This document provides a template for writing a data analysis and application (DAA) report. It outlines the typical sections of a DAA, including an introduction, description of the data, testing of statistical assumptions, research questions and hypotheses, interpretation of results, and conclusions. Sections cover describing variables and sample size, pasting and interpreting SPSS output, stating hypotheses and significance level. The template emphasizes proper APA style formatting of tables, figures, and references.
A database schema is the skeleton structure that represents the logical view of the entire database.Constraints are the rules enforced on the data columns of a table. These are used to limit the type of data that can go into a table
This presentation slide explains the procedure of creating a data set in the IBM SPSS statistics and also explains the way to import the excel data set into the SPSS.
A database schema is the skeleton structure that represents the logical view of the entire database.Constraints are the rules enforced on the data columns of a table. These are used to limit the type of data that can go into a table
This presentation slide explains the procedure of creating a data set in the IBM SPSS statistics and also explains the way to import the excel data set into the SPSS.
A tutorial on LDA that first builds on the intuition of the algorithm followed by a numerical example that is solved using MATLAB. This presentation is an audio-slide, which becomes self-explanatory if downloaded and viewed in slideshow mode.
DIRECTIONS READ THE FOLLOWING STUDENT POST AND RESPOND EVALUATE I.docxlynettearnold46882
DIRECTIONS: READ THE FOLLOWING STUDENT POST AND RESPOND EVALUATE ITS CONTENT. PLEASE CITE ALL REFERENCES
Katie Kessler
Unit 2 Discussion 1
Top of Form
The word “noir” is used to remember the scaling of measurement in psychology (Embretson, 2004). In short, the letters stand for nominal, ordinal, interval and ratio (Embretson, 2004). To give a brief introduction of what each scale measures, “nominal is the simplest way to measure” because it focuses on categorizing measurements on a scale of category, according to Embretson (2004). An example of nominal is eye color. “Ordinal measures in terms of ranking, interval measures scores of tests that focus on unobservable mental functioning and ratio focuses on measuring activities in the physical world, such as someone’s running time” (Embretson, 2004). With different scales of measurement, there are two methods to compare sets of data. These include norm-referenced and criterion-referenced testing. According to Embretson (2004) norm-referenced testing “yields information on a testtaker’s standing or ranking relative to some comparison group of testtakers.” In other words, it focuses on the performance of peers. Criterion-referenced testing is a little different because it focuses on examining individual’s scores to a set standard (Embretson, 2004).
The ability for ordinal measurement scale to be utilized on a standardized test as a norm-referenced test is high since an ordinal scale is based upon ranking and norm-referenced testing gathers information on the examinees ranking compared to a group of testtakers. For example, a study conducted on decision making with the use of ordinal variables states that ordinal measurement scales has the ability to be utilized by norm-referenced testing (Barua, Kademane, Das, Gubbiyappa, Verma, & Al-Dubai, 2014).On the other hand, ordinal scaling would not be a strong measurement for criterion-referenced testing because it focuses on the ranking rather than the measurement of the scores to be close to a set standard.
Ratio scaling directs its focus on measuring objects and activities in the physical world which would be beneficial for criterion-referenced testing instead of norm-referenced testing. Imagine a marathon runner who was trying to beat the world’s fastest time running a marathon. Criterion-referenced testing allows the runner to be aware of the set standard the marathon runner needs to beat to be the best and set a new standard. Norm-referenced testing would not be as useful because the marathon runner would not have the standard measurement he or she needs to beat. However, the marathon runner would be aware of the relative time he or she needs to beat to be the best. That is not as helpful as the criterion-referenced testing because runners need an exact number instead of a relative number in comparison to other runners.
Norm-referenced data would be collected by “the standards relative to a group, such as means and standard deviation.
A tutorial on LDA that first builds on the intuition of the algorithm followed by a numerical example that is solved using MATLAB. This presentation is an audio-slide, which becomes self-explanatory if downloaded and viewed in slideshow mode.
