The document discusses distributions and the three types of questions that can be asked about them: central tendency, spread, and distribution shape. It uses a data set of students' study hours to illustrate what a distribution is, with hours of study on the x-axis and number of occurrences on the y-axis. Central tendency questions ask about the point or area where scores in the distribution predominantly cluster.
The document discusses normal and skewed distributions. It provides an example of student study hours to illustrate how to create a distribution from a data set. The distribution plots the hours of study on the x-axis and the number of occurrences on the y-axis. It then calculates the mean of the example data set to demonstrate that the mean describes the center point of a normal distribution well.
The document discusses normal and skewed distributions. It provides an example of student study hours to illustrate how to create a distribution from a data set. The distribution plots hours of study on the x-axis and number of occurrences on the y-axis. It then calculates the mean of the example data set to demonstrate that the mean describes the center point of a normal distribution when the majority of the data is in the middle with decreasing amounts towards the tails.
This document outlines the steps for writing a research paper. It discusses choosing a topic, developing a thesis statement, outlining the paper structure, researching sources, drafting and revising. Key steps include developing a research question to guide source selection, taking detailed notes from sources, creating an outline, and drafting and revising the paper. Students are assigned homework to prepare for research, including developing search terms for their topic.
Uni papua fc kuta gle aceh with aceh football figures usman aminullah, se, ak...Uni Papua Football
Uni Papua Fc Kuta Gle Aceh
with Aceh Football figures Usman Aminullah, SE, Ak, MM.
Value : Learn from the experience
http://unipapua.net/berita/uni-papua-fc-kuta-gle-aceh-with-aceh-football-figures/
#Unipapua #PapuaBisa #Ayoberubah #2016 #Goal #Care #KutaGle
#unipapua_more_than_football #Olahraga #Love #Social #BandaAceh
#UniPapuaFootball #UniPapuaFc #Papua #Indonesia #KitaBisa
#SepakbolaSosial #Sepakbola #FIFA #UniPapuaBisa #Chevroletfc
#coachesacrosscontinents #oneworldplayproject #Sport #Sosial
#SocialFootball #Soccer #unipapuafootballcommunity #Aceh
UP ACH
-AH-
Presented at the 2016 Community Engaged Research Institute. How researchers can cut down on the tedium of their work by using tech tools and cultivating a practice of automation
اس کتاب میں آپ پڑھ سکیں گے:جمعہ کی رات اور جعمہ کے دن درود پڑھنے کی اہمیت، درود پاک کی برکت سے اخروی انعامات اور بہت کچھ ۔ ۔ آپ کے لئے ایک بہت مفید اور اہم کتاب جس کو پڑھنے سے آپ کے علم اور نیکیوں میں ان شاء اللہ عزوجل اضافہ ہوگا۔آپ اس کتاب کو ویب سائٹ پر موجودرہتے ہوئے آن لائن پڑھنے کے لئے Read کے بٹن اور ڈاؤن لوڈ کرنے کے لئے Download کے بٹن پر کلک کریں۔اس کتاب کے بارے میں اپنے تاثرات نیچے دئیے ہوئے Comments Box میں دیں۔برائے کرم اس کتاب کوعلم دین حاصل کرنے کی نیت سے خود بھی پڑھیں اور دوسروں کے ساتھ بھیShare کریں۔
2 February 2016: the Renzi Government, two years to the day. The Prime Minister presented #twenty-four, a set of slides illustrating the main results of his Presidency. We’ll try to explains what really happened and to clarify the Government’s real merits... in #twelve slides: from the political and institutional reforms to the labour market reform; from the “Good School” to taxes, duties and levies; from the environment and protection of the territory to the relationships between Italy and the European Union.
The document discusses normal and skewed distributions. It provides an example of student study hours to illustrate how to create a distribution from a data set. The distribution plots the hours of study on the x-axis and the number of occurrences on the y-axis. It then calculates the mean of the example data set to demonstrate that the mean describes the center point of a normal distribution well.
The document discusses normal and skewed distributions. It provides an example of student study hours to illustrate how to create a distribution from a data set. The distribution plots hours of study on the x-axis and number of occurrences on the y-axis. It then calculates the mean of the example data set to demonstrate that the mean describes the center point of a normal distribution when the majority of the data is in the middle with decreasing amounts towards the tails.
This document outlines the steps for writing a research paper. It discusses choosing a topic, developing a thesis statement, outlining the paper structure, researching sources, drafting and revising. Key steps include developing a research question to guide source selection, taking detailed notes from sources, creating an outline, and drafting and revising the paper. Students are assigned homework to prepare for research, including developing search terms for their topic.
Uni papua fc kuta gle aceh with aceh football figures usman aminullah, se, ak...Uni Papua Football
Uni Papua Fc Kuta Gle Aceh
with Aceh Football figures Usman Aminullah, SE, Ak, MM.
Value : Learn from the experience
http://unipapua.net/berita/uni-papua-fc-kuta-gle-aceh-with-aceh-football-figures/
#Unipapua #PapuaBisa #Ayoberubah #2016 #Goal #Care #KutaGle
#unipapua_more_than_football #Olahraga #Love #Social #BandaAceh
#UniPapuaFootball #UniPapuaFc #Papua #Indonesia #KitaBisa
#SepakbolaSosial #Sepakbola #FIFA #UniPapuaBisa #Chevroletfc
#coachesacrosscontinents #oneworldplayproject #Sport #Sosial
#SocialFootball #Soccer #unipapuafootballcommunity #Aceh
UP ACH
-AH-
Presented at the 2016 Community Engaged Research Institute. How researchers can cut down on the tedium of their work by using tech tools and cultivating a practice of automation
اس کتاب میں آپ پڑھ سکیں گے:جمعہ کی رات اور جعمہ کے دن درود پڑھنے کی اہمیت، درود پاک کی برکت سے اخروی انعامات اور بہت کچھ ۔ ۔ آپ کے لئے ایک بہت مفید اور اہم کتاب جس کو پڑھنے سے آپ کے علم اور نیکیوں میں ان شاء اللہ عزوجل اضافہ ہوگا۔آپ اس کتاب کو ویب سائٹ پر موجودرہتے ہوئے آن لائن پڑھنے کے لئے Read کے بٹن اور ڈاؤن لوڈ کرنے کے لئے Download کے بٹن پر کلک کریں۔اس کتاب کے بارے میں اپنے تاثرات نیچے دئیے ہوئے Comments Box میں دیں۔برائے کرم اس کتاب کوعلم دین حاصل کرنے کی نیت سے خود بھی پڑھیں اور دوسروں کے ساتھ بھیShare کریں۔
2 February 2016: the Renzi Government, two years to the day. The Prime Minister presented #twenty-four, a set of slides illustrating the main results of his Presidency. We’ll try to explains what really happened and to clarify the Government’s real merits... in #twelve slides: from the political and institutional reforms to the labour market reform; from the “Good School” to taxes, duties and levies; from the environment and protection of the territory to the relationships between Italy and the European Union.
