The document discusses questions of independence, which examine whether changes in one variable are related to or independent of changes in another variable. It provides examples of determining if two variables, such as number of cigarette packs smoked per day and cognitive impairment, or anger survey scores and number of racing accidents, are independent. The goal is to analyze data sets to see if higher or lower scores on one variable are unrelated to groups or values on the other variable.
The document discusses four types of inferential statistical methods, beginning with questions of difference. Questions of difference ask if one group is different from, similar to, or comparable to another group based on some outcome. Examples are provided, including comparing driving speed between women and men, and texting while driving between teenagers and adults. The document also provides an example comparing three groups: tweens, teenagers, and college freshmen in terms of time spent on electronics. Finally, an example is given of looking at similarities between two groups by comparing GRE verbal scores of a sample of graduate students to the national average.
Are the samples repeated or independent or bothKen Plummer
The document discusses independent and repeated samples. An independent sample involves collecting data from two unrelated groups, like ACT scores from Texas students and national students. A repeated sample involves collecting data from the same group on multiple occasions, like measuring vocabulary test scores of the same group of younger and older people. The key to independent samples is that the members of one group cannot be part of the other, while repeated samples involve measuring the same individuals in each group.
This document discusses the difference between descriptive and inferential statistics. Descriptive statistics describe the characteristics of a whole population, using data from every member. Inferential statistics draw conclusions about a population based on a sample of data, allowing generalization to populations that are too large to measure entirely. Word problems involving descriptive statistics will refer to all or the entire group as the population, while inferential problems refer to samples that allow inferences about a broader population.
Null hypothesis for a single-sample t-test Ken Plummer
The document discusses the null hypothesis for a single-sample t-test. The null hypothesis states that there is no statistically significant difference between the sample and the population from which it was drawn. Researchers conducting a single-sample t-test hope to fail to reject the null hypothesis, meaning the sample is representative of the larger population and results from experiments on the sample could generalize to the population. An example is given of a null hypothesis for a single-sample t-test comparing ACT scores of 30 local teenagers to the overall population of ACT scores.
The document discusses questions of relationship, which focus on how variables co-vary or correlate with each other. It provides an equation to show that an increase or decrease in variable 1 is accompanied by an increase or decrease in variable 2. As an example, researchers hypothesize that as temperature increases, burglaries increase. Monthly temperature and burglary data is presented and ranked to illustrate that the relative ranks of the two variables are the same, showing a direct relationship between temperature and burglaries.
Null hypothesis for Single Sample Z TestKen Plummer
The document discusses null hypotheses for single sample z-tests for proportions. It provides a template for a null hypothesis, which is that there is no statistically significant difference between the population proportion and the sample proportion. Two examples are given: one about commuting rates in Dallas where the null hypothesis is that there is no difference between the population proportion of Dallas citizens who commute to work and those in a sample survey. A second example is about university retention rates, where the null hypothesis is that there is no difference between the 4% retention rate goal and the 5% rate found in a sample of 352 students.
The document describes how to report a partial correlation in APA format. It provides a template for reporting that there is a significant positive partial correlation of .82 between intense fanaticism for a professional sports team and proximity to the city the team resides when controlling for age, with a p-value of .000.
The document discusses conducting a factorial analysis of variance (ANOVA) to analyze the effects of two independent variables, athlete type (football, basketball, soccer players) and age (adults vs teenagers), on the dependent variable of number of slices of pizza consumed. It outlines setting up a 2x3 factorial design to compare the six groups that results from the two independent variables, each with multiple levels, and determining that a factorial ANOVA is the appropriate statistical analysis for this research question and study design.
The document discusses four types of inferential statistical methods, beginning with questions of difference. Questions of difference ask if one group is different from, similar to, or comparable to another group based on some outcome. Examples are provided, including comparing driving speed between women and men, and texting while driving between teenagers and adults. The document also provides an example comparing three groups: tweens, teenagers, and college freshmen in terms of time spent on electronics. Finally, an example is given of looking at similarities between two groups by comparing GRE verbal scores of a sample of graduate students to the national average.
Are the samples repeated or independent or bothKen Plummer
The document discusses independent and repeated samples. An independent sample involves collecting data from two unrelated groups, like ACT scores from Texas students and national students. A repeated sample involves collecting data from the same group on multiple occasions, like measuring vocabulary test scores of the same group of younger and older people. The key to independent samples is that the members of one group cannot be part of the other, while repeated samples involve measuring the same individuals in each group.
