Basic Statistics and ICT Skills in COVID-19 UK Case Study

Applying Basic Statistics and ICT Skills to UK COVID-19 Data

Task 1: The impact of COVID-19 on daily life in the UK

Introduction

Th? UK has s??n an intense change in daily life since th? start of th? COVID-19 ?pid?mic, requiring an immediate n??ds for analysis and self-examination. Utilizing information from th? "Coronavirus Death,” "Coronavirus Cases, “and "Unemployment Data" Excel films, this study ?xplor?s th? ?xt?nsiv? ?ff?cts of th? virus on social car?, health, and th? economy. In this essay it will ?xamin?d th? evolution of COVID-19 in th? UK in th? ensuing investigation, highlighting significant vents including lockdowns and th? ?ff?cts of novel strains. Th? essay will analyz? th? falling impacts on healthcare, rivaling th? economic cost with a bar chart that displays monthly ?mploym?nt rates in 2021 and using a pie chart to illustrate th? death ratio. This r?s?ardch aims to provide a complete understanding of th? influence of COVID-19 on th? health, economic, and social dynamics of th? United Kingdom, with personal views to figure it out.

Discussion

Covid-19 in the UK

Th? respiratory virus COVID-19 has b??n th? cause of a worldwide ?pid?mic since 2020. As of D?c?mb?r 2023, th? UK was among th? worst impacted nations, with over 10 million confirmed illnesses and over 200, 000 deaths. In order to stop th? virus's spread, th? UK government has put in place a number of measures, including vaccination campaigns, social distancing, testing, and tracing (Clemente et al., 2021). Over 80% of people in th? UK had r?c?iv?d at last one dose of th? COVID-19 vaccination as of D?c?mb?r 2023. N?v?rth?l?ss, b?caus? now strains appear and th? number of infections varies, th? virus still poses a concern.

Figure 1: Line chart for coronavirus death in the UK

Lockdowns

Beginning in March 2020, th?r? is a dramatic rise in th? number of deaths each day, which peaks in April 2020 with almost 200 deaths per day. This corresponds with th? original COVID-19 lockdown in th? UK, showing that mortality increased when th? virus spread quickly with little early controls.

Post lockdown decline

Th? number of deaths per day d?cr?as?d throughout th? next several months after peaking in April 2020, most likely as a r?sults of lockdown measures that pr?s?nt?d th? virus from spreading further (Panneer et al., 2022). Deaths d?cr?as?d to low single digits per day by July 2020.

Second Wave

January 2021 marks th? second notable peak, when th? number of deaths soars to above 180 per day, surpassing th? numbers s??n in th? initial wave. Tim?lin?-wis?, this corresponds with th? advent and dissemination of th? Alpha variety in th? UK, which sparked a lethal secondary wave.

Post-vaccination Decline

Deaths d?cr?as?d gradually throughout th? spring and summer of 2021 following th? second high in January of th? same year. This d?cr?as?d matched with th? acceleration of th? UK immunization program, suggesting that vaccinations war crucial in lowering COVID-19 fatality rates

Latest Peak

Beginning in November 2021, th? number of deaths rose once more, reaching a peak of almost 45 per day in January 2022. This is consistent with th? formation of th? Omicron variation, which was less pathogenic and more catching due to Omicron's reduced virulence as w?ll as partial protection from past induction or vaccination (Schnitzler et al., 2021).

Covid-19 effect on health care in the UK

Figure 2: Death ratio

Th? capacity and quality of healthcare in th? UK war significantly impacted by COVID-19. Over 200 people died per day during th? height of th? first wave in April 2020, placing a heavy burden on hospital r?sourc?s. Healthcare p?resonn?l war under tremendous pressure to handle th? increasing number of patients. For months in 2021–2022, th? number of fatalities per day stayed high by historical norms, averaging b?tw??n 30 and 50.

Th? strain on hospitals probably affected th? standard of treatment provided to patients with and without COVID-19 (Comas et al., 2020). In order to reallocate r?sourc?s during lockdowns, several ?l?ctiv? procedures, checkups, and testing war postponed, ?ndang?ring th? health of th? patients. People may not have sought car? b?caus? of COVID worries. Sadly, COVID has claimed th? lives of almost 230, 000 Britons since 2020. Th? impact of motional stress on healthcare prof?ssional who ?xp?ri?nc? significant loss cannot be overstated.

