Using bpstudy.sav, conduct an independent samples t test in
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Using bpstudy.sav, conduct an independent samples t test in SPSS with gender as the grouping variable (male = 1; female = 2) and HR1 (heart rate) as the outcome variable. Paste the SPSS output and then report: The sample size for males ( n 1) and sample size for females ( n 2). The means for males ( M 1) and females ( M 2) on HR1. The calculated mean difference ( M 1 – M 2). The standard deviations for males ( s 1) and females ( s 2) on HR1. The Levene test (homogeneity of variance assumption) and interpretation. t, degrees of freedom, t value, and probability value. State whether or not to reject the null hypothesis. Interpret the results. Calculate Cohen's d effect size from the SPSS output and interpret it. Specifically, if the homogeneity of variance assumption is met, divide the mean difference ( M 1 – M 2) by either s 1 or s 2. Violation of the homogeneity of variance assumption requires calculation of S pooled. Homogeneity assumed: Cohen's d = ( M 1 – M 2) ÷ s 1 or Cohen's d = ( M 1 – M 2) ÷ s 2 To be comprehensive, report Cohen's d based on a calculation with s 1 and a calculation with s 2. Round the effect size to two decimal places. Interpret Cohen's d with Table 5.2 of your Warner text. Section 2: Post-hoc Power Analysis Open G*Power. Select the following options: Test family = t tests. Statistical test = Means: Difference between two independent groups (two groups). Type of power analysis = Post hoc: Compute achieved power. Tails(s) = Two. Effect size d = Cohen's d obtained from Section 1 above (using either s 1 or s 2). α err prob = standard alpha level. Sample size group 1 = n 1 from Section 1 above. Sample size group 2 = n 2 from Section 1 above. Click Calculate . Provide a screen shot of your G*Power output. Report the observed power of this post-hoc power analysis. Interpret the level of power in terms of rejecting a null hypothesis. Do you have sufficient power to reject a false null hypothesis? Interpret power in terms of committing a Type II error. Section 3: A Priori Power Analysis In G*Power, now select: Type of power analysis = A priori: Compute required sample size. Input effect size d from Section 1. Specify α err prob. Specify Power (1 - β) = .80. Set the Allocation ratio to 1 (i.e., equal sample sizes). Press Calculate. Provide a screen shot of your G*Power output. Interpret the meaning of a .80 power value. Specifically, report the estimated n 1, n 2, and total N to achieve obtain a power of .80. How many total subjects ( N ) would be needed to obtain a power of .80? Would you have expected a required N of this size? Why or why not? Next, in G*Power, change the Cohen's d effect size value obtained in Section 1 and set it to .50 (conventional "medium" effect size). Click Calculate . How many total subjects ( N) are needed to obtain a power of .80? Compare and contrast these two estimated N s. In co ...
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Recommended
Power AnalysisThis is a three-part assignment in which you w
Power Analysis
This is a three-part assignment in which you will demonstrate your ability to:
Analyze components of a
t
test required for power analysis.
Compute and interpret a post hoc power analysis.
Compute and interpret an
a priori
power analysis.
In addition to IBM SPSS, you will also use the G*Power software to complete this assignment. Answer each question, providing IBM SPSS or G*Power analysis output when necessary to support your answer. Save your work in a Word file. The deadline for submitting your work is 11:59 p.m. Central time on Sunday of week 2.
The data file for this assignment, BP Study Dataset, is given in the resources. You will be conducting a post hoc power analysis and an a priori power analysis on an independent samples
t
test of gender as the grouping variable (male = 1; female = 2) and HR1 (heart rate) as the outcome variable. There are three sections of this assignment. After reporting the
t
test results, you will then conduct a post hoc power analysis followed by an a priori power analysis.
Section 1: Reporting the
t
Test Results
Using BP Study Dataset, conduct an independent samples
t
test in SPSS with gender as the grouping variable (male = 1; female = 2) and HR1 (heart rate) as the outcome variable.
Paste the SPSS output and then report:
The sample size for males (
n
1) and sample size for females (
n
2).
The means for males (
M
1) and females (
M
2) on HR1.
The calculated mean difference (
M
1 –
M
2).
The standard deviations for males (
s
1) and females (
s
2) on HR1.
The Levene test (homogeneity of variance assumption) and interpretation.
t,
degrees of freedom,
t
value, and probability value. State whether or not to reject the null hypothesis. Interpret the results.
Calculate Cohen's
d
effect size from the SPSS output and interpret it. Specifically, if the homogeneity of variance assumption is met, divide the mean difference (
M
1 –
M
2) by either
s
1 or
s
2. Violation of the homogeneity of variance assumption requires calculation of
S
pooled. Homogeneity assumed:
Cohen's
d
= (
M
1 –
M
2) ÷
s
1 or Cohen's
d
= (
M
1 –
M
2) ÷
s
2
To be comprehensive, report Cohen's
d
based on a calculation with
s
1 and a calculation with
s
2. Round the effect size to two decimal places. Interpret Cohen's
d
with Table 5.2 of your Warner text.
Section 2: Post Hoc Power Analysis
Open G*Power. Select the following options:
Test family =
t
tests.
Statistical test = Means: Difference between two independent groups (two groups).
Type of power analysis = Post hoc: Compute achieved power.
Tails(s) = Two.
Effect size
d
= Cohen's
d
obtained from Section 1 above (using either
s
1 or
s
2).
α err prob = standard alpha level.
Sample size group 1 =
n
1 from Section 1 above.
Sample size group 2 =
n
2 from Section 1 above.
Click
Calculate
.
Provide a screenshot of your G*Power output. Report the observed power of this post hoc power analysis ...
Descriptive Statistics Formula Sheet Sample Populatio.docx
Descriptive Statistics Formula Sheet
Sample Population
Characteristic statistic Parameter
raw scores x, y, . . . . . X, Y, . . . . .
mean (central tendency) M =
∑ x
n
μ =
∑ X
N
range (interval/ratio data) highest minus lowest value highest minus lowest value
deviation (distance from mean) Deviation = (x − M ) Deviation = (X − μ )
average deviation (average
distance from mean)
∑(x − M )
n
= 0
∑(X − μ )
N
sum of the squares (SS)
(computational formula) SS = ∑ x
2 −
(∑ x)2
n
SS = ∑ X2 −
(∑ X)2
N
variance ( average deviation2 or
standard deviation
2
)
(computational formula)
s2 =
∑ x2 −
(∑ x)2
n
n − 1
=
SS
df
σ2 =
∑ X2 −
(∑ X)2
N
N
standard deviation (average
deviation or distance from mean)
(computational formula) s =
√∑ x
2 −
(∑ x)2
n
n − 1
σ =
√∑ X
2 −
(∑ X)2
N
N
Z scores (standard scores)
mean = 0
standard deviation = ± 1.0
Z =
x − M
s
=
deviation
stand. dev.
X = M + Zs
Z =
X − μ
σ
X = μ + Zσ
Area Under the Normal Curve -1s to +1s = 68.3%
-2s to +2s = 95.4%
-3s to +3s = 99.7%
Using Z Score Table for Normal Distribution
(Note: see graph and table in A-23)
for percentiles (proportion or %) below X
for positive Z scores – use body column
for negative Z scores – use tail column
for proportions or percentage above X
for positive Z scores – use tail column
for negative Z scores – use body column
to discover percentage / proportion between two X values
1. Convert each X to Z score
2. Find appropriate area (body or tail) for each Z score
3. Subtract or add areas as appropriate
4. Change area to % (area × 100 = %)
Regression lines
(central tendency line for all
points; used for predictions
only) formula uses raw
scores
b = slope
a = y-intercept
y = bx + a
(plug in x
to predict y)
b =
∑ xy −
(∑ x)(∑ y)
n
∑ x2 −
(∑ x)2
n
a = My - bMx
where My is mean of y
and Mx is mean of x
SEest (measures accuracy of predictions; same properties as standard deviation)
Pearson Correlation Coefficient
(used to measure relationship;
uses Z scores)
r =
∑ xy−
(∑ x)(∑ y)
n
√(∑ x2−
(∑ x)2
n
)(∑ y2−
(∑ y)2
n
)
r =
degree x & 𝑦 𝑣𝑎𝑟𝑦 𝑡𝑜𝑔𝑒𝑡ℎ𝑒𝑟
degree x & 𝑦 𝑣𝑎𝑟𝑦 𝑠𝑒𝑝𝑎𝑟𝑎𝑡𝑒𝑙𝑦
r
2
= estimate or % of accuracy of predictions
PSYC 2317 Mark W. Tengler, M.S.
Assignment #9
Hypothesis Testing
9.1 Briefly explain in your own words the advantage of using an alpha level (α) = .01
versus an α = .05. In general, what is the disadvantage of using a smaller alpha
level?
9.2 Discuss in your own words the errors that can be made in hypothesis testing.
a. What is a type I error? Why might it occur?
b. What is a type II error? How does it happen?
9.3 The term error is used in two different ways in the context of a hypothesis test.
First, there is the concept of sta
Two Sample Tests
This document summarizes statistical tests for comparing two samples, including paired and independent samples t-tests, confidence intervals, and effect sizes. For paired samples from within-subject designs, a paired t-test is used to test for differences between means. For independent samples from between-subject designs, an independent samples t-test is used. Both tests calculate a t-statistic based on the mean difference and standard error. Confidence intervals and effect sizes can also be calculated for paired and independent sample designs. Examples are provided to demonstrate how to perform the statistical tests and calculations.
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1) ANOVA compares the means of two or more populations to determine if they are statistically significantly different. It tests the null hypothesis that all population means are equal.
2) ANOVA partitions the total variation into two components: variation between groups and variation within groups. The between-groups variation reflects differences in group means, while the within-groups variation reflects random error.
3) The test statistic used is F, which is the ratio of between-groups variation to within-groups variation. If F is sufficiently large, the null hypothesis is rejected, indicating at least one population mean is different.
Test of hypothesis test of significance
This document provides an overview of common statistical hypothesis tests including:
1) The t-test, which is used to test differences between sample means and the significance of sample means.
2) The chi-square test, which evaluates differences between observed and expected frequencies without distributional assumptions. It is used for goodness of fit tests and tests of independence.
