STAT 121 Writing Assignment 1 Confidence Intervals

STAT 121 Writing Assignment 1 Confidence Intervals

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STAT 121: Writing Assignment 1

Confidence Intervals (12 points)

Directions: Read the following article and answer each question completely but concisely. Be sure to save a copy of your work, and see the syllabus for submission details.  (The spacing between the questions is not necessarily an indication of the expected response length.)

Journal                                                                                                                          March 26, 2010

Resting Heart Rates of American Adults

A normal resting heart rate for adults ranges from 60 to 100 beats a minute,” reports Dr. Edward Laskowski of the Mayo Clinic. Lower resting heart rates are generally associated with higher cardiovascular fitness. With the marked increase in obesity in America, there is rising concern that the average resting heart rate of American adults is trending towards the higher end of the accepted range. A recent study conducted by the Statistical Health Association of America validates this concern. Results were based on a sample of 1587 American adults (ages 18 and older). The mean resting heart rate from this sample was calculated at 87 beats per minute (bpm). The study concludes that, with 95% confidence, the true mean resting heart rate of American adults is in the interval (80, 94).

1. (1 point) What is the population that the confidence interval in the article is making an inference about? Be specific.

• It is making an inference about all adults (ages 18 and older) in America.

2. (1 point) What is the parameter of interest for the confidence interval in context?

• The parameter of interest is the true average resting heart rate of all American adults.

3. (2 points) Give the confidence interval as reported in the article. Is the reported interval in the form of an interval or is it in the form of estimate ± margin of error? If it is not in interval form, state it in interval form.

• The confidence interval stated in the terms of the article is (80, 94). I believe that this confidence interval is given in interval form.

4. (3 points) What confidence level is associated with the given interval? Interpret this level of confidence.

• The confidence level given with this interval is 95%. This means that the mean resting heart rate for all adults is somewhere between 80 and 94 beats per minute with 95% confidence. Another way to put it is 95% of all possible confidence intervals computed using the same procedure as used to obtain 80 and 94 will contain the value of μ.

5. (2 points) How was the sample collected? Does this allow us to infer things about the population? If the article does not state how it was collected, how SHOULD it have been collected?

• This article does not specifically state how data was collected, but it should be collected as a simple random sample.

6. (3 points) Interpret your calculated interval in context. Make sure to include all three parts of a confidence interval interpretation.

RES 811 Synthesis Paper

RES 811 Synthesis Paper

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Synthesis is the act of creating something new from multiple existing entities. Synthesis of research, then, is creating a new idea from existing ideas. Synthesis of research is not a single innate skill. Rather, it is a process learned through time and practice. In this assignment, you will engage in the last part of the synthesis process.

General Requirements:

Use the following information to ensure successful completion of the assignment:

• Refer to the annotated bibliography and outline you created in the Module 5 assignment along with the assignment feedback from your instructor.
• Review: Lilienfeld, S. O., Waldman, I. D., Landfield, K., Watts, A. L., Rubenzer, S., & Faschingbauer, T. R. (2012). Fearless dominance and the U.S. presidency: Implications of psychopathic personality traits for successful and unsuccessful political leadership.Journal of Personality and Social Psychology,103(3), 489-505.http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=a9h&AN=79301650&site=ehost-live&scope=site
• Review: van Eeden, R., Cilliers, F., & van Deventer, V. (2008). Leadership styles and associated personality traits: Support for the conceptualisation of transactional and transformational leadership.South African Journal of Psychology,38(2), 253-267.http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=a9h&AN=33720593&site=ehost-live&scope=site
• Review: Odom, S. F., Boyd, B. L., & Williams, J. (2012). Impact of Personal Growth Projects on Leadership Identity Development.Journal of Leadership Education,11(1), 49-63.http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=eric&AN=EJ980968&site=ehost-live&scope=site
• This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
• Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
• You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

Directions:

Locate the annotated bibliography and outline you created in the Module 5 assignment. Using the outline you developed, the information from the annotated bibliography, and the feedback provided by your instructor, write a paper (750-1,000 words) that synthesizes all three of the articles. Do that by including the following:

1. A statement of common themes addressed in each of the three articles.
2. A statement of the conclusions that can be drawn when the articles are taken together as a single entity. What is the overall message of the group of articles?

