Types of qualitative approach

Identify and explain the discrepancy identified in healthcare or nursing, the big problem, the current problem and the research question.


Using the assigned qualitative article linked below, write a critique using the guide for criteria below. Using the assigned qualitative article, write a critique using the guide for criteria below. Why did the researcher choose a qualitative approach to this research?

Farzi, S., Shahriari, M., & Farzi, S. (2018). Exploring the challenges of clinical education in nursing and strategies to improve it: A qualitative study. Journal of education and health promotion, 7, 115. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6149127/?report=printable

BACKGROUND Should include the Big Problem (the review of the literature): Current Problem: Framework: Aim/purpose and Research question(s):

METHODS: Should include the Design and Participants, Ethical considerations, Data collection, Data analysis and Type of qualitative approach

RESULTS: What did the researcher find?

DISCUSSION: What did the researcher conclude and recommend?

Sample Solution

Data Analytics

Monte Carlo simulation is a technique that allows an analyst to model the impact of risk and is thus widely used in fields such as finance, project management, energy, manufacturing, engineering, research and development, insurance, oil & gas, transportation, and the environment. The technique allows a decision maker to see a range of possible outcomes and the probabilities they will occur for any choice of action. It shows the extreme possibilities (the outcomes of making very risk decisions, to the outcomes for very conservative decisions), along with all possible consequences in between.Think of a simple example of where you can use simulation modelling and fully describe the problem that the technique could give insight into, and why it is important that the problem is understood. Through this simple example, show how a simulation model could be built and the outcomes analysed. Your example should contain the following: at least two uncertain variables (distributed in anyway you see fit, though some variety in the distributions used is appreciated), and 500 iterations.upload an excel file with answers.

Sample Solution

Data Loss Prevention

Wonderful news. The executive team of your media company has recognized the importance of cybersecurity and has promoted everyone in your group into the role of a chief information security officer, or CISO, for your respective subsidiary.

The company’s executive leadership team has tasked your team to plan the future of mass connectivity and data loss prevention technology for the company. You and your teammates will compile a technology strategy plan for incorporating IPv6, internet of things (IoT), and data loss prevention techniques—specifically blockchain, tokenization, data masking, data obfuscation, and other similar emerging technologies.

You will present this future technology road map and vision to the executive leadership. Your team will have about five members. In addition to the future technology road map and vision, your team will prepare a future view of the data flow of your enterprise network.

Sample Solution

Data Analysis

Steps for data analysis:

  1. Rename my variables into something that is easily recognizable.
  2. Use the frequencies command on my categorical variables to get an idea of how my data set looks – this will be important for methods section to write about stuff such as how many men vs women you sampled.
  3. Use the compute command to create a Mean or a Sum score for participants’ ratings of YouTube, using only those who responded to every question on my survey.
  4. Next you need to filter out people who didn’t meet the criteria for my analysis, such as those who didn’t attend the University of Hail.
  5. If you run the descriptives command for my rating variable, you should have an N (sample size) of 742. This is also where you’ll find the mean/standard deviation.
  6. Next you need to run the following analysis: a Factorial ANOVA.
  7. Now, run the same analysis, but remove any nonsignificant interaction terms. Make sure to include post-hoc tests for predictors with more than two levels that are significant. You need also use the plot function to graph anything you feel you need to. Also you have to talk about specific means (such as men vs women), report estimated marginal means. You also want to include measures of effect size. You would also run homogeneity tests to see if my data fits the assumptions of the test.
  8. If you ran the first analysis according to these steps, you should have 742 under the “df” column in the “total” row of the between-subjects table. For the second analysis, this should be 804. These are degrees of freedom, and they correspond to my sample size.
    you should end up with 742 sample sizes and if you did get there then you did what I did exactly and you’re on the right track and good to go.