The document describes 8 scenes of an airport and airplane themed ride experience. In scene 1, guests enter an airport terminal with retro designs. In scene 2, guests board triple seated cars made to look like an airplane cabin. A safety video plays. In scene 3, the cars gain speed on the runway as if taking off. Scene 4 depicts smooth flying over landscapes. Scene 5 involves turbulence and a storm. Scene 6 shows the storm clearing over the Port of Tokyo. In scene 7, the cars slow down for landing. Finally, in scene 8 guests exit the ride through the airport.
Este documento describe las etapas y roles de un modelo didáctico institucional para el aprendizaje. El modelo incluye cinco etapas: 1) motivación para despertar el interés en el tema, 2) recoger conocimientos previos de los estudiantes, 3) plantear problemas y conflictos cognitivos, 4) construir nuevo conocimiento a través de la adquisición y asimilación de información, y 5) aplicar y extender el aprendizaje a través de proyectos y compromisos individuales y colectivos. El docente juega
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Este documento describe el desarrollo psicomotor y motor de los niños entre 3 y 4 años. En esta etapa, los niños mejoran su equilibrio, coordinación y habilidades motoras gruesas como correr, saltar y trepar. También desarrollan destrezas motoras finas que les permiten manipular objetos pequeños y realizar tareas como comer por sí mismos. El desarrollo motor depende de la maduración del sistema nervioso y del tono muscular.
The document discusses the importance of website performance and the impact of speed on key metrics like customer satisfaction, conversion rates, and revenue. It outlines challenges to performance from increasing traffic levels, mobile usage, different browsers, and third-party components. The presentation argues for a holistic approach to web performance management to identify and address bottlenecks across infrastructure, applications, and real user experience.
Differences between non parametric tests of relationshipKen Plummer
This document outlines four statistical tests used to measure the strength of relationships between variables: Phi-coefficient for dichotomous-dichotomous, Point-Biserial for dichotomous-scaled, Spearman's Rho for ordinal or scaled variables with no ties, and Kendall's Tau for ordinal, scaled or nominal variables that allow for ties.
Differences between parametric tests of relationshipKen Plummer
Pearson correlation measures the strength of the relationship between two normally distributed variables, while partial correlation does the same but eliminates the effect of a third variable. Single and multiple linear regression analyze how well one or more independent variables can predict a dependent variable, with single predicting using one independent variable and multiple using two or more.
Quick reminder distribution normal or skewedKen Plummer
A normal distribution has most data concentrated in the center with decreasing amounts evenly distributed to both sides. A skewed distribution has data clumped to one side trailing off as it decreases, showing skew to either the left or right. To assess skew, divide the skew value by its standard error - a result greater than 2 indicates right skew, less than -2 left skew, and in the given example of 1.20/0.30 = 4, the distribution is significantly right skewed.
This document discusses different types of data and which statistical tests are appropriate for each. It defines nominal, categorical, ordinal, interval, and ratio data, explaining the key properties and differences between each. The document concludes that it is important to understand the level of measurement of your data in order to select the correct parametric or non-parametric statistical test to use. Non-parametric tests make fewer assumptions than parametric tests but can be less powerful.
Nonparametric tests use the median instead of the mean to calculate differences between groups. These tests have parametric analogues that use the mean. Some common nonparametric tests include the Wilcoxon test, Mann-Whitney U test, and Kruskal-Wallis test, which correspond to the t-test, independent samples t-test, and one-way ANOVA respectively. Z-tests are also nonparametric and used to compare proportions between samples and populations or between two samples.
Reporting chi square goodness of fit test of independence in apaKen Plummer
A chi-square goodness of fit test was used to analyze data from a public opinion poll of 1000 voters in Connecticut on their party affiliation. The expected distribution was 40% Republican and 60% Democrat, but the observed results were 32% Republican and 68% Democrat. A sample report in APA style for these results includes the chi-square value, degrees of freedom, and p-value to determine if there is a significant deviation from the expected distribution.
Standard deviation is a measure of how dispersed data points are from the average value. It is calculated by taking the square root of the variance, which is the average of the squared distances from the mean. For a set of egg weights, the standard deviation is calculated by first finding the mean, then determining the variance by taking the sum of the squared differences from the mean. A low standard deviation means values are close to the mean, while a high standard deviation means values are more spread out. Standard deviation is not affected by adding or subtracting a constant from all values, but is affected by multiplying or dividing all values by a constant.
The document discusses standard deviation and its properties. Standard deviation is a measure of how spread out numbers are from the average (mean) value. It is always non-negative and can be impacted by outliers. A low standard deviation means values are close to the mean, while a high standard deviation means values are more spread out. Standard deviation can be used to calculate what percentage of data falls within certain intervals from the mean when data is normally distributed.
