Select Insert Function (fx) from the FORMULAS tab. After the data have been entered, place the cursor where you wish to have the mean (average) appear and click the mouse button. Finding the Mean Enter the scores in one of the columns on the Excel spreadsheet (see the example below).Diversification in Excel Using Multiple Securities. To identify sleep patterns and frequency of daytime sleepiness and to assess the association between sleep duration and academic performance among student pharmacists.For versions of Excel: Excel for Office 365, Excel for Office 365 for Mac, Excel 2016, Excel 2016 for Mac, Excel 2013, Excel 2011 for Mac, Excel 2010, Excel 2008 for Mac, Excel 2007. In the Search edit box, type I cant find the Analysis ToolPak, and follow the instructions to Objective. Excel Details: In Excel for Mac 2011 choose Help.
![]() Measuring Significance For Correlations Using Excel 2011 How To Detect MulticollinearityThis lesson describes how to detect multicollinearity, its consequences, and its remedies.Conclusion. Longer sleep duration the night prior to an examination was associated with higher course grades and semester grade point averages (GPAs).Multicollinearity occurs when two or more predictors in a regression equation are correlated. Almost half (47.8%) felt daytime sleepiness almost every day. More than half of student pharmacists obtained less than 7 hours of sleep at night during a typical school week (54.7%) and a large majority on the night prior to an examination (81.7%).4 Increasing public knowledge of the positive effects of adequate sleep and increasing the proportion of adults who obtain sufficient amounts of sleep to improve health, wellness, productivity, quality of life, and public safety is a national health objective reflected in Healthy People 2020. 6,7 Suboptimal sleep is a national problem, with more than a quarter of the US adult population not obtaining the recommended 7 hours of sleep each night. 1-5 The pattern of sleep one experiences in a 24-hour period directly correlates with physical health, mood, and mental functioning. Adequate sleep the night prior to an examination was positively associated with student course grades and semester GPAs.Adequate sleep optimally impacts mental functioning and therefore impacts students’ performance on examinations and ultimately grades received.1 Yoo et al demonstrated that a single night of shortened sleep duration resulted in decreased memory encoding, which led to less knowledge retention, an effect suggesting the hippocampus was affected. The most notably impacted structure is the prefrontal cortex, which executes higher brain functions including language, working memory, logical reasoning, and creativity. Lack of adequate sleep also interferes with the function of brain structures critical to cognitive processes. 1,8 Inadequate sleep decreases general alertness and impairs attention, resulting in slowed cognitive processing. ![]() Students in their fourth professional year were excluded because the majority of these students were completing their advanced pharmacy practice experiences, which required them to be at clinical practice sites across Alabama during the time the survey was administered.The questionnaire was composed of 3 sections: student characteristics, sleep patterns during a typical school week and the night before an examination, and frequency of daytime sleepiness. The study sample included all current, professional first-year (P1), second-year (P2), and third-year (P3) student pharmacists on both campuses. The approximate enrollment of student pharmacists was 600 at the time of the study, with 13% of the students attending on the satellite campus. This public institution has a main campus and a satellite campus located about 225 miles from the main campus. Specific study objectives were to identify sleep patterns among student pharmacists and the frequency of daytime sleepiness during the school week and to assess the association between sleep duration and academic performance among these students.An anonymous, voluntary, self-administered paper questionnaire was administered to student pharmacists at Auburn University’s Harrison School of Pharmacy. ![]() Participants also reported on sleep patterns the night before an examination with slightly different factors: (1) time to go to bed (2) number of hours slept at night (3) wake up time earlier than typical nights and (4) go to bed time later than typical nights. Sleep patterns during a typical school week of the fall 2013 and spring 2014 semesters were measured by the following participant-reported factors: (1) time to go to bed (2) number of hours slept at night (3) time to wake up and (4) occurrence of naps. The questions used language specific to the academic coursework and phraseology common to this particular pharmacy school so participants could more easily comprehend them and more accurately respond. 10 In our study, 10 questions were adapted from the Sleep and Daytime Habits Questionnaire. 10 The questionnaire is not a validated instrument, but was adapted from the validated Basic Nordic Sleep Questionnaire. In addition, these courses were chosen as they occured at the roughly the same time of day each semester and would not be influenced by the time of day during which students are most productive Questions in the next 2 sections, related to sleep patterns and daytime sleepiness, were based on the Sleep and Daytime Habits Questionnaire, an instrument that investigates sleep habits and sleep problems in medical students. Students’ responses and feedback were used to assess the questionnaire on its question clarity, format, and length. This cross-sectional study received approval by the authors’ institutional review board (IRB).A pilot test of the questionnaire was administered to a group of 16 P1-P3 students. Data related to sleep patterns and frequency of daytime sleepiness were collected as categorical data, except for the sleep duration which was collected as continuous data. Psx ps1 emulator macStudents who participated in the pilot test were not excluded from the main study, as participants in the pilot were anonymous, as were those in the main study.The questionnaire was self-administered in class during a 1-hour weekly professional seminar in February 2014. The pilot study was conducted to ensure face validity, however no further steps to validate the questionnaire were performed. Feedback collected from the pilot group was assessed and adjustments on question wording and response choices were incorporated into a revision of the questionnaire. Students were allowed 15 minutes to complete the survey, and an attendance count was taken to assess response rate and cooperation rate. The study’s benefits, potential risks, and participant rights were then explained. Each packet contained the questionnaire, an IRB approval letter, and an opaque envelope. At the beginning of the seminar, packets were distributed to all students in attendance. Multiple, related questions, such as duration of sleep and time students went to bed and woke up, allowed researchers to validate data accuracy.Data was analyzed using SPSS for Mac, v21 (SPSS Inc., Cary, NC) and SAS 9.3 (SAS Institute, Inc., Cary, NC). Data quality control strategies were also implemented to ensure data accuracy. The rationale for such exclusion was to eliminate confounders that could potentially impact academic success and/or sleep patterns. All envelopes were collected immediately before the speaker began the seminar session.Exclusion criteria consisted of students who were repeating coursework for any reason and/or taking at least one prescription medication for a sleep disorder (eg, insomnia or narcolepsy).
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