Exercise 3. Correlation versus correlation

Listed below are numerous bivariate relationships; data is graphed for each; all graphs suggest a correlation. For each, please answer the following:

1. Please state which of the following correlations imply causation or not, and why or why not. Remember, correlations must be based on valid theory to imply causation.
2. More specifically, are the relationships direct, spurious, intervening or interactive? If it is one of the latter two (intervening or interactive), please offer an additional variable that might explain the true causal relationship.

1. Blood pressure and age

2. Amount of fat in diets and cancer rates

3. Japanese passenger cars sold in US and suicides by crashing of motor vehicle

4. Math doctorates awarded and suicides by hanging

5. Income inequality and health and social problems

6. GPA and hours spent playing video games

7. Education level (less than high school) and well-being

8. Honey bees and drug possession

1. Wealth and well-being

10. Per capita cheese consumption and number of people who died by becoming tangled in their bedsheets

23. Close contact with families leads to family identification with the program and appreciation of teacher efforts (T/F)

24. Young children who enter school with high self-esteem are unlikely to lose it when overly challenges with academic tasks or racial bias (T/F)

25. Children in the primary grades automatically are more difficult because of their increasing wish for independence (T/F)

27. Since academic learning is so important in the primary grades, teachers should strictly limit time spent in primary physical activity (T/F)

30. Collaborative teaching means one teacher plans the lesson and gathers the materials and the other teacher teaches the lesson (T/F)

31.Themes should be addressed once per year (T/F)

35.Themes should last about one week each (T/F)

39. Teachers should give reasons for why some behaviors are acceptable and others are not every time they talk to children about behaviors (T/F)

1. Suppose that a large public university is experiencing a budget shortfall. They decide to increase tuition to try to make up for the difference. Last year (2017) the school charged out-of-state tuition of $18,000 and instate tuition of $8,000. The enrollment numbers for 2017 were 5,000 out-of-state students and 12,000 instate students. During the 2018 academic year tuition for out-of-state students increased to $20,000, and for in-state it increased to $9,000. The enrollment for 2018 dropped to 4,000 out-of-state and 11,000 instate students. a. (3 points) Calculate the price elasticity of demand for out-of-state students. Then calculate the price elasticity of demand for in-state students. (Round to 3 decimal places).

b. (2 points) Based on part a, how would you characterize demand for each group of students? Explain whether these results are what you would predict for this situation.

c. (2 point) Did this university make the right decision by raising each tuition rate? How could the administration use this information to maximize revenue?

Imagine you wanted to design a quasi-experiment to study the hypothesis that Changing the start of the day in high school start time to 8:30 a.m. or later causes teens to suffer less depression. Imagine that there are four public high schools, all in the same area of the country, that are willing to participate in this study. Currently, they all start between 7:20 a.m. and 7:35 a.m., but in fact, two of the high schools are already planning to change their starting times next fall.

1.Why might it be more practical to conduct a quasi-experiment on this question, rather than a true experiment? (2 pts)

2. Using one of the designs below, design a quasi-experiment to research this question. Clearly identify which study type you are using and clearly demonstrate knowledge of the study design. (4 pts)

•Nonequivalent control group design (posttest-only)

•Nonequivalent control group design (pretest/posttest).

•Interrupted time-series design

•Nonequivalent control group interrupted time-series design

The following equation has been estimated: stack s a t with hat on top =1028.10+19.3 hsize-1.90 hsize_squared-53.29 female-156.26 black+37.87 female*black (6.29) (3.83) (0.53) (4.29) (14.66) (18.15) The variable sat is the combined SAT score, hsize is the size of the students' high school graduating class in hundreds. The variable female is a gender dummy variable equal to 1 for females and 0 otherwise. Another variable black is a race dummy variable equal to 1 for black and 0 otherwise. Robust standard error in the parentheses. (1) Holding hsize fixed, what is the estimated difference in SAT score between nonblack males and black males? (2) Is this estimated difference calculated in (1) statistically significant from 0? Calculate the t statistics. (3) How statistically significant is this estimated difference? (4) Holding hsize fixed, what is the estimated difference in SAT score between black females and nonblack male?

Female athletes at the University of Colorado, Boulder, have a long-term graduation rate of 67% (Source: Chronicle of Higher Education). Over the past several years, a random sample of 38 female athletes at the school showed that 21 eventually graduated. Does this indicate that the population proportion of female athletes who graduate from the University of Colorado, Boulder, is now less than 67% ? Use a 5% level of significance.

a) Which distribution applies: the Standard Normal or the t distribution? Why?

b) What is the value of the level of significance? State the null and alternate hypotheses. Is it a left-tailed, right-tailed, or two-tailed test?

c) Compute the value of the sample test statistic (either t* or z*).

d) Find the critical value(s). Sketch the sampling distribution and show the critical value(s) and region(s).

e) Based on your answers in parts (a) to (d), will you reject or fail to reject the null hypothesis at the given level of significance?

f) Interpret your conclusion in the context of the application.

You are caring for a 25-year-old male admitted to the emergency room after passing out at the gym. During your admission assessment, he admits to having a history of “an eating disorder since high school.” Based on your knowledge of the pathophysiology of anorexia orbulimia nervosa address the following:

• Thoroughly explain the epidemiology of the disease process. Examine each of the following three elements:) The cultural; 2.) The financial; and 3.) The environmental implications related to this disease process. Support all three with a scholarly source!
• What would 3-5 priority nursing interventions be for the client with this disease process? This can include labs and diagnostics. What are critical indicators? Support with a scholarly source.
• Provide three areas of patient education you feel are critical to teach the client with a diagnosis of this disease. Consider medical product safety and the length of time the client has had the disease. Support with a scholarly source.
• What members of the interdisciplinary team need to be included for holistic patient-centered care? Provide a rationale and Support with a scholarly source.

One morning at breakfast, you notice your five-year-old son’s face appears bright red, as if he had been slapped. Upon closer inspection, you see that the redness is due to many tiny, red bumps on the skin. His arms and legs are also covered with this rash (though less than the face), with just a few bumps on the torso. He feels fine and doesn’t seem ill. He had chickenpox when he was 3 and all his immunizations are up to date. His throat looks normal with no redness, and he says it isn’t sore, either. He has had a runny nose for the last few days, but other than that he has seemed fine.
    1. What is your diagnosis? Why did you check his throat?

    2. Should he go to school today? Why or why not?

    3. Is this a rare infection? Explain.

    4. Are any sequelae associated with this infection? If so, name them