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Understanding Patient Data
Data Presentation: NJ OSME Drug-Related Deaths in NJ Counties
This assignment focuses on data presentation and management using drug-related death data from New Jersey counties. The assignment is part of the Understanding Patient Data course and develops practical skills in inspecting, cleaning, organizing, analyzing, and presenting patient-related datasets using Microsoft Excel. Students are required to use the data provided in the file “5.3a Chart on Drug Deaths by NJ County (2015)” and input the county-level information into an Excel spreadsheet. The assignment requires students to inspect and clean the data where necessary, including removing, imputing, and explaining incomplete data entries. Students must also organize and sort the data and obtain descriptive statistics for heroin drug-related deaths and a second variable of their choice. The analysis includes creating descriptive statistics for four variables and comparing the descriptive statistics of heroin with a selected variable. Students must create a copy of the original dataset on a separate worksheet, sort total deaths from largest to smallest, and create a 2-D bar chart and scatterplot. The charts are then used to develop interpretive statements about heroin-related deaths based on the combined analysis of the visualizations. The assignment also requires students to use descriptive statistics to compare the central tendency of three specified variables: Cocaine, Fentanyl, and Oxycodone. A separate worksheet must contain a key or log explaining variable names, abbreviations, and terms used in the dataset. The assignment develops practical skills in Excel-based healthcare data analysis, descriptive statistics, data visualization, interpretation of patient data, and data management. The grading criteria include data input and cleaning, descriptive statistics, sorted data, bar chart creation, scatterplot presentation, and interpretive analysis. The completed assignment must be submitted electronically in Microsoft Excel (.xls or .xlsx) format.
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Business Intelligence / Data Analytics / Project Management
Business Intelligence and Data Analytics for Project Progress Evaluation
This assessment for the Data Analytics and Project Management for Business Intelligence module requires students to critically evaluate the progress of a live-style project through the application of business intelligence and data analytics techniques. Working as a group of Project Analysts, students select either a Convocation project or Concert project associated with Northumbria University London and prepare a professional presentation assessing its progress, stakeholders, deliverables and performance. The assessment begins with development of a clear project problem or opportunity statement, followed by identification and analysis of the key stakeholders and deliverables associated with the selected project. Students then use Business Intelligence and Data Analytics techniques to examine project progress and communicate findings through dashboards. The assessment permits the use of Microsoft Excel or other suitable software for dashboard development. A central part of the task is the creation and critical evaluation of a project dashboard. Students are expected to use realistic assumed or projected data where necessary, as the assessment is designed to test the ability to design, interpret and critically evaluate dashboards rather than the accuracy of real project data. The data should therefore be internally consistent, relevant to the selected project and capable of generating meaningful management insights. Students must also critically justify their chosen BI and analytics tools, explaining how the dashboard supports project monitoring and informed decision-making. The assessment concludes with recommendations for the successful implementation and use of a Business Intelligence or Data Analytics solution within the selected project. Academic references and relevant examples should be used to support the analysis. The marking criteria place the greatest emphasis on application of BI tools and techniques (30%), followed by stakeholders and deliverables (20%) and justification of BI tools (20%). Project and opportunity analysis, conclusion and recommendations, and presentation and referencing each contribute a further 10%. Higher-performing work is expected to demonstrate critical evaluation, meaningful dashboard insights, strong theoretical or industry justification and professionally presented recommendations. If the file you want to upload is the resubmission report instead Use the same University, Subject and Module Name, but change these fields: Title: Business Intelligence and Project Analytics: Individual Critical Analysis of Project Performance Assignment type: MS Technical and Scientific Writing Word count: 1,500–2,000 words Key topics: Business Intelligence, Data Analytics, Project Management, Stakeholder Analysis, BI Tools, Dashboard Evaluation, Project Opportunity Analysis, Project Deliverables, Critical Analysis, Project Recommendations The resubmission is an individual written report in which the student selects only one area from the original project—Project & Opportunity Analysis, Stakeholders & Deliverables, Application of BI Tools & Techniques, Justification of BI Tools, or Conclusion & Recommendations—and develops it in depth. It should use the same Convocation or Concert project context while demonstrating independent critical analysis, reflection and application of theory.
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Business Intelligence / Data Analytics / Project Management
Business Intelligence and Data Analytics Dashboard for Project Progress Evaluation
This group assessment requires students to act as Project Analysts and critically evaluate the progress of a university project using business intelligence, data analytics and project management techniques. The scenario is based on Northumbria University London planning two major events: a Convocation and an associated Concert. Students must select one of these projects and assess its progress through a professionally structured presentation. The assessment requires students to begin by defining the main problem or opportunity associated with the selected project. They must then identify and analyse the project's key stakeholders and deliverables. A major component of the work involves evaluating project progress using suitable business intelligence and data analytics techniques and developing an appropriate dashboard, which may be created using Microsoft Excel or other suitable software. Students must not only present the dashboard but also critically analyse and justify its design, selected metrics, analytical methods and usefulness for project monitoring and decision-making. Because the projects are treated as already being in progress, students are permitted to create assumed or projected data to demonstrate their dashboards. The assessment does not primarily evaluate the accuracy of real project data; instead, it assesses students' ability to design, present and critically evaluate meaningful dashboards. Any assumed data should therefore remain realistic, internally consistent and relevant to the selected project. The presentation should conclude with evidence-based recommendations for the successful implementation and use of the proposed business intelligence or data analytics solution. Academic references and relevant examples must support the presentation, and a single reference list must be included. Assessment weighting places particular emphasis on application of BI tools and techniques (30%), followed by stakeholders and deliverables (20%) and justification of BI tools (20%). Project and opportunity analysis, conclusions and recommendations, and presentation/referencing are each worth 10%. The final assessment is a 15-minute group presentation followed by a 5-minute question-and-answer session. Every group member must contribute to the presentation. The PowerPoint submission is made electronically through Turnitin. Do not select Harvard automatically for this one. Unlike the previous Roehampton brief, this Northumbria brief requires academic references and a reference list but does not state a specific referencing style in the uploaded document.
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