This document provides an overview and introduction to IBM SPSS Statistics 23. It discusses the origins and history of SPSS, necessary skills to use SPSS, the scope of coverage in the book, and organization of the book's content. The book uses a single example data file throughout many chapters to demonstrate SPSS procedures. Key points covered include:
- SPSS was originally created in the 1960s and is now owned by IBM.
- Using SPSS requires a basic understanding of statistics and access to a computer meeting minimum requirements.
- The book covers three SPSS modules - Base, Advanced Statistics, and Regression - but not every procedure in the manuals.
- Chapters are organized around introducing procedures, step-
This document provides an overview of using SPSS for Windows to enter, manage, and analyze data. It describes the main SPSS windows including the Data Editor for entering and viewing data, the Output Viewer for viewing analysis results, and the Syntax Editor. It also covers importing data from Excel and text files, defining variable properties, and manipulating data through operations like recoding, selecting cases, and computing new variables. The goal is to introduce basic functions for getting started with SPSS.
This document provides a brief overview and instructions for using SPSS 16.0 software:
- SPSS 16.0 allows users to analyze data from almost any type of file to generate statistics, charts, and complex analyses.
- Sample files are included to demonstrate opening and analyzing data. Results can be viewed and charts created.
- Additional resources include the online help, manuals, seminars and technical support for instructors.
This document provides an overview and instructions for using IBM SPSS Statistics 19. It includes tutorials for basic functions like opening data files, running analyses, and viewing results. It also covers more advanced topics such as reading different data file types, using the Data Editor to enter and define variable properties, handling missing data, and working with multiple data sources. The document is intended to help new users learn the main capabilities and interface of IBM SPSS Statistics.
SoftwareforDataAnalysisinSPSSOnoverview1.docxAyyanar k
This study deals with the most important aspects of software in SPSS stands for "Statistical Package for the Social Sciences". It's a very powerful program that can do all of the statistics that you are ever likely to want to use. When it comes to giving you statistical results, it will give you what you want - as well as a lot of extra stuff that you may not need! The secret to using SPSS is to take it one small step at a time. This paper discusses the objectives of SPSS,Statistics included in the base software, How to use of SPSS, Feature of SPSS and Statistics Application for Software and IBM SPSSstatistics.
SPSS (Statistical Package for the Social Sciences) is a statistical analysis software package that allows users to extract, manage, and analyze data. It provides features like generating reports, charts, descriptive statistics, and complex statistical analyses. While SPSS is easy to use and good for beginners, it has some limitations for advanced users in terms of customizing outputs and performing certain data manipulations. The document then describes the main SPSS interface windows including the data editor, output navigator, and syntax editor. It also covers how to open datasets, define variables, transform data, and create frequency tables and other outputs in SPSS.
The document discusses using statistical software packages to teach high school statistics and mathematics. It compares several popular packages on ease of use, power, and cost. Some mid-range options that provide a good balance are DataDesk, Fathom, Minitab, MegaStat, and Arc. More powerful packages like SAS, SPSS and Stata are similar to what professionals use but are harder to learn. Free and student versions can work for classroom use with some limitations.
SPSS 16.0 is a software for statistical analysis that can analyze data from various sources and generate reports, charts, descriptive statistics, and complex statistical analyses. It includes procedures for regression, advanced models, tables, time series analysis, and more. The manual describes the graphical user interface of SPSS 16.0 Base and additional options are available as add-ons. Customer support and training is available from SPSS.
SPSS 16.0 is a software for statistical analysis that can analyze data from various sources and generate reports, charts, descriptive statistics, and complex statistical analyses. It includes procedures for regression, advanced models, tables, time series analysis, and more. The manual describes the graphical user interface of SPSS 16.0 Base and additional options are available as add-ons. Customer support and training seminars are also provided.
This document provides an overview of using SPSS for Windows to enter, manage, and analyze data. It describes the main SPSS windows including the Data Editor for entering and viewing data, the Output Viewer for viewing analysis results, and the Syntax Editor. It also covers importing data from Excel and text files, defining variable properties, and manipulating data through operations like recoding, selecting cases, and computing new variables. The goal is to introduce basic functions for getting started with SPSS.
This document provides a brief overview and instructions for using SPSS 16.0 software:
- SPSS 16.0 allows users to analyze data from almost any type of file to generate statistics, charts, and complex analyses.
- Sample files are included to demonstrate opening and analyzing data. Results can be viewed and charts created.
- Additional resources include the online help, manuals, seminars and technical support for instructors.
This document provides an overview and instructions for using IBM SPSS Statistics 19. It includes tutorials for basic functions like opening data files, running analyses, and viewing results. It also covers more advanced topics such as reading different data file types, using the Data Editor to enter and define variable properties, handling missing data, and working with multiple data sources. The document is intended to help new users learn the main capabilities and interface of IBM SPSS Statistics.
SoftwareforDataAnalysisinSPSSOnoverview1.docxAyyanar k
This study deals with the most important aspects of software in SPSS stands for "Statistical Package for the Social Sciences". It's a very powerful program that can do all of the statistics that you are ever likely to want to use. When it comes to giving you statistical results, it will give you what you want - as well as a lot of extra stuff that you may not need! The secret to using SPSS is to take it one small step at a time. This paper discusses the objectives of SPSS,Statistics included in the base software, How to use of SPSS, Feature of SPSS and Statistics Application for Software and IBM SPSSstatistics.
SPSS (Statistical Package for the Social Sciences) is a statistical analysis software package that allows users to extract, manage, and analyze data. It provides features like generating reports, charts, descriptive statistics, and complex statistical analyses. While SPSS is easy to use and good for beginners, it has some limitations for advanced users in terms of customizing outputs and performing certain data manipulations. The document then describes the main SPSS interface windows including the data editor, output navigator, and syntax editor. It also covers how to open datasets, define variables, transform data, and create frequency tables and other outputs in SPSS.
The document discusses using statistical software packages to teach high school statistics and mathematics. It compares several popular packages on ease of use, power, and cost. Some mid-range options that provide a good balance are DataDesk, Fathom, Minitab, MegaStat, and Arc. More powerful packages like SAS, SPSS and Stata are similar to what professionals use but are harder to learn. Free and student versions can work for classroom use with some limitations.
SPSS 16.0 is a software for statistical analysis that can analyze data from various sources and generate reports, charts, descriptive statistics, and complex statistical analyses. It includes procedures for regression, advanced models, tables, time series analysis, and more. The manual describes the graphical user interface of SPSS 16.0 Base and additional options are available as add-ons. Customer support and training is available from SPSS.
SPSS 16.0 is a software for statistical analysis that can analyze data from various sources and generate reports, charts, descriptive statistics, and complex statistical analyses. It includes procedures for regression, advanced models, tables, time series analysis, and more. The manual describes the graphical user interface of SPSS 16.0 Base and additional options are available as add-ons. Customer support and training seminars are also provided.
This document provides an overview and instructions for using SPSS Statistics 17.0. It describes the software's capabilities for statistical analysis and data management. It also provides information on technical support, training resources, and additional publications. SPSS Statistics 17.0 is a comprehensive system for analyzing data that can import data from various file types and generate statistics, charts, and complex analyses.
This document provides an introduction to SPSS, including:
- What SPSS is and its advantages such as being easier to use than other programs like R and SAS while allowing complex analyses without getting bogged down in computations.
- An overview of the features of SPSS including descriptive statistics, inferential statistics, and graphical presentation of data.
- Descriptions of the main windows in SPSS - the Data Editor, Output, Syntax Editor, and Chart Editor windows. It explains what each window is used for and how they display different aspects of analyses.
SPSS vs SAS_ The Key Differences You Should Know.pptxcalltutors
Get SAS assignment help. We provide the best SAS assignment help at a cheapest cost. We have professional SAS programming writers to help with SAS assignments.
The document discusses statistical analysis packages including SPSS. It provides an overview of SPSS, describing it as a statistical analysis and data management software package that can perform various analyses and generate reports. The document outlines some key features of SPSS, such as its ease of use, data management and editing tools, and statistical and visualization capabilities. It also briefly describes the different windows in SPSS and how to define and manipulate data.
This document provides an overview of using SPSS (Statistical Package for the Social Sciences) software. It discusses installing sample data files, introduces the main interface windows including the data view, variable view and output view. It also covers how to define variable types, enter and modify data, perform basic analyses like frequencies and cross tabulations, and create charts from the output. The document is intended to help new users learn the basics of navigating the SPSS program and conducting initial analyses.
SPSS (Statistical Package for the Social Sciences) is a statistical software package used for data management and analysis. It was developed in 1968 at Stanford University and acquired by IBM in 2009. SPSS allows users to easily obtain statistical results without programming by providing pre-programmed procedures for statistical analyses such as descriptive statistics, bivariate and multivariate analyses, predictive analytics, and graphics. Common uses of SPSS include market research, survey development and analysis, scientific research, and academic research.
2007 guide book on SPSS / AMOS for my 2nd year students by myself, Dr Lo, and Heriyadi, who have agreed to share this online. A bit outdated now, but can still be used.
SPSS is a popular statistical analysis software that is known for its ease of use. It has strong graphical capabilities and supports a variety of statistical analyses. However, it lacks some more advanced statistical procedures and has limited data management tools. While suitable for many tasks, some users may outgrow it over time and require more specialized software like SAS or Stata for complex or cutting-edge analyses. Overall, SPSS is best suited for users performing basic to intermediate statistical analysis and reporting.
This document compares the statistical software packages SPSS and Stata. It outlines their key features, uses, and functions. SPSS allows data summarization and visualization while Stata offers advanced modeling techniques like latent class analysis. Both can perform a wide range of statistical analyses and create publication-quality reports, but Stata's added packages provide more specialized modeling options.
Statistical software tools like MS Excel, SPSS, and MiniTab can be used for statistical analysis.
MS Excel is commonly used due to its convenience and low cost, but requires statistical knowledge. It provides functions for descriptive statistics. SPSS is commonly used in social sciences for tasks like frequencies, cross-tabulation, and regression without coding. MiniTab provides statistical analysis tools and graphical visualization for processes like Six Sigma. Each tool has advantages like ease of use, analysis capabilities, and limitations like learning curves, file sizes, and costs.
SPSS is a popular statistical analysis software that is known for its ease of use. It has strong graphical capabilities and supports a variety of statistical analyses. However, it lacks some more advanced statistical procedures and has limited data management tools. While suitable for many tasks, some users may outgrow SPSS and require more specialized software like SAS or Stata for complex or cutting-edge analyses. Overall, SPSS is best suited for users performing basic to intermediate statistical analysis and reporting.
This document provides an overview of how to use SPSS to enter and modify data. It discusses defining variable types like numeric, string, date in the variable view. It also covers creating a new dataset, recoding variables to group data into categories, and using the recoding tool to transform continuous variables into categorical variables for analysis. The document demonstrates how to backup original data before recoding and reintroduces the exceptions for recoding special variable types.
This document provides an overview of using SPSS (Statistical Package for the Social Sciences) software. It introduces the main interfaces for working with data in SPSS, including the data view, variable view, output view, draft view, and syntax view. It also provides instructions for installing sample data files and demonstrates how to generate a basic cross-tabulation output of employment by gender using the automated features.
This document introduces the software SPSS by describing its uses, how to open it, its basic layout and interface elements, and how to exit the program. Key points covered include that SPSS can perform statistical analyses and data management, it has menus and toolbars to access commands, and its main windows are the Data Editor and Output Viewer. The document provides instructions for navigating the menus and icons and becoming familiar with SPSS's interface.
Application of Excel and SPSS software for statistical analysis- Biostatistic...Himanshu Sharma
This slide contains B.Pharm Biostatistics and Research methodology 8th Sem. Unit-3 L2 topic- "Statistical Analysis using Software"
It contains topics:
1. MS Excel
2. SPSS
3. MiniTab
#StatisticalAnalysisusingMSExcel
#StatisticalAnalysisusingMiniTab
#StatisticalAnalysisusingSPSS
This document provides an introduction to the statistical software package SPSS. It describes what SPSS is, its history and capabilities. SPSS is a Windows-based program that can be used for data entry, management and analysis. It allows users to perform statistical tests, create tables and graphs, and handle large datasets. Originally developed in 1968 for social science research, SPSS is now owned by IBM and known as PASW. The document outlines SPSS' interface and main functions.
