© 2016 Laureate Education, Inc. Page 1 of 1 Week 11 Scenarios 1. Results of your literature review conclude that trust in the police is an integral part of any democracy. You wish to test whether a relationship between trust in the police and presence of democracy (measured with dichotomous variable) exists in Africa. Using Afrobarometer 2015, please provide: a 1–2 APA style paragraph statement that furnishes an answer to this question, note the relevant statistics, comment on meaningfulness, and include your relevant SPSS output. 2. Following up on your previous analysis, you now wish to determine whether a relationship exists between citizen trust in police and whether respondents reside in rural, urban or semi-urban settings? Using Afrobarometer 2015, please provide: a 1–2 APA style paragraph statement that furnishes an answer to this question, note the relevant statistics, comment on meaningfulness, and include your relevant SPSS output. In addition, please comment on what could be influencing the results you obtained. 3. Is there a relationship between perceptions of current economic conditions and extent of a democracy? Using Afrobarometer 2015, please provide: a 1–2 APA style paragraph statement that furnishes an answer to this question, note the relevant statistics, comment on meaningfulness, and include your relevant SPSS output. In addition, please comment on what could be influencing the results you obtained. ACC160 – Principles of Financial Accounting I Instructor: Amani U. Davis-Martinez Chapter 4: Completing the Accounting Cycle Unit 3 In-Class Activity Financial Statements Practice Using the information below on the Adjusted Trial Balance, prepare the provided financial statements for Bentley Luxury Car Services. Owner Rose Royce did not make any additional investments in the company during the year. Bentley Luxury Car Services Adjusted Trial Balance For the year ended December 31 Cash $755,000 Accounts receivable 64,500 Office supplies 3,700 Vehicles 290,000 Accumulated depreciation—Vehicles $180,000 Accounts payable 62,700 Notes payable 100,000 Rose Royce, Capital 505,000 Rose Royce, Withdrawals 60,000 Concierge Services 450,000 Rental Fees Earned 225,000 Rent expense 80,000 Office Supplies expense 5,000 Utilities expense 7,500 Depreciation Expense—Vehicles 45,000 Salary expense 150,000 Fuel expense     62,000 Totals $1,522,700 $1,522,700 Bentley Luxury Car Services Income Statement For the year ended December 31 Revenue: Concierge Services $450,000 Rental Fees Earned $225,000 Total Revenues $675,000 Expenses: Rent Expenses $80,000 Office supplies expense $5,000 Utilities expense $7,500 Depreciation expense – Vehicles $45,000 Salary expense $150,000 Fuel expense $62,000 Total expenses ($349,500) Net income $325,500 Bentley Luxury Car Services Statement of Owner’s Equity For the year ended December 31 R. Royce, Capital January 1 $505,000 Plus: Ne ...

1. © 2016 Laureate Education, Inc. Page 1 of 1
Week 11
Scenarios
1. Results of your literature review conclude that trust in the
police is an integral
part of any democracy. You wish to test whether a relationship
between trust in
the police and presence of democracy (measured with
dichotomous variable)
exists in Africa. Using Afrobarometer 2015, please provide: a
1–2 APA style
paragraph statement that furnishes an answer to this question,
note the relevant
statistics, comment on meaningfulness, and include your
relevant SPSS output.
2. Following up on your previous analysis, you now wish to
determine whether a
relationship exists between citizen trust in police and whether
respondents reside
in rural, urban or semi-urban settings? Using Afrobarometer
2015, please
provide: a 1–2 APA style paragraph statement that furnishes an
answer to this
question, note the relevant statistics, comment on
meaningfulness, and include
your relevant SPSS output. In addition, please comment on what

2. could be
influencing the results you obtained.
3. Is there a relationship between perceptions of current
economic conditions and
extent of a democracy? Using Afrobarometer 2015, please
provide: a 1–2 APA
style paragraph statement that furnishes an answer to this
question, note the
relevant statistics, comment on meaningfulness, and include
your relevant SPSS
output. In addition, please comment on what could be
influencing the results you
obtained.
ACC160 – Principles of Financial Accounting I
Instructor: Amani U. Davis-Martinez
Chapter 4: Completing the Accounting Cycle
Unit 3 In-Class Activity Financial Statements Practice
Using the information below on the Adjusted Trial Balance,
prepare the provided financial statements for Bentley Luxury
Car Services. Owner Rose Royce did not make any additional
investments in the company during the year.
Bentley Luxury Car Services
Adjusted Trial Balance
For the year ended December 31
Cash
$755,000
Accounts receivable
64,500
Office supplies
3,700

