Statistics Course Project

Scenario/Summary

You will complete a Course Project in this course that will span two weeks. The final project is due the Sunday of Week 7. The project is broken into two parts and it would be most effective to complete Part I in Week 6 and Part II in Week 7. In Week 6, Confidence Intervals will be explored and in Week 7 Hypothesis testing will be explored.

A confidence interval is a defined range of values such that there is a specified probability that the value of a parameter lies within the interval.

In Part I of this project, you will pick a topic, complete research and provide a write-up that includes calculations. Round all values to two decimal places when appropriate.

Deliverables

1. Choose a Topic where you can gather at least 50 pieces of data.

Examples of Topics

a. The Golden Gate Warriors Points Per Game in 2016 (use the points scored in the first 50 games).

b. High School Graduation Rates by State (use the graduation rates for all 50 states)

c. Average Tuition Rates in the US (You have to find the tuition rates of 50 college/universities).

d. The prices of a hotel room per night in a major city (You have to find the price of the same night of hotels in one city).

e. Weights of 50 babies at birth.

2. Write at least a 1-Page Report

Open a Word Document

a. Introduction–Provide a description of your topic and cite where you found your data.

b. Sample Data—Include a 5×10 table including your 50 values in your report. You must provide ALL of your sample data.

c. Problem Computations—For the topic you chose, you must answer the following:

· Determine the mean and standard deviation of your sample.

· Find the 80%, 95%, and 99% confidence intervals.

· Make sure to list the margin of error for the 80%, 95%, and 99% confidence interval.

· Create your own confidence interval (you cannot use 80%, 95%, and 99%) and make sure to show your work. Make sure to list the margin of error.

d. Problem Analysis—Write a half-page reflection.

· What trend do you see takes place to the confidence interval as the confidence level rises? Explain mathematically why that takes place.

· Provide a sentence for each confidence interval created in part c) which explains what the confidence interval means in context of topic of your project.

· Explain how Part I of the project has helped you understand confidence intervals better?

· How did this project help you understand statistics better?

Required Software

Microsoft Office: Word and Excel

Use a personal copy or access the software at https://application.chamberlain.edu (Links to an external site.).

Grading

This activity will be graded based on the Course Project grading rubric. You can view the rubric below.

Course Outcomes (CO): 6

Due Date: By 11:59 p.m. MT on Sunday of Week 7

Course Project Rubric

 

Criteria

Ratings

Pts

 

Part I: Topic & Introduction

 

4.0 pts

Proficient Student     picks appropriate topic, provides a description of topic and the cites     where data was found.

3.0 pts

Above Average     Student picks appropriate topic and introduces data. No citation.

2.0 pts

Average. Student     does not pick a topic that is appropriate for the project, introduces the     data but does not cite source.

1.0 pts

Needs Improvement     Students provides topic without descritption and citation.

0.0 pts

No Effort. No     topic, descritpion or citation is provided.

4.0 pts

 

Part I: Sample Data

 

4.0 pts

Proficient Student     provides ALL 50 pieces of data.

3.0 pts

Above Average     Student provides 30-49 pieces of data.

2.0 pts

Average Student     provides 20 – 29 pieces of data.

1.0 pts

Needs Improvement     Student provides 1-19 pieces of data.

0.0 pts

No Effort. No Data     was provided.

4.0 pts

 

Part I: Mean & Standard   Deviation

 

5.0 pts

Proficient Mean     & Sample Standard Deviation of the data set is correct with no rounding     error. .

4.0 pts

Above Average Mean     & Sample Standard Deviation of the data set is correct but with     roujnding error.

3.0 pts

Average One Value     (either mean or sample standsrd deviation) is correct but the other is not     correct.

1.0 pts

Needs Improvement     Both the Mean & Sample Standard Deviation are incorrect but it was     attempted.