This document discusses the difference between descriptive and inferential statistics. Descriptive statistics describe the characteristics of a whole population, using data from every member. Inferential statistics draw conclusions about a population based on a sample of data, allowing generalization to populations that are too large to measure entirely. Word problems involving descriptive statistics will refer to all or the entire group as the population, while inferential problems refer to samples that allow inferences about a broader population.
Null hypothesis for a single-sample t-test Ken Plummer
The document discusses the null hypothesis for a single-sample t-test. The null hypothesis states that there is no statistically significant difference between the sample and the population from which it was drawn. Researchers conducting a single-sample t-test hope to fail to reject the null hypothesis, meaning the sample is representative of the larger population and results from experiments on the sample could generalize to the population. An example is given of a null hypothesis for a single-sample t-test comparing ACT scores of 30 local teenagers to the overall population of ACT scores.
The document discusses questions of relationship, which focus on how variables co-vary or correlate with each other. It provides an equation to show that an increase or decrease in variable 1 is accompanied by an increase or decrease in variable 2. As an example, researchers hypothesize that as temperature increases, burglaries increase. Monthly temperature and burglary data is presented and ranked to illustrate that the relative ranks of the two variables are the same, showing a direct relationship between temperature and burglaries.
Null hypothesis for Single Sample Z TestKen Plummer
The document discusses null hypotheses for single sample z-tests for proportions. It provides a template for a null hypothesis, which is that there is no statistically significant difference between the population proportion and the sample proportion. Two examples are given: one about commuting rates in Dallas where the null hypothesis is that there is no difference between the population proportion of Dallas citizens who commute to work and those in a sample survey. A second example is about university retention rates, where the null hypothesis is that there is no difference between the 4% retention rate goal and the 5% rate found in a sample of 352 students.
The document describes how to report a partial correlation in APA format. It provides a template for reporting that there is a significant positive partial correlation of .82 between intense fanaticism for a professional sports team and proximity to the city the team resides when controlling for age, with a p-value of .000.
The document discusses conducting a factorial analysis of variance (ANOVA) to analyze the effects of two independent variables, athlete type (football, basketball, soccer players) and age (adults vs teenagers), on the dependent variable of number of slices of pizza consumed. It outlines setting up a 2x3 factorial design to compare the six groups that results from the two independent variables, each with multiple levels, and determining that a factorial ANOVA is the appropriate statistical analysis for this research question and study design.
Reporting a two sample z test for proportionsKen Plummer
The document provides a template for reporting the results of a two-sample z-test for proportions. It includes an example comparing the proportion of birth defects between residents exposed to contaminated well water (16 defects from 414 births, or 4%) and residents not exposed (3 defects from 228 births). The z-test results show residents exposed to contaminated water had a statistically significantly higher rate of birth defects (z = 2.35, p = .001).
A study investigated whether adults report verbally presented material more accurately from their right or left ear using a dichotic listening task. The data were positively skewed, so a non-parametric Wilcoxon test was used. The Wilcoxon test ranked the differences between each participant's left and right ear scores, ignoring signs. It summed the ranks for positive and negative differences separately. The smaller sum was the test statistic W, which was compared to a critical value from a table to determine significance. W was smaller than the critical value, so there was a significant difference between recall from the right and left ears.
The document discusses different scales of measurement used in research. There are four main scales: nominal, ordinal, interval, and ratio. Nominal scales use numbers to replace categories or names and assume no quantitative relationship between numbers. Ordinal scales represent relative quantities of attributes but intervals between numbers are not equal. Interval and ratio scales both assume equal intervals but ratio scales have a true zero point.
The document discusses different types of relationships between variables in data sets:
- Dichotomous by dichotomous data examines the relationship between two variables that can only take two values each, like gender and artichoke preference.
- Dichotomous by scaled data looks at the relationship between a dichotomous variable and a scaled variable, such as age group and hours of sleep.
- Ordinal by another variable considers the relationship when one variable ranks items but the intervals between ranks are unequal, like pole vaulting placements.
