Submit your assignment as a Word document. Begin your assignment by creating a properly formatted APA title page. Include a reference list at the end of the document if necessary. On page 2, begin Section 1.

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Unit3Assign1QDA         !!PLEASE READ CAREFULLY!!

*********IBM SPSS Statistics Standard GradPack needed for this assignment*****

I may be able to help you obtain the GRADPACK or send the information from it…..Also, I have a few other assignments like this and would like to have the same tutor help with them all.

Unit 3

  • Descriptive Statistics: Application
  • INTRODUCTION
  • Your first SPSS data assignment uses the SPSS grades.sav data file created in Unit 2. You will conduct a visual inspection of histograms. You will also analyze and interpret important measures of central tendency and dispersion.
  • OBJECTIVES
  • To successfully complete this learning unit, you will be expected to:
    • Apply the appropriate SPSS procedures for creating histograms to generate relevant output.
    • Generate SPSS output of histograms and interpret them.
    • Generate SPSS output of descriptive statistics and interpret them.

Studies

Readings

Use your IBM SPSS Statistics Step by Step text to complete the following:

  • Review “An Introduction to the Example” in Chapter 1. This section provides definitions of SPSS variables used in your Unit 3 assignment.
  • Read Chapter 6, “Frequencies.” This reading addresses the following topics:
    • Frequencies.
    • Bar charts.
    • Histograms.
    • Percentiles.
  • Read Chapter 7, “Descriptive Statistics.” This reading addresses the following topics:
    • Statistical significance.
    • The normal distribution.
    • Mean, median, and mode.
    • Variance and standard deviation, skewness, and kurtosis.
    • Maximum, minimum, range, and sum.
    • Standard error.
Your SPSS Data Set

The grades.sav file is a sample SPSS data set. The fictional data represent a teacher’s recording of student demographics and performance on quizzes and a final exam across three sections of the course. Each section consists of 35 students ( N = 105).

There are 21 variables in grades.sav. This week, complete the following:

  • Open your grades.sav file and go to the Variable View tab.

Histograms and Descriptive Statistics

Your first IBM SPPS assignment includes two sections in which you will:

  • Create two histograms and provide interpretations.
  • Calculate measures of central tendency and dispersion and provide interpretations.
Key Details and Instructions
  • Submit your assignment as a Word document.
  • Begin your assignment by creating a properly formatted APA title page. Include a reference list at the end of the document if necessary. On page 2, begin Section 1.
  • Write your report in narrative format, integrating your SPSS output charts and tables with your responses to the specific requirements listed for this assignment. (See the Copy/Export Output Instructions in the Resources area.)
  • Label all tables and graphs in a manner consistent with APA style and formatting guidelines. Citations, if needed, should be included in the text as well as in a reference section at the end of the report.
  • Refer to the IBM SPSS Step-By-Step Guide: Histograms and Descriptive Statistics (in the Resources area) for additional help in completing this assignment.
Section 1: Histograms and Visual Interpretation

Section 1 will include one histogram of total scores for all the males in the data set, and one histogram of total scores for all the females in the data set.

Using the total and gender variables in your grades.sav data set, create two histograms:

  • A histogram for male students.
  • A histogram for female students.

Copy the histogram output from SPSS and paste it into a Word document. Below the histograms in your Word document, provide an interpretation based on your visual inspection. Correctly use all of the following terms in your discussion:

  • Skew.
  • Kurtosis.
  • Outlier.
  • Symmetry.
  • Modality.

Comment on any differences between males and females regarding their total scores. Analyze the strengths and limitations of visually interpreting histograms.

Section 2: Calculate and Interpret Measures of Central Tendency and Dispersion

Using the grades.sav file, compute descriptive statistics, including mean, standard deviation, skewness, and kurtosis for the following variables:

  • id
  • gender
  • ethnicity
  • gpa
  • quiz3
  • total

Copy the descriptives output from SPSS and paste it into your Word document. Below the descriptives output table in your Word document:

  • Indicate which variables are meaningless to interpret in terms of mean, standard deviation, skewness, and kurtosis. Justify your decision.
  • Next, indicate which variables are meaningful to interpret. Justify your decision.
  • For the meaningful variables, do the following:
    • Specify any variables that are in the ideal range for both skewness and kurtosis.
    • Specify any variables that are acceptable but not excellent.
    • Specify any variables that are unacceptable.
    • Explain your decisions.
  • For all meaningful variables, report and interpret the descriptive statistics (mean, standard deviation, skewness, and kurtosis).