3. Vehicles
290,000
Accumulated depreciation—Vehicles
$180,000
Accounts payable
62,700
Notes payable
100,000
Rose Royce, Capital
505,000
Rose Royce, Withdrawals
60,000
Concierge Services
450,000
Rental Fees Earned
225,000
Rent expense
80,000
Office Supplies expense
5,000
Utilities expense
7,500
Depreciation Expense—Vehicles
45,000

4. Salary expense
150,000
Fuel expense
62,000
Totals
$1,522,700
$1,522,700
Bentley Luxury Car Services
Income Statement
For the year ended December 31
Revenue:
Concierge Services
$450,000
Rental Fees Earned
$225,000
Total Revenues
$675,000
Expenses:
Rent Expenses
$80,000
Office supplies expense
$5,000
Utilities expense
$7,500

5. Depreciation expense – Vehicles
$45,000
Salary expense
$150,000
Fuel expense
$62,000
Total expenses
($349,500)
Net income
$325,500
Bentley Luxury Car Services
Statement of Owner’s Equity
For the year ended December 31
R. Royce, Capital January 1
$505,000
Plus: Net income
325,500
$830,500
Less: Withdrawals by owner
(60,000)
R. Royce, Capital, December 31
$770,500
Bentley Luxury Car Services
Balance Sheet
December 31, 2021
ASSETS
Cash

6. $755,000
Accounts Receivable
$64,500
Office Supplies
$3,700
Vehicles
$290,000
Less: Accumulated Depreciation – Vehicles
(180,000)
110,000
Total Assets
$933,200
LIABILITIES
Accounts Payable
$62,700
Notes Payable
100,000
Total Liabilities
$162,700
EQUITY
R. Royce, Capital
770,500
Total Liabilities and Equity

7. $933,200
Magnifying glassSkill Builder 18: Interpreting Regression
Coefficients for Dummy-Coded VariablesSKIP TO TOPIC60%
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8. 60% COMPLETE
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EXIT SKILL BUILDERTopic 2 - How to Create Dummy-Coded
Variables
EXIT SKILL BUILDER
Interpreting the Coefficients for Dummy-Coded Variablesby
Robin KouvarasRobin Kouvaras
Topic 3 of 5
Learning Objective:
Interpret regression models with dummy-coded variables.
How to Interpret Regression Results
Now that you are familiar with how to create dummy-coded
variables, we will discuss how to interpret your regression
results. Below is the SPSS output using the marital status

10. groups to predict the frequency of religious attendance using
multiple regression. Below the regression output, there is also
the SPSS output that shows the mean for religious attendance
for each of the marital status groups.
SPSS output using the marital status groups to predict the
frequency of religious attendance using multiple regression.
CoefficientsaModelUnstandardized CoefficientsStandardized
Coefficientst
Sig.BStd. ErrorBeta1(Constant)
4.328.095blank45.627.000Divorced-1.239.206-.166-
6.009.000Never Married-1.190.174-.189-6.825.000Legend for
Coefficientsap-value for the Never Married predictor variable.
p-value for the Divorced predictor variable.
SPSS output that shows the mean for religious attendance for
each of the marital status groups.
Descriptives
HOW OFTEN R ATTENDS RELIGIOUS
SERVICESBlankNMeanStd. DeviationStd. Error95%
Confidence Interval for the MeanMinimum
MaximumLower BoundUpper
BoundMARRIED7894.332.731.0974.144.5208DIVORCED2123.
092.687.1852.733.4508NEVER
MARRIED3323.142.484.1362.873.4108Total13333.832.728.075
3.693.9808
Let’s focus on the unstandardized regression coefficients in the
output. Each coefficient will indicate how that particular group
compares to the reference category (e.g., married) on the
dependent variable. The coefficient reflects the comparison
between the mean value of the dependent variable for the
reference category and the mean value for the group represented
by that particular coefficient. For example, first, take a look at
the unstandardized regression coefficient for “divorced” (-
1.239). This value reflects how the divorced group compares to
the married group on religious attendance and indicates that the
mean religious attendance for the divorced group is 1.239 units