Steps for writing results:

  1. You essentially you need to start by specifying exactly what type of test you ran, such as: “A 2 x 2 x 4 mixed factorial analysis of variance was conducted.” This is determined by the number of levels your variables have, and whether they are within or between subjects.
  2. You then need to state what your outcome variable was, and what your independent variables were, along with the levels of those variables.
  3. Next, you should talk about significant interactions if they are there. If not, mention that there were no significant interactions and talk about main effects (report significant and nonsignificant effects). Here are examples of the format for how to report F statistics from previous work I have done:
    There was no main effect of biological sex, F(1,603)= .095,p>.05,η ̂^2= .002.
    There was also a main effect of perception source, with victims reporting greater relationship violence than perpetrators, as well as a main effect of relationship duration, F(1,603)=25.95,p< .001,η ̂^2= .04 and F(4,603)=7.64,p< .001,η ̂^2= .05, respectively.
  4. Here’s what the different pieces are/mean:
    F(1,603) – this is denoting that you ran an F test, with the degrees of freedom for the variable on the left, and the total degrees of freedom on the right
    = 25.95 – this is the value of the F test
    p < .001 – this is the significance of the F test. Generally you report one of the following numbers: > .05 if the result was nonsignificant, or < .05, < .01, < .001, whichever is closest to your result.
    η ̂^2= .05 – This is called “eta squared”, it is a measure of effect size. Basically, how much your variable influences the outcome.
  5. If you have a significant variable with more than two levels, you should talk about those differences using post-hoc tests of pairwise comparisons. Make sure to specify which post-hoc tests you ran and how you controlled for familywise Type I error (not all tests do this automatically). Here’s an example of how to write about these from previous work:
    Among perpetrators, males reported less average relationship violence than females, p < .001.
  6. For the violations of the test assumptions, consider mentioning them somewhere.
    Ibecause I want to know more about what these violations are/how to identify and remedy them, a search for “ANOVA test assumptions” should help.

Here’s an example of an APA format graph – you can modify the labels and font, etc, in SPSS:

Figure 1. Estimated mean ratings of perceived violence in relationships for victims by biological sex and perceived relationship duration (N =61

Sample Solution

Data Analysis

Choose the data from this website: https://github.com/rfordatascience/tidytuesday. And follow this website to see which code you may need to use: http://ritsokiguess.site/STAC32/notes.html. Last, please provide the word docs file at the end. Thank you so much.

Data Analysis

Math 565 Homework #5

  1. Averages. Here are three commonly used measures for the central tendency of a set of numerical data items:
    • Mean: Add the items and divide by the number of items.
    • Median: Arrange the items in numerical order and locate the item “in the middle” (or if there are two “middle” items, then take their average).
    • Mode: The item that occurs most often.

Suppose a student got these grades on different tests. (Each score is out of a maximum of 100 points.)
80, 90, 85, 90, 50, 78, 84

a. Find the value of each of the three measures of central tendency for this set of numbers.

b. Suppose you needed to assign a single number as a grade for this student. Discuss the strengths and weaknesses of each of the three measures of central tendency as a method of choosing this number. Also state what number you would actually choose. (You can choose one of the answers to part (a) or something different from any of them.) Justify your choice

  1. Bias. In everyday language, the word “bias” is often used to mean an unfair judgment, especially against a particular racial or ethnic group. In polling, it refers to
    a built-­‐‑in imbalance in the sampling process, which may occur without any malicious intent. Thus, a poll with a biased sample might not give correct information about the larger population, because it may slant the results in a certain direction, even if the pollster doesn’t have that intention. In this assignment, you will look at ways in which bias might enter into the polling process for a particular situation.
    Suppose a student government committee wants to know whether $45 per ticket is too much to charge for a homeless shelter benefit concert at college. The committee decides to poll some students and use the results to help them determine if that price is too high.

Explain what might be wrong with each of these following methods of choosing a sample. How might it bias the results? What incorrect impression might we get?
a. Picking every tenth student who drives into the parking garage.

b. Stopping several groups of students coming out of the student union together and asking everyone in each group.

c. Picking one mathematics class at random and polling all the students in that class.

  1. Representative Samples. When you want to test hypotheses about some population, we can’t usually test the entire population. You usually need to pick a sample that is likely to represent the population accurately. Consider each situation below and answer the questions.
    a. A music producer wants to find out what college students think about various types of popular music. The producer conducts a survey around the video games area of the student union. What is an example of a conclusion the producer might reach based on this survey that might not be true about college students in general?

b. An auto manufacturer wants to conduct on-the-street interviews to find out what adults in the United States think of the company’s latest TV advertising campaign. The interviewer decides to use the people standing at the bus stop near her home throughout the day as the sample population.
What is an example of an erroneous conclusion one might draw from this population?
What might be a more representative sample of the audience targeted by the advertisement?

