Stat Project Essay Example for Free

Stat Project Essay In order to figure out how variables relates to each other and the connections among the variables, or one can predict the other. I will choose three quantitative variables or two quantitative variables and one categorical variable on each pairs. I will also use graphs of scatter plots; regression and correlation to understand that how one variable affect other two variables. There are six groups below: Group one: High School Percentile (HSP), Cumulative GPA (GPA), and ACT Composition Score (COMP) a) HSP vs GPA b) HSP vs COMP c) COMP vs GPA From graph a, we can find out that there is moderate positive liner relationship between HSP and GPA; the correlation is 0. 552; the equation of regression is GPA=0. 0163928*HSP+1. 84804; the slope is 0. 0163928 which is positive; when the predictor variable HSP increase, the response variable GPA also moderately increase; for instance, when HSP increase by 1, GPA will increase 0. 0163928. From graph b, there is also weak positive liner relationship between HSP and COMP scores; the correlation is 0. 357; the equation of regression is COMP=0. 069129*HSP+18. 3131; the slope is 0. 069129 which is positive; when the predictor variable HSP increase, the response variable COMP scores also weakly increase; for example, when HSP increase by 1, the COMP scores will increase 0. 069129. From graph c, there is another weak positive liner relationship between COMP scores and GPA; the correlation is 0. 342; the equation of regression is GPA=0. 0524047*COMP+1. 243; the slope is 0. 0524047 which is positive; when the predictor variable COMP increase, the response variable GPA also weakly increase; for example, COMP scores increase by 1, the GPA will increase 0. 0524047. Based on the graphs and data which I got, I think there are only a little relation among HSP, COMP scores and GPA. I can find out a student with high HSP, has high GPA and high COMP scores; the student with high COMP scores has high GPA. Group Two: ACT math score (MATH), ACT English score (ENGLISH) and Cumulative GPA (GPA) a) MATH vs GPA ) ENGLISH vs GPA c) ENGLISH vs MATH From graph a, we can see that there is weak positive liner relationship between MATH scores and GPA; the correlation is 0. 307; the equation of regression is GPA=0. 0395427*MATH+2. 12892; the slope is 0. 0395427 which is positive; when the predictor variable MATH scores increase, the response variable GPA also weakly increase; for instance, when MATH increase by 1, GPA will increase 0. 0395427. From graph b, there is also weak positive liner relationship between ENGLISH scores and GPA; the correlation is 0. 45; the equation of regression is GPA=0. 0411408*ENGLISH+2. 11295; the slope is 0. 0411408 which is positive; when the predictor variable ENGLISH scores increase, the response variable GPA also weakly increase; for example, when ENGLISH scores increase by 1, the GPA will increase 0. 0411408. From graph c, there is moderate positive liner relationship between ENGLISH scores and MATH scores; the correlation is 0. 475; the equation of regression is MATH=0. 440334*ENGLISH+13. 2567; the slope is 0. 40334 which is positive; when the predictor variable ENGLISH scores increase, the response variable MATH scores also weakly increase; for instance, when ENGLISH scores increase by 1, the MATH scores will increase 0. 440334. According to the graphs and data, I can find out a student who has high English score and Math score also has high GPA and the student with high English score has high Math score. Group Three: Cumulative GPA (GPA), age (AGE) and Total Credits Earned (CREDITS) a) AGE vs GPA b) CREDITS vs GPA c) AGE vs CREDITS From graph a, we can see that there is a weak negative liner relationship between AGE and GPA; the correlation is -0. 103; the equation of regression is GPA=-0. 0240245*AGE+3. 55195; the slope is -0. 0240245 which is negative; when the predictor variable AGE increase, the response variable GPA will weakly decrease; for instance, when AGE increase by 1, GPA will decrease 0. 0240245. From graph b, there is weak positive liner relationship between CREDITS and GPA; the correlation is 0. 106; the equation of regression is GPA=0. 00141886*CREDITS+2. 94831; the slope is 0. 0141886 which is positive; when the predictor variable CREDITS increase, the response variable GPA also weakly increase; for example, when CREDITS increase by 1, the GPA will increase 0. 00141886. From graph c, there is a strong positive liner association between AGE and CREDITS; the correlation is 0. 668; the equation of regression is CREDITS=11. 7475*AGE-174. 356; the slope is 11. 7475 which is positive; when the predic tor variable AGE increase, the response variable CREDITS also strongly increase; for instance, when AGE increase by 1, the CREDITS will increase 11. 7475. There are some outliers may affect the correlation. Based on the graphs and data above, we can find out a student who is older with a litter lower GPA, but has very higher credits; the student with higher credits also has high GPA. Group Four: ACT English Score (ENGLISH), ACT Composition Score (COMP) and Age (AGE) a) AGE vs ENGLISH b) AGE vs COMP c) ENGLISH vs COMP From graph a, we can see that there is a weak negative liner relationship between AGE and English scores; the correlation is -0. 042; the equation of regression is ENGLISH=-0. 0814809*AGE+24. 469; the slope is -0. 814809 which is negative; when the predictor variable AGE increase, the response variable English scores will weakly decrease; for instance, when AGE increase by 1, GPA will decrease 0. 0814809. From graph b, there is weak negative liner relationship between ENGLISH scores and COMP scores; the correlation is-0. 038; the equation of regression is COMP=-0. 0584814*AGE+24. 6029; the slope is -0. 0584814 which is neg ative; when the predictor variable CREDITS increase, the response variable GPA also weakly increase; for example, when AGE increase by 1, the COMP scores will decrease 0. 0584814. From graph c, there is a strong positive liner association between ENGLISH scores and COMP scores; the correlation is 0. 843; the equation of regression is COMP=0. 65656*ENGLISH+8. 43327; the slope is 0. 65656 which is positive; when the predictor variable ENGLISH scores increase, the response variable COMP scores also strongly increase; for instance, when ENGLISH scores increase by 1, the COMP scores will increase 0. 65656. According to the graphs and data above, we can find out a student who is older with a litter lower English and Comp scores; the student with higher English score has very high Comp score. Group Five: Quantitative variables High School Percentile (HSP), Age (AGE) and a categorical variable Sex (SEX) a) HSP vs GPA (both sex) b) HSP vs GPA (males) c) HSP vs GPA (females) From graph a, we can see that there is a moderate positive liner relationship between HSP and GPA; the correlation is 0. 552; the equation of regression is GPA=0. 0163928*HSP+1. 8408; the slope is 0. 0163928 which is positive; when the predictor variable HSP increase, the response variable GPA will moderate increase.