11. lower than that for the married group.
A few more things about the output:
If you subtract the mean for divorced (3.09) from the mean for
married (4.33), you can see that you get the absolute value of
the coefficient for the divorced variable: 4.33 – 3.09 = 1.24. (If
you round 1.239, you get 1.24.)
bullet
If you subtract the mean for divorced (3.09) from the mean for
married (4.33), you can see that you get the absolute value of
the coefficient for the divorced variable: 4.33 – 3.09 = 1.24. (If
you round 1.239, you get 1.24.)
If the value had been positive (1.239 instead of -1.239), it
would indicate that the divorced group had a higher mean than
the married group on the dependent variable.
bullet
If the value had been positive (1.239 instead of -1.239), it
would indicate that the divorced group had a higher mean than
the married group on the dependent variable.
Similar to when you are interpreting the coefficients for
continuous predictor variables in a regression model, the
difference between the reference category and the indicated
group is only considered to be statistically significant if the p-
value is less than alpha. In our results above, if we assume an
alpha of .05 (or even .01), each predictor would be statistically
significant, indicating that each group (divorced, never married)
differs from the reference category of married on the dependent
variable.

12. bullet
Similar to when you are interpreting the coefficients for
continuous predictor variables in a regression model, the
difference between the reference category and the indicated
group is only considered to be statistically significant if the p-
value is less than alpha. In our results above, if we assume an
alpha of .05 (or even .01), each predictor would be statistically
significant, indicating that each group (divorced, never married)
differs from the reference category of married on the dependent
variable.
Also similar to when you are interpreting the coefficients for
continuous predictor variables in a regression model, you can
use the absolute value of the standardized regression
coefficients to gauge the effect size for each variable; values
closer to 0 indicate weaker effects, and values closer to 1
indicate stronger effects.
bullet
Also similar to when you are interpreting the coefficients for
continuous predictor variables in a regression model, you can
use the absolute value of the standardized regression
coefficients to gauge the effect size for each variable; values
closer to 0 indicate weaker effects, and values closer to 1
indicate stronger effects.
Hint: Remember that the unstandardized regression coefficients
reflect a comparison to the reference category about the mean
value of the outcome variable.
Take a look now at the unstandardized regression coefficient for
never married (-1.19). What would be an appropriate
interpretation of this value?

13. The never married group mean for religious attendance is 1.19
units lower than the mean for the divorced group.
The never married group mean for religious attendance is 1.19
units higher than the mean for the divorced group.
The never married mean is 1.19 units lower than the married
group mean for the dependent variable.
The never married mean is 1.19 units lower than the married
group mean for the independent variable
SUBMIT
Incorrect
TAKE AGAIN

14. Topic 4 - Module Summary and Quiz
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15. Magnifying glassSkill Builder 18: Interpreting Regression
Coefficients for Dummy-Coded VariablesSKIP TO TOPIC60%
COMPLETE
60% COMPLETE
Magnifying glassSkill Builder 18: Interpreting Regression
Coefficients for Dummy-Coded VariablesSKIP TO TOPIC60%
COMPLETE
60% COMPLETE
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60% COMPLETE

16. Three vertical lines aligned to the leftInterpreting Regression
Models with Dummy-Coded VariablesInterpreting Regression
Models with Dummy-Coded Variables 100 Percent Complete
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through a lesson.
Three vertical lines aligned to the leftHow to Create Dummy-
Coded VariablesHow to Create Dummy-Coded Variables 100
Percent Complete
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through a lesson.
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Coefficients for Dummy-Coded VariablesInterpreting the
Coefficients for Dummy-Coded Variables 100 Percent Complete
A circle with a colored border representing one's progress
through a lesson.
Three vertical lines aligned to the leftModule Summary and
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EXIT SKILL BUILDERTopic 1 - Interpreting Regression
Models with Dummy-Coded Variables

17. EXIT SKILL BUILDER
How to Create Dummy-Coded Variablesby Robin
KouvarasRobin Kouvaras
Topic 2 of 5
Learning Objective:
Interpret regression models with dummy-coded variables.
How to Create Dummy-Coded Variables
Dummy-coded variables are created by only using the values of
0 and 1. The general rule used for dummy coding is that you
need one (1) fewer dummy-coded variables than you have
groups (# total groups – 1). So, for our variable of marital
status, we would need two (2) dummy-coded variables because
we have chosen to focus on three (3) marital status groups (3 –
2 = 1). The group for which we do not create a dummy-coded
variable is typically called the reference category. Often the
reference category will be the one that researchers want to
compare to other groups. For our research, we might choose
“married” as our reference category if we want to compare non-
married individuals to married individuals.
Before we conduct our regression analyses in SPSS, then, we

