· Toggle Drawer
Overview
For this assessment, you will complete an SPSS data analysis report using t-test output for assigned variables.
You will review the theory, logic, and application of t tests. The t test is a basic inferential statistic often reported in psychological research. You will discover that t tests, as well as analysis of variance (ANOVA), compare group means on some quantitative outcome variable.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Analyze the computation, application, strengths, and limitations of various statistical tests.
1. Develop a conclusion that includes strengths and limitations of an independent-samples t test.
. Competency 2: Analyze the decision-making process of data analysis.
2. Analyze the assumptions of the independent-samples t test.
. Competency 3: Apply knowledge of hypothesis testing.
3. Develop a research question, null hypothesis, alternative hypothesis, and alpha level.
. Competency 4: Interpret the results of statistical analyses.
4. Interpret the output of the independent-samples t test.
. Competency 5: Apply a statistical program's procedure to data.
5. Apply the appropriate SPSS procedures to check assumptions and calculate the independent-samples t test to generate relevant output.
. Competency 6: Apply the results of statistical analyses (your own or others) to your field of interest or career.
6. Develop a context for the data set, including a definition of required variables and scales of measurement.
. Competency 7: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.
7. Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.
Competency Map
CHECK YOUR PROGRESSUse this online tool to track your performance and progress through your course.
· Toggle Drawer
Context
Read Assessment 3 Context [DOC] for important information on the following topics:
SHOW LESS
. Logic of the t test.
. Assumptions of the t test.
. Hypothesis testing for a t test.
. Effect size for a t test.
. Testing assumptions: The Shapiro-Wilk test and Levene's test.
. Proper reporting of the independent-samples t test.
. t, degrees of freedom, and t value.
. Probability value.
. Effect size.
· Toggle Drawer
Questions to Consider
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
SHOW LESS
Various Forms of the t Test
. In w ...
For this assessment, you will complete an SPSS data analys.docxtemplestewart19
For this assessment, you will complete an SPSS data analysis report using a one-way ANOVA for assigned variables.
We are often confronted with a need to compare the means of more than two groups. We may also need to compare more than two scores among a sample of participants. ANOVA,
AN
alysis
O
f
VA
ariance, is a technique designed to address such questions.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze the computation, application, strengths, and limitations of various statistical tests.
Develop a conclusion, including strengths and limitations of a one-way ANOVA.
Competency 2: Analyze the decision-making process of data analysis.
Analyze the assumptions of a one-way ANOVA.
Competency 3: Apply knowledge of hypothesis testing.
Articulate a research question, null hypothesis, alternative hypothesis, and alpha level.
Competency 4: Interpret the results of statistical analyses.
Interpret the one-way ANOVA output.
Competency 5: Apply a statistical program's procedure to data.
Apply the appropriate SPSS procedures to check assumptions and calculate the one-way ANOVA to generate relevant output.
Competency 6: Apply the results of statistical analyses (your own or others) to your field of interest or career.
Develop a context for the data set, including a definition of required variables and scales of measurement.
Competency 7: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.
Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the identified field of study.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
ContextRead
Assessment 4 Context [DOC]
for important information on the following topics:
SHOW LESS
The logic of a one-way ANOVA.
Avoiding inflated Type I error.
Hypothesis testing in one-way ANOVA.
Assumptions of one-way ANOVA.
Toggle Drawer
Questions to ConsiderAs you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
SHOW LESS
Application of
F
-Tests
Is there a research question from your professional life or career specialization that can be addressed by a one-way ANOVA?
Why would a one-way ANOVA be the appropriate analysis for this research question?
What is the expected outco.
Review of "Survey Research Methods & Design in Psychology"James Neill
Reviews the 150 hour, third year psychology unit which examined survey research methods, with an emphasis on the second-half of the unit on MLR, ANOVA, power, and effect size.
Searching for help with this For this two-part assessment,.docxrtodd280
Searching for help with this
For this two-part assessment, you will respond to a question about interpreting correlations and use SPSS software to complete a data analysis and application report.
You will examine three fundamental inferential statistics, including correlation,
t
tests, and analysis of variance (ANOVA). The first inferential statistic we will focus on is correlation, denoted
r
, which estimates the strength of a linear association between two variables. By contrast,
t
tests and ANOVAs will examine group differences on some quantitative dependent variable.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze the computation, application, strengths, and limitations of various statistical tests.
Develop a conclusion including strengths and limitations of correlation.
Competency 2: Analyze the decision-making process of data analysis.
Analyze the assumptions of correlation.
Competency 3: Apply knowledge of hypothesis testing.
Develop a research question, null hypothesis, alternative hypothesis, and alpha level.
Competency 4: Interpret the results of statistical analyses.
Interpret the correlation output.
Competency 5: Apply a statistical program's procedure to data.
Apply the appropriate SPSS procedures to check assumptions and calculate the correlations.
Competency 6: Apply the results of statistical analyses (your own or others) to your field of interest or career.
Develop a context for the data set, including a definition of required variables and scales of measurement.
Competency 7: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.
Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
ContextRead
Assessment 2 Context [DOC]
for important information on the following topics:
SHOW LESS
Interpreting correlation: Magnitude and sign.
Assumptions of correlation.
Hypothesis testing of correlation.
Effect size in correlation.
Alternative correlation coefficients.
Correlation—application.
Proper reporting of correlations.
r
, degrees of freedom, and correlation coefficient.
Probability values.
Effect size.
Toggle Drawer
Questions to ConsiderAs you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for .
Final ExamFocus of the Final ExamThe purpose of the Final .docxssuser454af01
Final Exam
Focus of the Final Exam
The purpose of the Final Exam is to assess your understanding of the main statistical concepts covered in this course and to evaluate your ability to critically review a quantitative research article. The exam will consist of two parts: Part I includes three essay questions and Part II includes a research critique. All of your responses should be included in a single Word document for submission.
Please include the following general headings for each section of the written exam within your Word document:
Part I: Essay Questions
Essay 1
Essay 2
Essay 3
Part II: Research Study Critique
Introduction
Methods
Results
Discussion
Your complete Word document must include a title page with the following:
Student’s name
Course name and number
Instructor’s name
Date submitted
Part I: Essay Questions
There are three essay questions in this section. You must answer all three questions. The length of each essay should be one to two double-spaced pages (excluding title and reference pages). Use 12-point font and format your paper with regular 1-inch margins. Do not include the essay prompt in your document. It will not count toward the length requirement for your essays.
Essay 1
A group of researchers conducted an experiment to determine which vaccine is more effective for preventing getting the flu. They tested two different types of vaccines: a shot and a nasal spray. To test the effectiveness, 1000 participants were randomly selected with 500 people getting the shot and 500 the nasal spray. Of the 500 people were treated with the shot, 80 developed the flu and 420 did not. Of the people who were treated with the nasal spray, 120 people developed the flu and 380 did not. The level of significance was set at .05. The proportion of people who were treated with the shot who developed the flu = .16, and the proportion of the people who were treated with the nasal spray was .24. The calculated p value = .0008.
For this essay, describe the statistical approaches (e.g., identify the hypotheses and research methods) used in this excerpt from a research study. Interpret the statistical results and examine the limitations of the statistical methods. Finally, evaluate the research study as a whole and apply what you have learned about hypothesis testing and inferential statistics by discussing how you might conduct a follow-up study.
Your essay must address the following points:
Describe the research question for this experiment.
What were the null and alternative hypotheses?
Were the results of this test statistically significant?
If so, why were they significant?
Would the researchers reject or fail to reject the null hypothesis?
Do the results provide sufficient evidence to support the alternative hypothesis?
Was the sample appropriate for this study? Explain your answer.
What are some possible limitations to this study?
Discuss how you would conduct a follow up study to this one. Explain your answe ...
MBA 5652Unit ILiterature ReviewInstructionsWithin this cou.docxalfredacavx97
MBA 5652
Unit I
Literature Review
Instructions
Within this course you will submit parts of a research paper in each unit that will come together in Unit VII as the complete project. Click here to review the Course Project Guidance document, which outlines all of the work you will submit for the course and provides a template for the final paper. Reviewing the document will provide insight and mental preparation for the scope of the course since the assignments will build upon one another. It also introduces the scenario you will utilize for every assignment in this course. Click here to review the Sun Coast Remediation Data Files document. This document will be the source of data for your project, however, you will not begin working with the data until Unit IV. Note: The template provided is for the Unit VII Research Paper; you will submit parts of this paper in each unit. See the templates in each unit assignment.
For the Unit I assignment, you will use what you learned about research methodologies, primary and secondary sources, and reviewing literature to develop a literature review. This literature review will become part of the final course project due in Unit VII. Please click here to access and utilize a template for this assignment.
Review articles in the CSU Online Library databases and other credible resources to locate six peer-reviewed, scholarly articles that relate to the Sun Coast business problems identified in the Course Project Guidance document. The articles you use should help inform your knowledge about the issues you are trying to solve for Sun Coast. The articles should also be quantitative research articles from primary and secondary sources. Try including words like correlation, regression, t test, and ANOVA in your keyword search criteria.
The article discussion should include the qualifications of the authors, purpose of the studies, research methodologies and designs used, results from the studies, and explanations of how the articles relate to Sun Coast’s problem. Ensure that you also describe how you believe the research made a positive organizational impact.
The title and reference pages do not count toward the page requirement for this assignment. This assignment should be a minimum of two pages in length, follow APA-style formatting and guidelines, and use references and citations as necessary.
Refer to the Course Project Guidance document for insight. For assistance in creating your literature review, reach out to the Writing Center
Unit II
Scholarly Activity
Instructions
For this assignment, you will define the research objectives and develop the research questions and hypotheses to set the stage for the Sun Coast Remediation research project.
You will utilize this template to complete the Unit II assignment.
Be sure to include the following sections in your submission, and remember to use APA-formatted section headings and subheadings.
· Introduction
· Research problems
· Research objectives: Refer to t.
IHP 340 Final Project Guidelines and Rubric Overview .docxwilcockiris
IHP 340 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of an introductory-level analysis of published research findings. Statistics play an integral role in the healthcare
industry. For those entering the health field, understanding statistics is a must. Evidence-based healthcare is the current theme and is leading us into the future.
For professionals in this field, seeking answers to health-related questions in scientific literature is common practice. While deciphering the information found in
these publications can be challenging, it all starts with learning basic statistical concepts. This course will help you develop a baseline understanding of statistics.
You will explore the areas of descriptive statistics and basic inferential statistics, along with variability and statistical significance. However, the ultimate goal is to
provide an introductory-level analysis of published research findings.
You will select an article from a list provided by your instructor. The articles in the list are all peer reviewed, published within the last three years, and related in
some way to the health professional programs at SNHU. Your analysis will be based on the statistical concepts you learn over the term and will include
identifying and interpreting statistical findings. You will discuss the hypothesis of the study, the methodology used to conduct the study, and the statistical
analysis used, including software. You will also discuss the study’s results, limitations, conclusions, and next steps. This assessment will showcase your ability to
read, comprehend, and interpret research done in the many fields of healthcare. Additionally, this assessment will demonstrate your ability to articulate
research findings to individuals who may not have the background necessary to understand basic healthcare research.
The project is divided into two milestones, which will be submitted prior to the final project submission to scaffold learning and ensure quality final submissions.
These milestone will be submitted in Modules Three and Five. The final project will be submitted in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Interpret data results from peer-reviewed healthcare research for determining the statistical significance of the findings
Analyze common research methods used in the collection of healthcare data for determining their advantages and disadvantages in data-collection
situations
Analyze healthcare research for its contributions to scientific literature and future investigations
Assess the impact of limitations within various healthcare studies on research conclusions
Prompt
Write an analysis of a peer-reviewed article published within the last three years that is related in some way to the health professional programs at SNHU. You
will select this article from a list provided by your instru.
For this assessment, you will complete an SPSS data analys.docxtemplestewart19
For this assessment, you will complete an SPSS data analysis report using a one-way ANOVA for assigned variables.
We are often confronted with a need to compare the means of more than two groups. We may also need to compare more than two scores among a sample of participants. ANOVA,
AN
alysis
O
f
VA
ariance, is a technique designed to address such questions.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze the computation, application, strengths, and limitations of various statistical tests.
Develop a conclusion, including strengths and limitations of a one-way ANOVA.
Competency 2: Analyze the decision-making process of data analysis.
Analyze the assumptions of a one-way ANOVA.
Competency 3: Apply knowledge of hypothesis testing.
Articulate a research question, null hypothesis, alternative hypothesis, and alpha level.
Competency 4: Interpret the results of statistical analyses.
