Working with Descriptive StatisticsThis course helps you develop a basic understanding of statistics. This course addresses two distinct types, descriptive and inferential. In this assignment, you will use a software program that makes it easy to analyze data using specific tests. This assignment will give you practice with mean, median, mode, frequency, range, and standard deviation.General Requirements:Use the following information to ensure successful completion of the assignment:Before beginning this assignment, view the SPSS tutorial videos provided as topic materials.Doctoral learners are required to use APA style for their writing assignments. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.Directions:SPSS OutputOpen the SPSS program, enter the data below using the steps, and create an output (as in the tutorial videos) with the following results highlighted:Determine the statistics for each gender as follows: Frequency Counts and Percentages.Determine the statistics for each blood sugar as follows: Mean, Standard Deviation, Minimum, and Maximum.Graphing and Descriptive Stats in SPSS: Create a bar graph with gender (axis X) and blood sugar (axis Y). Create a histogram of the blood sugar.Data SetUse the following data set for this assignment:You have a group of patients observed with a diagnosis of diabetes, and their blood sugar levels are listed below based on gender.Men: 74, 71, 75, 248, 388, 505, 42, 212, 56Female: 62, 68, 61, 71, 68, 80, 390, 148, 43Open SPSS and open a new database.Go to the Variable View.In the first row, label the name as Gender. Enter Gender as the Label Field. In the Values drop down, Enter 1 = Male; 2 = Female.In the second row, label the name as BloodSugar. Enter Blood Sugar in the Label Field.Go to the Data View and enter the data. Use 1’s for the nine Males and 2’s for the nine Females in the first column. Enter the blood sugars in the second column next to or aligned to the respective gender.Go to the menu and click Analyze. Click Descriptive Statistics, then click Frequencies, and add Gender and Patient Weight to the field. Click Charts and select Histogram. Indicate to provide a normal curve. Click OK. Review and save the Output.Go to the menu and click Analyze. Click Descriptive Statistics, then click Descriptives and add Blood Sugar to the field. Review and save Output.Go to the menu and click the Graph. Click Chart Builder. Click OK to open. Select the Bar Graph and move to the field. Move the Gender Variable to the x-axis and the Blood Sugar to the y-axis. Click OK. Review and save the Output.SummaryWrite a 500-800 word summary of your results and how this statistical analysis may be applied to your prospectus. Provide a histogram of the blood sugars graphed. Provide a bar graph with the gender on the x-axis and blood sugar levels on the y-axis. Add your SPSS statistical outputs as an Appendix to this summary.

Are US GAAP accounting standards and IFRS accounting standards comparable?
Rationale
In your role in accounting and/or management you may be asked to conduct a presentation as part of a professional development program at your organisation. After the presentation you may receive feedback from your peers and superiors which will allow you to address any gaps and improve future presentations. Further, for those staff members who cannot attend, you might be required to write a report to ensure they are informed. This assignment assists you in improving the skills required to research a topic and communicate relevant material and insights via a presentation and report. As a result, you will be more comfortable with preparing and delivering professional presentations as well as taking on feedback to further develop your skills.
Requirement
You are required to conduct research on the topic provided by drawing on appropriate resources. The assessment includes a presentation as well as a written report.
The following material is relevant for the report.
Written Report (67 marks, reweighted to 10%). 
Your written report is due on the Sunday following your presentation by 4 pm. 
The structure below is a general suggestion:
a. Background: What is the key issue? What question(s) are you being asked to address?
b. Stakeholder: Who are the key stakeholders? What do they have to gain/loose?
c. Regulation: What regulation / accounting standard(s) apply to the topic / issue?
d. Theory: What theories apply? 
e. Research: What are the findings / conclusions drawn from relevant empirical research?
f. Implications: What are the implications? 
g. Conclusion: Based on your research have the issues been addressed?
The submitted written report is to incorporate feedback received on the presentation by peers to improve the report – changes resulting from the feedback received should be made in italics.
Word Count: 
ACCT13-303 – 2,000 -2,500 words maximum; ACCT71-303 2,500 – 3,000 words maximum (+ / – 10%)
Additional Notes:
Presentation of Written Work
The quality of the work you submit will contribute to your personal brand and value within your organisation. You are expected to present information clearly and submit work that is written in a coherent manner, with attention given to grammar, spelling, referencing and any specified word count. Marks will be deducted if any of these aspects of presentation are not given adequate attention (see marking guidelines attached).
Submission Requirements
The report is to be submitted electronically via the submission link below no later than 4pm Sunday following the presentation. The presentation should be attached as an appendix to the report. 
Recommended Resources
You are encouraged to include the following sources into your research:
Library Resources
Academic peer reviewed journals, please see the library desk for assistance / Google Scholar
Publications from the professional and/or regulatory bodies (search CPA, CA website etc)