The Kruskal-Wallis test is a non-parametric analogue to a one-way ANOVA test used to compare differences between two or more independent groups when the dependent variable is measured on an ordinal scale or when the distribution is skewed. It works by ranking the data and estimating differences in ranks among the groups. For example, it could be used to test for differences in student preference for watching rugby (measured on a scale from strong dislike to strong like) between freshmen, sophomores, juniors, and seniors. A significant Kruskal-Wallis result should then be followed up with post-hoc non-parametric tests to determine where the differences between groups occur.
How many dependent variables (practice)Ken Plummer
The document presents 4 practice problems involving dependent variables. For each problem, there is one dependent variable being examined:
1) GPA in relation to choosing lunch period friends
2) Levels of depression in relation to religious beliefs
3) Suicidal thoughts and feelings of shame in relation to grade level
4) College acceptance rates in relation to gender
For all problems, the dependent variable(s) would be influenced by or dependent on the independent variable presented in each scenario.
Levels of an independent variable (Practice Set)Ken Plummer
The document presents four practice problems involving determining the number of levels of the independent variable in different studies. The first problem involves students requesting to be in the same lunch period as friends or not, which has two levels. The second involves belief in God, which has two levels of presence or absence of belief. The third examines suicidal thoughts across four grade levels. The fourth looks at college acceptance rates between males and females, which has two gender levels.
The document presents a series of practice problems about differentiating between scaled, ordinal, nominal, and proportional data. The problems describe hypothetical studies and ask the reader to identify which type of data is being examined. For example, one problem discusses comparing the percentage of residents below the poverty line in a school district to the national percentage, which involves proportional data. The document provides the options for each problem's data type, an explanation of the right answer, and advances to the next problem for additional practice differentiation data types.
Parametric or non parametric relationship practice problemsKen Plummer
The director of a health clinic asked to determine the relationship between patients' age and blood pressure. Problem 1 used a parametric test since both variables were scaled and normally distributed. Problem 2 used a non-parametric test because while blood pressure was scaled and normal, gender was nominal. Problem 3 also used a non-parametric test since blood pressure was skewed, even though age was normal. Problem 4 used a parametric test because one variable was ranked. Problem 5 used a non-parametric test as both variables were nominal.
Quick reminder nature of non-parametric relationship dataKen Plummer
This document provides guidance on which statistical tests to use when analyzing different variable types. It recommends using the phi coefficient for dichotomous variables, point-biserial for a dichotomous and scaled variable, Spearman's rho for ordinal or scaled variables, Kendall's tau for ordinal or scaled variables with ties, and Spearman's rho or Kendall's tau for two scaled variables, depending on whether there are ties.
Tutorial 2 - Basic Communication on the Internet: Emaildpd
The document discusses email and how it works. It describes how email is sent and received through servers and protocols like SMTP, POP, and IMAP. It also covers common email features like addresses, headers, signatures, and attachments. Finally, it discusses configuring and using email clients like Outlook Express and Windows Mail to send, receive, and manage emails.
Diff rel gof-fit - jejit - practice (5)Ken Plummer
The document discusses the differences between questions of difference, relationship, and goodness of fit. It provides examples to illustrate each type of question. A question of difference compares two or more groups on some outcome, like comparing younger and older drivers' average driving speeds. A question of relationship examines whether a change in one variable causes a change in another, such as the relationship between age and flexibility. A question of goodness of fit assesses how well a claim matches reality, such as whether a salesman's claim of software effectiveness fits the results of user testing.
This document provides examples of questions that ask for the lowest and highest number in a set of data. The questions ask for the difference between the state with the lowest and highest church attendance, the students with the highest and lowest test scores, and the slowest and fastest versions of a vehicle model.
The document describes 8 scenes of an airport and airplane themed ride experience. In scene 1, guests enter an airport terminal with retro designs. In scene 2, guests board triple seated cars made to look like an airplane cabin. A safety video plays. In scene 3, the cars gain speed on the runway as if taking off. Scene 4 depicts smooth flying over landscapes. Scene 5 involves turbulence and a storm. Scene 6 shows the storm clearing over the Port of Tokyo. In scene 7, the cars slow down for landing. Finally, in scene 8 guests exit the ride through the airport.
Este documento describe las etapas y roles de un modelo didáctico institucional para el aprendizaje. El modelo incluye cinco etapas: 1) motivación para despertar el interés en el tema, 2) recoger conocimientos previos de los estudiantes, 3) plantear problemas y conflictos cognitivos, 4) construir nuevo conocimiento a través de la adquisición y asimilación de información, y 5) aplicar y extender el aprendizaje a través de proyectos y compromisos individuales y colectivos. El docente juega
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Este documento describe el desarrollo psicomotor y motor de los niños entre 3 y 4 años. En esta etapa, los niños mejoran su equilibrio, coordinación y habilidades motoras gruesas como correr, saltar y trepar. También desarrollan destrezas motoras finas que les permiten manipular objetos pequeños y realizar tareas como comer por sí mismos. El desarrollo motor depende de la maduración del sistema nervioso y del tono muscular.
The document discusses the importance of website performance and the impact of speed on key metrics like customer satisfaction, conversion rates, and revenue. It outlines challenges to performance from increasing traffic levels, mobile usage, different browsers, and third-party components. The presentation argues for a holistic approach to web performance management to identify and address bottlenecks across infrastructure, applications, and real user experience.
Differences between non parametric tests of relationshipKen Plummer
This document outlines four statistical tests used to measure the strength of relationships between variables: Phi-coefficient for dichotomous-dichotomous, Point-Biserial for dichotomous-scaled, Spearman's Rho for ordinal or scaled variables with no ties, and Kendall's Tau for ordinal, scaled or nominal variables that allow for ties.
Differences between parametric tests of relationshipKen Plummer
Pearson correlation measures the strength of the relationship between two normally distributed variables, while partial correlation does the same but eliminates the effect of a third variable. Single and multiple linear regression analyze how well one or more independent variables can predict a dependent variable, with single predicting using one independent variable and multiple using two or more.