Interpret the one-way ANOVA output.
Competency 5: Apply a statistical program's procedure to data.
Apply the appropriate SPSS procedures to check assumptions and calculate the one-way ANOVA to generate relevant output.
Competency 6: Apply the results of statistical analyses (your own or others) to your field of interest or career.
Develop a context for the data set, including a definition of required variables and scales of measurement.
Competency 7: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.
Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the identified field of study.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
ContextRead
Assessment 4 Context [DOC]
for important information on the following topics:
SHOW LESS
The logic of a one-way ANOVA.
Avoiding inflated Type I error.
Hypothesis testing in one-way ANOVA.
Assumptions of one-way ANOVA.
Toggle Drawer
Questions to ConsiderAs you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
SHOW LESS
Application of
F
-Tests
Is there a research question from your professional life or career specialization that can be addressed by a one-way ANOVA?
Why would a one-way ANOVA be the appropriate analysis for this research question?
What is the expected outco.
Review of "Survey Research Methods & Design in Psychology"James Neill
Reviews the 150 hour, third year psychology unit which examined survey research methods, with an emphasis on the second-half of the unit on MLR, ANOVA, power, and effect size.
Searching for help with this For this two-part assessment,.docxrtodd280
Searching for help with this
For this two-part assessment, you will respond to a question about interpreting correlations and use SPSS software to complete a data analysis and application report.
You will examine three fundamental inferential statistics, including correlation,
t
tests, and analysis of variance (ANOVA). The first inferential statistic we will focus on is correlation, denoted
r
, which estimates the strength of a linear association between two variables. By contrast,
t
tests and ANOVAs will examine group differences on some quantitative dependent variable.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze the computation, application, strengths, and limitations of various statistical tests.
Develop a conclusion including strengths and limitations of correlation.
Competency 2: Analyze the decision-making process of data analysis.
Analyze the assumptions of correlation.
Competency 3: Apply knowledge of hypothesis testing.
Develop a research question, null hypothesis, alternative hypothesis, and alpha level.
Competency 4: Interpret the results of statistical analyses.
Interpret the correlation output.
Competency 5: Apply a statistical program's procedure to data.
Apply the appropriate SPSS procedures to check assumptions and calculate the correlations.
Competency 6: Apply the results of statistical analyses (your own or others) to your field of interest or career.
Develop a context for the data set, including a definition of required variables and scales of measurement.
Competency 7: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.
Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
ContextRead
Assessment 2 Context [DOC]
for important information on the following topics:
SHOW LESS
Interpreting correlation: Magnitude and sign.
Assumptions of correlation.
Hypothesis testing of correlation.
Effect size in correlation.
Alternative correlation coefficients.
Correlation—application.
Proper reporting of correlations.
r
, degrees of freedom, and correlation coefficient.
Probability values.
Effect size.
Toggle Drawer
Questions to ConsiderAs you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for .
Final ExamFocus of the Final ExamThe purpose of the Final .docxssuser454af01
Final Exam
Focus of the Final Exam
The purpose of the Final Exam is to assess your understanding of the main statistical concepts covered in this course and to evaluate your ability to critically review a quantitative research article. The exam will consist of two parts: Part I includes three essay questions and Part II includes a research critique. All of your responses should be included in a single Word document for submission.
Please include the following general headings for each section of the written exam within your Word document:
Part I: Essay Questions
Essay 1
Essay 2
Essay 3
Part II: Research Study Critique
Introduction
Methods
Results
Discussion
Your complete Word document must include a title page with the following:
Student’s name
Course name and number
Instructor’s name
Date submitted
Part I: Essay Questions
There are three essay questions in this section. You must answer all three questions. The length of each essay should be one to two double-spaced pages (excluding title and reference pages). Use 12-point font and format your paper with regular 1-inch margins. Do not include the essay prompt in your document. It will not count toward the length requirement for your essays.
Essay 1
A group of researchers conducted an experiment to determine which vaccine is more effective for preventing getting the flu. They tested two different types of vaccines: a shot and a nasal spray. To test the effectiveness, 1000 participants were randomly selected with 500 people getting the shot and 500 the nasal spray. Of the 500 people were treated with the shot, 80 developed the flu and 420 did not. Of the people who were treated with the nasal spray, 120 people developed the flu and 380 did not. The level of significance was set at .05. The proportion of people who were treated with the shot who developed the flu = .16, and the proportion of the people who were treated with the nasal spray was .24. The calculated p value = .0008.
For this essay, describe the statistical approaches (e.g., identify the hypotheses and research methods) used in this excerpt from a research study. Interpret the statistical results and examine the limitations of the statistical methods. Finally, evaluate the research study as a whole and apply what you have learned about hypothesis testing and inferential statistics by discussing how you might conduct a follow-up study.
Your essay must address the following points:
Describe the research question for this experiment.
What were the null and alternative hypotheses?
Were the results of this test statistically significant?
If so, why were they significant?
Would the researchers reject or fail to reject the null hypothesis?
Do the results provide sufficient evidence to support the alternative hypothesis?
Was the sample appropriate for this study? Explain your answer.
What are some possible limitations to this study?
Discuss how you would conduct a follow up study to this one. Explain your answe ...
MBA 5652Unit ILiterature ReviewInstructionsWithin this cou.docxalfredacavx97
MBA 5652
Unit I
Literature Review
Instructions
Within this course you will submit parts of a research paper in each unit that will come together in Unit VII as the complete project. Click here to review the Course Project Guidance document, which outlines all of the work you will submit for the course and provides a template for the final paper. Reviewing the document will provide insight and mental preparation for the scope of the course since the assignments will build upon one another. It also introduces the scenario you will utilize for every assignment in this course. Click here to review the Sun Coast Remediation Data Files document. This document will be the source of data for your project, however, you will not begin working with the data until Unit IV. Note: The template provided is for the Unit VII Research Paper; you will submit parts of this paper in each unit. See the templates in each unit assignment.
For the Unit I assignment, you will use what you learned about research methodologies, primary and secondary sources, and reviewing literature to develop a literature review. This literature review will become part of the final course project due in Unit VII. Please click here to access and utilize a template for this assignment.
Review articles in the CSU Online Library databases and other credible resources to locate six peer-reviewed, scholarly articles that relate to the Sun Coast business problems identified in the Course Project Guidance document. The articles you use should help inform your knowledge about the issues you are trying to solve for Sun Coast. The articles should also be quantitative research articles from primary and secondary sources. Try including words like correlation, regression, t test, and ANOVA in your keyword search criteria.
The article discussion should include the qualifications of the authors, purpose of the studies, research methodologies and designs used, results from the studies, and explanations of how the articles relate to Sun Coast’s problem. Ensure that you also describe how you believe the research made a positive organizational impact.
The title and reference pages do not count toward the page requirement for this assignment. This assignment should be a minimum of two pages in length, follow APA-style formatting and guidelines, and use references and citations as necessary.
Refer to the Course Project Guidance document for insight. For assistance in creating your literature review, reach out to the Writing Center
Unit II
Scholarly Activity
Instructions
For this assignment, you will define the research objectives and develop the research questions and hypotheses to set the stage for the Sun Coast Remediation research project.
You will utilize this template to complete the Unit II assignment.
Be sure to include the following sections in your submission, and remember to use APA-formatted section headings and subheadings.
· Introduction
· Research problems
· Research objectives: Refer to t.
IHP 340 Final Project Guidelines and Rubric Overview .docxwilcockiris
IHP 340 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of an introductory-level analysis of published research findings. Statistics play an integral role in the healthcare
industry. For those entering the health field, understanding statistics is a must. Evidence-based healthcare is the current theme and is leading us into the future.
For professionals in this field, seeking answers to health-related questions in scientific literature is common practice. While deciphering the information found in
these publications can be challenging, it all starts with learning basic statistical concepts. This course will help you develop a baseline understanding of statistics.
You will explore the areas of descriptive statistics and basic inferential statistics, along with variability and statistical significance. However, the ultimate goal is to
provide an introductory-level analysis of published research findings.
You will select an article from a list provided by your instructor. The articles in the list are all peer reviewed, published within the last three years, and related in
some way to the health professional programs at SNHU. Your analysis will be based on the statistical concepts you learn over the term and will include
identifying and interpreting statistical findings. You will discuss the hypothesis of the study, the methodology used to conduct the study, and the statistical
analysis used, including software. You will also discuss the study’s results, limitations, conclusions, and next steps. This assessment will showcase your ability to
read, comprehend, and interpret research done in the many fields of healthcare. Additionally, this assessment will demonstrate your ability to articulate
research findings to individuals who may not have the background necessary to understand basic healthcare research.
The project is divided into two milestones, which will be submitted prior to the final project submission to scaffold learning and ensure quality final submissions.
These milestone will be submitted in Modules Three and Five. The final project will be submitted in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Interpret data results from peer-reviewed healthcare research for determining the statistical significance of the findings
Analyze common research methods used in the collection of healthcare data for determining their advantages and disadvantages in data-collection
situations
Analyze healthcare research for its contributions to scientific literature and future investigations
Assess the impact of limitations within various healthcare studies on research conclusions
Prompt
Write an analysis of a peer-reviewed article published within the last three years that is related in some way to the health professional programs at SNHU. You
will select this article from a list provided by your instru.
20161028161952psy_850.r.assignment_requirements (1).docx
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
Doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the assignment, you will use the original Cla ...
Answer the questions below, following the Submission Requirements .docxjustine1simpson78276
Answer the questions below, following the Submission Requirements as specified at the end of the assessment.
Assessment Concepts
Question
Concept
Question 1
SPSS: One-Variable Chi Square
Question 2
SPSS: One-Variable Chi Square
Question 3
Chi-Square as a Test of Independence
Question 4
SPSS: Two-Variable Chi-Square
Question 5
Measures of Effect Size
Question 6
Power and the Factors Affecting It
Question 7
Power and the Factors Affecting It
Question 8
Correlational Studies
Question 9
Correlation: Relationship Direction
Question 10
SPSS: Scatterplot
Question 11
SPSS: Pearson r
Question 12
SPSS: Pearson r
Question 1
Complete the following steps:
1. Open the SPSS file assessment5a.sav linked in the Resources under the Required Resources heading.
2. At the top of the screen, click on Data, then select Weight Cases.
3. Click on Weight Cases By, click on Count, then click on the arrow next to Frequency Variable to send it over to the Test Variable box.
4. On the toolbar, click Analyze, then Nonparametric Tests, then Legacy Dialogs, the Chi Square.
5. Click on Favorite Color, then click on the arrow to send to the Test Variable List window.
6. Under Expected Values, select Value, then enter the following four values in order: 43, 58, 253, 414.
7. Click OK and copy and paste the output to your Word document.
Question 2
There are 218 first graders in an elementary school. Of these first graders, 86 are boys, and 132 are girls. School-wide, there are 753 boys and 1063 girls. The principal would like to know if the gender ratio in first grade reflects the gender ratio across the school.
Complete the following:
1. Identify the null hypothesis.
2. What are the degrees of freedom (df)?
3. Complete the table (complete in SPSS and paste the output into your Word document):
Question 2
Men
Women
Number Observed
Number Expected
Number Observed
Number Expected
4. Calculate χ² in SPSS and paste the output into your Word document.
5. Can you reject the null hypothesis at α = .05?
Question 3
You recently read a magazine article stating that professionals who attended college online tend to earn higher salaries than professionals who attended brick-and-mortar universities. Identify this study's two variables.
Question 4
Complete the following steps:
1. Open the SPSS file assessment5b.sav linked in the Resources under the Required Resources heading.
2. At the top of the screen, click on Data, then select Weight Cases.
3. Click on Weight Cases By, click on Count, then click on the arrow next to Frequency Variable to send it over to the Test Variable box.
4. On the toolbar, click Analyze, then Descriptive Statistics, then Crosstabs.
5. Click on Team Placement, then click on the arrow to send to the Rows window.
6. Click on Gender, then click on the arrow to send to the Columns window.
7. Click on the Statistics button, then check the box for Chi-Square. Click Continue.
8. Click on the Cells button, then check the box for Expected. Click Continue.
9. Click OK, and.
College of Doctoral StudiesBackground Inform.docxadkinspaige22
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark.
College of Doctoral StudiesBackground Inform.docxhallettfaustina
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark ...
Framework for Program Development and EvaluationReference.docxhanneloremccaffery
Framework for Program Development and Evaluation
Reference: Comeau, J. (2011). Framework for program development and evaluation.Unpublished, Capella University, Minneapolis, MN.
