03–Types of Distributions Module 2 Slide 1: Welcome back! Congratulations for all the work that you have done! While I’m sure you are anxious to learn about the technique to answer research questions and hypotheses, social workers and researchers need to understand the basic. Think of your first bike ride. Did you need training wheels? Or did you need that gentle push from a parent or relative? These were the foundations that prepared you for many years of enjoyable bicycling! As stated in the previous powerpoints, it is important to analyze each variable, especially our independent and dependent variables to determine the type of statistical techniques to use in answer our research questions and/or hypotheses. One analysis that we perform on each variable is the distribution of their scores. As with other powerpoints, this powerpoint supplements your readings for the purpose of providing a better understanding of the module’s concepts. Yet, it does not replace the need for reading your textbook. Additionally, embedded in the powerpoint are questions to test your assimilation of these concepts. So, let’s begin. Slide 2: As humans, we acquire knowledge with visual applications or pictures. After looking at picture or graph, we can instantly interpret its meaning. Frequency polygons convey pictures of different shapes of distributions for interval and ratio level variables only and enhances our understanding of central tendency and dispersion, concepts that we discussed
2.2. Overview of the Project: Currently there is a three month delay in making simple amendments to any courses, including Power Point
|Data Sources: X( Observation | X( Student Interview | X( Teacher Interview | X( Parent Interview | ( Rating Scales | ( Normative Testing |
After reading the outline, viewing the power point presentation and completing the case study. The student should be able to complete the quiz with a 70% mastery or higher.
Week 3 – Produce the slide deck using the outline from week 2 and PowerPoint software. The examples will also be scanned and incorporated into the slide deck. I would also like to include quotes from Claudia Lemper and the students interviewed to provide advice for lab notebook writing. I will also reserve a workspace in the library to record the voice
The data was placed in a Summary Table (see Table 1) in order to provide a visualization of the findings, as well as a brief examination of each scale individually. It is important to know that the data collection, preparation, implementation, maintaining and sustaining a PBSS is a process that should be done over the course of a few years. Identifying “generic goals, objectives, evidence-based components, evidence and outcomes…” (Knoff, p. 35) is the initial process, but then presenting the plan to move forward with a PBSS would need to be introduced to faculty and staff, in hopes to achieve large support (generally an 80% buy-in of all practitioners of the model) to move forward. Once this is achieved, a team is formed to start PBSS-related data collection that should take place over the course of at least three years (Knoff, p. 35), and is then carefully examined by the team to reach the next steps of the implementing a complete, built-for-success
In this course, you are required to cooperate with each other to further your and the community’s understanding of materials covered in class. You must engage critically and respectfully with the community
The following questions are included in the professional section as a means of evaluating learning outcomes from seminars, workshops licenses, and C.E.U.s. Please answer all questions clearly.
They also use this method to predict how early schooling and environment affect boys and girls academic development. They went over the data and compared boys and girls performance from grade 1-11. The academic performance of boys and girls appear to be at the same level in elementary school. However, it starts to shift once they enter secondary school. The original sample is from Concordia Longitudinal Research Project, which is a continuing research of at-risk families. The study sample used 126 participants from the original sample to research this
With our frequency distribution compiled, we construct a corresponding probability distribution and its associated scatter plot (Figure 2). The probability distribution scatter plot resembles the frequency distribution scatter plot, yet it provides the probability of achieving each variable
1)What do you think this module is trying to teach you? What did you learn from the module as a whole? Draw examples from the segment you chose to focus on.
My research questions for the capstone project is: Does providing additional education on the role of social workers to hospice admissions staff increase the requests for a social worker among Homestead Hospice patients? The purpose of this study is to see if educating the staff, who are the first point of contact with clients, about the roles of a Hospice social worker will increase social work service requests among clients at Homestead Hospice. I will be collecting how many people accepted or declined a social worker for a period of one month with no education of what a social worker does. I will be collecting this data on my data collection sheet. Then for the following I will show the staff in admission the video I created on the role
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The creation of frequency distribution tables allows for the conversion of the data within the set into a dramatic graphic representation. Research from the
Our presentation will be divided into two parts. In the first part, I would like to show couples of “take-aways” in this module. Then, for the second part, Lady Wang Dan will make explanation to the questions, of course, only few typical questions will be explained in details, rest of them will be reviewed quickly.