Examine how nature is discussed throughout The Open Boat.” Loo.docxcravennichole326
Examine how nature is discussed throughout “The Open Boat.” Look at the literary critical piece by Anthony Channell Hilfer. Once you have established your own ideas, consider how Hilfer discusses nature in the short story and analyze the following questions: What does nature mean to the men aboard the boat? or Do their perceptions of nature shift throughout the story? Why or why not?
Do their perceptions of nature shift throughout the story? Why or why not?
Write down a loose response about what I think of the question and what I remember of the story.
ICE method.
I introduce the citation
C the citation itself
E explain its meaning to your argument.
The scenes shift with no discernable rhyme or reason. Crane invites every reader in. Critic Anthony Channell Hilfer disagrees with point, saying, “Crane’s image is an accusation of the putative picturesque spectators” (Hilfer 254). Hilfer’s challenge goes against what Crane is trying to do, by making nature a copilot through the reading.
3. Nature as Protagonist in “The Open Boat”
Anthony Channell Hilfer
Texas Studies in Literature and Language, Volume 54, Number 2, Summer
2012, pp. 248-257 (Article)
Published by University of Texas Press
DOI:
For additional information about this article
[ Access provided at 9 Apr 2020 17:36 GMT from Marymount University & (Viva) ]
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
Anthony Channell Hilfer248
3. Nature as Protagonist in “The Open Boat”
The bottom of the sea is cruel.
—Hart Crane, “Voyages”
As many critics have argued, questions of perspective and epistemology are
central to Stephen Crane’s “The Open Boat” (Kent; Hutchinson). The story’s
first sentence famously clues us to this: “None of them knew the color of
the sky” (68). But behind the uncertainties of perspective is a determinable
ontology, a presence, or rather, I shall argue, a sort of presence, the existence
of which implies a rectified aesthetic response. This response emerges, how-
ever, from negations, denials, and occultations: what is not seen, who is not
there, and what does not happen.3 Here again, when we look at nature we
behold things that are not there and miss “the nothing that is.”
Fully as much as Stevens in “The Snow Man,” Crane is concerned
with certain conventions of representation: personification, the pictur-
esque, the American sublime, and the melodramatic, which although it
does not inform “The Snow Man” is played on in Stevens’s “The Ameri-
can Sublime.” Crane’s story is intertextual with nature poetry, sentimental
poetry, hymns, and landscape art, as well as with Darwinism, theological
clichés, and, less obviously, theological actualities. For the most part these
conventions add up to what the Stevens poem declares is “not there.” To
get to “the nothing that is” we must first traverse this ocean of error. Doing
so helps keep our p.
Examine All Children Can Learn. Then, search the web for effec.docxcravennichole326
Examine
"All Children Can Learn"
. Then, search the web for effective, evidence-based differentiated strategies that are engaging, motivating, and address the needs of individual learners.
First, provide five evidence-based strategies:
Two instructional strategies (i.e., graphic organizers),
Two instructional tools (e.g., technology tool, device or iPad App, Web Quests, etc.),
One activity (e.g., Think-Pair-Share).
Second, for the two instructional strategies you listed explain how you can alter each to address the classroom needs you designed in Weeks One and Two and how the modification is relevant to the theory of differentiation.
.
More Related Content
Similar to Chapter 1An Overview of IBM® SPSS® StatisticsIntroduction An .docx
This document provides an overview and instructions for using SPSS Statistics 17.0. It describes the software's capabilities for statistical analysis and data management. It also provides information on technical support, training resources, and additional publications. SPSS Statistics 17.0 is a comprehensive system for analyzing data that can import data from various file types and generate statistics, charts, and complex analyses.
This document provides an introduction to SPSS, including:
- What SPSS is and its advantages such as being easier to use than other programs like R and SAS while allowing complex analyses without getting bogged down in computations.
- An overview of the features of SPSS including descriptive statistics, inferential statistics, and graphical presentation of data.
- Descriptions of the main windows in SPSS - the Data Editor, Output, Syntax Editor, and Chart Editor windows. It explains what each window is used for and how they display different aspects of analyses.
SPSS vs SAS_ The Key Differences You Should Know.pptxcalltutors
Get SAS assignment help. We provide the best SAS assignment help at a cheapest cost. We have professional SAS programming writers to help with SAS assignments.
The document discusses statistical analysis packages including SPSS. It provides an overview of SPSS, describing it as a statistical analysis and data management software package that can perform various analyses and generate reports. The document outlines some key features of SPSS, such as its ease of use, data management and editing tools, and statistical and visualization capabilities. It also briefly describes the different windows in SPSS and how to define and manipulate data.
This document provides an overview of using SPSS (Statistical Package for the Social Sciences) software. It discusses installing sample data files, introduces the main interface windows including the data view, variable view and output view. It also covers how to define variable types, enter and modify data, perform basic analyses like frequencies and cross tabulations, and create charts from the output. The document is intended to help new users learn the basics of navigating the SPSS program and conducting initial analyses.
SPSS (Statistical Package for the Social Sciences) is a statistical software package used for data management and analysis. It was developed in 1968 at Stanford University and acquired by IBM in 2009. SPSS allows users to easily obtain statistical results without programming by providing pre-programmed procedures for statistical analyses such as descriptive statistics, bivariate and multivariate analyses, predictive analytics, and graphics. Common uses of SPSS include market research, survey development and analysis, scientific research, and academic research.
2007 guide book on SPSS / AMOS for my 2nd year students by myself, Dr Lo, and Heriyadi, who have agreed to share this online. A bit outdated now, but can still be used.
SPSS is a popular statistical analysis software that is known for its ease of use. It has strong graphical capabilities and supports a variety of statistical analyses. However, it lacks some more advanced statistical procedures and has limited data management tools. While suitable for many tasks, some users may outgrow it over time and require more specialized software like SAS or Stata for complex or cutting-edge analyses. Overall, SPSS is best suited for users performing basic to intermediate statistical analysis and reporting.
This document compares the statistical software packages SPSS and Stata. It outlines their key features, uses, and functions. SPSS allows data summarization and visualization while Stata offers advanced modeling techniques like latent class analysis. Both can perform a wide range of statistical analyses and create publication-quality reports, but Stata's added packages provide more specialized modeling options.
Statistical software tools like MS Excel, SPSS, and MiniTab can be used for statistical analysis.
MS Excel is commonly used due to its convenience and low cost, but requires statistical knowledge. It provides functions for descriptive statistics. SPSS is commonly used in social sciences for tasks like frequencies, cross-tabulation, and regression without coding. MiniTab provides statistical analysis tools and graphical visualization for processes like Six Sigma. Each tool has advantages like ease of use, analysis capabilities, and limitations like learning curves, file sizes, and costs.
SPSS is a popular statistical analysis software that is known for its ease of use. It has strong graphical capabilities and supports a variety of statistical analyses. However, it lacks some more advanced statistical procedures and has limited data management tools. While suitable for many tasks, some users may outgrow SPSS and require more specialized software like SAS or Stata for complex or cutting-edge analyses. Overall, SPSS is best suited for users performing basic to intermediate statistical analysis and reporting.
This document provides an overview of how to use SPSS to enter and modify data. It discusses defining variable types like numeric, string, date in the variable view. It also covers creating a new dataset, recoding variables to group data into categories, and using the recoding tool to transform continuous variables into categorical variables for analysis. The document demonstrates how to backup original data before recoding and reintroduces the exceptions for recoding special variable types.
This document provides an overview of using SPSS (Statistical Package for the Social Sciences) software. It introduces the main interfaces for working with data in SPSS, including the data view, variable view, output view, draft view, and syntax view. It also provides instructions for installing sample data files and demonstrates how to generate a basic cross-tabulation output of employment by gender using the automated features.
This document introduces the software SPSS by describing its uses, how to open it, its basic layout and interface elements, and how to exit the program. Key points covered include that SPSS can perform statistical analyses and data management, it has menus and toolbars to access commands, and its main windows are the Data Editor and Output Viewer. The document provides instructions for navigating the menus and icons and becoming familiar with SPSS's interface.
Application of Excel and SPSS software for statistical analysis- Biostatistic...Himanshu Sharma
This slide contains B.Pharm Biostatistics and Research methodology 8th Sem. Unit-3 L2 topic- "Statistical Analysis using Software"
It contains topics:
1. MS Excel
2. SPSS
3. MiniTab
#StatisticalAnalysisusingMSExcel
#StatisticalAnalysisusingMiniTab
#StatisticalAnalysisusingSPSS
This document provides an introduction to the statistical software package SPSS. It describes what SPSS is, its history and capabilities. SPSS is a Windows-based program that can be used for data entry, management and analysis. It allows users to perform statistical tests, create tables and graphs, and handle large datasets. Originally developed in 1968 for social science research, SPSS is now owned by IBM and known as PASW. The document outlines SPSS' interface and main functions.
Similar to Chapter 1An Overview of IBM® SPSS® StatisticsIntroduction An .docx (20)
Examine how nature is discussed throughout The Open Boat.” Loo.docxcravennichole326
Examine how nature is discussed throughout “The Open Boat.” Look at the literary critical piece by Anthony Channell Hilfer. Once you have established your own ideas, consider how Hilfer discusses nature in the short story and analyze the following questions: What does nature mean to the men aboard the boat? or Do their perceptions of nature shift throughout the story? Why or why not?
Do their perceptions of nature shift throughout the story? Why or why not?
Write down a loose response about what I think of the question and what I remember of the story.
ICE method.
I introduce the citation
C the citation itself
E explain its meaning to your argument.
The scenes shift with no discernable rhyme or reason. Crane invites every reader in. Critic Anthony Channell Hilfer disagrees with point, saying, “Crane’s image is an accusation of the putative picturesque spectators” (Hilfer 254). Hilfer’s challenge goes against what Crane is trying to do, by making nature a copilot through the reading.
3. Nature as Protagonist in “The Open Boat”
Anthony Channell Hilfer
Texas Studies in Literature and Language, Volume 54, Number 2, Summer
2012, pp. 248-257 (Article)
Published by University of Texas Press
DOI:
For additional information about this article
[ Access provided at 9 Apr 2020 17:36 GMT from Marymount University & (Viva) ]
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
Anthony Channell Hilfer248
3. Nature as Protagonist in “The Open Boat”
The bottom of the sea is cruel.
—Hart Crane, “Voyages”
As many critics have argued, questions of perspective and epistemology are
central to Stephen Crane’s “The Open Boat” (Kent; Hutchinson). The story’s
first sentence famously clues us to this: “None of them knew the color of
the sky” (68). But behind the uncertainties of perspective is a determinable
ontology, a presence, or rather, I shall argue, a sort of presence, the existence
of which implies a rectified aesthetic response. This response emerges, how-
ever, from negations, denials, and occultations: what is not seen, who is not
there, and what does not happen.3 Here again, when we look at nature we
behold things that are not there and miss “the nothing that is.”
Fully as much as Stevens in “The Snow Man,” Crane is concerned
with certain conventions of representation: personification, the pictur-
esque, the American sublime, and the melodramatic, which although it
does not inform “The Snow Man” is played on in Stevens’s “The Ameri-
can Sublime.” Crane’s story is intertextual with nature poetry, sentimental
poetry, hymns, and landscape art, as well as with Darwinism, theological
clichés, and, less obviously, theological actualities. For the most part these
conventions add up to what the Stevens poem declares is “not there.” To
get to “the nothing that is” we must first traverse this ocean of error. Doing
so helps keep our p.
