COPYEXPORT OUTPUT INSTRUCTIONSSPSS output can be selectively co.docx
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COPY/EXPORT OUTPUT INSTRUCTIONS SPSS output can be selectively copied and pasted into Word by using the Copy command: · Click on the SPSS output in the Viewer Window. · Right click for options. · Select the Copy command. · Paste into a Microsoft Word document. The Copy command will preserve the formatting of the SPSS tables and charts when pasting into Microsoft Word. An alternative method is to use the Export command: · Click on the SPSS output in the Viewer Window. · Right click for options. · Select the Export command. · Save the file as Word/RTF (.doc) to your computer. · Open the .doc file. Running head: Unit 4 Assignment 1 ANSWER TEMPLATE 5 Unit 4 Assignment 1 Answer Template Student Name University Unit 4 Assignment 1 Answer Template The following assignment includes three sections, consisting of: 1. z scores in SPSS. 2. case studies of Type I and Type II error. 3. Case studies of null hypothesis testing. Additional notes: · Answer in complete sentences. · Follow APA rules for scholarly writing. · Include a reference list if necessary. · Save your answers and upload to the assignment area for grading. Section 1: z Scores in SPSS A z score is typically analyzed when a population mean (µ) and population standard deviation (σ) are known. However, in SPSS, we can still calculate z scores with the grades.sav data using the sample mean (M) and sample standard deviation (s). To do this, open grades.sav in SPSS. Under the Analyze menu, select Descriptive Statistics, and then Descriptives… You will be calculating and interpreting z scores for the total variable. As shown on the next page, move the total variable into the Variable(s) window. Select the Save standardized variables as values option and press OK. SPSS provides descriptive statistics for total in the Output window. SPSS also creates a new variable in the far right column of the Data Editor area labeled Ztotal. Ztotal provides a z score for each case on the total variable. You are now prepared to answer the following Section 1 questions. Question 1 What is the sample mean (M) and sample standard deviation (s) for total?You will use these values in Question 2 below. [Answer here in complete sentences. Replace this prompt and the prompts below, using as much space as necessary to answer questions.] Question 2 A z score for this sample is calculated as [(X – M) ÷ s]. Locate Case #53’s unstandardized total score (X)in the Data Editor. In the formula below, replace X, M, s, and ? to show how the z score in Ztotal is derived for Case #53. (X – M ) ÷ s = ? Question 3 Run Descriptives… on Ztotal. What is the mean and standard deviation of Ztotal?(Hint: “0E7” in SPSS is scientific notation for 0). Is the mean and standard deviation what you would expect? Justify your answer. [Answer here in complete sentences] Question 4 Case #6 has a Ztotal score of 1.40. What does a z value of 1.40 represent? [Answer here in complete sentences] Question 5 Identify the cas.
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© Charles T. Diebold, Ph.D., 9152013. All Rights Reserved. .docx
© Charles T. Diebold, Ph.D., 9/15/2013. All Rights Reserved. Page 1 of 16
Repeated Measures ANOVA Tutorial:
RSCH-8250 Advanced Quantitative Reasoning
Charles T. Diebold, Ph.D.
September 15, 2013
How to cite this document:
Diebold, C. T. (2013, September 15). Repeated measures ANOVA tutorial: RSCH-8250 advanced quantitative
reasoning. Available from [email protected]
Table of Contents
Assignment and Tutorial Introduction ................................................................................................................ 2
Section 1: SPSS Specification of the Assignment ............................................................................................... 2
Descriptive Statistics ...................................................................................................................................... 3
Repeated Measures ANOVA ......................................................................................................................... 3
Section 2: Annotated Example SPSS Output, Write Up Guide, and Sample APA Table ..................................... 6
Descriptive Statistics ...................................................................................................................................... 6
Sphericity Assumption ................................................................................................................................... 7
Tests of Within-Subjects Effects .................................................................................................................... 7
Post Hoc: Profile Plot and Statistical Pairwise Comparison via Estimated Marginal Means ............................ 8
Tests of Within-Subjects Contrasts .............................................................................................................. 10
Test of Between-Subjects Effects ................................................................................................................. 10
Multivariate Tests for Repeated Measures .................................................................................................... 11
Results Write Up Guide ............................................................................................................................... 11
Sample APA Table ...................................................................................................................................... 12
For the Inquisitive: Sphericity and Within-Subjects Effects Redux ............................................................... 13
© Charles T. Diebold, Ph.D., 9/15/2013. All Rights Reserved. Page 2 of 16
Repeated Measures ANOVA Tutorial:
RSCH-8250 Advanced Quantitative Reasoning
Assignment and Tutorial Introduction
This tutorial is intended to assist RSCH-8250 students in completing the Week 4 application assignment. I
recommend that you use this tutorial as your first .
Assessment 3 – Hypothesis, Effect Size, Power, and t Tests.docx
Assessment 3 – Hypothesis, Effect Size, Power, and
t
Tests
Complete the following problems within this Word document. Do not submit other files. Show your work for problem sets that require calculations. Ensure that your answer to each problem is clearly visible. You may want to highlight your answer or use a different type color to set it apart.
Hypothesis, Effect Size, and Power
Problem Set 3.1: Sampling Distribution of the Mean Exercise
Criterion:
Interpret population mean and variance.
Instructions:
Read the information below and answer the questions.
Suppose a researcher wants to learn more about the mean attention span of individuals in some hypothetical population. The researcher cites that the attention span (the time in minutes attending to some task) in this population is normally distributed with the following characteristics: 20
36
. Based on the parameters given in this example, answer the following questions:
1. What is the population mean (μ)? __________________________
2. What is the population variance
? __________________________
3. Sketch the distribution of this population. Make sure you draw the shape of the distribution and label the mean plus and minus three standard deviations.
Problem Set 3.2: Effect Size and Power
Criterion:
Explain effect size and power.
Instructions:
Read each of the following three scenarios and answer the questions.
Two researchers make a test concerning the effectiveness of a drug use treatment. Researcher A determines that the effect size in the population of males is
d
= 0.36; Researcher B determines that the effect size in the population of females is
d
= 0.20. All other things being equal, which researcher has more power to detect an effect? Explain. ______________________________________________________________________
Two researchers make a test concerning the levels of marital satisfaction among military families. Researcher A collects a sample of 22 married couples (
n
= 22); Researcher B collects a sample of 40 married couples (
n
= 40). All other things being equal, which researcher has more power to detect an effect? Explain. ______________________________________________________________________
Two researchers make a test concerning standardized exam performance among senior high school students in one of two local communities. Researcher A tests performance from the population in the northern community, where the standard deviation of test scores is 110 (
); Researcher B tests performance from the population in the southern community, where the standard deviation of test scores is 60 (
). All other things being equal, which researcher has more power to detect an effect? Explain. ______________________________________________________________________
Problem Set 3.3: Hypothesis, Direction, and Population Mean
Criterion:
Explain the relationship between hypothesis, tests, and population mean.
Instructions:
Read the following and answer the questions.
HW03 Statistical Techniques in Quality ManagementNote Please wo.docx
HW03 Statistical Techniques in Quality Management
Note: Please work with Excel and submit printed. Interpretation of the results are as important as the analysis itself. Therefore, please comment on the results.
1. Use the provided data to conduct a hypothesis testing on the population proportion. The firm firmly believes that their defect rate is 15%. For the definition of a defective part, any part that has measures outside of [12.6, 13.4] are considered a defect. (See the blackboard HW03 AssignmentData file ≫ ProportionData Worksheet).
A. Use Data Analysis ToolPak to draw simple random sample with size of 30 for five times[footnoteRef:2]. For each draw, please calculate the proportion of the defect in the sample. These will be your estimator of the population proportion. [2: In the classroom demo I did on 02/17, I only used a sample size of 10. But, just be reminded that here in the actual problem, I am asking you to use the sample of 30. That is n = 30. Your margin of error should be smaller than n = 10. ]
B. Construct the 95% confidence interval for each of these sample proportion.
a. The sampling distribution of the population proportion assumes a normal distribution with the mean of and the standard error of . When is not known, one can use to approximate the value of p.
C. How many times (out of the five times) did you find that the hypothesized true proportion of 15% are within the constructed confidence interval?
D. Please discuss your finding about the sampling process (describe your observations) as well as your verdict on the firm’s claim.
Hint: After calculation of the margin of error, you will need to complete a table like this for question A-C. Complete the table in Excel, and then paste it in Word to complete. (Paste as an image will save you much hassle) Update 02/19/2020: I added an Excel formula that can help you solve the most part of this problem. Please go check the Blackboard where you have downloaded this document.
Sample ID
Sample Proportion
Lower end of C.I.
Upper end of C.I.
Hypothesized Proportion Included?
1
2
3
4
5
2. Maggie’s French Fry Study. It is a case from the textbook: page 305. You can find the data at “Data Files for Problems” section of the Blackboard. Please read the case to understand the context of the problem. Then, instead of working on the problems of the book, please conduct following two tests:
a. Compare the mean of two different locations (1 and 2). Then establish a statistical significance on your results. Please comment on your results.
b. Compare the non-conforming rate between two locations. Then establish a statistical significance on your results. Please comment on your results.
c. Assume that one of your tests returned a p-value of .051 while α is .05. Would you be very confident in rejecting/accepting such results?
d. Assume that your p-value was larger than the α by a good margin. Naturally, you would report that null hypothesis cannot be rej ...
Ashford 4 - Week 3 - Discussion 1Your initial discussio.docx
Ashford 4: - Week 3 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.
ANOVA
In many ways, comparing multiple sample means is simply an extension of what we covered last week. Just as we had 3 versions of the t-test (1 sample, 2 sample (with and without equal variance), and paired; we have several versions of ANOVA – single factor, factorial (called 2-factor with replication in Excel), and within-subjects (2-factor without replication in Excel). What examples (professional, personal, social) can you provide on when we might use each type? What would be the appropriate hypotheses statements for each example?
Guided Response: Review several of your classmates’ posts. Respond to at least two classmates by commenting on why you agree or disagree with the statistical test that your peers have described as appropriate in this scenario.
Ashford 4: - Week 3 - Discussion 2
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.
Effect Size
Several statistical tests have a way to measure effect size. What is this, and when might you want to use it in looking at results from these tests on job related data?
Ashford 4: - Week 3 - Assignment
Problem Set Week Three
Complete the problems included in the resources below and submit your work in an Excel document. Be sure to show all of your work and clearly label all calculations.
All statistical calculations will use the Employee Salary Data Set and the Week 3 assignment sheet.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.
See comments at the right of the data set.
ID
Salary
Compa
Midpoint
Age
Performance Rating
Service
Gender
Raise
Degree
Gender1
Grade
8
23
1.000
23
32
90
9
1
5.8
0
F
A
The ongoing question that the weekly assignments will focus on is: Are males and females paid the same for equal work (under the Equal Pay Act)?
10
22
0.956
23
30
80
7
1
4.7
0
F
A
Note: to simplfy the analysis, we will assume that jobs within each grade comprise equal work.
