Artifact
1
5442
Final Report: Nutrition Affecting Attentiveness
Annotation: This report was created as a class (group)
project within EDF 5442, Inquiry and Measurement. The template was provided, but the student
group created the content, data collection tool, and analysis. Graphics were created through both student
efforts and online survey tool mechanisms.
Each group member contributed to the survey design, deployment, data
analysis and reporting. My particular
contribution to this report was the findings section. Our group did work collaboratively, using
email, google docs, and telephone conferencing.
Abstract
Objective: To
determine if eating habits and nutrition affect high school students’
attentiveness during class. Literature Review: Methods:
A survey of 22 high school students and interviews of a high school
parent, teacher, and principal were administered to collect data. The
data gathered from the survey was analyzed by an online source and further
analyzed using Microsoft Excel. The interview data was compiled and used
to supplement data gathered from the survey. Findings: Surveys indicated
that while students do note a correlation between nutrition and their
attentiveness in school, they may not put enough weight in this relationship to
impact daily nutrition habits. Interviews confirmed the connection
between nutrition and student attentiveness, but mixed reviews were offered
regarding the impact of nutritional programs on student habits. Most
student nutrition choices are still most heavily influenced by cost,
availability, and taste. Conclusion: Based on the finding of our
surveys and interviews, we identified some of the key factors that determine
what food choices students will make, and used this information to make some
recommendations
Figure 2: Histograms of Student
Responses for Eating Breakfast, Lunch, and Snacks and Losing Attention in Class
Regarding student nutrition habits and choices, the
survey indicated that only 9% of students report eating nutritiously every day
of the week. Factors that influence student food choices are
availability/ convenience (41% of respondents), cost (32% of respondents), and
taste or desire/craving (18%). Students surveyed did not recognize
parents, teachers, friends, or advertising as having any influence over food
choices.
Artifact
6
6356
Social Media Marketing Analytics Project
Annotation: This
analytics case study was created as a group project for EME6356 Learning and
Web Analytics. It was designed as a
review of a particular use of social media analytics, and was only a case study
review of an example of social media analytics that we located in a current
periodical. We focused on the use of
marketing analytics to alter public perception of Super Bowl marketing,
identify implications for analytic tool use, and review real-time monitoring
and assessment of marketing activities.
Artifact
12
5601
Job Task Analysis
Annotation: This
job/task analysis was developed as an assignment in EME 5601 Introduction to
Instructional Systems. It presents a
job/task analysis for a veterinary surgical technician, and was carried out via
interviews and surveys for data collection followed by a breakdown of
functions, duties, and tasks necessary for the identified group. Knowledge, skills, and attitudes were noted
for particular tasks within the analysis.
Method
The
job/task analysis was conducted by interviewing some (four) of the current
surgical technicians performing the job and two supervisor/managers over the
position. Two interviews took place over
the phone (one technician, one supervisor), two took place in the hospital
(technicians), and two took place via email (one technician, one manager). All data used in this job/task analysis came
from the interviews. The manager and
supervisor were asked to provide job functions, duties, and relative knowledge,
skills, and attitudes. Technicians were
first asked to describe a few typical workday routines, in order to prompt
their reflection on specific tasks related to their job. They were then given examples of job
functions and duties, and were asked to provide job tasks and even suggest
additional duties if those provided were not comprehensive. Data was collected once from each participant
and after collation it was offered to each participant in order to solicit
additional feedback or comments.