Quantitative Reasoning and Analysis Discussion

Quantitative Reasoning and Analysis Discussion

Quantitative Reasoning and Analysis Discussion

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Respond to at least one colleagues’ post with a comment on the presentation and interpretation of their analysis. In your response, address the following questions:

  1. Was the presentation of results clear? If so, provide some specific comments on why. If not, provide constructive suggestions.
  2. Are you able to understand how the results might relate back to positive social change? Do you think there are other aspects of positive social change related to the result?
  3. See attached to respond:

 

Cushman 

 

For a continuous variable, using the mean is the most common way to describe data (Frankfort-Nachmias et al., 2020). This histogram’s mean is 37.23. However, by looking at the graph, one can see that the mean may not be a good way to describe the data as it is negatively skewed as there are no ages below 18 (Frankfort-Nachmias et al., 2020). The median is 50. Mode should not be used when analyzing continuous data but the mode in this instance is 30 (Skill Builders, n.d.). A better way to describe this figure would be to look at the median (Skill Builders, n.d.) The standard deviation is 14. 613. The range of ages begins at 18 and goes to 99. As this is a continuous variable it has potential to go as high as the respondents’ ages and could be broken down into even smaller segments such as age by year, month, and day if the researcher has need (Essa, 2014). The Afrobarometer is delving into the perceptions of citizens in African countries. The ages of a county’s citizens give a good view of where populations have the most amount to people. This can have many implications in government and economics as a person’s age can influence their political views (Bump, 2017). The political climate can have many influences on people’s lives for better or worse (Bump, 2017).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Figure 2

Economic Present Conditions

 

This pie chart displays African citizens’ perspectives of their economy. By looking at the chart, one can see that over fifty percent of the respondents believe that their economies are bad or fairly bad. There are a range of degrees of satisfaction with economies from very bad to very good which captures the variance of the graph well (Frankfort-Nachmias et al., 2020). There is a negative view of the economy of their countries with over fifty percent believing that their economy is bad. By understanding this, a researcher could explore ways to build better economies for these countries by exploring each country’s economic assets. The United Nations Department of Economic and Social Affairs (Constanza et al., 2012) believes that to build a country’s economy three things need to happen to make it sustainable. They need to have their material assets included into society, growth and development need to be sustainable, and a health balance of nature, society, and cultural aspects to build their capital (Constanza et al., 2012).

Reference

Bump, P. (2017). The lopsided age distribution of partisan politics, visualized. Washington Post. https://www.washingtonpost.com/news/politics/wp/2017/03/20/the-lopsided-age-distribution-of-partisan-politics-visualized/

Constanza, R., Alperovitz, G., Daly, H. E., Farley, J., Franco, C., Jackson, T., Kubiszewski, I., Schor, J., & Victor, P. (2012). Building a sustainable and desirable economy-in-society-in-nature. New York: United Nations Division for Sustainable Development. https://sustainabledevelopment.un.org/content/documents/Building_a_Sustainable_and_Desirable_Economy-in-Society-in-Nature.pdf

Essa, S. (2014, March 15). Discrete vs. continuous variables [Video file]. https://www.youtube.com/watch?v=bRr8zDOkh9o

Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G. (2020). Social statistics for a diverse society. (9th ed.). Thousand Oaks, CA: Sage Publications. 75-111; 113-137

Skill Builders. (n.d.). Skill builders 6: Measures of central tendency for continuous variables. Walden University. https://class.waldenu.edu/webapps/blackboard/content/listContent.jsp?course_id=_16879296_1&content_id=_60591694_1&mode=reset

Skill Builders. (n.d.). Skill builders 7: Standard deviations as a measure of variability for continuous variables. Walden University. https://class.waldenu.edu/webapps/blackboard/content/listContent.jsp?course_id=_16879296_1&content_id=_60591694_1&mode=reset

 

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