Statisics For Social Science

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Assignment Instructions

Assignment 2: Tests of Significance

Throughout this assignment you will review mock studies.  You will need to follow the directions outlined in each section of the attached document using SPSS and decide whether there is significance between the variables.  You will need to list the five steps of hypothesis testing (as covered in the lesson for Week 4) to see howevery question should be formatted.  You will complete all of the problems.  Be sure to cut and paste the appropriate SPSS outputs under each problem and interpret the outputs within the context of each mock study. All calculations should be coming from your SPSS. Hand calculation IS not accepted.  You are also required to submit the SPSS output file (.spv) to get credit for this assignment.  This spv. file should include ALL your outputs.  In other words, you are not allowed to submit more than one output file for this assignment.

* Be sure that your answers are clearly distinguishable.  Perhaps you bold your font or use a different color.

Assignment 2: Tests of Significance

Throughout this assignment you will review six mock studies. Follow the step-by-step instructions:

a. Mock Studies 1 – 3 require you to enter data from scratch. You need to create a data set for each of the three mock studies by yourself. (Refresh the data entry skill acquired in Week 1.)

b. Mock Studies 4 – 6 require you to use the GSS 2016 dataset. The variables are specified in each Mock Study.

c. Go through the five steps of hypothesis testing (as covered in the lesson for Week 4) for EVERY mock study.

d. All calculations should be coming from your SPSS. You will need to submit the SPSS output file (.spv) to get credit for this assignment.

The five steps of hypothesis testing when using SPSS are as follows:

1. State your research hypothesis (H1) and null hypothesis (H0).

2. Identify your significance level (alpha) at .05 or .01, based on the mock study. In Mock Study One, you are required to use BOTH .05 and .01 to test your hypotheses. For the remaining mock studies, you only need to use ONE level of significance (either .05 or .01) as specified in the instructions.

3. Conduct your analysis using SPSS.

4. Look for the valid score for comparison. This score is usually under ‘Sig 2-tail’ or ‘Sig. 2’ or ‘Asymptotic Sig.’ We will call this “p.”

5. Compare the two and apply the following rule:

a. If “p” is < or = alpha, then you reject the null.

b. Please explain what this decision means in regards to this mock study. (Ex: Will you recommend counseling services?)

Please make sure your answers are clearly distinguishable. Perhaps you could bold your font or use a different color.

This assignment is due no later than Sunday of Week 5 by 11:55 pm ET. Save this Word file in the following format: [your last name_SOCI332_A2]. Your spv (SPSS output) file should be labeled [your last name_SOCI332_A2Output].

t-Tests

Mock Study 1: t-Test for a Single Sample (20 points)

1. Researchers are interested in whether depressed people undergoing group therapy will perform a different number of activities of daily living after group therapy than the average for depressed people. The researchers randomly selected 12 depressed clients to undergo a 6-week group therapy program.

Use the five steps of hypothesis testing to determine whether the average number of activities of daily living (shown below in the table) obtained after therapy is significantly different from a mean number of activities of 17 that is typical for depressed people. (Clearly list each step).

Test the difference at both the .05 and .01 levels of significance.

As part of Step 5, indicate whether the behavioral scientists should recommend group therapy for all depressed people based on evaluation of the null hypothesis at both levels of significance (.05 and .01).

Data to be entered in SPSS (instructions below)

CLIENT AFTER THERAPY
A 18
B 14
C 11
D 25
E 24
F 17
G 14
H 10
I 23
J 11
K 22
L 19

Step 1: Data managing

1. Open a blank SPSS data file: File( New( Data

2. In the blank SPSS data file, create your SPSS data set by entering the number of activities of daily living performed by the depressed clients (numbers listed under AFTER THERAPY – see above) in the Data View window.

3. In the Variable View window, change the variable name to “ADL.” Set the decimals to zero.

Step 2: SPSS execution

a. Click: Analyze ( Compare Means ( One-Sample T test ( use the arrow to move “ADL” to the Variable(s) window on the right.

b. Enter the population mean (17) in “Test Value”

c. Click OK.