Impact of COVID-19 on the UK Economy

Figure 3: Unemployment rate in the UK during covid-19

Th? monthly ?mploym?nt statistics from January 2021 to D?c?mb?r 2021 ar? displayed in a bar chart to illustrate th? ?ff?cts of COVID-19 on th? UK economy. Th? graph shows an alarming trend of increasing ?mploym?nt, with th? number of unemployed individuals rising significantly each month (Kennelly et al., 2020). As th? pandemic impacts different sectors and industries, th? bars gradually ?xt?nd, showing a determined fall of th? economic situation. In comparison to January 2021, th? un?mpluoyem?nt rat has more than doubled by D?c?mb?r 2021, hitting over 1600. Th? graphic depiction underscores th? dire economic ramifications of COVID-19 and th? pressing r?quir?m?nts for measures to this positive trend and ?mploym?nt.

Pandemic effect on social life of the UK

Figure 4: Social impact in the UK during covid-19

In many aspects of social life, COVID-19 has int?rf?r?d with people's ability to connect, ?ngag?m?nt, and communicate with one another. Physical segregation, lockdowns, travel bans, and isolation measures ?nforc?d by th? ?pid?mic have d?cr?as?d social interaction and h?igeht?n?d feelings of loneliness and far. Social disparities have also b??n brought to light and made wider by COVID-19, since certain group's ar? more vulnerable ego illness, death, and financial hardship than others (Bhat et al., 2020). COVID-19 has put societal norms and values like collaboration, solidarity, and trust under jeopardy. However, as individual's com?s up with creative solutions to deal with th? pandemic and support one another through th?r? trying tim?, COVID-19 has also ?ncourag?s social innovation and r?sili?nc?

Conclusion

This essay addresses th? ?ff?cts of COVID-19 on social dynamics, th? economy, and health in great detail as it relates to th? United Kingdom. Th? r?s?ardch uses information from Excel films titled "Coronavirus Death, " "Coronavirus Cases, " and "Unemployment Data" to show how th? pandemic has changed over tim?, highlighting significant moments like lockdowns, th? ?m?rg?nci?s of now varieties, and vaccine campaigns. Th? study investigates th? burden on healthcare, th? economic fallout, which is shown in th? rise in un?mpluoyem?nt, and th? significant social influence on day-to-day living. Th? intricate ramifications of COVID-19 in th? United Kingdom highlight th? mutual influence of health, th? economy, and social welfare. Th? difficulties ar? made clear by th? data-driven study, which includes social coh?siv?n?ss disturbances, financial crisis, and death peaks.

Task 2: Exercises in MS EXCEL

Stage 1: setting up the MS EXCEL work book

Figure 5: setting up new worksheet

Th? image provides instructions on how to cr?iat? a now spr?adsh??t worksh??t in order to track th? amount of tim? spent on different tasks. It demonstrates how to input text, make basic layouts, and sav?s workbooks. Th? sample spr?adsh??t containing clients and w??ks, titled "Work Bookings,” is displayed at th? bottom of th? image.

Stage 2: Improving value and entering the data

Figure 6: Entered the data

Over th? course of th? thr?? w??ks, continuous custom?r interactions ar? shown by th? job bookings data. Smith's Ltd consistently r?c?iv?d 15 booking requests ?v?ry w??ks. A minor variation is s??n by Jonas and Partner, who start at 12 in W??ks 1, fall to 8 in W??ks 2, and th? rise to 10 in W??ks 3. Both R?udwoods and Underhill's exhibit variances; Redwoods peak at 20 in W??ks 2, whil? Underhill's follow a comparable trend.

Stage 3: Basic functions and usage of formula skill

Figure 7: Entered sum formula to the data

Smith's Ltd routinely books 15 slots each w??ks, as ?vid?nc?d by th? job bookings data, which shows custom?r ?ngag?m?nt over a thr??-w??ks period. Th?r? is a small deviation from th? norm with Jonas and Partner; th? begin at 12, d?cr?as?d to 8, and th? rise to 10. Underhill's and Redwoods fluctuate, reaching a peak of 20 in W??ks 2. Th? cumulative reservations for each w??ks ar? displayed in th? "Totals" row, with 53 in W??ks 1, 63 in W??ks 2, and 47 in W??ks 3. Th? SUM function in Excel is used by ?nt?ring "=SUM (" and choosing th? rang of calls to be added toug?th?r. Th? total is th? obtained by closing th? bracket.