Comparing Social Classes in Toni Morrisons Recitatif and Guy de Maupas

Comparing Social Classes in Toni Morrison's Recitatif and Guy de Maupassant's The Necklace  Ã‚   Toni Morrison's "Recitatif" and Guy de Maupassant's "The Necklace" portray social classes according to the influence of the narrator. Therefore, the overview of the presented classes is biased. Although "Recitatif" and "The Necklace" provide images of several different classes, the class level of the narrator conveys generalizations about each of the respective class levels relative to the story. While the society level of the narrator of "The Necklace" is fairly obvious through careful reading, the social status of Twyla, the narrator of "Recitatif" is directly stated. Twyla's husband, Josh, is a firefighter. Therefore, he is a member of the working, middle class society. Their extended household lives in an average neighborhood and the family members lead common lives. Although the main character of "The Necklace" is also a member of the middle class, the narrator belongs to a wealthier society. This is evident through the narrator's description of Mathilde. For example, the very first sentence of "The Necklace," "She was one of those pretty and charming girls who are sometimes, as if by a mistake of destiny, born in a family of clerks" (67), indicates that Mme. Loisel is shallow and self-centered. Although the narrators of "Recitatif" and "The Necklace" are from different classes, each employs similar methods to create sympathy for their respective society and malevolence toward the class of the story's antagonist. Although Twyla and Roberta both display several character flaws in "Recitatif," Roberta is the ultimate wrongdoer. Twyla and Roberta begin having problems with their friendship followin... ... of fiction. Though frequently overlooked, this factor often affects a story's plot with as much of an impact, if not more, as the setting and point of view. Generalizations regarding the different levels of society are subtly intertwined with other important facts. The society of a short story's narrator, whether the narrator is an active character or outside the story, is an influential factor concerning the presentation of the different classes in the story, therefore directly affecting the plot. Works Cited de Maupassant, Guy. "The Necklace." Understanding Fiction. 3rd ed. Eds. Cleanth Brooks and Robert Penn Warren. Englewood Cliffs, NJ: Prentice Hall, 1979. 67-74 Morrison, Toni. "Recitatif." New Worlds of Literature: Writings from America's Many Cultures. 2nd ed. Eds. Jerome Beaty and J. Paul Hunter. New York: Norton, 1994. 210-225   

