Course Code Bco127 Course Name Applied Management Statistics Final ✓ Solved

COURSE CODE BCO127 COURSE NAME Applied Management Statistics – Final Exam Task brief & rubrics Version 2 Task Final task. To be sent by email to me, by Sunday 9th of May, at 23.59. You must put your counsellor in copy in the email. The task is an individual task. You must answer all questions.

Once you have answered the questions, upload your answers to Moodle. YOU MUST SHOW ALL YOUR CALCULATIONS Answer to 2 decimal places Formalities: · Wordcount: N/A · Font: Arial 12,5 pts. · Text alignment: Justified. Weight: This task is a 40% of your total grade for this subject. It assesses the following learning outcomes: · Outcome 1: understand concepts, formulas and techniques of statistics through exercises and applied examples; · Outcome 2: design statistical models, perform analysis, and solve real-world problems; · Outcome 3: interpret results of statistical analysis. Task Resolve the following problems, show all calculations.

1. A snack company sells mixed nuts. It claims peanuts make up 13% of the content by weight. A manager wishes to find out if the actual content of peanuts in the packet is what it states on the packet. State the null and alternative hypotheses to check if the packets actually contain 13% peanuts. (10%) 2.

A company undertakes regression analysis to determine if there is correlation between number of customers in catchment area (measured in millions) and annual sales (measured in millions of dollars). After charting the data, excel returns a correlation equation of: y = -1.20 +2.05x If the number of customers in a catchment area is 3.7 million, what is the predicted level of sales? (10%) 3. The mean production rate for a factory is known to be 31 units per hour, with a standard deviation of 5.5 units. A modification is made to the production line. After the modification the production rate is seen to rise to 33.8 units per hour, based on a sample of 35 tests.

Is there any evidence at the 95% level of significance that productivity has improved? (20%) 4. Your company packs coffee into 10 kg packs. From a sample of 6 packs, you obtain a mean weight of 9.51 kg. What is the 95% confidence interval if is known that the weight of coffee packs is normally distributed and the standard deviation is 0.55 kg? (20%) 5. A manufacturer of miniature servo-actuators for models claims their motors last for 7500 hours.

It is known that the standard deviation is 1000 hours, and that the distribution is normal. If a random sample of 64 motors is taken, with a mean of 7250 hours, is their evidence that the mean is no longer 7500 hours? (20%) 6. You believe that spending on clothes amounts to at least 500 euros per year. You know that clothes spending follows a normal distribution, with a standard deviation of 60. You undertake a random sample of 49 students, and they report spending 480 euros.

You wish to test your hypothesis at α=0.05. From your research, is spending on clothes at least 500 euros? (20%) Rubrics Questions worth 20 points Descriptor 18-20 The student uses the proper formulas, completes the calculations correctly, arrives to the right result, draws the graph correctly when required 16-17.9 The student uses the right formula, but applies it wrongly (minor errors, figures in the wrong place…) and then, of course, the result is wrong 14-15.9 The student demonstrates a fair understanding of the meaning of the data given and of the question asked, but he/she is not able to identify the formula to be used, does larger errors and/or the calculations are wrong. 8-13.9 The student demonstrates some understanding of the concepts but he/she is not able to relate the data given in any way 1-7.9 The student demonstrates insufficient understanding of the concepts and does not mention any relevant ideas or concepts, but he/she done not leave it blank 0 The student leaves the question blank or cheats.

Questions worth 10 points Descriptor 9-10 The student uses the proper formulas, completes the calculations correctly, calculates / states the right result. 8-8.9 The student uses the right formula, but applies it wrongly (minor errors, figures in the wrong place…) and then, of course, the result is wrong 7-7.9 The student demonstrates a fair understanding of the meaning of the data given and of the question asked, but he/she is not able to identify the formula to be used, does larger errors and/or the calculations are wrong. 6-6.9 The student demonstrates some understanding of the concepts but he/she is not able to relate the data given in any way 1-5.9 The student demonstrates insufficient understanding of the concepts and does not mention any relevant ideas or concepts, but he/she done not leave it blank 0 The student leaves the question blank or cheats.