18. will need to create two (2) dummy-coded variables for marital
status:one variable for the divorced group one variable for the
never-married group
We will use a 1 to indicate membership to that category (e.g., to
indicate that someone is divorced for the “divorced” dummy-
coded variable) and 0 to indicate non-membership.
The table below shows how we would dummy-code our marital
status variables.
Notice the Following
If the original value for an individual’s marital status is a 1
(indicating married), that individual would have a 0 for the
“divorced” variable and a 0 for the “never married” variable.
This is because they are not a “member” of either of these
groups, they are not divorced, and they are not in the never-
married category. This same logic holds for the remaining two
(2) values of marital status. If an individual is divorced, they
get a 1 for the divorced group, for example, and a 0 for the
never-married group.
Also, note that each individual in the data set will have a value
(either a 0 or a 1) for each dummy-coded variable that the
researcher creates.
Suppose the researcher decides to add an additional marital
status group (separated), so that she now has the following
marital status groups: married, divorced, never married, and
separated.
Hint: Count the number of groups you have and subtract 1.
How many dummy-coded variables would the researcher need
to create for her regression model?
5
2
3
4

19. SUBMIT
Incorrect
TAKE AGAIN
Topic 3 - Interpreting the Coefficients for Dummy-Coded
Variables

20. Caret pointing down
© 2016 Laureate Education, Inc. Page 1 of 1
Week 11
Scenarios
1. Results of your literature review conclude that trust i n the
police is an integral
part of any democracy. You wish to test whether a relationship
between trust in
the police and presence of democracy (measured with
dichotomous variable)
exists in Africa. Using Afrobarometer 2015, please provide: a
1–2 APA style

21. paragraph statement that furnishes an answer to this question,
note the relevant
statistics, comment on meaningfulness, and include your
relevant SPSS output.
2. Following up on your previous analysis, you now wish to
determine whether a
relationship exists between citizen trust in police and whether
respondents reside
in rural, urban or semi-urban settings? Using Afrobarometer
2015, please
provide: a 1–2 APA style paragraph statement that furnishes an
answer to this
question, note the relevant statistics, comment on
meaningfulness, and include
your relevant SPSS output. In addition, please comment on what
could be
influencing the results you obtained.
3. Is there a relationship between perceptions of current
economic conditions and
extent of a democracy? Using Afrobarometer 2015, please
provide: a 1–2 APA
style paragraph statement that furnishes an answer to this
question, note the
relevant statistics, comment on meaningfulness, and include
your relevant SPSS
output. In addition, please comment on what could be
influencing the results you
obtained.
Assignment: Testing for Bivariate Categorical Analysis
You have had plenty of practice with data analysis in the
Discussions and hopefully you have received helpful and

22. encouraging feedback from your colleagues. Now, for the last
time in the course, it is time once again to put all of that good
practice to use and answer a social research question using
categorical statistical tools. As you begin the Assignment, be
sure and pay close attention to the assumptions of the test.
Specifically, make sure the variables are categorical level
variables.
For this Assignment, you will consider three different scenarios.
Each of these scenarios include a research question. You will
examine each scenario, choose a categorical data analysis and
run a sample test.
To prepare for this Assignment:
· Review Chapters 10 and 11 of the Frankfort-Nachmias &
Leon-Guerrero course text and the media program found in this
week’s Learning Resources related to bivariate categorical tests.
· Using the SPSS software, open the Afrobarometer dataset
found in this week’s Learning Resources.
· Next, review the Chi Square Scenarios found in this week’s
Learning Resources and consider each research scenario for this
Assignment.
· Based on the dataset you chose and for each research scenario
provided, using the SPSS software, choose a categorical data
analysis and run a sample test.
· Once you perform your categorical data analysis, review
Chapter 11 of the Wagner text to understand how to copy and
paste your output into your Word document.
For this Assignment:
Write a 1- to 2-paragraph analysis of your categorical data
results for each research scenario. If you are using the
Afrobarometer Dataset, report the mean of Q1 (Age). In your
analysis, display the data for the output. Based on your results,
provide an explanation of what the implications of social
change might be.
Use proper APA format, citations, and referencing for your
analysis, research question, and display of output.

