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Week 9 Assignment Template MAT210
Week 9 Assignment Template
Conference Application: Data-Driven Decision Making
Name:
Title of Presentation:
Title of Article (include name of publication and publishing date):
Link to the Article (URL):
Part A:
Provide a summary of the article you have chosen by identifying the purpose and what real-world problem it is addressing/trying to solve. Include the following information: (Bulleted format, as shown below, is acceptable).
· Topic(what real world problem does this study address?)
· Date of publication/study.
· Author/Researchers.
· Audience for the article.
· Why the article was written.
Explainwhichcategory(s) ofdescriptive statisticsis usedin the study and how it is used to communicate the information found in the study and/or any conclusions/solutions posed (1–2 paragraphs).Make suretoclearlyconnectyour explanation to the purpose/real world problem the article is addressing.
Describe several connections, using specific examples, between the information presented/the problem and its larger impact to the world/your major/current job/future career goal. (1–2 paragraphs).
Recommend several highly relevant and valid solutions based on the mathematical and visual data provided in the article.
Part B:
An additional part of the application process requires you to create a presentation based on theinformationprovided above. To do so, choose an audience (outside of the field ofmathematics) that could benefit from the information you will present:
1. Create one visualization of the data appropriate for the conference audience (1 slide).Make sure that your visualization includes appropriate titles, labels, colors, and text.Note:If the article already contains a visual, you must create a different type of graph or chart.
Explain how the audience can benefit from the data (1 slide).
Recommend your identified solutions using language appropriate for the audience.
In the notes section of your final slide, answer the following questions in 1–2 paragraphs:
1. Explain why you chose the audience you identified above.
Describe how the language, purpose, and visuals used in the presentation are appropriate for the audience.
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Page 1 of 1
Conference Application: Data-Driven Decision Making
Example
Name:
Title of Presentation: Education & Life Expectancy
Title of Article (include publication and publishing date):
Education May Be Key for a Longer Life. New York Times. February 20, 2020.

Part A:
· Provide a summary of the article you have chosen by identifying the purpose and what real-world problem it is addressing/trying to solve. (Bulleted format is acceptable).
· The purpose of this study was to examine causes of premature death and whether race/ethnicity or education level were associated with premature mortality.
· Researchers (Coronary Artery Risk Development in Young Adults study (CARDIA)) followed 5,114 study participants (approximately equal white and black Americans) from 1985 through 2015. The average age of the participants was 25. During these 30 years, 395 participants died.
· The death rate of black participants was 70% higher than the death rate among white participants.
· When researchers controlled for factors that affect length of life, such as age, sex, and socioeconomic status, the life expectancy of black participants was almost equal to the life expectancy of white participants who had similar levels of education.
· In both black participants and white participants, the rate of those who died during the course of the study was higher in those with less education. 13.5% of white participants with a high school education or less died during the course of the study, as compared with 13.2% of black participants. 4.3% of white participants with a college degree died during the course of the study, as compared with 5.9% of black participants.
· Explain what category(s) of descriptive statistics is used in the study and how it is used to communicate the information found in the study and/or any conclusions/solutions posed (1-2 paragraphs).
· This study uses measures of frequency, including percent, frequency, and frequency distribution. These statistics are used to show that there is a disparity in life expectancy between black Americans and white Americans. However, differences in education levels contribute to the vast majority in this disparity. The study concludes that those with a higher level of education have a higher life expectancy.
· The conclusions from this study may be useful in addressing disparities in life expectancy. Because correlation does not equal causation, we cannot assume that improving educational opportunities for black Americans will increase their average life expectancy. However, it’s worth noting that racial disparities in life expectancy are drastically decreased when other variables are controlled, while educational disparities in life expectancy stay constant. Further study should be pursued to determine whether racial disparities in life expectancy may be reduced by promoting educational equity.
· Explain how the article applies to the real world, your major, your current job, or your future career goal (1-2 paragraphs).
· This article provides useful information to me as I pursue a degree in education policy. The data highlights the importance of promoting higher education, and furthermore, making college equally-accessible for all students. In my career, I may be able to study the specific obstacles to pursuing higher education among various populations and determine policies that can be created to address these obstacles.
· What solutions do you recommend based on analysis of data and conclusions drawn?
· Based on the analysis from this article, systems and policies should be developed to promote higher education and improve accessibility of continuing education, especially to people of color. Additionally, further studies should be completed to determine if improving educational equity improves life expectancy among black Americans.
