MCAT Statistics Crash Course What Do I Need to Know (Part II)

Data Based and Statistical Reasoning source: xkcd We already talked about Research Design and Execution, but there’s more to know about MCAT statistics! Here, we will be discussing topics that AMCAS wants you to know about Data-Based and Statistical Reasoning. Here’s what AMCAS wants you to know, and some tips to help you learn it! Use this post as an outline to guide your studying, and then come back to it later to clarify anything that might still confuse you, and make sure you haven’t missed anything important! Data Based and Statistical Reasoning (the text in bold is taken directly from the AAMC website!) Using, analyzing, and interpreting data in figures, graphs, and tables Start by looking at the titles of the figure, graph or table. This will tell you what you’re looking for. Then look at the labels or axes. See if you can identify trends or patterns. Write a one-sentence summary of the relationship between the variables and add it to your passage map. If you don’t have a clue what’s going on in the figure or graph, take note of the variables it presents- keep the relationship between these variables in mind as you continue to read. Maybe you will get more explanation from the passage! Evaluating whether representations make sense for particular scientific observations and data Distilled down, these are â€Å"common sense† questions. The table and these two figures all represent the same data: Which makes more sense to represent the data? The pie chart doesn’t make much sense- each slice represents the proportion of the sum total of scores from all 8 tests. So you can see that the score in week 16 is higher than in week 8, but you don’t know what the score is! The line graph is a much better representation of the data. Using measures of central tendency (mean, median, and mode) and measures of dispersion (range, inter-quartile range, and standard deviation) to describe data Mean: the average (495.1) Median: the â€Å"middle† number if you listed all the practice scores from lowest to highest (495) Mode: most frequent data point (the score you received most frequently-- in this MCAT score data set, there is no mode) Range: the minimum and maximum Interquartile Range: just like the median is the middle number, the interquartile range splits your data up into quarters. If your middle number is the median, then quartiles 1 and 3 (Q1 and Q3) are like the median of the data below and above the median (Q1 = 485, Q3 = 505) Standard Deviation: the â€Å"spread† of the data; on average, how far away from the true mean are the individual data points? A small standard deviation means that your scores were very similar to each other, while a large one means that you had a pretty widely variable performance on your practice tests. The standard deviation for these test scores is: 13.66) Reasoning about random and systematic error Random error: error that is unpredictable and from unknown sources; this error makes you less sure about your results but probably won’t skew them one way or the other Systematic error: error that comes from a problem with how you’re doing the measuring- maybe you’re misapplying the scoring formula in whatever practice book you’re using Reasoning about statistical significance and uncertainty (e.g., interpreting statistical significance levels, interpreting a confidence interval) Statistical significance level: your â€Å"alpha.† If your alpha is 0.05, or your results are â€Å"significant at 0.05† that means that there is a 5% chance that your result was due to chance alone. For most sociological and biomedical research, 0.05 is the gold standard. Confidence interval: usually we use 95% confidence interval. If you wanted to know the average height of every adult man in Manhattan, you would have to measure every single man in that population to get the TRUE average. However, we don’t have the time or resources to do this, so we will take a random sample of men in Manhattan and measure their heights. We will get an average height of our sample. The 95% confidence interval is constructed around this sample mean, and gives a range above and below the average height in our sample. We can assume that if we picked another random sample of men in Manhattan and measured their heights, 95% of the time the sample mean for this second population would fall somewhere within the 95% confidence interval we constructed for our first population. Furthermore, we are 95% certain that the TRUE average height of ALL the men in Manhattan would also fall within this range. Using data to explain relationships between variables or make predictions Identify relationships: if variable A increases, what does variable B do? Using data to answer research questions and draw conclusions Does our data make a good case for our conclusion? Usually, if something is â€Å"significant at 0.05†, then we are confident that our data show that the effect we are observing is NOT just due to chance, and therefore due to our intervention. Identifying conclusions that are supported by research resultsDetermining the implications of results for real-world situations Even if you’ve never taken a statistics class, you probably have a much better grasp on this material than you think. Remember, you’ve been hearing about statistics your whole life- on TV commercials, on the news, on cereal boxes. While it may seem intimidating at first, try to break everything down into â€Å"common English† like the examples in this post. ; For more relevant reading, check out: MCAT Statistics Crash Course: What Do I Need to Know? (Part I)Gametoegensis on the MCATGetting an MCAT Study Buddy Looking to work with an MCAT tutor to help you get in shape? Check out our MCAT tutoring services! Cambridge Coaching offers private in-person tutoring in New York City and Boston, and online tutoring around the world.