3) Analysis of variance (ANOVA), which tests for differences among two or more means by analyzing variance estimates. It is used to evaluate whether experimental factors have significant effects on outcomes.
The document defines key terms like null and alternative hypotheses, type I and II errors, level of significance, and degrees of freedom. It also outlines applications and procedures
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K.A.Sindhura-t,z,f tests
This document provides information about statistical hypothesis testing procedures including t-tests, z-tests, and F-tests. It defines key terms like the null hypothesis, alternative hypothesis, and level of significance. It explains the steps to conduct hypothesis tests including setting the hypotheses, fixing the significance level, choosing a test criterion, performing calculations, and making a conclusion. Specifically, it discusses one-sample and two-sample z-tests for large samples and one-sample and two-sample t-tests for small samples. The assumptions, conditions, and procedures for each test are outlined in detail over multiple pages.
Small Sampling Theory Presentation1
Small sample theory deals with statistical inference when sample sizes are small (n ≤ 30). It involves t and F distributions which are defined in terms of degrees of freedom. The t-distribution was developed by William Gosset and is used when sample sizes are small. It has a bell shape but is more spread out than the normal distribution. The F-distribution is used to test if two variances are equal and is defined as the ratio of two chi-square variables. Both distributions depend on degrees of freedom.
Recommended
Power AnalysisThis is a three-part assignment in which you w
Power Analysis
This is a three-part assignment in which you will demonstrate your ability to:
Analyze components of a
t
test required for power analysis.
Compute and interpret a post hoc power analysis.
Compute and interpret an
a priori
power analysis.
In addition to IBM SPSS, you will also use the G*Power software to complete this assignment. Answer each question, providing IBM SPSS or G*Power analysis output when necessary to support your answer. Save your work in a Word file. The deadline for submitting your work is 11:59 p.m. Central time on Sunday of week 2.
The data file for this assignment, BP Study Dataset, is given in the resources. You will be conducting a post hoc power analysis and an a priori power analysis on an independent samples
t
test of gender as the grouping variable (male = 1; female = 2) and HR1 (heart rate) as the outcome variable. There are three sections of this assignment. After reporting the
t
test results, you will then conduct a post hoc power analysis followed by an a priori power analysis.
Section 1: Reporting the
t
Test Results
Using BP Study Dataset, conduct an independent samples
t
test in SPSS with gender as the grouping variable (male = 1; female = 2) and HR1 (heart rate) as the outcome variable.
Paste the SPSS output and then report:
The sample size for males (
n
1) and sample size for females (
n
2).
The means for males (
M
1) and females (
M
2) on HR1.
The calculated mean difference (
M
1 –
M
2).
The standard deviations for males (
s
1) and females (
s
2) on HR1.
The Levene test (homogeneity of variance assumption) and interpretation.
t,
degrees of freedom,
t
value, and probability value. State whether or not to reject the null hypothesis. Interpret the results.
Calculate Cohen's
d
effect size from the SPSS output and interpret it. Specifically, if the homogeneity of variance assumption is met, divide the mean difference (
M
1 –
M
2) by either
s
1 or
s
2. Violation of the homogeneity of variance assumption requires calculation of
S
pooled. Homogeneity assumed:
Cohen's
d
= (
M
1 –
M
2) ÷
s
1 or Cohen's
d
= (
M
1 –
M
2) ÷
s
2
To be comprehensive, report Cohen's
d
based on a calculation with
s
1 and a calculation with
s
2. Round the effect size to two decimal places. Interpret Cohen's
d
with Table 5.2 of your Warner text.
Section 2: Post Hoc Power Analysis
Open G*Power. Select the following options:
Test family =
t
tests.
Statistical test = Means: Difference between two independent groups (two groups).
Type of power analysis = Post hoc: Compute achieved power.
Tails(s) = Two.
Effect size
d
= Cohen's
d
obtained from Section 1 above (using either
s
1 or
s
2).
α err prob = standard alpha level.
Sample size group 1 =
n
1 from Section 1 above.
Sample size group 2 =
n
2 from Section 1 above.
Click
Calculate
.
Provide a screenshot of your G*Power output. Report the observed power of this post hoc power analysis ...
Descriptive Statistics Formula Sheet Sample Populatio.docx
Descriptive Statistics Formula Sheet
Sample Population
Characteristic statistic Parameter
raw scores x, y, . . . . . X, Y, . . . . .
mean (central tendency) M =
∑ x
n
μ =
∑ X
N
range (interval/ratio data) highest minus lowest value highest minus lowest value
deviation (distance from mean) Deviation = (x − M ) Deviation = (X − μ )
average deviation (average
distance from mean)
∑(x − M )
n
= 0
∑(X − μ )
N
sum of the squares (SS)
(computational formula) SS = ∑ x
2 −
(∑ x)2
n
SS = ∑ X2 −
(∑ X)2
N
variance ( average deviation2 or
standard deviation
2
)
(computational formula)
s2 =
∑ x2 −
(∑ x)2
n
n − 1
=
SS
df
σ2 =
∑ X2 −
(∑ X)2
N
N
standard deviation (average
deviation or distance from mean)
(computational formula) s =
√∑ x
2 −
(∑ x)2
n
n − 1
σ =
√∑ X
2 −
(∑ X)2
N
N
Z scores (standard scores)
mean = 0
standard deviation = ± 1.0
Z =
x − M
s
=
deviation
stand. dev.
X = M + Zs
Z =
X − μ
σ
X = μ + Zσ
Area Under the Normal Curve -1s to +1s = 68.3%
-2s to +2s = 95.4%
-3s to +3s = 99.7%
Using Z Score Table for Normal Distribution
(Note: see graph and table in A-23)
for percentiles (proportion or %) below X
for positive Z scores – use body column
for negative Z scores – use tail column
for proportions or percentage above X
for positive Z scores – use tail column
for negative Z scores – use body column
to discover percentage / proportion between two X values
1. Convert each X to Z score
2. Find appropriate area (body or tail) for each Z score
3. Subtract or add areas as appropriate
4. Change area to % (area × 100 = %)
Regression lines
(central tendency line for all
points; used for predictions
only) formula uses raw
scores
b = slope
a = y-intercept
y = bx + a
(plug in x
to predict y)
b =
∑ xy −
(∑ x)(∑ y)
n
∑ x2 −
(∑ x)2
n
a = My - bMx
where My is mean of y
and Mx is mean of x
SEest (measures accuracy of predictions; same properties as standard deviation)
Pearson Correlation Coefficient
(used to measure relationship;
uses Z scores)
r =
∑ xy−
(∑ x)(∑ y)
n
√(∑ x2−
(∑ x)2
n
)(∑ y2−
(∑ y)2
n
)
r =
degree x & 𝑦 𝑣𝑎𝑟𝑦 𝑡𝑜𝑔𝑒𝑡ℎ𝑒𝑟
degree x & 𝑦 𝑣𝑎𝑟𝑦 𝑠𝑒𝑝𝑎𝑟𝑎𝑡𝑒𝑙𝑦
r
2
= estimate or % of accuracy of predictions
PSYC 2317 Mark W. Tengler, M.S.
Assignment #9
Hypothesis Testing
9.1 Briefly explain in your own words the advantage of using an alpha level (α) = .01
versus an α = .05. In general, what is the disadvantage of using a smaller alpha
level?
9.2 Discuss in your own words the errors that can be made in hypothesis testing.
a. What is a type I error? Why might it occur?
b. What is a type II error? How does it happen?
9.3 The term error is used in two different ways in the context of a hypothesis test.
First, there is the concept of sta
Two Sample Tests
This document summarizes statistical tests for comparing two samples, including paired and independent samples t-tests, confidence intervals, and effect sizes. For paired samples from within-subject designs, a paired t-test is used to test for differences between means. For independent samples from between-subject designs, an independent samples t-test is used. Both tests calculate a t-statistic based on the mean difference and standard error. Confidence intervals and effect sizes can also be calculated for paired and independent sample designs. Examples are provided to demonstrate how to perform the statistical tests and calculations.
One Way ANOVA.pdf
1) ANOVA compares the means of two or more populations to determine if they are statistically significantly different. It tests the null hypothesis that all population means are equal.
2) ANOVA partitions the total variation into two components: variation between groups and variation within groups. The between-groups variation reflects differences in group means, while the within-groups variation reflects random error.
3) The test statistic used is F, which is the ratio of between-groups variation to within-groups variation. If F is sufficiently large, the null hypothesis is rejected, indicating at least one population mean is different.
Test of hypothesis test of significance
This document provides an overview of common statistical hypothesis tests including:
1) The t-test, which is used to test differences between sample means and the significance of sample means.
2) The chi-square test, which evaluates differences between observed and expected frequencies without distributional assumptions. It is used for goodness of fit tests and tests of independence.
3) Analysis of variance (ANOVA), which tests for differences among two or more means by analyzing variance estimates. It is used to evaluate whether experimental factors have significant effects on outcomes.
The document defines key terms like null and alternative hypotheses, type I and II errors, level of significance, and degrees of freedom. It also outlines applications and procedures
Chapter11
The document discusses hypothesis testing methods for comparing two population or treatment means. It covers notation, sampling distributions, large sample hypothesis testing, confidence intervals, and paired t-tests. An example compares the mean fill volumes of two beer can filling machines and constructs a 98% confidence interval for the difference in tensile strengths of two thread types.
K.A.Sindhura-t,z,f tests
This document provides information about statistical hypothesis testing procedures including t-tests, z-tests, and F-tests. It defines key terms like the null hypothesis, alternative hypothesis, and level of significance. It explains the steps to conduct hypothesis tests including setting the hypotheses, fixing the significance level, choosing a test criterion, performing calculations, and making a conclusion. Specifically, it discusses one-sample and two-sample z-tests for large samples and one-sample and two-sample t-tests for small samples. The assumptions, conditions, and procedures for each test are outlined in detail over multiple pages.
Small Sampling Theory Presentation1
Small sample theory deals with statistical inference when sample sizes are small (n ≤ 30). It involves t and F distributions which are defined in terms of degrees of freedom. The t-distribution was developed by William Gosset and is used when sample sizes are small. It has a bell shape but is more spread out than the normal distribution. The F-distribution is used to test if two variances are equal and is defined as the ratio of two chi-square variables. Both distributions depend on degrees of freedom.