11
23
1.000
23
41
100
19
1
4.8
0
F
A
14
24
1.043
23
32
90
12
1
6
0
F
A
The column labels in the table mean:
15
24
1.043
23
32
80
8
1
4.9
0
F
A
ID – Employee sample number
Salary – Salary in thousands
23
23
1.000
23
36
65
6
1
3.3
1
F
A
Age – Age in years
Performance Rating – Appraisal rating (Employee evaluation score)
26
24
1.043
23
22
95
2
1
6.2
1
F
A
Service – Years of service (rounded)
Gender: ...
PSYC 354Homework 8Single-Sample T-TestWhen submitting th.docx
PSYC 354
Homework 8
Single-Sample T-Test
When submitting this file, be sure the filename includes your full name, course and section. Example: HW8_JohnDoe_354B01
Be sure you have reviewed this module/week’s lesson and presentations along with the practice data analysis before proceeding to the homework exercises. Complete all analyses in SPSS, then copy and paste your output and graphs into your homework document file. Answer any written questions (such as the text-based questions or the APA Participants section) in the appropriate place within the same file.
Part I: Concepts
Questions 1–3
These questions are based on the Nolan and Heinzen reading and end-of-chapter questions.
Part I: Questions 1a-1g
Fill in the highlighted blanks with the best word or words.
1-a)
You use a t-test when you know the population ________ but not the population ________.
1-b)
The t-statistic indicates the distance of a sample mean from the ________ in terms of estimated standard error units.
1-c)
The 2 groups compared in the single-sample t-test are the sample and the ________.
1-d)
The number of scores that are free to vary when you are estimating a population parameter from a sample is called the ________.
1-e)
A researcher reports the results of a single-sample t-test as t(58) = 2.50. The degrees of freedom for this t-test are ______, which means there were ____ total participants in the researcher's sample.
1-f)
Based on the t tables, the critical values of the t-statistic for a two-tailed test with df = 9 and a p level of 0.05 are ________.
1-g)
When your t-statistic in your results exceeds your critical cutoffs, you ________ the null hypothesis.
Part I: Question 2-3
End-of-chapter problems:
Complete the following exercises. If applicable, remember to show work in your homework document to receive partial credit.
2)
Explain what each part of the following statistical phrase represents, as it would be reported in APA format: t(6) = 1.98, p = .047
t
Answer
6
Answer
1.98
Answer
p
Answer
.047
Answer
3)
Calculate the critical degrees of freedom and identify the critical t value for a single-sample t test in each of the following situations:
3-a) Two-tailed test, N = 10, p = .10
df= Answer
critical t = Answer
3-b) Two-tailed test, N = 47, p = .05
df= Answer
critical t = Answer
3-c) One-tailed test, N = 80, p = .01
df= Answer
critical t = Answer
Part II: SPSS Analysis
Module/Week 8 Exercise File 1
Open the “Module/Week 8 Exercise File 1” document (found in the course’s Assignment Instructions folder) in order to complete these exercises.
Part II:
Exercises 1-3
Use file: Module/Week 8 Exercise File 1
End-of-chapter exercise 9.37 in Nolan and Heinzen text
· End-of-chapter exercise 9.37 in Nolan and Heinzen describes a study of anger and mood in a sample of 60 Marines following a month-long intense training exercise.
· The anger scores for 6 fictional Marines are entered in the Module/Week 8 Exercise File 1 documen ...
Recommended
© Charles T. Diebold, Ph.D., 9152013. All Rights Reserved. .docx
© Charles T. Diebold, Ph.D., 9/15/2013. All Rights Reserved. Page 1 of 16
Repeated Measures ANOVA Tutorial:
RSCH-8250 Advanced Quantitative Reasoning
Charles T. Diebold, Ph.D.
September 15, 2013
How to cite this document:
Diebold, C. T. (2013, September 15). Repeated measures ANOVA tutorial: RSCH-8250 advanced quantitative
reasoning. Available from [email protected]
Table of Contents
Assignment and Tutorial Introduction ................................................................................................................ 2
Section 1: SPSS Specification of the Assignment ............................................................................................... 2
Descriptive Statistics ...................................................................................................................................... 3
Repeated Measures ANOVA ......................................................................................................................... 3
Section 2: Annotated Example SPSS Output, Write Up Guide, and Sample APA Table ..................................... 6
Descriptive Statistics ...................................................................................................................................... 6
Sphericity Assumption ................................................................................................................................... 7
Tests of Within-Subjects Effects .................................................................................................................... 7
Post Hoc: Profile Plot and Statistical Pairwise Comparison via Estimated Marginal Means ............................ 8
Tests of Within-Subjects Contrasts .............................................................................................................. 10
Test of Between-Subjects Effects ................................................................................................................. 10
Multivariate Tests for Repeated Measures .................................................................................................... 11
Results Write Up Guide ............................................................................................................................... 11
Sample APA Table ...................................................................................................................................... 12
For the Inquisitive: Sphericity and Within-Subjects Effects Redux ............................................................... 13
© Charles T. Diebold, Ph.D., 9/15/2013. All Rights Reserved. Page 2 of 16
Repeated Measures ANOVA Tutorial:
RSCH-8250 Advanced Quantitative Reasoning
Assignment and Tutorial Introduction
This tutorial is intended to assist RSCH-8250 students in completing the Week 4 application assignment. I
recommend that you use this tutorial as your first .
Assessment 3 – Hypothesis, Effect Size, Power, and t Tests.docx
Assessment 3 – Hypothesis, Effect Size, Power, and
t
Tests
Complete the following problems within this Word document. Do not submit other files. Show your work for problem sets that require calculations. Ensure that your answer to each problem is clearly visible. You may want to highlight your answer or use a different type color to set it apart.
Hypothesis, Effect Size, and Power
Problem Set 3.1: Sampling Distribution of the Mean Exercise
Criterion:
Interpret population mean and variance.
Instructions:
Read the information below and answer the questions.
Suppose a researcher wants to learn more about the mean attention span of individuals in some hypothetical population. The researcher cites that the attention span (the time in minutes attending to some task) in this population is normally distributed with the following characteristics: 20
36
. Based on the parameters given in this example, answer the following questions:
1. What is the population mean (μ)? __________________________
2. What is the population variance
? __________________________
3. Sketch the distribution of this population. Make sure you draw the shape of the distribution and label the mean plus and minus three standard deviations.
Problem Set 3.2: Effect Size and Power
Criterion:
Explain effect size and power.
Instructions:
Read each of the following three scenarios and answer the questions.
Two researchers make a test concerning the effectiveness of a drug use treatment. Researcher A determines that the effect size in the population of males is
d
= 0.36; Researcher B determines that the effect size in the population of females is
d
= 0.20. All other things being equal, which researcher has more power to detect an effect? Explain. ______________________________________________________________________
Two researchers make a test concerning the levels of marital satisfaction among military families. Researcher A collects a sample of 22 married couples (
n
= 22); Researcher B collects a sample of 40 married couples (
n
= 40). All other things being equal, which researcher has more power to detect an effect? Explain. ______________________________________________________________________
Two researchers make a test concerning standardized exam performance among senior high school students in one of two local communities. Researcher A tests performance from the population in the northern community, where the standard deviation of test scores is 110 (
); Researcher B tests performance from the population in the southern community, where the standard deviation of test scores is 60 (
). All other things being equal, which researcher has more power to detect an effect? Explain. ______________________________________________________________________
Problem Set 3.3: Hypothesis, Direction, and Population Mean
Criterion:
Explain the relationship between hypothesis, tests, and population mean.
Instructions:
Read the following and answer the questions.
HW03 Statistical Techniques in Quality ManagementNote Please wo.docx
HW03 Statistical Techniques in Quality Management
Note: Please work with Excel and submit printed. Interpretation of the results are as important as the analysis itself. Therefore, please comment on the results.
1. Use the provided data to conduct a hypothesis testing on the population proportion. The firm firmly believes that their defect rate is 15%. For the definition of a defective part, any part that has measures outside of [12.6, 13.4] are considered a defect. (See the blackboard HW03 AssignmentData file ≫ ProportionData Worksheet).
A. Use Data Analysis ToolPak to draw simple random sample with size of 30 for five times[footnoteRef:2]. For each draw, please calculate the proportion of the defect in the sample. These will be your estimator of the population proportion. [2: In the classroom demo I did on 02/17, I only used a sample size of 10. But, just be reminded that here in the actual problem, I am asking you to use the sample of 30. That is n = 30. Your margin of error should be smaller than n = 10. ]
B. Construct the 95% confidence interval for each of these sample proportion.
a. The sampling distribution of the population proportion assumes a normal distribution with the mean of and the standard error of . When is not known, one can use to approximate the value of p.
C. How many times (out of the five times) did you find that the hypothesized true proportion of 15% are within the constructed confidence interval?
D. Please discuss your finding about the sampling process (describe your observations) as well as your verdict on the firm’s claim.
Hint: After calculation of the margin of error, you will need to complete a table like this for question A-C. Complete the table in Excel, and then paste it in Word to complete. (Paste as an image will save you much hassle) Update 02/19/2020: I added an Excel formula that can help you solve the most part of this problem. Please go check the Blackboard where you have downloaded this document.
Sample ID
Sample Proportion
Lower end of C.I.
Upper end of C.I.
Hypothesized Proportion Included?
1
2
3
4
5
2. Maggie’s French Fry Study. It is a case from the textbook: page 305. You can find the data at “Data Files for Problems” section of the Blackboard. Please read the case to understand the context of the problem. Then, instead of working on the problems of the book, please conduct following two tests:
a. Compare the mean of two different locations (1 and 2). Then establish a statistical significance on your results. Please comment on your results.
b. Compare the non-conforming rate between two locations. Then establish a statistical significance on your results. Please comment on your results.
c. Assume that one of your tests returned a p-value of .051 while α is .05. Would you be very confident in rejecting/accepting such results?
d. Assume that your p-value was larger than the α by a good margin. Naturally, you would report that null hypothesis cannot be rej ...
Ashford 4 - Week 3 - Discussion 1Your initial discussio.docx
Ashford 4: - Week 3 - Discussion 1
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.
ANOVA
In many ways, comparing multiple sample means is simply an extension of what we covered last week. Just as we had 3 versions of the t-test (1 sample, 2 sample (with and without equal variance), and paired; we have several versions of ANOVA – single factor, factorial (called 2-factor with replication in Excel), and within-subjects (2-factor without replication in Excel). What examples (professional, personal, social) can you provide on when we might use each type? What would be the appropriate hypotheses statements for each example?
Guided Response: Review several of your classmates’ posts. Respond to at least two classmates by commenting on why you agree or disagree with the statistical test that your peers have described as appropriate in this scenario.
Ashford 4: - Week 3 - Discussion 2
Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.
Effect Size
Several statistical tests have a way to measure effect size. What is this, and when might you want to use it in looking at results from these tests on job related data?
Ashford 4: - Week 3 - Assignment
Problem Set Week Three
Complete the problems included in the resources below and submit your work in an Excel document. Be sure to show all of your work and clearly label all calculations.
All statistical calculations will use the Employee Salary Data Set and the Week 3 assignment sheet.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.
See comments at the right of the data set.
ID
Salary
Compa
Midpoint
Age
Performance Rating
Service
Gender
Raise
Degree
Gender1
Grade
8
23
1.000
23
32
90
9
1
5.8
0
F
A
The ongoing question that the weekly assignments will focus on is: Are males and females paid the same for equal work (under the Equal Pay Act)?