Unit 3: RUA Topic Search Strategy Chamberlain College of Nursing NR449 Evidence Based Practice January 2020 This study source was downloaded by from CourseHero.com on :04:57 GMT -05:00 Th is stu dy re so ur ce w as sh ar ed v ia C ou rs eH er o. co m Clinical Question The topic delegated to my team is improving hospital discharge through medication reconciliation and education. This topic highlights the errors made by patient, caregivers and family members because either of the lack of education during discharge or the lack of resources to help them truly comprehend what is being explained during discharge processes and it also highlights the important of medication reconciliation. In recent times , I cannot put a number on the amount of articles I’ve read that detailed in deaths of patients due to self-dosage errors or medication mixing when they’re supposed to be taken at separate times.

The goal of my team is to investigate ways to improve the hospital discharge process and also highlight how it negatively impacts the medical field. Clinical questions and answers will be developed by PICOT to assist in the conduct of research on this issue. The population pertains to doctors and nurses that participate in discharge processes. The intervention would be an execution of new policies and procedures during the discharge process. The comparison would be between the current discharge process versus the one that is implemented with patient safety in mind.

The outcome or aim is to improve the quality of treatment, the health of patients, and transparency in the discharge process. Length of time could refer to the minutes to explain everything in full to patients and family member during discharge .The PICOT question I formulated is: Does implementing new discharge processes and teaching to nurses and doctors provide more education and medication reconciliation to improve the quality of care patients receive after being discharged ? The purpose of this RUA paper is to examine the research techniques used to classify two articles pertaining to the proposed PICOT problem. This study source was downloaded by from CourseHero.com on :04:57 GMT -05:00 Th is stu dy re so ur ce w as sh ar ed v ia C ou rs eH er o. co m IMPROVING HOSPITAL DISCHARGE 3 Levels of Evidence In order to continue research on this project, it is important to find information that is supported by evidence.

I used the mixed method to carry out my research, which includes both quantitative and qualitative designs. Quantitative research designs deal with measurements and can check hypotheses to classify relationships or gauge the impact of interventions on outcomes. Such designs may be cross-sectional, longitudinal, prospective or retrospective, depending on the time factor (Houser, 2018). Qualitative designs are chosen to understand the meaning of phenomena and may form the basis of theories (Houser, 2018). With both of these research methods, we can find correlational data as well as using retrospective data about improving patient discharge methods.

I can also say that this would be an exploratory and experimental study because based on the methods that we choose to address the phenomenon; we need data and statistics to prove that those methods do indeed improve discharge methods. The question being asked indicates if there are any ways to improve discharge processes and the article, I found answer to the tune of educating nurses and doctors on better discharge methods. Search Strategy When conducting research on improving the discharge process in hospital settings the terminology used that related to my PICOT question were "improving discharge process," "improving discharge teaching comprehension," "improving hospital discharge through education", and “improving discharge through medication reconciliation and educationâ€.

I chose to use the CINAHL and Google Scholars database. Both databases displayed articles, links, and documents; however, the CINAHL only had 12 results, while Google Scholars had about 600,000 results. The range difference in the search results was terrific, so I tried altering the This study source was downloaded by from CourseHero.com on :04:57 GMT -05:00 Th is stu dy re so ur ce w as sh ar ed v ia C ou rs eH er o. co m IMPROVING HOSPITAL DISCHARGE 4 results by currency. I limited the publication dates between 2010-and 2019. Both databases again displayed results; however, the CINAHL now only had 10 effects, while Google Scholars had about 18,500 results.

The filter I used drastically reduced the Google Scholars website results, which made me look closer at the results, and I realized that not all of them were scholarly. Some were articles from for-profit companies, some from governmental organizations, some from non- profit organizations, and other educational sites. Yet, they were all over the place and made it hard to decipher the credible ones. The CINAHL database has filters in place to help you narrow your search as well and links to access all the documents within the results. It also shows the publishers, credentials, and authors of each article right underneath the result so you can determine the originality.

The two article I chose came from the CINAHL database. In the first article I chose , Mallory et al. (2017) stated: " discharge medications are a key component to safe hospital discharge and challenges with medication access and caregiver understanding of administration instructions can lead to medication errors, hospital readmissions, and poor outcomes." This statement piqued my interest and I later found the article supported my PICOT question because it refers to the “teach-back†method and having caregivers to repeat back instructions they were given to improve caregiver understanding and prevent administration errors. The second article I found, Using “Teach-Back†to Promote a Safe Transition From Hospital to Home: An Evidence-Based Approach to Improving the Discharge Process, is a study that uses the “teach-back†method as an educational intervention on nurses’ teaching practices and their perceptions of patient and family understanding of discharge instructions when compared to the current method of discharge teaching (Komburger et al , 2013).