Examine All Children Can Learn. Then, search the web for effec.docxcravennichole326
Examine
"All Children Can Learn"
. Then, search the web for effective, evidence-based differentiated strategies that are engaging, motivating, and address the needs of individual learners.
First, provide five evidence-based strategies:
Two instructional strategies (i.e., graphic organizers),
Two instructional tools (e.g., technology tool, device or iPad App, Web Quests, etc.),
One activity (e.g., Think-Pair-Share).
Second, for the two instructional strategies you listed explain how you can alter each to address the classroom needs you designed in Weeks One and Two and how the modification is relevant to the theory of differentiation.
.
Examine each of these items, which are available on the internet .docxcravennichole326
Examine each of these items, which are available on the internet:
1) for music, listen to the first movement of J.S. Bach's MAGNIFICAT; this is the High Baroque era. If you can find a performance with Sir John Eliot Gardiner and his Monteverdi Choir and the English Baroque soloists, go for it.
2) For art, find Giovanni Bellini's ST. FRANCIS IN THE DESERT; you might want to read up on the background of this wonderful painting. Not only St. Francis, but what else do you notice i the painting?
3) For architecture, look at the church at Melk Abbey, Austria; BE SURE to look at the interior shots. Again,
this is high Baroque--but in post-Reformation Catholicism, it had a political aim, too; can you figure it out?
After you have analyzed these, telling what you think the artists/musicians valued and were trying to express, tell me what
YOU think about them! Remember, if you read up on these items, LIST THE WORKS YOU CONSULTED! That way, you avoid plagiarism.
write a 1-page paper on each of these three, telling 1) where they found this value, 2) why it was important “back then,” and 3) is it still around today.
.
Examine a web browser interface and describe the various forms .docxcravennichole326
Examine a web browser interface and describe the various forms of analogy and composite interface metaphors that have been used in its design. What familiar knowledge has been combined with new functionality? need a couple of paragraphs.. and one reference
need this in the next 4 hours..
.
Examine a scenario that includes an inter-group conflict. In this sc.docxcravennichole326
Examine a scenario that includes an inter-group conflict. In this scenario, you are recognized as an authority in cross-cultural psychology and asked to serve as a consultant to help resolve the conflict. You will be asked to write up your recommendations in a 6-page paper not including your title and reference page.
Darley, J.M. & Latané, B. (1968). Bystander interview in emergencies: Diffusion of responsibility.
Journal of Personality and Social Psychology, 8
(4), 377-383.
Scenario: Culture, Psychology, and Community
Imagine an international organization has approached you to help resolve an inter-group conflict. You are an authority in cross-cultural psychology and have been asked to serve as a consultant based on a recent violent conflict involving a refugee community in your town and a local community organization. In the days, weeks, and months leading up to the violent conflict, there were incidents of discrimination and debates regarding the different views and practices people held about work, family, schools, and religious practice. Among the controversies has been the role of women’s participation in political, educational, and community groups
.
Part 1: Developing an Understanding
(2 pages)
Based on the scenario, explain how you can help integrate the two diverse communities so that there is increased understanding and appreciation of each group by the other group. (
Note
: Make sure to include in your explanation the different views and practices of cultural groups as well as the role of women.)
Based on your knowledge of culture and psychology, provide three possible suggestions/solutions that will help the community as a whole. In your suggestions make sure to include an explanation regarding group think and individualism vs. collectivism.
Part 2: Socio-Emotional, Cognitive, and Behavioral Aspects
(2 pages)
Based on your explanations in Part 1, how do your suggestions/solutions impact the socio-emotional, cognitive, and behavior aspects of the scenario and why?
Part 3: Gender, Cultural Values and Dimensions, and Group Dynamics
(2 pages)
Explain the impact of gender, cultural values and dimensions, and group dynamics in the scenario.
Further explain any implications that may arise from when working between and within groups.
Support your Assignment by citing all resources in APA style, including those in the Learning Resources.
.
Examine a current law, or a bill proposing a law, that has to do wit.docxcravennichole326
Examine a current law, or a bill proposing a law, that has to do with technology and criminal activity. The law can be at the state or federal level. Identify the law or bill, where it comes from, and its purpose or intent. Next, identify positive outcomes if the law is successful. Finally, identify at least two unintended consequences that the law could bring about. . . DUE 4/18, 2021
.
Exam IT 505Multiple Choice (20 questions , 2 points each)Pleas.docxcravennichole326
Exam IT 505
Multiple Choice (20 questions , 2 points each)
Please Submit a word document of your exam. Please DO NOT repeat the questions. Only submit your answers for example 1.A, 2. B……Ect
1. Which of the following is NOT one of the typical characteristics of back-end networks?
A. high data rate B. high-speed interface
C. distributed access D. extended distance
2. Problems with using a single Local Area Network (LAN) to interconnect devices
on a premise include:
A. insufficient reliability, limited capacity, and inappropriate network
interconnection devices
B. insufficient reliability, limited capacity, and limited distances
C. insufficient reliability, limited distances, and inappropriate network
interconnection devices
D. limited distances, limited capacity, and inappropriate network
interconnection devices
3. Which of following is NOT one of the designs that determines data rate and
distance?
A. the number of senders B. the number of receivers
C. transmission impairment D. bandwidth
4. The fact that signal strength falls off with distance is called ________________.
A. bandwidth B. attenuation
C. resistance D. propagation
5. Which of the following is NOT one of the distinguishing characteristics for optical
fiber cables compared with twisted pair or coaxial cables?
A. greater capacity B. lower attenuation
C. electromagnetic isolation D. heavier weight
6.________ is a set of function and call programs that allow clients and servers to intercommunicate.
A. IaaS B. SQL C. API D. Middleware
7. A computer that houses information for manipulation by networked clients is a __________.
A. server B. minicomputer C. PaaS D. broker
8. ________ is software that improves connectivity between a client application and a server.
A. SQL B. API C. Middleware D. SAP
9. The inability of frame relay to do hop by hop error control is offset by:
A. its gigabit speeds B. its high overhead
C. the extensive use of in-band signaling D. the increasing reliability of networks
10. All Frame Relay nodes contain which of the following protocols?
A. LAPB B. LAPD
C. LAPF Core D. LAPF Control
11. The technique employed by Frame Relay is called __________.
A. inband signaling B. outband signaling
C. common channel signaling D. open shortest path first routing
12. In ATM, the basic transmission unit is the ________.
A. frame B. cell
C. packet D. segment
13. When using ATM, which of the following is NOT one of the advantages for the
use of virtual paths?
A. less work is needed to set a virtual path
B. the network architecture is simplified
C.
EXAM
Estructura 8.1 - Miniprueba A
Verbos
Complete the chart with the correct verb forms.
infinitivo
seguir
(1) [removed]
yo
(2) [removed]
morí
tú
seguiste
(3) [removed]
nosotras
seguimos
(4) [removed]
ellos
(5) [removed]
murieron
Completar
Fill in the blanks with the correct preterite forms of the verbs in parentheses.
Diego y Javier [removed] (conseguir) un mapa.
Esta mañana usted [removed] (despedirse) de los estudiantes.
Tú [removed] (sentirse) mal ayer.
La semana pasada yo no [removed] (dormir) bien.
Amparo [removed] (preferir) comer en casa.
Oraciones
Write sentences using the information provided. Use the preterite and make any necessary changes.
Modelo
Edgar / preferir / pollo asado
Edgar prefirió el pollo asado.
Álvaro y yo / servir / los entremeses
[removed]
¿quién / repetir / las instrucciones?
[removed]
ayer / yo / despedirse / de / mis sobrinos
[removed]
ustedes / dormirse / a las diez
[removed]
La cena
Fill in the blanks with the preterite form of the appropriate verbs from the list. Four verbs will not be used.
abrir
conseguir
escoger
leer
mirar
pedir
preferir
probar
repetir
sentirse
servir
vestirse
Anoche Jorge, Iván y yo salimos a cenar a Mi Tierra, un restaurante guatemalteco. Nosotros
(1) [removed]
este lugar porque Jorge
(2) [removed]
una reseña (
review
) en Internet que decía (
said
) que la comida es auténtica y muy sabrosa. No es un restaurante elegante; entonces nosotros
(3) [removed]
de bluejeans. De verdad, en Mi Tierra mis amigos y yo
(4) [removed]
como (
like
) en casa. El camarero que nos
(5) [removed]
fue muy amable. Para empezar, Jorge e Iván
(6) [removed]
tamales, pero yo
(7) [removed]
esperar el plato principal: carne de res con arroz y frijoles. Comimos tanto (
so much
) que no
(8) [removed]
nada de postre (
dessert
). ¡Fue una cena deliciosa!
.
Examine current practice guidelines related to suicide screeni.docxcravennichole326
Examine current practice guidelines related to suicide screening and prevention and how they could pertain to John.
Choose two of the following questions to answer as part of your initial post.
What events in John's life created a "downward spiral" into homelessness and hopelessness? Which events were related to social needs, mental health needs, and medical needs, and which could health care have addressed?
What were some of the barriers John faced in accessing medical care and mental health care?
How does homelessness and mental illness intersect? Do you believe homelessness may develop because of a mental health issue, or do you believe those who become homeless eventually sink into psychological despair?
The tipping point for many people who live at the margins of society may be things that could have been managed given the right support. How can your role as an APRN help identify, alleviate, or support those who are in need like John?
In your own experience, have you encountered a homeless individual? What was that like? Do you recall what you were thinking?
Please include at least three scholarly sources within your initial post.
Rubric:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understandin.
Examine Case Study Pakistani Woman with Delusional Thought Processe.docxcravennichole326
Examine Case Study: Pakistani Woman with Delusional Thought Processes.
You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Also include how ethical considerations might impact your treatment plan and communication with clients.
BACKGROUND
The client is a 34-year-old Pakistani female who moved to the United States in her late teens/early 20s. She is currently in an “arranged” marriage (her husband was selected for her since she was 9 years old). She presents to your office today following a 21 day hospitalization for what was diagnosed as “brief psychotic disorder.” She was given this diagnosis as her symptoms have persisted for less than 1 month.
Prior to admission, she was reporting visions of Allah, and over the course of a week, she believed that she was the prophet Mohammad. She believed that she would deliver the world from sin. Her husband became concerned about her behavior to the point that he was afraid of leaving their 4 children with her. One evening, she was “out of control” which resulted in his calling the police and her subsequent admission to an inpatient psych unit.
During today’s assessment, she appears quite calm, and insists that the entire incident was “blown out of proportion.” She denies that she believed herself to be the prophet Mohammad and states that her husband was just out to get her because he never loved her and wanted an “American wife” instead of her. She tells you that she knows this because the television is telling her so.
She currently weighs .
Examination of Modern LeadershipModule 1 Leadership History, F.docxcravennichole326
Examination of Modern Leadership
Module 1: Leadership: History, Fundamentals, and the Modern Context
Module 1 content establishes the context for the entire course dedicated to the examination of modern and postmodern leadership. The introduction of critical theory and its use in ORG561 provides a framework for investigation. The context of social, economic, political, and technological environments informs an exploration of modern and postmodern leadership approaches. Emphasis on leader self-awareness sets the stage for reflection, introspection, and personal leadership development.
Learning Outcomes
1. Compare and contrast historical leadership concepts against modern and postmodern organization needs.
2. Analyze leadership approaches using a critical framework.
3. Construct a personal leadership biography.
For Your Success & Readings
A key to success in ORG561 is to start early, build, reflect, reinforce, build, reflect, and reinforce.
Begin each week’s study by reading and comprehending the learning outcomes. Learning outcomes are always revealed in assignments, discussions, and lectures. Likewise, learning outcomes are reflected in rubrics, which are used as objective measures for scoring and grading. Establish the learning outcomes as your checklist for success.
In Module 1 criticaltheory is introduced through the readings, lecture, discussion, and Critical Thinking Assignment. The critical approach provides new frameworks on which to research leadership. You may not be familiar with critical inquiry, so seize the opportunity to advance your analytic skills. You are expected to use one or more critical frames in each module of this course. Take the time this week to fully understand the reasoning and context of critical theory.