Quick reminder distribution normal or skewedKen Plummer
A normal distribution has most data concentrated in the center with decreasing amounts evenly distributed to both sides. A skewed distribution has data clumped to one side trailing off as it decreases, showing skew to either the left or right. To assess skew, divide the skew value by its standard error - a result greater than 2 indicates right skew, less than -2 left skew, and in the given example of 1.20/0.30 = 4, the distribution is significantly right skewed.
This document discusses different types of data and which statistical tests are appropriate for each. It defines nominal, categorical, ordinal, interval, and ratio data, explaining the key properties and differences between each. The document concludes that it is important to understand the level of measurement of your data in order to select the correct parametric or non-parametric statistical test to use. Non-parametric tests make fewer assumptions than parametric tests but can be less powerful.
Nonparametric tests use the median instead of the mean to calculate differences between groups. These tests have parametric analogues that use the mean. Some common nonparametric tests include the Wilcoxon test, Mann-Whitney U test, and Kruskal-Wallis test, which correspond to the t-test, independent samples t-test, and one-way ANOVA respectively. Z-tests are also nonparametric and used to compare proportions between samples and populations or between two samples.
Reporting chi square goodness of fit test of independence in apaKen Plummer
A chi-square goodness of fit test was used to analyze data from a public opinion poll of 1000 voters in Connecticut on their party affiliation. The expected distribution was 40% Republican and 60% Democrat, but the observed results were 32% Republican and 68% Democrat. A sample report in APA style for these results includes the chi-square value, degrees of freedom, and p-value to determine if there is a significant deviation from the expected distribution.
Standard deviation is a measure of how dispersed data points are from the average value. It is calculated by taking the square root of the variance, which is the average of the squared distances from the mean. For a set of egg weights, the standard deviation is calculated by first finding the mean, then determining the variance by taking the sum of the squared differences from the mean. A low standard deviation means values are close to the mean, while a high standard deviation means values are more spread out. Standard deviation is not affected by adding or subtracting a constant from all values, but is affected by multiplying or dividing all values by a constant.
The document discusses standard deviation and its properties. Standard deviation is a measure of how spread out numbers are from the average (mean) value. It is always non-negative and can be impacted by outliers. A low standard deviation means values are close to the mean, while a high standard deviation means values are more spread out. Standard deviation can be used to calculate what percentage of data falls within certain intervals from the mean when data is normally distributed.
The Kruskal-Wallis test is a non-parametric analogue to a one-way ANOVA test used to compare differences between two or more independent groups when the dependent variable is measured on an ordinal scale or when the distribution is skewed. It works by ranking the data and estimating differences in ranks among the groups. For example, it could be used to test for differences in student preference for watching rugby (measured on a scale from strong dislike to strong like) between freshmen, sophomores, juniors, and seniors. A significant Kruskal-Wallis result should then be followed up with post-hoc non-parametric tests to determine where the differences between groups occur.
How many dependent variables (practice)Ken Plummer
The document presents 4 practice problems involving dependent variables. For each problem, there is one dependent variable being examined:
1) GPA in relation to choosing lunch period friends
2) Levels of depression in relation to religious beliefs
3) Suicidal thoughts and feelings of shame in relation to grade level
4) College acceptance rates in relation to gender
For all problems, the dependent variable(s) would be influenced by or dependent on the independent variable presented in each scenario.
Levels of an independent variable (Practice Set)Ken Plummer
The document presents four practice problems involving determining the number of levels of the independent variable in different studies. The first problem involves students requesting to be in the same lunch period as friends or not, which has two levels. The second involves belief in God, which has two levels of presence or absence of belief. The third examines suicidal thoughts across four grade levels. The fourth looks at college acceptance rates between males and females, which has two gender levels.
The document presents a series of practice problems about differentiating between scaled, ordinal, nominal, and proportional data. The problems describe hypothetical studies and ask the reader to identify which type of data is being examined. For example, one problem discusses comparing the percentage of residents below the poverty line in a school district to the national percentage, which involves proportional data. The document provides the options for each problem's data type, an explanation of the right answer, and advances to the next problem for additional practice differentiation data types.
Parametric or non parametric relationship practice problemsKen Plummer
The director of a health clinic asked to determine the relationship between patients' age and blood pressure. Problem 1 used a parametric test since both variables were scaled and normally distributed. Problem 2 used a non-parametric test because while blood pressure was scaled and normal, gender was nominal. Problem 3 also used a non-parametric test since blood pressure was skewed, even though age was normal. Problem 4 used a parametric test because one variable was ranked. Problem 5 used a non-parametric test as both variables were nominal.
Quick reminder nature of non-parametric relationship dataKen Plummer
This document provides guidance on which statistical tests to use when analyzing different variable types. It recommends using the phi coefficient for dichotomous variables, point-biserial for a dichotomous and scaled variable, Spearman's rho for ordinal or scaled variables, Kendall's tau for ordinal or scaled variables with ties, and Spearman's rho or Kendall's tau for two scaled variables, depending on whether there are ties.
Tutorial 2 - Basic Communication on the Internet: Emaildpd
The document discusses email and how it works. It describes how email is sent and received through servers and protocols like SMTP, POP, and IMAP. It also covers common email features like addresses, headers, signatures, and attachments. Finally, it discusses configuring and using email clients like Outlook Express and Windows Mail to send, receive, and manage emails.
Diff rel gof-fit - jejit - practice (5)Ken Plummer
The document discusses the differences between questions of difference, relationship, and goodness of fit. It provides examples to illustrate each type of question. A question of difference compares two or more groups on some outcome, like comparing younger and older drivers' average driving speeds. A question of relationship examines whether a change in one variable causes a change in another, such as the relationship between age and flexibility. A question of goodness of fit assesses how well a claim matches reality, such as whether a salesman's claim of software effectiveness fits the results of user testing.
This document provides examples of questions that ask for the lowest and highest number in a set of data. The questions ask for the difference between the state with the lowest and highest church attendance, the students with the highest and lowest test scores, and the slowest and fastest versions of a vehicle model.