L i c e n s e d u n d e r a C r e a t i v e C o m m o n s A t t r i b u t i o n 3 . 0 L i c e n s e .
1. Understand and analyze qualitative program evaluation design.
2. Compare and contrast experimental and quasi-experimental designs.
3. Analyze pretest-posttest designs.
4. Communicate through writing that is concise, balanced, and logically organized.
Unit 3 - Program Evaluation: Qualitative Research Design
INTRODUCTION
This unit focuses on qualitative evaluation design, data collection methods, and evaluating program
effectiveness. Additionally, you will apply this knowledge to a real-world program evaluation.
OBJECTIVES
To successfully complete this learning unit, you will be expected to:
U03S1] Studies - Multimedia and Readings (Complete the following):
• Framework for Program Development and Evaluation view the flow chart/transcript
• Writing an Action Research Dissertation: Part One view the media/transcript
• Writing an Action Research Dissertation: Part Two view the media/transcript
The Writing an Action Research Dissertation media pieces will help you to understand the
academic writing standards for your doctoral program. You are expected to be proficient in this
type of writing by the end of your program. By using the advice and guidance of the media, you can
refine your academic writing and improve your success in this course and throughout your
program.
• Read Chapter 5 - Program Evaluation and Performance Measurement text
o Pay attention to question 7 on page 221. The content this question addresses will be
releant for the first discussion in this unit.
• Read Moore and Tananis's 2009 article, "Measuring Change in a Short-Term
Educational Program Using a Retrospective Pretest Design," from American Journal of
Evaluation, volume 30, issue 2, pages 189–202.
o Pay attention to the research design and data collection methods in this study. You
will be analyzing them for two upcoming assignments, one in this unit and the
other in Unit 5.
Constance
Highlight
Constance
Highlight
Constance
Highlight
Constance
Highlight
[U03A1] Unit 3 Assignment 1 - Program Evaluation: Analysis of Study Design
Using what you have learned through the readings and discussions up to this point in the course, read and analyze the 2009
journal article "Measuring Change in a Short-Term Educational Program Using a Retrospective Pretest Design" by Moore
and Tananis. After you have finished your reading of the article, formalize your analysis by addressing the following:
• Identify the research design that was employed in the Moore and Tananis study.
• Explain whether the research design is experimental or quasi-experimental. Support your explanation by
comparing and contrasting characteristics between the two types of designs.
◦ Make sure ...
Per the text, computers are playing an increasingly important role i.docxodiliagilby
Per the text, computers are playing an increasingly important role in the practice of law. Successful paralegals must be comfortable with using electronic databases and research tools.
Write a two to three (2-3) page paper in which you:
Discuss a paralegal’s ethical obligation to conduct competent electronic research. Provide two (2) examples of the potential consequences of inept electronic research practices.
Determine whether or not traditional reference materials (e.g., State and Federal Reporters, West’s Encyclopedia, etc.) can be as current as electronic resources. Provide two (2) advantages and two (2) disadvantages to using traditional resource materials.
Use at least two (2) quality references.
Note:
Wikipedia and other Websites do not qualify as academic resources.
THIS IS PART 1.
.
Pennsylvania was the leader in sentencing and correctional reform .docxodiliagilby
Pennsylvania was the leader in sentencing and correctional reform in the early history of the United States. Discuss what groups were associated with this reform.
Why did they want the reform?
Examine whether it was successful and if the reform brought forth further changes.
What influences does the system have on the correctional system today?
What influences have changed? Why?
Use the Internet, library, and any other resources available to research your answer. Submit a 4 page paper (double-spaced) to your instructor. Support your reasoning with outside sources. Be sure to reference all sources using APA style.
The following will be the grading criteria for this assignment:
20%:
Discuss what groups were associated with this reform.
10%:
Why did they want the reform?
20%:
Examine whether it was successful and if the reform brought forth further changes.
25%:
What direct influences do you see the Pennsylvania system in the correctional systems used today?
25%:
What influences have changed? Why?
4 pages. APA format. No plagerism. 5 sources referenced throughout the paper. Reference Page and Abstract.
.
Penetration testing is a simulated cyberattack against a computer or.docxodiliagilby
Penetration testing is a simulated cyberattack against a computer or network that checks for exploitable vulnerabilities. Pen tests can involve attempting to breach application systems, APIs, servers, inputs, and code injection attacks to reveal vulnerabilities. In a well-written, highly-detailed research paper, discuss the following:
What is penetration testing
Testing Stages
Testing Methods
Testing, web applications and firewalls
Your paper should meet the following requirements:
Be approximately four to six pages in length, not including the required cover page and reference page.
Follow APA7 guidelines. Your paper should include an introduction, a body with fully developed content, and a conclusion.
Support your answers with the readings from the course and at least two scholarly journal articles to support your positions, claims, and observations, in addition to your textbook. The UC Library is a great place to find resources.
Be clearly and well-written, concise, and logical, using excellent grammar and style techniques. You are being graded in part on the quality of your writing.
.
Perform an analysis of the social demographic, technological, econ.docxodiliagilby
Perform an analysis of the social / demographic, technological, economic, environmental / geographic, and political/legal / governmental segments to understand the general environment facing Union Pacific.
Descri
be how Union Pacific will be affected by each of these external factors.
this is a strategic mangement course business 499.
.
Perform research and discuss whether text messaging is cheaper or mo.docxodiliagilby
Perform research and discuss whether text messaging is cheaper or more expensive than voice. Explain how text messaging works.
Perform research and discuss how an audio CD and an audio DVD compare. Find out why it is said that a vinyl long play record produces sounds much better. Are we going backwards with digital technology in music recording? Explain.
.
People in developed nations are fond of warning people in developing.docxodiliagilby
People in developed nations are fond of warning people in developing nations to stop
destroying rainforest.
People of developing nations often respond that this is hypocritical,
because the developed nations became wealthy by deforesting their land and exploiting its
resources in the past.
What would you say to the president of a developing nation, such as
Indonesia, in which a great deal of forest is being cleared?
.
Pease read and incorporate the following articles from the EBSCO h.docxodiliagilby
Pease read and incorporate the following articles from the EBSCO host database into your paper:
Deakin, A. (2004, November). Finding your organization's hidden treasure.
Behavioral Health Management
, 24(6), 27-29.
Droppa, D., & Luczak, R. (2004, January). Collaboration, technology,
and outcomes—A recipe to improve service delivery.
Behavioral Health Management
, 24(1), 41-44.
To complete the research paper, you will need to include an introduction and conclusion section as well as a title page and reference section. The title of the research paper will be the
Current Issues in the Behavioral Healthcare System
.
Your final paper is due for submission. The paper should adhere to the following guidelines:
The length of the paper should be eight to ten double-spaced pages (not including the title and reference pages).
The main sections should have a:
Title page
Introduction
Body of the paper (with subheadings)
Conclusion
Reference page(s)
The paper must use the APA format for citing sources and references.
Your final paper introduction (one page) should include the following points:
An overview of the research paper
The purpose or objective of the research paper
The body of the paper (five to six pages) should address each of the following topics using information learned in the course, in combination with outside references:
Based on your previous assignments and review of the literature, what are some of the major issues faced by today’s behavioral healthcare system? How have the current and future trends that are evolving in the industry addressed some of those issues?
Do you think there is a difference between the changing trends taking place in the private sector and that of public behavioral healthcare inpatient facilities? Based on your understanding about behavioral health services and the populations being served by them, do you agree that both private and public organizations are able to provide the necessary clinical services? Provide a rationale in support of your response.
In behavioral healthcare, outcomes are the established norm for measuring the success or lack of services. What are some of the major challenges in collecting the data needed to support and report behavioral health outcomes? Provide a rationale for your response.
Quality of care and services is an important part of an outcome-based strategy. The objective behind maintaining and improving quality is to provide competent and efficient services to consumers. In your opinion, do the current regulatory and accreditation standards for the behavioral health industry help to meet that objective? How?
Your conclusion (one to two pages) should include the following points:
What conclusions can you draw from your research that would demonstrate the role played by behavioral health in the healthcare industry?
What changes would you like to bring to today's behavioral healthcare system in order to resolve the current issues identified?
Based on your literature rev.
Peer Review Journal Paper Overview of assignment due 17 April 2014 I.docxodiliagilby
Peer Review Journal Paper Overview of assignment due 17 April 2014 I want you to find a peer review article that falls into our time frame: world history from the emergence of humanity to 1500 CE. I want you to present the thesis [argument] the author is putting forward. I want you then to find two other sources on the same subject and determine if those sources agree or disagree with your original source. The theme here is peer review and the notion of historiography; whether or not how we look at an event or theme of history changes over time? The choice of topic is up to you but please let me know what you are doing by email and let me know what your peer review source is so I can be sure it is appropriate for the course. If you want some help in finding an article; please let me or a librarian know what you might be interested in. I really need to know what your article is before you start so you have something good to start with and send me a link to your article, so that I can approve it.
1. Find a peer review article on some aspect of history associated with this course.
2. Explain the thesis that author is putting forth.
3. Find two secondary sources, they need not be peer review which relate to the main article you are presenting. Do these sources compliment or contrast the thesis being put forth by the original author?
4. Leave some time & space at the end to present your perspective and opinion on the thesis as well.
5. 5-7 pages; typed doubled spaced standard borders & fonts. Please use citation; APA, MLA, Chicago are all acceptable.
The requirement of the paper starts at the middle of the 3rd page that I attached here.
We can discuss more later.
.
Perception is all EXCEPT [removed] [removed]Structuring and orga.docxodiliagilby
Perception is all EXCEPT
[removed]
[removed]Structuring and organizing incoming impulses (information)
[removed]a prognosis (guess) about what is being received
[removed]the reconstruction of reality by our brain
[removed]the transduction of incoming stimuli
[removed]a process which takes time
.
Performance Based Factors and Measures for Quality AssessmentWri.docxodiliagilby
Performance Based Factors and Measures for Quality Assessment
Write a 700- to 1,000-word paper about the Performance Based Factors and Measures for Quality Assessment. Include the following in your paper:
For any health care activity, three performance factors can be measured: structure, process, and outcome. Identify one structure measure, one process measure, and one outcome measure that could be used to evaluate the following hospital admission process:
Upon arrival, the patient reports to the hospital registration or admitting area. The patient completes paperwork and provides an insurance identification card, if insured. Often, patients register before the date of hospital admission to facilitate the registration process. An identification bracelet including the patient’s name and doctor’s name is placed around the patient’s wrist. Before any procedure is performed or any form of medical care is provided, the patient is asked to sign a consent form. If the patient is not feeling well, a family member or caregiver can help the patient complete the admission process.
Include a minimum of three peer-reviewed references, not including the textbook.
Format your paper consistent with APA 6th guidelines.
.
People. I need some help with this assignment that needs to be done .docxodiliagilby
People. I need some help with this assignment that needs to be done in Excel
Problem 1:
Oregon Surplus Inc. qualifies to use the installment-sales method for tax purposes and sold an investment on an installment basis. The total gain of $75000 was reported for financial reporting purposes in the period of sale. The installment period is 3 years; one-third of the sale price is collected in 2014 and the rest in 2015 and 2016. The tax rate was 35% in 2014, 30% in 2015, and 30% in 2016. The enacted tax rates of 2015 and 2016 are not known until 2015.
The accounting and tax data are shown below.
Financial Accounting
Tax Return
2014 (35% tax rate)
Income before temporary difference
$
175,000
$
175,000
Temporary difference
$
75,000
$
25,000
Income
$
250,000
$
200,000
2015 (30% tax rate)
Income before temporary difference
$
200,000
$
200,000
Temporary difference
$
-
$
25,000
Income
$
200,000
$
225,000
2016 (30% tax rate)
Income before temporary difference
$
180,000
$
180,000
Temporary difference
$
-
$
25,000
Income
$
180,000
$
205,000
Required:
1)
Prepare the journal entries to record the income tax expense, deferred income taxes, and the income taxes payable for 2014, 2015, and 2016. No deferred income taxes existed at the beginning of 2012.
2)
Explain how the deferred taxes will appear on the balance sheet at the end of each year. (Assume Installment Accounts Receivable is classified as a current asset.)
3)
Show the income tax expense section of the income statement for each year, beginning with “Income before income taxes.”
Problem 2:
Philadelphia Co. incurred a net operating loss of $850,000 in 2014. Combined income of 2012 and 2013 was $650,000. The tax rate for all years is 30%. Trenton elects the carry back option.
Required:
a.
Prepare the journal entries to record the benefit of loss carry back and loss carry forward option.
b.