Advance Statistics - Wilcoxon Signed Rank TestJoshua Batalla
The Wilcoxon signed-rank test is a non-parametric test used to compare two related samples, such as repeated measurements on a single sample, to assess whether their population mean ranks differ. It can be used as a non-parametric alternative to the paired Student's t-test when the population cannot be assumed to be normally distributed. The test involves ranking the differences between pairs of observations and comparing the sum of the ranks of the positive differences to what would be expected if there was no effect. The document provides information on the requirements, formula, and an example application of the Wilcoxon signed-rank test.
Null hypothesis for a chi-square goodness of fit testKen Plummer
The document discusses how to write a null hypothesis for a chi-square goodness of fit test. It provides an example of a poll that surveyed voters in Connecticut on their party affiliation (Republican or Democrat). The expected distribution was 40% Republican and 60% Democrat. The null hypothesis is stated as: The party affiliation of Republican/Democrat occur at a .4/.6 probability in Connecticut.
Is this a central tendency - spread - symmetry questionKen Plummer
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.
This document provides guidance on reporting the results of a single sample t-test in APA format. It includes templates for describing the test and population in the introduction and reporting the mean, standard deviation, t-value and significance in the results. An example is given of a hypothetical single sample t-test comparing IQ scores of people who eat broccoli regularly to the general population.
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.
This document discusses descriptive and inferential statistics. Descriptive statistics describe what is occurring in an entire population, using words like "all" or "everyone". Inferential statistics draw conclusions about a larger population based on a sample, since observing the entire population is often not feasible. The document provides examples to illustrate the difference, such as determining average test scores for all students versus using a sample of scores to estimate averages for an entire state.
The document presents 4 problems and classifies each as a different statistical question type: difference, goodness of fit, relationship, or independence. The problems involve classifying high school athletes' pizza consumption, the distribution of baseball cards in packs, the relationship between professors' years of teaching and publishing with income, and whether government funding of studies is independent of the studies' political perspectives. For each problem, the document explains the classification and provides a rationale.
The document discusses dependent variables in statistics problems. It explains that the dependent variable is the "effect" side of a cause-and-effect relationship, or the "influenced" side of an influencer-influenced relationship. Several examples are provided to demonstrate how to identify the dependent variable in word problems involving research studies. The dependent variable is the main outcome or variable being measured in response to changes in other variables. Problems can have either a single dependent variable or multiple dependent variables.
The document discusses levels in statistics and provides examples to illustrate the concept. Levels refer to the number of conditions within an independent variable. The number of levels determines the appropriate statistical analysis method. Examples are provided of studies with different numbers of levels, such as socioeconomic status having 4 levels (wealthy, upper middle class, lower middle class, below poverty line) while gender has 2 levels (male, female). Visual representations are given to depict levels within independent variables. The document concludes by restating that levels indicate the number of conditions in an independent variable and that determining the number of levels is important for selecting the correct statistical analysis.
Null hypothesis for partial correlationKen Plummer
The document discusses setting a null hypothesis for a partial correlation. It provides a template for a null hypothesis when testing the relationship between two variables while adjusting for a third variable. As an example, it gives the null hypothesis that there is no relationship between plant growth and certain amounts of fertilizer, adjusting for sunlight.
The document discusses Kendall's Tau, a nonparametric test used to measure the strength of association between two ranked variables that may contain ties. It provides a template for writing the null hypothesis for Kendall's Tau, which states that there is no statistically significant relationship between the rank-ordered variables. Two examples applying this template to problems investigating relationships between athletic performance variables are included.
The document discusses the null hypothesis for a one-way repeated measures ANOVA. It states that the null hypothesis is that there is no significant difference between the dependent variable when measured at different time points or levels of the independent variable. It provides examples of null hypotheses for experiments measuring laughter during different television networks and apple production from an orchard over three years. The null hypothesis would state that there is no significant difference in these dependent variables between the time points or levels measured.
The document discusses how to write a null hypothesis for a point-biserial correlation. It explains that a point-biserial correlation can test the relationship between a dichotomous variable and a continuous variable. It provides a template for a null hypothesis, which states that there is no statistically significant relationship between the two variables being examined. Two examples of null hypotheses are given, one for height and college graduation rates, and one for head circumference and political affiliation.