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The document provides information about models and parameter estimation for t-tests and analysis of variance. It discusses the means model and effects model, and how to estimate the parameters of each using least squares. It explains that the sample averages provide estimates of the factor level means in the means model. It also describes how to construct a normal probability plot and check assumptions like normality using residuals.
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FINAL EXAM
STAT 5201
Fall 2016
Due on the class Moodle site or in Room 313 Ford Hall
on Tuesday, December 20 at 11:00 AM
In the second case please deliver to the office staff
of the School of Statistics
READ BEFORE STARTING
You must work alone and may discuss these questions only with the TA or Glen Meeden. You
may use the class notes, the text and any other sources of printed material.
Put each answer on a single sheet of paper. You may use both sides and additional sheets if
needed. Number the question and put your name on each sheet.
If I discover a misprint or error in a question I will post a correction on the class web page. In
case you think you have found an error you should check the class home page before contacting us.
1
1. Find a recent survey reported in a newspaper, magazine or on the web. Briefly describe
the survey. What are the target population and sampled population? What conclusions are drawn
from the survey in the article. Do you think these conclusions are justified? What are the possible
sources of bias in the survey? Please be brief.
2. In a small country a governmental department is interested in getting a sample of school
children from grades three through six. Because of a shortage of buildings many of the schools had
two shifts. That is one group of students came in the morning and a different group came in the
afternoon. The department has a list of all the schools in the country and knows which schools
have two shifts of students and which do not. Devise a sampling plan for selecting the students to
appear in the sample.
3. For some population of size N and some fixed sampling design let π1 be the inclusion
probability for unit i. Assume a sample of size n was used to select a sample.
i) If unit i appears in the sample what is the weight we associate with it?
ii) Suppose the population can be partitioned into four disjoint groups or categories. Let Nj be
the size of the j’th category. For this part of the problem we assume that the Nj’s are not known.
Assume that for units in category j there is a constant probability, say γi that they will respond if
selected in the sample. These γj’s are unknown. Suppose in our sample we see nj units in category
j and 0 < rj ≤ nj respond. Note n1 + n2 + n3 + n4 = n. In this case how much weight should be
assigned to a responder in category j.
iii) Answer the same question in part ii) but now assume that the Nj’s are known.
iv) Instead of categories suppose that there is a real valued auxiliary variable, say age, attached
to each unit and it is known that the probability of response depends on age. That is units of
a similar age have a similar probability of responding when selected in the sample. Very briefly
explain how you would assign adjusted weights o ...
GPowerManual.pdf
This document is a manual for G*Power 3.1, software for performing statistical power analyses. It provides an introduction to the software, describing the types of analyses it can perform and how to use it. The manual is not yet complete, and the user is advised to check the G*Power website for updates. It includes sections describing the main program window, how to select a statistical test and perform analyses, and an embedded calculator for statistical computations.
AP Statistic and Probability 6.1 (1).ppt
The document summarizes key concepts about discrete and continuous random variables from Chapter 6 of The Practice of Statistics textbook. It defines discrete and continuous random variables and their probability distributions. It also explains how to calculate the mean, standard deviation, and probabilities of events for both discrete and continuous random variables. For example, it shows how to find the probability that a randomly chosen woman is between 68 and 70 inches tall using the normal distribution.
Quality Engineering material
This document provides an overview of one-way analysis of variance (ANOVA). It begins by explaining the basic concepts and settings for ANOVA, including comparing population means across three or more groups. It then covers the hypotheses, ideas, assumptions, and calculations involved in one-way ANOVA. These include splitting total variability into parts between and within groups, computing an F-statistic to test if population means are equal, and potentially performing multiple comparisons between pairs of groups if the F-test is significant. Worked examples are provided to illustrate key ANOVA concepts and calculations.
Multiple comparison - Descriptive Statistic
1) The document describes how to perform a one-way ANOVA to compare multiple means. It outlines the descriptive statistics, assumptions of ANOVA including equal variance, and post-hoc comparisons using methods like LSD and Bonferroni.
2) It provides an example using data on heart rates of participants exposed to stress in different groups. Descriptive statistics and plots are used to explore differences before ANOVA.
3) ANOVA finds a significant difference between the group means. Post-hoc tests further examine differences between specific group pairs while controlling for multiple comparisons.
Assessment 3 – Hypothesis, Effect Size, Power, and t Tests.docx
Assessment 3 – Hypothesis, Effect Size, Power, and
t
Tests
Complete the following problems within this Word document. Do not submit other files. Show your work for problem sets that require calculations. Ensure that your answer to each problem is clearly visible. You may want to highlight your answer or use a different type color to set it apart.
Hypothesis, Effect Size, and Power
Problem Set 3.1: Sampling Distribution of the Mean Exercise
Criterion:
Interpret population mean and variance.
Instructions:
Read the information below and answer the questions.
Suppose a researcher wants to learn more about the mean attention span of individuals in some hypothetical population. The researcher cites that the attention span (the time in minutes attending to some task) in this population is normally distributed with the following characteristics: 20
36
. Based on the parameters given in this example, answer the following questions:
1. What is the population mean (μ)? __________________________
2. What is the population variance
? __________________________
3. Sketch the distribution of this population. Make sure you draw the shape of the distribution and label the mean plus and minus three standard deviations.
Problem Set 3.2: Effect Size and Power
Criterion:
Explain effect size and power.
Instructions:
Read each of the following three scenarios and answer the questions.
Two researchers make a test concerning the effectiveness of a drug use treatment. Researcher A determines that the effect size in the population of males is
d
= 0.36; Researcher B determines that the effect size in the population of females is
d
= 0.20. All other things being equal, which researcher has more power to detect an effect? Explain. ______________________________________________________________________
Two researchers make a test concerning the levels of marital satisfaction among military families. Researcher A collects a sample of 22 married couples (
n
= 22); Researcher B collects a sample of 40 married couples (
n
= 40). All other things being equal, which researcher has more power to detect an effect? Explain. ______________________________________________________________________
Two researchers make a test concerning standardized exam performance among senior high school students in one of two local communities. Researcher A tests performance from the population in the northern community, where the standard deviation of test scores is 110 (
); Researcher B tests performance from the population in the southern community, where the standard deviation of test scores is 60 (
). All other things being equal, which researcher has more power to detect an effect? Explain. ______________________________________________________________________
Problem Set 3.3: Hypothesis, Direction, and Population Mean
Criterion:
Explain the relationship between hypothesis, tests, and population mean.
Instructions:
Read the following and answer the questions.
Basic of Statistical Inference Part-III: The Theory of Estimation from Dexlab...
In this 3rd segment of the basic of statistical inference series, the estimation theory, its elements, methods and characteristics have been discussed.
The T-test
The t-test is used to test hypotheses about population means when the population variance is unknown. It is closely related to the z-test but uses the t distribution instead of the normal. There are three main types of t-tests: single sample, independent samples, and dependent samples. The t-test compares the sample mean to the population mean and takes into account factors like sample size and variability. Larger sample sizes and stronger associations between variables increase the power of the t-test to detect significant differences or relationships.
HW1 MIT Fall 2005
This document provides instructions for Homework 1 for the course 6.867. It is due on September 28 and will be 10% off for each day late. The homework involves exploring bias-variance tradeoffs in estimating the mean of different distributions from sample data. It provides questions to answer about maximum likelihood estimators for the mean of uniform distributions on intervals of different lengths. It also covers Bayesian estimation of probabilities for a "thick coin" that can land on heads, tails, or edge. Finally, it includes questions on Gaussian distributions, analyzing a presidential debate poll, and decision theory concepts.
Introduction to the t test
The document discusses the one-sample t-test and how it addresses limitations of the z-test. The t-test can be used to compare a sample mean to a population mean or hypothetical mean when the population standard deviation is unknown. It uses the sample standard deviation and degrees of freedom to calculate the t-statistic, which follows a t-distribution. The t-test procedure involves stating hypotheses, determining critical values, calculating statistics, and making conclusions, similar to the z-test. Effect sizes can also be measured.
Chapter 5
The document discusses discrete probability distributions. It provides examples of discrete random variables that arise from counting, like the number of fleas on a prairie dog. It also gives the definition of a discrete probability distribution as a table, graph or formula that lists the possible values a discrete random variable can take and their corresponding probabilities. The document calculates the mean and standard deviation for the probability distribution of household size from US Census data, finding the average household has 2.525 people with a standard deviation of 1.422 people. It also gives an example of calculating expected value using a lottery game.
1 LAB 3 INSTRUCTIONS ONE-SAMPLE AND TWO-SAMP.docx
1
LAB 3 INSTRUCTIONS
ONE-SAMPLE AND TWO-SAMPLE INFERENCES
The primary purpose of the lab instructions is to demonstrate how the inferential tools in StatCrunch can be
applied to one-sample and two–sample problems about the mean and the difference in two population
means, respectively. In particular, you will learn how to obtain confidence intervals for the population
parameters of interest and how to test statistical hypotheses about the parameters. We will consider two
classes of inferential procedures available in StatCrunch depending on whether the population standard
deviation(s) are known or unknown.
1. One-Sample Inferences about the Mean
Statistical inference is inference about a population from a random sample drawn from it. We will
consider two important methods of statistical inference: interval estimation (confidence intervals)
and hypothesis testing (tests of significance).
(a) Confidence Intervals about the Mean
The purpose of a confidence interval is to estimate an unknown population parameter with an
indication of how accurate the estimate is and of how confident we are the result is correct. In
summary, a confidence interval contains the most plausible values for the parameter.
Any confidence interval has the form
Estimate of the parameter Margin of error.
A (1-α)∙100% confidence interval for the mean of a normal population with known standard
deviation , based on a random sample of size n, is given by
where se= / n is the standard error and / 2z is the z-score corresponding to the confidence
level 1-α. The z-score has right-tail probability α/2. In particular, z=1.96 when 1-α =0.95 (95%
confidence interval).