10
22
0.956
23
30
80
7
1
4.7
0
F
A
Note: to simplfy the analysis, we will assume that jobs within each grade comprise equal work.
11
23
1.000
23
41
100
19
1
4.8
0
F
A
14
24
1.043
23
32
90
12
1
6
0
F
A
The column labels in the table mean:
15
24
1.043
23
32
80
8
1
4.9
0
F
A
ID – Employee sample number
Salary – Salary in thousands
23
23
1.000
23
36
65
6
1
3.3
1
F
A
Age – Age in years
Performance Rating – Appraisal rating (Employee evaluation score)
26
24
1.043
23
22
95
2
1
6.2
1
F
A
Service – Years of service (rounded)
Gender: ...
PSYC 354Homework 8Single-Sample T-TestWhen submitting th.docx
PSYC 354
Homework 8
Single-Sample T-Test
When submitting this file, be sure the filename includes your full name, course and section. Example: HW8_JohnDoe_354B01
Be sure you have reviewed this module/week’s lesson and presentations along with the practice data analysis before proceeding to the homework exercises. Complete all analyses in SPSS, then copy and paste your output and graphs into your homework document file. Answer any written questions (such as the text-based questions or the APA Participants section) in the appropriate place within the same file.
Part I: Concepts
Questions 1–3
These questions are based on the Nolan and Heinzen reading and end-of-chapter questions.
Part I: Questions 1a-1g
Fill in the highlighted blanks with the best word or words.
1-a)
You use a t-test when you know the population ________ but not the population ________.
1-b)
The t-statistic indicates the distance of a sample mean from the ________ in terms of estimated standard error units.
1-c)
The 2 groups compared in the single-sample t-test are the sample and the ________.
1-d)
The number of scores that are free to vary when you are estimating a population parameter from a sample is called the ________.
1-e)
A researcher reports the results of a single-sample t-test as t(58) = 2.50. The degrees of freedom for this t-test are ______, which means there were ____ total participants in the researcher's sample.
1-f)
Based on the t tables, the critical values of the t-statistic for a two-tailed test with df = 9 and a p level of 0.05 are ________.
1-g)
When your t-statistic in your results exceeds your critical cutoffs, you ________ the null hypothesis.
Part I: Question 2-3
End-of-chapter problems:
Complete the following exercises. If applicable, remember to show work in your homework document to receive partial credit.
2)
Explain what each part of the following statistical phrase represents, as it would be reported in APA format: t(6) = 1.98, p = .047
t
Answer
6
Answer
1.98
Answer
p
Answer
.047
Answer
3)
Calculate the critical degrees of freedom and identify the critical t value for a single-sample t test in each of the following situations:
3-a) Two-tailed test, N = 10, p = .10
df= Answer
critical t = Answer
3-b) Two-tailed test, N = 47, p = .05
df= Answer
critical t = Answer
3-c) One-tailed test, N = 80, p = .01
df= Answer
critical t = Answer
Part II: SPSS Analysis
Module/Week 8 Exercise File 1
Open the “Module/Week 8 Exercise File 1” document (found in the course’s Assignment Instructions folder) in order to complete these exercises.
Part II:
Exercises 1-3
Use file: Module/Week 8 Exercise File 1
End-of-chapter exercise 9.37 in Nolan and Heinzen text
· End-of-chapter exercise 9.37 in Nolan and Heinzen describes a study of anger and mood in a sample of 60 Marines following a month-long intense training exercise.
· The anger scores for 6 fictional Marines are entered in the Module/Week 8 Exercise File 1 documen ...
Assignment 2 Tests of SignificanceThroughout this assignment yo.docx
Assignment 2: Tests of Significance
Throughout this assignment you will review mock studies. You will needs to follow the directions outlined in the section using SPSS and decide whether there is significance between the variables. You will need to list the five steps of hypothesis testing (as covered in the lesson for Week 6) to see how every question should be formatted. You will complete all of the problems. Be sure to cut and past the appropriate test result boxes from SPSS under each problem and explain what you will do with your research hypotheses. All calculations should be coming from your SPSS. You will need to submit the SPSS output file to get credit for this assignment. This file will save as a .spv file and will need to be in a single file. In other words, you are not allowed to submit more than one output file for this assignment.
The five steps of hypothesis testing when using SPSS are as follows:
1. State your research hypothesis (H1) and null hypothesis (H0).
2. Identify your confidence interval (.05 or .01)
3. Conduct your analysis using SPSS.
4. Look for the valid score for comparison. This score is usually under ‘Sig 2-tail’ or ‘Sig. 2’. We will call this “p”.
5. Compare the two and apply the following rule:
a. If “p” is < or = confidence interval, than you reject the null.
Be sure to explain to the reader what this means in regards to your study. (Ex: will you recommend counseling services?)
* Be sure that your answers are clearly distinguishable. Perhaps you bold your font or use a different color.
ASSIGNMENT 2(200) WORD MINIUM
1. They allow us to see if our relationship is "statistically significant". (Remember that this only shows us that there is or is not a relationship but does NOT show us if it is big, small, or in-between.)
2. It let's us know if our findings can be generalized to the population which our sample was selected from and represents.
This week you will decide which test of significance you will use for your project. For this class your choices for tests will include one of the following:
· Chi-square
· t Test
· ANOVA
We will be using a process for hypothesis testing which outlines five steps researchers can follow to complete this process:
1. Write your research hypothesis (H1) and your null hypothesis (H0).
2. Identify and record your confidence interval. These are usually .05 (95%) or .01 (99%).
3. Complete the test using SPSS.
4. Identify the number under Sig. (2-tail). This will be represented by "p".
5. Compare the numbers in steps 2 and 4 and apply the following rule:
1. If p < or = confidence interval, than you reject the null hypothesis
Determine what to do with your null and explain this to your reader. Be sure to go beyond the phrase "reject or fail to reject the null" and explain how that impacts your research and best describes the relationship between variables.
TEST QUESTIONS-NEED FULL ANSWERS
Q1
Make up and discuss research examples corresponding to the various ...
De vry math 399 ilabs & discussions latest 2016
De vry math 399 ilabs & discussions latest 2016
De vry math 399 ilabs & discussions latest 2016 november
De vry math 399 ilabs & discussions latest 2016 november
WEEK 5 – EXERCISES Enter your answers in the spaces pr.docx
WEEK 5 – EXERCISES
Enter your answers in the spaces provided. Save the file using your last name as the beginning of the file name (e.g., ruf_week5_exercises) and submit via “Assignments.” When appropriate,
show your work
. You can do the work by hand, scan/take a digital picture, and attach that file with your work.
For the following question(s): A school counselor tests the level of depression in fourth graders in a particular class of 20 students. The counselor wants to know whether the kind of students in this class differs from that of fourth graders in general at her school. On the test, a score of 10 indicates severe depression, while a score of 0 indicates no depression. From reports, she is able to find out about past testing. Fourth graders at her school usually score 5 on the scale, but the variation is not known. Her sample of 20 fifth graders has a mean depression score of 4.4. Use the .01 level of significance.
1.
The counselor calculates the unbiased estimate of the population’s variance to be 15. What is the variance of the distribution of means?
A)
15/20 = 0.75
B)
15/19 = 0.79
C)
15
2
/20 = 11.25
D)
15
2
/19 = 11.84
2.
Suppose the counselor tested the null hypothesis that fourth graders in this class were
less
depressed than those at the school generally. She figures her
t
score to be
-
.20. What decision should she make regarding the null hypothesis?
A)
Reject it
B)
Fail to reject it
C)
Postpone any decisions until a more conclusive study could be conducted
D)
There is not enough information given to make a decision
3.
Suppose the standard deviation she figures (the square root of the unbiased estimate of the population variance) is .85. What is the effect size?
A)
5/.85 = 5.88
B)
.85/5 = .17
C)
(5
-
4.4)/.85 = .71
D)
.85/(5
-
4.4) = 1.42
For the following question(s): Professor Juarez thinks the students in her statistics class this term are more creative than most students at this university. A previous study found that students at this university had a mean score of 35 on a standard creativity test. Professor Juarez finds that her class scores an average of 40 on this scale, with an estimated population standard deviation of 7. The standard deviation of the distribution of means comes out to 1.63.
4.
What is the
t
score?
A)
(40
-
35)/7 = .71
B)
(40
-
35)/1.63 = 3.07
C)
(40
-
35)/7
2
= 5/49 = .10
D)
(40
-
35)/1.63
2
= 5/2.66 = 1.88
5.
What effect size did Professor Juarez find?
A)
(40
-
35)/7 = .71
B)
(40
-
35)/1.63 = 3.07
C)
(40
-
35)/7
2
= 5/49 = .10
D)
(40
-
35)/1.63
2
= 5/2.66 = 1.88
6.
If Professor Juarez had 30 students in her class, and she wanted to test her hypothesis using the 5% level of significance, what cutoff
t
score would she use? (You should be able to figure this out without a table because only one answer is in the correct region.)
A)
304.11
B)
1.699.
ANOVA, Chi-Square Tests, and RegressionComplete the followin.docx
ANOVA, Chi-Square Tests, and Regression
Complete the following problems within this Word document. Do not submit other files. Show your work for problem sets that require calculations. Ensure that your answer to each problem is clearly visible. You may want to highlight your answer or use a different type color to set it apart.
ANOVA
Problem Set 4.1: Critical Value
Criterion:
Explain the relationship between
k
and power based on calculated
k
values.
Instructions:
Read the following and answer the questions.
Work through the following and write down what you see in the
F-
table. This will help familiarize you with the table.
The
F-
table: The degrees of freedom for the numerator (
k
− 1) are across the columns; the degrees of freedom for the denominator (
N
−
k
) are across the rows in the table. A separate table is included for a .05 and .01 level of significance.
Increasing the levels of the independent variable (
k
):
Suppose we have a sample size of 24 participants (
N
= 24). Record the critical values given the following values for
k
:
.05
.01
k
= 2
k
= 4
k
= 6
k
= 8
___
___
___
___
___
___
___
___
As
k
increases (from 1 to 8), does the critical value increase or decrease? Based on your answer, explain how
k
is related to power.
Problem Set 4.2: One-way ANOVA in SPSS
Criterion:
Calculate an ANOVA in SPSS.
Data:
The following is the amount of fat (in grams) consumed in a buffet-style lunch among professional bodybuilders under conditions of high, moderate, and low stress:
Stress Levels
High
Moderate
Low
10
9
9
7
4
4
8
7
6
12
6
5
6
8
7
Instructions:
Complete the following steps:
a. Open SPSS and open a
New DataSet
.
b. Click the
Variable View
tab at the bottom and enter
Stress
and enter
Fat
as the variables. Click the
Values
box for the
Stress
row and define 1 as high, 2 as medium, and 3 as low.
c. Enter the data. For example, type 1 in row 1 under
Stress
and type 10 in row 1 under
Fat
. Continue typing in all the data. Please remember to change to 2 in column 1 when the stress is moderate and change to 3 in column 1 when the stress is low
d. In the
Toolbar
, click
Analyze
, select
Compare Means
, and then select
One-Way ANOVA.
e. Select
Fat
and then click
Arrow
to send it over to the
Dependent List
box.
f. Select
Stress
and then click
Arrow
to send it over to the
Factor
box.
g. Click
OK
and copy and paste the output below.
