Describe the strength of the relationship (e.g. very strong, moderate, weak, etc.).

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Study Description: A school educator is interested in determining the relationships between grade point average (GPA) and IQ scores among ninth graders. The educator takes a random sample of 40 ninth graders aged 14 years old and administers the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). The WISC-IV includes a Full Scale IQ (FSIQ; however for this assignment we will just call it IQ) that comprises verbal comprehension, perceptual reasoning, working memory, and processing speed skills.

Output file:  See  Week_2_SPSS_Output.pdfPreview the document.

Answer the following Questions:

  1. Hypothesis – Formulate a hypothesis about the two variables. What do you think is the relationship between IQ scores and GPA?
  2. Variables – Identify the variables and each of their attributes: discrete or continuous, quantitative or categorical, scale of measurement (nominal, ordinal, interval, or ratio), and independent or dependent.
  3. Descriptive statistics – Write an overview of the descriptive statistics (at least two paragraphs), including the appropriate and necessary statistical results within sentences and in proper APA formatting.  Be sure to provide sufficient explanation for any numbers presented.  Include the following in your discussion:
    • How do the measures of central tendency and variability provide us with an overview of the characteristics and shape of the distribution of each variable?  What are these statistic
    • Keeping in mind that the WISC-IV has a mean of 100 and Standard Deviation of 15, what assumptions could you make about the IQ scores and suitability of this IQ test for the group of students sampled?
    • Keeping in mind that the WISC-IV has a mean of 100 and Standard Deviation of 15, how many students’ IQ scores in this sample are within one standard deviation below the test’s mean? Two standard deviations below the test’s mean? What percentage of students in this sample had an IQ score less than or equal to 70? An IQ score greater or equal to 100?
  4. Correlation – Write an overview of the results of the correlation (at least two paragraphs), including the appropriate and necessary statistical results within sentences and in proper APA formatting.  Be sure to provide sufficient explanation for any numbers presented.  Consider the following in your overview and conclusions:
    • Is there a significant correlation between IQ scores and GPA? If so, what does a significant correlation mean?
    • Using the correlation table and scatterplot, explain whether the relationship is positive, negative, or no correlation.
    • Describe the strength of the relationship (e.g. very strong, moderate, weak, etc.).
    • What do the results tell us about our hypotheses?
    • What conclusions can we draw from these results?  What conclusions can we NOT make using these results?
    • What issues regarding the sample used or how the data was collected should be considered in the interpretation of the data?
  5. Regression – Write an overview of the results of the regression (1 paragraph), including the appropriate and necessary statistical results within sentences and in proper APA formatting.  Be sure to provide sufficient explanation for any numbers presented.  Consider the following in your overview and conclusions:
    • In the regression, what variable is the dependent variable and what variable is the independent variable?
    • What do the regression results tell us about IQ scores and GPA?

      FREQUENCIES VARIABLES=IQ GPA

      /STATISTICS=STDDEV VARIANCE RANGE MEAN MEDIAN MODE SKEWNESS SESKEW

      /HISTOGRAM

      /ORDER=ANALYSIS.

       

       

      Frequencies

      Statistics

      IQ GPA

      N Valid 40 40

      Missing 0 0

      Mean 85.1000 2.7300

      Median 82.0000 2.8500

      Mode 66.00 a 2.90

      Std. Deviation 16.40169 .64815

      Variance 269.015 .420

      Skewness .374 .012

      Std. Error of Skewness .374 .374

      Range 52.00 2.20

      a. Multiple modes exist. The smallest value is shown

       

      Frequency Table

       

      IQ

      Frequency Percent Valid Percent

      Cumulative

      Percent

      Valid 62.00 2 5.0 5.0 5.0

      66.00 3 7.5 7.5 12.5

      67.00 2 5.0 5.0 17.5

      70.00 2 5.0 5.0 22.5

      71.00 3 7.5 7.5 30.0

      74.00 3 7.5 7.5 37.5

      76.00 3 7.5 7.5 45.0

      82.00 3 7.5 7.5 52.5

      84.00 1 2.5 2.5 55.0

       

       