Assuming that it is more likely than not that the entire net operating loss carry forward will not be realized in future years, prepare all the journal entries necessary at the end of 2014.
.
Perceptions and Causes of Psychopathology PaperPrepare a 1,0.docxodiliagilby
Perceptions and Causes of Psychopathology
Paper
Prepare
a 1,050- to 1,400-word paper in which you discuss causes of psychopathology.
Address
the following:
Provide a brief overview of how culture is a factor determining the expression of psychopathology.
Examine causes of psychopathology by using either the biopsychosocial or the diathesis-stress models.
Explain the changes in society’s perception of psychopathology as a function of historical time period.
Cite
at least two peer-reviewed sources.
Format
your paper consistent with APA guidelines.
Click
the Assignment Files tab to submit your assignment
.
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20161028161952psy_850.r.assignment_requirements (1).docx
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
Doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the assignment, you will use the original Cla ...
Answer the questions below, following the Submission Requirements .docxjustine1simpson78276
Answer the questions below, following the Submission Requirements as specified at the end of the assessment.
Assessment Concepts
Question
Concept
Question 1
SPSS: One-Variable Chi Square
Question 2
SPSS: One-Variable Chi Square
Question 3
Chi-Square as a Test of Independence
Question 4
SPSS: Two-Variable Chi-Square
Question 5
Measures of Effect Size
Question 6
Power and the Factors Affecting It
Question 7
Power and the Factors Affecting It
Question 8
Correlational Studies
Question 9
Correlation: Relationship Direction
Question 10
SPSS: Scatterplot
Question 11
SPSS: Pearson r
Question 12
SPSS: Pearson r
Question 1
Complete the following steps:
1. Open the SPSS file assessment5a.sav linked in the Resources under the Required Resources heading.
2. At the top of the screen, click on Data, then select Weight Cases.
3. Click on Weight Cases By, click on Count, then click on the arrow next to Frequency Variable to send it over to the Test Variable box.
4. On the toolbar, click Analyze, then Nonparametric Tests, then Legacy Dialogs, the Chi Square.
5. Click on Favorite Color, then click on the arrow to send to the Test Variable List window.
6. Under Expected Values, select Value, then enter the following four values in order: 43, 58, 253, 414.
7. Click OK and copy and paste the output to your Word document.
Question 2
There are 218 first graders in an elementary school. Of these first graders, 86 are boys, and 132 are girls. School-wide, there are 753 boys and 1063 girls. The principal would like to know if the gender ratio in first grade reflects the gender ratio across the school.
Complete the following:
1. Identify the null hypothesis.
2. What are the degrees of freedom (df)?
3. Complete the table (complete in SPSS and paste the output into your Word document):
Question 2
Men
Women
Number Observed
Number Expected
Number Observed
Number Expected
4. Calculate χ² in SPSS and paste the output into your Word document.
5. Can you reject the null hypothesis at α = .05?
Question 3
You recently read a magazine article stating that professionals who attended college online tend to earn higher salaries than professionals who attended brick-and-mortar universities. Identify this study's two variables.
Question 4
Complete the following steps:
1. Open the SPSS file assessment5b.sav linked in the Resources under the Required Resources heading.
2. At the top of the screen, click on Data, then select Weight Cases.
3. Click on Weight Cases By, click on Count, then click on the arrow next to Frequency Variable to send it over to the Test Variable box.
4. On the toolbar, click Analyze, then Descriptive Statistics, then Crosstabs.
5. Click on Team Placement, then click on the arrow to send to the Rows window.
6. Click on Gender, then click on the arrow to send to the Columns window.
7. Click on the Statistics button, then check the box for Chi-Square. Click Continue.
8. Click on the Cells button, then check the box for Expected. Click Continue.
9. Click OK, and.
College of Doctoral StudiesBackground Inform.docxadkinspaige22
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark.
College of Doctoral StudiesBackground Inform.docxhallettfaustina
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark ...
Framework for Program Development and EvaluationReference.docxhanneloremccaffery
Framework for Program Development and Evaluation
Reference: Comeau, J. (2011). Framework for program development and evaluation.Unpublished, Capella University, Minneapolis, MN.
L i c e n s e d u n d e r a C r e a t i v e C o m m o n s A t t r i b u t i o n 3 . 0 L i c e n s e .
1. Understand and analyze qualitative program evaluation design.
2. Compare and contrast experimental and quasi-experimental designs.
3. Analyze pretest-posttest designs.
4. Communicate through writing that is concise, balanced, and logically organized.
Unit 3 - Program Evaluation: Qualitative Research Design
INTRODUCTION
This unit focuses on qualitative evaluation design, data collection methods, and evaluating program
effectiveness. Additionally, you will apply this knowledge to a real-world program evaluation.
OBJECTIVES
To successfully complete this learning unit, you will be expected to:
U03S1] Studies - Multimedia and Readings (Complete the following):
• Framework for Program Development and Evaluation view the flow chart/transcript
• Writing an Action Research Dissertation: Part One view the media/transcript
• Writing an Action Research Dissertation: Part Two view the media/transcript
The Writing an Action Research Dissertation media pieces will help you to understand the
academic writing standards for your doctoral program. You are expected to be proficient in this
type of writing by the end of your program. By using the advice and guidance of the media, you can
refine your academic writing and improve your success in this course and throughout your
program.
• Read Chapter 5 - Program Evaluation and Performance Measurement text
o Pay attention to question 7 on page 221. The content this question addresses will be
releant for the first discussion in this unit.
• Read Moore and Tananis's 2009 article, "Measuring Change in a Short-Term
Educational Program Using a Retrospective Pretest Design," from American Journal of
Evaluation, volume 30, issue 2, pages 189–202.
o Pay attention to the research design and data collection methods in this study. You
will be analyzing them for two upcoming assignments, one in this unit and the
other in Unit 5.
Constance
Highlight
Constance
Highlight
Constance
Highlight
Constance
Highlight
[U03A1] Unit 3 Assignment 1 - Program Evaluation: Analysis of Study Design
Using what you have learned through the readings and discussions up to this point in the course, read and analyze the 2009
journal article "Measuring Change in a Short-Term Educational Program Using a Retrospective Pretest Design" by Moore
and Tananis. After you have finished your reading of the article, formalize your analysis by addressing the following:
• Identify the research design that was employed in the Moore and Tananis study.
• Explain whether the research design is experimental or quasi-experimental. Support your explanation by
comparing and contrasting characteristics between the two types of designs.
◦ Make sure ...
Similar to · Toggle DrawerOverviewFor this assessment, you will complete .docx (10)
Per the text, computers are playing an increasingly important role i.docxodiliagilby
Per the text, computers are playing an increasingly important role in the practice of law. Successful paralegals must be comfortable with using electronic databases and research tools.
Write a two to three (2-3) page paper in which you:
Discuss a paralegal’s ethical obligation to conduct competent electronic research. Provide two (2) examples of the potential consequences of inept electronic research practices.
Determine whether or not traditional reference materials (e.g., State and Federal Reporters, West’s Encyclopedia, etc.) can be as current as electronic resources. Provide two (2) advantages and two (2) disadvantages to using traditional resource materials.
Use at least two (2) quality references.
Note:
Wikipedia and other Websites do not qualify as academic resources.
THIS IS PART 1.
.
Pennsylvania was the leader in sentencing and correctional reform .docxodiliagilby
Pennsylvania was the leader in sentencing and correctional reform in the early history of the United States. Discuss what groups were associated with this reform.
Why did they want the reform?
Examine whether it was successful and if the reform brought forth further changes.
What influences does the system have on the correctional system today?
What influences have changed? Why?
Use the Internet, library, and any other resources available to research your answer. Submit a 4 page paper (double-spaced) to your instructor. Support your reasoning with outside sources. Be sure to reference all sources using APA style.
The following will be the grading criteria for this assignment:
20%:
Discuss what groups were associated with this reform.
10%:
Why did they want the reform?
20%:
Examine whether it was successful and if the reform brought forth further changes.
25%:
What direct influences do you see the Pennsylvania system in the correctional systems used today?
25%:
What influences have changed? Why?
4 pages. APA format. No plagerism. 5 sources referenced throughout the paper. Reference Page and Abstract.
.
Penetration testing is a simulated cyberattack against a computer or.docxodiliagilby
Penetration testing is a simulated cyberattack against a computer or network that checks for exploitable vulnerabilities. Pen tests can involve attempting to breach application systems, APIs, servers, inputs, and code injection attacks to reveal vulnerabilities. In a well-written, highly-detailed research paper, discuss the following:
What is penetration testing
Testing Stages
Testing Methods
Testing, web applications and firewalls
Your paper should meet the following requirements:
Be approximately four to six pages in length, not including the required cover page and reference page.
Follow APA7 guidelines. Your paper should include an introduction, a body with fully developed content, and a conclusion.
Support your answers with the readings from the course and at least two scholarly journal articles to support your positions, claims, and observations, in addition to your textbook. The UC Library is a great place to find resources.
Be clearly and well-written, concise, and logical, using excellent grammar and style techniques. You are being graded in part on the quality of your writing.
.
Perform an analysis of the social demographic, technological, econ.docxodiliagilby
Perform an analysis of the social / demographic, technological, economic, environmental / geographic, and political/legal / governmental segments to understand the general environment facing Union Pacific.
Descri
be how Union Pacific will be affected by each of these external factors.
this is a strategic mangement course business 499.
.
Perform research and discuss whether text messaging is cheaper or mo.docxodiliagilby
Perform research and discuss whether text messaging is cheaper or more expensive than voice. Explain how text messaging works.
Perform research and discuss how an audio CD and an audio DVD compare. Find out why it is said that a vinyl long play record produces sounds much better. Are we going backwards with digital technology in music recording? Explain.
.
People in developed nations are fond of warning people in developing.docxodiliagilby
People in developed nations are fond of warning people in developing nations to stop
destroying rainforest.
People of developing nations often respond that this is hypocritical,
because the developed nations became wealthy by deforesting their land and exploiting its
resources in the past.
What would you say to the president of a developing nation, such as
Indonesia, in which a great deal of forest is being cleared?
.
Pease read and incorporate the following articles from the EBSCO h.docxodiliagilby
Pease read and incorporate the following articles from the EBSCO host database into your paper:
Deakin, A. (2004, November). Finding your organization's hidden treasure.
Behavioral Health Management
, 24(6), 27-29.
Droppa, D., & Luczak, R. (2004, January). Collaboration, technology,
and outcomes—A recipe to improve service delivery.
Behavioral Health Management
, 24(1), 41-44.
To complete the research paper, you will need to include an introduction and conclusion section as well as a title page and reference section. The title of the research paper will be the
Current Issues in the Behavioral Healthcare System
.
Your final paper is due for submission. The paper should adhere to the following guidelines:
The length of the paper should be eight to ten double-spaced pages (not including the title and reference pages).
The main sections should have a:
Title page
Introduction
Body of the paper (with subheadings)
Conclusion
Reference page(s)
The paper must use the APA format for citing sources and references.
Your final paper introduction (one page) should include the following points:
An overview of the research paper
The purpose or objective of the research paper
The body of the paper (five to six pages) should address each of the following topics using information learned in the course, in combination with outside references:
Based on your previous assignments and review of the literature, what are some of the major issues faced by today’s behavioral healthcare system? How have the current and future trends that are evolving in the industry addressed some of those issues?
Do you think there is a difference between the changing trends taking place in the private sector and that of public behavioral healthcare inpatient facilities? Based on your understanding about behavioral health services and the populations being served by them, do you agree that both private and public organizations are able to provide the necessary clinical services? Provide a rationale in support of your response.
In behavioral healthcare, outcomes are the established norm for measuring the success or lack of services. What are some of the major challenges in collecting the data needed to support and report behavioral health outcomes? Provide a rationale for your response.
Quality of care and services is an important part of an outcome-based strategy. The objective behind maintaining and improving quality is to provide competent and efficient services to consumers. In your opinion, do the current regulatory and accreditation standards for the behavioral health industry help to meet that objective? How?
Your conclusion (one to two pages) should include the following points:
What conclusions can you draw from your research that would demonstrate the role played by behavioral health in the healthcare industry?
What changes would you like to bring to today's behavioral healthcare system in order to resolve the current issues identified?
Based on your literature rev.