Calculating a two sample z test by handKen Plummer
The document describes how to calculate a two-sample z-test by hand to determine if there is a statistically significant difference between the reported anxiety symptoms of patients taking a new anti-anxiety medication versus a placebo. It provides the formula for the z-statistic and walks through calculating it step-by-step for a sample problem where 64 out of 200 patients taking the medication reported anxiety symptoms compared to 92 out of 200 patients taking the placebo. The calculated z-statistic is then compared to critical values to determine whether to reject or fail to reject the null hypothesis that there is no difference between the groups.
The document discusses writing a null hypothesis for a Phi coefficient test. A null hypothesis states that there is no relationship between two dichotomous variables. It provides a template for a Phi coefficient null hypothesis: "There is no statistically significant relationship between the [variable 1] and [variable 2]." The document gives two examples of problems and uses the template to write the full null hypothesis for each problem.
The document discusses Spearman's Rho, a statistical test used to determine the relationship between two variables when at least one is ordinal. It provides examples of writing the null hypothesis for Spearman's Rho. The null hypothesis states that there is no statistically significant relationship between the variables being tested. Two examples are provided: one testing the relationship between team rankings and average point output, and one testing the relationship between states' poverty rankings and the number of charter schools per capita.
A logistic regression was performed to determine the effects of various economic, social, and health factors on the likelihood of smoking. Several factors were found to be statistically significant predictors of smoking. Those unemployed or retired were more likely to smoke compared to those employed. Those who were married, separated, or widowed were also more likely to smoke. Higher body mass index and reports of pain or discomfort also increased the likelihood of smoking. The logistic regression model correctly classified 88% of cases and explained 10.8% of the variance in smoking.
A logistic regression was performed to determine the effects of various socioeconomic and health factors on the likelihood of smoking. Several factors were found to be statistically significant predictors of smoking status. Individuals who were unemployed, retired, or otherwise economically inactive were more likely to smoke compared to those employed. Those who were married, separated, or widowed were also more likely to smoke. Higher body mass index and reports of pain or discomfort were associated with greater odds of smoking. The logistic regression model correctly classified 88% of cases and explained 10.8% of the variance in smoking behavior.
Reporting a two sample z test for proportionsKen Plummer
The document provides a template for reporting the results of a two-sample z-test for proportions. It includes an example comparing the proportion of birth defects between residents exposed to contaminated well water (16 defects from 414 births, or 4%) and residents not exposed (3 defects from 228 births). The z-test results show residents exposed to contaminated water had a statistically significantly higher rate of birth defects (z = 2.35, p = .001).
A study investigated whether adults report verbally presented material more accurately from their right or left ear using a dichotic listening task. The data were positively skewed, so a non-parametric Wilcoxon test was used. The Wilcoxon test ranked the differences between each participant's left and right ear scores, ignoring signs. It summed the ranks for positive and negative differences separately. The smaller sum was the test statistic W, which was compared to a critical value from a table to determine significance. W was smaller than the critical value, so there was a significant difference between recall from the right and left ears.
The document discusses different scales of measurement used in research. There are four main scales: nominal, ordinal, interval, and ratio. Nominal scales use numbers to replace categories or names and assume no quantitative relationship between numbers. Ordinal scales represent relative quantities of attributes but intervals between numbers are not equal. Interval and ratio scales both assume equal intervals but ratio scales have a true zero point.
The document discusses different types of relationships between variables in data sets:
- Dichotomous by dichotomous data examines the relationship between two variables that can only take two values each, like gender and artichoke preference.
- Dichotomous by scaled data looks at the relationship between a dichotomous variable and a scaled variable, such as age group and hours of sleep.
- Ordinal by another variable considers the relationship when one variable ranks items but the intervals between ranks are unequal, like pole vaulting placements.
Advance Statistics - Wilcoxon Signed Rank TestJoshua Batalla
The Wilcoxon signed-rank test is a non-parametric test used to compare two related samples, such as repeated measurements on a single sample, to assess whether their population mean ranks differ. It can be used as a non-parametric alternative to the paired Student's t-test when the population cannot be assumed to be normally distributed. The test involves ranking the differences between pairs of observations and comparing the sum of the ranks of the positive differences to what would be expected if there was no effect. The document provides information on the requirements, formula, and an example application of the Wilcoxon signed-rank test.
Null hypothesis for a chi-square goodness of fit testKen Plummer
The document discusses how to write a null hypothesis for a chi-square goodness of fit test. It provides an example of a poll that surveyed voters in Connecticut on their party affiliation (Republican or Democrat). The expected distribution was 40% Republican and 60% Democrat. The null hypothesis is stated as: The party affiliation of Republican/Democrat occur at a .4/.6 probability in Connecticut.