For this final discussion post, please discuss how you feel your understanding of the production process has changed during the semester. What are some things that you never really thought about while watching a TV program or film, that you might find interesting after taking this course?  Has any of this information that you have gained during this semester influenced the way that you watch and think about TV programs or films?
Step 1: How has your understanding of the production process changed this semester?
Step 2: Identify one topic covered in the course that was completely new to you and describe it’s importance in the production process.
Step 3: Describe how the knowledge you have gained this semester has changed the way you view TV programs or films?
Step 4: Post your descriptions 
Step 5: Post a reply to a classmate discussing similarities/differences in your observations and/or experiences 
Peer’s post:
step 1: How has your understanding of the production process changed this semester?
My understanding of the production process has changed this semester because I now understand how many people actually play a part in the whole production process to come to life. I didn’t realize how many people were on the production crew and that it takes a village to create something and bring it too life. I always knew that it was not an easy process, but I never understood or knew about all the little pieces and puzzles that go into it. It is nice to learn about all of the different jobs that are done in the production process.
Step 2: Identify one topic covered in the course that was completely new to you and describe its importance in the production process.
Topic that was covered in the course that was completely new to me was all of the camera movements and camera shots that we learned about. I knew that they were different names to each of the camera angles and movement’s, but I didn’t know the names of them or specifically how many cameramen have to learn and know to get the angles correctly. I didn’t know that there was a lot more work and thought put into the camera movements and shots then we might think while watching TV. Such as Dolly In and Out, I had no idea what that was until taking this class.
Step 3: Describe how the knowledge you have gained this semester has changed the way you view TV programs or films?
Knowledge that I have gained during the semester that has change the way that I view it TV programs or films has completely grew and I have mad respect for the people that are all a part of the production and directing team. It takes a whole village like I said to build a TV program or film and it is not just an easy task. There’s a lot a little steps that go into it that are so important to developing the final product and doing it well. It’s cool that I know a little bit more about what goes on behind the scenes in the amount of little details that play such an important role when filming each series that make them all so different.

Part one 1. What is strategic management? 2. List the steps in the strategic planning process. 3. What is a core competency? 4. Explain why creative thinking is important in strategic plan-ning and how to encourage it. 5. What is SWOT analysis? 6. Write a sample vision statement for a hypothetical organization. 7. Write a mission statement for the hypothetical organization in question 6. 8. Draft a set of guiding principles for the hypothetical organiza-tion in question 6. 9. Establish two or three broad objectives for the hypothetical organization in question 6. 10. Describe the steps you would apply in executing your strategic plan developed in questions 6 to 9 Part Two The Indifferent Manager The efforts of Public Communications Inc. to implement total quality had exceeded expectations at two of its three plants. How-ever, the third plant just didn’t seem to be able to get things off the ground. The plant manager, Merrill Stephens, was under a lot of pressure because his colleagues in the other two plants were suc-ceeding and he was floundering. He didn’t know what the problem was, and he didn’t know how to find out. Merrill decided to call together a group of line employees and ask for their input. Immediately, he sensed their reticence. Clearly, they had something to say but didn’t want to say it. Finally, an employee who had been with the company for more than 20 years spoke up. “Mr. Stephens, we’re just going through the motions to keep corporate off your back,” he said. “We know you don’t buy this total quality nonsense.” Merrill had to admit that the employees were reading him like a book. Sure, he had followed the implementation guidelines to the letter. His executive team was the quality council. Policies had been developed and deployed. Employees were work-ing in teams, and training in the use of quality tools was being pro-vided. The problem was that Merrill himself was just going through the motions. He didn’t really believe in total quality and had hoped it would turn out to be just one more corporate-mandated initiative that would fizzle and eventually go away. He had only four more years until retirement and didn’t need this in his life right now. His managers, middle managers, super-visors, and employees knew him and sensed his indifference and halfheartedness. Part of the organizational culture at this plant was that the employees took their lead from the plant manager. If Merrill was really behind an effort, they got behind it. If he wasn’t, they didn’t. When they accurately sensed his indifference to total quality, they responded accordingly. Discussion Question Discuss the following question in class or outside of class with your fellow students: 1. Have you ever been involved in an effort that was halfhearted because the leader of the effort didn’t seem to be enthusiastic about it? If so, what happened? If not, discuss what it means for the person in charge in a given situation to set the tone.

This subject needs you select a topic (an evidence-based practice question based on the clinical practice problem) first, then choose one research article and one non-research article related to the topic. Before you start writing, I would like to have the topic and two articles to discuss with my instructor and get her approval. Thank you. A. Discuss the impact of a clinical practice problem on the patient(s) and the organization it affects.1. Identify the following PICO components of the clinical practice problem: patient/population/problem (P) intervention (I) comparison (C) outcome (O)2. Develop an evidence-based practice (EBP) question based on the clinical practice problem discussed in part A and the PICO components identified in part A1.B. Select a research-based article that answers your EBP question from part A2 to conduct an evidence appraisal.1. Discuss the background or introduction (i.e., the purpose) of the research article.2. Describe the research methodology.3. Identify the level of evidence using the Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) model.Note: The article you select should not be more than five years old. 4. Summarize how the researcher analyzed the data in the article.5. Summarize the ethical consideration(s) of the research-based article. If none are present, explain why.6. Identify the quality rating of the research-based article according to the JHNEBP model.7. Analyze the results or conclusions of the research-based article and explain how the article helps answer your EBP question.C. Select a non-research article from a peer-reviewed journal that helps to answer your EBP question from part A2 to conduct an evidence appraisal.1. Discuss the background or introduction (i.e., the purpose) of the non-research article.2. Describe the type of evidence (e.g., case study, quality improvement project, clinical practice guideline).3. Identify the level of evidence using the JHNEBP model.Note: The article you select should not be more than five years old.4. Identify the quality rating of the non-research-based article according to the JHNEBP model.5. Discuss how the author’s recommendation(s) in the article helps to answer your EBP question.D. Recommend a practice change that addresses your EBP question using both the research and non-research articles you selected for Part B and Part C.1. Explain how you would involve three key stakeholders in supporting the practice change recommendation.2. Discuss one specific barrier you may encounter when implementing the practice change recommendation.3. Identify one strategy that could be used to overcome the barrier discussed in part D2.4. Identify one outcome (the O component in PICO) from your EBP question to measure the recommended practice change.E. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.F. Demonstrate professional communication in the content and presentation of your submission.