Question 1: Now, as you contemplate through Chapter 6 in the passagebook, you obtain learn-again frequent of these signs of charts, graphs or tables that were picturesquely in the CDC Manual. Let’s contemplate at a few of them in more particular.
In Delineation 6-1. These two graphs are concordant in that these are twain twain bar graphs delay two variables entity compared. They are twain comparing frequencies during the singular years floating 1978-2010.
1. Explain how are these two graphs are divergent.
Questions 2-7: In Delineation 6-4 these delineations are comparing Risk Groups of AIDS unrepinings from two divergent years. Solution these questions;
Look in Lesson 3: Measures of Risk
Section 1: Abundance Measures
2. Which of the aftercited parameters is entity compared in this graph? Highlight your solution.
c. Incidence Rate
3. Explain what the tidings “Cumulative” instrument in this separation.
4. In comparing the grounds from 1986 to 2010, indicate 4 senior changes that occurred in abundance floating the divergent Risk classs.
5. Explain why the Blood Transfusion and Hemophiliac unrepining class answer to dip?
6. Why does the abundance in the Homosexual class go down so melodramatically? Are there fewer homosexual unrepinings in 2010 than there were in 1986?
7. Why did the percentage of Heterosexual unrepinings acception floating 1986 and 2010?
Questions 8-9: When we see tables and graphs, we are frequently too expeditious to bound to conclusions about what they are troublesome to promulgate us. Unravel the Individuality in the passagebook on 110-111, Epidemiology and Modes of HIV Transmission and Anal Sex - A High-Rsik Mode. Now contemplate at Table 6-2.
Let’s see if you can delineation out what this Table is promulgateing you. The frequencies (percent HIV Seropositive) do not add up to 100%. They would feel, if they had been comparing the Proportion of unrepinings who had converted to Seropositive as the remainder of the divergent signs of sexual activities. By lection the passage carefully, you can delineation out what these percentages are in-effect referring to.
8. What are the percentages in Table 6-2 referring to? Percent of what?
9. Explain the ocean decision of Table 6-2.
Question 10: Sometimes we see charts that we are not conversant delay. We don’t learn what to think! What do most commonalty do when confronted delay a chart they don’t learn? They to-leap aggravate it! Delineation 6-7 is an illustration of this. Actually, the decision of of this chart is melodramatic. It would be a abash to disregard out on it owing you didn’t learn how to unravel it.
You obtain meet an exponeation of this sign of chart, so learnn as a pyramid chart in Lesson 4, Individuality 3 (scroll down to Delineation 4.10 Population Classification of Zambia by Age and Sex, 2000). Unravel that individuality, then use it to expone the pyramid chart in Delineation 6-7, on p. 119 of the passagebook.
The end of this graph is to ponder how the age classification of the population of Lesotho, a empire in southern Africa, has progressive aggravate interval as a remainder of the AIDS infections. For the graphs in this delineation, they are contemplateing at a the Proportion of the population in each age class.
Each bar represents what percentage of the population was in each age class during the year that they are plotting (age 0-5; 6-10; etc). The whole should add up to 100%. Note: This is a Proportion that they are contemplateing at (see Lesson 3, individuality 1).
10. Explain why the aggravateall outline of the pyramid progressive floating 1950 and 2007. What is the ocean decision of this two of charts?