This lesson covers SAS procedures for reporting and descriptive statistics, including PROC Freq and PROC Means. PROC Freq can produce simple frequency tables and cross-tabulations. PROC Means calculates summary statistics for numeric variables. Both procedures allow options to control output and handle missing data. The lesson also discusses using the output statement and ODS NOPROCTITLE statement.
SPSS for beginners, a short course about how novices can use SPSS to analyze their research findings. With this tutorial anyone becomes able to use SPSS for basic statistical analysis. No need to be a professional to use SPSS.
SPSS for beginners, a short course about how novices can use SPSS to analyze their research findings. With this tutorial anyone becomes able to use SPSS for basic statistical analysis. No need to be a professional to use SPSS.
One week project, out of curiosity: This presentation analyzes more than 300,000 abstracts from PubMed to obtain common themes and trends in BioTech research. The bulk of this analysis was performed using natural language processing (NLP), and machine learning (ML) on the titles and abstract contents.
I was able to derive that a paper's abstract alone is very predictive of future impact (by citation count).
At the end of this Lesson (Part 1) the students should be able to know the following
Introduction
Data Entry
Variable and Value Label
Entering Data
File management
Descriptive statistics
Editing and modifying the data
bis 155 week 1 ilab data analysis with spreadsheets with lab,bis 155 week 1 quiz data analysis with spreadsheets with lab,bis 155 week 1 to week 5 all quiz,bis 155 week 1 to week 7 all discussions,devry bis 155 week 1,bis 155 week 1,devry bis 155,bis 155,devry bis 155 week 1 tutorial,devry bis 155 week 1 assignment,devry bis 155 week 1 help
One week project, out of curiosity: This presentation analyzes more than 300,000 abstracts from PubMed to obtain common themes and trends in BioTech research. The bulk of this analysis was performed using natural language processing (NLP), and machine learning (ML) on the titles and abstract contents.
I was able to derive that a paper's abstract alone is very predictive of future impact (by citation count).
At the end of this Lesson (Part 1) the students should be able to know the following
Introduction
Data Entry
Variable and Value Label
Entering Data
File management
Descriptive statistics
Editing and modifying the data
bis 155 week 1 ilab data analysis with spreadsheets with lab,bis 155 week 1 quiz data analysis with spreadsheets with lab,bis 155 week 1 to week 5 all quiz,bis 155 week 1 to week 7 all discussions,devry bis 155 week 1,bis 155 week 1,devry bis 155,bis 155,devry bis 155 week 1 tutorial,devry bis 155 week 1 assignment,devry bis 155 week 1 help
Learning
Base SAS,
Advanced SAS,
Proc SQl,
ODS,
SAS in financial industry,
Clinical trials,
SAS Macros,
SAS BI,
SAS on Unix,
SAS on Mainframe,
SAS interview Questions and Answers,
SAS Tips and Techniques,
SAS Resources,
SAS Certification questions...
visit http://sastechies.blogspot.com
Week 2 Project - STAT 3001Student Name Type your name here.docxcockekeshia
Week 2 Project - STAT 3001
Student Name: <Type your name here>
Date: <Enter the date on which you began working on this assignment.>
Instructions: To complete this project, you will need the following materials:
· STATDISK User Manual (found in the classroom in DocSharing)
· Access to the Internet to download the STATDISK program.
This assignment is worth a total of 60 points.
Part I. Histograms and Frequency Tables
Instructions
Answers
1. Open the file Diamonds using menu option Datasets and then Elementary Stats, 9th Edition. This file contains some information about diamonds. What are the names of the variables in this file?
2. Create a histogram for the depth of the diamonds using the Auto-fit option. Paste the chart here. Once your histogram displays, click Turn on Labels to get the height of the bars.
3. Using the information in the above histogram, complete this table. Be sure to include frequency, relative frequency, and cumulative frequency.
Depth
Frequency
Relative Frequency
Cumulative Frequency
57-58.9
59-60.9
61-62.9
63-64.9
a. Using the frequency table above, how many of the diamonds have a depth of 60.9 or less? How do you know?
b. Using the frequency table above, how many of the diamonds have a depth between 59 and 62.9? Show your work.
c. What percent of the diamonds have a depth of 61 or more?
Part II. Comparing Datasets
Instructions
Answers
1. Create a boxplot that compares the color and clarity of the diamonds. Paste it here.
2. Describe the similarities and differences in the data sets. Please be specific to the graph created.
Part III. Finding Descriptive Numbers
Instructions
Answers
3. Open the file named Stowaway (using Datasets and then Elementary Stats, 9th Edition). This gives information on the number of stowaways going west vs east.List all the variables in the dataset.
