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C 228 WGU Community Health Lack Resources & Undesirable Conditions Discussion

C 228 WGU Community Health Lack Resources & Undesirable Conditions Discussion.

I have done all the research work! You just have to answer the question according to the information I provided in the document! I also provided a template for this assignment. Complete a needs-assessment summary to determine the health needs and risks of the virtual community in Sentinel City™ by using each of the following tools: Note: These tools can be found either in the web links section or as an attachment to this task.• Demographics Assessment• Neighborhood/Community Safety Inventory• Windshield Survey• Population Health Scavenger HuntNote: The name of each of the four tools should be identified in the needs-assessment summary, along with a brief summary of how each of the four tools were used in the needs assessment.1. Analyze the collected data using concepts of epidemiology and health determinants.Note: Refer to these three sections of your COS for additional information: Epidemiology and Environmental Health, Epidemiological Data, and Application of Epidemiology.C. Formulate a community diagnosis for Sentinel City™ by doing the following:1. Discuss the three problems for Sentinel City™ based on the Healthy People goals.2. Discuss community resources (e.g., Sentinel City™ Affordable Housing Project, Better Health Clinic) that are available to address one of the problems identified in part C1.3. Identify a primary prevention topic based on the problem you selected in part C2. Note: See the attached “Primary Prevention Topics List” for guidance in formulating your topic.D. Discuss how you will apply the assessment strategies you have learned from the simulation environment to your community assessment strategies in your community.E. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.F. Demonstrate Professional communication in the content and presentation of your submission.
C 228 WGU Community Health Lack Resources & Undesirable Conditions Discussion

Use of Bandwidth Tax to Scarcity of Resources Questions Discussion.

Please answer the following questions:1. What is the bandwidth tax? Please limit your answer to a few sentences.2. Please briefly summarize a study described in your reading that demonstrates the effect of scarcity on cognitive capacity and/or executive control. Be clear about the methods and results, as well as how cognitive capacity and/or executive control was measured in the study.3. How might understanding the psychological effects of scarcity be relevant for marketers? It may be helpful to consider specific consumer groups or consumer situations that are characterized by scarcity. Additional Instructions:Do not exceed 1 page (12-point uncondensed Times New Roman font, double-spaced with one inch margins on all sides).
Use of Bandwidth Tax to Scarcity of Resources Questions Discussion

De Anza College Humanities Selling Sex Discussion Question.

Selling Sex
Sex work is the exchange of various sexual activities for money, such as prostitution, striptease, erotic dancing, engaging in live sex shows, acting in pornographic magazines & videos, and erotic massage.
Watch the 5 Prostitution Facts video and then agree or disagree with the statement below in 75 words or less. Support, refute and/or debate your answer with facts obtained and included from a credible source/reference, (using the reference format that I provided you with located in my syllabus):
Sex work should be decriminalized and legalized throughout the United States.
video Link: 
De Anza College Humanities Selling Sex Discussion Question

Bullying in Nursing Teaching Violence in the Workplace Powerpoint.

Start by reading and following these instructions:

Quickly skim the questions or assignment below and the assignment rubric to help you focus.
Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
Consider the course discussions so far and any insights gained from it.
Create your Assignment submission and be sure to cite your sources if needed, use APA style as required, and check your spelling.

Teaching Violence in the Workplace
Create a teaching PowerPoint presentation that addresses each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at least three (3) sources using APA citations throughout your presentation. Make sure to cite the sources using the APA writing style for the presentation. Include a slide for your references at the end. Follow best practices for PowerPoint presentations related to text size, color, images, effects, wordiness, and multimedia enhancements. Review the rubric criteria for this assignment.
This week you are to create a PowerPoint as if you are teaching this information to your colleagues.

Guns in the Workplace: prepare for an active shooter (what is the protocol and preparations your workplace has taken – if none have been developed describe what should be taken). What is the responsibility as a nurse caring for patients in an active shooter scenario?
Bullying in Nursing: Bullying in the nursing workforce has become an increasing topic of concern. Research this topic and describe reasons why bullying is a problem in nursing. Provide suggestions for a new nurse who is being bullied by coworkers. What is your responsibility if you see a fellow nurse being bullied?

