2 pages) directed to your faculty answering the questions:
What questions the did researchers try to answer?
What study design was chosen for this study? Why?
What data was collected? Why?
What biases the study was subjected to?
What conclusions were made?
How a healthcare manager can use this study to guide departmental staffing?
**Refer to credible sources following APA format when appropriate
.
NR360 INFORMATION SYSTEMS IN HEALTHCARE Required Un.docx
NR360 INFORMATION SYSTEMS IN HEALTHCARE
Required Uniform Assignment: Technology
Presentation
PURPOSE
The purpose of this assignment is to (a) explore and present an information technology used in the
healthcare system that supports the patient care experience and (b) develop the skills of team
communication, collaboration, and production.
Course Outcomes
This assignment enables the student to meet the following course outcomes.
• CO 1: Describe patient‐care technologies as appropriate to address the needs of a diverse patient
population. (PO 1)
• CO 5: Identify patient care technologies, information systems, and communication devices that
support safe nursing practice. (PO 5)
• CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to
data security, regulatory requirements, confidentiality, and client’s right to privacy. (PO 6)
• CO 8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing
care. (PO 8)
DUE DATE
See Course Schedule in Syllabus. The college’s Late Assignment Policy applies to this activity.
TOTAL POINTS POSSIBLE
This assignment is worth a total of 240 points.
Requirements
1. For this team project, students will be assigned by faculty into teams of three to five individuals
depending upon class size.
2. Teams will receive a project grade based on assessment by the project rubric, which will then be
applied to each individual’s grade for the project minus points for lack of participation in the
development or presentation of the project.
3. The team leader will make all dropbox submissions for the course so that the
NR360 Technology Presentation Guidelines V1.docx Revised for SEP17 tz/css/slp 2
a. TURNITIN similarity index will not pickup inadvertent self‐plagiarism from another team
member’s submission
b. Course faculty will have only one submission to review and grade.
4. Use Microsoft PowerPoint 2007, 2010 or higher for systems’ compatibility.
a. Follow the best practices for PowerPoint construction & presentation
Preparing the Presentation
1. Prepare a PowerPoint presentation with speaker notes between 25‐30 slides, NOT including the
title and reference slides.
a. Speaker Notes
i. Outline and “script” the presentation for online students.
ii. Online students’ speaker notes should include the name of the student who
researched and presented the slide information.
iii. Campus students follow the guidelines of your course instructor.
b. Scholarly writing and APA 6th Edition guidelines should be followed as applicable to
PowerPoint slides.
c. Cite sources in APA format in the applicable slides and include the APA formatted
reference in your reference list slide(s) ‐ Minimum 6 references
d. Spelling, grammar, and punctuation apply even in bullet points and speaker slides (e.g.,
quotation marks, i.
More Related Content
Similar to Now that we know about data, we continue our journey with two fu.docx
2. basic statistics
The document provides an overview of quantitative data analysis and statistical methods. It discusses descriptive statistics like mean, median and mode that are used to summarize and organize data. It also covers inferential statistics that allow inferences to be made from a sample to the overall population. Common inferential tests mentioned include t-tests, ANOVA, correlation. The document stresses that statistics alone have no meaning and proper interpretation is important to answer research questions. It also promotes the use of SPSS software to efficiently conduct statistical analyses.
Descriptive Statistics Name hereCourse hereDue dat.docx
Descriptive Statistics
Name here
Course here
Due date
Tutors name
Running head: DESCRIPTIVE STATISTICS
1
DESCRIPTIVE STATISTICS
2
Descriptive Statistics
Descriptive statistics is the analysis and summarization of data in such a way that it can show some pattern. This makes us to be able to make some conclusion regarding any hypothesis we have made (Evans, 1972). In descriptive statistics there are two main types which are analyzed .They include measures of central tendency and measure of spread.
Measure of central tendency
This describes the central position of a frequency distribution of data being analyzed .some techniques which can be used for this include; calculation of mode, medium and mean.
Measure of spread
This is used to describe the distribution of data. We can use; range, quartiles, absolute deviation, variance and standard deviation (Oja, 1983).
In our previous assignment we have been looking at how the hacking of Base Thrainssons’ Company system affected customers’ loyalty and we obtained the data below.
Response
Customer shops through out
Customer shops frequently
Customer shops
Occasionally
Customer does not shop at Base Thrainsson Company due to other reasons
Customer does not shop at all
Frequency
9
15
30
12
14
The analysis of this data is done on an excel document
The most applicable descriptive analysis is measure of central tendency. Measure of central tendency includes mean, mode and median (Evans, 1972). As seen in the analysis done on the spreadsheet and the table above, the class with the highest frequency is composed of customers who shop at Base Thrainsson Company occasionally. It has 30 customers.
As calculated in the excel document, the mean of the data collected is 16.
Mean =
Mean =
Mean= 16
Median is the separation between the higher half of data from the lower half. It is difficult to obtain the median in our data because our classes do not contain numerals.
Our data was normally distributed and not skewed.
Standard deviation is a measure of spread of data from its mean.
Where: is standard deviation
X is total number of interviewed customers
is the mean
n is the number of classes
Numeric Variable Name1
Distribution: State if not normally distributed
Central Tendency: mean =16, mode = 30
Dispersion: standard deviation = 32, range = 21
Number: 80
Min/Max: Min= 9 Max= 30
Confidence Interval: (if distribution is normal) 95%
Numeric Variable Name2 (if applicable)
Distribution: State if not normally distributed
Central Tendency: not applicable
Dispersion: not applicable
Number: not applicable
Min/Max: not applicable
Confidence Interval: (if distribution is normal) not applicable
Descriptive Statistics Interpretation
Numeric Variable Name1
Variable 1 is the number of customers who were interviewed. It represented the frequencies of different customers who shop at Base Thrainsson Company.
Numeric Variable Name2 (if applicable)
Variable 2 represents the different.
Please this work is due today and you have to make use of the learni.docx
Please this work is due today and you have to make use of the learning resource below the assignment
Discussion: Central Tendency and Variability
Understanding descriptive statistics and their variability is a fundamental aspect of statistical analysis. On their own, descriptive statistics tell us how frequently an observation occurs, what is considered “average”, and how far data in our sample deviate from being “average.” With descriptive statistics, we are able to provide a summary of characteristics from both large and small datasets. In addition to the valuable information they provide on their own, measures of central tendency and variability become important components in many of the statistical tests that we will cover. Therefore, we can think about central tendency and variability as the cornerstone to the quantitative structure we are building.
