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Ähnlich wie So as the assignments asks us to use the Framingham Heart Study da.docx
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So as the assignments asks us to use the Framingham Heart Study da.docx
- 1. So as the assignments asks us to use the Framingham Heart Study dataset Framingham Heart Study Dataset.xlsx and we will be doing a linear regression analysis using eh BMI variable. It is always important to “clean” the data by removing any participants who have missing data. You will also report the number of participants that were removed. The characteristics you are looking at as variables that will be analyzed are age, gender/sex, systolic blood pressure, total serum cholesterol, smoking status (current smoker), and diabetes. So check that the data is present in each category for the inclusion of these participants. So the linear regression is a tool in the Data Analysis Toolpack. Remember that SEX is coded as 1=male and 2=female. You will be presenting your findings in a Word document by copying and pasting the ANOVA table into the document. Your paper must include a title page, an introduction, a discussion where you interpret the meaning of the findings of your ANOVA test, and a conclusion discussing the process of preparing the data for analysis. The requirements for in-text citations is something that always must be used to support statements that you make. There is a minimum of 4 scholarly articles where 2 of these can be from the course readings or text. Here is a tutorial for creating an ANOVA in Excel https://www.educba.com/anova-in-excel/ and also https://www.excel-easy.com/examples/anova.html Gen S420 F2019Assignment #2: Disability Culture Plunge (DCP) Code of Conduct & Planning Form You are required to engage with individuals who identify as
- 2. being a part of the Disability Community. As part of this assignment, you are expected to be respectful and thoughtful with the different organizations and people you come across. This is not an opportunity for you to be inspired by an individual's ability to do “day-to-day” tasks. It is an opportunity for you to discover how people with disabilities must adapt their lives in order to integrate into their communities. You will be expected to discover what actually “disables” them and what provides them with access. You will discover or enhance your understanding of human connectedness. As this is a college level course, the expectation is for you to take the ideas we present in class and see how those concepts apply to people who live this experience daily. Important criteria for culture plunges as described in the course syllabus are: · The majority or a large proportion of people there identify as someone who is disabled · This must be a type of experience you’ve never done before · The plunge takes place after this course begins (credit cannot be given for past experiences) · You must be focused on qualitative interactions and not on taking notes · Although the event may be a charity-based event, you are not there out of charity, but out of intrigue and interest in getting to know people with disabilities as equals · The plunge lasts at least one hour Ideas for Valuable Culture Plunge Opportunities You can reference Blackboard for some DCP examples. You are also encouraged to find local organizations in the community that are not listed on Blackboard. · Disability and LGBTQIA + organizations
- 3. · Disability and the farming community · Homeless population and the variety of disabilities represented · Adults with developmental disabilities · Mental Illness and different ethnic groups · Deaf and hard-of-hearing community · Adaptive sports opportunities I have read the assignment description and the code of conduct for the DCP opportunity. Your Name: Date:Planning Form The purpose of this planning form is to ensure that you plan ahead and prepare in advance for what you will be doing for your Disability Culture Plunge. You are expected to contact the organization in advance, introduce yourself and the purpose of attending, participating, and/or volunteering. As a student of SDSU and of Gen S420, we expect you to interact with the organization(s) in a professional manner, dress appropriately, and follow the cultural norms of that community. Your Name: Your RedID: The date you Plan Attending: Organization Contact Information: Name of the Organization: Name of Contact: Address:
- 4. Website: Please answer the following: 1. Why did you choose this particular event: 2. What are you most excited about? 3. What are you most nervous/fearful of? Note: If you later decide to participate in a different Disability Culture Plunge, that is okay! Disability-Related Language in Written Assignments GS 420 SDSU Students are expected to submit well-thought-out and well- written assignments. Failure to proofread and edit assignments, and failure to use appropriate language (relevant and respectful terminology related to disability) will result in points loss. (Please seek help at the SDSU Writing Center if your English writing abilities are not yet proficient.) In determining appropriate disability-related language, you will need to educate yourself about diverse perspectives when it comes to language use. At this point in time, it is standard
- 5. disability etiquette to use person-first/people-first language. However, it is important to understand and respect identity-first language as well. Person-First Language For the purposes of this course, you will be expected to use person-first language and dignifying language as a way to demonstrate consciousness about respecting people with disabilities. In general, person-first language is appropriate to use if you are not immersed in the field of disability (which is most GS 420 students) or if your audience consists of children, youth, and/or general lay people who do not know about the social model of disability. Person-first language is an educational tool that is widely embraced by a diverse array of people with disabilities, and allies and organizations that support them. It is encouraged in written publications. GS 420 students need to become intimately familiar with person-first language and language that promotes dignity and use it for all assignments. Identity-First Language Identity-first language is appropriate if you are a person who experiences disability and prefers identity-first language. It is also appropriate if you are a person immersed in disability culture who understands the social model of disability. And out of respect, if you are referring to or speaking with someone who identifies with their disability first, you should feel comfortable in using identity-first language. If you can argue your case and satisfactorily justify your use of identity-first language in your assignments from a disability
- 6. studies perspective, then we will excuse your use of non-person-first language. But, within each assignment, you must clearly identify yourself as a person who qualifies to use identify-first language, as described above. (You should do this in parentheses immediately following any sentence using identity-first language). Note: Many people in the Deaf and autistic communities prefer identity-first language. See some examples of person-first language and dignifying language choices on the next page. Inspiration Porn Students are also expected to not use any “inspiration porn” in their written assignments. Using inspiration porn may result in a point deduction. Learn about inspiration porn at the bottom of this document. Promoting Respectful Language Person-First Language Suggestions Don’t Say… Instead Say… Down syndrome children Children who have Down syndrome The disabled Disabled people (unless you can justify from disability studies perspective)
- 7. People with disabilities People who have disabilities People who experience disability The mentally ill People with mental health disabilities or People who experience mental illness or mental health disabilities Wheelchair children Children who use wheelchairs Autistic boy Boy who experiences or has autism Boy who is autistic (note: some self-advocates do prefer “autistic boy”/identity-first language) Cerebral Palsy people People who experience Cerebral Palsy People who have Cerebral Palsy Dignifying Language Suggestions Don’t Say… Instead Say… Dying of AIDS Living with AIDS “Suffers from” dyslexia
- 8. “Suffers from” autism “Suffers from” anything Experiences/ has dyslexia Experiences/ has autism Experiences/ has … Wheelchair-bound/Confined to/Bound to a wheelchair Uses a wheelchair Wheelchair user Is disabled but is very successful Is successful and has a disability/is disabled (only point out disability if relevant) Special needs kids Kids with disabilities Kids who have disabilities Kids who experience disability Handicapped restroom/stall, parking Accessible restroom/stall, parking *Terminology changes as society changes. These guidelines are fluid and will hopefully change
- 9. in years to come as our society becomes more inclusive. Person-First & Identity-First Language Links Here are some resources which further explain the distinctions between person-first and identity-first language, and inspiration porn. Disability is Natural – People First Language by Kathie Snow https://www.disabilityisnatural.com/people-first-language.html Why person-first language doesn’t always put the person first https://www.thinkinclusive.us/why-person-first-language- doesnt-always-put-the-person-first/ GS 420 students are also expected to stay away from inspiration porn in all assignments. See Stella Young TEDx Talk (link on the last page) for further explanation of inspiration porn. Inspiration Porn Links Stella Young TEDx Talk: Inspiration Porn and the Objectification of Disability https://www.youtube.com/watch?v=SxrS7-I_sMQ Wikipedia: Inspiration Porn https://en.wikipedia.org/wiki/Inspiration_porn