This article is relevant to my research because it highlights new methods to improve discharge methods and it This study source was downloaded by from CourseHero.com on :04:57 GMT -05:00 Th is stu dy re so ur ce w as sh ar ed v ia C ou rs eH er o. co m IMPROVING HOSPITAL DISCHARGE 5 also relates the correlation of the new methods versus the old methods and how it pertains to patient and family understanding during the discharge process. Conclusion To ensure that information we obtain is relevant to the research information and articles for the group project, we can start with the development of PICOT questions. PICOT questions will help us concentrate our work on the issue of implementing new discharge policies or teaching new discharge methods.

The use of both qualitative and quantitative approaches and the evidence-based research papers will help us to find some suitable solutions for our problem. This study source was downloaded by from CourseHero.com on :04:57 GMT -05:00 Th is stu dy re so ur ce w as sh ar ed v ia C ou rs eH er o. co m IMPROVING HOSPITAL DISCHARGE 6 References Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Burlington, MA: Jones & Bartlett Learning. Kornburger, C., Gibson, C., Sadowski, S., Maletta, K., & Klingbeil, C. (2013).

Using “Teach- Back†to Promote a Safe Transition From Hospital to Home: An Evidence-Based Approach to Improving the Discharge Process. Journal of Pediatric Nursing, 28(3), 282–291. org.chamberlainuniversity.idm.oclc.org/10.1016/j.pedn.2012.10.007 Mallory, L. A., Diminick, N. P., Bourque, J. P., Bryden, M.

R., Miller, J. L., Nystrom, N. M., … McElwain, L. L. (2017). Pediatric Patient-Centered Transitions From Hospital to Home: Improving the Discharge Medication Process.

Hospital Pediatrics, 7(12), . This study source was downloaded by from CourseHero.com on :04:57 GMT -05:00 Th is stu dy re so ur ce w as sh ar ed v ia C ou rs eH er o. co m Powered by TCPDF ( NR449 Evidence-Based Practice RUA: Topic Search Strategy Guidelines NR449_RUA_Topic_Search_Strategy_Guidelines_Sept20 1 Purpose The Topic Search Strategy paper is the first of three related assignments. The purpose of this initial paper is to briefly describe your search strategies when identifying two articles that pertain to an evidence-based practice topic of interest. Course outcomes: This assignment enables the student to meet the following course outcomes. CO 1: Examine the sources of knowledge that contribute to professional nursing practice. (PO 7) CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8) Due date: Your faculty member will inform you when this assignment is due.

The Late Assignment Policy applies to this assignment. Total points possible: 160 points Preparing the assignment: Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions. 1) Students will be placed into groups by the end of the second week of the session. The groups will work together to select a practice problem of interest as the focus for the three RUA assignments in this course.

The practice topic of interest will also be used to complete week 3 and week 5 independent student assignments, as well as a group PowerPoint presentation in week 7. a. Individuals will complete this assignment independently for weeks 3 and 5. b. Teams must assure that members do not use the same articles when completing this assignment. c. Please make sure you do not duplicate articles within your group. d. Paper should be 3-4 content pages in length.

Title and reference pages are required but are excluded from 3-4 2) The paper will include the following sections: a. Clinical Question (45 points/28%) • Describe the problem. What is the focus of your group’s work? • Explain the significance of the problem in terms of patient outcomes. What health outcomes result from your problem? Or what statistics document this is a problem?

You may find support on websites for government or professional organizations. • PICOT question in support of the group topic. • State the purpose of your paper. What will your paper do or describe? This is similar to a problem statement. “The purpose of this paper is to . . .†b. Levels of Evidence (20 points/13%) • Identify the type of question being asked (therapy, prognosis, meaning, etc.). • What is the best type of evidence to answer that question (e.g., RCT, cohort study, qualitative study, etc.)? c.

Search Strategy (65 points/41%) • List search terms and results. • Databases used (start with the CU library). Link your search with the PICOT question described above. • Refinement decisions. As you did your search, what decisions did you make in refinement to get your required articles down to a reasonable number for review? Were any limits used? If so, what? • Identification of two (2) most relevant articles (primary sources published within the last 5 years). d.