Bullying in Nursing Teaching Violence in the Workplace Powerpoint

Evolution of Organizational Knowledge Creation Theory Report (Assessment)

The following essay offers an analysis of the article Organizational Knowledge Creation Theory: Evolutionary Paths and Future Advances, with an eye to the authors’ depiction of how the theory of organizational knowledge creation has evolved over the last 15 years. Since its inaugural use in 1986, the term knowledge management has consistently and stubbornly resisted a clear definition, largely due its inherent contradiction (Wilson, 2002). Knowledge itself fundamentally defies management, as it is a personal internal mental process unique to each individual, a process that encompasses the private mental processes of comprehension, understanding and learning that occur within the confines of each individual’s mind (Dierkes et al., 2003, p. 493). For the purposes of this article however, the term knowledge management has been subsumed by the clearer concept: organizational knowledge creation (Nonaka et al., 2006, p. 1179). Organizational knowledge creation facilitates the method of providing, accessing and augmenting the knowledge generated by the individuals that make up a company, with the added benefit of applying that information to the larger organization’s knowledge system, so that the base of knowledge continually grows and expands (Nonaka et al., 2006, p. 1179). Relevant information and applicable knowledge that employees derive from their wider life becomes beneficial to their organization and their fellow colleagues (Nonaka et al., 2006, p. 1179). Organizational knowledge creation theory helps to clearly elucidate this process for organizations and employees alike. The theory has been gaining ground in academic circles in the last decade and, as a result has transmogrified management as a whole, becoming “broadly diffused in management practice over the last 15 years” (Nonaka et al., 2006, p. 1179). The engine behind this movement in management the authors attribute to a broadening of perspective held and developed amongst management scholars. Get your 100% original paper on any topic done in as little as 3 hours Learn More The authors assert that “since the mid-eighties …scholars have increasingly recognized that ‘information’ and ‘knowledge’ are not interchangeable. The construct ‘knowledge’ was increasingly accepted and now occupies a central and legitimate role in much mainstream organizational and management theory” (Nonaka et al., 2006, p. 1200). The authors of Organizational Knowledge Creation Theory: Evolutionary Paths and Future Advances attribute the evolution of organizational knowledge creation theory to the materialization of numerous disparate epistemologies as the main driver in its development (Nonaka et al., 2006, p. 1200). The first important step in the evolution of organizational knowledge creation theory, the authors assert, was the establishment of a workable definition for knowledge, one which addressed the contradiction and difficulty inherent in attempting to access the inner workings of a private mental landscape. In the early nineties the gap that persisted between explicit and tacit knowledge was finally bridged, according to the authors, by the revelation that knowledge is simultaneously explicit and tacit. Forms of knowledge which can be “uttered, formulated in sentences, captured in drawings and writing” the authors understood as explicit knowledge, whereas the more internal forms of knowledge such as that which derives from the “senses, movement skills, physical experiences, intuition or implicit rules of thumb” the authors identified as tacit knowledge (Nonaka et al., 2006, p. 1182). The ensuing definition freed scholars previously locked in to the “Western epistemology with its strong focus on explicit knowledge” (Nonaka et al., 2006, p. 1182). More importantly, this definition breathed life into the discipline because it allowed scholars to accept that “elements of perception, skills, experience and history” constitute a vital element of knowledge, and cemented the understanding in academia that “knowledge is never free from human values and ideas” (Nonaka et al., 2006, p. 1182). We will write a custom Assessment on Evolution of Organizational Knowledge Creation Theory specifically for you! Get your first paper with 15% OFF Learn More The important breakthrough here, the authors assert, was to understand the impact that the social environment has on individuals and how it shapes their acquisition and utilization of knowledge within the organization (Nonaka et al., 2006, p. 1182). Building upon the foundation of the workable definition, the authors maintain that the theory expanded as a result of understanding the action of knowledge – known as knowledge conversion – n as it travels from within the person to within her organization (Nonaka et al., 2006, p. 1183). This includes how knowledge becomes established, how it moves through an individual’s socialization into her mind, and how her mind then applies that knowledge to her work (Nonaka et al., 2006, p. 1183). According to the authors, knowledge travels a four-stage process known as SECI: socialization, externalization, combination and internalization (Nonaka et al., 2006, p. 1183). Socialization strives to share tacit knowledge amongst an organization’s employees, while externalization takes concepts derived from this tacit knowledge and ground them in overt exterior concept — explicit concepts (Nonaka et al., 2006, p. 1183). Combination gathers these various forms of explicit knowledge, while internalization reengineers this explicit knowledge into tacit knowledge (Nonaka et al., 2006, p. 1183). The net effect is synthesis. As the authors describe, “in knowledge conversion, personal subjective knowledge is validated, connected to and synthesized with others’ knowledge” (Nonaka et al., 2006, p. 1183). Based on the insights offered by this article, the future of organizational knowledge creation theory will continue to grow and evolve as long as it can continue to utilize and amalgamate insights gleaned from diverse epistemologies and wider academic and business perspectives to enhance the academic understanding of how knowledge travels through an individual into an organization (Nonaka et al., 2006, p. 1200). The comprehension that knowledge is affected by socialization, in particular, has broader management application and expands the practice as a whole (Nonaka et al., 2006, p. 1200). As the authors aptly note, the study of organizational knowledge creation theory “benefits from keeping its boundaries open” (Nonaka et al., 2006, p. 1200). Reference List Dierkes, M. et al (2003) Handbook of organizational learning and knowledge. Oxford, UK: Oxford University Press. Not sure if you can write a paper on Evolution of Organizational Knowledge Creation Theory by yourself? We can help you for only $16.05 $11/page Learn More Nonaka, I.