The confidence level C states the probability that the method will produce a confidence interval
containing the population parameter. That is, if you obtain 95% confidence intervals repeatedly, in
the long run 95% of your intervals will contain the true population parameter. However, you
cannot know whether a particular confidence interval contains the parameter.
When the population standard deviation σ is unknown, the standard error se is estimated by the
ratio /s n , where s is the sample standard deviation. In this case, the confidence interval is
based on the formula
where
/ 2
t
is the t-score of the t-distribution with (n-1) degrees of freedom and it has right tail
probability of α/2.
/ 2
( ),x z se
/ 2
( ),x t se
2
(b) Tests about the Mean
Another inferential method about the population mean μ called hypothesis testing analyzes the
evidence that the sample data provide in favor of a specific claim about the mean. In general, in
any hypothesis testing problem there are two alternative claims under consideration: the null
hypothesis denoted by H0 (the claim initially assumed to be true) and the alternative hypothesis
denoted by Ha (the claim we suspect is true instead of H0). Both h ...
Independent Samples t-test.pptx
This document provides an overview of independent samples t-tests, which are used to compare the means of two unrelated groups to determine if they are statistically different from each other. It explains that an independent t-test uses samples to draw conclusions about populations and compares two distinct samples. The document also describes how to calculate a t-value from sample data and compare it to a critical value to determine if the null hypothesis that the two population means are equal can be rejected. An example compares word recall between two processing treatment groups and finds no significant difference between their means based on the t-test calculation.
The Sign Test
The sign test is used to compare two populations (A and B) by examining pairs of observations from each population. The number of times population A exceeds population B (X) is the test statistic. Under the null hypothesis, the two populations are identical and the probability of A exceeding B is 0.5.
To perform the sign test: (1) assign "+" if A>B, "-" if A<B, discard if equal; (2) count remaining pairs (n) and times the less frequent sign occurs (r); (3) compare r to critical values - if r is below the critical value, reject the null hypothesis that the two populations are identical.
The example tests if there is a
t-TEst. :D
The document provides instructions for performing a paired samples t-test, which is used to compare the means of two correlated groups or samples that are measured on the same individuals before and after some intervention. It outlines the null and alternative hypotheses, defines the significance level, describes how to calculate relevant statistics like the mean difference and standard error of the mean difference, and how to use these values to compute the t-statistic and determine whether to reject or fail to reject the null hypothesis based on the critical t-value.
Assignment 3 Capstone Research ProjectDue Week 10 and worth 440 p.docx
Assignment 3: Capstone Research Project
Due Week 10 and worth 440 points
Assume you are the partner in an accounting firm hired to perform the audit on a fortune 1000 company. Assume also that the initial public offering (IPO) of the company was approximately five (5) years ago and the company is concerned that, in less than five (5) years after the IPO, a restatement may be necessary. During your initial evaluation of the client, you discover the following information:
The client is currently undergoing a three (3) year income tax examination by the Internal Revenue Service (IRS). A significant issue involved in the IRS audit encompasses inventory write-downs on the tax returns that are not included in the financial statements. Because of the concealment of the transaction, the IRS is labeling the treatment of the write-down as fraud.
The company has a share-based compensation plan for top-level executives consisting of stock options. The value of the options exercised during the year was not expensed or disclosed in the financial statements.
The company has several operating and capital leases in place, and the CFO is considering leasing a substantial portion of the assets for future use. The current leases in place are arranged using special purpose entities (SPEs) and operating leases.
The company seeks to acquire a global partner, which will require IFRS reporting.
The company received correspondence from the Securities and Exchange Commission (SEC) requesting additional supplemental information regarding the financial statements submitted with the IPO.
Write 8 page paper in which you:
Evaluate any damaging financial and ethical repercussions of failure to include the inventory write-downs in the financial statements. Prepare a recommendation to the CFO, evaluating the negative impact of a civil fraud penalty on the corporation as a result of the IRS audit. In the recommendation, include essential internal control procedures to prevent fraudulent financial reporting from occurring, as well as the major obligation of the CEO and CFO to ensure compliance.
Examine the negative results on stakeholders and the financial statements of an IRS audit which generates additional tax and penalties or subsequent audits. Assume that the subsequent audit and / or additional tax and penalties result from the taxpayer’s use of an inventory reserve account, applying a 10 percent reduction to inventory over three (3) years.
Discuss the applicable federal tax laws, regulations, rulings, and court cases related to the inventory write-downs, and explain the specific relevance of each to the write-down.
Research the current generally accepted accounting principles (GAAP) regarding stock option accounting. Evaluate the current treatment of the company’s share-based compensation plan based on GAAP reporting. Contrast the financial benefits and risks of the share-based compensation stock option plan with the financial benefits and risks of a share-based stock.
Assignment 3 Case HistoryWhen conducting an evaluation, it is als.docx
Assignment 3: Case History
When conducting an evaluation, it is also important to consider the client’s demography as a possible contributing factor.
Use the module readings and the Argosy University online library resources to research methods of recording case histories.
Create a case history for a person with an addiction that clearly traces contributing factors. Do not include identifying information. At this point, do not include details of any mental illness that would constitute a dual diagnosis. Be sure to cover the following components in your case history:
Demographics – including age, gender, ethnicity, socioeconomic status, marital status, number and ages of children, living arrangements, and religion if applicable
Family background
Education
Employment
History of chemical use
Description of the current problem (include history of previous treatment, if any)
After completing the case history, consider ethical standards in relation to this client. What potential ethical issues exist or may come into play with this client? Be sure to include at least one ethical issue. Explore multiculturalism, duty to report/warn, and confidentiality. For example, if the client has children, explain how duty to report may come into play when working with this client.
Write a 3–4-page report in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M1_A3.doc. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.doc.
By
Wednesday, May 13, 2015
, deliver your assignment to the
M1: Assignment 3 Dropbox
.
Assignment 3 Grading Criteria
Maximum Points
Created a comprehensive and valid case history with all required components.
50
Identified potential ethical issues that exist or may come into play with the client.
10
Explored issues of multiculturalism, duty to report/warn, and confidentiality.
20
Applied online library resources to support factors contributing to substance use and potential ethical issues.
12
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
8
Assignment 2: Pros and Cons of DSM Diagnosis
The
Diagnostic and Statistical Manual of Mental Disorders (DSM)
was originally developed in 1952 to help doctors and counselors across the country standardize the classifications of mental disorders in the American population. Throughout the intervening years, the DSM has gone through several revisions, establishing specific diagnostic criteria for each disorder listed, and revising disorders as more was understood about their origins, symptoms, and treatments. The DSM III (1980) marks the point when substance use disorders were moved to a category of their own, separate from personality disorders. Today, the current DSM lists the diagnostic criteria for substance use disorders.
While these standardized diagnostic p.
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Suggest one psychological research question that could be answered.docx
Suggest one psychological research question that could be answered by each of the following types of statistical tests:
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FINAL EXAM
STAT 5201
Fall 2016
Due on the class Moodle site or in Room 313 Ford Hall
on Tuesday, December 20 at 11:00 AM
In the second case please deliver to the office staff
of the School of Statistics
READ BEFORE STARTING
You must work alone and may discuss these questions only with the TA or Glen Meeden. You
may use the class notes, the text and any other sources of printed material.
Put each answer on a single sheet of paper. You may use both sides and additional sheets if
needed. Number the question and put your name on each sheet.
If I discover a misprint or error in a question I will post a correction on the class web page. In
case you think you have found an error you should check the class home page before contacting us.
1
1. Find a recent survey reported in a newspaper, magazine or on the web. Briefly describe
the survey. What are the target population and sampled population? What conclusions are drawn
from the survey in the article. Do you think these conclusions are justified? What are the possible
sources of bias in the survey? Please be brief.
2. In a small country a governmental department is interested in getting a sample of school
children from grades three through six. Because of a shortage of buildings many of the schools had
two shifts. That is one group of students came in the morning and a different group came in the
afternoon. The department has a list of all the schools in the country and knows which schools
have two shifts of students and which do not. Devise a sampling plan for selecting the students to
appear in the sample.
3. For some population of size N and some fixed sampling design let π1 be the inclusion
probability for unit i. Assume a sample of size n was used to select a sample.
i) If unit i appears in the sample what is the weight we associate with it?
ii) Suppose the population can be partitioned into four disjoint groups or categories. Let Nj be
the size of the j’th category. For this part of the problem we assume that the Nj’s are not known.
Assume that for units in category j there is a constant probability, say γi that they will respond if
selected in the sample. These γj’s are unknown. Suppose in our sample we see nj units in category
j and 0 < rj ≤ nj respond. Note n1 + n2 + n3 + n4 = n. In this case how much weight should be
assigned to a responder in category j.
iii) Answer the same question in part ii) but now assume that the Nj’s are known.
iv) Instead of categories suppose that there is a real valued auxiliary variable, say age, attached
to each unit and it is known that the probability of response depends on age. That is units of
a similar age have a similar probability of responding when selected in the sample. Very briefly
explain how you would assign adjusted weights o ...
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Quality Engineering material
This document provides an overview of one-way analysis of variance (ANOVA). It begins by explaining the basic concepts and settings for ANOVA, including comparing population means across three or more groups. It then covers the hypotheses, ideas, assumptions, and calculations involved in one-way ANOVA. These include splitting total variability into parts between and within groups, computing an F-statistic to test if population means are equal, and potentially performing multiple comparisons between pairs of groups if the F-test is significant. Worked examples are provided to illustrate key ANOVA concepts and calculations.
Multiple comparison - Descriptive Statistic
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2) It provides an example using data on heart rates of participants exposed to stress in different groups. Descriptive statistics and plots are used to explore differences before ANOVA.
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Assessment 3 – Hypothesis, Effect Size, Power, and t Tests.docx
Assessment 3 – Hypothesis, Effect Size, Power, and
t
Tests
Complete the following problems within this Word document. Do not submit other files. Show your work for problem sets that require calculations. Ensure that your answer to each problem is clearly visible. You may want to highlight your answer or use a different type color to set it apart.
Hypothesis, Effect Size, and Power
Problem Set 3.1: Sampling Distribution of the Mean Exercise
Criterion:
Interpret population mean and variance.
Instructions:
Read the information below and answer the questions.