For this Discussion, you will examine central tendency and variability based on two separate variables. You will also explore the implications for positive social change based on the results of the data.
To prepare for this Discussion:
Review this week’s Learning Resources and the
Central Tendency and Variability
media program.
Review the Chapter 4 of the Wagner text and the examples in the SPSS software related to central tendency and variability.
From the General Social Survey dataset found in this week’s Learning Resources, use the SPSS software and choose one quantitative variable and one categorical variable
Note:
this dataset will be different from your Assignment dataset).
As you review, consider the implications for positive social change based on the results of your data.
By Day 3
Post, present, and report a descriptive analysis for your variables, specifically noting the following:
For your quantitative variable:
Report the mean, median, and mode.
Report the standard deviation.
What would you say would be the better measure for central tendency? (i.e., mean, median, or mode) and why?
How variable are the data?
How would you describe this data?
What are the possible implications for positive social change based on the results of your data?
Post the following information for your categorical variable:
A frequency distribution.
An appropriate measure of variation.
How variable are the data?
How would you describe this data?
What are the possible implications for positive social change based on the results of your data?
Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.
Learning Resources
Required Readings
Frankfort-Nachmias, C., & Leon-Guerrero, A. (2015).
Social statistics for a diverse society
(7th ed.). Thousand Oaks, CA: Sage Publications.
Chapter 4, “Measures of Central Tendency” (pp. 96–134)
Chapter 5, “Measures of Variability” (pp. 135–176)
Wagner, W. E. (2016).
Using IBM® SPSS® statistics for research methods and social science statistics
(6th ed.). Thousand Oaks, CA: Sage Pub.
Sample Of Argumentative Essay
FREE 15+ Argumentative Essay Samples in PDF | MS Word. Argumentative Essay Examples, Structure & Topics | Pro Essay Help. Sample Argumentative Essay. Check my Essay: Argumentative essay writing examples. Argumentative essay example short Truth or Consequences .... Argumentative Essay. 004 Essay Example Ideas For Argumentative ~ Thatsnotus. What Is an Argumentative Essay? Simple Examples To Guide You .... Argumentative Writing - 6+ Examples, Format, Pdf | Examples. Argumentative Essay Topics for College Assignments - Blog BuyEssayClub.com. 012 Argumentative Essay Topics Example ~ Thatsnotus. FREE 9+ Argumentative Essay Samples in PDF. 005 Argumentative Essay Sample Research Paper ~ Museumlegs. Argumentative Essay.docx | Higher Education | Government | Free 30-day .... Argumentative Essay And Examples. Expository essay: Argumentative essay practice. How to Write an Argumentative Essay, Argumentative Essay Examples .... How to Write an Argumentative Essay – Samples and Topics. FREE 16+ Argumentative Writing Samples & Templates in PDF | MS Word. examples of argument essays | Essay examples, Argumentative essay .... Sample Essay Argumentative Writing Sample. 2 Argumentative Essay Examples Help You To Start Writing You Essay .... Argumentative Essay: Definition, Outline & Examples of Argumentative .... Free Argumentative Essay Samples. 8+ Argumentative Essay Examples. Definition Essay: Samples of argumentative essay writing. Sample Argumentative Essay by Australia Master Essays - Issuu. Argumentative Essay Example. 013 Argumentative Essays Examples Brilliant Ideas Of How To Write An .... Argumentative essay examples | Argumentative essay, Essay writing, Best ... Sample Of Argumentative Essay
STATISTICS.pptx
Please acknowledge my work and I hope you like it. This is not boring like other ppts you see, I have tried my best to make it extremely informative with lots of pictures and images, I am sure if you choose this as your presentation for statistics topic in your office or school, you are surely going to appreciated by all including your teachers, friends, your interviewer or your manager.
Discussion Central Tendency and VariabilityUnderstanding descript.docx
Discussion: Central Tendency and Variability
Understanding descriptive statistics and their variability is a fundamental aspect of statistical analysis. On their own, descriptive statistics tell us how frequently an observation occurs, what is considered “average”, and how far data in our sample deviate from being “average.” With descriptive statistics, we are able to provide a summary of characteristics from both large and small datasets. In addition to the valuable information they provide on their own, measures of central tendency and variability become important components in many of the statistical tests that we will cover. Therefore, we can think about central tendency and variability as the cornerstone to the quantitative structure we are building.
For this Discussion, you will examine central tendency and variability based on two separate variables. You will also explore the implications for positive social change based on the results of the data.
To prepare for this Discussion:
Review this week’s Learning Resources and the
Central Tendency and Variability
media program.
Review the Chapter 4 of the Wagner text and the examples in the SPSS software related to central tendency and variability.
From the General Social Survey dataset found in this week’s Learning Resources, use the SPSS software and choose one quantitative variable and one categorical variable
Note:
this dataset will be different from your Assignment dataset).
As you review, consider the implications for positive social change based on the results of your data.
By Day 3
Post, present, and report a descriptive analysis for your variables, specifically noting the following:
For your quantitative variable:
Report the mean, median, and mode.
Report the standard deviation.
What would you say would be the better measure for central tendency? (i.e., mean, median, or mode) and why?
How variable are the data?
How would you describe this data?
What are the possible implications for positive social change based on the results of your data?
Post the following information for your categorical variable:
A frequency distribution.
An appropriate measure of variation.
How variable are the data?
How would you describe this data?
What are the possible implications for positive social change based on the results of your data?
Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.
Learning Resources
Required Readings
Frankfort-Nachmias, C., & Leon-Guerrero, A. (2015).
Social statistics for a diverse society
(7th ed.). Thousand Oaks, CA: Sage Publications.
Chapter 4, “Measures of Central Tendency” (pp. 96–134)
Chapter 5, “Measures of Variability” (pp. 135–176)
Wagner, W. E. (2016).
Using IBM® SPSS® statistics for research methods and social science statistics
(6th ed.). Thousand Oaks, CA: Sage Publications.
Chapter 4, “Organization and Presentation of Information”
Chapter 11, “Editing Output”
Datas.