23. By Day 7
Submit your Assignment: Testing for Bivariate Categorical
Analysis.
Submission and Grading Information
To submit your completed Assignment for review and grading,
do the following:
· Please save your Assignment using the naming convention
“WK11Assgn+last name+first initial.(extension)” as the name.
· Click the Week 11 Assignment Rubric to review the Grading
Criteria for the Assignment.
· Click the Week 11 Assignment link. You will also be able to
“View Rubric” for grading criteria from this area.
· Next, from the Attach File area, click on the Browse My
Computer button. Find the document you saved as
“WK11Assgn+last name+first initial.(extension)” and
click Open.
· If applicable: From the Plagiarism Tools area, click the
checkbox for I agree to submit my paper(s) to the Global
Reference Database.
· Click on the Submit button to complete your submission.
Week Eleven: Final Assignment
Posted on: Saturday, August 6, 2022 7:44:43 AM EDT
Please consider the following as a general guide of what is
expected within all assignments:
- Title Page [see Walden University Template for formatting].
- Introduction [required]: When drafting a formal, scholarly or
academic paper alway start with an introduction. The
introduction immediately orients any audience to the paper's
purpose. IE: The following is a selection of articles on fair
hiring practices. Each source will be annotated to inform an
audience of the general focus and scope of the sources.......

24. - Articles [if a bibliography] each article or research source is
listed by formal reference. Immediately thereafter, the author of
the bibliography gives a concise overview of the article and/or
reference's content and purpose [one paragraph]. The
bibliography continues with what the writer has gleamed from
the source as relevant to the paper's purpose [see introduction
above].
OR
-Content [assignments other than annotated bibliographies]
using APA formatted headings, hold the hand of your audience
assisting through topical transitions allowing them to follow
and anticipate.
- Summary [required]: having considered a topic, looking at
varied sources to learn about the topic synthesize the sources
into a few summary statements. Continuing with the
example: The selection and review of articles on fair hiring
practices makes evident some of the most common errors to
avoid are.....OR...a couple of statements threading together what
has been learned by your scholastic engagement of the content.
PRONOUNS: Note in the above instructions not a single
demonstrative or personal pronouns appears.Overuse of
pronouns is considered a potential "...affront to clarity an can
exclude a passive audience (APA 7.0)."
APA Tutorial: Do not lose valuable points in grading by
excluding core elements or avoiding headings necessary to
facilitate audience access or by including pronouns limiting
and/or prohibiting audience access. Please focus upon the
misuse/overuse of pronouns considered an "affront" upon clarity
with academic/scientific/formal writing. Pronouns potentially
exclude your audience and unnecessarily conceal critical
content. Take a look at an example;
WRONG: This information was prepared to make clear that
those critical polices of the agency you must follow when hiring
somebody..
RIGHT: The brief, informational brochure presents the
mandatory policies of the Federal Office of Discrimination

25. when engaging hiring processes.
Posted by: John Billings
Posted to: RSCH-8210D-2/RSCH-8210C-2-Quantitative
Reasoning-2022-Summer-QTR-Term-wks-1-thru-11-
(05/30/2022-08/14/2022)-PT27
Week Eleven: Assignment Guidance
Posted on: Saturday, August 6, 2022 7:42:38 AM EDT
Almost there!
During the upcoming week the final assignment reads:
Use SPSS to answer the research question. Post your response
to the following:
What is your research question?
What is the null hypothesis for your question?
What research design would align with this question?
What dependent variable was used and how is it measured?
What independent variable is used and how is it measured?
If you found significance, what is the strength of the effect?
Explain your results for a lay audience and further explain what
the answer is to your research question.
Use the list of questions to self-audit the final product before
submitting to make sure all elements are evident.
Be sure to support your Main Post and Response Post with
reference to the week’s Learning Resources and other scholarly
evidence in APA Style.
After engaging several, isolated exercises within quantitative
statistics, the week's assignment asks you to bring all learned
content home!The responses to the questions above, formatted
into sound paragraphs, will look like what would one expect to
read in a formal proposal under methodology. After identifying
a statement of the problem and a proposed purpose, the answers
would introduce a proposed action plan and a defense of the
statistical method selected to a universal audience.
NOTE: while adhering to solid statistical method, the questions
compel you to write a clear, concise and comprehensive
response accessible to any universal audience. There should be,
in the end, no questions. You are the expert communicating