Studying the history of leadership requires reading publications from earlier eras. Notice that some of the required and recommended readings for Module 1 are not current publications, but these contribute to understanding the earlier periods of organization and leadership study.
Postmodern leadership literature expounds on the notion that self-awareness is a critical component required to lead. In ORG561, the thread of self-examination is woven throughout the course. You will have opportunities to move beyond reflection to develop a better understanding of personal assumptions and biases, skills and competencies, and professional development plans, all related to leadership. Embrace the opportunity!
Required
· Introduction and Chapters 1 & 2 in Leadership: A Critical Text
· Axley, S. R. (1990). The practical qualities of effective leaders. Industrial Management, 32(5), 29-31.
· Brocato, B., Jelen, J., Schmidt, T., & Gold, S. (2011). Leadership conceptual ambiguities.Journal of Leadership Studies, 5(1), 35-50. doi:10.1002/jls.20203
· Gandolfi, F., & Stone, S. (2016). Clarifying leadership: High-impact leaders in a time of leadership crisis. Revista De Management Comparat International, 17(3), 212-224.
· Blom, M. .
Examine current international OB issues that challenge organizat.docxcravennichole326
Examine current international OB issues that challenge organizational leaders to resolve critical issues involving cross-cultural communication, negotiation, leadership, motivation, decision-making, among others.
(1) identify the key organizational behavior issues facing management,
(2) what impact the international environment has on these issues,
(3) strategies management should use to overcome these issues,
(4) how these strategies will impact the overall organizational operations, and
(5) identify the potential costs and risks to the organizations of implementing the newly developed strategies.
Offer a set of recommendations, which must be derived from both data and theory. Teams must include aspects of global leadership, global motivation and global team-management in their work.
APA format, Times New Roman (12), 20-25 pages, No plagiarism.
.
Executive Program Practical Connection Assignment .docxcravennichole326
Executive Program Practical Connection Assignment
Component Proficient (15 to 20 points) Competent (8 to 14 points) Novice (1 to 7 points) Score
Assignment
Requirements
Student completed all required
portions of the assignment
Completed portions of the
assignment
Did not complete the required
assignment.
Writing Skills,
Grammar, and APA
Formatting
Assignment strongly demonstrates
graduate-level proficiency in
organization, grammar, and style.
Assignment is well written, and ideas
are well developed and explained.
Demonstrates strong writing skills.
Student paid close attention to spelling
and punctuation. Sentences and
paragraphs are grammatically correct.
Proper use of APA formatting. Properly
and explicitly cited outside resources.
Reference list matches citations.
Assignment demonstrates graduate-
level proficiency in organization,
grammar, and style.
Assignment is effectively
communicated, but some sections
lacking clarity. Student paid some
attention to spelling and
punctuation, but there are errors
within the writing. Needs attention
to proper writing skills.
Use of APA formatting and citations
of outside resources, but has a few
instances in which proper citations
are missing.
Assignment does not demonstrate
graduate-level proficiency in
organization, grammar, and style.
Assignment is poorly written and
confusing. Ideas are not
communicated effectively. Student
paid no attention to spelling and
punctuation. Demonstrates poor
writing skills.
The assignment lacks the use of APA
formatting and does not provide
proper citations or includes no
citations.
Maintains
purpose/focus
Submission is well organized and has a
tight and cohesive focus that is
integrated throughout the document
Submissions has an organizational
structure and the focus is clear
throughout.
Submission lacks focus or contains
major drifts in focus
Understanding of
Course Content
Student demonstrates understand of
course content and knowledge.
Student demonstrates some
understanding of course content
and knowledge.
Student does not demonstrate
understanding of course content and
knowledge.
Work Environment
Application
Student strongly demonstrates the
practical application, or ability to apply,
of course objectives within a work
environment.
Student demonstrates some
practical application, or ability to
apply, of course objectives within a
work environment.
Student does not demonstrate the
practical application, or ability to
apply, of course objectives within a
work environment.
Executive Program Practical Connection Assignment
At UC, it is a priority that students are provided with strong educational programs and courses that
allow them to be servant-leaders in their disciplines and communities, linking research with practice and
kn.
Executive Program Practical Connection Assignment Component .docxcravennichole326
Executive Program Practical Connection Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
.
Executive Program Group Project Assignment Component Profi.docxcravennichole326
Executive Program Group Project Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
Criteria Excellent Satisfactory Less than Satisfactory Not Completed
Log
Completion
4 points
Food logs are
complete with detailed
food/beverage items
3 points
Food logs are
complete but lack
some detail on
food/beverage items
(3 pts)
2 points
Food logs are
complete are missing
substantial detail on
food/beverage items
0 points
Student did not
complete this
component of the
project.
/ 4
Por.
Executive Practical Connection Activityit is a priority that stu.docxcravennichole326
Executive Practical Connection Activity
it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career.
Assignment:
Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.
Requirements:
· Provide a 500 word (or 2 pages double spaced) minimum reflection.
· Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
· Share a personal connection that identifies specific knowledge and theories from this course.
· Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.
· You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
MY ROLE: BIGDATA/KAFKA ADMIN
Need Plagiarism report for this Assignement.
****Directions
Choose from one of the following tweets and answer the 4 questions, Include at least one scholarly source***** The link is included in each tweet for more information.
1. Identify a healthcare issue within your community and explain the issue to your class colleagues. (You may use the same issue you identified in Week 2, but please expand your responses to address this week's focus).
2. Describe the type of healthcare policy you would advocate for in an effort to change this issue.
3. What type of campaign would you need to launch in order to gather a network of support?
4. Compose a Tweet that describes what you have shared with your class colleagues. Remember, Twitter only allows for 140 characters so you will need to be concise.
1. NR708HealthPol Retweeted
Tara Heagele, PhD, RN, PCCN, EMT@TaraHeagele
#NurseTwitter Hurricane season starts today! Helping Vulnerable People Before Disasters Strike | Campaign for Action https://campaignforaction.org/helping-vulnerable-people-before-disasters-strike/#.XtUB00-UAZ4.twitter …
Helping Vulnerable People Before Disasters Strike | Campaign for Action
Floods, tornadoes, heat waves, blizzards, earthquakes, and hurricanes threaten the health and well-being of millions of people each year
campaignforaction.org
13h
·
·
2. NR708HealthPol Retweeted
Diana Mason@djmasonrn
By @AmyAnderso.
Executive FunctionThe Search for an Integrated AccountMari.docxcravennichole326
Executive Function
The Search for an Integrated Account
Marie T. Banich
Department of Psychology & Neuroscience, and Institute of Cognitive Science, University of Colorado at Boulder;
Department of Psychiatry, University of Colorado Denver
ABSTRACT—In general, executive function can be thought
of as the set of abilities required to effortfully guide be-
havior toward a goal, especially in nonroutine situations.
Psychologists are interested in expanding the under-
standing of executive function because it is thought to be a
key process in intelligent behavior, it is compromised in a
variety of psychiatric and neurological disorders, it varies
across the life span, and it affects performance in compli-
cated environments, such as the cockpits of advanced
aircraft. This article provides a brief introduction to the
concept of executive function and discusses how it is
assessed and the conditions under which it is compromised.
A short overview of the diverse theoretical viewpoints re-
garding its psychological and biological underpinnings is
also provided. The article concludes with a consideration
of how a multilevel approach may provide a more inte-
grated account of executive function than has been previ-
ously available.
KEYWORDS—executive function; frontal lobe; prefrontal
cortex; inhibition; task switching; working memory; atten-
tion; top-down control
Like other psychological constructs, such as memory, executive
function is multidimensional. As such, there exists a variety of
models that provide varying viewpoints as to its basic component
processes. Nonetheless, common across most of them is the idea
that executive function is a process used to effortfully guide
behavior toward a goal, especially in nonroutine situations.
Various functions or abilities are thought to fall under the rubric
of executive function. These include prioritizing and sequencing
behavior, inhibiting familiar or stereotyped behaviors, creating
and maintaining an idea of what task or information is most
relevant for current purposes (often referred to as an attentional
or mental set), providing resistance to information that is dis-
tracting or task irrelevant, switching between task goals, uti-
lizing relevant information in support of decision making,
categorizing or otherwise abstracting common elements across
items, and handling novel information or situations. As can be
seen from this list, the functions that fall under the category of
executive function are indeed wide ranging.
ASSESSING EXECUTIVE FUNCTION
The very nature of executive function makes it difficult to
measure in the clinic or the laboratory; it involves an individual
guiding his or her behavior, especially in novel, unstructured,
and nonroutine situations that require some degree of judgment.
In contrast, standard testing situations are structured—partic-
ipants are explicitly told what the task is, given rules for per-
forming the task, and provide.
Executive Compensation and IncentivesMartin J. ConyonEx.docxcravennichole326
Executive Compensation and Incentives
Martin J. Conyon*
Executive Overview
The objective of a properly designed executive compensation package is to attract, retain, and motivate
CEOs and senior management. The standard economic approach for understanding executive pay is the
principal-agent model. This paper documents the changes in executive pay and incentives in U.S. firms
between 1993 and 2003. We consider reasons for these transformations, including agency theory, changes
in the managerial labor markets, shifts in firm strategy, and theories concerning managerial power. We show that
boards and compensation committees have become more independent over time. In addition, we demonstrate
that compensation committees containing affiliated directors do not set greater pay or fewer incentives.
Introduction
E
xecutive compensation is a complex and con-
troversial subject. For many years, academics,
policymakers, and the media have drawn atten-
tion to the high levels of pay awarded to U.S.
chief executive officers (CEOs), questioning
whether they are consistent with shareholder in-
terests.1 Some academics have further argued that
flaws in CEO pay arrangements and deviations
from shareholders’ interests are widespread and
considerable.2 For example, Lucian Bebchuk and
Jesse Fried provide a lucid account of the mana-
gerial power view and accompanying evidence.3
Marianne Bertrand and Sendhil Mullainathan too
provide an analysis of the ‘skimming view’ of CEO
pay.4 In contrast, John Core et al. present an
economic contracting approach to executive pay
and incentives, assessing whether CEOs receive
inefficient pay without performance.5 In this pa-
per, we show what has happened to CEO pay in
the United States. We do not claim to distinguish
between the contracting and managerial power
views of executive pay. Instead, we document the
pattern of executive pay and incentives in the
United States, investigating whether this pattern
is consistent with economic theory.
The Context: Who Sets Executive Pay?
B
efore examining the empirical evidence pre-
sented in this paper, it is important to consider
the pay-setting process and who sets executive
pay. The standard economic theory of executive
compensation is the principal-agent model.6 The
theory maintains that firms seek to design the most
efficient compensation packages possible in order to
attract, retain, and motivate CEOs, executives, and
managers.7 In the agency model, shareholders set
pay. In practice, however, the compensation com-
mittee of the board determines pay on behalf of
shareholders. A principal (shareholder) designs a
contract and makes an offer to an agent (CEO/
manager). Executive compensation ameliorates a
moral hazard problem (i.e., manager opportunism)
arising from low firm ownership. By using stock
options, restricted stock, and long-term contracts,
shareholders motivate the CEO to maximize firm
value. In other words, shareholders try to design
optimal compensation packages .
Executing the StrategyLearning ObjectivesAfter reading.docxcravennichole326
Executing the Strategy
Learning Objectives
After reading this chapter, you should be able to:
• Distinguish good operational plans from weak ones.
• Detail the value of tracking progress on all operational plans.
• Discuss why emergent strategies occur and how they might affect an organization’s
current strategy.
• Implement the ten basic steps of a generic strategic formulation process.
• Manage, improve, and evaluate an existing strategic management process.