0.0 pts

No Effort. The     mean and sample standard deviation

5.0 pts

 

Part I: Constructing   the 80%, 95%, 99% Confidence Intervals

 

15.0 pts

Proficient     Computes the 80%, 95%, and 99% confidence intervals correclty making sure     to note the margin of error for each.

12.0 pts

Above Average     Computes the 80%, 95%, and 99% confidence intervals correclty but is     missing margin of errors (or some of the margin of errors are incorrect).

10.0 pts

Average Computes     the 80%, 95%, and 99% confidence intervals but there are some errors in the     calculations.

6.0 pts

Needs Improvement     Computes the 80%, 95%, and 99% confidence intervals but all of the values     are incorrect. The component was attempted.

0.0 pts

No Effort. No     Confidence Intervals are provided.

15.0 pts

 

Part I: Creating a   new confidence interval

 

7.0 pts

Proficient.     Student computes a confidence interval (not 80%, 95%, 99%) correctly making     sure to list the margin of error.

5.0 pts

Above Average.     Student computes a confidence interval (not 80%, 95%, 99%) correctly making     sure to list the margin of error but there is rounding error.

4.0 pts

Average. Student     computes a confidence interval (not 80%, 95%, 99%) correctly but does not     highlight the margin of error.

3.0 pts

Needs Improvement     Student computes a confidence interval (not 80%, 95%, 99%) but it was not     done correctly.

0.0 pts

No Effort. The     student did not create a new confidence interval.

7.0 pts

 

Part I: Problem   Analysis

 

10.0 pts

Proficient.     Student addresses trend that takes place when the confidence level rises.     Provides a sentence for each confidence interval created explaining what     the confidence interval means in context of the data collected. Provides a     reflection for Part I of the project.

8.0 pts

Above Average.     Student addresses trend that takes place when the confidence level rises.     Provides sentences for each confidence interval created explaining what the     confience interval means in context of the data collected. Does NOT provide     a Reflection.

7.0 pts

Average. Student     may or may not address the trend that takes place when the confidence level     rises. Provides a sentence for SOME confidence intervaSl created explaining     what the confidence interval means in context of the data collected. A     reflection Part I of the project may or may not be provided.

5.0 pts

Needs Improvement.     Majority of the analysis is missing.

0.0 pts

No Effort. No     Problem Anaylsis is provided.

10.0 pts

 

Part II: Choose a   Data Set & Preliminary Data

 

5.0 pts

Proficient.     Student computes all 4 Preliminary Data Values.

4.0 pts

Above Average.     Student computes all 3 Preliminary Data Values.

3.0 pts

Average. Student     computes all 2 Preliminary Data Values.

1.0 pts

Needs Improvement.     Student computes all 1 Preliminary Data Values.

0.0 pts

No Effort. No     Preliminary Data

5.0 pts

 

Part II: Hypothesis   Testing

 

20.0 pts

Proficient.     Completes 4 Hypothesis Tests highlighting the null/alternate hypothesis,     value of test statistic, and report p-value.

16.0 pts

Above Average.     Completes 3 Hypothesis Tests highlighting the null/alternate hypothesis,     value of test statistic, and report p-value.

14.0 pts

Average. Completes     2 Hypothesis Tests highlighting the null/alternate hypothesis, value of     test statistic, and report p-value.

10.0 pts

Needs Improvement:     Completes 1 Hypothesis Test highlighting the null/alternate hypothesis,     value of test statistic, and report p-value.

0.0 pts

No Effort. No     Hypothesis Tests were completed.

20.0 pts

 

Part II: Hypothesis   Testing Analysis

 

10.0 pts

Proficient. State     correct conclusion (Reject/Fail to Reject) and valid explanations in     context of the data for ALL 4 Problems.

8.0 pts

Above Average.     State correct conclusion (Reject/Fail to Reject) and valid explanations in     context of the data for 3 Problems.

7.0 pts

Average. State     correct conclusion (Reject/Fail to Reject) and valid explanations in     context of the data for 2 Problems.