Peer Review Journal Paper Overview of assignment due 17 April 2014 I.docxodiliagilby
Peer Review Journal Paper Overview of assignment due 17 April 2014 I want you to find a peer review article that falls into our time frame: world history from the emergence of humanity to 1500 CE. I want you to present the thesis [argument] the author is putting forward. I want you then to find two other sources on the same subject and determine if those sources agree or disagree with your original source. The theme here is peer review and the notion of historiography; whether or not how we look at an event or theme of history changes over time? The choice of topic is up to you but please let me know what you are doing by email and let me know what your peer review source is so I can be sure it is appropriate for the course. If you want some help in finding an article; please let me or a librarian know what you might be interested in. I really need to know what your article is before you start so you have something good to start with and send me a link to your article, so that I can approve it.
1. Find a peer review article on some aspect of history associated with this course.
2. Explain the thesis that author is putting forth.
3. Find two secondary sources, they need not be peer review which relate to the main article you are presenting. Do these sources compliment or contrast the thesis being put forth by the original author?
4. Leave some time & space at the end to present your perspective and opinion on the thesis as well.
5. 5-7 pages; typed doubled spaced standard borders & fonts. Please use citation; APA, MLA, Chicago are all acceptable.
The requirement of the paper starts at the middle of the 3rd page that I attached here.
We can discuss more later.
.
Perception is all EXCEPT [removed] [removed]Structuring and orga.docxodiliagilby
Perception is all EXCEPT
[removed]
[removed]Structuring and organizing incoming impulses (information)
[removed]a prognosis (guess) about what is being received
[removed]the reconstruction of reality by our brain
[removed]the transduction of incoming stimuli
[removed]a process which takes time
.
Performance Based Factors and Measures for Quality AssessmentWri.docxodiliagilby
Performance Based Factors and Measures for Quality Assessment
Write a 700- to 1,000-word paper about the Performance Based Factors and Measures for Quality Assessment. Include the following in your paper:
For any health care activity, three performance factors can be measured: structure, process, and outcome. Identify one structure measure, one process measure, and one outcome measure that could be used to evaluate the following hospital admission process:
Upon arrival, the patient reports to the hospital registration or admitting area. The patient completes paperwork and provides an insurance identification card, if insured. Often, patients register before the date of hospital admission to facilitate the registration process. An identification bracelet including the patient’s name and doctor’s name is placed around the patient’s wrist. Before any procedure is performed or any form of medical care is provided, the patient is asked to sign a consent form. If the patient is not feeling well, a family member or caregiver can help the patient complete the admission process.
Include a minimum of three peer-reviewed references, not including the textbook.
Format your paper consistent with APA 6th guidelines.
.
People. I need some help with this assignment that needs to be done .docxodiliagilby
People. I need some help with this assignment that needs to be done in Excel
Problem 1:
Oregon Surplus Inc. qualifies to use the installment-sales method for tax purposes and sold an investment on an installment basis. The total gain of $75000 was reported for financial reporting purposes in the period of sale. The installment period is 3 years; one-third of the sale price is collected in 2014 and the rest in 2015 and 2016. The tax rate was 35% in 2014, 30% in 2015, and 30% in 2016. The enacted tax rates of 2015 and 2016 are not known until 2015.
The accounting and tax data are shown below.
Financial Accounting
Tax Return
2014 (35% tax rate)
Income before temporary difference
$
175,000
$
175,000
Temporary difference
$
75,000
$
25,000
Income
$
250,000
$
200,000
2015 (30% tax rate)
Income before temporary difference
$
200,000
$
200,000
Temporary difference
$
-
$
25,000
Income
$
200,000
$
225,000
2016 (30% tax rate)
Income before temporary difference
$
180,000
$
180,000
Temporary difference
$
-
$
25,000
Income
$
180,000
$
205,000
Required:
1)
Prepare the journal entries to record the income tax expense, deferred income taxes, and the income taxes payable for 2014, 2015, and 2016. No deferred income taxes existed at the beginning of 2012.
2)
Explain how the deferred taxes will appear on the balance sheet at the end of each year. (Assume Installment Accounts Receivable is classified as a current asset.)
3)
Show the income tax expense section of the income statement for each year, beginning with “Income before income taxes.”
Problem 2:
Philadelphia Co. incurred a net operating loss of $850,000 in 2014. Combined income of 2012 and 2013 was $650,000. The tax rate for all years is 30%. Trenton elects the carry back option.
Required:
a.
Prepare the journal entries to record the benefit of loss carry back and loss carry forward option.
b.
Assuming that it is more likely than not that the entire net operating loss carry forward will not be realized in future years, prepare all the journal entries necessary at the end of 2014.
.
Perceptions and Causes of Psychopathology PaperPrepare a 1,0.docxodiliagilby
Perceptions and Causes of Psychopathology
Paper
Prepare
a 1,050- to 1,400-word paper in which you discuss causes of psychopathology.
Address
the following:
Provide a brief overview of how culture is a factor determining the expression of psychopathology.
Examine causes of psychopathology by using either the biopsychosocial or the diathesis-stress models.
Explain the changes in society’s perception of psychopathology as a function of historical time period.
Cite
at least two peer-reviewed sources.
Format
your paper consistent with APA guidelines.
Click
the Assignment Files tab to submit your assignment
.
People are attracted to occupations that complement their personalit.docxodiliagilby
People are attracted to occupations that complement their personalities. In a Word doc, compose a 500 word essay naming and describing the six personality types identified by John Holland. Give an example of a vocational choice for each. Then
analyze how dualistic and relativistic thinking
contribute to our vocational choices and discuss the role of commitment within relativistic thinking.
.
Perception of Pleasure and Pain Presentation3 slides- An explanati.docxodiliagilby
Perception of Pleasure and Pain Presentation
3 slides- An explanation of the role of the somatosensory cortex in the perception of pleasure and pain
3 slides- A description of how the damage to the cutaneous system can affect the quality of life
- Include 1 peer reviewed source
- APA Format
-Include speaker notes please
Need on time by 12pm Eastern May 4th, 2015. Thanks.
.
Pennsylvania v. MarkMark Davis has been charged with Driving W.docxodiliagilby
Pennsylvania v. Mark
Mark Davis has been
charged
with Driving While Intoxicated (DWI) for reckless driving, speeding, four counts of felony assault, and one count of involuntary manslaughter as the result of a crash that occurred on a night out with his friends. Mark has been out on bail and pleaded not guilty when he was arraigned. The Judge set a date for Mark's trial and his defense team has been working to collect information about the technology used by the Highway Patrol to reconstruct the crash.
District Attorney O'Malley offered Mark a plea bargain, but Mark chose to take his chances at trial. Mark's attorney, Mr. Chen Long, advised Mark that accepting the plea offer was completely up to Mark, although Mr. Long advised against accepting it because the defense planned to highlight mistakes made by law enforcement during the investigation that could create reasonable doubt in the minds of the jurors.
The trial begins and during the voir dire of potential jurors, several individuals are excused because they have previous knowledge of Mark's case from the media. Two individuals stated that they could not be impartial because they had loved ones
killed
in alcohol related crashes as well. Eventually, two men and ten women were seated in Mark's trial.
District Attorney O'Malley presented the State's case clearly and concisely depicting a night on the town full of heavy drinking, which ultimately resulted in Mark's actions causing the death of one individual and injuring four others. Highway Patrolman Green explained to the jury that he immediately suspected alcohol when he arrived on scene because Mark appeared to be intoxicated when they spoke. Following the Judge ruling that it was admissible and not prejudicial, Sergeant Rodney Monroe, from the Highway Patrol Reconstruction Team presented their reconstruction complete with a high-tech computer animated reenactment of the crash. During the cross examination, Defense Attorney Long challenged the reconstruction because the Defense Crash Reconstruction Expert had discovered errors in the mathematical calculations for vehicle speed. The jury appeared to have liked the reconstruction very much regardless of the errors highlighted by the defense.
Mark was convicted of DWI, four counts of felony assault, and one count of involuntary manslaughter; however, he was acquitted of reckless driving and speeding. The Jury said they could not convict Mark of those offenses because of the mistakes made by law enforcement officers during the investigation.
Because Mark pleads not guilty, but was convicted during trial and had two prior DWI offenses, he was sentenced to ten years in the State Prison. Defense Attorney Long immediately notified the court of an impending appeal that would be filed by the defendant. In a report, using external sources to support your claims, answer the following:
Compare and contrast the roles of the Judge, Jury, District Attorney (Prosecutor), and Defense Attorney. What ar.
PBAD201-1501A-02 Public AdministrationTask NamePhase 3 Individu.docxodiliagilby
PBAD201-1501A-02 Public Administration
Task Name:
Phase 3 Individual Project
Deliverable Length:
750–1,000 words; Tabular budget
Details:
Weekly tasks or assignments (Individual or Group Projects) will be due
by
Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.
Concern among the public sector is the demand for public organizations to be transparent about their budgets and spending habits. You have been scheduled to conduct a presentation for the State Budgeting Committee about the type of budget that the organization operates under. Identify the type of public organization for which you work, as well as what types of services, goods, or activities the organization provides to the public. Identify the size and scope of the organization.
Construct a budget using Excel that will provide a breakdown of the various budget items. Copy and paste the Excel spreadsheet of your budget into a Word document. Finally, explain how the budget is made available to the public for review. For example, is the budget made available at public meetings, on a special request, published in a newsletter, on the organization’s premises during regular business hours, via the organization’s Web site, or by some other means? If the budget is not available for the public to review, explain why. Furthermore, are there any provisions in place regarding the budget being made available for public view? Explain in detail.
Assignment Guidelines
Address the following in 750–1,000 words:
Identify the type of public organization for which you work, as well as what types of services, goods, or activities the organization provides to the public. Identify the size and scope of the organization.
Construct a budget using Excel that will provide a breakdown of the various organizational budget items.
Copy and paste the Excel spreadsheet of your budget into a Word document.
Is the budget made available to the public for review?
If yes, explain how in detail.
If no, explain in detail why it is not.
Are there any types of provisions in place regarding the budget being made available for public view? Identify and explain.
Be sure to reference all sources using APA style.
.
Part1 Q1. Classify each of the following as- (i)qual.docxodiliagilby
Part1
Q1. Classify each of the following as:-
(i)
qualitative or quantitative
(ii)
nominal, ordinal, interval or ratio scale.
a.
Times for swimmers to complete a 50meters race.
b.
Months of the year: Meskerem, Tikimit, Hidat, ---.
c.
Region numbers of Riyadh: 1, 2, 3, 4, ---.
d.
Pollen counts provided as numbers between 1 and 10 where 1 means there is almost no pollen and 10 means that it is rampant, but for which the values do not represent an actual count of grains of pollen.
e.
Packages in the city of Cleveland telephone book.
f.
Rankings of tennis players.
g.
Weights of air conditioners.
h.
Personal ID numbers
i.
Telephone numbers
j.
Temperatures inside 10 refrigerators.
k.
Salaries of the top five CEOs in the United States.
l.
Ratings of eight local plays ( poor, fair, good, excellent)
m.
Times required for mechanics to do a tune up.
n.
Ages of students in a classroom.
o.
Marital Status of patients in a physician’s office.
p.
Horsepower of tractor engines.
q.
Colors of baseball caps in a store.
r.
Classification of kids at a day care (infant, toddler, pre-school)
Q2. The following are the grades which 40 students obtained in a certain course in 1997E.C. here in Mekelle University of the Arid Campus.
75 89 66 52 90 68 83 94 77 60 38 47 87 65 97 49 65 72 73 81 63 77 31 88 74 37 85 76 74 63 69 72 91 87 76 58 63 70 72 65
a. Construct an absolute frequency distribution.
b. Convert the distribution obtained in (a) into a Relative & Percentage distribution.
c. Convert the distribution in (a) into a “Less than” &
a “More than” cumulative distribution
d. Construct a histogram, frequency polygon and ogive curve
Q3. The following distribution shows that the result obtained by 100 accounting students in the final examination of statistics in
Saudi Electronic University.
Mark of students.
0-10
10-20
20-30
30-40
40-50
No. of students
14
f1
28
f2
15
If the median mark of students is 22.5, compute:-
i.
The missing frequencies, f1 and f2.
ii.
the mode, and
iii.
the arithmetic mean
iv.
variance
Part 2
Q1.
a. (Smoking and Coffee Drinking)
Coffee
No Coffee
Total
Smoker
60
40
100
Non-Smoker
115
85
200
Total
175
125
300
What is the probability that a randomly selected person from the sample either smokes or drinks coffee.
Q1. b. What is the probability that I flip a coin and get a Head, Roll a die and get a 4 or a 6, and then pull the king of Spades and a diamond from a deck of cards.
Q2: The random variable X has the following probability distribution:
X
0
1
2
3
Total
P(x)
0.22
0.38
0.1
0.3
1
Find the expected value (E(x)) & the Variance.