Suppose a researcher wants to learn more about the mean attention span of individuals in some hypothetical population. The researcher cites that the attention span (the time in minutes attending to some task) in this population is normally distributed with the following characteristics: 20
36
. Based on the parameters given in this example, answer the following questions:
1. What is the population mean (μ)? __________________________
2. What is the population variance
? __________________________
3. Sketch the distribution of this population. Make sure you draw the shape of the distribution and label the mean plus and minus three standard deviations.
Problem Set 3.2: Effect Size and Power
Criterion:
Explain effect size and power.
Instructions:
Read each of the following three scenarios and answer the questions.
Two researchers make a test concerning the effectiveness of a drug use treatment. Researcher A determines that the effect size in the population of males is
d
= 0.36; Researcher B determines that the effect size in the population of females is
d
= 0.20. All other things being equal, which researcher has more power to detect an effect? Explain. ______________________________________________________________________
Two researchers make a test concerning the levels of marital satisfaction among military families. Researcher A collects a sample of 22 married couples (
n
= 22); Researcher B collects a sample of 40 married couples (
n
= 40). All other things being equal, which researcher has more power to detect an effect? Explain. ______________________________________________________________________
Two researchers make a test concerning standardized exam performance among senior high school students in one of two local communities. Researcher A tests performance from the population in the northern community, where the standard deviation of test scores is 110 (
); Researcher B tests performance from the population in the southern community, where the standard deviation of test scores is 60 (
). All other things being equal, which researcher has more power to detect an effect? Explain. ______________________________________________________________________
Problem Set 3.3: Hypothesis, Direction, and Population Mean
Criterion:
Explain the relationship between hypothesis, tests, and population mean.
Instructions:
Read the following and answer the questions.
Basic of Statistical Inference Part-III: The Theory of Estimation from Dexlab...
In this 3rd segment of the basic of statistical inference series, the estimation theory, its elements, methods and characteristics have been discussed.
The T-test
The t-test is used to test hypotheses about population means when the population variance is unknown. It is closely related to the z-test but uses the t distribution instead of the normal. There are three main types of t-tests: single sample, independent samples, and dependent samples. The t-test compares the sample mean to the population mean and takes into account factors like sample size and variability. Larger sample sizes and stronger associations between variables increase the power of the t-test to detect significant differences or relationships.
HW1 MIT Fall 2005
This document provides instructions for Homework 1 for the course 6.867. It is due on September 28 and will be 10% off for each day late. The homework involves exploring bias-variance tradeoffs in estimating the mean of different distributions from sample data. It provides questions to answer about maximum likelihood estimators for the mean of uniform distributions on intervals of different lengths. It also covers Bayesian estimation of probabilities for a "thick coin" that can land on heads, tails, or edge. Finally, it includes questions on Gaussian distributions, analyzing a presidential debate poll, and decision theory concepts.
Introduction to the t test
The document discusses the one-sample t-test and how it addresses limitations of the z-test. The t-test can be used to compare a sample mean to a population mean or hypothetical mean when the population standard deviation is unknown. It uses the sample standard deviation and degrees of freedom to calculate the t-statistic, which follows a t-distribution. The t-test procedure involves stating hypotheses, determining critical values, calculating statistics, and making conclusions, similar to the z-test. Effect sizes can also be measured.
Chapter 5
The document discusses discrete probability distributions. It provides examples of discrete random variables that arise from counting, like the number of fleas on a prairie dog. It also gives the definition of a discrete probability distribution as a table, graph or formula that lists the possible values a discrete random variable can take and their corresponding probabilities. The document calculates the mean and standard deviation for the probability distribution of household size from US Census data, finding the average household has 2.525 people with a standard deviation of 1.422 people. It also gives an example of calculating expected value using a lottery game.
1 LAB 3 INSTRUCTIONS ONE-SAMPLE AND TWO-SAMP.docx
1
LAB 3 INSTRUCTIONS
ONE-SAMPLE AND TWO-SAMPLE INFERENCES
The primary purpose of the lab instructions is to demonstrate how the inferential tools in StatCrunch can be
applied to one-sample and two–sample problems about the mean and the difference in two population
means, respectively. In particular, you will learn how to obtain confidence intervals for the population
parameters of interest and how to test statistical hypotheses about the parameters. We will consider two
classes of inferential procedures available in StatCrunch depending on whether the population standard
deviation(s) are known or unknown.
1. One-Sample Inferences about the Mean
Statistical inference is inference about a population from a random sample drawn from it. We will
consider two important methods of statistical inference: interval estimation (confidence intervals)
and hypothesis testing (tests of significance).
(a) Confidence Intervals about the Mean
The purpose of a confidence interval is to estimate an unknown population parameter with an
indication of how accurate the estimate is and of how confident we are the result is correct. In
summary, a confidence interval contains the most plausible values for the parameter.
Any confidence interval has the form
Estimate of the parameter Margin of error.
A (1-α)∙100% confidence interval for the mean of a normal population with known standard
deviation , based on a random sample of size n, is given by
where se= / n is the standard error and / 2z is the z-score corresponding to the confidence
level 1-α. The z-score has right-tail probability α/2. In particular, z=1.96 when 1-α =0.95 (95%
confidence interval).
The confidence level C states the probability that the method will produce a confidence interval
containing the population parameter. That is, if you obtain 95% confidence intervals repeatedly, in
the long run 95% of your intervals will contain the true population parameter. However, you
cannot know whether a particular confidence interval contains the parameter.
When the population standard deviation σ is unknown, the standard error se is estimated by the
ratio /s n , where s is the sample standard deviation. In this case, the confidence interval is
based on the formula
where
/ 2
t
is the t-score of the t-distribution with (n-1) degrees of freedom and it has right tail
probability of α/2.
/ 2
( ),x z se
/ 2
( ),x t se
2
(b) Tests about the Mean
Another inferential method about the population mean μ called hypothesis testing analyzes the
evidence that the sample data provide in favor of a specific claim about the mean. In general, in
any hypothesis testing problem there are two alternative claims under consideration: the null
hypothesis denoted by H0 (the claim initially assumed to be true) and the alternative hypothesis
denoted by Ha (the claim we suspect is true instead of H0). Both h ...
Independent Samples t-test.pptx
This document provides an overview of independent samples t-tests, which are used to compare the means of two unrelated groups to determine if they are statistically different from each other. It explains that an independent t-test uses samples to draw conclusions about populations and compares two distinct samples. The document also describes how to calculate a t-value from sample data and compare it to a critical value to determine if the null hypothesis that the two population means are equal can be rejected. An example compares word recall between two processing treatment groups and finds no significant difference between their means based on the t-test calculation.
The Sign Test
The sign test is used to compare two populations (A and B) by examining pairs of observations from each population. The number of times population A exceeds population B (X) is the test statistic. Under the null hypothesis, the two populations are identical and the probability of A exceeding B is 0.5.
To perform the sign test: (1) assign "+" if A>B, "-" if A<B, discard if equal; (2) count remaining pairs (n) and times the less frequent sign occurs (r); (3) compare r to critical values - if r is below the critical value, reject the null hypothesis that the two populations are identical.
The example tests if there is a
t-TEst. :D
The document provides instructions for performing a paired samples t-test, which is used to compare the means of two correlated groups or samples that are measured on the same individuals before and after some intervention. It outlines the null and alternative hypotheses, defines the significance level, describes how to calculate relevant statistics like the mean difference and standard error of the mean difference, and how to use these values to compute the t-statistic and determine whether to reject or fail to reject the null hypothesis based on the critical t-value.
Similar to Using bpstudy.sav, conduct an independent samples t test in (20)
Suggest one psychological research question that could be answered.docx
Suggest one psychological research question that could be answered.docx
Assessment 3 – Hypothesis, Effect Size, Power, and t Tests.docx
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More from steviesellars
Assignment 3 Capstone Research ProjectDue Week 10 and worth 440 p.docx
Assignment 3: Capstone Research Project
Due Week 10 and worth 440 points
Assume you are the partner in an accounting firm hired to perform the audit on a fortune 1000 company. Assume also that the initial public offering (IPO) of the company was approximately five (5) years ago and the company is concerned that, in less than five (5) years after the IPO, a restatement may be necessary. During your initial evaluation of the client, you discover the following information:
The client is currently undergoing a three (3) year income tax examination by the Internal Revenue Service (IRS). A significant issue involved in the IRS audit encompasses inventory write-downs on the tax returns that are not included in the financial statements. Because of the concealment of the transaction, the IRS is labeling the treatment of the write-down as fraud.
The company has a share-based compensation plan for top-level executives consisting of stock options. The value of the options exercised during the year was not expensed or disclosed in the financial statements.
The company has several operating and capital leases in place, and the CFO is considering leasing a substantial portion of the assets for future use. The current leases in place are arranged using special purpose entities (SPEs) and operating leases.
The company seeks to acquire a global partner, which will require IFRS reporting.
The company received correspondence from the Securities and Exchange Commission (SEC) requesting additional supplemental information regarding the financial statements submitted with the IPO.
Write 8 page paper in which you:
Evaluate any damaging financial and ethical repercussions of failure to include the inventory write-downs in the financial statements. Prepare a recommendation to the CFO, evaluating the negative impact of a civil fraud penalty on the corporation as a result of the IRS audit. In the recommendation, include essential internal control procedures to prevent fraudulent financial reporting from occurring, as well as the major obligation of the CEO and CFO to ensure compliance.
Examine the negative results on stakeholders and the financial statements of an IRS audit which generates additional tax and penalties or subsequent audits. Assume that the subsequent audit and / or additional tax and penalties result from the taxpayer’s use of an inventory reserve account, applying a 10 percent reduction to inventory over three (3) years.
Discuss the applicable federal tax laws, regulations, rulings, and court cases related to the inventory write-downs, and explain the specific relevance of each to the write-down.
Research the current generally accepted accounting principles (GAAP) regarding stock option accounting. Evaluate the current treatment of the company’s share-based compensation plan based on GAAP reporting. Contrast the financial benefits and risks of the share-based compensation stock option plan with the financial benefits and risks of a share-based stock.
