Consumer Satisfaction and Type of Clinical Agency
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Consumer Satisfaction and Type of Clinical Agency
GAF, Consumer Satisfaction, and Type of Clinical Agency (Public or Private)
A researcher wants to know if mental health clients of private versus public service agencies differ on Global Assessment of Functioning (GAF) scores and on Satisfaction with Services (Satisfaction). She has collected data for 34 clients from a private agency and for 47 clients of a public agency.
Use the SPSS data file for Module 3 (located in Topic Materials) to answer the following questions:
What is the independent variable in this study? What are the dependent variables?
The first step for the researcher will be to clean and screen the data. Please do this for the researcher and report your findings. Be sure to check it for possible coding errors, as well as complete the screening of the data to see if the data meet assumptions for parametric tests. Did you find any errors that the researcher made when setting up the SPSS data file (check the variable view)? If so, what did you find? How did you correct it?
Yes, one of the variables is incorrectly listed as scale.
Were there missing values on any of the variables? If so, what might you do for those for the independent variable? What about those for each of the dependent variables? Explain your reasoning.
Yes, each variable has some missing data. Describe how many (and % of all) are missing on each variable.
When considering what to do about the missing values on each variable, consider if you really can guess what agency a person came from. Next, for the continuous variables, consider (1) what % of values are missing (if more than 5% are missing, what might this mean?); (2) is there a pattern to the missing scores? Include information from the Output file of your SPSS Explore analyses to provide specific number and % of missing values on each of the dependent variables. Based on this, what recommendation would you make for what to do about the missing values?
Did you find any outliers on the dependent variables that were due to errors of coding? If so, what and why? How would you correct an error of coding?3
One of the outliers on one continuous variable clearly is a coding error. Which one is that? What would be the best way to handle that outlier?
How might you deal with outliers that are not due to coding errors? Explain your reasoning.
Use the information you have from your Output file from your Explore analyses to describe the outliers (e.g. how many outliers are there on each continuous variable; do they fall above and/or below the mean). What are ways to handle outliers on the continuous variables? Might there be some arguments against deleting outliers? What are these?
Check the descriptive statistics, histograms, stem-and-leaf plots, and the tests for normality that you obtained from your analyses (see box to check in “Plots” when using Explore to analyze descriptive statistics of your data). Considering the skewness and kurtosis values, as well as the Shapiro-Wilk’s results (preferred for small sample sizes), did the distribution of scores on either of the dependent variables violate the assumption of normality? How can you tell from the information you obtained from your analyses?
First, you can look at your histograms and stem-and-leaf plots to see if you observe marked skewness or other indicators of differences between the distribution of scores from the normal distribution.
Next, you can inspect the computed values for skewness and kurtosis for your variables from your analyses. Report these values in your answer for the continuous dependent variables? Which ones are greater than + 1.0? What does having a skewness or kurtosis value that is greater than + 1.0 tell you about normality? Then, discuss what having these kinds of values tell you about the normality of the distribution of scores on that variable.
Next, look at the Shapiro-Wilks’ tests of normality that you ran. Results with p < .001 or less indicate a violation of the normality assumption using this type of evaluation.
If in #6, you identified any distributions that violate the assumption of normality, what are some options you might use to try to correct the distribution to get closer to normality? (You do not need to do these steps. Just describe them.)
Write a sample result section, discussing your data screening activity.
Plagiarism free assignment will be check, No abstract, APA Style
Need back by Tuesday August 4, 2015 1:00pm Central time.
Write a paper (1,262 words) that focuses on the issue of threats of terrorism and natural disasters. Address the following:
The importance of incorporating a business plan contingency for addressing such threats.
What the contingency plan needs to include, for example:
Mitigation of confusion.
Building a response capacity.
Coordination of local health agencies.
Mitigation of fear and panic.
How the contingency plan’s particulars will be communicated to the various stakeholders (employees, consumers, local and national authorities, etc.).
Using your present employer organization as a model, prepare the organization’s business threat evaluation
Complete two of the Sample Forms for Organizational Contingency Planning for Disasters and Terrorism www.ready.gov
Chapter 20 in the text book by Johnson, J. (2009). Health Organizations: Theory, Behavior, and Development. Sudbury, Massachusetts: Jones & Bartlett , Publishers
Tips for Selecting a Capstone Topic:
This is the most difficult part of the Capstone course, deciding on a topic and selecting the major and sub questions that will enable you to achieve your goals. Select a topic you feel passionate about; something that has meaning to you, either personally or professionally.
In addition to choosing a topic that you feel passionate about, you may also benefit from choosing a topic relevant to your work environment/field of experience. This is definitely worthwhile, as it will give you that extra backup to be able to interpret and answer your research questions.
Tips for Selecting Your Major Question and Sub Questions:
Select the major question that provides the most value to your personal and professional life. Do not underestimate the importance of selecting sub questions. Pay very close attention to how each sub question will answer your major question. Then, select sub questions that answer the major question most effectively, not those in which you are most interested.
Do not expect to find the answers to all your sub questions. You may have to tweak the questions, allowing the results to mesh with your intent.
Capstone Paper and Draft of Chapter 1
Regardless of what type of capstone project you choose to produce, you must submit an associated paper. For this assignment you are required to develop and submit a draft of the first chapter of your capstone paper, Chapter 1: Introduction.
