Identify Additional Variables in Studies
Identify Additional Variables in Studies
Order Description
The results of research studies are sometimes taken at face value without much thought as to whether or not other, unstudied variables, could have played a role in the outcome of the study. Read the three (3) research outcomes attached and do the following: For each,
1. identify additional variables that may have contributed to the outcome of the study and
2. offer alternative explanations for the findings of the study.
Please discuss each study indepth and report your findings in your essay.
 PLACE THIS ORDER OR A SIMILAR ORDER WITH US TODAY AND GET AN AMAZING DISCOUNT 🙂
Related posts:
- Question: Q: Chapter Chapter 11 of Mertler and Vannata; answer exercises on pages 306 and 307: This exercise utilizes the SPSS data setprofile-e.sav, which can be downloaded from this Web site: www.Pvrczak.com/data Conduct a Forward: LR logistic regression analysis with the following variables: IV—age, educ, hrsl, sibs, rincom91, life2 (categorical) DV—satjob2 Note: The variable Iife2 is categorical such that dull = 1, routine/exciting = 2, and all other values are sysÂtem missing. Develop a research question for the following scenario. Conduct a preliminary Linear Regression to identify outliers and evaluate multicollinearity among the five continuous variables . Complete the following: a. Using the Chi-Square table in Appendix B, identify the critical value atp< .001 for idenÂtifying outliers. Use Explore to determine if there are outliers. Which cases should be eliminated? b. Is multicollinearity a problem among the five continuous variables? Conduct Binary Logistic Regression using the Forward: LR method. IV—age, educ, hrsl, sibs, rincom91, life2 (categorical; last is the reference category) DV—satjob2 Note: Make sure that any outliers identified in Exercise 2a are removed from data before running the loÂgistic regression. Also, designating life2 as a categorical covariate with the last category as the reference, essentially makes "routine/exciting" = 0 and "dull" = 1, so interpret the results accordingly. a. Which variables were entered into the model? b. To what degree does the model fit the data? Explain. c. Is the generated model significantly different from the constant-only model? d. How accurate is the model in predicting job satisfaction? e. What are the odds ratios for the model variables? Explain. Module 14 – Multi-level linear analyses: When do you use multi-level linear analyzes? Chapter 8 of Cronk (chapter below I wasn’t sure what was being asked) and answer all practice exercises; post your results here:
- Application 4: Correlations Order Description Application 4: Correlations This week, you explore key statistical concepts related to data and problem solving through the completion of the following exercises using SPSS and the information found in your Statistics and Data Analysis for Nursing Research textbook. The focus of this assignment will be on correlation coefficients, tools that can help to determine the strength of the relationship between variables. Because multiple factors influence health care variables, it is important for you to understand how to calculate and interpret correlation coefficients. To prepare: Review the Statistics and Data Analysis for Nursing Research chapters that you read as a part of the Week 6 Learning Resources. As you do so, pay close attention to the examples presented—they provide information that will be useful for you to recall when completing the software exercises. You may also wish to review the Research Methods for Evidence-Based Practice video resources. Refer to the Week 6 Correlations Exercises and follow the directions to calculate correlational statistics using Polit2SetB.sav data set. Compare your data output against the tables presented in the Week 6 Correlations Exercises SPSS Output document. Formulate an initial interpretation of the meaning or implication of your calculations. To complete: Complete the Part I and Part II steps and Assignments as outlined in the Week 6 Correlations Exercises page. Save your Application in one document as a ".doc" or ".rtf" file with the filename "APP4+last name+first initial". For example, Sally Ride's assignment filename would be "APP4RideS". Please use the link below to submit your assignment. Required Resources