Q3: A radar unit is used to measure speeds of cars on a highway. The speeds are
normally
distributed with a mean of 90 km/hr and a standard deviation of 10 km/hr. What is the probability that a car picked at random is travelling at:
a-
More than 100 km/hr?
b-
Less than 85 Km/hr?
c-
Between them?
Part 3
Q-1..
Paul’s Letter to the EphesiansThe First Letter of PeterThe Fir.docxodiliagilby
Paul’s Letter to the Ephesians
The First Letter of Peter
The First Letter to Timothy
For each document above; Identify specific content, features, or themes which permit classifying each text early Catholic in character.
At least one credible source
one and half pages
.
Past and FuturePlease respond to the followingImagine back .docxodiliagilby
"Past and Future"
Please respond to the following:
Imagine back in time to pre-Internet days. Describe how you would have established communications for international trade in these time periods: 1935 and 1977.
Imagine it is now 2050. Predict the ease and speed of international trade communications and how it will occur.
2-
"Backtracking from Globalization"
Please respond to the following:
From the e-Activity, illustrate with two examples how the U.S. has restrained trade over the past 60 years and state why you think that happened.
Some believe these restraints have been deleterious to national economic prosperity. In your estimation, speculate as to how these restraints have affected national economic prosperity.
.
Partisan considerations have increasingly influenced the selection.docxodiliagilby
Partisan considerations have increasingly influenced the selection of federal judges. Interest groups on the right and the left have insisted on the appointment of judges who hold compatible views. Presidents and members of Congress have also increasingly sought appointees who will decide issues in ways they prefer. What is your view? Should politics play such a large role in judicial appointments? Or should merit be given greater weight?
Does a merit based system favor ONLY those with money and the connections? needs to be at least 200 words APA
.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Thesis Statement for students diagnonsed withADHD.ppt
· Toggle DrawerOverviewFor this assessment, you will complete .docx
1. · Toggle Drawer
Overview
For this assessment, you will complete an SPSS data analysis
report using t-test output for assigned variables.
You will review the theory, logic, and application of t tests.
The t test is a basic inferential statistic often reported in
psychological research. You will discover that t tests, as well as
analysis of variance (ANOVA), compare group means on some
quantitative outcome variable.
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By successfully completing this assessment, you will
demonstrate your proficiency in the following course
competencies and assessment criteria:
· Competency 1: Analyze the computation, application,
strengths, and limitations of various statistical tests.
1. Develop a conclusion that includes strengths and limitations
of an independent-samples t test.
. Competency 2: Analyze the decision-making process of data
analysis.
2. Analyze the assumptions of the independent-samples t test.
. Competency 3: Apply knowledge of hypothesis testing.
3. Develop a research question, null hypothesis, alternative
hypothesis, and alpha level.
. Competency 4: Interpret the results of statistical analyses.
4. Interpret the output of the independent-samples t test.
. Competency 5: Apply a statistical program's procedure to data.
5. Apply the appropriate SPSS procedures to check assumptions
and calculate the independent-samples t test to generate relevant
output.
. Competency 6: Apply the results of statistical analyses (your
own or others) to your field of interest or career.
6. Develop a context for the data set, including a definition of
required variables and scales of measurement.
. Competency 7: Communicate in a manner that is scholarly,
2. professional, and consistent with the expectations for members
in the identified field of study.
7. Communicate in a manner that is scholarly, professional, and
consistent with the expectations for members in the identified
field of study.
Competency Map
CHECK YOUR PROGRESSUse this online tool to track your
performance and progress through your course.
· Toggle Drawer
Context
Read Assessment 3 Context [DOC] for important information on
the following topics:
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. Logic of the t test.
. Assumptions of the t test.
. Hypothesis testing for a t test.
. Effect size for a t test.
. Testing assumptions: The Shapiro-Wilk test and Levene's test.
. Proper reporting of the independent-samples t test.
. t, degrees of freedom, and t value.
. Probability value.
. Effect size.
· Toggle Drawer
Questions to Consider
As you prepare to complete this assessment, you may want to
think about other related issues to deepen your understanding or
broaden your viewpoint. You are encouraged to consider the
questions below and discuss them with a fellow learner, a work
associate, an interested friend, or a member of your professional
community. Note that these questions are for your own
development and exploration and do not need to be completed
or submitted as part of your assessment.
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Various Forms of the t Test
. In what research situations should the paired-samples t test be
used rather than the independent-samples t test?
3. Two Versions of the Independent-Samples t Test
. Why are there are two different versions of the t test on the
SPSS printout and how do you decide which one is more
appropriate?
Application of t Tests
. Is there a research question from your professional life or
career specialization that can be addressed by an independent-
samples t test?
. Why would a t test be the appropriate analysis for this research
question?
. What are the variables and their scale of measurement?
. What is the expected outcome? (For example, "The group 1
mean score will be significantly greater than the group 2 mean
score because….")
· Toggle Drawer
Resources
APA Resources
Because this is a psychology course, you need to format this
assessment according to APA guidelines. Additional resources
about APA can be found in the Research Resources in the
courseroom navigation menu. Use the resources to guide your
work.
. American Psychological Association. (2010). Publication
manual of the American Psychological Association (6th ed.).
Washington, DC: Author.
1. This resource is available from the Capella University
Bookstore.
Required Resources
The following resources are required to complete the
assessment.
Data Set Instructions
These are the same instructions presented for other assessments.
. Data Set Instructions [DOCX].
Assessment Template and Output Instructions
. Data Analysis and Application (DAA) Template [DOCX].
3. Use this template to complete your assessment.
4. . SPSS Data Analysis Report Guidelines [DOCX].
4. Use this document for instructions on completing the DAA
template.
. Copy/Export Output Instructions [DOCX].
5. This document provides instructions for extracting output
from SPSS. You will insert your output into the assessment
answer template as indicated.
SPSS Software
The following statistical analysis software is required to
complete your assessments in this course:
. IBM SPSS Statistics Standard or Premium GradPack
(recent version for Windows or Mac).
6. As a Capella learner, you have access to the more robust IBM
SPSS Statistics Premium GradPack arranged at an academic
discount through a contracted vendor.
6. Please refer to the Statistical Software page on Campus for
general information on SPSS software, including the most
recent version made available to Capella learners.
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Suggested Resources
The resources provided here are optional and support the
assessment. They provide helpful information about the topics.
You may use other resources of your choice to prepare for this
assessment; however, you will need to ensure that they are
appropriate, credible, and valid. The XX-FP7864 – Quantitative
Design and Analysis Library Guide can help direct your
research, and the Supplemental Resources and Research
Resources, both linked from the left navigation menu in your
courseroom, provide additional resources to help support you.
Statistics Concepts and Terminology
. Assessment 3 Context [DOC].
7. Read this resource for information about the statistical
terminology and concepts needed to complete this assessment.
SPSS Software and Procedures
. IBM SPSS Step-By-Step Instructions: t Tests [DOCX].
8. This course file provides instructions for conducting a t test
5. using SPSS.
. In your IBM SPSS Statistics Step by Step library e-book:
9. Chapter 11, "The t-Test Procedure,"
t Test
. StatSoft, Inc. (2013). Electronic statistics textbook. Tulsa,
OK: StatSoft. Retrieved from http://www.statsoft.com/textbook
10. Basic Statistics.
1. This section contains sections on t tests.
· Skillsoft. (n.d.). Introduction to hypothesis testing and tests
for means in six sigma [Video].
. View these two videos about tests for means.
1. One-Sample Tests for Means.
1. Two-Sample Tests for Means.
Program-Specific Resources
These programs have opted to provide program-specific content
designed to help you better understand how the subject matter is
incorporated into your particular field of study.
School of Psychology Learners
· Delphin-Rittmon, M. E., Flanagan, E. H., Bellamy, C. D.,
Diaz, A., Johnson, K., Molta, V., ... Ortiz, J. (2015). Learning
from those we serve: Piloting a culture competence intervention
co-developed by university faculty and persons in
recovery. Psychiatric Rehabilitation Journal, 39(1), 14–19.
School of Education Learners
· Stone, E. (2010). t test, independent samples. In N. J. Salkind
(Ed.), Encyclopedia of research design (pp. 1552–1556).
Thousand Oaks, CA: Sage.
Additional Resources for Further Exploration
· Khan Academy. (2013). Retrieved from
https://www.khanacademy.org
. This website offers resources covering a range of subjects,
including statistics.
· Assessment Instructions
Read Assessment 3 Context (linked in the Resources) to learn
about the concepts used in this assessment.
You will use the following resources for this assessment. They
6. are linked in the Resources.
· Complete this assessment using the DAA Template.
· Read the SPSS Data Analysis Report Guidelines for a more
complete understanding of the DAA Template and how to
format and organize your assessment.
· Refer to IBM SPSS Step-By-Step Instructions: t Tests for
additional information on using SPSS for this assessment.
· If necessary, review the Copy/Export Output Instructions to
refresh your memory on how to perform these tasks. As with
your previous assessments, your submission should be narrative
with supporting statistical output (table and graphs) integrated
into the narrative in the appropriate place (not all at the end of
the document).
You will analyze the following variables in the grades.sav data
set:
· gender.
· gpa.
Step 1: Write Section 1 of the DAA
· Provide a context of the grades.sav data set.
· Include a definition of the specified variables (predictor,
outcome) and corresponding scales of measurement.
· Specify the sample size of the data set.
Step 2: Write Section 2 of the DAA
· Analyze the assumptions of the t test.
· Paste the SPSS histogram output for gpa and discuss your
visual interpretations.
· Paste SPSS descriptives output showing skewness and kurtosis
values for gpa and interpret them.
· Paste SPSS output for the Shapiro-Wilk test of gpa and
interpret it.
· Report the results of the Levene's test and interpret it.
· Summarize whether or not the assumptions of the t test are
met.
Step 3: Write Section 3 of the DAA
· Specify a research question related to gender and gpa.
· Articulate the null hypothesis and alternative hypothesis.
7. · Specify the alpha level.
Step 4: Write Section 4 of the DAA
· Paste the SPSS output of the t test.
· Report the results of the SPSS output using proper APA
guidelines. Include the following:
. t.
. Degrees of freedom.
. t value.
. p value.
. Effect size.
. Interpretation of effect size.
. Means and standard deviations for each group. Mean
difference.
. Interpret the results against the null hypothesis.
Step 5: Write Section 5 of the DAA
· Discuss the implications of this t test as it relates to the
research question.
· Conclude with an analysis of the strengths and limitations
of t-test analysis.
For this essay, you will analyze what makes an effective rhetor
(someone who uses
rhetoric publicly) and how specific rhetorical tactics operate.
You will select a person
(a “rhetorical superhero”), living or dead, and examine how
their language and texts
have made a difference to improve a specific community (e.g.
convinced people to
work towards change, compelled people to act, etc.). You can
8. define “community”
broadly (e.g. women, the American people, etc.) or more
specifically (e.g. the Bronx,
Russian LGBTQ youth, etc.).
Your essay should use rhetorical vocabulary to account for who
the rhetor is (ethos),
how the person made/makes a difference using language (in
specific incidences),
and how that difference is tangible or verifiable in the world
(audience). Your essay
should incorporate evidence from published interviews and/or
historical or reference
materials. You must include some direct quotes from words
your subject has written
or spoken aloud, and these quotes should come from at least
four distinct outside
sources (primary sources). For example, if you were writing
your essay about
Beyonce, you could quote from two of her songs, an interview,
and an award
acceptance speech. What is important is that you are able to
find sources that
demonstrate how your subject uses rhetoric. All outside sources
must be cited in-
9. text and in a Works Cited page, according to MLA format.
In your rhetorical analysis essay, you analyzed one “text”
(song/music video) in
depth. In this essay, you will be writing about multiple sources
and synthesizing your
analysis to draw conclusions about your subject.
Your essay should consider what specific rhetorical techniques
your subject uses
(ethos, pathos, logos, repetition, figurative language, diction,
sentence structure,
parallelism, tone, visual rhetoric, etc.). Your essay should also
explain HOW and
WHY these rhetorical techniques are effective. How do they
help your subject reach
their audience(s)? What evidence (cite outside sources) do you
have that
supports that their use of rhetoric is effective?
Your rhetorical superhero should be someone relatively well-
known (i.e. not just
someone you know personally). They can be a historical figure,
politician, scientist,
celebrity, artist, writer, activist, musician, philanthropist,
athlete, coach, etc. The only
10. requirement is that they be an effective rhetorician, meaning
that they are able to
reach their audience(s) by using rhetoric in a convincing and
ethical way.