Mock Study 2: t- Test for Dependent Means (15 points)

1. Researchers are interested in whether depressed people undergoing group therapy will perform a different number of activities of daily living before and after group therapy. The researchers randomly selected 8 depressed clients in a 6-week group therapy program.

Use the five steps of hypothesis testing to determine whether the observed differences in the numbers of activities of daily living obtained before and after therapy are statistically significant at .05 level of significance. (Clearly list each step).

As part of Step 5, indicate whether the researchers should recommend group therapy for all depressed people based on evaluation of the null hypothesis.

Data to be entered in SPSS (instructions below)

CLIENT BEFORE THERAPY AFTER THERAPY
A 11 17
B 7 12
C 10 12
D 13 21
E 9 16
F 8 17
G 13 17
H 12 8

Step 1: Managing data

1. Open a blank SPSS data file: File(New(Data

2. In the blank SPSS data file, create your SPSS data set by entering the number of activities of daily living performed by the depressed clients (see above) in the Data View window. Enter the “before therapy” scores in the first column and the “after therapy” scores in the second column.

3. In the Variable View window, change the variable name for the first variable to “ADLPRE” and the second variable to “ADLPOST.” Set the decimals for both variables to zero.

Step 2: SPSS execution

a. Click: Analyze ( Compare Means (Paired-Samples t-Test ( use the arrow to move ADLPRE under “variable 1” inside Paired Variable(s) window( and then use the arrow to move ADLPOST under “variable 2” inside Paired Variable(s) window.

b. Click OK.

Mock Study 3: t-Test for Independent Samples (15 points)

1. Six months after an industrial accident, a researcher has been asked to compare the job satisfaction of employees who participated in counseling sessions with those who chose not to participate. The job satisfaction scores for both groups are reported in the table below.

Use the five steps of hypothesis testing to determine whether the job satisfaction scores of the group that participated in counseling session are statistically different from the scores of employees who chose not to participate in counseling sessions at .01 level of significance. (Clearly list each step).

As part of Step 5, indicate whether the researcher should recommend counseling as a method to improve job satisfaction following industrial accidents based on evaluation of the null hypothesis.

Data to be entered in SPSS (instructions below)

PARTICIPATED IN COUNSELING DID NOT PARTICIPATE IN COUNSELING
36 38
39 36
41 36
36 32
37 30
35 39
37 41
39 35
42 33

Step 1: Data managing

1. Open a blank SPSS data file: File( New( Data

2. In the blank SPSS data file, create your SPSS data set by entering the number of activities of daily living performed by those who participated/did not participate in the counseling sessions (reported on previous page). Please create two columns. Column one is the test variable, where you enter ALL the 18 scores in the table. Column 2 is the grouping variable, where you use “1” to indicate if a score is from someone who participated in the counseling sessions; and “0” to indicate if a score is from someone who chose not to participate in the counseling sessions. The data set will look like this in SPSS Data View window:

36 1

49 1

……….

39 0

36 0

……….

3. After data entry, go to Variable View window, change the name of the first variable (test variable) to “ADL” and the second variable (grouping variable) as “group.” Set decimals for both variables to zero.

Step 2: SPSS execution

a. Click: Analyze( Compare Means(Independent-Samples T Test( use arrow to move ADL to “Test Variable” ( use arrow to move “group” to “Grouping Variable” (when two (? ?) appear, click Define Groups. On the next pop up window, enter “1” for “Group 1” and “0” to “Group 2.”

b. Click OK.

ANOVA (15 points)

Mock study 4

1. An advertising firm has been hired to assess whether different demographics have different rates of TV watching to help determine their advertising strategy. Using the GSS 2016 data, determine whether hours of tv watched differs by race.

Use the five steps of hypothesis testing to determine whether the observed differences in the number of hours watching TV across three groups are statistically significant at .05 level of significance. (Clearly list each step).

As part of Step 5, indicate whether the advertising firm should target each racial group differently (if their habits differ) based on evaluation of the null hypothesis.