Assignment 3 Case HistoryWhen conducting an evaluation, it is als.docx
Assignment 3: Case History
When conducting an evaluation, it is also important to consider the client’s demography as a possible contributing factor.
Use the module readings and the Argosy University online library resources to research methods of recording case histories.
Create a case history for a person with an addiction that clearly traces contributing factors. Do not include identifying information. At this point, do not include details of any mental illness that would constitute a dual diagnosis. Be sure to cover the following components in your case history:
Demographics – including age, gender, ethnicity, socioeconomic status, marital status, number and ages of children, living arrangements, and religion if applicable
Family background
Education
Employment
History of chemical use
Description of the current problem (include history of previous treatment, if any)
After completing the case history, consider ethical standards in relation to this client. What potential ethical issues exist or may come into play with this client? Be sure to include at least one ethical issue. Explore multiculturalism, duty to report/warn, and confidentiality. For example, if the client has children, explain how duty to report may come into play when working with this client.
Write a 3–4-page report in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M1_A3.doc. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.doc.
By
Wednesday, May 13, 2015
, deliver your assignment to the
M1: Assignment 3 Dropbox
.
Assignment 3 Grading Criteria
Maximum Points
Created a comprehensive and valid case history with all required components.
50
Identified potential ethical issues that exist or may come into play with the client.
10
Explored issues of multiculturalism, duty to report/warn, and confidentiality.
20
Applied online library resources to support factors contributing to substance use and potential ethical issues.
12
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
8
Assignment 2: Pros and Cons of DSM Diagnosis
The
Diagnostic and Statistical Manual of Mental Disorders (DSM)
was originally developed in 1952 to help doctors and counselors across the country standardize the classifications of mental disorders in the American population. Throughout the intervening years, the DSM has gone through several revisions, establishing specific diagnostic criteria for each disorder listed, and revising disorders as more was understood about their origins, symptoms, and treatments. The DSM III (1980) marks the point when substance use disorders were moved to a category of their own, separate from personality disorders. Today, the current DSM lists the diagnostic criteria for substance use disorders.
While these standardized diagnostic p.
Assignment 3 Apple Computer Leadership ReportThe Apple Computer C.docx
Assignment 3: Apple Computer Leadership Report
The Apple Computer Company is one of the most innovative technology companies to emerge in the last three decades. Apple, Inc. is responsible for bringing to market such products as the Macintosh computer and laptop, the iPod and iTunes, and most recently, the iPhone. The success of the company can be traced primarily to a single individual, the co-founder, Steven Jobs.
First, review the following case study:
Steve Jobs and Apple, Inc.
Then, respond to the following:
Determine and explain what type of leader Steve Jobs was.
Explain how his vision and values were reflected in his leadership style.
Summarize the initial challenges he faced when starting Apple. Specifically, address Jobs’ strategy and implementation.
Identify and explain the drivers for change in the personal computer industry.
Discuss how Steve Jobs used partnerships and collaboration.
Analyze Jobs’ approach to continuous process improvement.
Determine what skills, ideas, and approaches might be useful in your own work/life situation.
Utilize at least two scholarly sources.
Write a 3–5-page report in Word format. Apply APA standards to the citation of sources.
.
Assignment 3 Apple Computer Leadership ReportThe Apple Computer.docx
Assignment 3: Apple Computer Leadership Report
The Apple Computer Company is one of the most innovative technology companies to emerge in the last three decades. Apple, Inc. is responsible for bringing to market such products as the Macintosh computer and laptop, the iPod and iTunes, and most recently, the iPhone. The success of the company can be traced primarily to a single individual, the co-founder, Steven Jobs.
First, review the following case study:
Steve Jobs and Apple, Inc.
Then, respond to the following:
Determine and explain what type of leader Steve Jobs was.
Explain how his vision and values were reflected in his leadership style.
Summarize the initial challenges he faced when starting Apple. Specifically, address Jobs’ strategy and implementation.
Identify and explain the drivers for change in the personal computer industry.
Discuss how Steve Jobs used partnerships and collaboration.
Analyze Jobs’ approach to continuous process improvement.
Determine what skills, ideas, and approaches might be useful in your own work/life situation.
Utilize at least two scholarly sources.
Write a 3–5-page report in Word format. Apply APA standards to the citation of sources. Use the following file naming convention: LastnameFirstInitial_M1_A3.doc. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.doc.
Make sure you write in a clear, concise, and organized manner; demonstrate ethical scholarship through accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation.
.
Assignment 2—Criminal Justice ArgumentsSeveral players interact w.docx
Assignment 2:—Criminal Justice Arguments
Several players interact with each other in the courtroom. Of those players, we see two profiles often in popular media: criminal defense lawyers and the prosecution. Both are responsible for taking a case from its preliminary phases to trial and beyond. Both gather evidence, interview witnesses, and develop possible arguments for their cases. Both are responsible for presenting the best outcome, whether they believe in the reasoning or not. In this assignment, you will have the experience of developing an argument for a criminal case.
Activity Details
Step 1:
Identify a criminal case that you feel passionately about. Find an article related to a criminal case in the Argosy University online library to use in the summary.
Complete the following tasks.
Write a one-page summary of the case. The summary should include:
The alleged crime that occurred
The elements of the crime
The evidence presented in the case
The possible defenses
Step 2:
Write a one-page argument for the defendant as if you were the defense attorney on the case. In your argument:
Address the jury by introducing yourself and the client named in the case.
Highlight the strengths of the case by telling the jury your client’s side.
Personalize the case by telling the jury about your client.
Acknowledge the weaknesses that the other side will point out.
Discuss any defenses you may use during the case.
Request an outcome from the jury, which is normally a not-guilty verdict for the defendant.
Step 3:
Write a one-page argument as if you were the prosecutor on the case. In your argument:
Address the jury by introducing yourself and the state you represent.
Highlight the strengths of the case by telling the jury why the defendant is guilty.
Personalize the case by describing the aftermath of the crime, the victims, and the harm caused to society because of the crime.
Acknowledge the weaknesses that the other side will point out.
Request an outcome from the jury, which is normally a guilty verdict for the defendant.
Step 4:
Conduct an internet search of government and career sites (e.g. bls.gov, jobs.com, monster.com, etc) to locate recent information on the career prospects for Defense Attorneys/Prosecutors in your geographic location. Present your findings, including related job titles, potential employers, a summary of this job function, the education and experience required to qualify for this position, and the average salary one could expect to earn.
Step 5:
Save and submit the assignment.
Submission Details:
Save your document as M2_A2_Lastname_Firstname.doc.
By
Wednesday, September 17, 2014
, submit your final document to the
M2: Assignment 2 Dropbox
.
All written assignments and responses should follow APA rules for attributing sources.
Assignment 2 Grading Criteria
Maximum Points
Submitted a one-page summary of the case, which included:
The alleged crime that occurred
The elements of the crime
The evidence presented in the case
Th.
Assignment 2 Case of Anna OOne of the very first cases that caugh.docx
Assignment 2: Case of Anna O
One of the very first cases that caught Freud’s attention when he was starting to develop his psychoanalytic theory was that of Anna O, a patient of fellow psychiatrist Josef Breuer. Although Freud did not directly treat her, he did thoroughly analyze her case as he was fascinated by the fact that her hysteria was “cured” by Breuer. It is her case that he believes was the beginning of the psychoanalytic approach.
Through your analysis of this case, you will not only look deeper into Freud’s psychoanalytic theory but also see how Jung’s neo-psychoanalytic theory compares and contrasts with Freud’s theory.
Review the following:
The Case of Anna O.
One of the first cases that inspired Freud in the development of what would eventually become the Psychoanalytic Theory was the case of Anna O. Anna O. was actually a patient of one of Freud’s colleagues Josef Breuer. Using Breuer’s case notes, Freud was able to analyze the key facts of Anna O’s case.
Anna O. first developed her symptoms while she was taking care of her very ill father with whom she was extremely close. Some of her initial symptoms were loss of appetite to the extent of not eating, weakness, anemia, and development a severe nervous cough. Eventually she developed a severe optic headache and lost the ability to move her head, which then progressed into paralysis of both arms. Her symptoms were not solely physical as she would vacillate between a normal, mental state and a manic-type state in which she would become extremely agitated. There was even a notation of a time for which she hallucinated that the ribbons in her hair were snakes.
Toward the end of her father’s life she stopped speaking her native language of German and instead only spoke in English. A little over a year after she began taking care of her father he passed away. After his passing her symptoms grew to affect her vision, a loss of ability to focus her attention, more extreme hallucinations, and a number of suicidal attempts (Hurst, 1982).
Both Freud and Jung would acknowledge that unconscious processes are at work in this woman's problems. However, they would come to different conclusions about the origin of these problems and the method by which she should be treated.
Research Freud’s and Jung’s theories of personality using your textbook, the Internet, and the Argosy University online library resources. Based on your research, respond to the following:
Compare and contrast Freud's view of the unconscious with Jung's view and apply this case example in your explanations.
On what specific points would they agree and disagree regarding the purpose and manifestation of the unconscious in the case of Anna?
How might they each approach the treatment of Anna? What might be those specific interventions? How might Anna experience these interventions considering her history?
Write a 2–3-page paper in Word format. Apply APA standards to citation of sources.
Hurst, L. C. (1982). What was wr.
Assignment 2 Discussion—Comparison of EditorialsIn this assignmen.docx
Assignment 2: Discussion—Comparison of Editorials
In this assignment, you will identify and explore your intuitive critical-thinking strategies. It is the starting point to developing the skills to analyze information critically.
Research methods of identifying strong and weak arguments using your textbook and the Argosy University online library resources. Be sure to cover the following:
Identify premises and conclusions
Discuss whether or not an inference is warranted
Determine whether arguments utilize inductive or deductive reasoning
For this assignment, your facilitator will assign you one of the following debates:
Debate 1: Should the “Ashley X” treatments have been permitted?
Debate 2: Is Osama Bin Laden’s death a decisive blow to Al Qaeda or an unmitigated victory against terrorism?
Each debate has two sets of articles for review. Your facilitator will assign you one of these sets.
Each set has two articles with two varying, but important, perspectives on the same subject. Be sure to read both articles in the set.