How Do Single Sex Schools Effect Students Young People Essay

essay help online free How Do Single Sex Schools Effect Students Young People Essay. Single sex school is better than co-ed school as it brings more confidence to every individual. Single sex education as known as single-gender education, is the practice of conducting education where male and female students attend separate classes or schools while co-ed school is the integrated education of males and females in the same institution. Socially, single sex school makes for more mature people earlier. Young people learn more from experience of diversity. Educationally, single sex schools seem to be better for girls to do well at “traditionally male” subjects like chemistry and physics. Emotionally it encourages sexual relationships which some say it’s a distraction from education or is to be objected to morally especially for girls which is why Islam forbids coeducation. If a boy isn’t “male stereotype” in personality he is more likely to be lonely in a single-sex school because with co-ed he may find girls to hang out with. Generally single-sex schools tend to have better academic grades and better discipline, but this may be because most of the hard-working Hindu and Muslim children go there or for other reason that allow them to select against disruptive and disaffected kids, rather than because they are single-sex. Furthermore, single sex schools are more educational than co-ed school because boys are less attracted by girls and girls are also less obsessed with the boys. Therefore, students may pay more attention on classes while all students are same sex. Besides, they will also break out of their behavior when they are left to their own devices. Single sex education has a delightful way of encouraging students to be fearless, to be curious, to be enthusiastic, and to just be themselves. Single sex education with more controlled social outlets is just the ticket for many students. Firstly is less pressure to act cool around friends of other sex. Secondly is less conflict between friends of the opposite sex. Thirdly is more relaxed attitude such as not putting on a show for boys or girls they like. Last but not least, they have lower levels of anxiety over appearance or clothing. Also, less emotional stress brought on by the “head games” teens play while in relationships. There are several reasons for choosing a single sex school. For boys, they tend to soften their competitive edge and become more cooperative in a single sex school. They can just be boys and not worry about what girls might think or judge them. Furthermore, boys enjoy playing in an orchestra as opposed to a marching band and learn Latin in single sex settings. For girls, teachers will quickly feel comfortable exploring non-traditional subjects like mathematics, advanced science, computers, and technology if the teacher understands how to teach girls. Besides, they may drop their shyness in a single sex setting. They join some sports like hockey, football follow their hobbies without worrying about appearing like tom boys girls are free from sexual harassment which always happens in co-ed high schools. In all-girls schools, girls take over all the positions of leadership whether it’s drama, sports, or debate team. Also, they participate in class discussions freely, which boys always dominate in co-educational schools. They tend to gain confidence in themselves as students and score higher on their examinations. Girls no longer have to live up to expectations that they must be nice, quiet, non-athletic, and passive. Moreover, girls may work harder without boys distracting them. Girls’ brains usually work differently from boys’ because girls are more likely to take up subjects normally dominated by boys. For example like maths and sciences. On the other hand, co-ed schools are many like gender stereotyping has mostly seen in these institutes. Both sexes are almost immature in the very young age and they get mix and are not able to keep a distance. Teacher favoritism is also major issues like some teachers favor girls and some boys. It has been observed that Co-education can cause gender stereotyping. Many students are not able to focus on their studies and they become interested in each other at very young age. Some favoritism has also been observed. In co-education sometimes it becomes difficult for the parents to manage their kids. Students are more likely to become fashion conscious. It can affect the natural learning for some of the students. Co-Education is bad because it create the complex in the poor student who cannot afford expensive mobiles, car, motorbike etc. The one big disadvantage about having boys and girls in the same class is when we go for physical education. Boys and girls just cannot do the same type of exercise or play the same game together. So we need to have two teachers, one for the boys and one for the girls. Our headmaster has come up with the ingenious solution of having two classes doing P.E. at the same time so that the boys and girls from each class combine together under one teacher each. There are certain conservative people criticize the system of co-education. According to them, this system is against our tradition. They also fear that co-education will develop immoral