Variables from GSS 2016 dataset to be used (instructions below):

RACE – race of respondent 1 = WHITE

2 = BLACK

3 = OTHER

TVHOURS – hours per day watching TV

Step 1: Data managing

1. Open a blank SPSS data file: File( Open Data( GSS2016.sav (from wherever you have it saved)

Step 2: SPSS execution

a. Click: Analyze ( Compare Means ( One-Way ANOVA ( use arrow to move TVHOURS to “Dependent Variable list” ( use arrow to move RACE to “Factor,” which instructs SPSS to conduct the analysis of variance on the number of activities performed by therapy type.

b. Click: Options ( Descriptive (to obtain descriptive statistics).

c. Click: Continue

d. Click: OK.

Additional question based on Mock Study 4

2. Describe the circumstances under which you should use ANOVA instead of t-Tests. Explain why t-Tests are inappropriate in these circumstances.

Chi-Square (20 points)

Mock study 5-1: Chi-Square Test for Goodness of Fit

1. Researchers are interested in whether US adults have different levels of confidence in the President (executive branch) of the federal government.

Following the five steps of hypothesis testing, conduct “goodness of fit” chi-square test to determine whether the observed frequencies are significantly different from the expected frequencies at the .01 level of significance. (Clearly list each step).

As part of Step 5, indicate whether the observed frequency is significantly different from the expected frequency when equal number of adults in each confidence category is assumed (100%/3=33%); and what does this mean in regard to this mock study.

Variable from GSS 2016 dataset to be used (instructions below):

CONFED – confidence in executive branch of federal government 1 = A GREAT DEAL

2 = ONLY SOME

3 = HARDLY ANY

Step 1: Data managing

1. Open a blank SPSS data file: File( Open Data( GSS2016.sav (from wherever you have it saved)

Step 2: SPSS execution

a. Click: Analyze ( Non-Parametric Tests ( Legacy Dialogs ( Chi-Square ( use the arrow to move CONFED to “Test Variable list.”

· This procedure instructs SPSS that the chi-square for goodness of fit should be performed on the confidence in federal government variable. Note that “All categories equal” is the default selection in the “Expected Values” box, which means that SPSS will conduct the goodness of fit test using equal expected frequencies for each of the four styles, in other words, SPSS will assume that the proportions of students each style are equal.

b. Click OK.

Mock study 5-2: Chi-Square Test for Independence

2. Next, researchers categorized the same group from the previous study based on the level of confidence in the federal government and whether that person is of a certain (self-identified) social class. These data are presented below.

Following the five steps of hypothesis testing, conduct chi-square test for independence at the .05 level of significance. (Clearly list each step).

As part of Step 5, indicate whether the observed frequency is significantly different from the expected frequency; and what that means in regard to this mock study. In other words, does social class effect one’s confidence in the President?

Variables from GSS 2016 dataset to be used (instructions below):

CONFED – confidence in executive branch of federal government 1 = A GREAT DEAL

2 = ONLY SOME

3 = HARDLY ANY

CLASS – subjective class identification 1 = LOWER CLASS

2 = WORKING CLASS

3 = MIDDLE CLASS

4 = UPPER CLASS

5 = NO CLASS

Step 1: Data managing

1. Continue to work on the data set already opened in Mock Study 5-1: goodness of fit Chi-square test.

Step 2: SPSS execution

a. Click: Analyze ( Descriptive Statistics ( Crosstabs ( use arrow to move “CLASS” to “Column(s)”( use arrow to move “CONFED” to “Row(s).” (Recall in crosstab, DV is always in the row and IV is always in the column.)

b. Click: Statistics ( check “Chi-Square.”

c. Click: Continue.

d. Click: Cells( check “Expected.”

e. Click: Continue.

f. Click: OK.

Regression (15 points)

Mock study 6-1: Linear Regression

1. Researchers in the field of gerontology are researching the effects of age on mental health. They are using GSS data to gather some preliminary findings.

Following the five steps of hypothesis testing, conduct a linear regression analysis to determine whether age affects number of poor mental health days at the .05 level of significance. (Clearly list each step).

As part of Step 5, indicate whether there is a significant relationship between age and mental health at the .05 level and what does this mean in regard to this mock study. Should the researchers continue their study?