Debate 2
These pairs of articles focus on the subject of Osama Bin Laden’s death and the alleged implications his death are expected to have on matters of future Al Qaeda activity and international safety.
Set A
Clarke, R. A. (2011, May 3). Bin Laden’s dead. Al Qaeda’s not [Op-Ed].
The New York Times,
p. A.23. (ProQuest Document ID 864311946).
http://search.proquest.com.libproxy.edmc.edu/docview/864311946/abstract?source=fedsrch&accountid=34899
THE United States needed to eliminate Osama bin Laden to fulfill our sense of justice and, to a lesser extent, to end the myth of his invincibility. But dropping Bin Laden's corpse in the sea does not end the terrorist threat, nor does it remove the ideological motivation of Al Qaeda's supporters.
Often forgotten amid the ugly violence of Al Qaeda's attacks was that the terrorists' declared goal was to replace existing governments in the Muslim world with religiously pure Islamist states and eventually restore an Islamic caliphate. High on Al Qaeda's list of targets was Egypt's president, Hosni Mubarak. The protesters of Tahrir Square succeeded in removing him without terrorism and without Al Qaeda.
Thus, even before Bin Laden's death, analysts had begun to argue that Al Qaeda was rapidly becoming irrelevant. With Bin Laden's death, it is even more tempting to think that the era of Al Qaeda is over.
But such rejoicing would be premature. To many Islamist ideologues, the Arab Spring simply represents the removal of obstacles that stood in the way of establishing the caliphate. Their goal has not changed, nor has their willingness to use terrorism.
In the months ahead, Bin Laden's death may encourage Al Qaeda to stage an attack to counter the impression that it is out of business. The more significant threat, however, will come from Al Qaeda's local affiliates. Bin Laden and his deputies designed Al Qaeda as a network of affiliated groups that could operate largely independently to .
Assignment 3 Ajax Minerals and PerrierDue Week 7 and worth 175 po.docx
Assignment 3: Ajax Minerals and Perrier
Due Week 7 and worth 175 points
Read the Ajax Minerals exercise and the Problems at Perrier case study in Chapter 6 of the Palmer textbook.
Write a six to eight (6-8) page paper in which you:
Identify two (2) sources of resistance to change in the Ajax Minerals exercise and describe how the organization dealt with each type of resistance.
Identify two (2) sources of resistance to change in the Perrier case study and describe how the organization dealt with each type of resistance.
Compare and contrast how management diagnosed and approached change at the two (2) companies and indicate which company dealt with resistance to change in a more effective manner. Justify the reasoning.
Consider a situation as a consultant with Ajax Management. Propose two (2) adjustments that should be made to improve its change strategy and provide a justification as to why those adjustments would improve the effectiveness of the strategy.
Consider a situation as a consultant with Perrier. Propose at least two (2) adjustments that should be made to improve its change strategy and provide a justification as to why those adjustments would increase the effectiveness of the strategy.
Use at least three (3) quality academic resources in this assignment.
Note:
Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Analyze diagnostic models relevant to various aspects of the change management process.
Evaluate the reactions to change including identifying signs of resistance and approaches to managing it.
Use technology and information resources to research issues in managing organizational change.
Write clearly and concisely about managing organizational change using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.
Points: 175
Assignment 3: Ajax Minerals and Perrier
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Identify two (2) sources of resistance to change in the Ajax Minerals exercise and describe how the organization dealt with each type of resistance.
Weight: 17%
Did not submit or incompletely identified two (2) sources of resistance to change in the Ajax Minerals exercise and did not submit or incompletely described how the organization dealt .
ASSIGNMENT 2You will be working on a weekly generational analy.docx
ASSIGNMENT 2
You will be working on a weekly generational analysis that culminates in a final, edited compilation due in
Week 6.
Your weekly installments will explore the zeitgeist (German for “spirit of the times”) of each era by traveling through the generations and examining a single facet of popular culture. Select one area of popular culture to investigate through each generation from the following list:
•
Architecture or Art
•
Advertising or Graphic Design
•
Culinary Arts
•
Dance
•
Fashion
•
Film or Video
•
Games or Sports
•
Jokes or Urban Legends
•
Literature
•
Music or Music Videos
Consider the generation’s characteristics as you explore how the area you have chosen evolved during that generation. Relate the generation to the area, and you will find the spirit of the times.
Compose your analysis with care. Analyze how the area you chose forms a portrait of the multiple generations alive during this time. Think about historical and cultural events, technological advancements, the economy, and the political climate. Describe how those changes might affect one personally.
Your project may take the form of a traditional paper. A traditional paper offers an introduction, develops a thesis with evidence, and provides a conclusion. Your paper must include functional links, clips, and/or images.
An alternative to the traditional paper is a creative work approved by your instructor and supported with a written analysis. Your written analysis will support your creative project by relating your creative work to the zeitgeist we study each week. Some examples are: a menu for each generation, a cinema showcase of film clips or self-made films reflecting each generation, a concert (your own music created in the spirit of each generation), a fashion show for each generation, a video game reflecting the generations, an oral history (interviews with family members, friends, and/or strangers about their generations).
Visual presentation is important. Be certain to present your work aesthetically. If you are composing a traditional paper, then images, clips, and/or links will add professionalism.
Our session together examines six generations
focusing primarily on their
“coming of age” eras
during which they significantly began asserting themselves as consumers/creators of popular culture. Please refer to the table below to discern the birth date ranges and coming-of-age date ranges for each generation:
Generation Name
Coming-of-Age Era
Date Range
Birth Date Range
Lost Generation
1901–1929
1883–1900
GI (Greatest) Generation
1929–1946
1901–1929
Silent Generation
1946–1963
1929–1946
Baby Boomer Generation
1963–1983
1946–1963
Generation X
1983–1999
1963–1983
Millennial Generation
1999–Ongoing
1983–2004
.
Assignment 2Research by finding an article or case study discussi.docx
This document outlines the requirements for Assignment 2, which asks students to research and write a 500-word summary of an article or case study discussing one of eight listed computer crimes or incidents, including network intrusions, data destruction, denial of service attacks, theft of logins/passwords, malicious code, IP spoofing, information warfare, and cyber-terrorism. Students will be graded on their demonstration of content knowledge, critical thinking, organizational skills, writing conventions, and adherence to APA formatting standards, including being plagiarism free.
Assignment 2Accounting for stock investmentsThe beginning bal.docx
Assignment 2:
Accounting for stock investments
The beginning balance sheet of Text Source Co. included an $800,000 investment in Parson stock (20% ownership). During the year, Text Source completed the following investment transactions:
Mar.
3
Purchase 6,000 shares at $9 per share of Andy Software common stock as a long-term, available-for-sale investment, representing 5% ownership.
May
15
Received a cash dividend of $0.40 per share on the Andy investment.
Dec.
15
Received a cash dividend of $80,000 from Parson investment.
31
Received Parson’s annual report showing $300,000 of net income.
31
Received Andy’s annual report showing $200,000 of net income for the year.
31
Parson’s stock fair value at year-end was $780,000.
31
Andy’s common stock fair value at year-end was $10 per share.
Requirements:
1.)
Journalize the transactions for the year if Text Source.
2.)
Post transactions to T-accounts to determine the December 31 balances related to the investment and investment income accounts.
3.)
Prepare Text Source’s partial balance sheet at December 31 from your answers in Requirement 2.
.
Assignment 2 Traumatic Brain Injury Jefferson’s CaseWhen new par.docx
Assignment 2: Traumatic Brain Injury: Jefferson’s Case
When new parents are expecting a baby, they rarely consider the possibility that the baby could have significant challenges. For those who have children with severe, multiple disabilities, planning for the future is a critical, lifelong process and requires considerable investments of time and effort, while potentially causing significant stress to the parents. With advances in our understanding, there are many more resources available to children and families than there were previously.
Review the following scenario:
Jefferson is a six-year-old boy in kindergarten. He has suffered from cerebral palsy and a severe seizure disorder since he was an infant, resulting in significant physical and cognitive impairment. Although he has received services and support through early childhood intervention (ECI) services, as he enters formal schooling, his parents have become increasingly concerned about his future. Jefferson spends most of his time in a wheelchair and uses a special touchscreen augmentative communication device. In addition to their concerns about the future, Jefferson’s father also harbors considerable guilt that he or his wife might have caused their son’s disabilities.
Using the module readings and at least one peer-reviewed article from the Argosy University online library resources or a reputable organization, research traumatic brain injuries.
Based on your research, respond to the following:
Summarize research related to the influence of nature versus nurture on the cause of Jefferson’s disabilities.
Provide a hypothesis of Jefferson’s likely prognosis. What supports or services might maximize this outcome?
Evaluate what Jefferson’s future might have been if he were being raised in the U.S. in the 1940s.
Write a 3–5-page paper in Word format (not counting the title and reference pages). Apply APA standards to citation of sources. Be sure to include a title page and reference page, also in APA format. Use the following file naming convention: LastnameFirstInitial_M4_A2.doc.
.
Assignment 2 Training on Diversity TrendsAs a new member of a top.docx
Assignment 2: Training on Diversity Trends
As a new member of a top management consulting firm's diversity team, one of your responsibilities is to conduct training on diversity trends. Consultants use this training in their management practices with Fortune 500 companies.
You are asked to lead a training session next week. The topic is "The Global Demographic Trends Impacting Diversity." The training will be presented to mid-level managers in your firm. The purpose of the training is to inform the management consultants of the latest changes in worldwide demographics relative to five key diversity areas of interest and provide recommendations for managers on sustaining a diverse workforce.
Prepare a seven to nine slide Microsoft PowerPoint presentation on this topic. Include a discussion of the following:
Diversity Trends
Population trends
Working-age population movements
Racial and ethnic trends
Sexual-orientation trends
Gender trends
Impact of diversity trends and changes to the firm based on statistical data
Recommendation to the firm for sustaining a diverse workforce
Include detailed speaker notes with your presentation that fully explain each point and justification for your recommendations.
Use at least three resources to justify your responses. Apply current APA standards for writing style to your work. Include a title slide and reference slide(s) in addition to the main slides.
By
Wednesday, January 21, 2015
, deliver your assignment to the
M4: Assignment 2 Dropbox
.