Explore the impact of social, cultural and historical on your play

The historical, social and cultural influenced our play immensely because in order to create an understanding of our stimulus gender we needed to explore different sides to gender. We decided that in order for the audience to work out the meaning behind our play they needed to fully understand the idea of gender both past and present. During the creation of our play we thought it was important to bring up certain topical issues, we decided the main issues would be how women were treated in the past and present, domestic violence, love and relationships, stereotypes and social roles. We chose the idea of ‘lion tamers' because it was based on a circus however we twisted it so the scene was ‘lady tamers' to show how women were treated in the past. We started off with the ladies as wild animals with the men in the middle shouting out the orders such as ‘wash the floor'. Then we went onto more advanced techniques were we stood in a ‘Stepford wife pose' and spoke lines such as ‘have dinner ready, plan even the night before so he can have a warm meal on time. In order to create a realistic impression of what women's roles were in the past we looked at The Good housewife's guide this was a booklet of instruction from the 50s telling young women how to be a good housewife and because some of the instruction were incredibly †¦Ã¢â‚¬ ¦ and unrealistic which we thought the audience would find humorous. We then decided to do go the other extreme with the scene where the ladies take over, we wanted the women to be powerful both mentally and physical this was to show how times have changed and in particular how women in society have changed. A very important issue we wanted to concentrate on was domestic violence because this was a hard hitting issue involving gender. We researched different aspects of domestic violence and found that it is equally common nowadays as it was in the past and although it isn't necessarily true for every case men seem to be the†¦Ã¢â‚¬ ¦ of the problem. We had a real problem incorporating this issue into the initial idea of the circus because we didn't know how to make a serious topic humorous. Eventually we came up with a Punch and Judy sketch and this was Perfect because it showed the issue of domestic violence and stuck to the idea of the circus. As a group we decided that it would be nice to look at the positive side of gender because up till then it had all been negative. We used the idea of a tight rope act to show the ups n downs of relationships and love, we had a boy at one end of the tight rope and a girl at the other and they would walk along and take turns saying what they didn't like about each other and the other person would begin to wobble on the tight rope however after each little speech they would end it with ‘but I love him/her. ‘ We wanted to embrace the opposite sexes differences and make the audience view gender in a positive light.

How to Convert Nanometers to Meters Example Problem

This example problem demonstrates how to convert nanometers to meters, or nm to m units. Nanometers are a unit most commonly used to measure wavelengths of light. There are one billion nanometers (109) in one meter. Nanometers to Meters Conversion Problem The most common wavelength of the red light from a helium-neon laser is 632.1 nanometers. What is the wavelength in meters? Solution:1 meter 109 nanometersSet up the conversion so the desired unit will be canceled out. In this case, we want m to be the remaining unit.distance in m (distance in nm) x (1 m/109 nm)Note: 1/109 10-9distance in m (632.1 x 10-9) mdistance in m 6.321 x 10-7 mAnswer:632.1 nanometers is equal to 6.321 x 10-7 meters. Meters to Nanometers Example Its a simple matter to convert meters to nanometers using the same unit conversion. For example, the longest wavelength of red light (almost infrared) that most people can see is 7.5 x 10-7 meters. What is this in nanometers? length in nm (length in m) x (109 nm/m) Note the meters unit cancels out, leaving nm. length in nm (7.5 x 10-7) x (109) nm or, you could write this as: length in nm (7.5 x 10-7) x (1 x 109) nm When you multiply powers of 10, all you need to do is add together the exponents. In this case, you add -7 to 9, which gives you 2: length of red light in nm 7.5 x 102 nm This  may be rewritten as 750 nm. Quick Tips for Nanometers to Meters Conversion Remember, if youre working with exponents, you simply add 9 to the meters value to get the answer in nanometers.If you write the number out, move the decimal point nine places to the left to convert nanometers to meters or to the right to convert meters to nanometers.