Inferential vs descriptive tutorial of when to use - Copyright UpdatedKen Plummer
The document discusses the differences between descriptive and inferential statistics. Descriptive statistics are used to describe characteristics of a whole population, while inferential statistics are used when the whole population cannot be measured and conclusions are drawn from a sample to generalize to the larger population. Examples are provided to illustrate when each type of statistic would be used. Key differences include descriptive statistics examining entire populations while inferential statistics examine samples that aim to infer conclusions about populations.
Diff rel ind-fit practice - Copyright UpdatedKen Plummer
The document provides explanations and examples for different types of statistical questions:
- Difference questions compare two or more groups on an outcome.
- Relationship questions examine if a change in one variable is associated with a change in another variable.
- Independence questions determine if two variables with multiple levels are independent of each other.
- Goodness of fit questions assess how well a claim matches reality.
Examples are given for each type of question to illustrate key concepts like comparing groups, examining associations between variables, assessing independence, and evaluating how a claim fits observed data.
Normal or skewed distributions (inferential) - Copyright updatedKen Plummer
- The document discusses determining whether distributions are normal or skewed
- A distribution is considered skewed if the skewness value divided by the standard error of skewness is less than -2 or greater than 2
- For the old car data set in the example, the skewness value of -4.26 divided by the standard error is less than -2, so this distribution is negatively skewed
- The new car data set skewness value of -1.69 divided by the standard error is between -2 and 2, so this distribution is normal
Normal or skewed distributions (descriptive both2) - Copyright updatedKen Plummer
The document discusses normal and skewed distributions and how to identify them. It provides examples of measuring forearm circumference of golf players and IQs of cats and dogs. The forearm circumference data is normally distributed while the dog IQ data is left skewed based on the skewness statistics provided. Therefore, at least one of the distributions (dog IQs) is skewed.
Nature of the data practice - Copyright updatedKen Plummer
The document discusses different types of data:
- Scaled data provides exact amounts like 12.5 feet or 140 miles per hour.
- Ordinal or ranked data provides comparative amounts like 1st, 2nd, 3rd place.
- Nominal data names or categorizes values like Republican or Democrat.
- Nominal proportional data are simply percentages like Republican 45% or Democrat 55%.
Nature of the data (spread) - Copyright updatedKen Plummer
The document discusses scaled and ordinal data. Scaled data can be measured in exact amounts like distances and speeds. Ordinal data provides comparative amounts by ranking items, like the top 3 states in terms of well-being. Examples ask the reader to identify if data is scaled or ordinal, like driving speeds which are scaled, or baby weight percentiles which are ordinal as they compare weights.
The document is a series of questions and examples that explain what it means for a question to ask about the "most frequent response". It provides examples of questions asking about the highest/most number of something based on data in tables or lists. It then asks a series of questions to determine if they are asking about the most frequent/common response based on the data given.
Nature of the data (descriptive) - Copyright updatedKen Plummer
The document discusses two types of data: scaled data and ordinal data. Scaled data can be measured in exact amounts with equal intervals between values. Ordinal or ranked data provides comparative amounts but not necessarily equal intervals. Several examples are provided to illustrate the difference, including driving speed, states ranked by well-being, and elephant weights. Practice questions are also included for the reader to determine if data examples provided are scaled or ordinal.
The document discusses whether variables are dichotomous or scaled when calculating correlations. It provides examples of correlations between ACT scores and whether students attended private or public school. One example has ACT scores as a scaled variable and school type as dichotomous. Another has lower and higher ACT scores as dichotomous and school type as dichotomous. It emphasizes determining if variables are both dichotomous, or if one is dichotomous and one is scaled.
The document discusses the correlation between ACT scores and a measure of school belongingness. It determines that one of the variables, which has a sample size less than 30, is skewed and has many ties. As a result, a non-parametric test should be used to analyze the relationship between the two variables.
The document discusses using parametric versus non-parametric tests based on sample size for skewed distributions. For skewed distributions with a sample size less than 30, a non-parametric test is recommended. For skewed distributions with a sample size greater than or equal to 30, a parametric test is recommended. It provides examples analyzing the correlation between ACT scores and sense of school belongingness using both approaches.
The document discusses whether there are many ties or few/no ties within the variables of the relationship question "What is the correlation between ACT rankings (ordinal) and sense of school belongingness (scaled 1-10)?". It determines that ACT rankings, being ordinal, have many ties, while sense of school belongingness, being on a scale of 1-10, may have many or few ties depending on how scores are distributed.
The document discusses identifying whether variables in statistical analyses are ordinal or nominal. It provides examples of relationships between variables such as ACT rankings and sense of school belongingness, daily social media use and sense of well-being, and private/public school enrollment and sense of well-being. It asks the reader to identify if variables in examples like running speed and shoe/foot size or LSAT scores and test anxiety are ordinal or nominal.
The document discusses covariates and their impact on relationships between variables. It defines a covariate as a variable that is controlled for or eliminated from a study. It explains that if a covariate is related to one of the variables in the relationship being examined, it can impact the strength of that relationship. Examples are provided to demonstrate when a question involves a covariate or not.
This document discusses the nature of variables in relationship questions. It can be determined that the variables are either both scaled, at least one is ordinal, or at least one is nominal. Examples of different relationship questions are provided that fall into each of these categories. The document also provides practice questions for the user to determine which category the variables fall into.
The document discusses the number of variables involved in research questions. It explains that many relationship questions deal with two variables, such as gender predicting driving speed. However, some questions deal with three or more variables, for example gender and age predicting driving speed. The document asks the reader to identify whether example research questions involve two or three or more variables.
The document discusses independent and dependent variables in research questions. It provides examples to illustrate that an independent variable has at least two levels and may have more, such as religious affiliation having two levels (Western religion and Eastern religion) or company type having three levels (Company X, Company Y, Company Z). It then provides a practice example about employee satisfaction rates among morning, afternoon, and evening shifts, identifying shift status as the independent variable with three levels.