5.0 pts

Needs Improvement.     State correct conclusion (Reject/Fail to Reject) and valid explanations in     context of the data for 1 Problem

0.0 pts

No Effort. No     conclusion/explanations were given.

10.0 pts

 

Part II: Proposal   and computations for new hypothesis test

 

10.0 pts

Proficient.     Student creates an original Hypothesis Test based on one of the data sets     highlighting the null/alternate hypothesis, value of test statistic, report     p-value, conclusion and explanation.

8.0 pts

Proficient.     Student creates an original Hypothesis Test based on one of the data sets     correclty and has MOST of the content: highlighting the null/alternate     hypothesis, value of test statistic, report p-value, conclusion and     explanation.

7.0 pts

Average. Student     creates an original Hypothesis Test based on one of the data sets and     MISSING MOST of the content: highlighting the null/alternate hypothesis,     value of test statistic, report p-value, conclusion and explanation.

5.0 pts

Needs Improvement.     Student creates an original Hypothesis Test based on one of the data sets     but there are multiple mistakes and/or conclusions are not valid.

0.0 pts

No Effort. The     student did not propose/compute a new hypothesis test.

10.0 pts

 

Total Points: 90.0

Scenario/Summary

This week you will submit both parts of the course project. You completed Part I in Week 6 and will complete Part II this week. You will submit one word document with both parts of the project.

Hypothesis Testing is the use of statistics to determine the probability that a given claim is true.

In Part II of this project, you will choose a data set, review claims and perform hypothesis testing and make a decision. You will then complete a write-up that includes the calculations.

The government logs the number of documented births, deaths, marriages and divorces; however, it is possible to have undocumented cases. In part II of this project, you are going to test claims about total births, deaths, marriages and divorces.

Deliverables

1. Choose a Data Set.

a. Go to https://www.cdc.gov/nchs/products/nvsr.htm (Links to an external site.)

b. In the search bar type: Births, Marriages, Divorces, and Deaths
screenshot of CDC website toolbar

c. Pick a DataSet and download the PDF document and make note of the volume, number, and date. For example you could use the National Vital Statistics Reports,
screenshot of National Vital Statistics Reports webpage

d. Pick the same month/year combination for each data set. For example, choosing September of 2009.
screenshot of example dataset

2. Preliminary Calculations

a. Create a summary table for 1. Live Births, 2. Deaths, 3. Marriages, and 4. Divorces highlighting the mean, median, sample standard deviation, minimum and maximum values for each the data sets. You will have FOUR tables using the list of values of each state, the District of Columbia and Puerto Rico (You will have 52 numbers for each data set).

 

Summary Table for    _________

 

Mean

 

Median

 

Standard Deviation

 

Minimum

 

Maximum

3. Hypothesis Testing

With the information that you gather from the summary tables, test the following (you can use excel when appropriate):

a. Determine if there is sufficient evidence to conclude the average amount of births is over 8000 in the United States and territories at the 0.05 level of significance.

b. Determine if there is sufficient evidence to conclude the average amount of deaths is below is less than or equal to 6000 in the United States and territories at the 0.10 level of significance.

c. Determine if there is sufficient evidence to conclude the average amount of marriages is greater or equal to 7000 in the United States and territories at the .05 level of significance.

d. Determine if there is sufficient evidence to conclude the average amount of divorces is less than or equal to 4000 in the United States and territories at the 0.10 level of significance.

For each of the tests above, in your report, be sure to—

1. Clearly state a null and alternative hypothesis

2. Give the value of the test statistic

3. Report the P-Value

4. Clearly state your conclusion (Reject the Null or Fail to Reject the Null)

5. Explain what your conclusion means in context of the data.

Lastly, propose and conduct your own test of hypothesis about the Birth, Death, Marriage and Divorce data that you have been analyzing. Make sure to follow the five steps above.

Required Software

Microsoft Office: Word and Excel

Use a personal copy or access the software at https://application.chamberlain.edu (Links to an external site.) .

