Assignment: Contingency Tables And Odds In Excel

/in /by

Report Issue

In the prerequisite course, Quantitative Reasoning and Analysis, you constructed basic contingency (crosstab) tables. You might be surprised to learn that you can estimate a simple logistic regression model, with a categorical predictor, using the descriptive values presented in the crosstab table.

In this assignment, you use Microsoft Excel to construct a specialized tool that creates basic logistic regression models given a crosstab/contingency table. As if that were not useful enough, this Excel tool is not specialized—you can use it given any crosstab/contingency tables you encounter in research. In the field of statistical research, this is just about as exciting as you can get!

To prepare

  • Review the sections in the Osborne text that present a template for constructing an Excel worksheet.
  • Review the video in the Learning Resources, in which Dr. Matt Jones explains how to harness the power of Excel using contingency tables.
  • Think about the types of variables that are useful for cross tab tables.

Using one of the datasets provided, select two variables that allow you to construct a 2×2 contingency table. Use SPSS to run the initial crosstab table, using any two variables that you think are appropriate. Then, use Excel to construct a table in which you report:

  • Conditional probabilities
  • Conditional odds
  • Logits
  • Odds ratios
  • Relative risk
  • Slope

Be sure to apply the template from the Osborne text. Note that page 42 has a completed example that should help you determine these values. Be sure to use formulas and cell references in Excel so that the spreadsheet you create can be used as a tool for calculating similar values for other datasets.

Once you have created the tool, write a 1- to 2-paragraph summary in APA format interpreting your results. Submit both your Excel file and your summary to complete this assignment.

I would need you to login into my account for my datasets.

Describe fully. How would you approach counseling differently with them than with voluntary participants?

/in /by

5.1 What are special considerations around confidentiality within an adolescent/child’s group?  How would you approach these in a group of adolescents or children?

This discussion question meets the following CACREP Standard: 2.F.6.b. Dynamics associated with group process and development. This discussion question meets the following NASAC Standard:

93) Understand the concepts of “process” and “content,” and shift the focus of the group when such an intervention will help the group move toward its goals.

5.2   You are leading a group of adolescents referred because of school, behavior, and/or   substance use. Describe an opening exercise and a trust-building exercise you might use with this group. Explain your choice.

This discussion question meets the following CACREP Standard: 2.F.6.b. Dynamics associated with group process and development.   This discussion question meets the following NASAC Standard:

 

92) Facilitate group growth within the established ground rules, and precipitate movement toward group and individual goals by using methods consistent with group type.

6.1  What form of resistive behavior (or difficult behavior displayed by a group member) would you find most problematic in one of your groups and why? How might you work in a therapeutic way with such a member’s behavior?

This discussion question meets the following CACREP Standard: 2.F.6.f. Types of groups and other considerations that affect conducting groups in varied settings.

6.2  While conducting a group for adults struggling with addiction, one of the participants has come to the last three groups late. Explain how you might deal with this client’s tardiness.

This discussion question meets the following CACREP Standard: 2.F.6.c. Therapeutic factors and how they contribute to group effectiveness.

7.1  Under what circumstances might it be beneficial to design a group in which both children and their parents would participate? What special issues might arise in such a group, and how would you manage them?

This discussion question meets the following CACREP Standard: 2.F.6.g. Ethical and culturally relevant strategies for designing and facilitating groups.

7.2  Now that you have read about therapeutic techniques and procedures, choose two techniques that you would most likely use and explain why. Choose one that you are least likely to use and explain why.

This discussion question meets the following CACREP Standard: 2.F.6.f. Types of groups and other considerations that affect conducting groups in varied settings.

8.1 When developing and implementing an adult support group, the following important guidelines should be considered: how the group is organized, how the format of each group session is structured, and what the short-and long-term outcomes of the group are. Consider the following three adult support groups: an HIV/AIDS support group, grief group for elderly, and a domestic violence support group. What similarities do you see, and how do these similarities suggest guidelines for developing these groups?

This discussion question meets the following CACREP Standards:  2.F.6.a. Theoretical foundations of group counseling and group work.  2.F.6.f. Types of groups and other considerations that affect conducting groups in varied settings.