Format (30 points/18%) • Correct grammar and spelling. • Include a title page. • Use of headings for each section. â–ª Clinical Question, Levels of Evidence, Search Strategy, and Conclusion • Adheres to current APA formatting and guidelines. 2 NR449 Evidence-Based Practice RUA: Topic Search Strategy Guidelines NR449_RUA_Topic_Search_Strategy_Guidelines_Sept20 2 • 3-4 pages in length, excluding title and reference pages. For writing assistance (APA, formatting, or grammar) visit the APA Citation and Writing page in the online library. Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned. NR449 Evidence-Based Practice RUA: Topic Search Strategy Guidelines NR449_RUA_Topic_Search_Strategy_Guidelines_Sept20 3 Grading Rubric Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

Assignment Section and Required Criteria (Points possible/% of total points available) Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper Clinical Question (45 points/28%) 45 points 40 points 37 points 33 points 0 points Required criteria 1. Describe the problem. What is the focus of your group’s work? 2. Explain the significance of the problem in terms of patient outcomes.

What health outcomes result from your problem? Or what statistics document this is a problem? You may find support on websites for government or professional organizations. 3. PICOT question in support of the group topic.

4. State the purpose of your paper. What will your paper do or describe? This is similar to a problem statement. “The purpose of this paper is to . . .†Includes 4 requirements.

Includes 3 requirements. Includes 2 requirements. Includes 1 requirement. No requirements for this section presented. Levels of Evidence (20 points/13%) 20 points 16 points 10 points 0 points Required criteria 1.

Identify the type of question being asked (therapy, prognosis, meaning, etc.). 2. What is the best type of evidence to answer that question (e.g., RCT, cohort study, qualitative study, etc.)? Includes 2 requirements. Includes 1 requirement.

Incomplete or inaccurate information presented. No requirements for this section presented. Search Strategy (65 points/41%) 65 points 58 points 54 points 48 points 0 points Required criteria 1. List search terms and results. 2.

Databases used (start with the CU library). Link your search with the PICOT question described above. 3. Refinement decisions. As you did your search, what decisions did you make in refinement to get your required articles down to a reasonable number for review?

Were any limits used? If so, what? 4. Identification of two (2) most relevant articles (primary sources published within the last 5 years). Includes 4 requirements.

Includes 3 requirements. Includes 2 requirements. Includes 1 requirement. No requirements for this section presented. Organization and APA Style (30 points/18%) 30 points 27 points 25 points 15 points 0 points Required criteria 1.

Correct grammar and spelling. 2. Include a title page. 3. Use of headings for each section.

4. Clinical Question, Levels of Evidence, Search Strategy, and Conclusion 5. Adheres to current APA formatting and guidelines. 6. 3-4 pages in length, excluding title and reference pages.

Includes 6 requirements. Includes 5 requirements. Includes 3-4 requirements. Includes 1-2 requirements. No requirements for this section presented. Total Points Possible = 160 points

Paper for above instructions

Assignment Solution for Applied Management Statistics

1. Hypotheses Testing for Peanuts Content

Null Hypothesis (H0): The actual content of peanuts in the packet is equal to the claimed weight, i.e., \( p = 0.13 \).
Alternative Hypothesis (Ha): The actual content of peanuts in the packet is not equal to the claimed weight, i.e., \( p \neq 0.13 \).

2. Prediction of Annual Sales

The linear regression equation provided is:
\[ y = -1.20 + 2.05x \]
Here, \( x \) represents millions of customers in the catchment area. To predict sales for \( x = 3.7 \):
\[
y = -1.20 + 2.05(3.7)
\]
\[
y = -1.20 + 7.585 = 6.385 \text{ million dollars}
\]
Thus, the predicted level of sales is approximately 6.39 million dollars.

3. Evidence of Improved Productivity

Hypothesis Formation
Null Hypothesis (H0): The mean production rate after modification is less than or equal to the mean production rate before modification, \( \mu \leq 31 \).
Alternative Hypothesis (Ha): The mean production rate after modification is greater than the mean production rate before modification, \( \mu > 31 \).
Given that:
- \( \mu_0 = 31 \) units/hour
- \( \bar{x} = 33.8 \) units/hour
- \( \sigma = 5.5 \) units
- Sample size \( n = 35 \)
- Significance level \( \alpha = 0.05 \)
Calculating the Z-Score:
\[
Z = \frac{\bar{x} - \mu_0}{\sigma/\sqrt{n}} = \frac{33.8 - 31}{5.5/\sqrt{35}} = \frac{2.8}{0.928} \approx 3.02
\]
Critical value for one-tailed test at \(\alpha = 0.05\) (Z-table): 1.645
As \( Z = 3.02 > 1.645 \), we reject the null hypothesis. Therefore, there is evidence at the 95% level of significance to conclude that productivity has improved.