relationships between boys and girls. They believe that in this system both the boys and girls will be spoilt. The negative aspect is engaging in some non required activities like mostly in coeducation girls and boys are found hanging around those cafes and pubs bunking the classes and this all stinks There are also certain disadvantages of co-education. First, co-education is against the law of nature. Girls and boys are temperamentally different from each other. They have different duties to perform. A girl is required to receive education which can make her a good wife and a good mother while a boy is required to receive education which can make him a good husband and a good father. A Uniform education cannot help them be expert in their respective fields. Thus the very idea of co-education is wrong. Then co-education is against our traditions. It will develop immoral relations between boys and girls. Young boys and girls may fall a victim to their emotions. Moreover, research on coeducation has shown that coeducation in its commonly practiced form tends to reinforce rather than diminish gender stereotypes. For several years the studies concentrated on girls, only during the last seven years or so the focus shifted to boys. All in all, it can be said that coeducation has proved to be of great disadvantage for both sexes. Some of the most common disadvantages for girls are having less space at their disposal, literally as well as symbolically speaking in coeducational classes. Furthermore, no matter if the teachers are male or female, girls get only few fraction of the teachers’ attention compared to boys. Also girls are abused as “social workers”, according to the motto ” seat a well-behaved girl next to a disruptive boy”, so as to create an orderly working situation in the classroom. Girls’ achievements in school are discriminatingly attributed to their diligence versus boys’ intelligence. Disruptive girls are treated much more severely than disruptive boys. Boys are given more speaking time during lessons. Cooperative behavior of girls’ is labeled as “conformity”, whereas boys` competitive attitudes are usually admired and seen positively by teachers. Girls` contributions in lessons are often pulled to pieces by their male classmates. They are also humiliated, degraded and ridiculed. Even today girls are little motivated for science and mathematics and still opt for traditional female subjects like languages and humanities. The same applies to the choice of schools – girl tend to attend schools that are traditionally associated with female education and shun technical schools. Girls` strengths are often not seen as such: cooperative behaviour, high commitment in school, social intelligence, high achievements, good performances, to name but a few. During the early years of research on gender and school ( from the late seventies onward), most of the studies dealt with girls. Programmers to strengthen girls were developed and practised. As a result – not only of this , but also of the crisis of the male in Western world in general – boys seem to have become even more disruptive and difficult. And so it was realized that coeducation cannot be improved without working with both sexes. As a result the focus of researchers to a very high degree female turned to boys, particularly boys up to the age of 14 or 15. Also, there was a change as to the approach: In the early days of gender – conscious work in schools (notably with girls), girls were seen as having deficits compared to boys. From the late eighties onwards the approach was that of a concept of difference, with the vision of a school in in that offered equal opportunities for both boys and girls, reinforcing non-traditional gender stereotypes rather than perpetuating the traditional ones. Besides, the disadvantages of coeducation for boys are most of the boys have great problems in the field of social competence. Cooperative methods of work are difficult for them (group and teamwork, for example) – whereas, vice versa, girls find competitive methods more difficult. Boys tend to “solve” conflicts with physical and verbal aggressions. They lag behind considerably in language learning, achieving far worse results. In general, male pupils have worse results in school, fail more often and have a higher dropout rate. As a conclusion the advantages and disadvantages of attending a single sex school or co-educational school are now being looked into more closely when the decision is being made on which environment is best for a child to learn. Each school environment has pros and cons to offer the student. What is important is that the right learning environment is selected based on the one student and how they learn. When a student is not placed in the right learning environment for them they can begin to fall behind the rest of the class. It is important to keep in mind that neither learning environment has yet to show that is the best learning environment for all children to be taught in. This is why the question “Is a single sex school or a mixed school the best learning environment for my child?” is been asked more and more recently but as a advantage they would able to know how to behave and the difference between them. How Do Single Sex Schools Effect Students Young People Essay