Variables from GSS 2016 dataset to be used (instructions below):

AGE – age of respondent

MNTLHLTH – Days of poor mental health past 30 days

Step 1: Data managing

2. Open a blank SPSS data file: File( Open Data( GSS2016.sav (from wherever you have it saved)

Step 2: SPSS execution

e. Click: Analyze ( Regression ( Linear ( use arrow to move MNTLHLTH to “Dependent list” ( use arrow to move AGE to “Independent,” which instructs SPSS to conduct the linear regression on the relationship of age to poor mental health.

f. Click: OK.

This assignment is due no later than Sunday of Week 5 by 11:55 pm ET.

Save this file (as a Word file) in the following format: [your last name_SOCI332_A2]. You must also submit an SPSS output file (.spv) labeled [your last name_SOCI332_A2Output].

Establishing the Business Understanding

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DS2002 Assessment Template

 

 

 

 

Prepared by: Student’s Name

 

Date: October 3, 2020

 

Walden University, CBE Data Science Essentials, Using Data Science Frameworks to Solve Business Problems, Apply a data science framework to a business problem

 

 

 

Page 2 of 5

 

Part 1: Establishing the Business Understanding

 

The First Step of the Methodology

 

Some people want or do skip the methodology and go straight to solutions. When doing this, it stops a person best intention of solving the problem. The first step is crucial because it’s purpose is to share a methodology that can be put to work in data science to guarantee that the data being used is used correctly such as being manipulated (IBM, 2016).

 

Defining the Business Understanding and Analytical Approach

 

Nutri Mondo used an analytic approach after defining the business. They came up with the definition of creating a business to promote healthier eating and teaming up with other organizations in different areas. The analytic approach used was diagnostic (statistical analysis). Diagnostic analytic approach asks what happened and why is it happening (IBM, 2016). Nutri Mondo wanted to find out the statistics about people and their eating habits in different areas. The information they wanted to gather was about specific health problems connected to how easy is it to access fresh food in their area.

The Importance of the Process

 

This first step in the process is important for data scientist to begin their projects for a couple of reasons. The first reason is being It helps define and gather the information they need. After coming up with the definition and purpose of the business, they then need to find what analytic approach they will use. The analytic approach will help them gather the information they need to finish defining the business. The second reason is simply having the correct answer to the outcome (IBM, 2016).

 

Part 2: Data Requirements and Data Collection

 

Data Requirements and Data Collection Processes

 

The data requirement for Nutri Mondo is to be discussed next after talking about business understanding and analytics. In the data requirement step, the Nutri Mondo team will make a decision on what kind of data they will need to collect, how they will collect the data, how to understand the data, and how to set the data up to accomplish the desired outcome. We have already come up with the plan of using public, free government data. The Nutri Mondo team decided on this because it gives them an opportunity to compare data to get an idea of what is happening. The next step in this process is data collection. In this step, the team can make a decision to edit the amount of data and change the data requirements. The team decided upon collecting their own data and have their regional team members collect data from the region they are located in. Eventually, they decided not to have the regional teams collect their own data, because it may be a waste of information. They decided to stick with public data and analyze it. This will make it easier for Nutri Mondo to compare data by cutting down the time and focusing on certain variables. Being that this information is already out to the public, it can give Nutri Mondo a view of what is happening and could build a solid relationship with local governments.

 

 

Part 3: Data Sets

 

Constructing Data Sets

 

The data science team used multiple tools and visuals to construct their data set. First, they used existing data sets to look at specific relationships between their identified variables. The data science team also made use of IBM’s Watson Analytic which is a tool designed to input data and produce different visuals. With visual aids, the Nutri Mondo team looked at the overall volume of the data and realized that there was a lot of information (data cleaning). The data team also needed to determine what to do with NaN values, or those that were not recorded. Positive and negative correlations were also used, as well as standard deviation, to lay out and show which relationships the data science team wanted to explore further.

Initial Patterns

 

The team used the IBM tool to look further at the specific variables that they wanted to explore. The first pattern was food insecurities, and this was represented by a bar graph. There was also a clear pattern, shown with a scatter plot, showing a positive correlation (both increase) between obesity and those receiving SNAP assistance. The team was also about to notice an inverse relationship between obesity and the Asian population. A scatter plot was also shown that identified a positive correlation between the white population and food stamp assistance, while an inverse relationship between the Hispanic populations was recognized with the same variables. However, these patterns hold no real significance yet, but only serve to help us understand and familiarize ourselves with the data.