Grading

This activity will be graded based on the Course Project grading rubric.

Course Outcomes (CO): 6

Due Date: By 11:59 p.m. MT on Sunday of Week 7

Rubric

Course Project Rubric

 

Course    Project Rubric

 

Criteria

Ratings

Pts

 

This criterion is linked to a   Learning OutcomePart I: Topic &   Introduction

 

4.0 pts

Proficient Student     picks appropriate topic, provides a description of topic and the cites     where data was found.

3.0 pts

Above Average     Student picks appropriate topic and introduces data. No citation.

2.0 pts

Average. Student     does not pick a topic that is appropriate for the project, introduces the     data but does not cite source.

1.0 pts

Needs Improvement     Students provides topic without descritption and citation.

0.0 pts

No Effort. No     topic, descritpion or citation is provided.

4.0 pts

 

This criterion is linked to a   Learning OutcomePart I: Sample Data

 

4.0 pts

Proficient Student     provides ALL 50 pieces of data.

3.0 pts

Above Average     Student provides 30-49 pieces of data.

2.0 pts

Average Student     provides 20 – 29 pieces of data.

1.0 pts

Needs Improvement     Student provides 1-19 pieces of data.

0.0 pts

No Effort. No Data     was provided.

4.0 pts

 

This criterion is linked to a   Learning OutcomePart I: Mean &   Standard Deviation

 

5.0 pts

Proficient Mean     & Sample Standard Deviation of the data set is correct with no rounding     error. .

4.0 pts

Above Average Mean     & Sample Standard Deviation of the data set is correct but with     roujnding error.

3.0 pts

Average One Value     (either mean or sample standsrd deviation) is correct but the other is not     correct.

1.0 pts

Needs Improvement     Both the Mean & Sample Standard Deviation are incorrect but it was     attempted.

0.0 pts

No Effort. The     mean and sample standard deviation

5.0 pts

 

This criterion is linked to a   Learning OutcomePart I: Constructing   the 80%, 95%, 99% Confidence Intervals

 

15.0 pts

Proficient     Computes the 80%, 95%, and 99% confidence intervals correclty making sure     to note the margin of error for each.

12.0 pts

Above Average     Computes the 80%, 95%, and 99% confidence intervals correclty but is     missing margin of errors (or some of the margin of errors are incorrect).

10.0 pts

Average Computes     the 80%, 95%, and 99% confidence intervals but there are some errors in the     calculations.

6.0 pts

Needs Improvement     Computes the 80%, 95%, and 99% confidence intervals but all of the values     are incorrect. The component was attempted.

0.0 pts

No Effort. No     Confidence Intervals are provided.

15.0 pts

 

This criterion is linked to a   Learning OutcomePart I: Creating a   new confidence interval

 

7.0 pts

Proficient.     Student computes a confidence interval (not 80%, 95%, 99%) correctly making     sure to list the margin of error.

5.0 pts

Above Average.     Student computes a confidence interval (not 80%, 95%, 99%) correctly making     sure to list the margin of error but there is rounding error.

4.0 pts

Average. Student     computes a confidence interval (not 80%, 95%, 99%) correctly but does not     highlight the margin of error.

3.0 pts

Needs Improvement     Student computes a confidence interval (not 80%, 95%, 99%) but it was not     done correctly.

0.0 pts

No Effort. The     student did not create a new confidence interval.

7.0 pts

 

This criterion is linked to a   Learning OutcomePart I: Problem   Analysis

 

10.0 pts

Proficient.     Student addresses trend that takes place when the confidence level rises.     Provides a sentence for each confidence interval created explaining what     the confidence interval means in context of the data collected. Provides a     reflection for Part I of the project.

8.0 pts

Above Average.     Student addresses trend that takes place when the confidence level rises.     Provides sentences for each confidence interval created explaining what the     confience interval means in context of the data collected. Does NOT provide     a Reflection.

