Healthy People 2020 Introduction Hypothesis testing is used to understand the effect of an assumption done on sample data from a larger populace (Donnarumma, Costantini, Ambrosini, Friston & Pezzulo 2017). The test tells the analyst if his central hypothesis is correct or not. Statistical experts test hypotheses through evaluating and examining a random population sample being analyzed. A Z- test is used when comparing two populations mean if they are considerably different from each other or relate if a single community mean, is diverse from a standard value. Currently, we are still working on the objectives of Healthy People 2020. Since according to CDC statistics, over 10% of the US population is diabetic, I opt to work with Diabetes as the topic of choice from the provided website (Centers for Disease Control and Prevention, 2020). The condition cuts across all ages, racial, and cultural groups. It also qualified for this study since the availed data captures from 1980 to 2017, and simple arithmetic will reveal that it gives a sample size with 38 observations (People, 2020). Since that is more than 30, it qualifies to be a large dataset, and would, therefore, fit z-test. In a bid to accurately answer the availed questions on hypothesis testing and understand the selected diabetes data, there is a need to formulate a guiding research question where we will identify the problem and other steps will follow. Research Question In every statistical test, there must be a research question that will help in identifying the issue of concern. It is what outlines the researcher’s claim, which gives room for challenging the same to test whether it is wrong or right. The above is known as the significance concept, and it helps in determining whether the researcher employed a quality data source (Gallo, 2016). Suppose Healthy People 2020 claims that the average diabetes percentage in the country is 7.2, we can test that the average diabetes percentage in the country is different from 7.2 using CDC data from 1980 to 2017, where n= 38, and level of significance is 0.05. Hypothesis Testing Steps Problem Identification Every statistical test starts with problem identification, which comes from the research question. It is the primary issue that the item needs to answer. In the above scenario, for example, the interest parameter is the average diabetes percentage in the country. Identifying the problem helps in narrowing down the specific tests to follow. The focus of this study is to determine whether the average diabetes percentage is 7.2. Stating Hypotheses In this section, we have to determine both the null and alternatives hypothesis by incorporating the right signs based on the provided research question. Step 1: Null hypothesis By definition, this is the supposition that represents the researcher’s claim. It is the reason why the study holds since we have to confirm if significance, by rejecting or failing to reject it. H0 is the denotation of the null hypothesis, as shown below (Corty, 2016). H0: µ = µ0 = the researcher’s claim Similarly, H1: µ = µ0 = 7.2 Step 2: Alternatives hypothesis  By definition, this section of the hypothesis is what questions the statistical significance of the researcher’s claims. It provides grounds for rejecting the null theory, based on the sign it employs. It adopts the sign H1 or Ha (Gallo, 2016). In the above case, we are testing the Healthy People 2020’s claim, which we can summarize as shown below. H1: µ ? µ0 ? the researcher’s claim Using the provided scenario, we can rewrite the above as follows; H1: µ ? 7.2 Step 3: Setting the alpha, ? The standard alpha level is 0.05, and it is the possibility of committing a type 1 error. We also have to note the sample size and level of significance for the test, which is n = 38. Based on the above two-tailed test, the critical value is given as; Z critical value, Z?/2 = Z0.025 = 1.96. Step 4: Test Statistics The next step in hypothesis testing after identifying the appropriate hypothesis is the test statistics. In this case, it is the calculated or empirical z-value defined by the formula below. Z = (?- µ) divide by delta over sqrt n,  Where;  ? is the sample mean, µ is the population mean,  is the known sample standard deviation, and n is the sample size (Corty, 2016). We can use the above scenario, from the research question to calculate Z statistics. From the selected sample ? = 5.863, µ = 7.2, while delta = 1.976, and n = 38. Z = (5.863 – 7.2) divide by 1.976 over sqrt 38 = -4.17 Step 5: The Rejection Region In simple terms, it is the criteria for rejecting the researcher’s claim, which is the null theory. In making the right criteria, it is vital to understand the tail of the alternative supposition because it helps in the decision-making process. In statistics, we have one and two tail, where one tail is either left or right tail. The next section indicates the rejection procedure based on the type of tail in the alternative theory. Reject H0 when Z ? – Z? or when Z ? Z? for left and right tail alternatives, respectively. Bu reject H0 when Z ? – Z?/2 or when Z ? Z?/2, for a two tailed test (Corty, 2016). In the provided scenario, we can demonstrate this, and since our test is two-tailed, we can proceed as follows; The Z critical value, Z?/2 = Z0.025 = 1.96. We can use the normal distribution to represent the above value and show the rejection region. Therefore, we compare this with the Z-statics using the above, and reject H0 if -4.17 ? -1.96 or -4.17 ? 1.96. Step 6: Decision-Making and Conclusion Since it is precise that the Z-statistic value falls in the acceptance region, we would fail to reject H0 at the 0.05 level of significance (Corty, 2016). It further implies that we are will not reject the claim made by the Healthy People 2020’s report on the average diabetes percentage in the country. It means that, on average, the annual diabetes percentage in the US is 7.2, and it is significant at the 95% level (Gallo, 2016). Excel Output The table below shows the z-test for one sample mean for the same data used in the manual calculation of the hypothesis test. While in the above sections, we were indicating a step by step procedure, the output confirms the accuracy of our findings or calculations (Smith, 2016).    z-Test: One-sample for Mean   Total – Percentage   Mean 5.863157895   Known Variance 3.906174   Observations 38   Hypothesized Mean 7.2   z -4.169606444   P(Z<=z) one-tail 1.52563E-05   z Critical one-tail 1.644853627   P(Z<=z) two-tail 3.05126E-05   z Critical two-tail 1.959963985 References American Psychological Association. Publication Manual of the American Psychological Association (6th Ed.). Washington, DC: Author.  Banerjee, A., Karlan, D., & Zinman, J. (2015). Six randomized evaluations of microcredit: Introduction and further steps. American Economic Journal: Applied Economics, 7(1), 1-21. Centers for Disease Control and Prevention. (2020). National diabetes statistics report, 2020. Atlanta, GA: Centers for Disease Control and Prevention, US Department of Health and Human Services. Corty, E. W. (2016). Using and interpreting statistics: A practical text for the behavioral, social, and health sciences. Macmillan Higher Education. http://www.gcumedia.com/digital-resources/macmillan-learning/2016/using-and-interpreting-statistics_a-practical-text-for-the-behavioral-social-and-health-sciences_ebook_3e.php Donnarumma, F., Costantini, M., Ambrosini, E., Friston, K., & Pezzulo, G. (2017). Action perception as hypothesis testing. Cortex, 89, 45-60. Gallo, A. (2016). A refresher on statistical significance. Harvard Business Review. https://hbr.org/2016/02/a-refresher-on-statistical-significance People, H. (2020). Annual dental examinations among persons with diagnosed diabetes (age adjusted, percent, 2þ years). Smith, A., (2016). 'Why You Should Love Statistics.' TED website: https://www.ted.com/talks/alan_smith_why_you_should_love_statistics Your presentation was very impressive. But I got a little lost in the initial problem. My interpretation is that your Health People information indicated that the average A1c for the U.S. is 7.2, or is 7.2 referring to a different variable based on an n=38. Your null hypothesis and alternative hypothesis were valid. I am curious as to why you did not use the standard error method in order to determine the z-value. But if my interpretation is correct pg. 191-192 in our book your value of 4.17 rejects your null hypothesis meaning the healthy data is incorrect.  Respond to the statement above in BOLD based on the three paragraphs ABOVE it... in APA format with At least two references and a minimum of 200 words..... .(The List of References should not be included in the word count.)  Validate an idea with your own experience. Make a suggestion. Be sure to support your postings and responses with specific references to the Learning Resources. It is important that you cover all the topics identified in the assignment. Covering the topic does not mean mentioning the topic BUT presenting an explanation from the context of ethics and the readings for this class To get maximum points you need to follow the requirements listed for this assignments 1) look at the word/page limits 2) review and follow APA rules 3) create subheadings to identify the key sections you are presenting and 4) Free from typographical and sentence construction errors. REMEMBER IN APA FORMAT JOURNAL TITLES AND VOLUME NUMBERS ARE ITALICIZED.