The document discusses independent variables and how they relate to research questions. It provides examples of questions with one independent variable, two independent variables, and zero independent variables. An independent variable influences or impacts a dependent variable. Questions are presented about employee satisfaction rates, agent commissions, training proficiency, and cyberbullying incidents to illustrate different numbers of independent variables.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Is this a central tendency - spread - symmetry question
1. The purpose of this presentation is to assist you
in determining if the question you are working
on is a question of -
Central Tendency, Spread, or Distribution Shape?
2. The purpose of this presentation is to assist you
in determining if the question you are working
on is a question of -
Central Tendency
Central Tendency, Spread, or Distribution Shape?
3. The purpose of this presentation is to assist you
in determining if the question you are working
on is a question of -
Central Tendency
Spread
Central Tendency, Spread, or Distribution Shape?
4. The purpose of this presentation is to assist you
in determining if the question you are working
on is a question of -
Central Tendency
Spread
or
Central Tendency, Spread, or Distribution Shape?
5. The purpose of this presentation is to assist you
in determining if the question you are working
on is a question of -
Central Tendency
Spread
Distribution Shape
Central Tendency, Spread, or Distribution Shape?
6. These three question types have to do with the
way the data in a distribution is laid out.
Central Tendency, Spread, or Distribution Shape?
7. First let’s review what a distribution is:
Central Tendency, Spread, or Distribution Shape?
8. We will illustrate what a distribution is with a
data set that describes the hours students’ study
Central Tendency, Spread, or Distribution Shape?
9. Here is the data set:
Central Tendency, Spread, or Distribution Shape?
15. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Central Tendency, Spread, or Distribution Shape?
16. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Central Tendency, Spread, or Distribution Shape?
17. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Central Tendency, Spread, or Distribution Shape?
18. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Central Tendency, Spread, or Distribution Shape?
19. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Central Tendency, Spread, or Distribution Shape?
20. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Data
Central Tendency, Spread, or Distribution Shape?
21. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Data Set
Central Tendency, Spread, or Distribution Shape?
22. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
From this data set we
will create a
distribution:
Central Tendency, Spread, or Distribution Shape?
23. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Central Tendency, Spread, or Distribution Shape?
24. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
The X Axis, will be the
number of hours of
study
Central Tendency, Spread, or Distribution Shape?
25. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
Central Tendency, Spread, or Distribution Shape?
26. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1
Central Tendency, Spread, or Distribution Shape?
27. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2
Central Tendency, Spread, or Distribution Shape?
28. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3
Central Tendency, Spread, or Distribution Shape?
29. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4
Central Tendency, Spread, or Distribution Shape?
30. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4 5
Central Tendency, Spread, or Distribution Shape?
31. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4 5
Central Tendency, Spread, or Distribution Shape?
32. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4 5
The Y Axis, indicates
the number of times
the same number
occurs
Central Tendency, Spread, or Distribution Shape?
33. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4 5
The Y Axis, indicates
the number of times
the same number
occurs
Central Tendency, Spread, or Distribution Shape?
34. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4 5
The Y Axis, indicates
the number of times
the same number
occurs
Central Tendency, Spread, or Distribution Shape?
35. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4 5
The Y Axis, indicates
the number of times
the same number
occurs
Central Tendency, Spread, or Distribution Shape?
36. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4 5
The Y Axis, indicates
the number of times
the same number
occurs
Central Tendency, Spread, or Distribution Shape?
37. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4 5
The Y Axis, indicates
the number of times
the same number
occurs
Central Tendency, Spread, or Distribution Shape?
38. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4 5
Number of Occurrences
Central Tendency, Spread, or Distribution Shape?
39. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4 5
NumberofOccurrences
Central Tendency, Spread, or Distribution Shape?
40. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4 5
NumberofOccurrences
Central Tendency, Spread, or Distribution Shape?
41. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4 5
NumberofOccurrences
1
2
3
Central Tendency, Spread, or Distribution Shape?
42. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4 5
NumberofOccurrences
1
2
3
Central Tendency, Spread, or Distribution Shape?
43. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4 5
NumberofOccurrences
1
2
3
Central Tendency, Spread, or Distribution Shape?Central Tendency, Spread, or Distribution Shape?
44. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4 5
NumberofOccurrences
1
2
3
Central Tendency, Spread, or Distribution Shape?
45. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4 5
NumberofOccurrences
1
2
3
Central Tendency, Spread, or Distribution Shape?Central Tendency, Spread, or Distribution Shape?
46. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4 5
NumberofOccurrences
1
2
3
Central Tendency, Spread, or Distribution Shape?
47. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4 5
NumberofOccurrences
1
2
3
Central Tendency, Spread, or Distribution Shape?
48. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4 5
NumberofOccurrences
1
2
3
Central Tendency, Spread, or Distribution Shape?
49. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4 5
NumberofOccurrences
1
2
3
Central Tendency, Spread, or Distribution Shape?
50. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4 5
NumberofOccurrences
1
2
3
Central Tendency, Spread, or Distribution Shape?
51. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4 5
NumberofOccurrences
1
2
3
Central Tendency, Spread, or Distribution Shape?
52. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4 5
NumberofOccurrences
1
2
3
Central Tendency, Spread, or Distribution Shape?
53. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4 5
NumberofOccurrences
1
2
3
Central Tendency, Spread, or Distribution Shape?
54. Student Hours of
Study
Bart 1
Basheba 2
Bella 2
Bob 3
Boston 3
Bunter 3
Buxby 4
Bybee 4
Bwinda 5
Hours of Study
1 2 3 4 5
NumberofOccurrences
1
2
3
This is a
distribution
Central Tendency, Spread, or Distribution Shape?
55. Now that we have reviewed the idea of a
distribution, let’s consider Central Tendency.
Central Tendency, Spread, or Distribution Shape?
57. What do Central Tendency Questions look like?
Central Tendency, Spread, or Distribution Shape?
58. Central Tendency
Represents the point or area in the distribution
where scores tend to predominate or cluster.
Central Tendency, Spread, or Distribution Shape?
59. Central Tendency
Represents the point or area in the distribution
where scores tend to predominate or cluster.