Preparing the Data

 

Nutri Mondo started off looking at their main questions; What is the relationship between diet problems in certain areas and how easy is it to access fresh food there. The team have been on video calls to make sure everyone has the same mindset in the project. Nutri Mondo used a visual model that showed the relationship between federal food assistant programs (SNAP) that is supposed to help lower income families and the number of stores that allows people to use the Snap benefits. They used different colors for each state. They then looked at free lunch programs in schools and tied it in to childhood obesity. For this, they used a scatter plot.

 

Part 4: Data Modeling

 

The Purpose of Data Modeling

 

Data modeling focus on creating models that are descriptive analytics and predictive analytics. An example of descriptive is saying if a person did this, then they would do that. Predictive is a yes or a no. Predictive modeling uses training sets. Training sets are historical data where the outcome is already there. It also let be known when the model needs to be adjusted. Data modeling accomplishes answering the question in a solid way (IBM, 2016).

 

When Modeling Occurs

 

Modeling comes after data scientist understand and prepare their data because they first have to look at the training set. Training set is a chart of historical data where the outcome is already known. The training set let the data scientist know if the model needs to be adjusted. After looking at the training set and acting accordingly, this will allow the data scientist to have a model where the question is answered (IBM, 2016).

 

Modeling and Business Understanding

 

Data scientist ensure that that modeling responds to the original business understanding through evaluation. Evaluation allows the grade of the model to be evaluated. It is also an opportunity to see of the model meets the opening request. It shows whether the model really answer the question (IBM, 2016).

 

Processes for Evaluation

 

The process that the Nutri Mondo team is using is the diagnostic measure. It is used to see if the model is working as it should. In the diagnostic measure, there is either a predictive model or descriptive model. Being that relationships are being looked at; Nutri Mondo is using the descriptive model. The relationships that are looked at are specific health problems and access to fresh food. In this, a testing set with outcomes that are already known can be used and the model can be adjusted (IBM, 2016).

 

Part 5: Deploying Data and Working With Feedback

 

Deploying What Is Found in Data

 

The Nutri Mondo team could have released the model to limited number of directors at the headquarters in Miami. With this, the feedback process would be easier and faster. The feed back from directors would have to be high-level. The second option would be to limit the release of models to directors working for Nutri Mondo. This option can allow high level feedback from directors who are pretty comfortable with data. The insight could be valuable to the company by discovering how general the data can be. The third option is limiting release to selected directors of regional offices in the United States and other parts of the world. This option allows the data to reach closer to the intentional user of the model. The last option was releasing the model to everyone in the organization at the same time. Doing this, you would be able to get feedback from all different levels.

How You Would Deploy the Data

 

If the decision were mine to decide, I would deploy the data by option D. Option D was to deploy the model to the entire organization at once. I feel this way because once everybody gets the model, we will be able to get feedback. The con stated how it would be difficult to manage, but if it is done in a time frame such as giving the entire organization a specific time to respond with feedback, I feel as if it could be better at managing. Some people will not be able to send in feedback because of other things they have going, so you will not necessarily have feedback from everyone. Also, I feel as if every one in the organization should know exactly what is going on in different areas regardless of area you are in.

Feedback

 

The first two emails started off with things they liked about the model such as seeing the national trends tie into local level data, having public government data organized in such a way. All of the emails stated things they have going on in their areas like Texas having the data provided relating to their projects(Programs and health problems), things Georgia outreach teams are going in relation to the data provided, Mexico needing similar projects in their area, and Brazil comparing their data to the model provided. The email from Texas feedback at the end basically said how they would like some partnership between the two regions. At the end of Georgia email, they said that some parts of the model need to be enlarged, clarification of some percentages provided, and suggested that they visit each other to help each other out. Mexico suggest better data sets and gathering information from the regional offices in the United States and see how they would use the data. Brazil talked about hoe they would like more data such as seeing what is happening in the US with the classes provided to the communities and how migration changes diets. This is giving the team insight to refine their model because other areas are seeing things such as, they see a correlation with in their area which could help the outcome even more.

 

 

References

 

 

IBM. (2016a). Analytic approach [Video file]. Armonk, NY: Author.