.
Assignment 2 Time TravelAssume you have been given th.docx
Assignment 2: Time Travel
Assume you have been given the ability to travel back in time, and you are about to set off on a trip to the eighteenth and nineteenth centuries. The purpose of your trip is to give you the opportunity to visit artists in their studios and to view firsthand the creation of some specific types of paintings or sculpture.
Since the length of time you can spend on this journey is limited, you must decide beforehand what styles you are most interested in. The job you will have is to collect information concerning four (4) different styles—one from each time period listed below—as represented by two artists from each. You may choose from the following:
The eighteenth century
RococoRomantic (painting or sculpture)Neoclassical
The nineteenth century
Naturalistic or realistic style in either Europe or North America
Impressionistic
Post-impressionistic
First half of the 20th century (1900 – 1954)
CubismFauvismExpressionismSurrealism
Second half of the 20th century/21stcentury (1945 to present)
Abstract ExpressionismMinimalismPop ArtDigital ArtPost-Modernism
Before you set out, you should have decided on the four styles that interest you, have determined specific artists you wish to visit, and come up with questions for which you wish to find answers. When you return, you will need to prepare a report that includes the following for each of the four styles you chose, as represented by two artists from each style:
Name of the artist
Title of the work of art
Date of the work of art
Medium or materials used to create the work of art
Then in 2–4 paragraphs, tell us:
The style of the workReasons for the style to have gained popularitySpecific features of the style1-2 reasons why the work of art is important to the history of art
Your report should conclude with an explanation about which style you find most interesting.
Submit your effort by Saturday, November 8, 2014, to the W5: Assignment 2 Dropbox. Name your document as follows: LastnameFirstInitial_W5_A2.doc.
Assignment 2 Grading Criteria
Maximum Points
Chose one eighteenth century style and two artists representative of that style, and listed for each the name of the artist, the title of his or her work of art, the date of the work of art, and the medium of the work of art.
10
Chose one nineteenth century style and two artists representative of that style, and listed for each the name of the artist, the title of his or her work of art, the date of the work of art, and the medium of the work of art.
10
Chose one early-twentieth-century style and two artists representative of that style, and listed for each the name of the artist, the title of his or her work of art, the date of the work of art, and the medium of the work of art.
10
Chose one late-twentieth-century style and two artists representative of that style, and listed for each the name of the artist, the title of his or her work of art, the date of the work of art, and the medium of the work.
Assignment 2 Time TravelAssume you have been given the ability to.docx
Assignment 2: Time Travel
Assume you have been given the ability to travel back in time, and you are about to set off on a trip to the eighteenth and nineteenth centuries. The purpose of your trip is to give you the opportunity to visit artists in their studios and to view firsthand the creation of some specific types of paintings or sculpture.
Since the length of time you can spend on this journey is limited, you must decide beforehand what styles you are most interested in. The job you will have is to collect information concerning
four (4) different styles—one from each time period listed below—as represented by two artists from each.
You may choose from the following:
The eighteenth century
Rococo
Romantic (painting or sculpture)
Neoclassical
The nineteenth century
Naturalistic or realistic style in either Europe or North America
Impressionistic
Post-impressionistic
First half of the 20
th
century (1900 – 1954)
Cubism
Fauvism
Expressionism
Surrealism
Second half of the 20th century/21
st
century (1945 to present)
Abstract Expressionism
Minimalism
Pop Art
Digital Art
Post-Modernism
Before you set out, you should have decided on the four styles that interest you, have determined specific artists you wish to visit, and come up with questions for which you wish to find answers. When you return, you will need to prepare a report that includes the following
for each of the four styles you chose
,
as represented by two artists from each style:
Name of the artist
Title of the work of art
Date of the work of art
Medium or materials used to create the work of art
Then in 2–4 paragraphs, tell us:
The style of the work
Reasons for the style to have gained popularity
Specific features of the style
1-2 reasons why the work of art is important to the history of art
Your report should conclude with an explanation about which style you find most interesting.
.
Assignment 2 The Application PaperBy Wednesday, June 3, 2015,.docx
Assignment 2: The Application Paper
By
Wednesday, June 3, 2015
, using the textbook and Argosy Online Library, write a 750-word paper using APA standards that includes discussion of the following:
Describe an example of a television program that you believe clearly displays social deviance, and explain why you specifically selected it.
In this television program, how are people “labeled” as socially deviating from the expected social norms, and who does this labeling?
Analyze the deviance, using terms such as primary deviance, secondary deviance, retrospective labeling, and stigma.
Apply Durkheim’s four functions of deviance to the deviant actions in the television program. What purpose(s) does the deviance play?
Please post your completed paper to the
M4: Assignment 2 Dropbox
.
.
Assignment 2 Terrorist Organization Research a foreign terror.docx
Assignment 2: Terrorist Organization
Research a foreign terrorist organization of your choice.
Write a two to four (2-4) page paper in which you:
1.
Describe the history of the organization.
2.
Compare and contrast the organization’s primary beliefs, motives, and allies with another terrorist organization of your choice.
3.
Discuss past actions and terroristic endeavors.
4.
Discuss the present areas of operation, believed actions, and current status of the organization.
5.
Analyze the actions taken by intelligence agencies to protect against the group’s current believed actions and describe the effectiveness of these measures.
6.
Use at least three (3) quality resources in this assignment.
Note:
Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
·
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
·
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
·
Compare and contrast terrorism, terrorist groups, organized crime, and their financing activities and practices.
·
Analyze the role of intelligence and counterterrorism activities among federal agencies.
·
Describe future trends in homeland security and terrorist activities.
·
Use technology and information resources to research issues in homeland security.
·
Write clearly and concisely about topics related to Homeland Security Organization and Administration using proper writing mechanics and technical style conventions.
.
Assignment 2 The Application PaperBy Wednesday, June 10, 2015.docx
Assignment 2: The Application Paper
By
Wednesday, June 10, 2015
, using the textbook and Argosy Online Library, write a 750-word paper using APA standards that includes discussion of the following:
Describe an example of a television program that you believe clearly displays social deviance, and explain why you specifically selected it.
In this television program, how are people “labeled” as socially deviating from the expected social norms, and who does this labeling?
Analyze the deviance, using terms such as primary deviance, secondary deviance, retrospective labeling, and stigma.
Apply Durkheim’s four functions of deviance to the deviant actions in the television program. What purpose(s) does the deviance play?
Please post your completed paper to the
M4: Assignment 2 Dropbox
.
Assignment 2 Grading Criteria
Maximum Points
Described a television show that displays social deviance.
16
Identified the people labeled as socially deviant and who labeled them as such.
24
Analyzed the deviance using the appropriate terminology. Applied Durkheim’s four functions of deviance.
24
Related essay writings to the concepts and theories discussed in the textbook and outside resources.
24
Used correct spelling and grammar and appropriate APA format.
12
Total:
100
.
Assignment 2 State of America’s ChildrenIn today’s global world.docx
Assignment 2: State of America’s Children
In today’s global world, how do the children of the U.S. fare? Are they prepared to compete in the international arena? The Children’s Defense Fund (CDF) is a nonprofit child advocacy organization that provides a voice for children who cannot speak for themselves. The
State of America’s Children 2014
is the CDF’s report highlighting some crucial issues affecting our children today. Visit the CDF Web site and read the report:
Children’s Defense Fund (CDF). (2014).
State of America’s children 2014
. Retrieved from
http://www.childrensdefense.org/zzz-child-research-data-publications/data/2014-soac.pdf
Select a topic of interest to you from the report’s table of contents (after pulling up the website, you can scroll down to select a topic). Write a research paper on the topic. Be sure to include the following:
Present the CDF findings on the topic in a table or graph that you create. Note how different populations are affected. For example, you might compare your state to national statistics or compare the top or bottom states on the topic you chose, compare racial/ethnic group data, etc.
Research the selected topics using at least one additional resource. The data and research publication sections at the CDF Web site offer useful publications.
Identify and analyze the main issues and discuss them in the context of relevant developmental theory, as well as societal influences. Why is this data and the information you researched important to understand in the context of child development?
Present your conclusions and support them with research information. What recommendations would you offer to address this issue for future generations?
Write a 4-5 page research paper in Word format. Be sure to include introductory and concluding paragraphs in your paper, anda title page, an abstract, and a reference page. Apply APA standards to citation of sources. Use the following file naming convention LastnameFirstInitial_M2_A2.doc.
By
Wednesday, April 22, 2015
, deliver your research paper to the
M2: Assignment 2 Dropbox
.
.
Assignment 2 Social Movements ExploredIndividuals use social move.docx
Assignment 2: Social Movements Explored
Individuals use social movements when they feel a social institution is unjust. Current theoretical perspectives on social movements provide an awareness of the nature of social movements and their role in defining human behavior. In terms of human services, it is important to be able to recognize and assess the costs and benefits to individuals who participate in social movement activities (for example, healthcare reform, charity organizations, and disability movements) as well as the effects of social movements on human behavior.
Tasks:
Using the vignette provided in this module, your textbook, the Argosy University online library resources, and the Internet, conduct research to support your response.
In a 3- to 4-page essay, address the following:
Provide a summary of the vignette's key points as related to the social movements it represents. Identify and describe the concepts from this module that can be applied to the vignette to describe human behavior (i.e., cultural framing).
Identify and discuss the effects of the identified social movement on the individual described in the vignette.
Provide a summary of service methods or options that could be used to support this person. You can use examples you have identified in your own community as well.
Submission Details:
By
Week 4, Day 7
, prepare a 3- to 4-page essay. Your response should rely upon at least three sources from professional literature. This may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov). Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e., APA format); and use accurate spelling, grammar, and punctuation.
Save your essay in a Microsoft Word document with the name M4_A2_LastName_FirstInitial.doc, and upload it to the
M4 Assignment 2 Dropbox
.
Assignment 2 Grading Criteria
Maximum Points
Submitted a well-written document addressing all the assignment requirements. Provided a summary of the vignette's key points as related to the social movements it represents and applicable module concepts that describe human behavior. Identified and discussed the effects of the identified social movement on the individual. Provided a summary of service methods or other options using examples from the community and research
.
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