In this essay, you will use some of the strategies of the personal
narrative and some
of the strategies of the rhetorical analysis essay. During the
personal narrative unit,
we explored how to use an essay to tell a story, entertain the
reader, and
characterize people. In this essay, you will be using some of
those strategies to
make a compelling argument about how a particular rhetor
engages with the world
and communicate with their audience. You can (but don’t have
to) use first person in
this essay, and you can use a more informal tone than you used
in the rhetorical
analysis essay.
Because I want us to focus on ways in which rhetoric can be
used to improve our
communities, I request that you not select a “rhetorical
11. superhero” who has used
rhetoric for evil purposes (i.e. don’t write about fascists,
dictators, serial killers, etc.).
The goal of this activity is for you and your classmates to think
critically about how
we can borrow strategies from others to use rhetoric effectively
in our own lives, so
let’s focus on rhetoric that is not intended to cause harm.
Your final essay will be at least 5-6 pages (not counting the
Works Cited page),
double-spaced, with 12 pt. Times New Roman font and MLA
format.
You will also be giving a short (5 minute) oral presentation on
your essay topic at
the end of the semester. This presentation is a separate grade
that is worth 5% of
your overall grade in the course.
Rubric for Essay 3: Rhetorical Profile
*Note that all of these categories are not weighted equally in
determining the final
grade
12. Introduction/Thesis: The essay has a clear thesis/line of inquiry
that is analytic,
specific, and focused. The thesis addresses how the rhetor uses
specific rhetorical
strategies to achieve a particular purpose. The essay’s
introduction clearly illustrates
the focus and purpose of the essay (rhetorical analysis),
provides necessary
social/political/historical context for the subject, and is an
appropriate length (no
more than ⅔ page).
F--------------------------------------------------C---------------------
-----------------------------A
Focus/Development: The essay is very well-developed, and
each paragraph has a
clear, specific focus that relates back to the paper’s main
argument (thesis). Each
body paragraph begins with a topic sentence that accurately
states that paragraph’s
focus. Sufficient evidence from at least four primary sources is
presented
and analyzed in relation to the essay’s main argument. The
analysis is thorough,
13. thoughtful, and insightful. The analysis explains how the
evidence is an example of a
specific rhetorical strategy, why the rhetor uses this strategy,
and how it helps them
reach their audience and achieve their purpose.
F--------------------------------------------------C---------------------
-----------------------------A
Conclusion: The essay includes a conclusion paragraph that
restates the thesis (in
different words/phrasing) and answers the “so what” question. It
should be clear to
the audience why your subject matters, why their rhetoric
matters, and why your
reader should care about them too.
F--------------------------------------------------C---------------------
-----------------------------A
Organization and Flow: The paragraphs are an appropriate
length. The essay has
14. a smooth flow, without any choppiness, and transitions are used
effectively.
F--------------------------------------------------C---------------------
-----------------------------A
Style: There are clear sentences with varied structures, and
there is an assertive,
formal, and academic tone. The writer avoids passive voice,
second person, and
vague constructions and word choices.
F--------------------------------------------------C---------------------
-----------------------------A
MLA Format and Grammar/Mechanics: The essay has one-inch
margins, correct
headings/headers, and correctly formatted in-text citations. The
essay has a
correctly formatted Works Cited page. There is a a specific
academic title that
accurately prepares the reader for the content of the essay.
There are no spelling,
grammar, and punctuation errors present.
15. F--------------------------------------------------C---------------------
-----------------------------A
Assessment 3 Context
You will review the theory, logic, and application of t-tests.
The t-test is a basic inferential statistic often reported in
psychological research. You will discover that t-tests, as well as
analysis of variance (ANOVA), compare group means on some
quantitative outcome variable.
Recall that null hypothesis tests are of two types: (1)
differences between group means and (2) association between
variables. In both cases there is a null hypothesis and an
alternative hypothesis. In the group means test, the null
hypothesis is that the two groups have equal means, and the
alternative hypothesis is that the two groups do not have equal
means. In the association between variables type of test, the
null hypothesis is that the correlation coefficient between the
two variables is zero, and the alternative hypothesis is that the
correlation coefficient is not zero.
Notice in each case that the hypotheses are mutually exclusive.
If the null is false, the alternative must be true. The purpose of
null hypothesis statistical tests is generally to show that the null
has a low probability of being true (the p value is less than .05)
– low enough that the researcher can legitimately claim it is
false. The reason this is done is to support the allegation that
the alternative hypothesis is true.
In this context you will be studying the details of the first type
16. of test. This is the test of difference between group means. In
variations on this model, the two groups can actually be the
same people under different conditions, or one of the groups
may be assigned a fixed theoretical value. The main idea is that
two mean values are being compared. The two groups each have
an average score or mean on some variable. The null hypothesis
is that the difference between the means is zero. The alternative
hypothesis is that the difference between the means is not zero.
Notice that if the null is false, the alternative must be true. It is
first instructive to consider some of the details of groups.
Means, and difference between them.
Null Hypothesis Significance Test
The most common forms of the Null Hypothesis Significance
Test (NHST) are three types of t tests, and the test of
significance of a correlation. The NHST also extends to more
complex tests, such as ANOVA, which will be discussed
separately. Below, the null hypothesis and the alternative
hypothesis are given for each of the following tests. It would be
a valuable use of your time to commit the information below to
memory. Once this is done, then when we refer to the tests later,
you will have some structure to make sense of the more detailed
explanations.
1. One-sample t test: The question in this test is whether a
single sample group mean is significantly different from some
stated or fixed theoretical value - the fixed value is called a
parameter.
· Null Hypothesis: The difference between the sample group
mean and the fixed value is zero in the population.
· Alternative hypothesis: The difference between the sample
group mean and the fixed value is NOT zero in the population.
2. Dependent samples t test (also known as correlated groups t
or repeated measures t): The question in this test is whether two
17. scores for each participant differ significantly. It is actually a
special case of the one-sample test, where each person's score is
the difference between his or her two original scores (difference
scores). If there is no significant difference in the population,
then the mean population difference score is zero (the fixed
value).
· Null Hypothesis: The mean difference between the two scores
for each participant is zero in the population.
· Alternative hypothesis: The mean difference between the two
scores for each participant is NOT zero in the population
3. Independent samples t test (two independent groups): The
question in this test is whether or not two group means are from
the same population, or from populations with different means.
· Null Hypothesis: The difference between the two group's
means is zero in the population, or the two groups are from the
same population.
· Alternative hypothesis: The difference between the two
group's means is NOT zero in the population, or the two groups
are from different populations.Logic of the t-Test
Imagine that a school psychologist compares the mean IQ scores
of Class A versus Class B. The mean IQ for Class A is 102.0
and the mean IQ for Class B is 105.0. Is there a significant
difference in mean IQ between Class A and Class B?
To answer this question, the school psychologist conducts an
independent samples t-test. The independent samples t-test
compares two group means in a between-subjects (between-S)
design. In this between-S design, participants in two
independent groups are measured only once on some outcome
variable. By contrast, a paired samples t-test compares group
means in a within-subjects (within-S) design for one group.
Each participant is measured twice on some outcome variable,
18. such as a pretest-posttest design. For example, a school
psychologist could measure self-esteem for a class of students
prior to taking a public speaking course (pretest) and then
measure self-esteem again after completing the public speaking
course (posttest). The paired samples t-test determines if there
is a significant difference in mean scores from the pretest to the
posttest.
Focus on the logic and application of the independent samples t-
test. There are two variables in an independent samples t-test:
the predictor variable (X) and the outcome variable (Y). The
predictor variable must be dichotomous, meaning that it can
only have two values (for example, male = 1; female = 2).
Notice this is nominal level variable. The outcome variable
must be at the interval level or above (ratio). Group membership
is mutually exclusive. In nonexperimental designs, group
membership is based on some naturally occurring characteristic
of a group (for example, gender). In experimental designs,
participants are randomly assigned to one of two group
conditions (for example, treatment group = 1; control group =
2). In contrast to the dichotomous (nominal) predictor variable,
the outcome variable must be quantitative to calculate a group
mean (for example, mean IQ score, mean heart rate
score).Assumptions of the t-Test
All inferential statistics, including the independent samples t-
test, operate under assumptions checked prior to calculating the
t-test in SPSS. Violations of assumptions can lead to erroneous
inferences regarding a null hypothesis. The first assumption is
independence of observations. For predictor variable X in an
independent samples t-test, participants are assigned to one and
only one "condition" or "level," such as a treatment group or
control group. This assumption is not statistical in nature; it is
controlled by proper research procedures that maintain
independence of observations.
19. The second assumption is that outcome variable Y is
quantitative and normally distributed. This assumption is
checked by a visual inspection of the Y histogram and
calculation of skewness and kurtosis values. A researcher may
also conduct a Shapiro-Wilk test in SPSS to check whether a
distribution is significantly different from normal. The null
hypothesis of the ShapiroWilk test is that the distribution is
normal. If the Shapiro-Wilk test is significant, then the
normality assumption is violated. In other words, a researcher
wants the Shapiro-Wilk test to not be significant at p < .05.
The third assumption is referred to as the homogeneity of
variance assumption. Ideally, the amount of variance in Y
scores is approximately equal for group 1 and group 2. This
assumption is checked in SPSS with the Levene test. The null
hypothesis of the Levene test is that group variances are equal.
If the Levene test is significant, then the homogeneity
assumption is violated. In other words, a researcher wants the
Levene test to not be significant at p < .05.
SPSS output for the t-test provides two versions of the t-test:
"Equal variances assumed" and "Equal variances not assumed."
If the Levene test is not significant, researchers report the
"Equal variances assumed" version of the t-test. If the Levene
test is significant, researchers report the more conservative
"Equal variances not assumed" calculation of the t-test in the
second row of the output table.Hypothesis Testing for a t-Test
The null hypothesis for a t-test predicts no significant
difference in population means, or H0: µ1 = µ2. A directional
alternative hypothesis for a t-test is that the population means
differ in a specific direction, such as H1: µ1 > µ2 or H1: µ1 <
µ2. A non-directional alternative hypothesis simply predicts
that the population means differ, but it does not stipulate which
population mean is significantly greater (H1: µ1 ≠ µ2). For t-
tests, the standard alpha level for rejecting the null hypothesis
20. is set to .05. SPSS output for a t-test showing a p value of less
than indicates that the null hypothesis should be rejected; there
is a significant difference in population means. A p value
greater than .05 indicates that the null hypothesis should not be
rejected; there is not a significant difference in population
means.Effect Size for a t-Test
There are two commonly reported estimates of effect size for
the independent samples t-test, including eta squared (η2) and
Cohen's d. Eta squared is analogous to r2. It estimates the
amount of variance in Y that is attributable to group differences
in X. Eta squared ranges from 0 to 1.0, and it is interpreted
similarly to r2 in terms of "small," "medium," and "large" effect
sizes. Eta squared is calculated as a function of an obtained t
value and the study degrees of freedom.
Cohen's d is an alternate effect size representing the number of
standard deviations the two population means are in the sample.
A small Cohen's d (< .20) indicates a high degree of overlap in
population means. A large Cohen's d (> .80) indicates a low
degree of overlap in population means.Testing Assumptions:
The Shapiro-Wilk Test and the Levene Test
Recall that two assumptions of the t-test are that:
4. Outcome variable Y is normally distributed.
5. The variance of Y scores is approximately equal across
groups (homogeneity assumption).The Shapiro-Wilk Test
In addition to a visual inspection of histograms and skewness
and kurtosis values, SPSS provides a formal statistical test of
normality referred to as the Shapiro-Wilk test. A perfect normal
distribution will have a Shapiro-Wilk value of 1.0. Values less
than 1.0 indicate an increasing departure from a perfect normal
shape. The null hypothesis of the Shapiro-Wilk test is that the
distribution is normal. When the Shapiro-Wilk test indicates a p
21. value less than .05, the normality assumption is violated.