DIRECTIONS READ THE FOLLOWING STUDENT POST AND RESPOND EVALUATE I.docxlynettearnold46882
DIRECTIONS: READ THE FOLLOWING STUDENT POST AND RESPOND EVALUATE ITS CONTENT. PLEASE CITE ALL REFERENCES
Katie Kessler
Unit 2 Discussion 1
Top of Form
The word “noir” is used to remember the scaling of measurement in psychology (Embretson, 2004). In short, the letters stand for nominal, ordinal, interval and ratio (Embretson, 2004). To give a brief introduction of what each scale measures, “nominal is the simplest way to measure” because it focuses on categorizing measurements on a scale of category, according to Embretson (2004). An example of nominal is eye color. “Ordinal measures in terms of ranking, interval measures scores of tests that focus on unobservable mental functioning and ratio focuses on measuring activities in the physical world, such as someone’s running time” (Embretson, 2004). With different scales of measurement, there are two methods to compare sets of data. These include norm-referenced and criterion-referenced testing. According to Embretson (2004) norm-referenced testing “yields information on a testtaker’s standing or ranking relative to some comparison group of testtakers.” In other words, it focuses on the performance of peers. Criterion-referenced testing is a little different because it focuses on examining individual’s scores to a set standard (Embretson, 2004).
The ability for ordinal measurement scale to be utilized on a standardized test as a norm-referenced test is high since an ordinal scale is based upon ranking and norm-referenced testing gathers information on the examinees ranking compared to a group of testtakers. For example, a study conducted on decision making with the use of ordinal variables states that ordinal measurement scales has the ability to be utilized by norm-referenced testing (Barua, Kademane, Das, Gubbiyappa, Verma, & Al-Dubai, 2014).On the other hand, ordinal scaling would not be a strong measurement for criterion-referenced testing because it focuses on the ranking rather than the measurement of the scores to be close to a set standard.
Ratio scaling directs its focus on measuring objects and activities in the physical world which would be beneficial for criterion-referenced testing instead of norm-referenced testing. Imagine a marathon runner who was trying to beat the world’s fastest time running a marathon. Criterion-referenced testing allows the runner to be aware of the set standard the marathon runner needs to beat to be the best and set a new standard. Norm-referenced testing would not be as useful because the marathon runner would not have the standard measurement he or she needs to beat. However, the marathon runner would be aware of the relative time he or she needs to beat to be the best. That is not as helpful as the criterion-referenced testing because runners need an exact number instead of a relative number in comparison to other runners.
Norm-referenced data would be collected by “the standards relative to a group, such as means and standard deviation.
Quality problems are typically not simple. They often involve the complex interaction of several causes. A cause-and-effect diagram will help you to define and display the major causes, sub-causes and root causes that influence a process or a characteristic. Provide a focus for discussion and consensus. Visualize the possible relationships between causes which may be creating problems or defects.
Searching for help with this For this two-part assessment,.docxrtodd280
Searching for help with this
For this two-part assessment, you will respond to a question about interpreting correlations and use SPSS software to complete a data analysis and application report.
You will examine three fundamental inferential statistics, including correlation,
t
tests, and analysis of variance (ANOVA). The first inferential statistic we will focus on is correlation, denoted
r
, which estimates the strength of a linear association between two variables. By contrast,
t
tests and ANOVAs will examine group differences on some quantitative dependent variable.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze the computation, application, strengths, and limitations of various statistical tests.
Develop a conclusion including strengths and limitations of correlation.
Competency 2: Analyze the decision-making process of data analysis.
Analyze the assumptions of correlation.
Competency 3: Apply knowledge of hypothesis testing.
Develop a research question, null hypothesis, alternative hypothesis, and alpha level.
Competency 4: Interpret the results of statistical analyses.
Interpret the correlation output.
Competency 5: Apply a statistical program's procedure to data.
Apply the appropriate SPSS procedures to check assumptions and calculate the correlations.
Competency 6: Apply the results of statistical analyses (your own or others) to your field of interest or career.
Develop a context for the data set, including a definition of required variables and scales of measurement.
Competency 7: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.
Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
ContextRead
Assessment 2 Context [DOC]
for important information on the following topics:
SHOW LESS
Interpreting correlation: Magnitude and sign.
Assumptions of correlation.
Hypothesis testing of correlation.
Effect size in correlation.