· Looking at populations outside of white/black Americans, and looking at combinations of factors (age, gender, socioeconomic status) would also be beneficial in making comparisons and seeing patterns among different groups.
Part B:
An additional part of the application process requires you to create a presentation based on the information provided above. To do so, choose an audience (outside of the field of mathematics) that could benefit from the information you will present:
1. Create one visualization of the data appropriate for the conference audience. (1 slide). In the notes section of this slide, provide a brief description of what the visual is showing. NOTE: If the article already contains a visual, you must create a different type of graph or chart.
2. Explain how the audience can benefit from the data. (1 slide)
3. Recommend your identified solutions using language appropriate for the audience.
In the notes section of your final slide, answer the following questions in 1-2 paragraphs:
1. Explain why you chose the audience you identified above.
2. Describe how the language, purpose, and visuals used in the presentation are appropriate for the audience.
EDUCATION AND LIFE EXPECTANCY
In this graph, you can see that a much larger percentage of black Americans died before age 60, than white Americans (between 30-35% of blacks, and only 15-20% of whites). If, however, you look at these figures by education level, you can see the difference is much less.
You can see that:
More participants died who had a lower education level (high school or less).
Participants who had a college degree had the lowest percentage of deaths.
The difference between the black and white participants is much smaller when you look at each group by education level.
2
Percentage of Study Participants Who Died Before Age 60
White Participants Total (outside factors not controlled) High school education or less (outside factors controlled) Some college (outside factors controlled) College degree (outside factors controlled) 17.649999999999999 13.5 6.7 4.3 Black Participants Total (outside factors not controlled) High school education or less (outside factors controlled) Some college (outside factors controlled) College degree (outside factors controlled) 31.4 13.2 9 5.9
TAKEAWAYS
Life expectancy has a strong positive correlation with level of education.
Racial disparities in life expectancy are greatly reduced when researchers controlled for factors that affect longevity.
This data suggests, but does not conclude, that racial disparities in life expectancy may be reduced by addressing educational equity.
3
PROPOSED SOLUTIONS
Determine the greatest obstacles in educational equity.
Address these obstacles through changes to educational policies and systems.
Complete additional studies to determine if level of education and life expectancy has a causal relationship.
Proposed audience: professionals who work in public policy. This audience was chosen because the issues that are presented (racial discrepancy in life expectancy) may be addressed through policies in educational equity. Policy workers can further study these issues and create potential solutions. The information in this presentation is appropriate because it provides background information on the issue. Additionally, the proposed solutions are actions that can be taken by this audience.
The visual included is a simple comparative bar chart that shows the overall life expectancy as a comparison between White & Black Americans (to show the stark difference) that is then broken down by education level. It allows the message to be communicated in a simple way for anyone in the public policy field.
4
Week 9 Assignment 3
Data Analysis and Visualization
Levels of Achievement
Criteria UnacceptableBelow 60% F
Needs
Improvement 65%
D
Satisfactory 75% C Competent 85% B Exemplary 100% A
MAT210-A3-1
1. Accurately summarizes
the article including ALL of
the following: Topic – what
real world problem does it
address? Date of
publication/study.
Author/Researchers.
Audience for the article.
Why the article was
written.
0.00 %
Does not
accurately
summarize
the article,
including the
purpose of the
study and the
context.
65.00 %
Accurately
summarizes 1–2 of
the following: Topic
– what real world
problem does it
address? Date of
publication/study.
Author/Researchers.
Audience for the
article. Why the
article was written.
75.00 %
Accurately
summarizes three of
the following: Topic
– what real world
problem does it
address? Date of
publication/study.
Author/Researchers.
Audience for the
article. Why the
article was written.
85.00 %
Accurately
summarizes four of
the following: Topic
– what real world
problem does it
address? Date of
publication/study.
Author/Researchers.
Audience for the
article. Why the
article was written.
100.00 %
Accurately
summarizes the
article including ALL
of the following: Topic
– what real world
problem does it
address? Date of
publication/study.
Author/Researchers.
Audience for the
article. Why the article
was written.
MAT210-A3-2
2. Explain which
categories of descriptive
statistics are used in the
study and how they are
used to communicate the
information found in the
study and/or the
conclusions/solutions
posed. Make connections
to the real world problem
the article is addressing.