To obtain the Shapiro-Wilk test, in SPSS select
"Analyze…Descriptive Statistics…Explore." Place the outcome
variable Y in the "Dependent List" box and select the "Plots"
option. Select the "Normality plots with tests" option. Press
"Continue" and then "Ok." SPSS provides the Shapiro-Wilk test
output for interpretation. A significant Shapiro-Wilk test ( p <
.05) suggests that the distribution is not normal and
interpretations may be affected. However, the t-test is fairly
robust to violations of this assumption when sample sizes are
sufficiently large (that is, > 100).The Levene Test
The homogeneity of variance assumption is tested with Levene
test. The Levene test is automatically generated in SPSS when
an independent samples t-test is conducted. The null hypothesis
for the Levene test is that group variances are equal. A
significant Levene test ( p < .05) indicates that the homogeneity
of variance assumption is violated. In this case, report the
"Equal variances not assumed" row of the t-test output. This
version of the t-test uses a more conservative adjusted degrees
of freedom ( df) that compensates for the homogeneity
violation. The adjusted df can often result in a decimal number
(for example, df = 13.4), which is commonly rounded to a whole
number in reporting (for example, df = 13). If the Levene test is
not significant (that is, homogeneity is assumed), report the
"Equal variances assumed" row of the t-test output.Proper
Reporting of the Independent Samples t-Test
Reporting a t-test in proper APA style requires an understanding
of the following elements, including the statistical notation for
an independent samples t-test (t), the degrees of freedom, the t
value, the probability value, and the effect size. To provide
context, provide the means and standard deviations for each
group. For example, imagine an industrial/organizational
psychologist randomly assigns 9 employees to a treatment group
(for example, team-bonding exercises) and 9 employees to a
control group (for example, no exercises) and then subsequently
22. measures their rates of organizational citizenship behavior
(OCB) over a period of six months. The results show:
The mean OCB scores differed significantly across groups, t(16)
= -2.58, p = .02 (two-tailed). Mean OCB for the control group
(M = 67.8, SD = 8.2) was about 10 OCB points lower than mean
OCB for the treatment group (M = 77.9, SD = 8.1). The effect
size, as indexed by η2 was .30; this is a very large effect.t,
Degrees of Freedom, and t Value
The statistical notation for an independent samples t-test is t,
and following it is the degrees of freedom for this statistical
test. The degrees of freedom for t is n1 + n2 - 2, where n1
equals the number of participants in group 1 and n2 equals the
number of participants in group 2. In the example above, N = 18
(n1 = 9; n2 = 9). The t value is a ratio of the difference in group
means divided by the standard error of the difference in sample
means. The t value can be either positive or negative.Probability
Value
A researcher estimates the probability value based on a table of
critical values of t for rejecting the null hypothesis. In the
example above, with 16 degrees of freedom and alpha level set
to .05 (two-tailed), the table indicates a critical value of +/-
2.12 to reject the null hypothesis. The obtained t value above is
-2.58, which exceeds the critical value required to reject the
null hypothesis. SPSS determined the exact p value to be .02.
This p value is less than .05, which indicates that the null
hypothesis should be rejected for the alternative hypothesis
(that is, the two groups are significantly different in mean
OCB).Effect Size
A common index of effect size for the independent samples t-
test is eta squared (η2). SPSS does not provide this output for
the independent samples t-test, but it is easily calculated by
hand with the following formula: t2 ÷ (t2 + df). In the example
above, the calculation is (-2.58)2 ÷ [(-2.58)2 + 16] = 6.65 ÷
23. (6.65 + 16) = 6.65 ÷ 22.65 = .29. This eta squared value falls
between < .20 and > .80, and is therefore a "medium" effect
size.ReferencesLane, D. M. (2013). HyperStat online statistics
textbook. Retrieved from
http://davidmlane.com/hyperstat/index.htmlWarner, R. M.
(2013). Applied statistics: From bivariate through multivariate
techniques (2nd ed.). Thousand Oaks, CA: Sage Publications.
1
5
IBM SPSS Step-by-Step Guide: t Tests
Note: This guide is an example of creating t test output in SPSS
with the grades.sav file. The variables shown in this guide do
not correspond with the actual variables assigned in Assessment
3. Carefully follow the Assessment 3 instructions for a list of
assigned variables. Screen shots were created with SPSS 21.0.
Assumptions of t Tests
To complete Section 2 of the DAA for Assessment 3, you will
generate SPSS output for a histogram, descriptive statistics, and
the Shapiro-Wilk test. (Levene test output will appear in
Section 4 of the DAA.) Refer to the Assessment 3 instructions
for a list of assigned variables. The examplevariables lowup and
final are shown below.
Step 1. Open grades.sav in SPSS.
Step 2. Generate SPSS output for the Shapiro-Wilk test of
normality. (Refer to previous step-by-step guides for generating
histogram output and descriptives output for the Assessment 3
variables.)
On the Analyze menu, point to Descriptive Statistics and click
Explore…
24. In the Explore dialog box, move the assigned Assessment 3
variables into the Dependent List box. The final variable is used
as an example below.
Click the Plots… button.
In the Explore: Plots dialog box, select the Normality plots with
tests option.
Click Continue and then OK.
Step 3. Copy the Tests of Normality table and paste it into
Section 2 of the DAA Template. Interpret the output.
Note: The Levene test is also generated as part of the SPSS t-
test output for Section 4 (discussed next). You do not have to
provide the Levene test output twice. You can report and
interpret it in Section 2 and then provide the actual output in
Section 4.
Reporting of t Tests
DAA Section 4 involves generating the t-test output and
interpreting it. The example variables of lowup (lower division
= 1; upper division = 2) and final are shown below.
Step 1. Generate SPSS output for the t test.
On the Analyze menu, point to Compare Means and click
Independent-Samples T Test…
Step 2. In the Independent-Samples T Test dialog box:
First, move the Assessment 3 dependent variable into the Test
Variable(s) box.
Second, move the Assessment 3 assignment variable into the
Grouping Variable box. Notice the (? ?) after the variable. The
values of the independent variable are assigned in the next step.
Third, click the Define Groups… button.
25. Fourth, in the Define Groups dialog box, assign the
corresponding values: Group 1 = 1, Group 2 = 2.
Fifth, click Continue and then OK.
Step 3. Copy the output for the independent samples test and
paste it into Section 4 of the DAA Template. Then interpret it as
described in the Assessment 3 assignment instructions.
5
Data Set Instructions
The grades.sav file is a sample SPSS data set. The fictional data
represent a teacher’s recording of student demographics and
performance on quizzes and a final exam across three sections
of the course. Each section consists of about 35 students (N =
105).Software Installation
Make sure that IBM SPSS Statistics Standard GradPack is fully
licensed, installed on your computer, and running properly. It is
important that you have either the Standard or Premium version
of SPSS that includes the full range of statistics. Proper
software installation is required in order to complete your first
SPSS data assignment in Assessment 1.
Next, click grades.sav in the Assessment 1 Resources to
download the file to your computer.
· You will use grades.sav throughout the course.
The definition of variables in the grades.sav data set are found
in the Assessment 1 Context. Understanding these variable
definitions is necessary for interpreting SPSS output.
In Assessment 1, you will define values and scales of
26. measurement for all variables in your grades.sav file.
Verify the values and scales of measurement assigned in the
grades.sav file using information in the Data Set on page 2 of
this document.
Data Set
There are 21 variables in grades.sav,. Open your grades.sav file
and go to the Variable View tab. Make sure you have the
following values and scales of measurement assigned.
SPSS variable
Definition
Values
Scale of measurement
id
Student identification number
Nominal
lastname
Student last name
Nominal
firstname
Student first name
Nominal
gender
Student gender
1 = female; 2 = male
Nominal
ethnicity
Student ethnicity
1 = Native; 2 = Asian; 3 = Black;
4 = White; 5 = Hispanic
Nominal
year
Class rank
1 = freshman; 2 = sophomore;
27. 3 = junior; 4 = senior
Scale
lowup
Lower or upper division
1 = lower; 2 = upper
Ordinal
section
Class section
Nominal
gpa
Previous grade point average
Scale
extcr
Did extra credit project?
1 = no; 2 = yes
Nominal
review
Attended review sessions?
1 = no; 2 = yes
Nominal
quiz1
Quiz 1: number of correct answers
Scale
quiz2
Quiz 2: number of correct answers
Scale
quiz3
Quiz 3: number of correct answers
Scale
quiz4
Quiz 4: number of correct answers
28. Scale
quiz5
Quiz 5: number of correct answers
Scale
final
Final exam: number of correct answers
Scale
total
Total number of points earned
Scale
percent
Final percent
Scale
grade
Final grade
Nominal
passfail
Passed or failed the course?
Nominal
2
SPSS Data Analysis Report Guidelines
For the SPSS data analysis report assignments in Assessments
2, 3, and 4, you will use the Data Analysis and Application
(DAA) Template with the five sections described below. As
shown in the IBM SPSS step-by-step guides, label all tables and
29. graphs in a manner consistent with Capella's APA Style and
Format guidelines. Citations, if needed, should be included in
the text and references included in a reference section at the end
of the report. The organization of the report should include the
following five sections:
Section 1: Data File Description (One Paragraph)
1. Describe the context of the data set. Cite a previous
description if the same data set is used from a previous
assignment. To increase the formal tone of the DAA, avoid
first-person perspective "I." For example, do not write, "I ran a
scatter plot shown in Figure 1." Instead, write, "Figure 1 shows.
. . ."
2. Specify the variables used in this DAA and the scale of
measurement of each variable.
3. Specify sample size (N).
Section 2: Testing Assumptions (Multiple Paragraphs)
1. Articulate the assumptions of the statistical test.
2. Paste SPSS output that tests those assumptions and interpret
them. Properly embed SPSS output where appropriate. Do not
string all output together at the beginning of the section. In
other words, interpretations of figures and tables should be near
(that is, immediately above or below) where the output appears.
Format figures and tables per APA formatting. Refer to the
examples in the IBM SPSS step-by-step guides.
3. Summarize whether or not the assumptions are met. If
assumptions are not met, discuss how to ameliorate violations
of the assumptions.
Section 3: Research Question, Hypotheses, and Alpha Level
(One Paragraph)
1. Articulate a research question relevant to the statistical test.
2. Articulate the null hypothesis and alternative hypothesis for
the research question.
3. Specify the alpha level (.05 unless otherwise specified).
Section 4: Interpretation (Multiple Paragraphs)
1. Paste SPSS output for an inferential statistic and report it.
Properly embed SPSS output where appropriate. Do not string
30. all output together at the beginning of the section. In other
words, interpretations of figures and tables should be near (that
is, immediately above or below) where the output appears.
Format figures and tables per APA formatting.
2. Report the test statistics. For guidance, refer to the "Results"
examples at the end of the appropriate chapter of your Warner
text.
3. Interpret statistical results against the null hypothesis.
Section 5: Conclusion (Two Paragraphs)
1. Provide a brief summary (one paragraph) of the DAA
conclusions.
2. Analyze strengths and limitations of the statistical test.
Running head: DATA ANALYSIS AND APPLICATION
TEMPLATE 1
DATA ANALYSIS AND APPLICATION TEMPLATE 4
Data Analysis and Application (DAA) TemplateLearner
NameCapella University
Data Analysis and Application (DAA) Template
Use this file for all assignments that require the DAA Template.
Although the statistical tests will change from week to week,
the basic organization and structure of the DAA remains the
same. Update the title of the template. Remove this text and
provide a brief introduction.Section 1: Data File Description
Describe the context of the data set. You may cite your previous
description if the same data set is used from a previous
assignment.
Specify the variables used in this DAA and the scale of
measurement of each variable.
Specify sample size (N).Section 2: Testing Assumptions
31. 1. Articulate the assumptions of the statistical test.
Paste SPSS output that tests those assumptions and interpret
them. Properly integrate SPSS output where appropriate. Do not
string all output together at the beginning of the section.
Summarize whether or not the assumptions are met. If
assumptions are not met, discuss how to ameliorate violations
of the assumptions.Section 3: Research Question, Hypotheses,
and Alpha Level
1. Articulate a research question relevant to the statistical test.
2. Articulate the null hypothesis and alternative hypothesis.
3. Specify the alpha level.Section 4: Interpretation
1. Paste SPSS output for an inferential statistic. Properly
integrate SPSS output where appropriate. Do not string all
output together at the beginning of the section.
2. Report the test statistics.
3. Interpret statistical results against the null hypothesis.Section
5: Conclusion
1. State your conclusions.
2. Analyze strengths and limitations of the statistical test.
References
Provide references if necessary.
Print Copy/Export Output Instructions
SPSS output can be selectively copied and pasted into Word by
using the Copy command:
1. Click on the SPSS output in the Viewer window.
2. Right-click for options.
3. Click the Copy command.
4. Paste the output into a Microsoft Word document.
The Copy command will preserve the formatting of the SPSS
tables and charts when pasting into Microsoft Word.
An alternative method is to use the Export command:
1. Click on the SPSS output in the Viewer window.
2. Right-click for options.
3. Click the Export command.
32. 4. Save the file as Word/RTF (.doc) to your computer.
5. Open the .doc file.