Chapter 9
Neil Webb/Ikon Images/Getty Images
spa81202_09_c09.indd 247 1/16/14 10:08 AM
CHAPTER 9Section 9.1 Managing Operational Plans
Implementing a strategy (see Figure 1.1) in the real world is not a leisurely swim across
a calm pond on a sunny day, but rather like crossing from one bank of a raging river to
the other, encountering hidden eddies, fog, driving rain, lightning, and riptides along the
way. While it is not impossible to reach the other bank (the goal), the task often becomes
one of overcoming obstacles and making constant adjustments without losing sight of the
goal. Implementation is like that. Even the most brilliant strategy is worthless if it cannot
be implemented.
This chapter focuses on strategy execution and its difficulties. Part of the chapter is devoted
to assessing, improving, and managing the strategy formulation process itself.
9.1 Managing Operational Plans
The process for obtaining board approval of operational plans is covered in this chapter.
Exactly what is it that gets approved? An operational plan is a document that specifies the
projects or tasks that must be accomplished to achieve particular operational objectives.
Many of these plans will contain activities that are ongoing. Some will include plans for
enhanced or new services. Details specified in operational plans include the names of those
who will be involved and the indi-
vidual responsible for each one, what
equipment will be needed, when each
will start and end, and the estimated
costs for each activity. Given the level
of detail required, it should come as
no surprise that an operational plan
for a large functional unit, such as the
nursing department in a hospital, can
run to many pages, as there are lots of
activities to be detailed. Operational
plans for small HSOs such as physi-
cian clinics and community health
centers may be just a few pages long
unless new strategic initiatives are to
be undertaken.
It takes contributions from everyone
who will be involved in that HSO’s
operations to create such plans. They
will make sure that continuing cur-
rent operations are included in the plans, which is easily done. What adds a level of com-
plexity and difficulty is incorporating additional tasks demanded by a change in strategy.
Consider the following scenarios, which illustrate the difficulty in creating operational
plans that involve more than simply repeating what was done the previous year:
Javier Larrea/age fotostock/Getty Ima.
Executing Strategies in a Global Environment Examining the Case of .docxcravennichole326
Executing Strategies in a Global Environment: Examining the Case of Federal Express 5-7 pages
Requirements:
1.
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Chapter 1An Overview of IBM® SPSS® StatisticsIntroduction An .docx
1. Chapter 1
An Overview of IBM® SPSS® Statistics
Introduction: An Overview of IBM SPSS Statistics 23
THIS BOOK gives you the step-by-step instructions necessary
to do most major types of data analysis using SPSS. The
software was originally created by three Stanford graduate
students in the late 1960s. The acronym “SPSS” initially stood
for “Statistical Package for the Social Sciences.” As SPSS
expanded their package to address the hard sciences and
business markets, the name changed to “Statistical Product and
Service
Solution
s.” In 2009 IBM purchased SPSS and the name morphed
to “IBM SPSS Statistics.” SPSS is now such a standard in the
industry that IBM has retained the name due to its
recognizability. No one particularly cares what the letters
“SPSS” stand for any longer. IBM SPSS Statistics is simply one
of the world’s largest and most successful statistical software
companies. In this book we refer to the program as SPSS.
1.1 Necessary Skills
For this book to be effective when you conduct data analysis
with SPSS, you should have certain limited knowledge of
statistics and have access to a computer that has the necessary
resources to run SPSS. Each issue is addressed in the next two
2. paragraphs.
STATISTICS You should have had at least a basic course in
statistics or be in the process of taking such a course. While it
is true that this book devotes the first two or three pages of each
chapter to a description of the statistical procedure that follows,
these descriptions are designed to refresh the reader’s
memory, not to instruct the novice. While it is certainly
possible for the novice to follow the steps in each chapter and
get SPSS to produce pages of output, a fundamental grounding
in statistics is important for an understanding of which
procedures to use and what all the output means. In addition,
while the first 16 chapters should be understandable by
individuals with limited statistical background, the final 12
chapters deal with much more complex and involved types of
analyses. These chapters require substantial grounding in the
statistical techniques involved.
COMPUTER REQUIREMENTS You must:
· Have access to a personal computer that has
· Microsoft® Windows Vista® or Windows® 7 or 8.1 or 10;
MAC OS® 10.8 (Mountain Lion) or higher installed
· IBM SPSS Statistics 23.0 installed
· Know how to turn the computer on
· Have a working knowledge of the keys on the keyboard and
how to use a mouse—or other selection device such as key
board strokes or touch screen monitors.
3. This book will take you the rest of the way. If you are using
SPSS on a network of computers (rather than your own PC or
MAC) the steps necessary to access IBM SPSS Statistics may
vary slightly from the single step shown in the pages that
follow.
1.2 Scope of Coverage
IBM SPSS Statistics is a complex and powerful statistical
program by any standards. The software occupies about 800 MB
of your hard drive and requires at least 1 GB of RAM to operate
adequately. Despite its size and complexity, SPSS has created a
program that is not only powerful but is user friendly (you’re
the user; the program tries to be friendly). By improvements
over the years, SPSS has done for data analysis what Henry
Ford did for the automobile: made it available to the masses.
SPSS is able to perform essentially any type of statistical
analysis ever used in the social sciences, in the business world,
and in other scientific disciplines.
This book was written for Version 23 of IBM SPSS Statistics.
More specifically, the screen shots and output are based on
Version 23.0. With some exceptions, what you see here will be
similar to SPSS Version 7.0 and higher. Because only a few
parts of SPSS are changed with each version, most of this book
will apply to previous versions. It’s 100% up-to-date with
Version 23.0, but it will lead you astray only about 2% of the
time if you’re using Version 21.0 or 22 and is perhaps 60%
4. accurate for Version 7.0 (if you can find a computer and
software that old).
Our book covers the statistical procedures present in three of
the modules created by SPSS that are most frequently used by
researchers. A module (within the SPSS context) is simply a set
of different statistical operations. We include the Base
Module (technically called IBM SPSS Statistics Base), the
module covering advanced statistics (IBM SPSS Advanced
Statistics), and the module that addresses regression models
(IBM SPSS Regression)—all described in greater detail later in
this chapter. To support their program, SPSS has created a set
of comprehensive manuals that cover all procedures these three
modules are designed to perform. To a person fluent in statistics
and data analysis, the manuals are well written and intelligently
organized. To anyone less fluent, however, the organization is
often undetectable, and the comprehensiveness (the equivalent
of almost 2,000 pages of fine-print text) is overwhelming. To
the best of our knowledge, hard-copy manuals are no longer
available but most of this information may now be accessed
from SPSS as PDF downloads. The same information is also
available in the exhaustive online Help menu. Despite changes
in the method of accessing this information, for sake of
simplicity we still refer to this body of information as “SPSS
manuals” or simply “manuals.” Our book is about 400 pages
long. Clearly we cannot cover in 400 pages as much material as
5. the manuals do in 2,000, but herein lies our advantage.
The purpose of this book is to make the fundamentals of most
types of data analysis clear. To create this clarity requires the
omission of much (often unnecessary) detail. Despite brevity,
we have been keenly selective in what we have included and
believe that the material presented here is sufficient to provide
simple instructions that cover 95% of analyses ever conducted
by researchers. Although we cannot substantiate that exact
number, our time in the manuals suggests that at least 1,600 of
the 2,000 pages involve detail that few researchers ever
consider. How often do you really need 7 different methods of
extracting and 6 methods of rotating factors in factor analysis,
or 18 different methods for post-hoc comparisons after a one-
way ANOVA? (By the way, that last sentence should be
understood by statistical geeks only.)
We are in no way critical of the manuals; they do well what
they are designed to do and we regard them as important
adjuncts to the present book. When our space limitations
prevent explanation of certain details, we often refer our readers
to the SPSS manuals. Within the context of presenting a
statistical procedure, we often show a window that includes
several options but describe only one or two of them. This is
done without apology except for the occasional “description of
these options extends beyond the scope of this book” and
cheerfully refer you to the appropriate SPSS manual. The
6. ultimate goal of this format is to create clarity without
sacrificing necessary detail.
1.3 Overview
This chapter introduces the major concepts discussed in this
book and gives a brief overview of the book’s organization and
the basic tools that are needed in order to use it.
If you want to run a particular statistical procedure, have used
IBM SPSS Statistics before, and already know which analysis
you wish to conduct, you should read the Typographical and
Formatting Conventions section in this chapter (pages 5–7) and
then go to the appropriate chapter in the last portion of the book
(Chapters 6 through 28). Those chapters will tell you exactly
what steps you need to perform to produce the output you
desire.
If, however, you are new to IBM SPSS Statistics, then this
chapter will give you important background information that
will be useful whenever you use this book.
1.4 This Book’s Organization, Chapter by Chapter
This book was created to describe the crucial concepts of
analyzing data. There are three basic tasks associated with data
analysis:
A. You must type data into the computer, and organize and
format the data so both SPSS and you can identify it easily,
B. You must tell SPSS what type of analysis you wish to
conduct, and
7. C. You must be able to interpret what the SPSS output means.
After this introductory chapter, Chapter 2 deals with basic
operations such as types of SPSS windows, the use of the
toolbar and menus, saving, viewing, and editing the output,
printing output, and so forth. While this chapter has been
created with the beginner in mind, there is much SPSS-specific
information that should be useful to anyone. Chapter
3 addresses the first step mentioned above—creating, editing,
and formatting a data file. The SPSS data editor is an
instrument that makes the building, organizing, and formatting
of data files wonderfully clear and straightforward.
Chapters 4 and 5 deal with two important issues—modification
and transformation of data (Chapter 4) and creation of graphs or
charts (Chapter 5). Chapter 4 deals specifically with different
types of data manipulation, such as creating new variables,
reordering, restructuring, merging files, or selecting subsets of
data for analysis. Chapter 5 introduces the basic procedures
used when making a number of different graphs; some graphs,
however, are described more fully in the later chapters.
Chapters 6 through 28 then address Steps B and C—analyzing
your data and interpreting the output. It is important to note that
each of the analysis chapters is self-contained. If the beginner,
for example, were instructed to conduct t tests on certain
data, Chapter 11 would give complete instructions for
accomplishing that procedure. In the Step by Step section, Step
8. 1 is always “start the SPSS program” and refers the reader
to Chapter 2 if there are questions about how to do this. The
second step is always “create a data file or edit (if necessary) an
already existing file,” and the reader is then referred to Chapter
3 for instructions if needed. Then the steps that follow explain
exactly how to conduct a t test.
As mentioned previously, this book covers three modules
produced by SPSS: IBM SPSS Statistics Base, IBM SPSS
Advanced Statistics, and IBM SPSS Regression. Since some
computers at colleges or universities may not have all of these
modules (the Base module is always present), the book is
organized according to the structure SPSS has imposed: We
cover almost all procedures included in the Base module and
then selected procedures from the more
complex Advanced and Regression Modules. Chapters 6–22 deal
with processes included in the Base module. Chapters 23–
27 deal with procedures in the Advanced Statistics and
Regression Modules, and Chapter 28, the analysis of residuals,
draws from all three.
IBM SPSS STATISTICS BASE,Chapters 6 through 10 describe
the most fundamental data analysis methods available, including
frequencies, bar charts, histograms, and percentiles (Chapter 6);
descriptive statistics such as means, medians, modes, skewness,
and ranges (Chapter 7); crosstabulations and chi-square tests of
independence (Chapter 8); subpopulation means (Chapter 9);
9. and correlations between variables (Chapter 10).
The next group of chapters (Chapters 11 through 17) explains
ways of testing for differences between subgroups within your
data or showing the strength of relationships between a
dependent variable and one or more independent variables
through the use of t tests (Chapter 11); ANOVAs (Chapters
12, 13, and 14); linear, curvilinear, and multiple regression
analysis (Chapters 15 and 16); and the most common forms of
nonparametric tests are discussed in Chapter 17.
Reliability analysis (Chapter 18) is a standard measure used in
research that involves multiple response measures;
multidimensional scaling is designed to identify and model the
structure and dimensions of a set of stimuli from dissimilarity
data (Chapter 19); and then factor analysis (Chapter 20), cluster
analysis (Chapter 21), and discriminant analysis (Chapter 22)
all occupy stable and important niches in research conducted by
scientists.