Prevalence Of Type II Diabetes Mellitus - 2138 Words

Prevalence of Type II Diabetes Mellitus in the Adult of JAZAN by Demographic characteristics, BMI and Settlement type. Dr.T.Hemalatha, Dr. Rashida, Ms.Wajiha, Dr.Fahad Abstract Nowadays Diabetes Mellitus (DM) is becoming a major health problem in all over the world. If a person having prolonged group of disease with high level of blood glucose then it is Diabetes Mellitus. It will cause severe other health issues like cardiovascular diseases, disease related to vision, Kidney, blood vessels and nerves. There are three types of diabetes. They are Diabetes Mellitus Type –I(T1DM) , Diabetes Mellitus Type –II(T2DM) and Gestational Diabetes. The people who is diagnosed by diabetes in Saudi Arabia mostly has Diabetes Mellitus Type –II (T2DM). Saudi Arabia ranks 7th position in all over the world to have the highest number of people with diabetes in the year 2000 and 2030. International Diabetes Federations says that there were 3.4 million cases of diabetes in Saudi Arabia in 2015. 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Juvenile Delinquency Essay Example For Students

Juvenile Delinquency Essay Juvenile Delinquency Essay Remember doing something mischievous or wrong when you were a kid and getting the label delinquent slapped on you ? Did you ever wonder what it meant ? That is what my topic for today is . . . juvenile delinquency. In this report I will: define juvenile delinquency, give the extent of juvenile delinquency, give some suggestions on what causes juvenile delinquency, and what is being done in various communities to deal with this growing problem. The legal term juvenile delinquent was established so that young lawbreakers could avoid the disgrace of being classified in legal records as criminals. Juvenile delinquency laws were designed to provide treatment, rather than punishment, for juvenile offenders. Young delinquents usually are sent to juvenile courts, where the main aim is to rehabilitate offenders, rather than to punish them. But the term juvenile delinquency itself has come to imply disgrace in todays society. A youngster can be labeled a delinquent for breaking any one of a number of laws, ranging from robbery to running away from home. But an action for which a youth may be declared a delinquent in one community may not be against the law in another community. In some communities, the police ignore many children who are accused of minor delinquencies or refer them directly to their parents. But in other communities, the police may refer such children to a juvenile court, where they may officially be declared delinquents. Crime statistics, though they are often incomplete and may be misleading, do give an indication of the extent of the delinquency problem. The FBI reports that during the early 1980s, about two-fifths of all arrests in the United States for burglary and arson were of persons under the age of 18. Juveniles also accounted for about one-third of all arrests for larceny. During any year, about 4 % of all children between the ages of 10 and 18 appear in a juvenile court. The percentage of youngsters in this group who are sent to court at least once is much higher. A third or more of those boys living in the slum areas of large cities may appear in a juvenile court at least once. Girls are becoming increasingly involved in juvenile delinquency. Today, about one of every five youngsters appearing in juvenile court is a girl. In the early 1900s, this ratio was about 1 girl to every 50 or 60 boys. Sociologists have conducted a number of studies to determine how much delinquency is not reported to the police. Most youngsters report taking part in one or more delinquent acts, though a majority of the offenses are minor. Experts have concluded that youthful misbehavior is much more common than is indicated by arrest records and juvenile court statistics. Many studies have been made in an effort to determine the causes of delinquency. Most of these have focused on family relationships or on neighborhood or community conditions. The results of these investigations have shown that it is doubtful that any child becomes a delinquent for any single reason. Family Relationships, especially those between parents and individual children, have been the focus of several delinquency studies. An early study comparing delinquent and nondelinquent brothers showed that over 90 % of the delinquents had unhappy home lives and felt discontented with their life circumstances. Only 13 % of their brothers felt this way. Whatever the nature of the delinquents unhappiness, delinquency appeared to them to be a solution. It brought attention to youths neglected by their parents, or approval by delinquent friends, or it solved problems of an unhappy home life in other ways. More recent studies have revealed that many delinquents had parents with whom they did not get along or who were inconsistent in their patterns of discipline and punishment. Neighborhood conditions have been stressed in studies by sociologists. Choate, P. (1986). The High-flex Society. New York Essay Only thirteen percent of the non-delinquent youths felt this way. This study also brought attention to the fact that to these youths, delinquency appeared to be a sort of solution to them. It brought attention to youths neglected by their parents, or approval of delinquent friends, or it solved problems of an unhappy home life in other ways. A study by the National Institute of Justice also determined that youths from neglectful homes, single parent homes and homes in which substance abuse was a problem had a greater likelihood of being charged as a juvenile of a crime or status offense. In fact, research has shown that fifty three percent .