Alternative correlation coefficients.
Correlation—application.
Proper reporting of correlations.
r
, degrees of freedom, and correlation coefficient.
Probability values.
Effect size.
Toggle Drawer
Questions to ConsiderAs you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for .
Since the instructions for the final project are standardized and .docxedgar6wallace88877
Since the instructions for the final project are standardized and provided by the department, I thought you might appreciate some pointers and key areas of focus to help you navigate this project! Use this in conjunction with your syllabus instructions, which contain detailed content instructions.
Read the syllabus instructions VERY carefully, pay attention to the requirements embedded in the sentences. In fact, I would construct each heading and subheading (YES, use APA formatted subheadings) according to the required areas listed in your instructions. Here are some formatting directions for subheadings and a rough example for organization of your project with subheadings.
APA Headings Level Formatting Guidelines:
1 Centered, Boldface, Uppercase and Lowercase
2 Left-aligned, Boldface, Uppercase and Lowercase Heading
3 Indented, boldface, lowercase heading with a period. Begin body text after the period.
4 Indented, boldface, italicized, lowercase heading with a period. Begin body text after the period.
5 Indented, italicized, lowercase heading with a period. Begin body text after the period.
Example:
1st page is the TITLE PAGE with Running head- refer to APA guidelines
See how I used proper capitalization for my running head?
Running head: GENDER TRAINING IN THE WORKPLACE
2nd page and remaining pages... The body of your project training program and report. Look up APA formatting: double space entire body, font 12-Times New Roman, 1” margins all sides. Make sure you use proper APA citations in the text (McCarty, 2016) and that those resources are listed on the reference page, including the journal and website citations that you chose.
Introduction and Identification of Problems (1st level)
Participant Name and Problem #1
(You will do this 12 times) (2nd level subheading, left justified, paragraph begins
next line after heading-double space. I will not double space the rest of this example to save space, but don’t forget to do it! Make sure you check your settings to be a true double space-nothing less and nothing more)
Training Program: Session One (8 of these)
Session One Title (2nd level)
Gender and Hostility in the Workplace
Objectives (2nd level)
The goal of this course is to
· define gender,
· define hostility,
· identify areas of hostility…(You can use bullets and or level three subheadings to list/organize).
Problem (2nd level)
State the participants problem(s) you will address with this session
Journal articles and websites
Journal. List one or more peer review (ACADEMIC) article(s) that is relevant to the issue/problem using an APA formatted reference.
Website. List one website that is relevant to the issue/problem and put into APA formatted reference.
Activity
Create and describe an activity that will promote discussion and understanding among the participants.
Activity breakdown. (3rd level subheading). Start text after period. You might want to use this 3rd level subheadin.
Math 227 Sample Project Project 1 Data Collection and DescAbramMartino96
Math 227 Sample Project
Project 1 Data Collection and Descriptive Statistics
In this project, you will demonstrate your understanding of data collection and descriptive statistics. You
will collect the data, organize, summarize, and describe the data the way it is explained in Chapter 1-
Chapter 3. You will, then, create a written report including all parts below and turn in by the stated due
date according to the guidelines provided in this paper.
Required components:
1. Research Questions about a Population (Chapter 1)
Question 1: Come up with a research question on making an estimate about a population
proportion.
(For example: What proportion of Los Angeles Mission College students are full time students?)
State your Question 1 (and your estimated prediction of the results):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Question 2: Come up with a research question on making an estimate about a population mean.
(For example: What is the average number of hours that Los Angeles Mission College students
work each week?)
State your Question 2 (and your estimated prediction of the results):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Collecting Data- (Chapter 1)
a) Create a survey and collect the data for responses to your proposed questions above.
For question 1, your survey should have a qualitative variable with only two possible responses,
Write your variable and the question below (For example: full time student status. “Are you a
full-time student, Yes or No?”):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
For question 2, your survey should have a quantitate variable. Write your variable and the
question below (For example: number of hours of work in a week. “How many hours do you
work each week?”):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
b) Describe the data collecting process including the population of interest. For each question,
address if there was any of the following biases: Sampling bias, Non-response bias, and
Response bias.
c) Enter your raw data in Column 1 (categorical data) and in Column 2 (numerical data) in
StatCrunch. Name each column and save the data (Data>Save>Enter the File Name>Click Save).