      88.00 3 7.5 7.5 62.5

      89.00 1 2.5 2.5 65.0

      92.00 1 2.5 2.5 67.5

      94.00 1 2.5 2.5 70.0

      97.00 1 2.5 2.5 72.5

      98.00 2 5.0 5.0 77.5

      103.00 1 2.5 2.5 80.0

      107.00 2 5.0 5.0 85.0

      108.00 1 2.5 2.5 87.5

      109.00 1 2.5 2.5 90.0

      110.00 1 2.5 2.5 92.5

      112.00 1 2.5 2.5 95.0

      113.00 1 2.5 2.5 97.5

      114.00 1 2.5 2.5 100.0

      Total 40 100.0 100.0

       

       

      GPA

      Frequency Percent Valid Percent

      Cumulative

      Percent

      Valid 1.70 2 5.0 5.0 5.0

      1.80 2 5.0 5.0 10.0

      1.90 2 5.0 5.0 15.0

      2.00 4 10.0 10.0 25.0

      2.10 1 2.5 2.5 27.5

      2.20 1 2.5 2.5 30.0

      2.40 2 5.0 5.0 35.0

      2.50 2 5.0 5.0 40.0

      2.60 1 2.5 2.5 42.5

      2.80 3 7.5 7.5 50.0

      2.90 6 15.0 15.0 65.0

      3.00 1 2.5 2.5 67.5

      3.10 2 5.0 5.0 72.5

      3.20 1 2.5 2.5 75.0

      3.30 3 7.5 7.5 82.5

       

       

      3.40 1 2.5 2.5 85.0

      3.50 2 5.0 5.0 90.0

      3.60 1 2.5 2.5 92.5

      3.80 1 2.5 2.5 95.0

      3.90 2 5.0 5.0 100.0

      Total 40 100.0 100.0

       

      Histogram

       

       

       

       

       

       

       

      CORRELATIONS

      /VARIABLES=IQ GPA

      /PRINT=TWOTAIL NOSIG

      /STATISTICS DESCRIPTIVES

      /MISSING=PAIRWISE.

       

       

      Correlations

       

      Descriptive Statistics

      Mean Std. Deviation N

      IQ 85.1000 16.40169 40

      GPA 2.7300 .64815 40

       

       

       

       

      Correlations

      IQ GPA

      IQ Pearson Correlation 1 .608 **

      Sig. (2-tailed) .000

      N 40 40

      GPA Pearson Correlation .608 ** 1

      Sig. (2-tailed) .000

      N 40 40

      **. Correlation is significant at the 0.01 level (2-tailed).

       

      Scatterplot

       

       

       

       

       

       

      REGRESSION

      /MISSING LISTWISE

      /STATISTICS COEFF OUTS R ANOVA

      /CRITERIA=PIN(.05) POUT(.10)

      /NOORIGIN

      /DEPENDENT GPA

      /METHOD=ENTER IQ

      /RESIDUALS HISTOGRAM(ZRESID) NORMPROB(ZRESID).

       

       

      Regression

       

      Variables Entered/Removed b

      Model Variables

      Entered

      Variables

      Removed Method

      d

      i

      m

      e

      n

      s

      i

      o

      n

      0

      1 IQ a . Enter

      a. All requested variables entered.

      b. Dependent Variable: GPA

       

       

      Model Summary b

      Model

      R R Square

      Adjusted R

      Square

      Std. Error of the

      Estimate

       

       

      d

      i

      m

      e

      n

      s

      i

      o

      n

      0

      1 .608 a .370 .353 .52132

      a. Predictors: (Constant), IQ

      b. Dependent Variable: GPA

       

       

      ANOVA b

      Model Sum of Squares df Mean Square F Sig.