Stage 4: Average calculation through function

Figure 8: Entered average formula to the data

Calculating av?raig?s is crucial to comprehending performance and trends over tim?. Th? av?raig?s column in this work bookings dataset shows th? av?raig?s w?ll reservations for each custom?r (Coolidge, 2020). This arithm?itic metric off?r a fair portrayal, which facilitates consistency assessment. As an illustration, Smiths Ltd consistently av?raig?s 15 reservations ?v?ry w??ks, which adds to th? 54. 33 av?raig?s for all clients.

Stage 5: Usage of percentage

Figure 8: Entered percentage to the data

To ?nt?ring a p?rc?ntag? in Excel, ?nt?ring th? number and th? p?rc?ntag? sign ("%"). To ?nt?ring 75%, for example, just put "75%" into th? box; Excel will automatically detect and format it as a p?rc?ntag?.

Descriptive statistics

Stage 1: Calculating average car sales figure

Figure 9: calculation of average car sales figure

Th? monthly r?sults for different brands ar? displayed in th? automobile sales data. Excels AVERAGE function is used to calculate av?raig?s. For example, it might ?nt?ring "=AVERAGE (B2:G2)" in a call to discover th? av?raig?s sales for Ford over a six-month period, th?r? B2 to G2 ar? th? monthly sales statistics (Cooksey, 2020). NXT, Excel calculates th? av?raig?s. For more brands, repeat th?r? steps. Th? given data shows each automobile brand's av?raig?s monthly sales over th? course of thr?? and six months.

Stage 2: Calculating the max and min value of car sales figure

Figure 10: calculation of Max, Min, and Count through formula for car sales figure

Th? count, minimum, and maximum functions ar? shown in th? v?hiicl? sales data. Th? formula in Excel to get Ford's maximum sales would be "=MAX (B2:G2), “whil? th? formula to D?t?rmin? th? minimum sales would be "=MIN (B2:G2). "" To count th? amount of ?ntri?s, one might write "=COUNT (B2:G7)" (Schmuller, 2021). Th?s? tools provide th? rapid analysis of important metrics, displaying th? total number of ?ntri?s in th? dataset as w?ll as th? top and lowest sales for Ford.

Stage 3: Plotting and charting line chart of car sales figure

Figure 11: Plotted line chat for car sales figure

A line graph of Ford and Volkswagen's v?hiicl? sales from January to June is s??n in th? image. Ford's sales, shown in blue, peak in March and th? start to go off. Volkswagen's sales, shown in red, increase from January to April before declining from May to June. Th? trends in th? swings of sales for both firms ar? comparable (Mairing et al., 2021). Th? monthly performance and contrast b?tw??n th? two auto brands ar? shown in th? graph. Th? data indicates that monthly Ford and Volkswagen v?hicl? sales numbers for th? first half of what is probably a full year. With th? ?x?cution of a surge to 60, 000 units in March, Ford's monthly sales war consistently around 25, 000. Volkswagen saw greater volatility, with sales that varied from 6,150 to 32,900. In all months displayed, Ford outsold Volkswagen overall. Th? Ford sales increase in March might be th? r?sults of a w?ll-?x?cut?d campaign or th? introduction of a now v?hicl?.

Stage 4: Plotting and charting pie chart of car sales figure

Figure 11: Plotted Pie chat for car sales figure

Th? image shows a six-month pie chart that displays th? sales of s?v?n different brands of cars. Th? precise quantity of units sold by each brand is showing in th? data table (Levine et al., 2022). With 76% of all sales coming from Ford, Vauxhall, and Renault, th?r? thr?? brands ar? th? b?st sellers. With 17% of sales, VW is th? fourth-largest brand. With sales of less than 3%, Hyundai, Skoda, and Kia ar? ?xtr?m?ly low. Th? pie chart shows how Ford and Vauxhall dominate th? market whil? th? moth?r manufacturers perform poorly. Customi?irs appear to favor Th?s? two brands above th? rest, according to th? statistics.

Task 3: Evaluation of Online learning

Slide 1: Cover page

Analyzation through online learning and its beneficial and drawbacks part

Slide 2: Table Content

Slide 3: Introduction

• Online learning is a revolution in the education system, reshaping the traditional educational system and making a new technique in today's growing world.
• It has become a worldwide availability because of its unlimited connection between the distance gaps from one country to another and provides a vast area of learning in our hands.
• This kind of Innovative development provides us with a wide range of technical advancements.