1 2 3 4 5 6 7 8 9
1
2
3
4
5
Central Tendency, Spread, or Distribution Shape?
60. Central Tendency
Represents the point or area in the distribution
where scores tend to predominate or cluster.
1 2 3 4 5 6 7 8 9
1
2
3
4
5
Central Tendency, Spread, or Distribution Shape?
61. Central Tendency
Represents the point or area in the distribution
where scores tend to predominate or cluster.
1 2 3 4 5 6 7 8 9
1
2
3
4
5
Notice how the
scores
predominantly
cluster between the
values 4 and 6.
Central Tendency, Spread, or Distribution Shape?
62. Central Tendency
Represents the point or area in the distribution
where scores tend to predominate or cluster.
1 2 3 4 5 6 7 8 9
1
2
3
4
5
Notice how the
scores
predominantly
cluster between the
values 4 and 6.
The more scores
there are in a
distribution, the
more they tend to
cluster in the center!
Central Tendency, Spread, or Distribution Shape?
63. Central Tendency
Represents the point or area in the distribution
where scores tend to predominate or cluster.
1 2 3 4 5 6 7 8 9
1
2
3
4
5
Notice how the
scores
predominantly
cluster between the
values 4 and 6.
The more scores
there are in a
distribution, the
more they tend to
cluster in the center!
This is called
Central Tendency
Central Tendency, Spread, or Distribution Shape?
64. Here are some example problems that are
central tendency oriented:
Central Tendency, Spread, or Distribution Shape?
65. Example 1
A ski rental shop has asked you to determine the
average number of ski boot rentals during the
month of February.
Central Tendency, Spread, or Distribution Shape?
66. Example 1
A ski rental shop has asked you to determine the
average number of ski boot rentals during the
month of February.
If the information request
deals with average or mean,
this would be classified as a
central tendency question.
Central Tendency, Spread, or Distribution Shape?
67. Example 2
The Northdell County commissioner has asked
you to determine the median household income
of those in rural areas.
Central Tendency, Spread, or Distribution Shape?
68. Example 2
The Northdell County commissioner has asked
you to determine the median household income
of those in rural areas.
If the information request
deals with the median or
middle score, this would be
classified as a central
tendency question.
Central Tendency, Spread, or Distribution Shape?
69. Example 3
A pastor of a large congregation wants to know
the most frequent number of total attendees at
his Sunday sermons over a period of six months.
Central Tendency, Spread, or Distribution Shape?
70. Example 3
A pastor of a large congregation wants to know
the most frequent number of total attendees at
his Sunday sermons over a period of six months.
If the information request deals with
the most common or frequent score
or observation, this would be
classified as a central tendency
question.
Central Tendency, Spread, or Distribution Shape?
71. Questions like these would be classified as
questions of -
Central Tendency, Spread, or Distribution Shape?
72. Questions like these would be classified as
questions of -
Central Tendency
Spread
Distribution Shape
Central Tendency, Spread, or Distribution Shape?
73. We will now consider the idea of “Spread” or
“Dispersion” or “Variability”
Central Tendency, Spread, or Distribution Shape?
74. We will now consider the idea of “Spread” or
“Dispersion” or “Variability”
Central Tendency
Spread
Distribution Shape
Central Tendency, Spread, or Distribution Shape?
75. An aggregation of observations will tend to have
a dispersion of scores around the central
tendency.
Central Tendency, Spread, or Distribution Shape?
76. 1 2 3 4 5 6 7 8 9
1
2
3
4
5
An aggregation of observations will tend to have
a dispersion of scores around the central
tendency.
Central Tendency, Spread, or Distribution Shape?
77. 1 2 3 4 5 6 7 8 9
1
2
3
4
5
An aggregation of observations will tend to have
a dispersion of scores around the central
tendency.
Central Tendency, Spread, or Distribution Shape?
78. 1 2 3 4 5 6 7 8 9
1
2
3
4
5
An aggregation of observations will tend to have
a dispersion of scores around the central
tendency.
Central Tendency, Spread, or Distribution Shape?
79. 1 2 3 4 5 6 7 8 9
1
2
3
4
5
An aggregation of observations will tend to have
a dispersion of scores around the central
tendency.
Central Tendency, Spread, or Distribution Shape?
80. 1 2 3 4 5 6 7 8 9
1
2
3
4
5
An aggregation of observations will tend to have
a dispersion of scores around the central
tendency.
Central Tendency, Spread, or Distribution Shape?
81. When there is no dispersion and all observations
are the same, the aggregation is considered to
represent a constant.
Central Tendency, Spread, or Distribution Shape?
82. 1 2 3 4 5 6 7 8 9
1
2
3
4
5
When there is no dispersion and all observations
are the same, the aggregation is considered to
represent a constant.
Central Tendency, Spread, or Distribution Shape?
83. 1 2 3 4 5 6 7 8 9
1
2
3
4
5
When there is no dispersion and all observations
are the same, the aggregation is considered to
represent a constant.
Central Tendency, Spread, or Distribution Shape?
84. 1 2 3 4 5 6 7 8 9
1
2
3
4
5
When there is no dispersion and all observations
are the same, the aggregation is considered to
represent a constant.
Central Tendency, Spread, or Distribution Shape?
85. 1 2 3 4 5 6 7 8 9
1
2
3
4
5
5
When there is no dispersion and all observations
are the same, the aggregation is considered to
represent a constant.
Central Tendency, Spread, or Distribution Shape?
86. 1 2 3 4 5 6 7 8 9
1
2
3
4
5
5
When there is no dispersion and all observations
are the same, the aggregation is considered to
represent a constant.
NO
Dispersion
Spread or
Variation
Central Tendency, Spread, or Distribution Shape?
87. If there is dispersion (variation) among the
observations then the measure is considered a
variable.
Central Tendency, Spread, or Distribution Shape?
88. 1 2 3 4 5 6 7 8 9
1
2
3
4
5
If there is dispersion (variation) among the
observations then the measure is considered a
variable.
Central Tendency, Spread, or Distribution Shape?