IBM SPSS ADVANCED STATISTICS AND
REGRESSION: The next series of chapters deals with analyses
that involve multiple dependent variables (SPSS calls these
procedures General Linear Models; they are also commonly
called MANOVAs or MANCOVAs). Included under the heading
General Linear Model are simple and general factorial models
and multivariate models (Chapter 23), and models with repeated
measures or within-subjects factors (Chapter 24).
10. The next three chapters deal with procedures that are only
infrequently performed, but they are described here because
when these procedures are needed they are
indispensable. Chapter 25describes logistic regression analysis
and Chapters 26 and 27 describe hierarchical and
nonhierarchical log-linear models, respectively. As mentioned
previously, Chapter 28 on residuals closes out the book.
1.5 An Introduction to the Example
A single data file is used in 17 of the first 19 chapters of this
book. For more complex procedures it has been necessary to
select different data files to reflect the particular procedures
that are presented. Example data files are useful because often,
things that appear to be confusing in the SPSS documentation
become quite clear when you see an example of how they are
done. Although only the most frequently used sample data file
is described here, there are a total of 12 data sets that are used
to demonstrate procedures throughout the book, in addition to
data sets utilized in the exercises. Data files are available for
download at www.spss-step-by-step.net. These files can be of
substantial benefit to you as you practice some of the processes
presented here without the added burden of having to input the
data. We suggest that you make generous use of these files by
trying different procedures and then comparing your results
with those included in the output sections of different chapters.
The example has been designed so it can be used to demonstrate
11. most of the statistical procedures presented here. It consists of a
single data file used by a teacher who teaches three sections of
a class with approximately 35 students in each section. For each
student, the following information is recorded:
· ID number
· Name
· Gender
· Ethnicity
· Year in school
· Upper- or lower-division class person
· Previous GPA
· Section
· Whether or not he or she attended review sessions or did the
extra credit
· The scores on five 10-point quizzes and one 75-point final
exam
In Chapter 4 we describe how to create four new variables. In
all presentations that follow (and on the data file available on
the website), these four variables are also included:
· The total number of points earned
· The final percent
· The final grade attained
· Whether the student passed or failed the course
The example data file (the entire data set is displayed at the end
of Chapter 3) will also be used as the example in the
12. introductory chapters (Chapters 2 through 5). If you enter the
data yourself and follow the procedures described in these
chapters, you will have a working example data file identical to
that used through the first half of this book. Yes, the same
material is recorded on the downloadable data files, but it may
be useful for you to practice data entry, formatting, and certain
data manipulations with this data set. If you have your own set
of data to work with, all the better.
One final note: All of the data in the grades file are totally
fictional, so any findings exist only because we created them
when we made the file.
1.6 Typographical and Formatting Conventions
CHAPTER ORGANIZATIONChapters 2 through 5 describe IBM
SPSS Statistics formatting and procedures, and the material
covered dictates each chapter’s organization. Chapters
6 through 28(the analysis chapters) are, with only occasional
exceptions, organized identically. This format includes:
1. The Introduction in which the procedure that follows is
described briefly and concisely. These introductions vary in
length from one to seven pages depending on the complexity of
the analysis being described.
2. The Step by Step section in which the actual steps necessary
to accomplish particular analyses are presented. Most of the
typographical and formatting conventions described in the
following pages refer to the Step by Step sections.
13. 3. The Output section, in which the results from analyses
described earlier are displayed—often abbreviated. Text
clarifies the meaning of the output, and all of the critical output
terms are defined.
THE SCREENS Due to the very visual nature of SPSS, every
chapter contains pictures of screens or windows that appear on
the computer monitor as you work. The first picture
from Chapter 6(below) provides an example. These pictures are
labeled “Screens” despite the fact that sometimes what is
pictured is a screen (everything that appears on the monitor at a
given time) and other times is a portion of a screen (a window,
a dialog box, or something smaller). If the reader sees reference
to Screen 13.3, she knows that this is simply the third picture
in Chapter 13. The screens are typically positioned within
breaks in the text (the screen icon and a title are included) and
are used for sake of reference as procedures involving that
screen are described. Sometimes the screens are separate from
the text and labels identify certain characteristics of the screen
(see the inside front cover for an example). Because screens
take up a lot of space, frequently used screens are included on
the inside front and back covers of this book. At other times,
within a particular chapter, a screen from a different chapter
may be cited to save space.
Screen 1.1 The Frequencies Window
14. Sometimes a portion of a screen or window is displayed (such
as the menu bar included here) and is embedded within the text
without a label.
The Step by Step boxes: Text that surrounds the screens may
designate a procedure, but it is the Step by Step boxes that
identify exactly what must be done to execute a procedure. The
following box illustrates:
Sequence Step 3 means: “Beginning with Screen 1 (displayed on
the inside front cover), click on the word File, move the cursor
to Open, and then click the word Data. At this point a new
window will open (Screen 2 on the inside front cover); type
‘grades.sav’ and then click the Open button, at which point a
screen with your data file opens.” Notice that within brackets
shortcuts are sometimes suggested: Rather than
the File → Open → Data sequence, it is quicker to click
the icon. Instead of typing grades.sav and then clicking Open,
it is quicker to double click on the grades.sav (with or without
the “.sav” suffix; this depends on your settings) file name.
Items within Step by Step boxes include:
Screens: A small screen icon will be placed to the left of each
group of instructions that are based on that screen. There are
three different types of screen icons:
15. Other images with special meaning inside of Step by Step boxes
include:
Sometimes fonts can convey information, as well:
Font
What it Means
Monospaced font (Courier)
Any text within the boxes that is rendered in the Courier font
represents text (numbers, letters, words) to be typed into the
computer (rather than being clicked or selected).
Italicized text
Italicized text is used for information or clarifications within
the Step by Step boxes.
Bold font
The bold font is used for words that appear on the computer
screen.
The groundwork is now laid. We wish you a pleasant journey
through the exciting and challenging world of data analysis!
Chapter 6
Frequencies
THIS CHAPTER deals with frequencies, graphical
representation of frequencies (bar charts and pie charts),
histograms, and percentiles. Each of these procedures is
16. described below. Frequencies is one of the SPSS commands in
which it is possible to access certain graphs directly
(specifically, bar charts, pie charts, and histograms) rather than
accessing them through the Graphs command. More information
about editing these graphs is treated in some detail in Chapter 5.
Bar charts or pie charts are typically used to show the number
of cases (“frequencies”) in different categories. As such they
clearly belong in a chapter on frequencies. Inclusion of
histograms and percentiles seems a bit odd because they are
most often used with a continuous distribution of values and are
rarely used with categorical data. They are included here
because the Frequencies command in SPSS is configured in
such a way that, in addition to frequency information, you can
also access histograms for continuous variables, certain
descriptive information, and percentiles.
The Descriptives command and descriptive statistics are
described in Chapter 7; however, that procedure does not allow
access to histograms or percentiles.
6.1 Frequencies
Frequencies is one of the simplest yet one of the most useful of
all SPSS procedures. The Frequencies command simply sums
the number of instances within a particular category: There
were 56 males and 37 females. There were 16 Whites, 7 Blacks,
14 Hispanics, 19 Asians, and 5 others. There were 13 A’s, 29
B’s, 37 C’s, 7 D’s, and 3 F’s. Using the Frequencies command,
17. SPSS will list the following information: value labels, the value
code (the number associated with each level of a variable, e.g.,
female = 1, male = 2), the frequency, the percent of total for
each value, the valid percent (percent after missing values are
excluded), and the cumulative percent. These are each
illustrated and described in the Output section.
6.2 Bar Charts
The Bar chart(s) option is used to create a visual display of
frequency information. A bar chart should be used only for
categorical (not continuous) data. The gender, ethnicity, and
grade variables listed in the previous paragraph represent
categorical data. Each of these variables divides the data set
into distinct categories such as male, female; A, B, C, D, F; and
others. These variables can be appropriately displayed in a bar
chart. Continuous data contain a series of numbers or values
such as scores on the final exam, total points, finishing times in
a road race, weight in pounds of individuals in your class, and
so forth. Continuous variables are typically represented
graphically with histograms, our next topic.
6.3 Histograms
For continuous data, the Histograms option will create the
appropriate visual display. A histogram is used to indicate
frequencies of a range of values. A histogram is used when the
number of instances of a variable is too large to want to list all
of them. A good example is the breakdown of the final point
18. totals in a class of students. Since it would be too cumbersome
to list all scores on a graph, it is more practical to list the
number of subjects within a range of values, such as how many
students scored between 60 and 69 points, between 70 and 79
points, and so forth.
6.4 Percentiles
The Percentile Values option will compute any desired
percentiles for continuous data. Percentiles are used to indicate
what percent of a distribution lies below (and above) a
particular value. For instance if a score of 111 was at the 75th
percentile, this would mean that 75% of values are lower than
111 and 25% of values are higher than 111. Percentiles are used
extensively in educational and psychological measurement.
The file we use to illustrate frequencies, bar charts, histograms,
and percentiles (pie charts are so intuitive we do not present
them here) is the example described in the first chapter. The file
is called grades.sav and has an N = 105. This analysis computes
frequencies, bar charts, histograms, and percentiles utilizing
the gender, ethnic, grade, and total variables.
6.5 Step by Step
To access the initial SPSS screen from the Windows display,
perform the following sequence of steps:
Mac users: To access the initial SPSS screen, successively click
the following icons:
19. After clicking the SPSS program icon, Screen 1 appears on the
monitor.
Step 2
Create and name a data file or edit (if necessary) an already
existing file (see Chapter 3)
Screens 1 and 2 (displayed on the inside front cover) allow you
to access the data file used in conducting the analysis of
interest. The following sequence accesses thegrades.savfile for
further analyses:
Whether first entering SPSS or returning from earlier operations
the standard menu of commands across the top is required. As
long as it is visible you may perform any analyses. It is not
necessary for the data window to be visible.
After completion of Step 3 a screen with the desired menu bar
appears. When you click a command (from the menu bar), a
series of options will appear (usually) below the selected
command. With each new set of options, click the desired item.
The sequence to access frequencies begins at any screen with
the menu of commands visible:
6.5.1 Frequencies
20. A screen now appears (below) that allows you to select
variables for which you wish to compute frequencies. The
procedure involves clicking the desired variable name in the
box to the left and then pasting it into the Variables(s) (or
“active”) box to the right by clicking the right arrow () in the
middle of the screen. If the desired variable is not visible, use
the scroll bar arrows ( ) to bring it to view. To deselect a
variable (to move it from the Variable(s) box back to the
original list), click on the variable in the active box and the in
the center will become a . Click on the left arrow to move the
variable back. To clear all variables from the Variable(s) box,
click the Reset button.
Screen 6.1 The Frequencies window
The following sequence of steps will allow you to compute
frequencies for the variablesethnic, gender, andgrade.
You have now selected the three variables associated with
gender, ethnicity, and grades. By clicking the OK button, SPSS
proceeds to compute frequencies. After a few moments the
output will be displayed on the screen. The Output screen will
appear every time an analysis is conducted (labeled Screen 6.2),
and appears on the following page.
The results are now located in a window with the title Output#
[Document#] – IBM SPSS Statistics Viewer at the top. To view
21. the results, make use of the up and down arrows on the scroll
bar ( ). Partial results from the procedure described above are
found in the Output section. More complete information about
output screens, editing output, and pivot charts are included
in Chapter 2 (pages 17–22, 34–39 for Mac users). If you wish to
conduct further analyses with the same data set, the starting
point is again Screen 6.1. Perform whichever of Steps 1–4
(usually Step 4 is all that is necessary) are needed to arrive at
this screen.
Screen 6.2 SPSS Output Viewer
6.5.2 Bar Charts
To create bar charts of categorical data, the process is identical
to sequence Step 5 (in previous page), except that instead of
clicking the final OK, you will click the Charts option
(see Screen 6.1). At this point a new screen (Screen 6.3, below)
appears: Bar charts, Pie charts, and Histograms are the types of
charts offered. For categorical data you will usually choose Bar
charts. You may choose Frequencies (the number of instances
within each category) or Percentages (the percent of total for
each category). After you click Continue, the Charts box
disappears leaving Screen 6.1. A click on OK completes the
procedure.