Online learning is a great thing in today's modern life. This becomes a preferable medium of education day by day. With the help of this system, the learning procedures are not limited to a particular region. As a result, vast areas of gaining knowledge have come to the front side of today's generation (Nambiar, 2020). The online learning process is very effective for many kinds of issues of the students like sickness, out-of-station, etc. Even this procedure is more familiar from the timing of the pandemic situation. This presentation is trying to focus on the advantages and the disadvantages of online learning The presentation is made to shed light on these kinds of matters effectively. The step toward gaining digital platforms originates with this kind of technical advancements which also can give the promise to keep an adequate and adaptable understanding of adventure.

Slide 4: Online learning

• Online lessons are the procedure to learn from a teacher through the internet and mainly it is the delivery of knowledge and academic content.
• With the help of online learning students can learn anything from the teacher without presenting in front of the teacher or physically attending in the learning area like school, batch, or campus.
• Online learning is also a way of gathering knowledge that is not limited to one specific area.

All online learning is included in the flexible delivery of education known as online education. Online learning benefits students who must complete assignments at their own pace and on their schedule. It also provides professors with access to students who would not be able to enroll in a traditional classroom setting (Leo et al., 2021). This is an adaptable teaching strategy that incorporates all online learning. Online learning benefits students who must complete assignments at their own pace and on their schedule. It also provides professors with access to students who would not be able to enroll in a traditional classroom setting. Students may gain time management skills, have flexibility, and be in a concentrated setting while they study online. This smudges a convincing image of how it can outperform conventional classroom instruction.

Slide 5: The positives of online learning

• One notable positive effect of online learning is the flexibility and convenience. The online learning procedures have vast chances of time and place, so the students can manage their time as per their preferred situation.
• Students can get knowledge from different areas of the world as their preferences as the online learning procedure breaks every geographical barrier.
• The diverse area of learning via online learning provides students with multimedia sources that can help to gain different points of view and a discussion or learning item.

Flexibility is provided by online courses. Anytime a student wants, he can study. He may choose who he wishes to study with. He can choose to wear nothing at all or anything at all while studying! He may spend more time doing anything he wants, including spending time with loved ones, friends, family, and coworkers, when a student takes online courses (Dhawan, 2020). Students can save a great deal of time by learning online because they don't need to drive to the school or other locations. Additionally, it offers individuals the flexibility to learn whenever and from wherever. Students thus have extended time to quickly complete assignments and engage in other activities before the deadline (Dong et al., 2021). The things a student can do on the internet are nearly endless. He can manage his finances, obtain information fast, contact people worldwide, buy from home, view films, listen to music, and do a lot, a lot more things with the help of the Internet.

Slide 6: The negatives of online learning

• Though online learning has many positive consequences it also has some negative sides.
• One major negative side of the online learning procedure is the absence of teacher-student face-to-face interaction. This can hamper the social and cooperative aspects of understanding.
• Online learning has also a great fault in that it may generate misunderstanding among the communications due to technological glitches and wrong reactions from the student.

Online learning is quite hard to update. Activity focused on mental goals is not effectively completed through online learning. Some students may lack the motivation to study using technology. Learners cannot connect with classmates, experts, or other content through online learning. Students who don't interact with their teachers in person find it difficult to provide feedback, become socially isolated, and may even feel less under pressure (Firmansyah et al., 2021). Less pressure leads to pupils quitting their studies more readily, which is a drawback. Screen time has increased significantly. Both educators and students experience eye strain that frequently results in headaches. Reducing such impacts can be aided by properly adjusting the screen brightness (Surkhali and Garbuja, 2020). The teacher's body language and the voices of other students might provide students with more information and a deeper comprehension. They will have the chance to interact, collaborate, and network with students from diverse backgrounds.

Slide 7: Conclusion

• In an online learning procedure, it is essential to understand the condition of excellence and issues in the interactions between the teacher and the students.
• For improving the condition of online learning regular assessment of the advancements in technology is crucial.
• By addressing the strengths and disparities a more effective online learning strategy can be formed to create collaborative strategies.

The most effective medium for completely changing one's view of the world is education. Moral principles can be developed via education. It assists in improving ourselves as individuals. The possible benefits of online learning include more educational access, better learning opportunities, enhanced student performance and abilities, and a wider range of educational possibilities. Whether digital technology is used for knowledge-based or practice-based learning, the key to maximizing its benefits and avoiding its drawbacks for children's education is striking a balance between social connection and digital technology. There isn't much of a difference in the quality of education between online and classroom learning, despite the potential social benefits of in-person learning. Both require the same difficulties and cover the same subject.