A Love Story in E.M Forster’sA Room with a View - 1352 Words

E.M Forster’s, A Room with a view, focuses on the love story and development of Lucy Honeychurch who is torn between the expectations of the world in which she moves and the passionate yearning of her heart. Although, A Room with a View largely explores the idea of deciding between true love and meeting the expectations of behaviour and beliefs of the society, the novel also follows Lucy’s coming of age. The conflict between social convention and true love is shown through the comparison of Lucys love for George which is completely unacceptable according to social standards and her match with Cecil which is far more conventional. On the other hand, the novel also focuses on the development of Lucy and and how she matures into a young women with the help of Mr. Emerson, and George. Hence, while choosing between true love and social etiquette is the central focus of the novel, Lucy’s coming of age is also an important theme in the book. Throughout the novel, Forster emphasises on the social mores of the british society placed upon Lucy of having a socially acceptable marriage with Cecil in comparison to her unconventional marriage with George. Lucy decides to marry Cecil at first, to please the society and her family especially her mother Mrs. Honeychurch who values the prevailing social definitions of respectability as Foster display her contentment through her likeness of Cecil marrying her daughter because of his considerable social connections. She enumerates Cecils

Creativity And The Creative Thinking - 1748 Words

CREATIVITY â€Å"Seeing what everyone else has seen And Thinking what no one else has thought† -Einstein and Feynman INTRODUCTION â€Å"Creative thinking brings about new things – innovations .........Creative people are those who produce such innovations and the creative process consist of the psychological processes involved in bringing about innovations† (Weisberg, 2006.) Creativity/creative thinking is a quality that every executive/manager should possess. However, creativity is not just a quality that any creative person possesses or is not just a concept which can be developed by research. Creativity is innate but not everyone is blessed with it. As a matter of fact creativity is developed by need for it and those experiences leading to generate creative ideas by means of getting involved into those situations or problems that require you to be creative. The following words by a great innovator of the last century ,Isadora Duncan(1930) who developed great dancing styles merely based on everyday activities of running, moving, skipping and rightly so said- â€Å"I wonder how many adults realise that by the so-called education they are giving their children, they are only driving them into the commonplace and depriving them of any chance of doing anything beautiful or original† (Bruce 2011) Any problem eitherShow MoreRelatedCreative Thinking : Creativity And Innovation Essay1745 Words   |  7 Pages Change, creativity and innovation are essential elements for survival and growth of an organization. Creativity is vital for the birth of fresh and beneficial ideas. Creative thinking allows groups and individuals to solve problems or stimulate to think differently in order to bring forth fruitful ideas. 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Evidence Based Acute Care Nursing