To later open the saved data in StatCr ...
Histograms and Descriptive Statistics Scoring GuideCRITERIANON.docxpooleavelina
Histograms and Descriptive Statistics Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Apply the appropriate SPSS procedures for creating histograms to generate relevant output.
Does not provide SPSS output.
Provides SPSS output with errors.
Applies the appropriate SPSS procedures for creating histograms to generate relevant output.
Analyzes the histogram output, demonstrating insight and understanding of relevant data.
Interpret histogram results, including concepts of skew, kurtosis, outliers, symmetry, and modality.
Does not provide an interpretation of histogram results.
Provides an interpretation of histogram results.
Interprets histogram results, including concepts of skew, kurtosis, outliers, symmetry, and modality.
Evaluates histogram results, including concepts of skew, kurtosis, outliers, symmetry, and modality.
Analyze the strengths and limitations of examining a distribution of scores with a histogram.
Does not identify the strengths and limitations of examining a distribution of scores with a histogram.
Identifies the strengths and limitations of examining a distribution of scores with a histogram.
Analyzes the strengths and limitations of examining a distribution of scores with a histogram.
Evaluates the strengths and limitations of examining a distribution of scores with a histogram. Demonstrates insight and understanding of relevant data.
Apply the appropriate SPSS procedure for generating descriptive statistics to generate relevant output.
Does not provide SPSS output.
Includes some, but not all, of the required output. Numerous errors in SPSS output.
Applies the appropriate SPSS procedure for generating descriptive statistics to generate relevant output.
Applies the appropriate SPSS procedure for generating descriptive statistics to generate relevant output. Includes all relevant output; no irrelevant output is included. No errors in SPSS output.
Analyze meaningful versus meaningless variables reported in descriptive statistics.
Does not identify meaningful versus meaningless variables reported in descriptive statistics.
Identifies meaningful versus meaningless variables reported in descriptive statistics.
Analyzes meaningful versus meaningless variables reported in descriptive statistics.
Evaluates meaningful versus meaningless variables reported in descriptive statistics.
Interpret descriptive statistics for meaningful variables.
Does not identify meaningful variables.
Identifies meaningful variables.
Interprets descriptive statistics for meaningful variables.
Evaluates descriptive statistics for meaningful variables.
Apply the appropriate SPSS procedures for creating z scores and descriptive statistics to generate relevant output.
Does not provide SPSS output.
Provides SPSS output with errors.
Applies the appropriate SPSS procedures for creating z scores and descriptive statistics to generate relevant output.
Analyzes the z scores and descriptive statistics output, demonstrating insight and understand ...
I am Joshua M. I am a Statistics Assignment Expert at statisticsassignmenthelp.com. I hold a Masters in Statistics from, Michigan State University, USA
I have been helping students with their homework for the past 5 years. I solve assignments related to Statistics.
Visit statisticsassignmenthelp.com or email info@statisticsassignmenthelp.com.
You can also call on +1 678 648 4277 for any assistance with Statistics Assignments.
Eco 490, Haskell Spring 2017 Research Project Information P.docxSALU18
Eco 490, Haskell Spring 2017
Research Project Information Packet
1
A. General Tips for Getting Started
Start with a broad topic, but work to refine your research question by (1)
geographic location, (2) time period, (3) specific event, (4) specific policy change,
(5) demographic group, or (6) some combination of these.
As you begin researching a question, keep track of related questions that arise as
you go. Eventually one of these questions will be your final research question, but
seldom is it the one you started with.
Look seriously at journal article sources on a given topic before you have a clear
question. Research is an iterative process – a topic, some reading, a question, more
reading, other questions, more reading, more questions, etc.
Browse data sources to see what type of information is available. Sometimes
variables or trends in data can spark interesting questions.
Keep the research project in the back of your mind… news articles, other classes,
and casual conversations can spark great research questions.