Problem Set 4.3: One-way ANOVA in Excel
Criterion:
Calculate an ANOVA in Excel.
Instructions:
Use the data from Problem Set 4.3 to complete the following steps:
a. Open
Excel
to an empty sheet.
b. Enter the data from
Problem Set 4.3.
c. In
Row 1
, enter High in cell A1, Moderate in cell B1, and Low in cell B1.
d. In the toolbar, click
Data Analysis
, select
Anova: Single Factor,
and click
OK.
e. In
Input Range
: $A$1:$C$6, put a check next to
Lab.
PSYC 354Homework 8Single-Sample T-TestWhen submitting this f.docx
PSYC 354
Homework 8
Single-Sample T-Test
When submitting this file, be sure the filename includes your full name, course and section. Example: HW8_JohnDoe_354B01
Be sure you have reviewed this module/week’s lesson and presentations along with the practice data analysis before proceeding to the homework exercises. Complete all analyses in SPSS, then copy and paste your output and graphs into your homework document file. Answer any written questions (such as the text-based questions or the APA Participants section) in the appropriate place within the same file.
Part I: Concepts
Questions 1–3; Answer the questions in the spaces provided.
Part I: Questions 1a-e
Fill in the highlighted blanks with the best word or words.
1-a)
You use a t-test when you know the population ________ but not the population ________.
1-b)
The 2 groups compared in the single-sample t-test are the sample and the ________.
1-c)
The number of scores that are free to vary when you are estimating a population parameter from a sample is called the ________.
1-d)
A researcher reports the results of a single-sample t-test as t(23) = 3.96. The degrees of freedom for this t-test are ______, which means there were ____ total participants in the researcher's sample.
1-e)
When your t-statistic in your results exceeds your critical cutoffs, you ________ the null hypothesis.
Part I: Question 2-3
2)
Explain what each part of the following statistical phrase represents, as it would be reported in APA format: t(19) = 3.15, p = .04
t
Answer
19
Answer
3.15
Answer
P
Answer
.04
Answer
3)
Calculate the degrees of freedom and identify the critical t value for a single-sample t test in each of the following situations:
3-a) Two-tailed test, N = 9, p = .10
df= Answer
critical t = Answer
3-b) Two-tailed test, N = 16, p = .05
df= Answer
critical t = Answer
3-c) One-tailed test, N = 21, p = .01
df= Answer
critical t = Answer
Part II: SPSS Analysis
Module 8 Exercise File 1
Part II:
Questions 1-2
· Open Module 8 Exercise File 1. This file contatins scores on a measure of acute PTSD for 12 children who live in an area recently affected by a natural disaster. Higher scores indicate more acute PTSD symptomology.
· Using these data, run 2 separate single-sample t-tests to compare the sample’s mean acute PTSD score to the following population values:
Population means on PTSD measure for 2 different populations
Population of children in the US: = 12
Population of children in the US who have been victims of abuse : = 16.2
· For each test, paste the output and write a Results section in current APA style
· As demonstrated in the presentations and in the textbooks.
· There will be 2 sets of output and 2 results sections using this data set
· 1 for each test involving a different population mean.
1-a)
Population of children in the US: = 12.
Answer: SPSS output of the t-Test
1-b)
Write a results section in current APA style describing the ou ...
Evaluation and optimization of variables using response surface methodology
By using the attached file, you will be able to design and optimize your product using Design Experts software.
Chapter 18 – Pricing Setting in the Business WorldThere are few .docx
Chapter 18 – Pricing Setting in the Business World
There are few Methods for setting pricing – costs methods vs demand methods
Formulas considering costs and mark up will help you to do the Problem set assignment:
1. Markup for setting prices (Mark up $ = SP-CP); MARK UP % = (MU $/SP) X100)
Formula for setting price with the markup method
SP = Cost/(1- Markup %)
Example - retailer buys A hat for $15 and wants a 40% markup, his selling price would be….
SP = 15/(1-.40)=.60
= $25.00
2. Understand Role of different costs – fixed, variable, total costs and average costs
3. What is the breakeven point? Formula for calculating the Break Even point.
BE = Total Fixed Cost/Fixed cost contribution
Fixed Cost Contribution=Price – variable cost
4. Average Cost = when there are many flavors/types of the same product, producer determines average cost and then add the mark up to set a common selling price.
.ANOVA
Analysis of Variance is a method of testing the equality of three or more population
means by analyzing sample variance.
One-Way ANOVA
The one-way ANOVA is used to compare three or more population means when there is
one factor of interest.
Requirements
The populations have distributions that are approximately normal.
The populations have the same variance.
The samples are simple random samples of quantitative data.
The samples are independent of each other.
The different samples are from populations that are categorized in only one.
way
One-Way ANOVA is a hypothesis test. There are seven steps for a hypothesis test.
Example
A professor at a local University believes there is a relationship between head size and
the major of the students in her biostatistics classes. She takes a random sample of 20
students from each of three classes and records their major and head circumference.
The data are shown in the following table.
Step 1: State the null hypothesis.
Mean 1 equals mean 2 equals mean 3 equals mean 4.
Step 2: State the Alternative hypothesis.
At least one mean is different.
Step 3: State the Level of Significance.
The level of significance is 0.05.
Step 4: State the test statistic.
variance between samples
variance within samples
F
The test statistic follows the F distribution which has two degrees of freedom, one for
the numerator and one for the denominator.
The calculations for the test statistic are complicated, so a software program is
generally used for the calculations. We will be using Microsoft Excel for this example.
Step 5: Calculate
The calculations are done in Microsoft Excel using the data analysis toolpak. Enter the
data into the spread sheet as shown here. Click on data and the data analysis tookpak
button is on the right.
When you click on the button a dialogue box appears.
Choose ANOVA One Factor. Then another dialogue box appears.
Input range is where the data is in the table. Be sure to put a check in the box for labels
in.
Week 2 – Lecture 3 Making judgements about differences bet.docx
Week 2 – Lecture 3
Making judgements about differences between group statistics is one of the most
powerful things that statistics can do for us. It is also one of the most counter-intuitive things
that we need to master in the class.
Lecture 1 introduced the hypothesis testing procedure used in statistical testing. Lecture
2 examined how to set up, perform, and interpret the F test for variance equality. This lecture
will focus on t-tests for testing mean equality. Again, these examples will use the compa-ratio
variable, while the homework should use the Salary variable.
The T-Test
While we test for variance equality with an F test, we use the T-Test to test for mean
equality testing. The t-test also uses the degree of freedom (df) value in providing us with our
probability result; but again, Excel does the work for us.
There are three versions of the T-Test done for us by Excel. The first two are similar
except one version is done if the variances are equal and the other if the variances are not equal.
(Now we see the second reason for performing the F-test first.)
The third version of the T-test is for paired data, and is called T-test Paired Two Sample
for Means. Paired data are two measures taken on the same subject. Examples include a math
and English test score for students, preference for different drinks, and, in our data set the salary
and midpoint values. Note that paired data must be measured in the same units, and be from the
same subjects. Students in the past have incorrectly used the paired t-test on male and female
salaries. These are not paired, as the measures are taken on different people and cannot be paired
together for analysis.
In many ways, setting up Excel’s T-tests, and virtually all the functions we will study,
follow the same steps as we just went through:
1. Set up the data into distinct groups.
2. Select the test function from either the Fx or Analysis list
3. Input the data ranges and output ranges into the appropriate entry boxes, checking
Labels if appropriate.
4. Clicking on OK to produce the output.
As with the F-test, the T-test has a couple of options depending upon what you want your
output to look like. The Fx (or Formulas) option returns simply the p-value for the selected
version of the test. The Data | Analysis selection provides descriptive statistics that are useful for
additional analysis (some of which we will discuss later in the course).
The t-test requires that we select between three versions, one assuming equal variances
between the populations, one assuming unequal variances in the populations, and one requiring
paired data (two measures on each element in the sample, such as salary and midpoint for each
person in our data set.) All have the same data set-up approach, so only one will be shown.
Question 2
The second question for this week asks about salary mean equality between males and
females. The data and test se.
NAMEMATH125 Unit 6 Submission Assignment Answer Form1. A.docx
NAME:
MATH125: Unit 6 Submission Assignment Answer Form
1. Apply the order of operations to solve discipline-specific problems involving probabilities and counting principles.
2. Calculate applications of mathematical problems involving probabilities.
3. Differentiate between the concepts of odds and probabilities, as well as permutations and combinations, and identify how they relate to one another.
4. Identify and choose viable likelihoods based on calculated probabilities.
Logic and Decision Making
ALL questions below must be answered. Show ALL step-by-step calculations, round all your final answers correctly, and include the units of measurement. Upload this modified Answer Form to the intellipath Unit 6 Submission lesson. Make sure that you submit your work in a modified MS Word document; handwritten work will not be accepted. If you need assistance, please contact your course instructor.
A proposed directed study MATH125 class comprising 25 students earned the following grades on the first unit:
MATH125
Total
Percentage
Unit 1
U1DB2
U1DB
U1i
U1SA
Class
Letter
Grade
Points
Points
Points
Points
Points
Names
Grade
Total (100)
Total (200)
Total (50)
Total (10)
Total (50)
Total (90)
Student #1
B-
82%
163
48
10
50
55
Student #2
C-
72%
144
34
0
40
70
Student #3
C
74%
148
40
10
43
55
Student #4
A
93%
186
50
10
36
90
Student #5
B+
87%
174
48
10
46
70
Student #6
F
56%
112
44
5
28
35
Student #7
B
84%
168
50
10
43
65
Student #8
B-
80%
159
46
10
48
55
Student #9
C+
79%
158
50
10
73
25
Student #10
B
86%
172
33
5
44
90
Student #11
B-
80%
159
34
10
50
65
Student #12
C+
77%
154
40
5
44
65
Student #13
A-
90%
179
36
10
43
90
Student #14
C
73%
145
42
10
38
55
Student #15
D
66%
131
28
0
33
70
Student #16
B+
87%
174
34
10
50
80
Student #17
C+
79%
158
30
0
43
85
Student #18
B-
80%
159
46
10
38
65
Student #19
C+
78%
155
22
10
33
90
Student #20
D
61%
121
28
10
38
45
Student #21
B-
80%
159
34
10
50
65
Student #22
B+
88%
175
40
10
50
75
Student #23
B
85%
169
41
0
43
85
Student #24
B-
80%
160
22
10
48
80
Student #25
C
74%
148
50
10
33
55
1. Calculate the class average for Unit 1. Using the “Grading Scale” listed below with the “Percentage Grade Total” above, what is the overall class average “Letter Grade”?
Grading Scale
Letter Grade
Percentage
Letter Grade
Percentage
A
93–100
C+
77–79.99
A-
90–92.99
C
73–76.99
B+
87–89.99
C-
70–72.99
B
83–86.99
D+
67–69.99
B-
80–82.99
D
60–66.99
Class Average
Letter Grade
Unit 1
?