Notes for question please no plag use references to cite wk 2 .docx
Notes for question please no plag use references to cite
wk 2 1. Briefly summary of the comparison of the reliability and validity of responses on attitude scales
Washtenaw Community College, Ann Arbor MI, Retrieved from http://www4.wccnet.edu/departments/curriculum/assessment.php?levelone=tools
Strong words or moderate words: A comparison of the reliability and validity of responses on attitude scales
A common assumption in attitude measurement is that items should be composed of strongly worded statements. The presumed benefit of strongly worded statements is that they produce more reliable and valid scores than statements with moderate or weak wording. This study tested this assumption using commonly accepted criteria for reliability and validity. Two forms of attitude scales were created—a strongly worded form and a moderately worded form—measuring two attitude objects—attitude towards animal experimentation and attitude towards going to the movies. Different formats were randomly administered to samples of graduate students. There was no superiority found for strongly worded statements over moderately worded statements. The only statistically significant difference was found between one pair of validity coefficients ( r = 0.69; r = 0.15; Z = 2.60, p ≤ 0.01) and that was in the direction opposite from expected, favoring moderately worded items over strongly worded items (total scores correlated with a general behavioral item). (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
wk 2 2. What are Effective ways to understand and organize data using descriptive statistics?
Organizing Quantitative Data
Organizing quantitative data [Video file]. (2005). Retrieved January 20, 2017, from http://fod.infobase.com/PortalPlaylists.aspx?wID=18566&xtid=36200
http://fod.infobase.com/p_ViewVideo.aspx?xtid=36200
Effective ways to understand and organize data using descriptive statistics. Analyzing data collected from studies of young music students, the video helps viewers sort through basic data-interpretation concepts: measures of central tendency, levels of measurement, measures of dispersion, and graphs. A wide range of organization principles are covered, including mode, median, and mean; discrete and continuous data; nominal, ordinal, interval, and ratio data; standard deviation; and normal distribution. Animation and graphics clarify and reinforce each concept. The video concludes with a quick quiz to assess understanding and focus on key areas. A viewable/printable instructor’s guide is available online. WE DISCUSSED HOW TO DESIGN AN EXPERIMENT AND CONTROL VARIABLES IN OUR FIRST VIDEO. AND NOW WE'RE GOING TO LOOK AT WHAT TO DO WITH ALL THE DATA THAT HAS BEEN COLLECTED. AN EXPERIMENT IS ONE OF THE MOST POWERFUL WAYS TO SHOW THE CAUSE OF AN EVENT AND ITS EFFECT ON OTHER THINGS. BUT REMEMBER THAT AN INVESTIGATION CAN ONLY BE A SCIENTIFIC EXPERIMENT IF IT HAS AN INDEPENDENT VARIABLE WHICH IS MANIPULATED .
Data analysis
This document provides guidance on analyzing qualitative data through a systematic process of content analysis. It outlines 5 main steps: 1) Get to know the data by reading it thoroughly multiple times, 2) Focus the analysis by identifying key questions to answer, 3) Categorize the data by identifying themes and patterns to organize into coherent categories, 4) Identify patterns and connections within and between categories through within-category descriptions, identifying relatively important categories, and relationships between categories, and 5) Interpret the findings by bringing together the key points and lessons learned to attach meaning and significance. The document also provides tips for organizing and managing qualitative data.
MRDB 5
1) Models simulate real-world systems like processes and functions, while metamodels are languages for constructing models of a certain class.
2) Key factors for an HIS model include which hospital functions and tools it supports, and what patient information is needed for admission and afterwards.
3) Common HIS metamodel types are organizational, data, business process, functional, technical, and integrated enterprise views.
INTRODUCTION TO STATISTICS.pptx
The document provides reminders and instructions for a Zoom meeting on the topic of introduction to statistics. Key points include:
- Attendance is required and participants should find a quiet place, arrive on time, dress appropriately, keep microphones muted when not speaking, and keep cameras on.
- Participants should avoid distractions and ask questions using the raise hand feature.
- The meeting will cover topics like measures of central tendency, types of data and distributions.
How to Easily Do the Descriptive Analysis in Case Study Writing
Case study writing involves analysis of a specific topic, focusing on proper writing flow and knowledge. Descriptive analysis is crucial for academic projects, and improving case study writing through analysis can enhance its effectiveness.
For more info, visit at- https://www.globalassignmenthelp.com/uk/case-study-help
Data Science descriptive statistics.pptx
This a ppt explaining data science
explaining the descriptive statistics chapter
Defining Constituents, Data Vizzes and Telling a Data Story
Overview of basic constituent analysis and data visualization considerations for telling data-rich stories in the higher education context. Presentation delivered at NERCOMP's 2024 Data Day.
MMW (Data Management)-Part 1 for ULO 2 (1).pptx
This document provides an overview of key concepts in data management and statistics. It defines statistics as the study of collecting, organizing, and interpreting data to make inferences about populations. The main branches are descriptive statistics, which summarizes data, and inferential statistics, which generalizes from samples to populations. It also defines key terms like population, sample, parameter, statistic, variable, data, levels of measurement, and measures of central tendency and dispersion. Measures of central tendency like mean, median, and mode are used to describe the center of data, while measures of dispersion like range and standard deviation describe how spread out data are.
Data analysis
This document discusses various techniques for analyzing quantitative and qualitative data. It describes editing, coding, classification, and tabulation as methods for processing qualitative data. For quantitative data, it covers univariate analyses like measures of central tendency and dispersion. It also discusses bivariate analyses like correlation and regression, as well as multivariate techniques including multidimensional analysis, factor analysis, and cluster analysis. The goal of data analysis is to discover useful information and support decision making.
Statistics as a discipline
Statistics is the collection, organization, analysis, and presentation of data. It has become important for professionals, scientists, and citizens to make sense of large amounts of data. Statistics are used across many disciplines from science to business. There are two main types of statistical methods - descriptive statistics which summarize data through measures like the mean and median, and inferential statistics which make inferences about populations based on samples. Descriptive statistics describe data through measures of central tendency and variability, while inferential statistics allow inferences to be made from samples to populations through techniques like hypothesis testing.
Information and decision support system
Good decision making and problem solving skills are key to developing effective information and decision support systems. These systems include management information systems (MIS), decision support systems (DSS), group support systems (GSS), and executive support systems (ESS). MIS provides the right information to managers at the right time to support decision making. DSS are used for unstructured problems and can optimize, satisfice, or use heuristics to find solutions. GSS and ESS apply the DSS approach specifically to group and executive decision making.