Submit both sections of your assignment as an attached Word document.

Resources
  • Histograms and Descriptive Statistics Scoring Guide.
  • IBM SPSS Step-by-Step Guide: Histograms and Descriptive Statistics [DOC].
  • Copy/Export Output Instructions.

APA Style and Format.

Unit3Disc1

Data Screening

For this discussion, identify the goals of data screening. Then discuss how you can identify and remedy the following:

  • Errors in data entry.
  • Outliers.
  • Missing data.

Describe the methodological choice (for example, qualitative or quantitative case study) and the justification of the methodology. · Discussion.

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The purpose of this assignment is to help you identify essential elements of research studies. As such, the items required in the assignment are gauged on a performance and nonperformance scale only. In other words, you will be graded based on your ability to locate and articulate an understanding of six core items and provide the information in a formal paper using APA style and format.
You will prepare an evaluation of the Doherty, Ashurst, and Peppard article (attached)
The six core elements in the article are:

· Problem Statement.

o Describe the problem under examination.

o Describe how the problem represents some gap in the knowledge base.

· Academic Justification.

o Describe the authors’ justification for researching the problem.

· Literature Review.

o Provide a summary of the critical authors writing in the field as identified by the authors of the article.

· Research Questions.

o Provide the specific research question or questions of the study.

· Methodological Choice.

o Describe the methodological choice (for example, qualitative or quantitative case study) and the justification of the methodology.

· Discussion.

o Explain the key findings for the research study.

o Explain how the limitations of the study can be a springboard for future research.

Assignment Requirements
Your paper must meet these minimum requirements:
Each of the six core elements is addressed and accompanied by appropriate APA citations.
Written communication is free of errors that detract from the overall message.
Layout, writing, resources, and citations are formatted according to current edition APA style and format.
Cover page, body of paper, and resource or reference list in an MS Word document are included.
The paper contains 3 double-spaced pages, excluding the cover page and reference list.
The type is set in 12-point Times New Roman.
Turnitin is optional for this assignment. If you use it, attach the report with your assignment

Describe common rites of passage from two cultures around the world and compare them to a common American rite of passage. Possible resources might include National Geographicand the Argosy University Online Library.

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We have learned that adolescence is a time of transition between childhood and adulthood. A critical milestone of this stage is the ability to successfully achieve a sense of identity. Around the world, there are different rites of passage to mark the transition to adulthood. In the United States, this might include obtaining a driver’s license, landing one’s first job, senior prom, or high school graduation. In this assignment, we will explore the role that family and society play in the development of the individual’s sense of self.

 

By Saturday, April 20, 2013, create two documents for parents of minority teens 1) A 9–12-slide PowerPoint presentation (complete with speaker’s notes) and 2) an accompanying 1–2-page handout/flier in Word document or PDF format. Be sure that both illustrate the following:

 

  1. Describe common rites of passage from two cultures around the world and compare them to a common American rite of passage. Possible resources might include National Geographicand the Argosy University Online Library.
  2. Compare and contrast these rites to common US rites of passage. Do they coincide with the physical, cognitive, or socioemotional changes taking place at this age? Describe which specific changes (physical, cognitive, or socioemotional) they coincide with. Does this explain their importance in a particular culture?
  3. How might such a social ritual, such as a rite of passage, influence the identity formation process of adolescents?
  4. In light of Erikson and Marcia’s theories, discuss how the process of identity development is affected when the adolescent belongs to a minority group (racial, ethnic, sexual, or religious). Be sure to explain these theories and how they apply to identity development.
  5. Summarize research from at least two peer-reviewed* studies on the effect of minority status on identity development, ensuring you describe the main findings of the study as well as the research methods used to study the topic.
  6. Apply the information you gathered from the online notes, textbook, and research articles to provide at least three practical recommendations for what the family, school, and community can do to ease the process for adolescents.