?
Show your work here: (5 points)
2. Create a frequency table to show the distribution of grades across the grading scale for the first week. (5 points)
Letter Grade
Percentage
Frequency #
Cumulative Frequency #
A
93–100
?
?
A-
90–92.9
?
?
B+
87–89.9
?
?
B
83–86.9
?
?
B-
80–82.9
?
?
C+
77–79.9
?
?
C
73–76.9
?
?
C-
70–72.9
?
?
D+
67–69.9
?
?
D
60–66.9
?
?
F
Below 59.9
?
?
3. Describe what you see based on the frequency distribution. (5 points)
4. Calculate the mean, median, and mode for the class’s first unit “Perce.
You have been chosen to present in front of your local governing boa.docx
You have been chosen to present in front of your local governing board (county commission, city council, etc.) to outline the prevention and preparedness programs that should be implemented in your community.
Create a PowerPoint presentation consisting of 8−10 slides (excluding the title slide, table of contents slide, and references slide) that covers the following:
Evaluation of the threats specific to your community (man-made and natural)
Threat mitigation techniques that should be incorporated
Important partnerships that should be maintained with both public and private entities
Cost effectiveness of mitigation versus the expense of response to an incident
Business continuity considerations for returning government services to normal operations
.
You have been charged with overseeing the implementation of cybersec.docx
You have been charged with overseeing the implementation of cybersecurity best practices for EnergyA. In this course, you examined 10 design and security principles (Deception, Separation, Diversity, Commanlity, Depth, Discretion, Collection, Correlation, Awareness, Response) in the context of national and critical infrastructure protection
.
You have been commissioned to create a manual covering the installat.docx
You have been commissioned to create a manual covering the installation planning issues relating to the following network servers:
A domain controller
A DNS server
A Terminal Access Gateway
A Web server
A database server
A file and print server
In covering the installation planning issues, you should provide hardware advice in terms of a) system capabilities (internal and input/output); b) which systems should be replicated to ensure high availability [assume 99.999% uptime]; and c) which systems can be co-located on one or more virtualized servers
.
You have been challenged by a mentor you respect and admire to demon.docx
You have been challenged by a mentor you respect and admire to demonstrate your commitment to young children, their families, and the field of early childhood. Your mentor asks you to think about the many factors and issues that affect children's healthy development and learning and choose one that you care about personally, examine the issue in your state, and then identify advocacy strategies you can use to champion this cause.
.
You have been chosen as the consultant group to assess the organizat.docx
You have been chosen as the consultant group to assess the organization’s readiness to perform in a high value care environment
(better care, lower cost)
. Using the tools in
CEO Checklist
(ATTACHED)
how would you brief management in your assessment of the organization under those principles?
Interview key stakeholders in the organization to gain information and categorize in the subsection provided in the checklist (ATTACHED).
Two Pages (one for each element)
Please focus on these two elements as these are my sections to complete!
1) Governance priority—visible and determined leadership by CEO and Board (one page)
2) Culture of continuous improvement—commitment to ongoing, real-time learning (one page)
Thanks!
.
You have been assigned a reading by WMF Petrie; Diospolis Parva (.docx
You have been assigned a reading by WMF Petrie; Diospolis Parva (posted as a pdf folder).
You needn’t read the whole volume; I would like you to concentrate on pp.(4-12) which outlines Petrie’s method.
Further information about Petrie’s method can be found in Bard in box 5-A, pp. 100-102.
For this discussion, answer the following questions;
1. Why does Petrie invent sequence dating? What kinds of artifacts does Petrie use to construct his relative sequence?
2. Why is the following statement important for “anchoring” Petrie’s method in time?
“The most clear series of derived forms is that of the wavy handled vases (Class W)…side by side with this (Class) W pottery… we have seen to be later than the rest, as it links to the historic age… lettered L,” (Petrie 1901:5).
3. Why do you think Petrie’s method reflects the passage of time?
Your answer should be 3-4 paragraphs.
This is a digital copy of a book that was preserved for generations on library shelves before it was carefully scanned by Google as part of a project
to make the world’s books discoverable online.
It has survived long enough for the copyright to expire and the book to enter the public domain. A public domain book is one that was never subject
to copyright or whose legal copyright term has expired. Whether a book is in the public domain may vary country to country. Public domain books
are our gateways to the past, representing a wealth of history, culture and knowledge that’s often difficult to discover.
Marks, notations and other marginalia present in the original volume will appear in this file - a reminder of this book’s long journey from the
publisher to a library and finally to you.
Usage guidelines
Google is proud to partner with libraries to digitize public domain materials and make them widely accessible. Public domain books belong to the
public and we are merely their custodians. Nevertheless, this work is expensive, so in order to keep providing this resource, we have taken steps to
prevent abuse by commercial parties, including placing technical restrictions on automated querying.
We also ask that you:
+ Make non-commercial use of the filesWe designed Google Book Search for use by individuals, and we request that you use these files for
personal, non-commercial purposes.
+ Refrain from automated queryingDo not send automated queries of any sort to Google’s system: If you are conducting research on machine
translation, optical character recognition or other areas where access to a large amount of text is helpful, please contact us. We encourage the
use of public domain materials for these purposes and may be able to help.
+ Maintain attributionThe Google “watermark” you see on each file is essential for informing people about this project and helping them find
additional materials through Google Book Search. Please do not remove it.
+ Keep it legalWhatever your use, remember that you are responsible for ensuring that what you are doing is legal. Do n.
You have been asked to speak to city, municipal, and state elected a.docx
You have been asked to speak to city, municipal, and state elected and appointed officials who investigate disaster management at the next governmental meeting. Your main task is to recommend policy actors who could be involved in disaster management planning after a catastrophic event. These individuals will be involved during the entire process.
Develop a PowerPoint presentation to guide your presentation. Be sure to address the following:
Identify key local, state, and federal partners as policy actors.
Provide rationale for the selection of each policy actor.
Determine how these specific people will aid the community amid the devastation.
As you develop your PowerPoint, you may wish to interview someone in your community that is involved in disaster planning. Interviews can be conducted in-person, via telephone, or by email. However, this is not required. Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.
Support your presentation with at least five scholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included.
Length: 12 slides (with a separate reference slide)
Notes Length: 200 words for each slide
Be sure to include citations for quotations and paraphrases with references in APA format and style.
.
You have been asked to provide a presentation, covering the history .docx
You have been asked to provide a presentation, covering the history of the juvenile court system in the United States. In your history, be sure to address the following issues:
10-12 slides
When was the first juvenile court established?
What was the child-saver movement during the 1800s? How did this social movement lead to the creation establishment of the juvenile justice
system?
What is
parens patriae
, and how has this concept influenced juvenile courts in the United States?
Identify and describe 2 significant changes in the legal rights of juvenile offenders since the establishment of the juvenile justice
system.
3-4 paragraphs
Peter is a 14-year-old boy living in New York in the year 1870. Peter has stolen a horse and has been arrested by local law enforcement.
Discuss what life may have been like for Peter as a young person in the United States at this time.
How were young people treated in everyday life?
How were their criminal actions handled?
How would Peter's punishment be different as compared to an adult who was arrested for the same crime?
.
You have been asked to organize a community health fair at a loc.docx
You have been asked to organize a community health fair at a local public school. The health fair will provide information and education on the following topics related to health promotion:
*Immunizations
*Importance of healthy diet and exercise
*Avoidance of tobacco, drugs, and alcohol
*Responsible sexual behaviors (use of condoms, risk of sexually transmitted infections including HIV, and concerns related to unintended pregnancies)
*Injury and violence prevention (motor vehicle crashes, firearms, poisonings, suffocation, falls, fires, and drowning)
The volunteers who will be manning the stations are from the health care community (i.e., doctors, nurses, dietitians, and social workers). You want to ensure that the team members take into consideration the familial health traditions, personal beliefs, and the values of the people who will be attending the health fair. In a three- to four-page paper (excluding title and reference pages), address the following points:
-Identify potential areas where health care providers’ culture may influence the treatment approach/recommendations, which may be in conflict with the health belief of a community member’s culture and practices.
-Describe the differences.
-Describe the role, if any, social control will play in the development of the educational materials presented by differentiating health and wellness rituals among people of different cultures.
-Recommend potential strategies that the health care team can use when faced with a cultural practice that conflicts with the medical model.
-Recommend strategies to increase community participation and enhance the relationships/partnerships between the medical community and members of the culturally diverse community.
The Critical Thinking Paper
^Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to APA style.
^Must use at least two scholarly sources in addition to the course text.
^Must document all sources in APA style.
^Must include a separate references page that is formatted according to APA style.
.
You have been asked to explain the differences between certain categ.docx
You have been asked to explain the differences between certain categories of crimes. For each of the following categories of crime, provide a general definition of the category of crime and give at least 2 detailed examples of specific crimes that fall into each category:
Violent crimes
Crimes against persons
Crimes against property
Crimes of public morality
White-collar crime
Cyber crime
Then, for the following scenarios, discuss the categories of crimes involved in each scenario, and explain the specific criminal charges that you would apply to each scenario. You can utilize the Library, Internet, and other resources to research the criminal statutes of a state of your choice to help you determine which criminal charges should be applied:
David S. was running around a public park at 3 AM without his clothes on, singing and shouting loudly. Police arrived after neighbors called to complain. They saw David S. tipping over a garbage can and when they shouted for him to stop, he threw the garbage can into a car, breaking one of its side windows. The police arrested David S. His blood alcohol level was twice the legal limit.
Gary M. was arrested by the FBI when he showed up at a local mall to meet a 14-year-old girl for a date, which he arranged over the Internet. He didn't know that the “14-year-old girl" was actually a 35-year-old male FBI agent.
Elaine R. was an accountant working for a large corporation. She had been falsifying the accounting records and sending some of the corporate funds to her own bank accounts in an offshore bank. The corporation found out what she had been doing and reported her to the police.
Your complete answer to this assignment should be 1–3 pages.
.
You have been asked to evaluate a 3-year-old child in your clinic. .docx
You have been asked to evaluate a 3-year-old child in your clinic. Riley’s mother is concerned that “her speech has sounded “bumpy” over the last two weeks. She also reports that Riley has a cousin who stutters. During the evaluation, Riley demonstrated occasional whole word repetitions and hesitations in her speech. She did not appear to notice these disfluencies.
.
More Related Content
Similar to COPYEXPORT OUTPUT INSTRUCTIONSSPSS output can be selectively co.docx
Assignment 2 Tests of SignificanceThroughout this assignment yo.docx
Assignment 2: Tests of Significance
Throughout this assignment you will review mock studies. You will needs to follow the directions outlined in the section using SPSS and decide whether there is significance between the variables. You will need to list the five steps of hypothesis testing (as covered in the lesson for Week 6) to see how every question should be formatted. You will complete all of the problems. Be sure to cut and past the appropriate test result boxes from SPSS under each problem and explain what you will do with your research hypotheses. All calculations should be coming from your SPSS. You will need to submit the SPSS output file to get credit for this assignment. This file will save as a .spv file and will need to be in a single file. In other words, you are not allowed to submit more than one output file for this assignment.