 

IBM. (2016k). Evaluation [Video file]. Armonk, NY: Author.

Homegrown Provider Order Entry System

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Week 1 – Assignment 2

Homegrown Provider Order Entry System Case Study

[WLOs: 2, 4] [CLOs: 1, 2, 3]

Prior to beginning work on this assignment,

· Review Chapters 1, 2, 3, and 4 of Health Informatics: An Interprofessional Approach.

· Review the article What Informatics Is and Isn’t (Links to an external site.). https://academic.oup.com/jamia/article/20/2/224/896221

· Read the case study in your course textbook found at the end of Chapter 4.

Write a three- to four-page case study analysis addressing the points below. If needed, review the Ashford Writing Center’s Writing a Case Study Analysis (Links to an external site.) resource for assistance. In addition to the course textbook, utilize a minimum of two scholarly sources to support your answers.

· What is the key evaluation question for this project?

· Who are the stakeholders?

· What level of theory is most appropriate?

· What are specific elements to measure by stakeholder group?

The Homegrown Provider Order Entry System Case Study

· Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)’s APA Style (Links to an external site.)

· Must include a separate title page with the following:

o Title of paper including the chapter number and case study title

o Student’s name

o Course name and number

o Instructor’s name

o Date submitted

· For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).

· Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance.

· Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

o For assistance on writing Introductions & Conclusions (Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the Ashford Writing Center resources.

· Must use at least two scholarly or credible sources in addition to the course text.

o The Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

o To assist you in completing the research required for this assignment, view this Ashford University Library Quick ‘n’ Dirty (Links to an external site.) tutorial, which introduces the Ashford University Library and the research process, and provides some library search tips.

· Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.)

· Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your References List (Links to an external site.) resource in the Ashford Writing Center for specifications.

Required Text 

Nelson, R. & Staggers. N. (2018). Health informatics: an interprofessional approach (2nd ed.). Retrieved from https://redshelf.com

· The full-text version of this e-book is available through your online classroom.

Required Resources

Articles

Friedman, C. P. (2013). What informatics is and isn’t (Links to an external site.). Journal American Medical Informatics Association, 20(2),224-226. doi:10.1136/amiajnl-2012-001206

Multimedia 

Pollard, O. (2014). Health informatics timeline (Links to an external site.) [Interactive timeline]. San Diego, CA: Ashford University. Retrieved from https://content.bridgepointeducation.com/curriculum/file/7431512d-857e-4a9e-9986-49ca91d09487/1/HIM301%20-%20Healthcare%20Informatics%20Timeline.zip/story_html5.html

Web Page

World Health Organization (n.d.). Global health observatory data repository (Links to an external site.). Retrieved from http://apps.who.int/gho/data/node.home

Drafting Essential Questions: Lesson Plan

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DOK Questions Table

DOK Level  

One Question from that Level

  

Examples of Student Responses

  

Rationale of why Chosen Question Meets DOK Level
Level 1: Recall  

 

 

 

 

    
Level 2: Skill/Concept  

 

 

 

 

    
Level 3:

Strategic Thinking

  

 

 

 

 

    
Level 4:

Extended Thinking

  

 

 

 

 

    

 

© 2015. Grand Canyon University. All Rights Reserved.

 

DOK Questions Table

DOK Level  

One Question from that Level

  

Examples of Student Responses

  

Rationale of why Chosen Question Meets DOK Level
Level 1: Recall  

 

 

 

 

    
Level 2: Skill/Concept  

 

 

 

 

    
Level 3:

Strategic Thinking

  

 

 

 

 

    
Level 4:

Extended Thinking

  

 

 

 

 

    

 

© 2015. Grand Canyon University. All Rights Reserved.

 

DOK Questions Table

DOK Level  

One Question from that Level

  

Examples of Student Responses

  

Rationale of why Chosen Question Meets DOK Level
Level 1: Recall  

 

 

 

 

    
Level 2: Skill/Concept  

 

 

 

 

    
Level 3:

Strategic Thinking

  

 

 

 

 

    
Level 4:

Extended Thinking

  

 

 

 

 

    

 

© 2015. Grand Canyon University. All Rights Reserved.