Synthesis Paper: Leadership 

70.0 %Content
25.0 %Statement of Common Themes	A statement of common themes is either missing or not evident to the reader.	A statement of common themes is present, but inaccurate or illogical.	A statement of common themes is presented, but is cursory and lacking in depth.	A statement of common themes is present and thorough.	A statement of common themes is thoroughly presented with rich detail.
25.0 %Statement of Conclusions	A statement of the conclusions is not presented.	A statement of the conclusions is presented, but inaccurate or illogical.	A statement of the conclusions is presented, but is cursory and lacking in depth.	A statement of the conclusions is presented and thorough.	A statement of the conclusions is thoroughly presented with rich detail.
10.0 %Integration of Instructor Feedback	Integration of instructor feedback is either missing or not evident to the reader.	Integration of instructor feedback is vaguely attempted, but does not address the majority of instructor comments and suggestions.	Integration of instructor feedback is evident though it appears as a disjointed, cursory addition. Most of the instructor comments and suggestions are addressed.	Integration of instructor feedback is evident and relatively well incorporated into the natural flow of the paper. All instructor comments and suggestions are addressed.	Integration of instructor feedback is evident and meaningful. It is seamlessly incorporated into the flow of the paper. All instructor comments and suggestions are addressed.
10.0 %Synthesis and Argument	No synthesis of source information is evident. Statement of purpose is not followed to a justifiable conclusion. The conclusion does not support the claim made. Argument is incoherent and uses non-credible sources.	Synthesis of source information is attempted, but is not successful. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.	Synthesis of source information is present, but pedantic. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.	Synthesis of source information is present and meaningful. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.	Synthesis of source information is present and scholarly. Argument is clear and convincing, presenting a persuasive claim in a distinctive and compelling manner. All sources are authoritative. The synthesis and argument in the paper are of publication caliber.
20.0 %Organization and Effectiveness
20.0 %Thesis Development and Purpose	Paper lacks any discernible overall purpose or organizing claim.	Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.	Thesis and/or main claim are apparent and appropriate to purpose.	Thesis and/or main claim are clear and forecast the development of the paper. They are descriptive and reflective of the arguments and appropriate to the purpose.	Thesis and/or main claim are clear and comprehensive; the essence of the paper is contained within the thesis. The development indicated by the thesis and/or main claim is acceptable for publication.
10.0 %Format
5.0 %Mechanics of Writing	Mechanical errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.	Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.	Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.	Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.	Writer is clearly in command of standard, written, academic English.
5.0 %APA Format	Required format is rarely followed correctly. An appropriate number of topic-related scholarly research sources and related in-text citations is not present. No reference page is included. No citations are used.	Required format is attempted, but some elements are missing or mistaken. A lack of control with formatting is apparent. Some included sources are not scholarly research or topic-related. Reference page is present. Citations are inconsistently used.	Required format is used correctly, although some minor errors may be present. Scholarly research sources are present and topic-related, but the source and quality of some references is questionable. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.	Required format is fully used. There are virtually no errors in formatting style. Scholarly research accounts for the majority of sources presented and is topic-related and obtained from reputable professional sources. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct.	The document is correctly formatted to publication standards. All research presented is scholarly, topic-related, and obtained from highly respected, professional, original sources. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. The paper could readily be accepted for publication.
100 %Total Weightage

PL 201 Week 3 Assignment Short Paper on Kant

PL 201 Week 3 Assignment Short Paper on Kant

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PL 201 Week 3 Assignment Short Paper on Kant

Short Paper on Kant
Kant famously–and controversially–argued that some knowledge is synthetic a priori. Can you explain in your own words what Kant might have meant by this, and can you give an example of the sort of knowledge that Kant believed possessed this strange status?
HINT: To answer this question in a clear and well-organized manner, you might want to first explain and illustrate Kant’s distinction between apriori and aposteori knowledge and also his distinction between analytic and synthetic judgments.

MHA 616 Week 5 Final Proposal Paper

MHA 616 Week 5 Final Proposal Paper

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Initial Proposal

For your Initial Proposal, you will address the concerns presented in your selected case study from Week One (Life expectancy) and give recommendations for improvement. Utilize one of the following sample proposals to draft your Initial Proposal:

• Sample Proposal 1 (Washington County Department of Public Health and Environment QP, 2014)
• Sample Proposal 2 (TMIT Student Projects QuickStart Package TM, n.d.)
• Sample Proposal 3 (Harvard Neonatal-Perinatal Fellowship Training Program Quality and Safety Module, 2011)
• Sample Proposal 4 (Texas QIP, 2003)

Your Initial Proposal must include the following components:

• Identify the needs that are present within your selected case study (Life Expectancy).
• Explain each of the Minnesota Department of Health QI project SMART and meaningful objectives for your selected case study.
• Apply each of the SDLC phases as they related to your study.
• Demonstrate a clear understanding of HIT/QI acquisition by applying this in your Initial Proposal.

Writing the Proposal

The Initial Proposal:

1. Must be three to four pages in length (excluding title and reference pages), double-spaced, and formatted according to APA style as outlined in the Ashford Writing Center.
2. Must follow one of the following proposal sample guidelines:
1. Sample Proposal 1 (Washington County Department of Public Health and Environment QP, 2014)
2. Sample Proposal 2 (TMIT Student Projects QuickStart Package TM, n.d.)
3. Sample Proposal 3 (Harvard Neonatal-Perinatal Fellowship Training Program Quality and Safety Module, 2011)
4. Sample Proposal 4 (Texas QIP, 2003)
3. Must include a title page with the following:
1. Title of paper
2. Student’s name
3. Course name and number
4. Instructor’s name
5. Date submitted
4. Must begin with an introductory paragraph that has a succinct thesis statement.
5. Must address the topic of the paper with critical thought.
6. Must end with a conclusion that reaffirms your thesis.
7. Must use three to six scholarly sources, including a minimum of one from the Ashford University Library.
8. Must document all sources in APA style, as outlined in the Ashford Writing Center.
9. Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.

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