National Society of Professional Engineers (NSPE) Codes of Conducts Essay

Introduction Codes of conduct are significant in shaping the standards of any given profession. They allow professionals to fulfil their roles and duties in an ethical manner. For engineers, codes of conduct are critical because of the fact that their work has a direct influence on people’s everyday life. Engineers work activities help in shaping the present and future life aspects of people as they are involved in creating and supporting new technical processes. Hence, the role of code of conducts cannot be underestimated in this case; they serve as a guiding principle while commissioning their duties. This paper seeks to find out whether the National Society of Professional Engineers (NSPE) codes of conducts are supported by the moral ethics of Aristotle, Kant and Bentham. In achieving this goal, the writer points out some of the NSPE practices that are in- line with the perspectives of Aristotle, Kant and Bentham moral reasoning. Through deep analysis, the writer affirms that Aristotle, Kant and Bentham moral reasoning support some of the NSPE code of standards. Discussion National Society of Professional Engineers (NSPE) has outlined fundamental practices which are essential for an engineering profession. NSPE points out some canons which guide an engineer as; an engineer should be a person who holds paramount safety, health and welfare of the public, performs competently in services where he/she is capable, carry themselves ethically, responsibly and honorably, and avoids deceptive acts among others (NSPE). Additionally, on rules of practice, the NSPE outlines that engineers should uphold honesty and integrity, strive to serve the public, act for each employer in faith as trustees, and avoid all conducts which deceives the public among others (NSPE). Lastly, on professional obligations, NSPE appoints that engineers should personally accept responsibility for their professional activities, give credit for engineering work to those whom credit is due, and avoid unprofessional engagement by using untruthful means among other acts. NSPE: Engineers should uphold safety, health and welfare of the public Kant terms humans as independent. Thus, they are privileged to have a coherent ability which is important for decision making, aptitude to take execute action sensibly and they are important for compelling an action (Kant 75). Get your 100% original paper on any topic done in as little as 3 hours Learn More Therefore, as instruments for prompting an action, humans execute an action with full knowledge, reasoning and ability aimed at upholding generosity. Kant moral reasoning are duty bound because he views humans have a duty to execute some actions which can have impact on others. The NSPE code of conduct, engineers should uphold safety, health and welfare of the public resonate well with Kant’s reasoning (NSPE). In this case, engineers should primarily be concerned with the safety and welfare of the public. On Kant’s approach, it would be unethical to execute an ‘action’ which fails to address the safety, health and welfare of other human beings. Bentham, in his ethical reasoning claims the goal of every action is to provide the greatest balance of ‘good’ over ‘bad’ (Harrison 66). This is a core principle of every action. Bentham supports this claim. In his ethical reasoning, he opines the idea of an individual aiming for happiness cannot be affirmed ‘right’ because such an individual quest can perpetuate more pain and less pleasure for him/her, and the society (Harrison 98). Thus, on Bentham perspective, the health, safety and welfare of all people should be considered equal. Equally, Aristotle is simple on issues about moral ethics. He asserts a virtue is an approach of choosing the right decision (Aristotle 37). Hence, in a favourable condition, a virtue blended with rational assessment of situation fixes a justified course of action that guarantee’s safety, health and welfare of the public NSPE: Engineers should aim in increasing public knowledge and appreciating engineering achievement The NSPE also draws that engineers should aim in increasing public knowledge and recognising engineering achievements. This code of conduct shows value in augmenting the image of engineering profession as well as the safety of the public (NSPE). This virtue appoints the natural habit of what professional should aim for; he/she should share his knowledge and skills with others. Bentham might approve this code of conduct because it is consistent with addressing the needs of the greatest number in a given situation (Harrison 83). We will write a custom Essay on National Society of Professional Engineers (NSPE) Codes of Conducts specifically for you! Get your