Peer Discussion.pdf
The document discusses the differences between data, information, and knowledge. It provides definitions and examples to illustrate each term. Data refers to raw facts and observations without context, while information is data that has been organized and given context or meaning. Knowledge builds upon information by applying judgment and experience to solve problems or make decisions. The document also discusses how organizations use tools and systems to transform data into information and knowledge.
Original Work, NO PLAGERIESM, Cite Reference, References, 100 word.docx
Original Work, NO PLAGERIESM, Cite Reference, References, 100 words
https://www.kff.org/disparities-policy/issue-brief/beyond-health-care-the-role-of-social-determinants-in-promoting-health-and-health-equity/
Read article and just in your own words comment on your thoughts regarding the article.
192177
by Elbert Washington
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192177
ORIGINALITY REPORT
192177
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192177by Elbert Washington192177ORIGINALITY REPORT192177WRITECHECK REPORT
How to conduct meta-analysis: A Basic Tutorial
Arindam Basu
University of Canterbury
May 12, 2017
Concepts of meta-analyses
Meta analysis refers to a process of integration of the results of many studies to arrive at evidence syn-
thesis (Normand, 1999). Meta analysis is essentially systematic review; however, in addition to narrative
summary that is conducted in systematic review, in meta analysis, the analysts also numerically pool the
results of the studies and arrive at a summary estimate. In this paper, we discuss the key steps of conducting
a meta analysis. We intend to discuss the steps of a simple meta analysis with a demonstration of the key
steps from a published paper on meta analysis and systematic review of the effectiveness of salt restricted
diet on blood pressure control. This paper is a basic introduction to the process of meta-analysis. In subse-
quent papers in this series, we will discuss how you can conduct meta analysis of diagnostic and screening
studies, and principles of network meta analyses, where you can conduct a meta analysis with more than
one intervention or exposure variable.
Nine Steps to Meta Analyses
We recommend in general the following nine steps of meta analysis. These nine steps are in general applicable
to all meta-analyses.
1. Frame a question (based on a theory)
2. Run a search (on Pubmed/Medline, Google Scholar, other sources)
3. Read the abstract and title of the individual papers.
4. Abstract information from the selected set of final articles.
5. Determine the quality of the information in these articles. This is done using a judgment of their
internal validity but also using the GRADE criteria
6. Determine the extent to which these articles are heterogeneous
7. Estimate the summary effect size in the form of Odds Ratio and using both fixed and random effects
.
Essay On Positive Thinking.pdf
Essay on Positive Thinking | Short and Long Essays on Positive Thinking .... Importance Of Positive Thinking for Success Free Essay Example. 8 Positive Thinking Assignments for Students - Brookes Publishing Co.. The Power of Positive Thinking for Those Diagnosed with Challenges Free .... Write a short essay on Positive Thinking | Essay Writing | English .... Essay On Positive Thinking in English for Students | 500 Words Essay.
Similar to Now that we know about data, we continue our journey with two fu.docx (20)
Descriptive Statistics Name hereCourse hereDue dat.docx
Descriptive Statistics Name hereCourse hereDue dat.docx
Please this work is due today and you have to make use of the learni.docx
Please this work is due today and you have to make use of the learni.docx
Discussion Central Tendency and VariabilityUnderstanding descript.docx
Discussion Central Tendency and VariabilityUnderstanding descript.docx
Notes for question please no plag use references to cite wk 2 .docx
Notes for question please no plag use references to cite wk 2 .docx
How to Easily Do the Descriptive Analysis in Case Study Writing
How to Easily Do the Descriptive Analysis in Case Study Writing
Defining Constituents, Data Vizzes and Telling a Data Story
Defining Constituents, Data Vizzes and Telling a Data Story
Original Work, NO PLAGERIESM, Cite Reference, References, 100 word.docx
Original Work, NO PLAGERIESM, Cite Reference, References, 100 word.docx
More from gibbonshay
Nurse Staffing and Inpatient Hospital Mortality.Write a Memora.docx
Nurse Staffing and Inpatient Hospital Mortality.
Write a
Memorandum
(no more than 2 pages) directed to your faculty answering the questions:
What questions the did researchers try to answer?
What study design was chosen for this study? Why?
What data was collected? Why?
What biases the study was subjected to?
What conclusions were made?
How a healthcare manager can use this study to guide departmental staffing?
**Refer to credible sources following APA format when appropriate
.
NR360 INFORMATION SYSTEMS IN HEALTHCARE Required Un.docx
NR360 INFORMATION SYSTEMS IN HEALTHCARE
Required Uniform Assignment: Technology
Presentation
PURPOSE
The purpose of this assignment is to (a) explore and present an information technology used in the
healthcare system that supports the patient care experience and (b) develop the skills of team
communication, collaboration, and production.
Course Outcomes
This assignment enables the student to meet the following course outcomes.
• CO 1: Describe patient‐care technologies as appropriate to address the needs of a diverse patient
population. (PO 1)
• CO 5: Identify patient care technologies, information systems, and communication devices that
support safe nursing practice. (PO 5)
• CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to
data security, regulatory requirements, confidentiality, and client’s right to privacy. (PO 6)
• CO 8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing
care. (PO 8)
DUE DATE
See Course Schedule in Syllabus. The college’s Late Assignment Policy applies to this activity.
TOTAL POINTS POSSIBLE
This assignment is worth a total of 240 points.
Requirements
1. For this team project, students will be assigned by faculty into teams of three to five individuals
depending upon class size.
2. Teams will receive a project grade based on assessment by the project rubric, which will then be
applied to each individual’s grade for the project minus points for lack of participation in the
development or presentation of the project.
3. The team leader will make all dropbox submissions for the course so that the
NR360 Technology Presentation Guidelines V1.docx Revised for SEP17 tz/css/slp 2
a. TURNITIN similarity index will not pickup inadvertent self‐plagiarism from another team
member’s submission
b. Course faculty will have only one submission to review and grade.
4. Use Microsoft PowerPoint 2007, 2010 or higher for systems’ compatibility.
a. Follow the best practices for PowerPoint construction & presentation
Preparing the Presentation
1. Prepare a PowerPoint presentation with speaker notes between 25‐30 slides, NOT including the
title and reference slides.
a. Speaker Notes
i. Outline and “script” the presentation for online students.
ii. Online students’ speaker notes should include the name of the student who
researched and presented the slide information.
iii. Campus students follow the guidelines of your course instructor.
b. Scholarly writing and APA 6th Edition guidelines should be followed as applicable to
PowerPoint slides.
c. Cite sources in APA format in the applicable slides and include the APA formatted
reference in your reference list slide(s) ‐ Minimum 6 references
d. Spelling, grammar, and punctuation apply even in bullet points and speaker slides (e.g.,
quotation marks, i.