7.0 pts

Average. Student     may or may not address the trend that takes place when the confidence level     rises. Provides a sentence for SOME confidence intervaSl created explaining     what the confidence interval means in context of the data collected. A     reflection Part I of the project may or may not be provided.

5.0 pts

Needs Improvement.     Majority of the analysis is missing.

0.0 pts

No Effort. No     Problem Anaylsis is provided.

10.0 pts

 

This criterion is linked to a   Learning OutcomePart II: Choose a   Data Set & Preliminary Data

 

5.0 pts

Proficient.     Student computes all 4 Preliminary Data Values.

4.0 pts

Above Average.     Student computes all 3 Preliminary Data Values.

3.0 pts

Average. Student computes     all 2 Preliminary Data Values.

1.0 pts

Needs Improvement.     Student computes all 1 Preliminary Data Values.

0.0 pts

No Effort. No     Preliminary Data

5.0 pts

 

This criterion is linked to a   Learning OutcomePart II: Hypothesis   Testing

 

20.0 pts

Proficient.     Completes 4 Hypothesis Tests highlighting the null/alternate hypothesis,     value of test statistic, and report p-value.

16.0 pts

Above Average.     Completes 3 Hypothesis Tests highlighting the null/alternate hypothesis,     value of test statistic, and report p-value.

14.0 pts

Average. Completes     2 Hypothesis Tests highlighting the null/alternate hypothesis, value of     test statistic, and report p-value.

10.0 pts

Needs Improvement:     Completes 1 Hypothesis Test highlighting the null/alternate hypothesis,     value of test statistic, and report p-value.

0.0 pts

No Effort. No     Hypothesis Tests were completed.

20.0 pts

 

This criterion is linked to a   Learning OutcomePart II: Hypothesis   Testing Analysis

 

10.0 pts

Proficient. State     correct conclusion (Reject/Fail to Reject) and valid explanations in     context of the data for ALL 4 Problems.

8.0 pts

Above Average.     State correct conclusion (Reject/Fail to Reject) and valid explanations in     context of the data for 3 Problems.

7.0 pts

Average. State     correct conclusion (Reject/Fail to Reject) and valid explanations in     context of the data for 2 Problems.

5.0 pts

Needs Improvement.     State correct conclusion (Reject/Fail to Reject) and valid explanations in     context of the data for 1 Problem

0.0 pts

No Effort. No     conclusion/explanations were given.

10.0 pts

 

This criterion is linked to a   Learning OutcomePart II: Proposal   and computations for new hypothesis test

 

10.0 pts

Proficient.     Student creates an original Hypothesis Test based on one of the data sets     highlighting the null/alternate hypothesis, value of test statistic, report     p-value, conclusion and explanation.

8.0 pts

Proficient.     Student creates an original Hypothesis Test based on one of the data sets     correclty and has MOST of the content: highlighting the null/alternate     hypothesis, value of test statistic, report p-value, conclusion and     explanation.

7.0 pts

Average. Student     creates an original Hypothesis Test based on one of the data sets and     MISSING MOST of the content: highlighting the null/alternate hypothesis,     value of test statistic, report p-value, conclusion and explanation.

5.0 pts

Needs Improvement.     Student creates an original Hypothesis Test based on one of the data sets     but there are multiple mistakes and/or conclusions are not valid.

0.0 pts

No Effort. The     student did not propose/compute a new hypothesis test.

10.0 pts

 

Total Points: 90.0

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The Inclusion Of Nurses In The Systems Development Of Life Cycle

In the media introduction to this module, it was suggested that you as a nurse have an important role in the Systems Development Life Cycle (SDLC). With a focus on patient care and outcomes, nurses may not always see themselves as contributors to the development of new systems. However, as you may have observed in your own experience, exclusion of nurse contributions when implementing systems can have dire consequences.

In this Discussion, you will consider the role you might play in systems development and the ramifications of not being an active participant in systems development.