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

In recent years, the popularity of online courses has skyrocketed, offering learners the flexibility to acquire new skills and knowledge from the comfort of their homes. However, succeeding in online courses requires a different approach compared to traditional classroom settings. To help you make the most of your online learning experience, this article presents essential strategies and tips to ace your online courses.

1. Set Clear Goals and Plan Ahead

Before embarking on an online course, establish clear goals and objectives. Determine what you hope to achieve by the end of the course and break down your goals into manageable milestones. Create a study schedule that aligns with your other commitments, ensuring you allocate dedicated time for coursework, assignments, and revision.

2. Create a Productive Study Environment

Establishing a conducive study environment is crucial for online learning success. Find a quiet, well-lit space where you can concentrate without distractions. Remove any potential interruptions, such as notifications from social media or email. Organize your study materials and have a reliable internet connection to ensure seamless access to course materials.

3. Actively Engage in the Course

Active participation is key to mastering online courses. Engage with course materials, including videos, readings, and interactive components. Take comprehensive notes, highlighting key concepts and ideas. Participate in discussion boards, forums, and virtual meetings to interact with instructors and peers, fostering a sense of community and enhancing your understanding of the subject matter.

4. Manage Your Time Effectively

Online courses offer flexibility, but it’s essential to manage your time wisely to avoid falling behind. Create a detailed schedule, allocating specific time slots for coursework, assignments, and studying. Break down larger tasks into smaller, manageable segments to prevent procrastination. Prioritize tasks based on deadlines and dedicate focused time to each one, ensuring consistent progress throughout the course.

5. Develop Effective Communication Skills

Online courses often rely on written communication, making it crucial to hone your skills in this area. Be concise and clear in your written responses, paying attention to grammar and spelling. Actively participate in discussions, asking thoughtful questions and providing constructive feedback to your peers. Regularly check your course emails and notifications, ensuring you stay updated with any important announcements or changes.

6. Utilize Available Resources

Take full advantage of the resources provided by your online course platform and instructors. Familiarize yourself with the learning management system (LMS) and explore its features. Access supplementary materials, such as textbooks, lecture slides, and external resources recommended by instructors. Utilize online libraries, research databases, and tutorial services to deepen your understanding of the subject matter.

7. Stay Motivated and Engaged

Maintaining motivation throughout an online course can be challenging, particularly when faced with competing priorities or a lack of face-to-face interaction. Set short-term goals and reward yourself upon their completion. Connect with fellow learners through virtual study groups or online forums to foster a sense of camaraderie. Regularly remind yourself of the benefits and personal growth associated with completing the course successfully.

8. Seek Support and Clarification

Don’t hesitate to seek support or clarification when needed. Reach out to your instructors for guidance or clarification on course material. Utilize online discussion forums to ask questions or engage in collaborative problem-solving. Leverage the support services provided by your course platform or institution, such as technical support or academic advising.

Conclusion

Online courses present unique opportunities for self-paced learning and personal growth. By setting clear goals, creating a productive study environment, actively engaging with course materials, and managing your time effectively, you can maximize your chances of acing online courses. Remember to stay motivated, seek support when needed, and make the most of the available resources. Embrace the flexibility and adaptability of online learning to achieve your educational goals.