  1. Your own survey. When we talk about a population in common English, it usually refers to human beings. In statistics, it can refer to any set of objects. For instance, we might wonder about a feature of shirts or plants.

We’ll use our own environment such as our classes, work or home to gather numerical information from objects (not necessarily people). This should result in twenty numbers, each the represents some feature of the data. For example, I could record the number of buttons on 20 shirts at my house as my data.

a. Decide what numerical data to collect, present the data you gathered, and describe your process for gathering it.

b. What are the mean, median, mode of your data? Do any of the averages express a “typical” element of your data? Explain why or why not.

c. To draw a conclusion from my data that is a statement about some population I have to be careful. If I collected the numbers of buttons on 20 shirts around my house, those numbers may not be typical of all shirts in the universe. First of all, Other countries might have shirts with different numbers of buttons. I might prefer one type of shirt or shirts for women (like me) might have a different number of buttons than shirts for men. So I can only draw a conclusion about a population for which my sample is likely to be representative.

State a conclusion you could make about your population based on the sample data you collected. For example, I might say, “Shirts for American women have a mean number of buttons equal to 6.5.” Explain why you think the sample is representative of your population.

  1. Representations of Data. Here is a list of midterm grades (out of 100) for a professor.

77, 96, 58, 100, 66, 76, 88, 73, 94, 75, 76, 84, 91, 74, 87, 92, 67

Here are a few different representations of the data along with the grades she assigned to
the midterms.

a. Explain how she decided which numerical score received which letter grade.

b. If another student were to receive an 81 on the midterm, what grade do you think she would receive and why?
c. Explain, so that a middle school student could understand, how to interpret each of the four representations and exactly how you would construct each of the charts from the data.

Note: To figure out the last one you need to know it is based on dividing the data into four groups with equal numbers of data points.
d. Explain one advantage each representation has over the other three.

Sample Solution

The importance of data in analytics

  1. How do you describe the importance of data in analytics? Can we think of analytics without data? Explain.
  2. Considering the new and broad definition of business analytics, what are the main inputs and outputs to the analytics continuum?
  3. Where do the data for business analytics come from? What are the sources and the nature of those incoming data?
  4. What are the most common metrics that make for analytics-ready data?

exercise 12

Go to data.gov—a U.S. government–sponsored data portal that has a very large number of data sets on a wide variety of topics ranging from healthcare to education, climate to public safety. Pick a topic that you are most passionate about. Go through the topic- specific information and explanation provided on the site. Explore the possibilities of downloading the data, and use your favorite data visualization tool to create your own meaningful information and visualizations.

Sample Solution

Data Analysis

Analyze the data using SPSS, ANCOVA, Pearson Correlation, Chi-square analysis and develop graphs as well table(example: characteristics of participants and others as stated in chapter 4).

Explain the results of the analysis

Sample Solution

Quantitative and qualitative data analysis

In this course, the case method is used to enable you to apply concepts, share ideas and improve
communication skills. There are 3 cases to complete. Through case work you will discover for yourself the
usefulness of concepts, how to apply them in practice and their benefit to organizational decision-makers.
The expectation is to complete the required cases during specific units. This is the best way for you to prepare
for the final exam case question. Effective analysis consists of quantitative and qualitative analysis in order to
provide a well-rounded solution.
In order to complete your case analysis successfully, you should
identify the role you are playing;
assess the financial reporting landscape, considering the user needs, constraints, and business environment;
identify the issues
analyze the issues (qualitatively and quantitatively); and
provide a recommendation and conclusion.

Sample Solution

Social welfare as a mechanism for redistributing resources

Since social welfare is a mechanism for redistributing resources from those in a society who have assets to those who do not, under what conditions do you think that social welfare is justifiable. Identify categories of people that you believe society should assist and categories of people that society should not assist. How do these groups of people differ? How are they alike? Please respond to at least two others in your class.

  1. In 2017, McKinsey & Company created a five-part video titled “Ask the AI Experts: What Advice Would You Give to Executives About AI?” View the video and summarize the advice given to the major issues discussed. (Note: This is a class project.)
  2. Watch the McKinsey & Company video (3:06min.) on today’s drivers of AI at youtube.com/watch?v=yv0IG1D-OdU and identify the major AI drivers. Write a report.
  3. Explore the AI-related products and services of Nuance Inc. (nuance.com). Explore the Dragon voice recognition product.

Sample Solution