NUR3020Assignment 1 Application of Law and Ethics Modules.docx
NUR3020
Assignment 1: Application of Law and Ethics Modules
Contents
Objectives: Assignment one: 1
Process 1
Assignment Brief 2
Assignment Section One: Patient Safety/Nursing Care 2
Assignment Section Two: The Tort of Negligence 3
Assignment Section Three: Ethical Issues 3
Guidelines 4
References 4
Objectives: Assignment one:
After successfully completing this assignment students will:
1. Demonstrate an understanding of law and ethics in 21st Century registered nursing practice in Australia
2. Apply published theory to case situations.
3. Synthesise published material with the student’s own analysis to demonstrate appropriate conclusions.
4. Demonstrate professional communication in the accepted form of an Academic Assignment.
Process
1. Due Date: Monday, August 14, 2017 Extension to Tuesday, Aug 22nd.
2. Word limit is 2000 words – 10% deviation allowed
3. This piece of assessment is an individual submission; it is not group work – it must be your own and will be electronically tracked against other submissions.
4. Submitted via Study Desk, course site (only) - no emailed copies or hard copy accepted
5. Please submit Marking Guide as a separate document (in WORD).
6. APA6 referencing is required as per the USQ Library guide is expected.
7. The teaching team is not in a position to review drafts – but welcomes questions and outlines of your work and questions about areas you may find challenging! These can be in the Communities of Practice if you feel the question would benefit your peers, or emailed to Marie Cleary individually if you feel it is something of an individual nature.
8. Request for extensions are for extenuating circumstances and must be at least three days prior to due date. The examiner will request a ‘work in progress’ at the point of request.
Assignment Brief
Conduct an analysis of the Case: Findings of the Inquest into the death of Albert Eric Bruce Biffin addressing the three sections as outlined.
In the report of the Inquest into the death of Albert Eric Bruce Biffin1 the Coroner identified the medical cause of death as complications of an incarcerated umbilical hernia. It was known that Mr Biffin had a long medical history however was still relatively independent in his residential care environment. Mr Biffin died on February 27, 2013 at the age of 86.
A number of registered nurses, were involved in Mr Biffin’s care in the period February 24, 2013 to February 27, 2013. The role of the assistant in nursing, the endorsed enrolled nurse and the registered nurse were key within the chain of events that transpired and affected the deterioration and death of Mr Biffin.
In a chapter provided for you on DIRECT readings on the study desk for NUR3020, McDonald and Then (2014) discuss that while individuals can make errors, it also may be difficult to attribute to one person. (McDonald & Then, 2014, p. 134).
Assignment Section One: Patient Safety/Nursing Care
Section 1 - Conduct an analysis of the nur.
Numinous AlienatedBifurcateAnthropocentricEmbo.docx
Numinous
Alienated
Bifurcate
Anthropocentric
Embody
Supernatural
Stultifying
Slogan
Ubiquitous
Justification
Contingently
Impermissible
Cannibalize
Antecedent
Utilitarian
Degradation
Ideology
Paradigm
Moral
Ethical
Dilemma
Essay 3 (20 points): Life
Context: Over the last two quarters, we have studied monster stories, real life “monstrous” events, and our
life-threatening fears to find that, as Stephen King said, they “make us feel alive.” Aside from forcing us to
consider our own mortality, your cultural stories (told last quarter -- sooo long ago!) also incorporated elements
of your historic and cultural lessons aimed at teaching you to be “good.”
Assignment: For this next paper, you’ll come to terms with the phrase “a good life,” forward other theorists’
research on the matter, and expand your findings by assessing/interpreting your own life.
Basic Requirements:
● MLA format
● Incorporate _____ sources to help you define your terms
● A minimum of 4 sources - only one may be from our past readings.
● A minimum of 3.5 pages (The Works Cited does not count as a page)
Skills Required:
● Research and critical selection of sources
● Citing like a boss
● Comparison/Contrast
● Careful use of language
● Paragraph content - discuss only ONE concept/perspective/aspect of work
● Paragraph organization (logical order of paragraphs)
● Paragraph cohesion (use of transitions and reasonable flow of ideas)
● Revision and final editing
.
nstructionsIn this assignment, you will use Microsoft Word o.docx
nstructions
In this assignment, you will use Microsoft Word or PowerPoint to create a detailed diagram and timeline of eight domestic and international terrorist events that have occurred. Four events must have occurred before 9/11, and four events must be from after 9/11.Further, you will be required to submit a paragraph that provides a brief synopsis of each terrorist event. Therefore, at least eight paragraphs should be present in your submission. Your synopsis of each event must include the following information.
Who was the terrorist or terrorist organization?
What was the terrorist’s or terrorist organization’s motive(s)?
Where did the terrorist events take place? Why did the terrorist or terrorist organization launch this attack?
When did the attack occur?
How did the terrorist or terrorist organization complete this attack? What tactics were used?
The length of the timeline will depend on how you organize the points. There is no specific length requirement as long as the criteria is met. You are required to use at least your textbook as an outside source. All sources used, including the textbook, must be cited and referenced according to APA guidelines.
Resources
.
NUR204 Week 7 Assignment Page 1 ` Assi.docx
NUR204: Week 7 Assignment Page 1
`
Assignment: Leadership
Assignment Overview
In this assignment, you will research and locate a current journal article on nursing leadership styles.
The article must be from a professional, peer-reviewed nursing journal published within the last 5
years; and then write a summary of your findings.
Assignment Details:
Perform the following tasks:
Complete the reading assignment and the interactive lesson before attempting this
assignment.
Research a current journal article on nursing leadership styles. The article must be from a
professional, peer-reviewed nursing journal published within the last 5 years.
Write a 1-2 page summary of your findings following the criteria below:
o First paragraph: summarize the major points of the article.
o Second paragraph: answer whether you support the leadership style, and why or
why not.
o Final paragraph: discuss the article as it relates to nursing practice.
o Use at least one additional outside source, such as your textbook.
o The summary should be written in APA style format and all sources must be
cited correctly.
Include the proper file naming convention: NUR204_wk7_assn_jsmith_mmddyyy.