 

*Peer-reviewed means an article from a reputable journal, which can be found in the Argosy University Online Library. Peer reviewed indicates that other professionals in the field have reviewed and deemed it worthy of publication, in contrast to much if what we find online: someone posting something he or she wants to, without someone else verifying that the research methods were rigorous enough and the study is valid. Use your textbook and course lectures as your primary resources, as well as articles from the Argosy University Online Library. If you must supplement from a website, do NOT use .coms. Instead, look for .org, .gov, and sometimes .edu for more reputable sources. Never use Wikipedia or about.com.

 

This assignment is worth 300 points and will be evaluated according to the rubric. Study the rubric carefully before you start work and refer to it periodically to complete this assignment.

 

By Saturday, April 20, 2013, deliver the slideshow and the handout/flier to the M5: Assignment 1 Dropbox.

 

Assignment 1 Grading Criteria
Maximum Points
Describes common rites of passage from 2 cultures around the world and compares them to a common American rite of passage.
24
Discusses whether they coincide with particular physical, cognitive, or socioemotional changes taking place at this age and discusses whether this explains their importance in a particular culture.
32
Analyzes how a social ritual, such as a rite of passage, might influence the identity formation process of adolescents.
20
Synthesizes Erikson and Marcia’s theories of identity development while analyzing how the process of identity development is affected when the adolescent belongs to a minority group (racial, ethnic, sexual or religious).
40
Summarizes research from at least two peer-reviewed studies on this issue, by describe the main findings of the study as well as the research methods used to study the topic.
40
Applied the information gathered to provide at least three practical recommendations for what the family, school and community can do to ease the process for adolescents.
40
Created a 1–2-page handout/flier that summarizes the information from the presentation as take-home information for the parents.
40
Style (8 points): Tone, audience, and word choice

Organization (16 points): Introduction, transitions, and conclusion

Usage and Mechanics (16 points): Grammar, spelling, and sentence structure

APA Elements (24 points): In text citations and references, paraphrasing, and appropriate use of quotations and other elements of style
64
Total:
300

Be sure to locate peer-reviewed references (textbook is okay) to validate and support your ideas. When coming up with methods to help curb the negative behaviors, the only thing you are not allowed to use is physical discipline.

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For this discussion, you will select two (2) of the parenting scenarios presented below. In your initial discussion, you will describe how to correct the inappropriate/negative behavior using research and references from what you have learned in class. You’ll need to keep a few additional things in mind:

  • child’s developmental stage (can they be reasoned with?)
  • application of operant conditioning (reinforcement and punishment)
  • is the punishment logical and can you as the parent follow through?

Be sure to locate peer-reviewed references (textbook is okay) to validate and support your ideas. When coming up with methods to help curb the negative behaviors, the only thing you are not allowed to use is physical discipline. While many of you may argue that you were raised with the belt and turned out fine, the purpose of this activity is to demonstrate that shaping behaviors does not require violence and can be done when approached from a developmental and creative standpoint.

Parenting Scenarios

  1. One time, while grocery shopping, you were exhausted and gave into your 4 year old’s whining about getting a new Hot Wheel. Now, every time you are at a store, the child engages in the same whining behavior, often escalating into tantrums.
  2. You are getting frequent referrals for your 5-year-old son, stating that he is aggressive with other children in the day care class, often taking toys, hitting, taunting, and biting.
  3. Every morning, it is a battle to keep clothing on your 3-year-old.
  4. Your preschooler (3-4 years old) has been reported kissing multiple children on the playground during recess.
  5. Every time you give your 3-year-old child an instruction, they reply with, “No.”
  6. Your 5-year-old is potty trained but gets so wrapped up with playing that he goes in his pants or other inappropriate places (e.g. bedroom closet).
  7. Anytime you are in a public place (e.g. park, mall), your 4-year-old takes off running.
  8. You come home from work to find a new Picasso on your living room wall, completed with love by your 3-year-old artist.