4. Find the Mean, median, and midrange for the Data in Column 1.
5. Find the Range, variance, and standard deviation for the first column.
6. List any values for the first column that you think may be outliers. Why do you think that?
[Hint: You may want to sort the data and look at the smallest and largest values.]
7. Find the Mean, median, and midrange for the data in Column 2.
8. Find the Range, variance, and standard deviation for the data in Column 2.
9. List any values for the second column that you think may be outliers. Why do you think that?
10. Find the five-number summary for the stowaways data in Columns 1 and 2. You will need to label each of the columns with an appropriate measure in the top row for clarity.
11. Compare number of stowaways going west and east using a boxplot of Columns 1 and 2. Paste your boxplot here
12. Create a histogram for the
Column 1 data and paste it here.
13. Create a histogram for the
Column 2 data and paste it here.
Part IV. Interpreting Statistical Information
The Stowaway data contains two columns, both of which are mea.
t-Test Project Instructions and Rubric Project Overvi.docxmattinsonjanel
t-Test Project Instructions and Rubric
Project Overview
1. Choose a research question:
a) that can be addressed using a t-test
b) for which you can collect data to analyze
2. Devise a plan to collect your data
3. Submit a project plan form to the instructor and obtain approval
4. Once your research question and data collection plan are approved, carry out your research:
a) Collect data
b) Conduct t-test analysis, using guidelines below
c) Write your results in a report, using the outline given below
5. Turn in your written report using the link in Module 9 of the course Blackboard site.
Data Collection Options: The following are suggestions on where you can collect data.
1. Reliable/reputable websites (e.g., sponsored by the census bureau, professional sports leagues, universities, real estate
agencies, car manufacturers, consumer groups, financial institutions, well- known product manufacturers, restaurants/fast
food companies, weather tracking agencies, county/city/state/federal government organizations, etc.)
2. Visit to one or more locations where item(s) you are researching can be found (e.g., stores to write down prices, rivers
to count turtles, car dealers to write down data about cars, etc.)
3. Other resource by permission (if you have an idea, ask your instructor).
Important Note: ERAU and all other universities have strict policies and approval procedures for any research projects that involve
collecting data from human subjects. There is not time in this course for you to go through that approval process. Therefore, your
project in this course cannot involve directly collecting data from human subjects. This includes conducting surveys.
Project Design
There are 3 project design options for the t-test project, listed below. To see components and examples for each type of project
design, consult the t-test Project Examples Word document or the t-test Project Resources PowerPoint file.
A. The 1-sample t-test (Sample size must be at least n = 40.)
B. The matched pairs t-test (Sample size must be at least n = 40.)
C. The 2-sample t-test (independent samples) (Sample size must be at least n = 50. You may split this across your two
samples; for example, you may have two independent samples of size 25, or one of 27 and another of 23, etc. Although your
independent samples are not required to be identical in size, it is better if the sample sizes are similar.)
t-Test Project Instructions and Rubric Page 2 of 7
Revised 6/10/13
Project Plan Form
Download a copy of the project plan Word document, t-Test Project Plan, save a copy for your records, and then complete the form.
Upload the completed form using the link provided in the module assignment item. If the form is not completed satisfactorily, it will be
returned to you for revision.
NOTE:
Your project plan must be approved by the instructor before you may begin your ...
