PLEASE READ FULL INSTRUCTIONS. NO PLAGIARISM! NO QUOTES, MUST PARAPHRASE. I WILL CHECK FOR RECYCLED WORK AND PLAGIARISM, SO WILL THE TEACHERS. THIS ASSIGNMENT IS DUE 07/22/21 AT 9PM PST. IF YOU CANT MEET THIS DEADLINE, DONT AGREE TO DO MY ASSIGNMENT. PRICE ISNT NEGOTIABLE. PLEASE READ GRADING RUBRIC. TEACHERS USE THE GRADING RUBRIC TO DETERMINE GRADE. IF DIRECTIONS ARENT BEING FOLLOWED, I WILL DISPUTE RIGHT AWAY. LETS AVOID THAT.PLEASE USE ALAMEDA COUNTY OR SAN FRANCISCO FOR THIS ASSIGNMENTImagine that you have recently been hired to work at your local health clinic. Part of your role is to act as a social justice liaison and identify potential areas of improvement in your community.From a social justice perspective, create a 5-minute video illustrating one example of social inequality in your local community. Address the areas below in a video medium of your choosing (narrated slide presentation, direct video, animation, etc.).What the social inequality of focus is.The reason why you focused on this social inequality.Incidence and prevalence information, if known.Impact on the person and community.Social influences on the social inequality.Biological influences on the social inequality.What public health programs, if any, currently exist for this issue in your area.Possible social justice avenues for prevention and intervention locally.Please review theCanvas Video Submission Instructions (Links to an external site.)in order to get started. This guide will familiarize you with the Canvas video tool and review how to record your video to the classroom.As an alternative, you may use an external platform such asScreencast-O-Matic (Links to an external site.)or PowerPoint. Please review theScreencast-O-Matic Quick-Start Guide (Links to an external site.)instructions if you prefer this option. This guide will familiarize you with the tool and highlight how to upload your video to the classroom. If you choose to use another video recording tool for your submission, please follow the guide instructions to upload an MP4 video file into your classroom using the same steps.Important note: Please make certain you upload a video to the classroom board. A submission of a link to a video does not fulfill the submission requirements as your classmates may not be able to successfully access your video for a response. For advice and information on the dos and don’ts of webcam presentations, please review theWeb Recording Do’s and Don’ts (Links to an external site.)resource.Videos will be judged based on creativity, as well as on your ability to educate and inform viewers about the disparity identified.Create your video in the classroom video tool.In the Discussion Forum, upload your video to the classroom.
 
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Decisions we make in everyday life are all based on probabilitybut often in an intuitive way. For example, if a family member gets a positive screening for cancer or another disease, this is a probabilistic determination based on the measurement made. Similarly, when police arrest individuals or juries convict them, they do so based on probabilistic determinations (e.g., how likely is it that this evidence would exist if the person were innocent?). Even mundane decisions like when to leave for work to arrive on time are based on probabilistic determinations. You cannot know that leaving at a certain time will mean arriving on time because there are a variety of variables you may fail to consider. However, you can make reasonable inferences based on probability, given the variables about which you are aware (e.g., traffic patterns, risk of accidents, existing construction, etc.). Clearly, statistical decision making inundates our lives whether we are aware of it or not.

First you will watch a TED Talk that discusses real-world contexts in which statistical decision making is crucial and consequential: How Juries Are Fooled by Statistics. (Note: Pay special attention to the video from 10:47 to end.) As you answer the discussion questions, think about the statistical concepts you learned in this module regarding statistical decision making, such as true and false positives and negatives. You will write about the ways that statistical decision making is involved in many areas of our daily life and demonstrate your understanding of these key concepts related to inferential statistical decision making.

For your initial post, review the video and address the following:

How do the examples given in the video (jury decisions and medical tests) connect to what you learned about statistical decision making related to Type I errors (false positives) and Type II errors (false negatives)? Select either Type I errors or Type II errors, and explain your response.

In general, do you think that making Type I or Type II errors is worse?
Do you think the context in which the statistical decision is being made affects which of the errors is worse?

For example, if you think about scientific research into curing cancer, or jury decisions about criminal convictions, or scheduling decisions to get to work on time, do you feel that the negative effects of Type I and Type II errors are similar or different across these contexts?

Given your earlier discussion about the importance of statistical thinking for effective citizenship and what you have learned in the course in general and this module specifically, do you still hold the same view about the importance of statistical thinking for the general population? Why or why not?