B. Journal Resources
Google Scholar
EconLit
Economic encyclopedias
New Palgrave Dictionary of Economics
International Encyclopedia of the Social and Behavioral Sciences
Handbook chapters (e.g., Handbook of Labor Economics)
Published literature reviews (especially useful for finding other sources and
identifying open questions in the literature)
Journal of Economic Literature
Journal of Economic Perspectives (very undergraduate accessible)
Tips:
Read the abstract, introduction, conclusion, tables, and then the “meat” of an
academic journal article – this saves time and increases comprehension relative to
reading “front-to-back” as you would a novel.
Look at the citations listed in a given article to find related, possibly more relevant
articles.
In Google Scholar, check the “cited by” link to find newer, related articles that cited a
given article
https://scholar.google.com/
http://web.a.ebscohost.com/ehost/search/basic?sid=5324ee35-f4ec-4a50-b6a3-8529c0c5fef3%40sessionmgr4005&vid=0&hid=4201
http://www.dictionaryofeconomics.com/dictionary
http://www.sciencedirect.com/science/referenceworks/9780080430768
https://www.elsevier.com/books/book-series/handbooks-in-economics
https://www.jstor.org/journal/jeconlite
https://www.jstor.org/journal/jeconpers
Eco 490, Haskell Spring 2017
Research Project Information Packet
2
C. Some Publically Available Data Resources (this is my no means an exhaustive list and
students should not feel constrained to the items here.)
Macroeconomic Data
FRED (Federal Reserve Bank of St. Louis: Federal Reserve Economic Data)
International Data
Penn World Tables
National Trade Data Bank
U.S. Microeconomic Data
CPS (Current Population Survey)
PSID (Panel Survey of Income Dynamics)
SIPP (Survey of Income and Program Participation)
HRS (Health and ...
Assessment 3 – Hypothesis, Effect Size, Power, and t Tests.docxcargillfilberto
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.
BUSA 2185 BUSINESS RESEARCHSpring 2019Research Project (Assig.docxfelicidaddinwoodie
BUSA 2185: BUSINESS RESEARCH
Spring 2019
Research Project (Assignment 7)
Research methodology (Defining Data Collection and Data Analysis)
(25 points)
Submission and Formatting.
- Typed double-spaced lines, Times New Roman, size 12 font, 1-inch margins, letter-sized pages (8.5 x 11 inches)
- Save as a Microsoft Word (.doc/.docx) file and name your assignment in this format Name_Last Name_BUSA 2185_Assignment 7
OVERVIEW: In this assignment you will show how you will collect a data and which data methodology you will use.
PROVIDE YOUR ANSWERS BELOW THE EACH QUESTION.
If you will not provide in this template, you cannot take points for your submissions.
1. Sampling (7.5 points)
Tip: Look at the Chapter 8-Sampling
a. What is your target population? (2.5 points)
Tip: A population can be defined as all people or items (unit of analysis) with the characteristics that one wishes to study. Who were the respondents?
b. What is your sampling frame? Do you have access to this population? (2.5 points)
Tip: This is an accessible section of the target population (usually a list with contact information) from where a sample can be drawn.
c. What kind of sampling techniques (probability random, systematic, stratified or non-probability-convenience, snowball etc.) did you use? How did you reach your respondents? (2.5 points)
Tip: You can find definitions for each technique from Chapter 8-Sampling.
2. Data Collection(7.5 points)
Tip: Look at the Chapter 9-10-11 Data Collection Methods
a. Which method you will use in your research for data collection (Survey, case study, secondary approach so on). (2.5 points)
b. What types of survey (self-administered mail, online, interview phone etc.) you used? Explain. (2.5 points)
c. What is the biggest challenge to collect this data? (2.5 points)
3. Analysis:(10 points)
a. What kind of Univariate Analysis is convenient for your analysis? (2.5 points)
Tip: Such as table of frequencies for each independent, dependent and one control)
Tip: Look at the Chapter 14 - Data Analysis-Quantitative Analysis -Descriptive Statistics
b. What kind of Inferential Statistics is convenient for your analysis? Give brief definition of this method. (2.5 points)
Tip: Look at the Chapter 15 - Data Analysis-Quantitative Analysis - Inferential Statistics
c. Which steps you will follow for your data analysis? (5 points)
Tip: Such as data cleaning, reliability and validity measurement of scale items.
