## Original essay on: Discriminate the most appropriate descriptive

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1PUN105 Assessment 2Analytical ReportDue 11:59pm Sunday 3rd June, 2018To be submitted via TurnItIn on the Assessment section of BlackboardObjectivesThis assessment addresses Unit Learning Outcomes 1, 2 & 3:• Discriminate the most appropriate descriptive and inferential statistics to use in a given
health context,• Analyse health data using statistical software and interrogate the test assumptions, and• Interpret and communicate the results of computer-generated statistical analyses.TaskYour task is to write the statistical methods and results sections of a hypothetical manuscript that
focuses on casual serum glucose level in a cohort of individuals who were part of the Framingham
Heart Study which commenced in 1948 in the community of Framingham, Massachusetts USA. The
SPSS data set you are required to analyse was emailed to your QUT student email address on 4thApril. If you did not receive this email you should notify the unit coordinator immediately. The data
coding manual for the data set is provided at the end of this document.
Your analysis and reporting of results should encompass all of the following tasks/questions.
1. Describe the characteristics of the people included in the sample at the baseline
examination.
2. Characterise the people who had casual serum glucose >200 mg/dL at the baseline
examination and compare them to people who had ≤200 mg/dL casual serum glucose at the
baseline examination in terms of age, body mass index (BMI), education and whether they
were taking blood pressure medication at the time of the baseline examination.
3. Are the results from the bivariate comparisons above (point 2) different if the actual casual
serum glucose level at baseline examination is analysed, rather than the dichotomized
glucose variable?
4. Considering only individuals with casual serum glucose level at baseline below 200 mg/dL,
which of these variables (age, BMI, education and whether they were taking blood pressure
medication) are significantly associated with casual serum glucose level at baseline in a
multivariable analysis? Describe their relationship with casual serum glucose level, including
which variables explain the most variation in casual serum glucose level. Report the
‘minimum model’ obtained. Explain any differences you observe between the results of the
bivariate analysis in point 3 above and multivariable analysis.
5. Did the casual serum glucose level change significantly between the baseline examination
and the follow-up examination? Is this result the same when casual serum glucose level is
categorised according to the clinical threshold of >200 mg/dL versus ≤200 mg/dL?2You will be graded on both your analysis and interpretation, so you should avoid simple yes/no
Only statistical methods taught in this unit should be used in the assessment. Your grade will be
negatively affected if alternate statistical methods are used. All questions can be answered using
the methods taught.The report structureYour report should contain two sections; statistical methods and results. You are permitted to use
subheadings within the results section. You are not required to research the background to the
data, or the relevance of the results to the field. You are also not required to reference the data or
statistical methods used.
The articles available on QUT Readings under the heading “Papers for Orientation Week exercise”
provide examples of how statistical methods and results are reported in manuscripts. It is
recommended you review some of these articles so you are familiar with options for how to present
Your report should be written in clear English, using sentences and proper grammar. The report can
contain tables and graphs, however SPSS output is not permitted. Only the graphs from SPSS can be
included. Self…

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Correlate the relationship between cognition, emotion, and motivation
Appraise critical research findings of contemporary studies
Analyze the brain and empirical evidence of human behavior
Consider the cognitive process of learned helplessness, anxiety, depression and emotional suffering
Discriminate neuropsychological and sociocultural factors of motivation and emotion