Screen 6.3 The Frequencies: Charts window
22. Screen 6.1 is the starting point for this procedure. Notice that
we demonstrated a double click of the variable name to paste it
into the active box (rather than a click on the button).
After a few moments of processing time (several hours if you
are working on a typical university network) the output screen
will emerge. A total of three bar charts have been created, one
describing the ethnic breakdown, another describing the gender
breakdown, and a third dealing with grades. To see these three
graphs simply requires scrolling down the output page until you
arrive at the desired graph. If you wish to edit the graphs for
enhanced clarity, double click on the graph and then turn
to Chapter 5 to assist you with a number of editing options. The
chart that follows (Screen 6.4) shows the bar chart for ethnicity.
Screen 6.4 A Sample Bar Chart
6.5.3 Histograms
Histograms may be accessed in the same way as bar charts. The
distinction between bar charts and histograms is that histograms
are typically used for display of continuous (not categorical)
data. For the variables used above (gender, ethnicity, and
grades), histograms would not be appropriate. We will here
make use of a histogram to display the distribution for the total
points earned by students in the class. Perform the following
sequence of steps to create a histogram for total. Refer, if
23. necessary, to Screens 6.1, 6.2, and 6.3 on previous pages for
visual reference. The histogram for this procedure is displayed
in the Output section.
This procedure begins at Screen 6.1. Perform whichever of
Steps 1–4 (pages 102–103) are necessary to arrive at this
screen. You may also need to click theResetbutton before
beginning.
Note the step where you click Display frequency
tables to deselect that option. For categorical data, you will
always keep this option since it constitutes the entire non-
graphical output. For continuous data (the total variable in this
case), a display of frequencies would be a list about 70 items,
indicating that 1 subject scored 45, 2 subjects scored 47, and so
on up to the number of subjects who scored 125. This is rarely
desired. If you click this option prior to requesting a histogram,
a warning will flash indicating that there will be no output.
The Show normal curve on histogram allows a normal curve to
be superimposed over the histogram.
6.5.4 Percentiles and Descriptives
Descriptive statistics are explained in detail in Chapter 7. Using
the Frequencies command, under the Statistics option
(see Screen 6.1), descriptive statistics and percentile values are
available. When you click on the Statistics option, a new screen
appears (Screen 6.5, below) that allows access to this additional
24. information. Three different step sequences (on the following
page) will explain (a) how to create a histogram and access
descriptive data, (b) how to calculate a series of percentiles
with equal spacing between each value, and (c) how to access
specific numeric percentiles. All three sequences will utilize
the total points variable.
Screen 6.5 The Frequencies: Statistics Window
For any of the three procedures below, the starting point
is Screen 6.1. Perform whichever of Steps 1–4 (pages 102–103)
are necessary to arrive at this screen. Step 5c gives steps to
create a histogram for total points and also requests the mean of
the distribution, the standard deviation, the skewness, and the
kurtosis. Click theResetbutton before beginning if necessary.
To calculate percentiles of thetotalvariable for every 5th
percentile value (e.g., 5th, 10th, 15th, etc.) it’s necessary to
divide the percentile scale into 20 equal parts. ClickResetif
necessary.
Note that when you type the 20 (or any number) it automatically
writes over the default value of 10, already showing.
Finally, to designate particular percentile values (in this case, 2,
16, 50, 84, 98) perform the following sequence of steps.
ClickResetif necessary.
25. Note: Quartile values (the 25th, 50th, and 75th percentiles) may
be obtained quickly by clicking the Quartiles box (see Screen
6.5), clicking Continue, and then clicking OK (see Screen 6.1).
6.6 Printing Results
Results of the analysis (or analyses) that have just been
conducted require a window that displays the standard
commands (File Edit Data Transform Analyze …) across the
top. A typical print procedure is shown below beginning with
the standard output screen (Screen 1, inside back cover).
To print results, from the Output screen perform the following
sequence of steps:
To exit you may begin from any screen that shows
theFilecommand at the top.
Note: After clicking Exit, there will frequently be small
windows that appear asking if you wish to save or change
anything. Simply click each appropriate response.
6.7 Output
Frequencies, Histograms, Descriptives, and Percentiles
In the output, due to space constraints, we often present results
of analyses in a more space-conserving format than is typically
done by SPSS. We use identical terminology as that used in the
SPSS output and hope that minor formatting differences do not
26. detract from understanding.
6.7.1 Frequencies
What follows is partial results (and a slightly different format)
from sequence Step 5, page 103.
The number of subjects in each category is self-explanatory.
Definitions of other terms follow:
Term
Definition/Description
Value label
Names for levels of a variable.
Value
The number associated with each level of the variable (just in
front of each label).
Frequency
Number of data points for a variable or level.
Percent
The percent for each component part, including missing values.
If there were missing values, they would be listed in the last
row as missing along with the frequency and percent of missing
values. The total would still sum to 100.0%.
Valid percent
Percent of each value excluding missing values.
Cum percent
Cumulative percentage of the Valid percent.
27. 6.7.2 Histograms
What follows is output from sequence Step 5b on page 106. To
produce an identical graph you will need to perform the edits
described on pages 96–97.
Note that on the horizontal axis (graph below) the border values
of each of the bars are indicated. This makes for clear
interpretation since it is easy to identify that, for instance, 11
students scored between 90 and 95 points, 20 students scored
between 95 and 100 points, and 8 students scored between 100
and 105 points. The graph has been edited to create the 5-point
increments for bars. For creation of an identical graph several
of the editing options would need to be applied. Please
see Chapter 5 to assist you with this. A normal curve is
superimposed on the graph due to selecting the Show normal
curve on histogram option.
6.7.3 Descriptives and Percentiles
What follows is complete output (slightly different format) from
sequence Step 5d on page 107.
Descriptives
Percentiles
For Percentiles: For the total points variable, 5% of values fall
below 70 points and 95% of values are higher than 70 points;
28. 10% of values fall below 79.6 points and 90% are higher, and so
forth.
Descriptive information is covered in Chapter 7 so we will not
discuss those terms here. Note that when the skewness and
kurtosis are requested, the standard errors of those two
measures are also included.
Exercises
Answers to selected exercises can be downloaded at www.spss-
step-by-step.net.
Notice that data files other than the grades.sav file are being
used here. Please refer to the Data Files section starting on page
364 to acquire all necessary information about these files and
the meaning of the variables. As a reminder, all data files are
downloadable from the web address shown above.
1. Using the divorce.sav file display frequencies for sex, ethnic,
and status. Print output to show frequencies for all three; edit
output so it fits on one page. On a second page, include three
bar graphs of these data and provide labels to clarify what each
one means.
2. Using the graduate.sav file display frequencies for motive,
stable, and hostile. Print output to show frequencies for all
three; edit output so it fits on one page. Note: This type of
procedure is typically done to check for accuracy of data.
Motivation (motive), emotional stability (stable), and hostility
(hostile) are scored on 1- to 9-point scales. You are checking to
29. see if you have, by mistake, entered any 0s or 99s.
3. Using the helping3.sav file compute percentiles
for thelplnz (time helping, measured in z scores)
and tqualitz (quality of help measured in z scores). Use
percentile values 2, 16, 50, 84, 98. Print output
and circle values associated with percentiles
for thelplnz; box percentile values for tqualitz. Edit output so it
fits on one page.
4. Using the helping3.sav file compute percentiles for age.
Compute every 10th percentile (10, 20, 30, etc.). Edit (if
necessary) to fit on one page.
5. Using the graduate.sav file display frequencies for gpa,
areagpa, and grequant. Compute quartiles for these three
variables. Edit (if necessary) to fit on one page.
6. Using the grades.sav file create a histogram for final. Include
the normal curve option. Create a title for the graph that makes
clear what is being measured. Perform the edits on pages 96–97
so the borders for each bar are clear.
Chapter 7
Descriptive Statistics
Descriptives is another frequently used SPSS procedure.
Descriptive statistics are designed to give you information
about the distributions of your variables. Within this broad
category are measures of central tendency (Mean, Median,
Mode), measures of variability around the mean (Std
30. deviation and Variance), measures of deviation from normality
(Skewness and Kurtosis), information concerning the spread of
the distribution (Maximum, Minimum, and Range), and
information about the stability or sampling error of certain
measures, including standard error (S.E.) of the mean (S.E.
mean), S.E. of the kurtosis, and S.E. of the skewness (included
by default when skewness and kurtosis are requested). Using
the Descriptives command, it is possible to access all of these
statistics or any subset of them. In this introductory section of
the chapter, we begin with a brief description of statistical
significance (included in all forms of data analysis) and the
normal distribution (because most statistical procedures require
normally distributed data). Then each of the statistics identified
above is briefly described and illustrated.
7.1 Statistical Significance
All procedures in the chapters that follow involve testing the
significance of the results of each analysis. Although statistical
significance is not employed in the present chapter it was
thought desirable to cover the concept of statistical significance
(and normal distributions in the section that follows) early in
the book.
Significance is typically designated with words such as
“significance,” “statistical significance,” or “probability.” The
latter word is the source of the letter that represents
significance, the letter “p.” The p value identifies the likelihood
31. that a particular outcome may have occurred by chance. For
instance, group A may score an average of 37 on a scale of
depression while group B scores 41 on the same scale. If a t test
determines that group A differs from group B at a p = .01 level
of significance, it may be concluded that there is a 1 in 100
probability that the resulting difference happened by chance,
and a 99 in 100 probability that the discrepancy in scores is a
reliable finding.
Regardless of the type of analysis the p value identifies the
likelihood that a particular outcome occurs by chance. A Chi-
square analysis identifies whether observed values differ
significantly from expected values; a t test or ANOVA
identifies whether the mean of one group differs significantly
from the mean of another group or groups; correlations and
regressions identify whether two or more variables are
significantly related to each other. In all instances a
significance value will be calculated identifying the likelihood
that a particular outcome is or is not reliable. Within the context
of research in the social sciences, nothing is ever “proved.” It is
demonstrated or supported at a certain level of likelihood or
significance. The smaller the p value, the greater the likelihood
that the findings are valid.
Social scientists have generally accepted that if the p value is
less than .05 then the result is considered statistically
significant. Thus, when there is less than a 1 in 20 probability
32. that a certain outcome occurred by chance, then that result
is considered statistically significant. Another frequently
observed convention is that when a significance level falls
between .05 and .10, the result is considered marginally
significant. When the significance level falls far below .05
(e.g., .001, .0001, etc.) the smaller the value, the greater
confidence the researcher has that his or her findings are valid.
When one writes up the findings of a particular study, certain
statistical information and p values are always included.
Whether or not a significant result has occurred is the key focus
of most studies that involve statistics.
7.2 The Normal Distribution
Many naturally occurring phenomena produce distributions of
data that approximate a normal distribution. Some examples
include the height of adult humans in the world, the weight of
collie dogs, the scoring averages of players in the NBA, and the
IQs of residents of the United States. In all of these
distributions, there are many mid-range values (e.g., 60–70
inches, 22–28 pounds, 9–14 points, 90–110 IQ points) and few
extreme values (e.g., 30 inches, 80 pounds, 60 points, 12 IQ
points). There are other distributions that approximate
normality but deviate in predictable ways. For instance, times of
runners in a 10-kilometer race will have few values less than 30
minutes (none less than 26:17), but many values greater than 40
minutes. The majority of values will lie above the mean
33. (average) value. This is called a negatively skewed distribution.
Then there is the distribution of ages of persons living in the
United States. While there are individuals who are 1 year old
and others who are 100 years old, there are far more 1-year-
olds, and in general the population has more values below the
mean than above the mean. This is called a positively skewed
distribution. It is possible for distributions to deviate from
normality in other ways, some of which are described in this
chapter.