Grading:
Criteria Excellent (3pts) Good (2pts) Needs Improvement
(1pt)
Pts.
Article - Citation from a
professional
peer-reviewed
nursing journal.
- Current within last 5
years
- Relates to nursing
leadership.
- Citation from nursing
journal.
- Out of date or
- Not related to nursing
leadership
- Citation not from a
nursing journal
- Article out of date or
not related to nursing
leadership.
First Paragraph - Concise summary of
key points of article.
- Writing is clear and
focused.
- Details are present.
- Concise summary of
key points.
- Writing is not clear or
focused.
- Some details present.
- Summary is not
concise.
- Writing is not clear or
focused.
- Details are missing.
Second Paragraph - Writing presents
support or non-support
of leadership style.
- Writing explains why
support or non-support
is given.
- Writing is clear and
logical.
- Writing presents
support or non-support.
- Writing does not
express reason for
support or non-
support.
- Writing is somewhat
unclear or not logical.
- Writing does not
present support or non-
support.
- Writing does not
express reason for
support or non-
support.
- Writing is unclear
and illogical.
NUR204: Week 7 Assignment Page 2
`
Third Paragraph - Writing is related to
nursing practice and
demonstrates analysis
and application.
- Writing is related to
nursing practice.
- Analysis and
application is weak.
- Writing is not related
to nursing practice.
- Missing analysis and
application.
Spelling/grammar/
APA
- Proper APA format is
used for citations.
- At least two sources
are included.
- Spelling and grammar
errors are few and
insignificant.
- Proper APA f.
NR360 We Can But Dare We.docx Revised 5 ‐ 9 .docx
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 1
NR360 INFORMATION SYSTEMS IN HEALTHCARE
Required Uniform Assignment: We Can, but Dare We?
PURPOSE
The purpose of this assignment is to investigate smartphone and social media use in healthcare and to
apply professional, ethical, and legal principles to their appropriate use in healthcare technology.
Course Outcomes
This assignment enables the student to meet the following course outcomes.
• CO #4: Investigate safeguards and decision‐making support tools embedded in patient
care technologies and information systems to support a safe practice environment for
both patients and healthcare workers. (PO 4)
• CO #6: Discuss the principles of data integrity, professional ethics, and legal
requirements related to data security, regulatory requirements, confidentiality, and
client’s right to privacy. (PO 6)
• CO #8: Discuss the value of best evidence as a driving force to institute change in the
delivery of nursing care (PO 8)
DUE DATE
See Course Schedule in Syllabus. The college’s Late Assignment Policy applies to this activity.
TOTAL POINTS POSSIBLE
This assignment is worth a total of 240 points.
Requirements
1. Research, compose, and type a scholarly paper based on the scenario described below, and
choose a conclusion scenario to discuss within the body of your paper. Reflect on lessons
learned in this class about technology, privacy concerns, and legal and ethical issues and
addressed each of these concepts in the paper, reflecting on the use of smartphones and social
media in healthcare. Consider the consequences of such a scenario. Do not limit your review of
the literature to the nursing discipline only because other health professionals are using the
technology, and you may need to apply critical thinking skills to its applications in this scenario.
2. Use Microsoft Word and APA formatting. Consult your copy of the Publication Manual of the
American Psychological Association, sixth edition, as well as the resources in Doc Sharing if you
have questions (e.g., margin size, font type and size (point), use of third person, etc.). Take
NR360 INFORMATION SYSTEMS IN HEALTHCARE
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 2
advantage of the writing service SmartThinking, which is accessed by clicking on the link called
the Tutor Source, found under the Course Home area.
3. The length of the paper should be four to five pages, excluding the title page and the reference
page. Limit the references to a few key sources (minimum of three required).
4. The paper will contain an introduction that catches the attention of the reader, states the
purpose of the paper, and provides a narrative outline of what will follow (i.e., the assignment
criteria).
5. In the body of the paper, discuss the scenario in relation to HIPAA, leg.
NURS 6003 Transition to Graduate Study for NursingAca.docx
NURS 6003: Transition to Graduate Study for Nursing
Academic and Professional Success Plan Template
Prepared by:
<INSERT NAME>
This document is to be used for NURS 6003 Transition to Graduate Study for Nursing to complete Assessments 1-6. Just as importantly the document serves to organize your thoughts about planning for your academic and professional success.
For specific instructions see the weekly assessment details in the course, or ask your instructor for further guidance.
Week 1 | Part 1: My Academic and Professional Network
I have identified and secured the participation of the following academic (at least two) and professional (at least two) individuals and/or teams to form the basis of my network. This network will help me to clarify my vision for success and will help guide me now and in the future.
Directions: Complete the information below for each member of your network. For more than four entries repeat the items below with details of your additional network member(s) in the ‘ADDITIONAL NETWORK MEMBERS’ section.
NETWORK MEMBER 1
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 2
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 3
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 4
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
ADDITIONAL NETWORK MEMBERS
Week 2 | Part 2: Academic Resources and Strategies
I have identified the following academic resources and/or strategies that can be applied to success in the nursing practice in general or my specialty in particular.
Directions: In the space below Identify and describe at least three academic resources or strategies that can be applied to the MSN program, and at least threeprofessional resources that can be applied to success in the nursing practice in general or your specialty in particular. For each, explain how you intend to use these resources, and how they might benefit you academically and professionally.
Academic Resource/Strategy 1
Academic Resource/Strategy 2
Academic Resource/Strategy 3
Professional Resource/Strategy 1
Professional Resource/Strategy 2
Professional Resource/Strategy 3
ADDITIONAL RESOURCES/STRATEGIES
Week 3 | Part 3: Strategies to Promote Academic Integrity and Professional Ethics
I have analyzed the relationship between academic integrity and writing, as well as the relation.
NURS 6241 Strategic Planning in Healthcare Organizations.docx
NURS 6241: Strategic Planning in Healthcare Organizations
Strategic Plan Issue
Prepared by:
<INSERT NAME>
This document is to be used for NURS 6241: Strategic Planning Issue in Healthcare Organizations to complete the Module 1 Assessment, in which you identify a strategic planning issue for your Strategic Plan. This document serves to organize your thoughts about planning for your strategic plan issue.
Identify a strategic plan issue that has significant impact on your organization and/or community.
In a total of 1–2 pages, briefly address each component below related to your proposed issue:
· Historical analysis of issue
· Explanation of how evidence from the literature supports the need to address this issue (Note: Include appropriate resources.)