This should be a draft only. Later in the course, you will finalize this particular chapter as part of your work in Module 6.
Organize your draft according to the outline below. In at least one solid paragraph for each subheading, prepare the following, using these headings:
Introduction to the Chapter:
Reveal your topic, state the gap in knowledge, creative process or problem, etc. that you are researching, investigating, or showcasing, and tell the reader what to expect.
Background of the Topic:
Relate only to societal, business, or artistic factors–NO personal factors. Cited literature should be included.
Identify the gap in knowledge, creative aspect, or problem. Ask the major question you are going to answer through your capstone project. Ask the sub questions you are going to use to answer the major question.( Optimum sub questions: 3-4) The data from these sub questions will be used to answer the major question.
Professional Significance of Your Work:
Respond to the internal question: Why did I bother to produce this particular project? Be specific.
Overview of Methodology:
How do you expect to proceed in order to answer your sub questions? These sub questions answer the major question for you.
Note: If you are thinking about using surveys or questionnaires, check first with your mentor. Only 10% return is typical and the time it takes to devise such instruments combined with the amount of time it will take to received them back and analyze the results might not give you enough time to complete your project by the end of the semester.
What are the boundaries of your project?
Definition of Terms:
Consider your audience; the readers may not know what you mean by the terms you use. They may be technical terms or ordinary words used in a specialized way. Do not use dictionary definitions. These terms are particular to your project. Explain them accordingly in bullet format.
All the chapters in your paper, including your introduction, must have a concluding paragraph that serves as a summary. Do not add any new ideas or information to the summary.
In your basic finance/investment class you learned about risk according to the traditional finance theory;
which is based on market efficiency. In this class however you learned new concepts, models, and theories
about risk that were not taught in your previous finance class or classes. Shefrin and Ackert & Deaves, as well
as the class discussions and assignments, did a fine job in helping you to learn about risk from the behavioral
finance perspective. With this brief background, below is a three-part question for this segment of the exam.
Part I. Briefly summarize your understanding of risk according to the traditional finance theory as alluded to
in above. You may state any theory, formula, or definition in a brief manner using the standard finance
terminology. Here I just want to see what you know about this topic so it is important to display your
knowledge on the issue.
Part II. Explain in details what else you learned about risk in this class that was not covered in part I in
above. Make sure you stay on the topic which is the behavioral aspects of risk. This part is the main part of
the question and tests your knowledge of risk at this point in this class.
Part III. Based on parts I and II in above, clearly explain how your cumulative knowledge of risk learned up
to this point can help you to become a better decision maker; that is:
A better investment professional, and b. A better corporate decision maker/manager.
Note: Points will be taken off for responses that lack organization and order.
Maximum pages: 4 pages, double-space, size 12
Total Grade: 100
This question tests your understanding of Retirement Saving/Planning in light of your learned
knowledge of behavioral finance and related discussions in the present course. Answer the
following questions in the order given and in needed details.
What are the specific risks associated with retirement saving and planning? In your responses make sure you look at risk from both a traditional finance as well as a
behavioral finance perspective.
What can you, as a future retiree, do about the above risks that you just listed? In other words, and as you plan and save for your retirement, how can you manage and mitigate
the above-listed risks? In your answers make sure to include and explain any available
model(s) that behavioral finance academics and professionals have offered.
How much control do you think you have over your own retirement savings? In other words, after all said and done in above, do you really think you can reasonably count on
your retirement savings at the time of your retirement? If yes, explain how and why. If
no, explain your thoughts and the concerns that you may have regarding the issue.
Be organized in responding. This simply means present your responses in an orderly and
organized fashion. In other words, you do not want to jump around in your responses. Points
will be taken off for not being organized in responding to the questions asked.
Maximum pages allowed: four pages, double-space, size 12; reference page(s) does not
count in the maximum page limit.
Total Grade: 100
By expanding upon Mary Meeker’s work on eBay valuation as discussed in chapter two of your textbook,
Shefrin discusses in details how heuristics, framing, and other psychological factors can affect the way
managers and analysts value companies. He also discusses how calculation of Free Cash Flows could be
manipulated and possibly misused when it comes to arriving at a price for a given stock.
In this question, I want to test your understanding of what exactly Shefrin tries to accomplish in
chapter two through both qualitative and quantitative arguments. To do that, consider that you have been
invited to present a workshop before a group of analysts and managers; and the topic of your discussion is
similar to the discussions presented in chapter two of Shefrin on valuation which involves both concepts and
numbers. I want you to consider and expand upon both the qualitative and quantitative discussions that were
used in that chapter. In this question and based on what was stated in above, your job then is to prepare and
submit to me the needed lecture notes along with any related calculations that you would use in your
presentation. Your submission should then contain a fair amount of conceptual/qualitative materials along
with some supporting quantitative analysis and/or examples. For such a purpose, feel free to use and build
upon the tables and numerical examples that are discussed in chapter 2. Your quantitative analysis would
certainly help the attendees to better understand the points that you want to make in your presentation. For the
conceptual portion of your submission use one (1) Word file and for the quantitative portion use one (1) Excel
Note: Points will be taken off for responses that lack organization and order.
Maximum pages: 4 pages, double-space, size 12 for your Word file. There is no page limit for using tables or
Total Grade: 100 (50 points for the qualitative portion in Word and 50 points for the quantitative
portion in Excel)
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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