Question: Would Poster presentation demonstrate clear alignment to intent of poster abstract. Demonstrate strong and succinct expansion of main points of poster abstract within presentation. Poster demonstrates an astutely applied and comprehensive knowledge of the topic/project. Can accurately and comprehensively respond to all questions thus demonstration a high level knowledge of the poster topic/project. Content and depth of presentation/poster demonstrates strong ability to educate and inform the professional development of intended audience. Outstanding logical presentation of the topic/project with clear consideration given to intended audience in regards to poster layout and presentation. Demonstrate a high degree of creativity in poster layout. No spelling, punctuation or grammatical errors Answer: Introduction: Evidence based acute care practice is a nothing but the way of utilizing available evidence at best level or we can say knowledge about the needs of individual patients and accomplishing the decisions over it regarding to improve outcomes. While research, benchmarking and clinical expertise all together it will form best evidence. It is also proved by researchers that when decisions are based on expert nursing experiences and also have scientific evidence behind their concluded decision then it will generate best result for patients health and their families (Berke et al., 2011). It is always being expected from the nurses that during their clinical decision making nurses have to use the best available evidence. According to discussion over International Council of Nurses, It was discussed that nurses have a professional obligation towards society for providing care which has to be reviewed constantly along with researching and validating on it. Standard of care for acute care nursing practice: It is intended that standard of care should used with the expertise scope because they are related to the role and limitations of acute care nurses practice. The acute and critical care nurses provide care to their patient on appropriate standard. How the standards have to be met is described by the measurement criteria of nursing practice. Relevant theories, researches and evidence characterize the acute care nursings professional practice as well as they provide guidelines in order to explain human behavior and related phenomena. It is identified that the acute care nurses needs various resources during their practice setting, support and in order to get access for education program continuation which is equivalent to research and the practice which is based on evidences (Hjorland and Birger, 2011). Standard 1: Assessment The nurses attending the acute ill patient collects relevant data required and necessary regarding to the patient situation. Criteria of measurement: Nurses collect the data from the patient, their family, health care professionals and also from the people as and where required in order to create chart of patient needs According to patients characteristics priorities of data collection are decided, it is also based on immediate condition and anticipated needs. Particular evidence based techniques and instrument are used in terms of collecting pertinent and sufficient information. To make decisions on patient conditions formal knowledge matching is necessary along with clinical findings. After all the process appropriate data are recorded as a document That recorded data are discussed with the healthcare professionals to conclude more evidence based decision. Standard 2: Diagnosis The nurses attending the acute ill patient analyze the collected data through assessment to determine diagnosis and care issues. Measurement criteria: The assessment document is used in order to diagnose and care issues These diagnosis and care issue are then validated and discussed throughout the treatment by nurses with the patient, or their family and whenever required also validated through other health care professionals across the healthcare system. The issues related to diagnosis and health of patient are then categorize according to priority and recorded for facilitating the prioritized outcome and to develop or modify the plan. Standard 3: Outcome determination Nurses attending to the patients who are acutely ill identify outcomes for the patient depending on their current health circumstances. Measurement criteria: Whatever outcome is derived is absolutely based upon the actual diagnoses and the issues occur during the care Outcomes are formulated in conjunction with the patient clinical history, health examination, functional and risk assessment, also with their family and other health provider which is related to their level of response when decision making is conducted (Dale, 2005). Outcomes are recognized, appreciated and incorporated with differences. Outcomes are based upon different factors such as resource available, risk associated with it, current evidences and clinical expertise and cost. In order to continue care outcome plays important role and also provides evidence. Outcomes include a target date for attainment. Standard 4: Planning Plan has been developed by nurses who attends acutely ill patient with given interventions to get appropriate result Measurement criteria: The plan includes characteristics of patients health and current situation To develop the plan patient, their family and healthcare providers has been concerned and also collaborate with them in terms of promoting contributions of each member for achieving good health outcome. Current best evidence is reflected by the plan Continuity of care is provided by the plan and it proceeds along with matching nurses competencies with the characteristics of patients. Priorities of care have been established by the healthcare plan It is taken care that plan should provide strategies for promoting and restoring good health of patient and prevent the acutely ill patient from further illness, injuries and disease Available resources and economic condition effect the plan Standard 5: Implementation Plan implementation, coordination of care delivery and strategies employment are accomplishes by the nurse caring for acutely ill patient, intended to encourage healthy and safe atmosphere around the patient, so that they can feel better and respond quickly to given treatment. Measurement criteria: During implementation intervention are delivered for reducing the complication and avoiding critical condition To implement the plan contribution of patient and family is very important as per their capabilities All the things that is the plan has to implement and modifications are documented Standard 6: Evaluation Progress has been evaluated by nurses attending and caring the acutely ill patients for getting best health outcomes. Measurement criteria: If there is requirement then the patient, their family members and professionals are involved in the process of evaluation and decision making After initiating the interventions evaluation has been occur during appropriate time frame Professional performance standards: Competent level of behavior has been described by the standard of professional performance in the professional role; it includes activities which relate to professional care quality, its evaluation, education and other standards (French, 2002). Measurement criteria are given to describe and evaluate for meeting appropriate standard of professional performance. Though it explains entire expectation of nurses who handles acutely ill patients, their certification they demonstrates additional methods of professionalism. Reference List: Berke, D.M., Rozell, C.A., Hogan, T.P., Norcross, J.A., Karpiak, C.P. (April 2011)."What clinical psychologists know about evidence-based practice: familiarity with online resources and research methods".Journal of Clinical Psychology67(4): 329339. Hjorland, Birger (2011)."Evidence based practice: An analysis based on the philosophy of science".Journal of the American Society for Information Science and Technology62(7): 130110. Dale AE (2005). "Evidence-based practice: compatibility with nursing".Nurs Stand19(40): 4853. French P (February 2002)."What is the evidence on evidence-based nursing? An epistemological concern".J Adv Nurs37(3): 2507