A normal distribution is symmetric about the mean or average
value. In a normal distribution, 68% of values will lie between
plus-or-minus (±) 1 standard deviation (described below) of the
mean, 95.5% of values will lie between ± 2 standard deviations
of the mean, and 99.7% of values will lie between ± 3 standard
deviations of the mean. A normal distribution is illustrated in
the figure below.
A final example will complete this section. The average (or
mean) height of an American adult male is 69 inches (5′ 9″)
with a standard deviation of 4 inches. Thus, 68% of American
men are between 5′ 5″ and 6′ 1″ (69 ± 4); 95.5% of American
men are between 5′ 1″ and 6′ 5″ (69 ± 8), and 99.7% of
American men are between 4′ 9″ and 6′9″ (69 ± 12) in height
(don’t let the NBA fool you!).
7.3 Measures of Central Tendency
34. The Mean is the average value of the distribution, or, the sum of
all values divided by the number of values. The mean of the
distribution [3 5 7 5 6 8 9] is:
(3 + 5 + 7 + 5 + 6 + 8 + 9)/7 = 6.14
The Median is the middle value of the distribution. The median
of the distribution [3 5 7 5 6 8 9], is 6, the middle value (when
reordered from small to large, 3 5 5 6 7 8 9). If there is an even
number of values in a distribution, then there will be two
middle values. In that case the average of those two values is
the median.
The Mode is the most frequently occurring value. The mode of
the distribution [3 5 7 5 6 8 9] is 5, because 5 occurs most
frequently (twice, all other values occur only once).
7.4 Measures of Variability Around the Mean
The Variance is the sum of squared deviations from the mean
divided by N − 1. The variance for the distribution [3 5 7 5 6 8
9] (the same numbers used above to illustrate the mean) is:
[(3–6.14)2 + (5–6.14)2 + (7–6.14)2 + (5–6.14)2 + (6–6.14)2 +
(8–6.14)2 + (9–6.14)2]/6 = 4.1429
Variance is used mainly for computational purposes. Standard
deviation is the more commonly used measure of variability.
The Standard deviation is the positive square root of the
variance. For the distribution [3 5 7 5 6 8 9], the standard
deviation is the square root of 4.1429, or 2.0354.
7.5 Measures of Deviation from Normality
35. Kurtosis is a measure of the “peakedness” or the “flatness” of a
distribution. A kurtosis value near zero (0) indicates a shape
close to normal. A positive value for the kurtosis indicates a
distribution more peaked than normal. A negative kurtosis
indicates a shape flatter than normal. An extreme negative
kurtosis (e.g., < −5.0) indicates a distribution where more of the
values are in the tails of the distribution than around the mean.
A kurtosis value between ±1.0 is considered excellent for most
psychometric purposes, but a value between ±2.0 is in many
cases also acceptable, depending on the particular application.
Remember that these values are only guidelines. In other
settings different criteria may arise, such as significant
deviation from normality (outside ±2 × the standard error).
Similar rules apply to skewness.
Skewness measures to what extent a distribution of values
deviates from symmetry around the mean. A value of zero (0)
represents a symmetric or evenly balanced distribution. A
positive skewness indicates a greater number of smaller values
(sounds backward, but this is correct). A negative skewness
indicates a greater number of larger values. As with kurtosis, a
skewness value between ±1.0 is considered excellent for most
psychometric purposes, but a value between ±2.0 is in many
cases also acceptable, depending on your application.
36. 7.6 Measures for Size of the Distribution
For the distribution [3 5 7 5 6 8 9], the Maximum value is 9,
the Minimum value is 3, and the Range is 9 − 3 = 6. The Sum of
the scores is 3 + 5 + 7 + 5 + 6 + 8 + 9 = 43.
7.7 Measures of Stability: Standard Error
SPSS computes the Standard errors for the mean, the kurtosis,
and the skewness. Standard error is designed to be a measure of
stability or of sampling error. The logic behind standard error is
this: If you take a random sample from a population, you can
compute the mean, a single number. If you take another sample
of the same size from the same population you can again
compute the mean—a number likely to be slightly different
from the first number. If you collect many such samples, the
standard error of the mean is the standard deviation of this
sampling distribution of means. A similar logic is behind the
computation of standard error for kurtosis or skewness. A small
value (what is “small” depends on the nature of your
distribution) indicates greater stability or smaller sampling
error.
The file we use to illustrate the Descriptives command is our
example described in the first chapter. The data file is
called grades.sav and has an N = 105. This analysis computes
descriptive statistics for variables gpa, total, final, and percent.
7.8 Step by Step
7.8.1 Descriptives
37. To access the initial SPSS screen from the Windows display,
perform the following sequence of steps:
Mac users: To access the initial SPSS screen, successively click
the following icons:
After clicking the SPSS program icon, Screen 1 appears on the
monitor.
Step 2
Create and name a data file or edit (if necessary) an already
existing file (see Chapter 3).
Screens 1 and 2 (displayed on the inside front cover) allow you
to access the data file used in conducting the analysis of
interest. The following sequence accesses thegrades.savfile for
further analyses:
Whether first entering SPSS or returning from earlier operations
the standard menu of commands across the top is required. As
long as it is visible you may perform any analyses. It is not
necessary for the data window to be visible.
After completion of Step 3 a screen with the desired menu bar
appears. When you click a command (from the menu bar), a
series of options will appear (usually) below the selected
38. command. With each new set of options, click the desired item.
The sequence to access Descriptive Statistics begins at any
screen with the menu of commands visible:
A new screen now appears (below) that allows you to select
variables for which you wish to compute descriptives. The
procedure involves clicking the desired variable name in the
box to the left and then pasting it into the Variable(s) (or
“active“) box to the right by clicking the right arrow () in the
middle of the screen. If the desired variable is not visible, use
the scroll bar arrows () to bring it to view. To deselect a
variable (that is, to move it from the Variable(s) box back to the
original list), click on the variable in the active box and the in
the center will become a . Click on the left arrow to move the
variable back. To clear all variables from the active box, click
the Reset button.
Screen 7.1 The Descriptives Window
The only check box on the initial screen, Save standardized
values as variables, will convert all designated variables (those
in the Variable(s) box) to z scores. The original variables will
remain, but new variables with a “z” attached to the front will
be included in the list of variables. For instance, if you click
the Save standardized values as variables option, and the
variable finalwas in the Variable(s) box, it would be listed in
39. two ways: final in the original scale and zfinal for the same
variable converted to z scores. You may then do analyses with
either the original variable or the variable converted to z scores.
Recall that z scores are values that have been mathematically
transposed to create a distribution with a mean of zero and a
standard deviation of one. See the glossary for a more complete
definition. Also note that for non-mouse users, the SPSS people
have cleverly underlined the “z” in the word “standardized” as a
gentle reminder that standardized scores and z scores are the
same thing.
To create a table of the default descriptives (mean, standard
deviation, maximum, minimum) for the
variablesgpaandtotal, perform the following sequence of steps:
If you wish to calculate more than the four default statistics,
after selecting the desired variables, before clicking the OK, it
is necessary to click the Options button (at the bottom of Screen
7.1). Here every descriptive statistic presented earlier in this
chapter is included with a couple of exceptions: Median and
mode are accessed through the Frequencies command only.
See Chapter 6 to determine how to access these values. Also,
the standard errors (“S.E.“) of the kurtosis and skewness are not
included. This is because when you click either kurtosis or
skewness, the standard errors of those values are automatically
included. To select the desired descriptive statistics, the
40. procedure is simply to click (so as to leave a in the box to the
left of the desired value) the descriptive statistics you wish.
This is followed by a click of Continue and OK. The Display
order options include (a) Variable list (the default—in the same
order as displayed in the data editor), (b) Alphabetic (names of
variables ordered alphabetically), (c) Ascending means (ordered
from smallest mean value to largest mean value in the output),
and (d) Descending means (from largest to smallest).
Screen 7.2 The Descriptives: Options Window
To select the variablesfinal, percent, gpa, andtotal, and then
select all desired descriptive statistics, and perform the
following sequence of steps. Press theResetbutton if there are
undesired variables in the active box.
Upon completion of either Step 5 or Step 5a, Screen 7.3 will
appear (below). The results of the just-completed analysis are
included in the top window labeled Output#[Document#] – IBM
SPSS Statistics Viewer. Click on the to the right of this title if
you wish the output to fill the entire screen and then make use
of the arrows on the scroll bar () to view the results. Even when
viewing output, the standard menu of commands is still listed
across the top of the window. Further analyses may be
conducted without returning to the data screen. Partial output
from this analysis is included in the Output section.
41. Screen 7.3 SPSS Output Viewer Window
7.9 Printing Results
Results of the analysis (or analyses) that have just been
conducted require a window that displays the standard
commands (File Edit Data Transform Analyze …) across the
top. A typical print procedure is shown in the following page
beginning with the standard output screen (Screen 1, inside
back cover).
To print results, from the Output screen perform the following
sequence of steps:
To exit you may begin from any screen that shows
theFilecommand at the top.
Note: After clicking Exit, there will frequently be small
windows that appear asking if you wish to save or change
anything. Simply click each appropriate response.
7.10 Output
7.10.1 Descriptive Statistics
What follows is output from sequence Step 5a, page 118. Notice
that the statistics requested include the N, the Mean, the
Standard Deviation, the Variance, the Skewness, and the
Kurtosis. The Standard Errors of the Skewness and Kurtosis are
included by default.
42. IBM SPSS Statistics: Descriptive Statistics
First observe that in this display the entire output fits neatly
onto a single page or is entirely visible on the screen. This is
rarely the case. When more extensive output is produced, make
use of the up, down, left, and right scroll bar arrows to move to
the desired place. You may also use the index in the left
window to move to particular output more quickly. Notice that
all four variables fall within the “excellent” range as acceptable
variables for further analyses; the skewness and kurtosis values
all lie between ±1.0. All terms are identified and described in
the introductory portion of the chapter. The only undefined
word is listwise. This means that any subject that has a missing
value for any variable has been deleted from the analysis. Since
in the grades.sav file there are no missing values, all 105
subjects are included.
Exercises
Answers to selected exercises may be downloaded at www.spss-
step-by-step.net.
Notice that data files other than the grades.sav file are being
used here. Please refer to the Data Files section starting on page
362 to acquire all necessary information about these files and
the meaning of the variables. As a reminder, all data files are
downloadable from the web address shown above.
1. Using the grades.sav file select all variables except lastname,
43. firstname, grade, and passfail. Compute descriptive statistics,
including mean, standard deviation, kurtosis, and skewness.
Edit so that you eliminate Std. Error (Kurtosis) and Std.
Error (Skewness) making your chart easier to interpret. Edit the
output to fit on one page.
· Draw a line through any variable for which descriptives are
meaningless (either they are categorical or they are known to
not be normally distributed).
· Place an “*” next to variables that are in the ideal range for
both skewness and kurtosis.
· Place an X next to variables that are acceptable but not
excellent.
· Place a ψ next to any variables that are not acceptable for
further analysis.
2. Using the divorce.sav file select all variables except the
indicators (for spirituality, sp8–sp57, for cognitive coping, cc1–
cc11, for behavioral coping, bc1–bc12, for avoidant
coping, ac1–ac7, and for physical closeness, pc1–pc10).
Compute descriptive statistics, including mean, standard
deviation, kurtosis, and skewness. Edit so that you
eliminate Std. Error (Kurtosis) and Std. Error (Skewness) and
your chart is easier to interpret. Edit the output to fit
on two pages.
· Draw a line through any variable for which descriptives are
meaningless (either they are categorical or they are known to
44. not be normally distributed).
· Place an “*” next to variables that are in the ideal range for
both skewness and kurtosis.
· Place an X next to variables that are acceptable but not
excellent.
· Place a ψ next to any variables that are not acceptable for
further analysis.
3. Create a practice data file that contains the following
variables and values:
Compute: the mean, the standard deviation, and variance and
print out on a single page.