1. (TCO 1) Which of the following sets of SQL clauses represent the minimum combination of clauses to make a working SQL statement? (Points : 5)
SELECT, WHERE
FROM, WHERE
SELECT, FROM
FROM, ORDER BY
Enhancing statistical report capabilities using the clin plus report engineClin Plus
The ClinPlus Report System has been depended on for almost two decades by pharmaceutical, CROs, biotechnology and medical device companies to analysis NDA data. This report describes how the ClinPlus Report Engine optimizes productivity through the creation of reusable summarized statistics and inferential tests tables based on SAS programing.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. • Utilize SAS Procs for reporting
• Incorporate descriptive statistics in reports
• Effectively export charts and data
This Lesson’s Learning Objectives
3. PROC Freq
o Options
o Using formats
o Missing data
o Order=
o Multi-dimensional tables
o Statistics
Topics (1 of 2)
4. PROC Means
o Options
o Class statement
o Missing data
o Output statement
o _TYPE_ and Chartype
ODS NOPROCTITLE
Topics (2 of 2)
5. PROC Freq can be used to run simple
frequency tables on your data
PROC Freq (1 of 4)
6. PROC Freq (2 of 4)
Results of PROC Freq of
“Demographics”
7. Use the table statement to only print selected
variables
Use the nocum option to suppress cumulative statistics
Use the nopercent option to suppress percent statistics
Can use options together or separately
PROC Freq (3 of 4)
8. where statement – Only include selected observations
format statement – Apply format to selected variables
o Only applies to current procedure
o Can be used to group data
PROC Freq (4 of 4)
10. Missing data will be excluded from the analysis
Will affect percent calculations
Missing Data (1 of 2)
11. Use the missing option to include missing values in the frequency table
Can also create a label for missing values in your PROC Format
Missing Data (2 of 2)
12. By default PROC Freq orders your frequency table based on the
internal (unformatted) values
Use the order= option to change the order
o internal: (Default) Order values by their internal (unformatted)
values
o formatted: Order values by their formatted values
o freq: Order values from the most to least frequent
o data: Order values based on their order in the input dataset
Missing values, if included in the table, will always be listed first
regardless
Order= (1 of 2)
14. Can create simple cross-tabulations
Multi-Dimension Tables (1 of 4)
15. Use the nocol option to suppress column percent statistics
Use the norow option to suppress row percent statistics
Use the nopercent option to suppress total percent
statistics
Can use options together or separately
Multi-Dimension Tables (2 of 4)
16. Use the list option to display cross-tab tables in a list
format
Multi-Dimension Tables (3 of 4)
17. There are multiple ways to request tables:
Multi-Dimension Tables (4 of 4)
Notation Result
table A * (B C D); Three tables: A by B; A by C; A by D
table (A B) * (C D); Four tables: A by C; A by D; B by C; B by D
table A * B * C; One three-way table with the format Page * Row *
Column.
Each classification of A would appear on a separate page.
table Ques1 - Ques10; Ten tables, one each for Ques1 through Ques10
table VarA -- VarB; One table each for all variables between VarA and VarB
in the SAS dataset (by varnum)
table Ques: ; One table each for all variables that begin with “Ques”
table _numeric_; One table each for all numeric variables
table _character_; One table each for all character variables
table _all_; One table each for all variables
18. PROC Freq is also
used to calculate
certain statistics,
such as chi-square,
odds ratio, and
relative risk
Statistics
19. PROC Means can be used to run simple
summary statistics on your data
PROC Means (1 of 5)
21. Many options to control output of PROC Means
o NMiss Mean Median – Examples of statistics that can be specified in
PROC Means
(see later slide for list of statistical keywords)
o class statement – Allows for grouping by categorical variables
o var statement – Only provides statistics for listed analysis variables
PROC Means (3 of 5)
23. maxdec= option – Specifies the number of decimal
places for statistics
where statement – Only include selected observations
format statement – Apply format to selected variables
o Only applies to current procedure
o Can be used to group class data
PROC Means (5 of 5)
24. Table can also include multiple class variables
Class Variables (1 of 2)
25. Table can also include multiple class variables
Class Variables (2 of 2)
26. Where Default Override
Analysis variable Excludes that observation from
the calculation of statistics
None
Class variable Excludes that observation from
the table
MISSING option
Missing Data
Includes
selected
class
variables
with
missing
data
Includes
all class
variable
s with
missing
data
27. Create output datasets using the output statement
out= specifies the name of the output dataset(s)
By default, the output dataset will include N, Mean, Min, Max, and
Std. Dev – regardless of which statistics you specify in the PROC
Means statement – for all levels of your class variable(s)
Output Statement (1 of 7)
28. Lesson:
If an observation is missing data for a class
variable, that observation is excluded from all
analyses in the procedure
Output Statement (2 of 7)
29. You can specify which statistics to include
through the output statement
Output Statement (3 of 7)
Statistic
New
variable
name
30. Use the autoname function to automatically
generate new variable names
Output Statement (4 of 7)
31. If you forget to name your variables, your output
will not run correctly
Output Statement (5 of 7)
32. Can assign different statistics to each variable
Output Statement (6 of 7)
33. Can have multiple output statements with
different specifications for each dataset
Output Statement (7 of 7)
34. Some procedures (such as FREQ and MEANS)
will print a procedure title at the top of their output
o This cannot be controlled by title statements
ODS
35. Use an ODS NOPROCTITLE statement to
turn off the procedure titles
ODS NOPROCTITLE
36. • Utilize SAS Procs for reporting
• Incorporate descriptive statistics in reports
• Effectively export charts and data
Summary - Learning Objectives
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information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership.”
Except where otherwise stated, this work by Wake Technical Community College Building Capacity in
Business Analytics, a Department of Labor, TAACCCT funded project, is licensed under the Creative
Commons Attribution 4.0 International License. To view a copy of this license, visit
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