first paper with 15% OFF Learn More On the other hand, he might not support it by asserting it is in contrast with the best interests of an engineer and his/her immediate environment. On Aristotle, reasoning is limited to enlightening human to embrace virtues if they have been raised with correct habits. Aristotle view learning is critical in upholding virtues (Aristotle 58). Hence, a virtuous being is naturally prone to a fitting behaviour in any situations without pleasing to maxims. This code, therefore, advances Aristotle’s thinking because consistency in acquiring knowledge and achievement fixes or creates new experiences and encounters, thus, forming new habit. NSPE: Engineers should avoid deceptive acts NSPE illustrates that engineers should avoid deceptive acts (NSPE). This code of standards would be embraced by Aristotle, Kant and Bentham. Being deceptive in achieving ‘something’ is not certainly a positive character trait. An engineer who achieves ‘something’ through deceptive means, he/she is possibly not competent in the area. Hence, inept practice of an engineer is something that can hurt many people besides contradicting Bentham moral ethics, because a deceptive act does not respect the rights of other people. Kant draws that at the center of ethics lies a moral obligation to obey the dictates of rationale. Humans can understand the reasons that support moral and intuition (Kant 89). Hence, the categorical imperative, which illustrates that moral actions are consistent with the moral standing that humans would want others to emulate, maybe violated. Kant cites lying is a vice because a rational human would like the same vice to replicate on others. He opines that ‘by lying a person throws away….his dignity as a person’ (Kant 92). Kant wants humans to be truthful in all situations. His perspective is respect for others is critical; hence it’s wrong to exploit others. On Bentham view, a ‘good’ goal of ethics is the one which produces happiness, good and pleasure, hence, the best action is one which creates or produces the greatest possible happiness for the greatest number (Harrison 73). Not sure if you can write a paper on National Society of Professional Engineers (NSPE) Codes of Conducts by yourself? We can help you for only $16.05 $11/page Learn More Behaviours are not always immoral or moral; rather, morality is based on specific variables which are unique to each context. To Bentham, deceptive acts such as lying might fix overall good than telling the truth, however, in other situation, telling the truth would produce more good. Aristotle illustrates that pleasures which deprive or restrict ones happiness can cause more pains. To be guaranteed of happiness human beings should abstain from pain causing pleasures (Aristotle 193). This is because pleasures cause pain. Therefore, on engineers should avoid deceptive acts, Aristotle claim that involving oneself in deceptive acts is morally wrong because they cause ‘pain’ and thwarts the efforts of happiness. NSPE: Engineers should perform services in areas of their expertise and carry themselves ethically NSPE holds that engineers should perform services in areas of their expertise and carry themselves ethically. This practice asserts Aristotle’s view on how intellectual virtues are acquired and put into practice. The thinking of Aristotle does suggest that professionals should embrace moral ethics because they become a habit out of them. Basing on Aristotle’s approach, a virtuous being is naturally inclined on fitting behaviours in any situations without pleasing to maxims. Aristotle, for instance, says a man is not intended by nature to live a solitary life, but rather seeks the good life with his parents, wife, fellow citizens and friends, ‘since man is born for citizenship’ (Aristotle 10). Hence, the NSPE provide a constructive insight for engineers and cultivate integrity. Kant asserts that an action is morally right if it is done with intentions which every rational person would approve. The NSPE practices entails that an engineer should be a person of honesty and integrity. Although Kant’s assertion on this intention is good, it is successful in capturing good intention as a feature of morally right action, there are some challenges with it. Conclusion Aristotle, Kant and Bentham support the NSPE code of conducts. By applying their standpoints, engineers are easy to find a reliable defense for issues such as safety, health and welfare of the public which they encounter daily in line of their duties. When their perspectives are properly embraced by engineers, they will help them fix a course of action and how to act. Works Cited Aristotle. The Nicomachean Ethics. Oxford: Oxford University Press, 2009. Print. Harrison, Ross. Bentham. New York: Taylor