Slide 8: References

• Nambiar, D., 2020. The impact of online learning during COVID-19: students' and teachers' perspective. The International Journal of Indian Psychology, 8(2), pp.783-793.
• Leo, S., Alsharari, N.M., Abbas, J. and Alshurideh, M.T., 2021. From offline to online learning: A qualitative study of challenges and opportunities as a response to the COVID-19 pandemic in the UAE higher education context. The effect of coronavirus disease (COVID-19) on business intelligence, pp.203-217.
• Dhawan, S., 2020. Online learning: A panacea in the time of COVID-19 crisis. Journal of educational technology systems, 49(1), pp.5-22.
• Firmansyah, R., Putri, D., Wicaksono, M., Putri, S., Widianto, A. and Palil, M., 2021. Educational transformation: An evaluation of online learning due to COVID-19. International Journal of Emerging Technologies in Learning (iJET), 16(7), pp.61-76.
• Surkhali, B. and Garbuja, C.K., 2020. Virtual learning during COVID-19 pandemic: pros and cons. Journal of Lumbini Medical College, 8(1), pp.154-155.
• Dong, C., Cao, S. and Li, H., 2020. Young children's online learning during COVID-19 pandemic: Chinese parents' beliefs and attitudes. Children and youth services review, 118, p.105440.

Reference List

Journal

• Bhat, B.A., Khan, S., Manzoor, S., Niyaz, A., Tak, H.J., Anees, S.U.M., Gull, S. and Ahmad, I., 2020. A study on impact of COVID-19 lockdown on psychological health, economy and social life of people in Kashmir. International Journal of Science and Healthcare Research, 5(2), pp.36-46.
• Clemente-Suárez, V.J., Navarro-Jiménez, E., Moreno-Luna, L., Saavedra-Serrano, M.C., Jimenez, M., Simón, J.A. and Tornero-Aguilera, J.F., 2021. The impact of the COVID-19 pandemic on social, health, and economy. Sustainability, 13(11), p.6314.
• Comas-Herrera, A., Fernandez, J.L., Hancock, R., Hatton, C., Knapp, M., McDaid, D., Malley, J., Wistow, G. and Wittenberg, R., 2020. COVID-19: Implications for the support of people with social care needs in England. Journal of aging & social policy, 32(4-5), pp.365-372.
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• Dong, C., Cao, S. and Li, H., 2020. Young children's online learning during COVID-19 pandemic: Chinese parents' beliefs and attitudes. Children and youth services review, 118, p.105440.
• Firmansyah, R., Putri, D., Wicaksono, M., Putri, S., Widianto, A. and Palil, M., 2021. Educational transformation: An evaluation of online learning due to COVID-19. International Journal of Emerging Technologies in Learning (iJET), 16(7), pp.61-76.
• Kennelly, B., O'Callaghan, M., Coughlan, D., Cullinan, J., Doherty, E., Glynn, L., Moloney, E. and Queally, M., 2020. The COVID-19 pandemic in Ireland: An overview of the health service and economic policy response. Health Policy and Technology, 9(4), pp.419-429.
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• Nambiar, D., 2020. The impact of online learning during COVID-19: students' and teachers' perspective. The International Journal of Indian Psychology, 8(2), pp.783-793.
• Panneer, S., Kantamaneni, K., Palaniswamy, U., Bhat, L., Pushparaj, R.R.B., Nayar, K.R., Soundari Manuel, H., Flower, F.L.L. and Rice, L., 2022, April. Health, economic and social development challenges of the COVID-19 pandemic: strategies for multiple and interconnected issues. In Healthcare (Vol. 10, No. 5, p. 770). MDPI.
• Schmuller, J., 2021. Statistical analysis with Excel for dummies. John Wiley & Sons.
• Schnitzler, L., Janssen, L.M., Evers, S.M., Jackson, L.J., Paulus, A.T., Roberts, T.E. and Pokhilenko, I., 2021. The broader societal impacts of COVID-19 and the growing importance of capturing these in health economic analyses. International Journal of Technology Assessment in Health Care, 37(1).
• Surkhali, B. and Garbuja, C.K., 2020. Virtual learning during COVID-19 pandemic: pros and cons. Journal of Lumbini Medical College, 8(1), pp.154-155.