To Prepare:

  • Review the steps of the Systems Development Life Cycle (SDLC) as presented in the Resources.
  • Reflect on your own healthcare organization and consider any steps your healthcare organization goes through when purchasing and implementing a new health information technology system.
  • Consider what a nurse might contribute to decisions made at each stage of the SDLC when planning for new health information technology.

By Day 3 of Week 9

Post a description of what you believe to be the consequences of a healthcare organization not involving nurses in each stage of the SDLC when purchasing and implementing a new health information technology system. Provide specific examples of potential issues at each stage of the SDLC and explain how the inclusion of nurses may help address these issues. Then, explain whether you had any input in the selection and planning of new health information technology systems in your nursing practice or healthcare organization and explain potential impacts of being included or not in the decision-making process. Be specific and provide examples.

 
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Patho – Advance Nursing

Week 2 Discussion: Genetic or Cellular Malfunction Article Critique.

Initial Post

Find a research article related to the following topic “Gestational diabetes mellitus”  (see link), and title your initial post with “Chapter 22: Gestational Diabetes Mellitus”.

Gestational diabetes Mellitus

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4404472/

For this discussion post, you should provide a strong (5-6 sentences per paragraph with citations and a purpose statement) two-paragraph explanation of the topic and then introduce your article. Please use the following ten questions to critique your research article. The ten questions need to be incorporated into the discussion, and be presented in APA format following the introduction of your article. The last paragraph should be a conclusion tying all the content together. This discussion post will be longer than what most would consider to be a normal length post, so please make sure that you are answering all the questions and providing the information that is required.

Article Critique Criteria:

1. Author, Year, Title, Journal

2. Purpose of the article: research, theoretical, program implementation

3. From what discipline was the literature review drawn?

4. What were the gaps, issues, purposes identified from the synthesis of the literature?

5. What design and methods were used for the purpose of the project?

6. Were the sample, size, and setting (or choice of articles) adequate for the project?

7. What were the findings and conclusions?

8. What are the implications for future research?

9. How could the information in this article be applied to advanced nursing practice?

10. Would you recommend this article to others as an example to add to the understanding of this information?

TURNITIN ASSIGNMENT (FREE OF PLAGIARISM)

 
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Ethics

Instructions
Review the following ethical dilemmas:

  1. John Doe has decided to clone himself. He is sterile. He cannot find anyone to marry him. He wishes to have children. He knows that he will not be able to love a child that is adopted or not connected directly to him biologically. He will be making use of a new procedure that involves taking his skin cells to produce a twin. The twin starts out as an embryo and grows into a child. The child in this case will have the same genetic information as John Doe. John Doe and his child will be twins.
  2. Jane Doe is eighteen. For as long as she can remember she has been sexually attracted to other females. Her parents belong to a religion that has a religious text stating that God forbids one to be a lesbian. This religion goes on further to say that lesbians will be punished in the afterlife. Jane Doe is debating whether she should tell her parents about her sexual attraction. She has not yet decided if she should come out to her parents and live as a lesbian now that she is a legal adult.
  3. Joe and Mary are a couple. Before becoming sterile, they had a child. This child died of a rare disease. Joe and Mary miss their child terribly. They have heard that there is a new IVF procedure that can ensure that they can have another child. However, their religion forbids using IVF.
    Use the resources assigned for this week and additional research,

Instructions
Select two of the situations above and then address 2 of the following:

  1. What is the relation between ethics and religion? Formulate and investigate the relation.
  2. For each case, determine the ethical path of conduct. Then, determine what paths of conduct would be unethical
  3. For each case, what would an emotivism say to appraise what you determine is the ethical form of conduct?
  4. For each case, would a natural law ethicist agree with what you say is the ethical form of conduct? Why or why not?
  5. Articulate, explain, and evaluate in each case an approach that makes use of divine command ethics.

Writing Requirements (APA format)

  • Length: 2-3 pages (not including title page or references page)
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • Title page
  • References page (minimum of 2 scholarly sources
 
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