      1 Regression 6.057 1 6.057 22.286 .000 a

      Residual 10.327 38 .272

      Total 16.384 39

      a. Predictors: (Constant), IQ

      b. Dependent Variable: GPA

       

       

      Coefficients a

      Model

      Unstandardized Coefficients

      Standardized

      Coefficients

      t Sig. B Std. Error Beta

      1 (Constant) .685 .441 1.554 .128

      IQ .024 .005 .608 4.721 .000

      a. Dependent Variable: GPA

       

       

      Residuals Statistics a

      Minimum Maximum Mean Std. Deviation N

      Predicted Value 2.1750 3.4244 2.7300 .39408 40

      Residual -1.33995 1.50878 .00000 .51459 40

      Std. Predicted Value -1.408 1.762 .000 1.000 40

       

       

      Std. Residual -2.570 2.894 .000 .987 40

      a. Dependent Variable: GPA

       

      Charts

Discussion Week 3 – Discussion: Analyses Of Social Problems In Case Studies

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Discussion: Analyses of Social Problems in Case Studies

As a social worker, often you need to use your policy advocacy skills to ensure that your clients are receiving the services that they need. Although you may tend to think of policy advocacy skills as separate from your clinical social work skills, they are very similar. Think of the skills that you would use in working with a client such as Jake Levy. How could you apply these skills to policy advocacy? How will you use these skills to identify the policy and social problems that are impacting these families? In this week’s Discussion, you will continue to follow the Levy, Bradley, Petrakis, and Cortez families to start the process of policy advocacy.

In this Discussion, select one of the four integrated videos and identify the problems experienced by the client(s).

Post by Day 3 your responses to the following:

  • Who is defining the problem?
  • What values are reflected in this definition of the problem?
  • What is being omitted in this definition?
  • What other problems do you see that are not being acknowledged?

Be sure to support your post with specific references to this week’s resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.

Respond by Day 5 to a colleague who chose a case different from yours by addressing the following:

  • Describe another way the identified problem can be defined.
  • What policy advocacy skills do you think should be used to address the identified problem?
  • What makes a social problem a social work problem?

Ecological Footprint Update and Course Reflections

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  • SCI207
  • Assignments
  • Week 2 – Journal

09/03/2019 – AU Undergraduate

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Week 2 – Journal

Ecological Footprint Update and Course Reflections

[WLOs: 1, 2, 3, 4] [CLOs: 1, 2, 3, 4, 5, 6]

Throughout this course, you are keeping a journal about your experience in the class. The purpose of this activity is to enable you to reflect on your learning: what new things you have discovered, what surprises you have encountered, what topics or ideas you have found particularly challenging, and how the course is going for you. Last week you began the Environmental Footprint Reduction Project. This week you will begin using this journal as a space for a progress report on your efforts. Your entries will be evaluated in terms of how well they met the topic and length requirements, and your writing clarity. Your entries should be a minimum of one typed page each (double-spaced, Times New Roman, 12-point font) and will be submitted through Waypoint.

Complete the following:

  • In the first paragraph or two of your journal entry this week, provide a status report on your Ecological Footprint Reduction Project. Have you encountered success with implementing your intended changes? What challenges have you encountered? What have you learned so far from this activity?
  • In another one or two paragraphs, share your thoughts about the second week of class. What did you learn? What experiences stand out for you? What tasks or content did you find difficult or frustrating? What activities did you find surprising or exciting? Looking ahead, what are your intrigued or concerned by in the third week of the course?

Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

Waypoint Assignment Submission

The assignments in this course will be submitted to Waypoint.  Please refer to the instructions below to submit your assignment.

  1. Click on the Assignment Submission button below. The Waypoint “Student Dashboard” will open in a new browser window.
  2. Browse for your assignment.
  3. Click Upload.
  4. Confirm that your assignment was successfully submitted by viewing the appropriate week’s assignment tab in Waypoint.

For more detailed instructions, refer to the Waypoint Tutorial (Links to an external site.)Preview the document.

Describe, for each coaching step, the strategies you would use in an initial client session.

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Create a “living guide” of coaching steps that a life coach would use in an initial session to assist in building a road map with the client (review the text on pages 47 – 55 for steps).

In 750 words, include the following in your “living guide””

  1. Summarize each coaching step.
  2. Describe, for each coaching step, the strategies you would use in an initial client session.
  3. Explain what skills the coach will need to effectively apply the step/strategy with a client.

Include three to five scholarly references.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.