Submit the results of your regression analysis for the demand function you are estimating for your term project. Include:

The data used to estimate the demand model

The results of the analysis, an analysis of the results

Description of remaining issue that needs to be addressed before the final paper is submitted.

Using your inventory of data collected, you will estimate and perform various analyses which will lead you to an evaluation. At the conclusion of your analysis you will address how this example can inform other real-world decision making in other organizations as well as your own decision-making and management skills.

Statistical Analysis and Tests

1. Evaluate Adj R 2 .

2. Each variable (independent variables have to be tested by using t-test, so as to see whether each of the variables (exogenous or independent) that you have include in the function has an effect on the dependent variable (left hand side).

3. For t-test, the following steps should be followed: (i) H0: β0 = 0 (Null hypothesis) HA: β0  0 (Alternate hypothesis) If t calculated > t table value (n-k) degrees of freedom where: n = # of observations k = # of parameters, i.e. # of right hand side variables plus the constant then H0 is rejected, i.e. the variable you are testing has an effect on the dependent variable.

4. Do F-test, by following these steps: (i) H0: β0 = β1 = β2 = 0 (Null hypothesis) HA: At least one β is not equal to zero (Alternate hypothesis) (ii) If F calculated > F table value Then H0 is rejected, i.e. all the right-hand-side variables are important.

"Looking for a Similar Assignment? Order now and Get 10% Discount! Use Code "Newclient"

• The length of the reflection is to be within three to six pages excluding title page and reference pages.

• “Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care, healthcare team coordination, and the oversight and accountability for care delivery in a variety of settings.
• Demonstrate leadership and communication skills to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team.
• Demonstrate an awareness of complex organizational systems.
• Demonstrate a basic understanding of organizational structure, mission, vision, philosophy, and values.
• Participate in quality and patient safety initiatives, recognizing that these are complex system issues, which involve individuals, families, groups, communities, populations, and other members of the healthcare team.
• Apply concepts of quality and safety using structure, process, and outcome measures to identify clinical questions and describe the process of changing current practice.
• Promote factors that create a culture of safety and caring.
• Promote achievement of safe and quality outcomes of care for diverse populations.
• Apply quality improvement processes to effectively implement patient safety initiatives and monitor performance measures, including nurse­-sensitive indicators in the microsystem of care.
• Use improvement methods, based on data from the outcomes of care processes, to design and test changes to continuously improve the quality and safety of health care.
• Employ principles of quality improvement, healthcare policy, and cost-­effectiveness to assist in the development and initiation of effective plans for the microsystem and/or system­wide practice improvements that will improve the quality of healthcare delivery.
• Participate in the development and implementation of imaginative and creative strategies to enable systems to change.” (AACN, 2008, p.14).

"Looking for a Similar Assignment? Order now and Get 10% Discount! Use Code "Newclient"

Constructivist Teaching in Action: A High School Classroom Debate (Links to an external site.)

Click on the video link above. After watching the video, respond to the prompt below by the due date. You will also be responsible for participating in two threads other than your own by responding to the posts of two other participants.

Discussion Prompt: Identify elements of the constructivist approach to instruction illustrated in the lesson. Please address elements of constructivist philosophy, as well as specific aspects related to students, curriculum, and instruction. Suggested length is a response approximately equivalent to 100-200 words.

reply 1:

In the video, the students were instructed to answer different questions in their group to then come up with one argument. Once they’ve discussed it with their group members, they were able to come back together as a class and talk about it more. The teacher allowed the students to talk to each other and help each by having them work in groups. The teacher was also activity involved because after they discussed with their group they came back together as a class. The students were given the opportunity to use their own thoughts and understanding to answer and debate these different questions. The class was actively involved in learning because they were able to discuss their thoughts and able to compare it to other classmates. One of the questions that the students was asked was to find the main idea. This is an open-ended question so that allowed students to voice their opinions on what could be the answer. And it also allowed them to explain using their experiences and knowledge on why their answer is correct.

reply 2:

Many elements of constructivist philosophy were demonstrated in this video. The teacher clearly used group work to promote interaction, and she used open-ended discussions. All students were put in cognitively active roles. As the students debated, she was able to evaluate their grasp of understanding.

The teacher gave clear directions, such as time limit, and she asked open-ended questions that caused each team to carefully evaluate the material she’d previously taught, and to form a cohesive answer. She stated that her goals in this exercise was 1.) for students to have a clear grasp of the topic being taught, and 2.) for her to see what type of mastery they possessed. She is very active in teaching the class, but the majority of the class time was provided to the students’ discussions.

As the students physically moved their desks together into something like a ‘huddle,’ their ’embodied cognition’ was enhanced. The students seemed to be very positive in their interactions with each other, and eager to participate.

The teacher had to provide sources from which their information was gathered, or they would go “awry” and misconceptions could be reinforced. The use of the debate was an effective tool in helping students discuss not only the facts being taught, but also the cause and effect of those facts, and how to defend a particular point.

"Looking for a Similar Assignment? Order now and Get 10% Discount! Use Code "Newclient"

Create a Python application of your choice. Your website must:

1. Use Python as server side script language.
2. Interact with backend database that you created.

"Looking for a Similar Assignment? Order now and Get 10% Discount! Use Code "Newclient"

Consider the production model of chapter 4. As we discussed in class, it is a general equilibrium model. Please discuss in no more than 6 lines i) what general equilibrium means? and, ii) why do you think is important?

"Looking for a Similar Assignment? Order now and Get 10% Discount! Use Code "Newclient"