Demonstration of Proficiency

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Provide a 5-7 page summary paper that integrates your findings from Assessments 1-4. This paper will describe how the survey was conducted as well as the results of the survey.

Introduction
In this assessment, you will integrate your findings from Assessments 1–4 and describe how the survey was conducted. You will also reflect on the limitations of the survey and think about potential improvements for a future study.

Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies through the following assessment scoring guide criteria.

Competency 1: Interpret a data set’s central tendency and variability using descriptive statistical procedures.
Interpret summary statistics for all survey questions.
Competency 2: Evaluate the adequacy of data collection methods.
Evaluate constraints or limitations of conclusions based on survey results.
Competency 3: Derive logical conclusions for inferential statistical calculations.
Derive logical conclusions for inferential statistical calculations.
Competency 4: Solve problems in your personal and professional life by applying statistical procedures.
Interpret statistical analysis of data to explain the meaning of the survey results.
Explain the significance of survey results to research goals addressing an issue in one’s personal or professional life.
Competency 5: Evaluate statistical arguments.
Recommend future study to further examine an issue in one’s personal or professional life.
In Assessments 1–4, you have gone through all steps from proposing a survey to producing and evaluating the survey data. For this assessment, you will analyze and integrate your findings from the previous components in Assessments 1–4. Write your paper from the viewpoint that you are presenting the information to an audience that is interested in your results. Include graphical representations as well as an explanation of descriptive and inferential measures, relating these components to the context of your survey. Only make claims that the data you collected can support.

Sample Solution

experience that being. Knowledge of the physical, such as the mechanisms of the brain and the kinds of mental states that exist, does not include comprehensive details of smelling a rose, or, put in the “what it’s like” framework, which is used to support the Knowledge Argument, what it’s like to smell a rose. That is, physical information does not “capture the smell of a rose” (Jackson). Relying on purely physical information is failing to acknowledge that more information can be learned because the information cannot be conceptualized and manifested in terms that most scientific physical information is presented. We know “what it’s like” but cannot accurately and comprehensively describe it in physical terms.

Jackson effectively utilizes the example of Mary to create an anti-physicalist, pro-qualia argument. Mary is a neuroscientist who has studied the extended neurophysiology of vision in a black and white room for her entire life. She learns that material on a black and white television screen. She knows the exact wavelength combinations and mechanisms involved in seeing that “the sky is blue” – highly complex scientific information – and claims she knows the same for experiencing the color red. The debate arises when Mary finally leaves the black and white room and actually experiences seeing red for the first time. Will Mary learn something new when sees the color red? The obvious assumption is that Mary will learn something new about the world when she has the experience of seeing the color red. Jackson’s argument is essentially that Mary has all the physical information regarding color vision before she leaves the black and white room, but she nevertheless lacks important information about color vision. Because of this, it can be argued that not all information is physical. Mary learns “what it is like” to see red. Thus, Jackson is partially basing his argument on the “What it is Like to Be” approach, an argument also supported by Thomas Nagel.

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