Descriptive article statistics critique

Descriptive article statistics critique. I need help with a Writing question. All explanations and answers will be used to help me learn.

Evaluate a graphic of a normal curve example using the IQ example below.

Bell Curve of IQ Example
You have some students in a class that took the Stanford-Binet IQ test. Note that the mean is considered the “average” and each standard deviation above the mean is positive, and below is negative. Using the distribution curve above, answer the following questions about some students from a hypothetical class:

Student A has a score of 112. Within how many standard deviations from the mean would their score fall under? Would it be above or below the average?
Student B has a score of 92. Within how many standard deviations from the mean would their score fall under? Would it be above or below the average?
Student C has a score of 101. Within how many standard deviations from the mean would their score fall under? Would it be above or below the average?
Student D has a score of 131. Within how many standard deviations from the mean would their score fall under? Would it be above or below the average?
Student E has a score of 82. Within how many standard deviations from the mean would their score fall under? Would it be above or below the average?

View Exercise

Descriptive Statistics Article Critique
Please be sure to follow the instructions and review the provided grading rubric carefully.
For this assignment, you will review and critique a published research article from Unit 4, “Application of Descriptive Statistics in Monitoring Climatic Factors,” where you will focus on the descriptive statistics described in the Methods and Results sections. The article is a simple study with descriptive statistics.
Instructions: Read or reread the article, “Application of Descriptive Statistics in Monitoring Climatic Factors” and identify the research variables and approach to studying them. As you read the article, consider the following questions: What are the variables (sample sizes, population, treatments, etc.)? What are the descriptive statistics used in this article (frequencies, means, etc.)? What do the descriptive statistics the authors presented tell us about the variables of interest?
Writing the Article Critique
Your paper must address the following:

Begin with an introduction in which you determine what question(s) the authors are trying to answer through this research.
Explain the variables being assessed and the concepts which were applied in this process. What was the sampling method?
Critique the statistical analysis employed in the study.

Would you have included more and/or different variables? Explain your answer.

Examine the assumptions and limitations of the statistical study.

What would you have done differently in this case? Why?

Explain how the authors applied statistical analyses to the problem.
Conclude by interpreting the author(s)’ findings and explain your answer using statistical concepts.

Your paper must be two to three pages in length (not including the title and reference pages) and include

A title page with the following:

Title of paper
Course name and number
Instructor’s name

An introduction and a conclusion paragraph.
A separate references page. You must use at least one scholarly, peer-reviewed, or credible source, in addition to the course required readings. It is important that the paper is in proper APA format. Refer to the General APA Guidelines from Purdue Owl or The Basics of APA Stylefor more information.

Review the rubric to ensure you understand how you will be evaluated on this assignment: Unit 4 Rubric

Descriptive article statistics critique