· Past attempts by various individuals and groups to address this issue
· Stakeholders who should be included in the strategic planning process
· Financial implications of the project for the organization
How to Identify a Strategic Plan Issue
Use the questions in the worksheet below to guide your identification of a strategic plan issue that has significant impact on your organization and/or community.
What is the organization for which you will create a strategic plan?
What is the mission or vision of this organization?
How is the organization currently meeting its mission or vision?
Is there a specific segment of the organization that is ineffective or may be financially underperforming?
What are some notable achievements, successes, or failures of the organization?
· Could a plan be devised to address or extend anything notable you identified above?
Consider the performance of services offered by the organization. Do the services offered effectively or efficiently meet their intended goals?
· Could a plan be devised to meet or improve current or future organizational goals?
Identify current trends in the field of healthcare or trends that are specific to the organization you are addressing (this could include political or economic issues).
· What strategic plan could be developed to position the organization to meet these trends successfully?
Additionally, consider the impacts of each of following on the issue you are considering:
· Historical analysis of issue
· Evidence from the literature
· Past attempts by various individuals and groups to address this issue
· Stakeholders which should be included in the strategic planning process
· Financial implications for the organization
Looking Ahead: Strategic Plan
In this course, you will create a nine-section strategic plan to address an issue that you will identify in Week 2. In the Week 11 Discussion, you will share the Executive Summary of your Strategic Plan with your colleagues. Please see the Strategic Plan Overview and Template for complete directions.
· Due Day 7 of Week 2
· Identifying a Strategic Plan Issue (1 page)
· Due Day 7 of Week 5
· Section 1: Summary of the Issue (2–3 pages)
· Section 2:.
Now you should have started your actual work for the project. The wo.docx
Now you should have started your actual work for the project. The work may involve some design, testing, field study, interviews and data collection.
Write your work development with the following items:
1. Title of your project
2. Update on your experimental/field study as reference to your project plan and timeline
a) Any design you made - drawings
b) Any place your visited
c) Any people you interviewed
d) Any data you collected
3. Your next plan for the project development
8 pages
.
NUR204 Week 9 Assignment Page 1 ` Assi.docx
NUR204: Week 9 Assignment Page 1
`
Assignment: Change Paper
Assignment Overview
In this assignment, you will assess a current semi-direct or indirect nursing situation that is in need
of change. Observe a healthcare environment, focusing on areas of the nursing process that are
inefficient, unsafe, or problematic in nature. Diagnose the problem and choose a nursing change
theory that suits the change(s) you want to make. Propose a detailed plan based on your chosen
change theory, explaining how to implement change. Develop criteria to evaluate the effectiveness
of the plan and include a timeline for your change proposal. Finally, reflect on how your change
affects the nursing profession.
Assignment Details:
Perform the following tasks:
Complete the reading assignment and the interactive lesson before attempting this
assignment.
Assess a current semi-direct or indirect nursing situation that is in need of change.
o Observe your healthcare environment, focusing on areas of nursing process that
are inefficient, unsafe, or problematic in nature.
o Diagnose the problem and choose a nursing change theory that suits the change
you want to make.
o Propose a detailed plan based on your chosen change theory, explaining how
to implement change.
o Develop criteria to evaluate the effectiveness of the plan and include a timeline for
your change proposal.
o Reflect on how your change affects the nursing profession.
Write a 3-5 page paper following the criteria below:
o Your paper should include primary sources and include at least two peer-
reviewed nursing journal articles.
o Citations should be in your own words and not direct quotes.
o Include a title page, running head, appropriate headings, and reference page.
o The paper should be double spaced, written in Times New Roman, 12-point font,
follow APA style format, and cite all sources correctly.
Include the proper file naming convention: NUR204_wk9_assn_jsmith_mmddyyy.
Grading:
Criteria Excellent (3pts) Good (2pts) Needs Improvement
(1pt)
Pts.
Research - Cited 4 or more
reliable sources.
- Sufficient information
provided to support
topic.
- Research in-depth,
revealing new insight.
- Cited 4 or more
reliable sources.
- Adequate information
provided to support
topic.
- Research is
superficial.
- Missing citations or
unreliable sources
used.
- Information does not
support research topic.
- Research is not
relevant to paper.
NUR204: Week 9 Assignment Page 2
`
Content - Appropriate topic is
chosen that relates
directly to the nursing
process.
- Proposed plan
contains specific ideas
for change.
- Change theory is
included and proposal
follows theory.
- Timeline is included for
change proposal.
- Reflection is provided.
- Appropriate topic is
chosen that relates
directly to the nursing
process.
- Proposed plan is
included but missing
specifics.
.
NSG3036 W2 ProjectResearch Template NameCite both articles r.docx
NSG3036 W2 Project
Research Template Name
Cite both articles reviewed in APA style:
***In the template, any direct quotes from the articles needs to only include the page number.
Week 2 Template
Quantitative Article
Qualitative Article
Summarize the two assigned articles. In a paragraph, describe in your own words what the study was about and what the researchers found.
Identify and describe the problem for each article
Identified the purpose statement for each article
Identified hypothesis and/or research questions depending on the methodology used in the articles.
After analyzing, discuss
each article’s significance to nursing practice.
Identify two details to support the study being quantitative or qualitative
Name:
Growth Mindset
Task 1: Read the article Transforming Students’ Motivation to Learn, by Carol S. Dweck, Winter 2008, (following pages)before coming to class. Highlight the things you find interesting as you read.
Task 2: Think about yourself and your own mindset about mathematics and Engineering. Think about your personal science history in light of what Carol S. Dweck and her graduate students have discovered about mindsets and learning.
Write a draft of a paragraph or two about your reaction to this article. You might include thoughts about the following.
· How did the article make you feel?
· Do you believe you have a fixed mindset or a growth mindset? Explain why.
· How might the article influence how your approach to your classes, particularly Engineering and Science classes, this semester?
Bring a copy of this with you to class next time we meet. We might / will use our responses to generate discussion and a list of things we can do to help us move toward and maintain a growth mindset.
Task 3: Review the draft of a paragraph or two you wrote before the class discussion next week. Revise these paragraphs if necessary and incorporate your thoughts on the mindset article in your Draft. Be sure to address the specific questions raised in Task 2.