This discussion question meets the following NASAC Standards:

89) Describe, select, and appropriately use strategies from accepted and culturally appropriate models for group counseling with addicted or substance abusing clients.

93) Understand the concepts of “process” and “content,” and shift the focus of the group when such an intervention will help the group move toward its goals.

8.2 At some point in your career, you may be asked to design and implement a group for involuntary clients, such as domestic violence perpetrators, drunk drivers, substance users, abusive parents, or prison inmates. What are your thoughts and feelings about working with mandated group participants?

Describe fully. How would you approach counseling differently with them than with voluntary participants?

This discussion question meets the following CACREP Standard: 2.F.6.f. Types of groups and other considerations that affect conducting groups in varied settings.

Each questions needs to be answered with 150-200 words and have to have a cite in the answer.  Explain below

Question.

answer    “Cite”

Question

answer    “Cite”

and so on

Discussion Criminal Justice

/in /by

Discussion topics support this unit’s objective and should be completed after reading all materials. Your responses ought to include original evaluation, synthesis, or analysis of the topic, and contribute to the weekly discussion in a meaningful way. You must complete all discussion topics and reply to your peers’ posts. Refer to the Discussion Board Rubric under Course Resources for additional requirements.

Read the following article.

Hendrie, Edward M. (1997, Mar.). Beyond miranda. FBI Law Enforcement Bulletin, 3(66), 25–32. Retrieved fromhttps://search-proquest-com.lib.kaplan.edu/central/docview/204120664?accountid=34544

Law enforcement agents can, and do, question citizens suspected of committing a crime, but they cannot conduct an interrogation before ensuring that the suspect is protected against self-incrimination. Courts have prohibited physically coercive techniques when questioning suspects (Brown v. Mississippi). The privilege against self-incrimination does not prevent officers from using psychologically coercive techniques to elicit confessions as long as the suspect is informed of his or her rights prior to custodial interrogation (Miranda v. Arizona).

Discussion Topic: The Miranda Decision

Consider each of the rights statements that make up the Miranda decision. Are there any “rights” that you would add to, or remove from, the Miranda rights? If so, what would they be? Use research to substantiate your thoughts and cite your sources using APA formatting.

Distinguish the major theories of personality

/in /by

Vignette Analysis III: This assignment focuses on vignette analysis  and direct application of course concepts to the persons and situations  presented in the vignette for each question. All discussions must  take into account the legal and ethical considerations, as well as  issues of culture and human diversity that may pertain to the situations  presented below.
Please keep your responses focused on what is presented in the  vignette. Do not add information but use your creativity to support what  you see in the vignette as written. All assignments MUST be typed and  double-spaced, in APA style and must be written at graduate level  English. The content, conciseness and clarity of your answers will be  considered in the evaluation of your work. You must use and integrate the material presented in the course text and cite your work according to APA format. Use of outside resources for culture-specific information to enhance your vignette analysis is encouraged.
This assignment should be 6-7 pages total plus a Title and Reference Page A  team of experts from the Behavioral, Social Cognitive and Cognitive  schools of personality has been asked to evaluate this case. Each team  will discuss their view of this case in direct and specific context to a  minimum of four (4) theoretical constructs per team. Each team will  take into consideration the research on personality and the brain as  well as culture and legal/ethical issues that might arise. For this assignment you are to present this case from the viewpoint of each of the following teams of experts:

Pavlov and Skinner
Kelly, Bandura and Mischel
Ellis and Beck 

Jane, a 38 year old, African American female, wants therapy but  is afraid to venture outside of her home. She explains that this began  shortly after her husband was killed in a car accident, in which she was  a passenger. Her family is no longer willing to cater to her incessant  demands, because they feel that she is using the accident as an excuse  for attention. Jane tells you that she feels that she is no longer loved  and just “might as well give up”. She wants to know if you do therapy  on a ‘home-visit’ basis.
Assignment Outcomes:

Distinguish the major theories of personality

Contrast historical and current views of personality  Integrate evidence based treatment interventions

Combine current research to assessment and technique  Identify legal,  ethical issues in theories of personality and psychotherapy

Examine issues of culture and diversity in theories and application