0.00 %
Does not
make
connections
between the
information
presented/the
larger problem
and its larger
impact to the
world/your
major/current
job/future
career goal.
65.00 %
Identifies some
vague or irrelevant
connections
between the
information
presented/the larger
problem and its
larger impact to the
world/your
major/current
job/future career
goal.
75.00 %
Identifies
connections
between the
information
presented/the larger
problem and its
larger impact to the
world/your
major/current
job/future career
goal.
85.00 %
In 1–2 paragraphs,
describes several
connections
between the
information
presented/the
problem and its
larger impact to the
world/your
major/current
job/future career
goal.
100.00 %
In 1–2 paragraphs,
explains which
categories of
descriptive statistics
are used in the study
and how they are
used to communicate
the information in the
study and the
conclusions/solutions
posed. Makes clear
connections to the
real world
problem/purpose the
article is addressing.
MAT210-A3-3
3. Describe several
connections, using
specific examples,
between the information
presented/the problem and
its larger impact to the
world/your major/current
job/future career goal.
0.00 %
Does not
make
connections
between the
information
presented/the
larger problem
and its larger
impact to the
world/your
major/current
job/future
career goal.
65.00 %
Makes some
irrelevant
connections
between the
information
presented/the larger
problem and its
larger impact to the
world/your
major/current
job/future career
goal.
75.00 %
Makes some
irrelevant
connections
between the
information
presented/the larger
problem and its
larger impact to the
world/your
major/current
job/future career
goal.
85.00 %
Makes a few
connections
between the
information
presented/the
problem and its
larger impact to the
world/your
major/current
job/future career
goal.
100.00 %
In 1–2 paragraphs,
describes several
connections, using
specific examples,
between the
information
presented/the
problem and its larger
impact to the
world/your
major/current
job/future career goal.
MAT210-A3-4
4. Recommend several
highly relevant and valid
solutions based on the
mathematical and visual
data provided in the
article.
0.00 %
Does not
recommend
solutions
based on the
mathematical
and visual
data provided
in the article.
65.00 %
Recommends
solutions that do not
clearly align with the
mathematical and
visual data provided
in the article.
75.00 %
Identifies a relevant
solution but does
not explain how it is
based on the
mathematical and
visual data provided
in the article.
85.00 %
Recommends a
relevant solution
based on the
mathematical and
visual data provided
in the article.
100.00 %
Recommends several
highly relevant and
valid solutions based
on the mathematical
and visual data
provided in the article.
Name
Description
Rubric Detail
Weight
15.00%
Weight
20.00%
Weight
15.00%
Weight
20.00%
Levels of Achievement
Criteria UnacceptableBelow 60% F
Needs
Improvement 65%
D
Satisfactory 75% C Competent 85% B Exemplary 100% A
MAT210-A3-5
5. Create an accurate
visual for the data that
helps communicate a
story/solution to the
audience. The visual uses
appropriate size, text,
color, and labels.
0.00 %
Does not
create a visual
for the data
that helps
communicate
a
story/solution
to the
audience.
65.00 %
Creates a visual for
the data that is
inaccurate or
inappropriate for the
audience.
75.00 %
Creates a visual for
the data with some
inaccuracies or the
visual reflects the
same type of
graph/chart as one
already used in the
article.
85.00 %
Creates an accurate
visual for the data
that helps
communicate a
story/solution to the
audience.
100.00 %
Creates an accurate
visual that effectively
communicates a
story/solution to the
audience. The visual
uses appropriate size,
text, color, and labels.
MAT210-A3-6
6. Communicate
recommended solutions
and benefits using
language and visuals
customized to the purpose
and audience. Explain how
the language, purpose,
and visuals are effective
for the selected audience.
0.00 %
Does not
communicate
recommended
solutions nor
use
appropriate
language and
visuals for the
purpose and
audience.
65.00 %
Communicates
recommended
solutions with
language and/or
visuals inappropriate
for the purpose and
audience.
75.00 %
Communicates
recommended
solutions with
language or visuals
appropriate for the
purpose and
audience.
85.00 %
Communicates
recommended
solutions and
benefits using
appropriate
language and
visuals for the
purpose and
audience.
100.00 %
Communicates
recommended
solutions and benefits
using language and
visuals customized to
the purpose and
audience. Explains
how the language,
purpose, and visuals
are effective for the
selected audience.
Weight
15.00%
Weight
15.00%

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