Transforming Students’ Motivation to Learn Carol S. DweckWinter 2008
This is an exciting time for our brains. More and more research is showing that our brains change constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my research in collaboration with my graduate students, we have shown that what students believe about their brains — whether they see their intelligence as something that's fixed or something that can grow and change — has profound effects on their motivation, learning, and school achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated t.
Nur 6053. Mod2 Wk3 Assignment Developing Organizational Policies .docx
Nur 6053. Mod2 Wk3 Assignment: Developing Organizational Policies and Practices
Competing needs arise within any organization as employees seek to meet their targets and leaders seek to meet company goals. As a leader, successful management of these goals requires establishing priorities and allocating resources accordingly.
Within a healthcare setting, the needs of the workforce, resources, and patients are often in conflict. Mandatory overtime, implementation of staffing ratios, use of unlicensed assisting personnel, and employer reductions of education benefits are examples of practices that might lead to conflicting needs in practice.
Leaders can contribute to both the problem and the solution through policies, action, and inaction. In this Assignment, you will further develop the white paper you began work on in Module 1 by addressing competing needs within your organization.
To Prepare:
· Review the national healthcare issue/stressor you examined in your Assignment for Module 1, and review the analysis of the healthcare issue/stressor you selected.
· Identify and review two evidence-based scholarly resources that focus on proposed policies/practices to apply to your selected healthcare issue/stressor.
· Reflect on the feedback you received from your colleagues on your Discussion post regarding competing needs.
The Assignment (4-5 pages):
Developing Organizational Policies and Practices
Add a section to the paper you submitted in Module 1. The new section should address the following:
· Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.
· Describe a relevant policy or practice in your organization that may influence your selected healthcare issue/stressor.
· Critique the policy for ethical considerations, and explain the policy’s strengths and challenges in promoting ethics.
· Recommend one or more policy or practice changes designed to balance the competing needs of resources, workers, and patients, while addressing any ethical shortcomings of the existing policies. Be specific and provide examples.
· Cite evidence that informs the healthcare issue/stressor and/or the policies, and provide two scholarly resources in support of your policy or practice recommendations.
RUBRIC
Excellent
Good
Fair
Poor
Add a section to the paper you submitted in Module 1. In 4–5 pages, address the following:
· Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.
23 (23%) - 25 (25%)
The response accurately and clearly identifies at least two competing needs impacting the healthcare issue/stressor selected.
20 (20%) - 22 (22%)
The response identifies at least two competing needs impacting the healthcare issue/stressor selected.
18 (18%) - 19 (19%)
The response identifies at least two competing needs impacting the healthcare issue/stressor selected that is vague or inaccurate.
0 (0%) - 17 (17%)
The response describes at least two competin.
NR103 Transition to the Nursing Profession 3-Minute ReflectionW.docx
NR103 Transition to the Nursing Profession 3-Minute Reflection
"WHY COMMUNICATION IS IMPORTANT AS NURSE"
Required criteria
1. Writes about the assigned topic.
2. Demonstrates strong evidence of reasoned reflection.
3. Demonstrated depth of original thought.
.
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docx
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
P
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P
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Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
NUR 48200 Nursing Leadership and Management Module 2 A.docx
NUR 48200
Nursing Leadership and Management
Module 2 Assignment
The Speed of Trust, Part 2
Overview: The Principle of Credibility
Our credibility is such an integral part of who we are, that we often take it for granted. But think of what it would be like to lose your credibility, your reputation. How do you regain what you have developed over years? Think of some of the disgraced politicians or celebrities. As a nurse, your credibility is your most valuable asset.
This assignment is worth 15 points.
Objectives
• Analyze the evolving professional nursing roles of leader/manager within a dynamic health care team
• Evaluate several management theories.
• Recognize several leadership styles and associated behaviors.
• Identify the leadership style that would be best for you.
Directions
Before completing this assignment, read the second section (p 27-124) of Covey’s
The Speed of Trust
.
In this assignment, you will write a short (1-2 pages), opinion paper. The paper is to be based on your own experiences and opinions. You should critically reflect on your personal experiences and apply what you have learned in the module to your current practice. Justify and explain your responses with examples and thorough explanations.
Consider a person you want to trust, perhaps a manager or an elected official.
• Discuss how you might determine their credibility using the four cores of credibility discussed by the author.
• Discuss how this person might fall short in one of the cores.
• Reflect on your own leadership experience and ability. How do you see your current status using the four cores of credibility?
• How might you be viewed professionally using the four cores?
Grading Rubric
Tasks
Accomplished
Proficient
Needs Improvement
Not Acceptable
The Speed of Trust Part 2
Quality paper, with thorough content and minimal
grammar or spelling errors.
Good paper, but a few omissions in content or more
than 2 errors in spelling or grammar
Fair to poor paper, difficult to follow or
lacking in pertinent content, or many
spelling or grammar
errors
Very poor paper, very late paper, or no paper at all.
15 Points
15
14-12
11-8
7-0
.
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The National Response Framework (NRF) establishes the fundamental mission for emergency response in the United States, including engaging partnerships, tiered responses, and unified efforts. The National Incident Management System (NIMS) guides government and private sector organizations on allocating resources and coordinating response efforts for any type of national emergency. The Incident Command System (ICS) provides an organizational structure and tools to help all response agencies work together efficiently and precisely during emergencies. Effective communication and coordination between responding entities is also important for clear understanding of roles and responsibilities.
Now that you have identified the revenue-related internal contro.docx
Now that you have identified the revenue-related internal control that relates to the five assertions (existence, completeness, accuracy or valuation, rights and obligations, and presentation and disclosure), the test of controls will need to be identified for each assertion and internal control.
For this assignment, you will write and submit 400–500 words that set specific tests of internal controls for the 5 internal controls related to management assertions that you identified for the previous assignment.
.
Now its time to dig deeper! Discover a different oral condition.docx
Now it's time to dig deeper! D
iscover a different oral condition that is related/caused by a non-oral disease/condition or infection.
Your text submission will state and explain the non-oral condition so we can learn about the its oral affects (appearance/characteristics, treatments, etc.).
Be sure your resource(s) are reliable and obtainable. Other students need the resource to further increase their knowledge to complete part two. So make sure it works!
.
Now that you have completed your project and are in the last week of.docx
Now that you have completed your project and are in the last week of the course, reflect on your experience and growth by addressing the following:
Reflect on your time in the course and provide two examples that describe the manner in which your own theories of instructional design and development have matured or changed since the beginning of this course.
.
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