- Review 4 articles on children and musicking in early childhood and critically analyse them Assignment – 2000 words due 25 March The places and roles of the arts in young children’s lives can be conceptualised in many ways in the twenty-first century. It is essential for early childhood teachers to understand this variety and position children’s arts learning opportunities appropriately. As you work through this unit, you should be constantly looking for additional readings related to topics in the learning materials, from appropriate, peer-reviewed journals or scholarly books to extend your thinking. Keeping a summary of the bibliographic details and content of each would be a good idea. For this task, you are required to use four journal articles or book chapters that pertain specifically to children and musicking in early childhood and critically analyse them. For each article or chapter, you should: 1. Summarise the content of the article/chapter. 2. Explain how this particular approach to young children and their musical cultures/learning fits with contemporary views of children and childhoods. 3. Outline your reaction as an educator to this article/chapter and link this to changes you might make in your practice. 4. Name one issue that was raised in the article/chapter that has given you pause for consideration. Explain the issues and where and how you are going to find further information to resolve this. This Assessment Task relates to the following Learning Outcomes: • Demonstrate a critical appreciation of the expert body of knowledge focusing on the arts in early childhood. • Demonstrate a sound understanding of the ways in which young children use art forms to explore, create and communicate about their worlds. Please follow these guidelines when you submit each assignment: • Allow a left and right-hand margin of at least 2cm in all assignments. • Please type all assignments using 12-point font and 1.5 spacing. Need to link back to the framework below: Early Years Learning Framework http://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf (you will be familiar with this document but please browse through and start to think about working with children 2 -¬- 5 years Excerpt from lecture: Music and the EYLF So far, we've been talking about music learning and teaching in general and how we should be thinking of musick instead of music. But what about the local regulatory context? As you know, there are a number of regulatory considerations regarding early childhood teaching in Australia and in NSW, an important consideration is how we utilise the EYLF. This document will not be something new for you, as you will have become somewhat familiar with it in previous units of study. So now it's time to drill down a little deeper than before, and contemplate where music sits in relation to the EYLF, specifically, what outcomes are related to music and how. Readings relevant to music: Barrett, M. (2012). Belonging, being and becoming musical: An introduction to children’s musical worlds. In S. Wright (Ed.), Children. meaning-making and the arts (2nd ed., pp. 57-84). Frenchs Forest: Pearson. Welch, G. (2006). The musical development and education of young children. In B. Spodek & O. N. Saracho (Eds.), Handbook of research on the education of young children (2nd ed., pp. 251-267). Mahwah, NJ: Lawrence Erlbaum Associates. Schiller, W., & Meiners, J. (2012). Dance: Moving beyond steps to ideas. In S. Wright (Ed.), Children, meaning-making and the arts (2nd ed., pp. 85-114). Frenchs Forest: Pearson. Crowther, I. 2011, Creating effective learning environments, 3rd ed., Toronto : Nelson Education, 2011, Chapter 9: Dramatic Play. Relevant journal articles Kim, H. K., & Kemple, K. M. (2011). Is music an active developmental tool or simply a supplement? Early childhood preservice teachers' beliefs about music. Journal of Early Childhood Teacher Education, 32(2), 135-147. McArdle, F. A., & Piscitelli, B. (2002). Early childhood art education: A palimpsest. Australian Art Education, 25(1), 11-15. Thompson, C. M. (2003). Kinderculture in the art classroom: Early childhood art and the mediation of culture. Studies in Art Education, 44(2), 135-146. Vuckovic, A. (2006). Understanding Diversity through Music and Song. Victorian Journal of Music Education, 2004-2006, 45-52. These are some of the readings as a guide to select the 4 articles or chapters. You may select one article from above list. PLACE THIS ORDER OR A SIMILAR ORDER WITH US TODAY AND GET AN AMAZING DISCOUNT :)
- Identify the level of measurement (nominal, ordinal, interval, or ratio) that describes each of the following variables.
- Details: As you move forward in your doctoral journey, you will read research papers that will require you to l critique studies in question. To accomplish this, qualitative assessments about the research must be made by comparing, contrasting, and synthesizing what the research says. In this assignment, you will develop this skill by comparing the two research studies.