4. 95% Confidence Interval for Coffee Weights

Given:
- Sample size \( n = 6 \)
- Sample mean \( \bar{x} = 9.51 \text{ kg} \)
- Standard deviation \( \sigma = 0.55 \text{ kg} \)
Confidence Interval Calculation:
The critical value for a two-tailed t-test with \( n-1 = 5 \) degrees of freedom at 95% confidence level is approximately 2.571.
Margin of Error (E):
\[
E = t \cdot \left(\frac{\sigma}{\sqrt{n}}\right) = 2.571 \cdot \left(\frac{0.55}{\sqrt{6}}\right) \approx 0.699
\]
Confidence Interval:
\[
CI: \bar{x} \pm E = (9.51 - 0.699, 9.51 + 0.699) = (8.811, 10.209)
\]
The 95% confidence interval for the weight of coffee packs is (8.81 kg, 10.21 kg).

5. Hypothesis Test for Servo-Motor Lifespan

Null Hypothesis (H0): The mean lifespan of motors is 7500 hours, \( \mu = 7500 \).
Alternative Hypothesis (Ha): The mean lifespan of motors is not 7500 hours, \( \mu \neq 7500 \).
Given:
- Sample size \( n = 64 \)
- Sample mean \( \bar{x} = 7250 \) hours
- Standard deviation \( \sigma = 1000 \)
Calculating the Z-Score:
\[
Z = \frac{\bar{x} - \mu_0}{\sigma/\sqrt{n}} = \frac{7250 - 7500}{1000/\sqrt{64}} = \frac{-250}{125} = -2.00
\]
Critical value for two-tailed test at \(\alpha = 0.05\): ±1.96
Since \( Z = -2.00 < -1.96 \), we reject the null hypothesis. There is evidence that the mean lifespan is no longer 7500 hours.

6. Testing Clothes Spending

Hypothesis Formation
Null Hypothesis (H0): The average clothes spending is at least 500 euros, \( \mu \geq 500 \).
Alternative Hypothesis (Ha): The average clothes spending is less than 500 euros, \( \mu < 500 \).
Given:
- Sample size \( n = 49 \)
- Sample mean \( \bar{x} = 480 \) euros
- Standard deviation \( \sigma = 60 \)
Calculating the Z-Score:
\[
Z = \frac{\bar{x} - \mu_0}{\sigma/\sqrt{n}} = \frac{480 - 500}{60/\sqrt{49}} = \frac{-20}{8.57} \approx -2.33
\]
Critical value for one-tailed test at \(\alpha = 0.05\): -1.645
Since \( Z = -2.33 < -1.645 \), we reject the null hypothesis and conclude there is evidence that spending on clothes is less than 500 euros.

References

1. Anderson, D. R., Sweeney, D. J., & Williams, T. A. (2019). Statistics. Cengage Learning.
2. Montgomery, D. C., & Runger, G. C. (2014). Applied Statistics and Probability for Engineers. Wiley.
3. Moore, D. S., McCabe, G. P., & Craig, B. A. (2017). Introduction to the Practice of Statistics. W.H. Freeman.
4. Levin, R. I., & Rubin, D. S. (2019). Statistics for Management. Pearson.
5. Triola, M. F. (2018). Elementary Statistics. Pearson.
6. Newbold, P., &Boss, R. J. (2018). Statistics for Business and Economics. Pearson.
7. Agresti, A., & Franklin, C. (2016). Statistics. Pearson.
8. Lind, D. A., Marchal, W. G., & Wathen, S. A. (2016). Statistical Techniques in Business and Economics. McGraw-Hill.
9. Walpole, R. E. (2020). Introduction to Statistics. Pearson.
10. Sullivan, M. (2017). Statistics. Pearson.
This solution provides a comprehensive understanding of the applicable statistical concepts, calculations, and decision-making processes for the assigned problems.