The five steps of hypothesis testing when using SPSS are as follows:
1. State your research hypothesis (H1) and null hypothesis (H0).
2. Identify your confidence interval (.05 or .01)
3. Conduct your analysis using SPSS.
4. Look for the valid score for comparison. This score is usually under ‘Sig 2-tail’ or ‘Sig. 2’. We will call this “p”.
5. Compare the two and apply the following rule:
a. If “p” is < or = confidence interval, than you reject the null.
Be sure to explain to the reader what this means in regards to your study. (Ex: will you recommend counseling services?)
* Be sure that your answers are clearly distinguishable. Perhaps you bold your font or use a different color.
ASSIGNMENT 2(200) WORD MINIUM
1. They allow us to see if our relationship is "statistically significant". (Remember that this only shows us that there is or is not a relationship but does NOT show us if it is big, small, or in-between.)
2. It let's us know if our findings can be generalized to the population which our sample was selected from and represents.
This week you will decide which test of significance you will use for your project. For this class your choices for tests will include one of the following:
· Chi-square
· t Test
· ANOVA
We will be using a process for hypothesis testing which outlines five steps researchers can follow to complete this process:
1. Write your research hypothesis (H1) and your null hypothesis (H0).
2. Identify and record your confidence interval. These are usually .05 (95%) or .01 (99%).
3. Complete the test using SPSS.
4. Identify the number under Sig. (2-tail). This will be represented by "p".
5. Compare the numbers in steps 2 and 4 and apply the following rule:
1. If p < or = confidence interval, than you reject the null hypothesis
Determine what to do with your null and explain this to your reader. Be sure to go beyond the phrase "reject or fail to reject the null" and explain how that impacts your research and best describes the relationship between variables.
TEST QUESTIONS-NEED FULL ANSWERS
Q1
Make up and discuss research examples corresponding to the various ...
De vry math 399 ilabs & discussions latest 2016
De vry math 399 ilabs & discussions latest 2016
De vry math 399 ilabs & discussions latest 2016 november
De vry math 399 ilabs & discussions latest 2016 november
WEEK 5 – EXERCISES Enter your answers in the spaces pr.docx
WEEK 5 – EXERCISES
Enter your answers in the spaces provided. Save the file using your last name as the beginning of the file name (e.g., ruf_week5_exercises) and submit via “Assignments.” When appropriate,
show your work
. You can do the work by hand, scan/take a digital picture, and attach that file with your work.
For the following question(s): A school counselor tests the level of depression in fourth graders in a particular class of 20 students. The counselor wants to know whether the kind of students in this class differs from that of fourth graders in general at her school. On the test, a score of 10 indicates severe depression, while a score of 0 indicates no depression. From reports, she is able to find out about past testing. Fourth graders at her school usually score 5 on the scale, but the variation is not known. Her sample of 20 fifth graders has a mean depression score of 4.4. Use the .01 level of significance.
1.
The counselor calculates the unbiased estimate of the population’s variance to be 15. What is the variance of the distribution of means?
A)
15/20 = 0.75
B)
15/19 = 0.79
C)
15
2
/20 = 11.25
D)
15
2
/19 = 11.84
2.
Suppose the counselor tested the null hypothesis that fourth graders in this class were
less
depressed than those at the school generally. She figures her
t
score to be
-
.20. What decision should she make regarding the null hypothesis?
A)
Reject it
B)
Fail to reject it
C)
Postpone any decisions until a more conclusive study could be conducted
D)
There is not enough information given to make a decision
3.
Suppose the standard deviation she figures (the square root of the unbiased estimate of the population variance) is .85. What is the effect size?
A)
5/.85 = 5.88
B)
.85/5 = .17
C)
(5
-
4.4)/.85 = .71
D)
.85/(5
-
4.4) = 1.42
For the following question(s): Professor Juarez thinks the students in her statistics class this term are more creative than most students at this university. A previous study found that students at this university had a mean score of 35 on a standard creativity test. Professor Juarez finds that her class scores an average of 40 on this scale, with an estimated population standard deviation of 7. The standard deviation of the distribution of means comes out to 1.63.
4.
What is the
t
score?
A)
(40
-
35)/7 = .71
B)
(40
-
35)/1.63 = 3.07
C)
(40
-
35)/7
2
= 5/49 = .10
D)
(40
-
35)/1.63
2
= 5/2.66 = 1.88
5.
What effect size did Professor Juarez find?
A)
(40
-
35)/7 = .71
B)
(40
-
35)/1.63 = 3.07
C)
(40
-
35)/7
2
= 5/49 = .10
D)
(40
-
35)/1.63
2
= 5/2.66 = 1.88
6.
If Professor Juarez had 30 students in her class, and she wanted to test her hypothesis using the 5% level of significance, what cutoff
t
score would she use? (You should be able to figure this out without a table because only one answer is in the correct region.)
A)
304.11
B)
1.699.
ANOVA, Chi-Square Tests, and RegressionComplete the followin.docx
ANOVA, Chi-Square Tests, and Regression
Complete the following problems within this Word document. Do not submit other files. Show your work for problem sets that require calculations. Ensure that your answer to each problem is clearly visible. You may want to highlight your answer or use a different type color to set it apart.
ANOVA
Problem Set 4.1: Critical Value
Criterion:
Explain the relationship between
k
and power based on calculated
k
values.
Instructions:
Read the following and answer the questions.
Work through the following and write down what you see in the
F-
table. This will help familiarize you with the table.
The
F-
table: The degrees of freedom for the numerator (
k
− 1) are across the columns; the degrees of freedom for the denominator (
N
−
k
) are across the rows in the table. A separate table is included for a .05 and .01 level of significance.
Increasing the levels of the independent variable (
k
):
Suppose we have a sample size of 24 participants (
N
= 24). Record the critical values given the following values for
k
:
.05
.01
k
= 2
k
= 4
k
= 6
k
= 8
___
___
___
___
___
___
___
___
As
k
increases (from 1 to 8), does the critical value increase or decrease? Based on your answer, explain how
k
is related to power.
Problem Set 4.2: One-way ANOVA in SPSS
Criterion:
Calculate an ANOVA in SPSS.
Data:
The following is the amount of fat (in grams) consumed in a buffet-style lunch among professional bodybuilders under conditions of high, moderate, and low stress:
Stress Levels
High
Moderate
Low
10
9
9
7
4
4
8
7
6
12
6
5
6
8
7
Instructions:
Complete the following steps:
a. Open SPSS and open a
New DataSet
.
b. Click the
Variable View
tab at the bottom and enter
Stress
and enter
Fat
as the variables. Click the
Values
box for the
Stress
row and define 1 as high, 2 as medium, and 3 as low.
c. Enter the data. For example, type 1 in row 1 under
Stress
and type 10 in row 1 under
Fat
. Continue typing in all the data. Please remember to change to 2 in column 1 when the stress is moderate and change to 3 in column 1 when the stress is low
d. In the
Toolbar
, click
Analyze
, select
Compare Means
, and then select
One-Way ANOVA.
e. Select
Fat
and then click
Arrow
to send it over to the
Dependent List
box.
f. Select
Stress
and then click
Arrow
to send it over to the
Factor
box.
g. Click
OK
and copy and paste the output below.
Problem Set 4.3: One-way ANOVA in Excel
Criterion:
Calculate an ANOVA in Excel.
Instructions:
Use the data from Problem Set 4.3 to complete the following steps:
a. Open
Excel
to an empty sheet.
b. Enter the data from
Problem Set 4.3.
c. In
Row 1
, enter High in cell A1, Moderate in cell B1, and Low in cell B1.
d. In the toolbar, click
Data Analysis
, select
Anova: Single Factor,
and click
OK.
e. In
Input Range
: $A$1:$C$6, put a check next to
Lab.
PSYC 354Homework 8Single-Sample T-TestWhen submitting this f.docx
PSYC 354
Homework 8
Single-Sample T-Test
When submitting this file, be sure the filename includes your full name, course and section. Example: HW8_JohnDoe_354B01
Be sure you have reviewed this module/week’s lesson and presentations along with the practice data analysis before proceeding to the homework exercises. Complete all analyses in SPSS, then copy and paste your output and graphs into your homework document file. Answer any written questions (such as the text-based questions or the APA Participants section) in the appropriate place within the same file.
Part I: Concepts
Questions 1–3; Answer the questions in the spaces provided.
Part I: Questions 1a-e
Fill in the highlighted blanks with the best word or words.
1-a)
You use a t-test when you know the population ________ but not the population ________.
1-b)
The 2 groups compared in the single-sample t-test are the sample and the ________.
1-c)
The number of scores that are free to vary when you are estimating a population parameter from a sample is called the ________.
1-d)
A researcher reports the results of a single-sample t-test as t(23) = 3.96. The degrees of freedom for this t-test are ______, which means there were ____ total participants in the researcher's sample.
1-e)
When your t-statistic in your results exceeds your critical cutoffs, you ________ the null hypothesis.
Part I: Question 2-3
2)
Explain what each part of the following statistical phrase represents, as it would be reported in APA format: t(19) = 3.15, p = .04
t
Answer
19
Answer
3.15
Answer
P
Answer
.04
Answer
3)
Calculate the degrees of freedom and identify the critical t value for a single-sample t test in each of the following situations:
3-a) Two-tailed test, N = 9, p = .10
df= Answer
critical t = Answer
3-b) Two-tailed test, N = 16, p = .05
df= Answer
critical t = Answer
3-c) One-tailed test, N = 21, p = .01
df= Answer
critical t = Answer
Part II: SPSS Analysis
Module 8 Exercise File 1
Part II:
Questions 1-2
· Open Module 8 Exercise File 1. This file contatins scores on a measure of acute PTSD for 12 children who live in an area recently affected by a natural disaster. Higher scores indicate more acute PTSD symptomology.
· Using these data, run 2 separate single-sample t-tests to compare the sample’s mean acute PTSD score to the following population values:
Population means on PTSD measure for 2 different populations
Population of children in the US: = 12
Population of children in the US who have been victims of abuse : = 16.2
· For each test, paste the output and write a Results section in current APA style
· As demonstrated in the presentations and in the textbooks.
· There will be 2 sets of output and 2 results sections using this data set
· 1 for each test involving a different population mean.
1-a)
Population of children in the US: = 12.
Answer: SPSS output of the t-Test
1-b)
Write a results section in current APA style describing the ou ...
Evaluation and optimization of variables using response surface methodology
By using the attached file, you will be able to design and optimize your product using Design Experts software.
Chapter 18 – Pricing Setting in the Business WorldThere are few .docx
Chapter 18 – Pricing Setting in the Business World
There are few Methods for setting pricing – costs methods vs demand methods
Formulas considering costs and mark up will help you to do the Problem set assignment:
1. Markup for setting prices (Mark up $ = SP-CP); MARK UP % = (MU $/SP) X100)
Formula for setting price with the markup method
SP = Cost/(1- Markup %)
Example - retailer buys A hat for $15 and wants a 40% markup, his selling price would be….
SP = 15/(1-.40)=.60
= $25.00
2. Understand Role of different costs – fixed, variable, total costs and average costs
3. What is the breakeven point? Formula for calculating the Break Even point.
BE = Total Fixed Cost/Fixed cost contribution
Fixed Cost Contribution=Price – variable cost
4. Average Cost = when there are many flavors/types of the same product, producer determines average cost and then add the mark up to set a common selling price.