BUSA 2185: BUSINESS RESEARCH
Spring 2019
Research Project (Assignment 6)
Drawing the Conceptual Model and Writing Hypothesis
(25 points)
Submission and Formatting.
- Typed double-spaced lines, Times New Roman, size 12 font, 1-inch margins, letter-sized pages (8.5 x 11 inches)
- Save as a Microsoft Word (.doc/.docx) file and name your assignment in this for.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. DATA ANALYSIS AND APPLICATION
1
DATA ANALYSIS AND APPLICATION
5
Data Analysis and Application
< Your Name >
Capella University
[Introduction.] Use this file for all assignments that require
the DAA Template. Although the statistical tests will change
from week to week, the basic organization and structure of the
DAA remains the same. According to the sixth edition of
Publication Manual of the American Psychological Association,
the introduction of a manuscript is clearly identified by its
position within it, and therefore does not have a heading to
label it as the introduction. Remove this text and provide a brief
introduction.
Data File Description [one paragraph]
1) Describe the context of the data set. Cite a previous
description if the same data set is used from a previous
assignment. To increase the formal tone of the DAA, avoid
2. first-person perspective “I.” For example, do not write, “I ran a
scatter plot shown in Figure 1.” Instead, write, “Figure 1
shows…” All paragraphs are indented. Your paragraphs will not
be numbered as these are in the template.
2) Specify the variables used in this DAA and the scale of
measurement of each variable.
3) Specify sample size (N).
Testing Assumptions [multiple paragraphs]
1) Articulate the assumptions of the statistical test.
2) Paste SPSS output that tests those assumptions and interpret
them. Properly embed SPSS output where appropriate. Do not
string all output together at the beginning of the section. In
other words, interpretations of figures and tables should be near
(i.e., immediately above or below) where the output appears.
Format figures and tables per APA (6th edition) style and
formatting rules. Refer to the following examples on the next
page.
Figure 1. Scatter plot of IQ scores and ADDSC scores taken
from a Howell (2011) data set.
Figure 1 above shows the negative linear relationship
between…
Table 1 below shows the intercorrelations, means, and
standard deviations of…
Table 1
Intercorrelations, Means, and Standard Deviations for Scores on
IQ, ADDSC, and GPA
_____________________________________________________
_________________________
Measure 1 2 3
M SD
_____________________________________________________
_________________________
1. IQ --
3. 100.26 12.99
2. ADDSC -.63** --
52.60 12.42
3. GPA .50** -.62** --
2.46 .86
_____________________________________________________
_________________________
Note. Intercorrelations taken from a Howell (2011) data set (N
= 88). **p < .01.
3) Summarize whether or not the assumptions are met. If
assumptions are not met, discuss how to ameliorate violations
of the assumptions.
Research Question, Hypotheses, and Alpha Level [one
paragraph]
1)Articulate a research question (or questions) relevant to the
statistical test.
2) Articulate the null hypothesis and alternative hypothesis for
the research question(s).
3) Specify the alpha level.
Interpretation [multiple paragraphs]
1) Paste SPSS output for an inferential statistic and report it.
Properly embed SPSS output where appropriate. Do not string
all output together at the beginning of the section. In other
words, interpretations of figures and tables should be near (i.e.,
immediately above or below) where the output appears. Format
figures and tables per APA formatting rules.
2) Report the test statistics. Refer to Warner (2013) “Results”
examples at the end of the appropriate chapter for guidance.
3) Interpret statistical results against the null hypothesis.
Conclusion [two paragraphs]
1) Provide a brief summary (i.e., one paragraph) of the DAA
conclusions.
2) Analyze strengths and limitations of the statistical test.
References
4. Howell, D. C. (2011). Fundamental statistics for the behavioral
sciences. (7th ed.). Belmont, CA: Wadsworth.
1) Provide references if you include in-text citations. Do not
cite Capella course materials (e.g., instructor notes, handouts,
class announcements, and so on). Only cite primary and
secondary sources (e.g., textbooks and empirical journal
articles). Be sure that your reference page remains on a separate
page.