89. 1 2 3 4 5 6 7 8 9
1
2
3
4
5
If there is dispersion (variation) among the
observations then the measure is considered a
variable.
Central Tendency, Spread, or Distribution Shape?
90. 1 2 3 4 5 6 7 8 9
1
2
3
4
5
If there is dispersion (variation) among the
observations then the measure is considered a
variable.
Central Tendency, Spread, or Distribution Shape?
91. 1 2 3 4 5 6 7 8 9
1
2
3
4
5
If there is dispersion (variation) among the
observations then the measure is considered a
variable.
Central Tendency, Spread, or Distribution Shape?
92. 1 2 3 4 5 6 7 8 9
1
2
3
4
5
If there is dispersion (variation) among the
observations then the measure is considered a
variable.
Central Tendency, Spread, or Distribution Shape?
93. Here are some example problems that are
spread or dispersion oriented:
Central Tendency, Spread, or Distribution Shape?
94. Example 1
A ski rental shop has asked you to determine the
highest and lowest days for ski boot rentals
during the month of February.
Central Tendency, Spread, or Distribution Shape?
95. Example 1
A ski rental shop has asked you to determine the
highest and lowest days for ski boot rentals
during the month of February.
If the information request deals with
the spread between the lowest and
highest values, this would be
classified as a SPREAD question.
Central Tendency, Spread, or Distribution Shape?
96. Example 2
The Northdell County commissioner has asked
you to determine how many house hold
incomes lie between the 25th and 50th
percentile.
Central Tendency, Spread, or Distribution Shape?
97. Example 2
The Northdell County commissioner has asked
you to determine how many house hold
incomes lie between the 25th and 50th
percentile.
If the information request
deals with the amount
between two points we are
dealing with a question of
SPREAD.
Central Tendency, Spread, or Distribution Shape?
98. Example 3
A pastor of a large congregation has found out that his
parishioners attend his sermons on average 2.3
Sundays per month. He wants to know if the
attendance patterns cluster around 2-3 times a month
or 1-4 times a month.
Central Tendency, Spread, or Distribution Shape?
99. Example 3
A pastor of a large congregation has found out that his
parishioners attend his sermons on average 2.3
Sundays per month. He wants to know if the
attendance patterns cluster around 2-3 times a month
or 1-4 times a month.
The question deals with how spread
out the individuals are from the
mean (2.3): Either way spread out or
clumped mostly together.
Central Tendency, Spread, or Distribution Shape?
100. Questions like these would be classified as
questions of -
Central Tendency
Spread
Distribution Shape
Central Tendency, Spread, or Distribution Shape?
101. We will now consider the idea of the shape of
the distribution
Central Tendency, Spread, or Distribution Shape?
102. We will now consider the idea of the shape of
the distribution
Central Tendency
Spread
Distribution Shape
Central Tendency, Spread, or Distribution Shape?
103. We have illustrated the central tendency of a
distribution and the dispersion of scores within
a distribution.
What these two pieces of information do not tell
us is about the shape of the distribution.
104. Distributions (aggregations of observations) can
be spread evenly around both sides of the
central tendency, like so:
1 2 3 4 5 6 7 8 9
1
2
3
4
5
106. When the outlying scores are on the higher end
of the scale the distribution becomes positively
skewed.
1 2 3 4 5 6 7 8 9
1
2
3
4
5
2120
+
107. When the outlying scores are on the lower end
of the scale the distribution becomes negatively
skewed.
1 2 3 4 5 6 7 8 9
1
2
3
4
5
2120
_
108. Here is a summary of normal and
skewed distribution shapes
Normal
Distribution
Positively
Skewed
Distribution
Negatively
Skewed
Distribution
Mostly higher
scores
Scores Evenly
Distributed
Mostly lower
scores
109. Distributions can also be flat where the scores
are evenly spread out across a scale.
Or they can cluster around a particular point.
110. Here are some example problems that are
spread or dispersion oriented:
Central Tendency, Spread, or Distribution Shape?
111. Example 1
An instructor has been told that her midterm is very
hard. Most of the students get between 60% and 70%
correct and only a few get much higher than that.
Central Tendency, Spread, or Distribution Shape?
60% 70% 80% 90% 100%
112. Example 1
An instructor has been told that her midterm is very
hard. Most of the students get between 60% and 70%
correct and only a few get much higher than that.
Central Tendency, Spread, or Distribution Shape?
60% 70% 80% 90% 100%
This question deals with the shape
of the distribution
113. Example 2
Mr. Jones gives a history test where 25% of the
students get Ds, 28% of the students get Cs, 28%
Bs and 25% As. This evenly spread out
distribution looks like this.
Central Tendency, Spread, or Distribution Shape?
25% 28% 28% 25%
Ds Cs Bs As
114. Example 2
Mr. Jones gives a history test where 25% of the
students get Ds, 28% of the students get Cs, 28%
Bs and 25% As. This evenly spread out
distribution looks like this.
Central Tendency, Spread, or Distribution Shape?
25% 28% 28% 25%
Ds Cs Bs As
On one level we are
dealing with how the
scores are spread out, but
this also affects the shape
of the distribution.
115. What type of question are you principally
dealing with?
Central Tendency
Spread
Distribution Shape
Central Tendency, Spread, or Distribution Shape?
Editor's Notes
Explain visually a distribution of a data set: Use a distribution
In the distribution show central tendency example
Show word problems with central tendency (mean, median, mode)
In the distribution show a spread example
Show word problems with central tendency (Standard Deviation, Interquartile range, and range)
In the distribution show a Distribution Shape example
Show word problems with Distribution Shape (Standard Deviation, Interquartile range, and range)
Summarize
Explain visually a distribution of a data set: Use a distribution
In the distribution show central tendency example
Show word problems with central tendency (mean, median, mode)
In the distribution show a spread example
Show word problems with central tendency (Standard Deviation, Interquartile range, and range)
In the distribution show a Distribution Shape example
Show word problems with Distribution Shape (Standard Deviation, Interquartile range, and range)
Summarize