26. effectively to those without substantive experience in the social
sciences.
CAUTIONS [issues discussed both in discussion threads and
within personal assignment feedback]:
- no visual data output displays should be listed one after
another.
- dedicated explanatory texts should be sufficient as to
allow any passive audience to anticipate, access and understand
the data output display that follows.
- the product of a "model Summary" should not appear within
the final document. Instead, if necessary to engage, the nominal
values of the model summery should be offered narratively not
visually.
- no topical sentence should begin with a conjunction or
demonstrative pronoun.
- avoid phrases such as: "It is important that...". "It is critical
that..." or "It is imperative that..."
Posted by: John Billings
Posted to: RSCH-8210D-2/RSCH-8210C-2-Quantitative
Reasoning-2022-Summer-QTR-Term-wks-1-thru-11-
(05/30/2022-08/14/2022)-PT27
Week Ten: Dummy Variables
Posted on: Friday, July 29, 2022 9:50:18 AM EDT
Sometimes, by creative constructs [drafting and using
responsible assumptions] a researcher can manipulate data sets
to provide more insights [dummy variables].
In social science, many of the predictor variables a researcher
may want to use are inherently quantitative and measured
categorically (i.e., race, gender, political party affiliation, etc.).
During week 10, you will learn how to use categorical variables
within multiple regression models.
Having now discussed the benefits of multiple regression, we
have been reticent about what can go wrong in our models. For
models to provide accurate estimates, we must adhere to a set of
assumptions. You have had plenty of opportunity to interpret

27. coefficients for metric variables in regression models. Using
and interpreting categorical variables takes just a little bit of
extra practice. In this Discussion, you will have the opportunity
to practice how to recode categorical variables [dummy] so they
can be used in a regression model and how to properly interpret
the coefficients.
A dummy variable is a numerical variable used within
regression analyses to represent subgroups of the sample within
a study. In research design, a dummy variable is often used to
distinguish different treatment groups. In the simplest case, we
would use a (0,1) dummy variable where a person is given a
value of 0 if in the control group or a 1 if in the treated group.
Dummy variables are useful because they enable a single
regression equation to represent multiple groups: meaning no
need to write out separate equation models for each subgroup.
Further, social scientists often need to work with categorical
variables in which the different values have no real numeri cal
relationship with each other. Examples include variables for
race, political affiliation, or marital status. If you have a
variable for political affiliation with possible responses
including Democrat, Independent, and Republican, it obviously
doesn't make sense to assign values of (1 - 3) and interpret, by
error, that a Republican is somehow three times more politically
affiliated then a Democrat. The solution is to use a dummy
variable(s) with only two values, zero and one. By creating a
variable called "Republican" and assign the group a 1
indicating, simply, members are "Republican" and all others
within the study are not.
The decision to code a level is often arbitrary but must be
responsible [makes sense]. The level which is not coded is the
category to which all other categories will be compared. As
such, often the biggest group will be the not-coded category.
For example, often "Caucasian" will be the not-coded group if
the race of most participants in the sample. Following, if you
have a variable called "Asian", the coefficient on the "Asian"
variable in your regression will show the effect being Asian

28. rather than Caucasian has on your dependent variable.
References
Wagner, III, W. E. (2020). Using IBM® SPSS® statistics for
research methods and social science statistics (7th ed.).
Thousand Oaks, CA: Sage Publications.
· Chapter 7, "Cross-Tabulation and Measures of Association for
Nominal and Ordinal Variables"
· Chapter 11, "Editing Output" (previously read in Week 2, 3, 4,
5. 6, 7, and 8)
Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G.
(2020). Social statistics for a diverse society (9th ed.).
Thousand Oaks, CA: Sage Publications.
· Chapter 9, “Bivariate Tables” (pp. 281-325)
· Chapter 10, “The Chi-Square Test and Measures of
Association” (pp. 327-373)
media
Walden University, LLC. (Producer). (2016a). Bivariate
categorical tests [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 5 minutes.

29. In this media program, Dr. Matt Jones demonstrates bivariate
categorical tests using the SPSS software.