.ANOVA
Analysis of Variance is a method of testing the equality of three or more population
means by analyzing sample variance.
One-Way ANOVA
The one-way ANOVA is used to compare three or more population means when there is
one factor of interest.
Requirements
The populations have distributions that are approximately normal.
The populations have the same variance.
The samples are simple random samples of quantitative data.
The samples are independent of each other.
The different samples are from populations that are categorized in only one.
way
One-Way ANOVA is a hypothesis test. There are seven steps for a hypothesis test.
Example
A professor at a local University believes there is a relationship between head size and
the major of the students in her biostatistics classes. She takes a random sample of 20
students from each of three classes and records their major and head circumference.
The data are shown in the following table.
Step 1: State the null hypothesis.
Mean 1 equals mean 2 equals mean 3 equals mean 4.
Step 2: State the Alternative hypothesis.
At least one mean is different.
Step 3: State the Level of Significance.
The level of significance is 0.05.
Step 4: State the test statistic.
variance between samples
variance within samples
F
The test statistic follows the F distribution which has two degrees of freedom, one for
the numerator and one for the denominator.
The calculations for the test statistic are complicated, so a software program is
generally used for the calculations. We will be using Microsoft Excel for this example.
Step 5: Calculate
The calculations are done in Microsoft Excel using the data analysis toolpak. Enter the
data into the spread sheet as shown here. Click on data and the data analysis tookpak
button is on the right.
When you click on the button a dialogue box appears.
Choose ANOVA One Factor. Then another dialogue box appears.
Input range is where the data is in the table. Be sure to put a check in the box for labels
in.
Week 2 – Lecture 3 Making judgements about differences bet.docx
Week 2 – Lecture 3
Making judgements about differences between group statistics is one of the most
powerful things that statistics can do for us. It is also one of the most counter-intuitive things
that we need to master in the class.
Lecture 1 introduced the hypothesis testing procedure used in statistical testing. Lecture
2 examined how to set up, perform, and interpret the F test for variance equality. This lecture
will focus on t-tests for testing mean equality. Again, these examples will use the compa-ratio
variable, while the homework should use the Salary variable.
The T-Test
While we test for variance equality with an F test, we use the T-Test to test for mean
equality testing. The t-test also uses the degree of freedom (df) value in providing us with our
probability result; but again, Excel does the work for us.
There are three versions of the T-Test done for us by Excel. The first two are similar
except one version is done if the variances are equal and the other if the variances are not equal.
(Now we see the second reason for performing the F-test first.)
The third version of the T-test is for paired data, and is called T-test Paired Two Sample
for Means. Paired data are two measures taken on the same subject. Examples include a math
and English test score for students, preference for different drinks, and, in our data set the salary
and midpoint values. Note that paired data must be measured in the same units, and be from the
same subjects. Students in the past have incorrectly used the paired t-test on male and female
salaries. These are not paired, as the measures are taken on different people and cannot be paired
together for analysis.
In many ways, setting up Excel’s T-tests, and virtually all the functions we will study,
follow the same steps as we just went through:
1. Set up the data into distinct groups.
2. Select the test function from either the Fx or Analysis list
3. Input the data ranges and output ranges into the appropriate entry boxes, checking
Labels if appropriate.
4. Clicking on OK to produce the output.
As with the F-test, the T-test has a couple of options depending upon what you want your
output to look like. The Fx (or Formulas) option returns simply the p-value for the selected
version of the test. The Data | Analysis selection provides descriptive statistics that are useful for
additional analysis (some of which we will discuss later in the course).
The t-test requires that we select between three versions, one assuming equal variances
between the populations, one assuming unequal variances in the populations, and one requiring
paired data (two measures on each element in the sample, such as salary and midpoint for each
person in our data set.) All have the same data set-up approach, so only one will be shown.
Question 2
The second question for this week asks about salary mean equality between males and
females. The data and test se.
NAMEMATH125 Unit 6 Submission Assignment Answer Form1. A.docx
NAME:
MATH125: Unit 6 Submission Assignment Answer Form
1. Apply the order of operations to solve discipline-specific problems involving probabilities and counting principles.
2. Calculate applications of mathematical problems involving probabilities.
3. Differentiate between the concepts of odds and probabilities, as well as permutations and combinations, and identify how they relate to one another.
4. Identify and choose viable likelihoods based on calculated probabilities.
Logic and Decision Making
ALL questions below must be answered. Show ALL step-by-step calculations, round all your final answers correctly, and include the units of measurement. Upload this modified Answer Form to the intellipath Unit 6 Submission lesson. Make sure that you submit your work in a modified MS Word document; handwritten work will not be accepted. If you need assistance, please contact your course instructor.
A proposed directed study MATH125 class comprising 25 students earned the following grades on the first unit:
MATH125
Total
Percentage
Unit 1
U1DB2
U1DB
U1i
U1SA
Class
Letter
Grade
Points
Points
Points
Points
Points
Names
Grade
Total (100)
Total (200)
Total (50)
Total (10)
Total (50)
Total (90)
Student #1
B-
82%
163
48
10
50
55
Student #2
C-
72%
144
34
0
40
70
Student #3
C
74%
148
40
10
43
55
Student #4
A
93%
186
50
10
36
90
Student #5
B+
87%
174
48
10
46
70
Student #6
F
56%
112
44
5
28
35
Student #7
B
84%
168
50
10
43
65
Student #8
B-
80%
159
46
10
48
55
Student #9
C+
79%
158
50
10
73
25
Student #10
B
86%
172
33
5
44
90
Student #11
B-
80%
159
34
10
50
65
Student #12
C+
77%
154
40
5
44
65
Student #13
A-
90%
179
36
10
43
90
Student #14
C
73%
145
42
10
38
55
Student #15
D
66%
131
28
0
33
70
Student #16
B+
87%
174
34
10
50
80
Student #17
C+
79%
158
30
0
43
85
Student #18
B-
80%
159
46
10
38
65
Student #19
C+
78%
155
22
10
33
90
Student #20
D
61%
121
28
10
38
45
Student #21
B-
80%
159
34
10
50
65
Student #22
B+
88%
175
40
10
50
75
Student #23
B
85%
169
41
0
43
85
Student #24
B-
80%
160
22
10
48
80
Student #25
C
74%
148
50
10
33
55
1. Calculate the class average for Unit 1. Using the “Grading Scale” listed below with the “Percentage Grade Total” above, what is the overall class average “Letter Grade”?
Grading Scale
Letter Grade
Percentage
Letter Grade
Percentage
A
93–100
C+
77–79.99
A-
90–92.99
C
73–76.99
B+
87–89.99
C-
70–72.99
B
83–86.99
D+
67–69.99
B-
80–82.99
D
60–66.99
Class Average
Letter Grade
Unit 1
?
?
Show your work here: (5 points)
2. Create a frequency table to show the distribution of grades across the grading scale for the first week. (5 points)
Letter Grade
Percentage
Frequency #
Cumulative Frequency #
A
93–100
?
?
A-
90–92.9
?
?
B+
87–89.9
?
?
B
83–86.9
?
?
B-
80–82.9
?
?
C+
77–79.9
?
?
C
73–76.9
?
?
C-
70–72.9
?
?
D+
67–69.9
?
?
D
60–66.9
?
?
F
Below 59.9
?
?
3. Describe what you see based on the frequency distribution. (5 points)
4. Calculate the mean, median, and mode for the class’s first unit “Perce.
Similar to COPYEXPORT OUTPUT INSTRUCTIONSSPSS output can be selectively co.docx (11)
Assignment 2 Tests of SignificanceThroughout this assignment yo.docx
Assignment 2 Tests of SignificanceThroughout this assignment yo.docx
De vry math 399 ilabs & discussions latest 2016
De vry math 399 ilabs & discussions latest 2016
De vry math 399 ilabs & discussions latest 2016 november
De vry math 399 ilabs & discussions latest 2016 november
WEEK 5 – EXERCISES Enter your answers in the spaces pr.docx
WEEK 5 – EXERCISES Enter your answers in the spaces pr.docx
ANOVA, Chi-Square Tests, and RegressionComplete the followin.docx
ANOVA, Chi-Square Tests, and RegressionComplete the followin.docx
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This is a digital copy of a book that was preserved for generations on library shelves before it was carefully scanned by Google as part of a project
to make the world’s books discoverable online.
It has survived long enough for the copyright to expire and the book to enter the public domain. A public domain book is one that was never subject
to copyright or whose legal copyright term has expired. Whether a book is in the public domain may vary country to country. Public domain books
are our gateways to the past, representing a wealth of history, culture and knowledge that’s often difficult to discover.
Marks, notations and other marginalia present in the original volume will appear in this file - a reminder of this book’s long journey from the
publisher to a library and finally to you.
Usage guidelines
Google is proud to partner with libraries to digitize public domain materials and make them widely accessible. Public domain books belong to the
public and we are merely their custodians. Nevertheless, this work is expensive, so in order to keep providing this resource, we have taken steps to
prevent abuse by commercial parties, including placing technical restrictions on automated querying.
We also ask that you:
+ Make non-commercial use of the filesWe designed Google Book Search for use by individuals, and we request that you use these files for
personal, non-commercial purposes.
+ Refrain from automated queryingDo not send automated queries of any sort to Google’s system: If you are conducting research on machine
translation, optical character recognition or other areas where access to a large amount of text is helpful, please contact us. We encourage the
use of public domain materials for these purposes and may be able to help.
+ Maintain attributionThe Google “watermark” you see on each file is essential for informing people about this project and helping them find
additional materials through Google Book Search. Please do not remove it.
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3-4 paragraphs
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*Injury and violence prevention (motor vehicle crashes, firearms, poisonings, suffocation, falls, fires, and drowning)
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Crimes against persons
Crimes against property
Crimes of public morality
White-collar crime
Cyber crime
Then, for the following scenarios, discuss the categories of crimes involved in each scenario, and explain the specific criminal charges that you would apply to each scenario. You can utilize the Library, Internet, and other resources to research the criminal statutes of a state of your choice to help you determine which criminal charges should be applied:
David S. was running around a public park at 3 AM without his clothes on, singing and shouting loudly. Police arrived after neighbors called to complain. They saw David S. tipping over a garbage can and when they shouted for him to stop, he threw the garbage can into a car, breaking one of its side windows. The police arrested David S. His blood alcohol level was twice the legal limit.
Gary M. was arrested by the FBI when he showed up at a local mall to meet a 14-year-old girl for a date, which he arranged over the Internet. He didn't know that the “14-year-old girl" was actually a 35-year-old male FBI agent.
Elaine R. was an accountant working for a large corporation. She had been falsifying the accounting records and sending some of the corporate funds to her own bank accounts in an offshore bank. The corporation found out what she had been doing and reported her to the police.
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Write a three to five (3-5) page paper in which you:
Create two (2) UML diagrams, one (1) showing a conceptual view and one (1) showing a process view of the architectures for each of the two (2) following systems (for a total of four [4] diagrams) through the use of Microsoft Visio or its open source alternative, Dia.
Note:
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An automated ticket-issuing system used by passengers at a railway station.
A computer-controlled, video-conferencing system that allows video, audio, and computer data to be visible to several participants at the same time.
Describe how you created the conceptual and process view for all four (4) diagrams. In the description, be sure to provide a justification for each key decision in the design.
Explain how you arrived at your final solution for the four (4) conceptual and process view diagrams that you have created.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
Include charts or diagrams created in Visio or an equivalent such as Dia. The completed diagrams / charts must be imported into the Word document before the paper is submitted.
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You have been asked to develop UML diagrams to graphically depict an.docx
You have been asked to develop UML diagrams to graphically depict and describe the architecture of two (2) unrelated software systems. The first system is for an automated ticket-issuing system used by passengers at a railway station. The second system is for a computer-controlled video conferencing system, located in a corporate office and accessible to senior management that allows video, audio, and computer data to be visible to several participants at the same time.
Write a three to five (3-5) page paper in which you:
Create two (2) UML diagrams, one (1) showing a conceptual view and one (1) showing a process view of the architectures for each of the two (2) following systems (for a total of four [4] diagrams) through the use of Microsoft Visio or its open source alternative, Dia.
Note:
The graphically depicted solution is not included in the required page length.
An automated ticket-issuing system used by passengers at a railway station.
A computer-controlled, video-conferencing system that allows video, audio, and computer data to be visible to several participants at the same time.
Describe how you created the conceptual and process view for all four (4) diagrams. In the description, be sure to provide a justification for each key decision in the design.
Explain how you arrived at your final solution for the four (4) conceptual and process view diagrams that you have created.
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Write a paper that details the method that you will use to quantitatively and qualitatively measure your QI process for various QI areas in your health care facility.
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You have been asked to design and deliver a Microsoft PowerPoint presentation to your team regarding the upgrade and the integration of the WATCH network into SHG's Active Directory forest. Since your team is geographically dispersed, you must create the slides and record the presentation so that when you distribute it to your team, they can watch and listen to the recording to understand the upgrade and integration.
You will need to do the following:
Explain how to integrate the existing WATCH networking standards, protocols, and access methods.
Select which is the most appropriate protocols and access standard to use without any loss of existing functionality to the billing department, the intranet, or the existing Internet site.
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Once an activity has been completed, employees will use the system to submit the documentation. The system should support notifications to management personnel whenever their direct reports have submitted documentation. The system should also notify employees if their deadline to complete professional-development requirements is approaching and is not yet satisfied.
There are several types of architectural views. For the given scenario, develop 2 architectural views.
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You have been asked to conduct research on a past forensic case to analyze how digital data was used to solve the case. Choose one of the following digital forensic cases:
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Using the Stayer Library or the Internet, search for the case notes and reports for the case and answer the following:
Summarize the case, the pertinent actors, evidence, and facts.
Outline the specific digital evidence that was used in the case.
Describe how the investigators found and documented the evidence, if any.
Describe the procedures and tool(s) used for acquiring potential evidence.
Describe the obstacles faced in the investigation.
Outline the most significant improvement to digital forensic investigations/tools that assisted with efficiency and reliability.
Provide the links to two modern tools that could have assisted with the collection of evidence.
Use at least five (5) quality resources in this assignment.
Note:
Wikipedia and similar websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date.
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You have been asked for the summary to include the following compone.docx
You have been asked for the summary to include the following components:
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Include your personal definition of telehealth
How does telehealth impact nursing practice
Examine how telehealth is currently integrated in healthcare
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Provide a detailed description of your recommended evidence-based strategy to implement telehealth
Provide rationale supporting your strategy
Include current evidence from the literature
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You have been asked to be the project manager for the developmen.docx
You have been asked to be the project manager for the development of an information technology (IT) project. The system to be developed will allow a large company to coordinate and maintain its records of the professional development of its employees. The company has over 30,000 employees, who are located in four sites: Florida, Colorado, Illinois, and Texas. The system must allow employees to locate and schedule professional-development activities that are relevant to their positions. Sophisticated search capabilities are required, and the ability to add scheduled events to the employees' calendars is desired. The system needs to support social networking, which will allow employees to determine who is attending various conferences and events. This will promote the fostering of relationships and ensure that the company has representation at important conferences.
Once an activity has been completed, employees will use the system to submit the documentation. The system should support notifications, which will allow managers to receive notice whenever their direct reports have submitted documentation. The system should also notify employees if their deadline to complete a professional-development requirement is approaching and it has not yet been completed. Because the expenditure has been approved for the project, it is now time to justify the start-up of the project with a business case.
Using the above scenario, develop a business case and project charter (2–3 pages each). Include the following:
Section 1: Business Case (Unit 1)
Description of the problem or opportunity being presented to the business
Costs and benefits of each alternative solution
Recommended solution needed for approval
List of alternative solutions, feasibility of each in a table, and the selected solution
Section 2: Project Charter and WBS (Unit 1)
Identify project vision
Define scope of project
List project deliverables
List roles and responsibilities
List risks, issues, and assumptions
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Discuss the real meaning of Internet of Things and its impact everything that has the ability to communicate.
What types of “Things” communicate within the IoT concept?
How do these types of “Things” communicate?
How do “mobile technologies” relate to IoT?
Provide definitions for the following concepts within the IoT sphere:
RFID, Sensors, Smart technology and Nano technology
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Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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COPYEXPORT OUTPUT INSTRUCTIONSSPSS output can be selectively co.docx
- 1. COPY/EXPORT OUTPUT INSTRUCTIONS SPSS output can be selectively copied and pasted into Word by using the Copy command: · Click on the SPSS output in the Viewer Window. · Right click for options. · Select the Copy command. · Paste into a Microsoft Word document. The Copy command will preserve the formatting of the SPSS tables and charts when pasting into Microsoft Word. An alternative method is to use the Export command: · Click on the SPSS output in the Viewer Window. · Right click for options. · Select the Export command. · Save the file as Word/RTF (.doc) to your computer. · Open the .doc file. Running head: Unit 4 Assignment 1 ANSWER TEMPLATE 5 Unit 4 Assignment 1 Answer Template Student Name University Unit 4 Assignment 1 Answer Template The following assignment includes three sections, consisting of: 1. z scores in SPSS.
- 2. 2. case studies of Type I and Type II error. 3. Case studies of null hypothesis testing. Additional notes: · Answer in complete sentences. · Follow APA rules for scholarly writing. · Include a reference list if necessary. · Save your answers and upload to the assignment area for grading. Section 1: z Scores in SPSS A z score is typically analyzed when a population mean (µ) and population standard deviation (σ) are known. However, in SPSS, we can still calculate z scores with the grades.sav data using the sample mean (M) and sample standard deviation (s). To do this, open grades.sav in SPSS. Under the Analyze menu, select Descriptive Statistics, and then Descriptives… You will be calculating and interpreting z scores for the total variable. As shown on the next page, move the total variable into the Variable(s) window. Select the Save standardized variables as values option and press OK. SPSS provides descriptive statistics for total in the Output window. SPSS also creates a new variable in the far right column of the Data Editor area labeled Ztotal. Ztotal provides a z score for each case on the total variable. You are now prepared to answer the following Section 1 questions. Question 1
- 3. What is the sample mean (M) and sample standard deviation (s) for total?You will use these values in Question 2 below. [Answer here in complete sentences. Replace this prompt and the prompts below, using as much space as necessary to answer questions.] Question 2 A z score for this sample is calculated as [(X – M) ÷ s]. Locate Case #53’s unstandardized total score (X)in the Data Editor. In the formula below, replace X, M, s, and ? to show how the z score in Ztotal is derived for Case #53. (X – M ) ÷ s = ? Question 3 Run Descriptives… on Ztotal. What is the mean and standard deviation of Ztotal?(Hint: “0E7” in SPSS is scientific notation for 0). Is the mean and standard deviation what you would expect? Justify your answer. [Answer here in complete sentences] Question 4 Case #6 has a Ztotal score of 1.40. What does a z value of 1.40 represent? [Answer here in complete sentences] Question 5 Identify the case with the lowest z score. Refer to Appendix A in the Warner (2013) text. Interpret the percentile rank of this z score rounded to whole numbers.
- 4. [Answer here in complete sentences] Question 6 Identify the case with the highest z score. Refer to Appendix A in the Warner (2013) text. Interpret the percentile rank of this z score rounded to whole numbers. [Answer here in complete sentences] Section 2: Cases Studies of Type I and Type II Errors Question 7 A jury must determine the guilt of a criminal defendant (not guilty, guilty). Identify how the jury would make a correct decision. Analyze how the jury would commit a Type I error versus a Type II error. [Answer here in complete sentences] Question 8 An I/O psychologist asks employees to complete surveys measuring job satisfaction and organizational citizenship behavior. She intends to measure the strength of association between these two variables. The researcher is concerned that she will commit a Type I error. What research decision influences the magnitude of risk of a Type I error in her study? [Answer here in complete sentences] Question 9 A clinical psychologist is studying the efficacy of a new drug medication for depression. The study includes a placebo group (no medication) versus a treatment group (new medication). He then measures the differences in depressive symptoms across the two groups. What would a Type I error represent within the context of his study? How can he reduce the risk of committing a Type I
- 5. error? How does this decision affect the risk of committing a Type II error? [Answer here in complete sentences] Section 3: Case Studies of Hypothesis Testing Question 10 You are running a series of statistical tests in SPSS using the “standard” criterion for rejecting a null hypothesis. You obtain the following p values. Test #1 calculates group differences with a p value = .07. Test #2 calculates the strength of association between two variables with a p value = .50. Test #3 calculates group differences with a p value = .001. For each Test below, state whether or not you reject the null hypothesis. For each test, also explain what your decision implies in terms of group differences (Test 1 and Test 3) and in terms of the strength of association between two variables (Test 2). Test #1 (group differences) = Test #2 (strength of association) = Test #3 (group differences) = Question 11 A researcher calculates a statistical test and obtains a p value of .86. He decides to reject the null hypothesis. Is this decision correct, or has he committed a Type I or Type II error? Explain your answer. [Answer here in complete sentences] Question 12 You are proposing a research study that you would like to
- 6. conduct while attending Capella University. During the proposal, a committee member asks you to explain in your own words what you meant by saying “p less than (<) .05.” Provide an explanation. [Answer here in complete sentences] References Provide references if necessary. This concludes Unit 4 Assignment 1. Save your answers and upload in the assignment area. z Scores, Type I and II Error, Null Hypothesis Testing This is your second IBM SPSS Assignment. It includes three sections. You will: 1. Generate z scores for a variable in grades.sav and report/interpret them. 2. Analyze cases of Type I and Type II error. 3. Analyze cases to either reject or not reject a null hypothesis. The format of this assignment should be narrative with supporting statistical output (table and graphs) integrated (see the Copy/Export Output Instructions in the Resources area for how to do this) into the narrative in the appropriate place (not all at the end of the document). Download the Unit 4 Assignment 1 Answer Template from the Resources area and use the template to complete the following sections: · Section 1: z Scores in SPSS. · Section 2: Case Studies of Type I and Type II Error. · Section 3: Case Studies of Null Hypothesis Testing. Submit your assignment as an attached Word document.