Is this a central tendency - spread - symmetry questionKen Plummer
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.
This document provides guidance on reporting the results of a single sample t-test in APA format. It includes templates for describing the test and population in the introduction and reporting the mean, standard deviation, t-value and significance in the results. An example is given of a hypothetical single sample t-test comparing IQ scores of people who eat broccoli regularly to the general population.
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.
This document discusses descriptive and inferential statistics. Descriptive statistics describe what is occurring in an entire population, using words like "all" or "everyone". Inferential statistics draw conclusions about a larger population based on a sample, since observing the entire population is often not feasible. The document provides examples to illustrate the difference, such as determining average test scores for all students versus using a sample of scores to estimate averages for an entire state.
The document presents 4 problems and classifies each as a different statistical question type: difference, goodness of fit, relationship, or independence. The problems involve classifying high school athletes' pizza consumption, the distribution of baseball cards in packs, the relationship between professors' years of teaching and publishing with income, and whether government funding of studies is independent of the studies' political perspectives. For each problem, the document explains the classification and provides a rationale.
The document discusses dependent variables in statistics problems. It explains that the dependent variable is the "effect" side of a cause-and-effect relationship, or the "influenced" side of an influencer-influenced relationship. Several examples are provided to demonstrate how to identify the dependent variable in word problems involving research studies. The dependent variable is the main outcome or variable being measured in response to changes in other variables. Problems can have either a single dependent variable or multiple dependent variables.
The document discusses levels in statistics and provides examples to illustrate the concept. Levels refer to the number of conditions within an independent variable. The number of levels determines the appropriate statistical analysis method. Examples are provided of studies with different numbers of levels, such as socioeconomic status having 4 levels (wealthy, upper middle class, lower middle class, below poverty line) while gender has 2 levels (male, female). Visual representations are given to depict levels within independent variables. The document concludes by restating that levels indicate the number of conditions in an independent variable and that determining the number of levels is important for selecting the correct statistical analysis.
Null hypothesis for partial correlationKen Plummer
The document discusses setting a null hypothesis for a partial correlation. It provides a template for a null hypothesis when testing the relationship between two variables while adjusting for a third variable. As an example, it gives the null hypothesis that there is no relationship between plant growth and certain amounts of fertilizer, adjusting for sunlight.
The document discusses Kendall's Tau, a nonparametric test used to measure the strength of association between two ranked variables that may contain ties. It provides a template for writing the null hypothesis for Kendall's Tau, which states that there is no statistically significant relationship between the rank-ordered variables. Two examples applying this template to problems investigating relationships between athletic performance variables are included.
The document discusses the null hypothesis for a one-way repeated measures ANOVA. It states that the null hypothesis is that there is no significant difference between the dependent variable when measured at different time points or levels of the independent variable. It provides examples of null hypotheses for experiments measuring laughter during different television networks and apple production from an orchard over three years. The null hypothesis would state that there is no significant difference in these dependent variables between the time points or levels measured.
The document discusses how to write a null hypothesis for a point-biserial correlation. It explains that a point-biserial correlation can test the relationship between a dichotomous variable and a continuous variable. It provides a template for a null hypothesis, which states that there is no statistically significant relationship between the two variables being examined. Two examples of null hypotheses are given, one for height and college graduation rates, and one for head circumference and political affiliation.
Calculating a two sample z test by handKen Plummer
The document describes how to calculate a two-sample z-test by hand to determine if there is a statistically significant difference between the reported anxiety symptoms of patients taking a new anti-anxiety medication versus a placebo. It provides the formula for the z-statistic and walks through calculating it step-by-step for a sample problem where 64 out of 200 patients taking the medication reported anxiety symptoms compared to 92 out of 200 patients taking the placebo. The calculated z-statistic is then compared to critical values to determine whether to reject or fail to reject the null hypothesis that there is no difference between the groups.
The document discusses writing a null hypothesis for a Phi coefficient test. A null hypothesis states that there is no relationship between two dichotomous variables. It provides a template for a Phi coefficient null hypothesis: "There is no statistically significant relationship between the [variable 1] and [variable 2]." The document gives two examples of problems and uses the template to write the full null hypothesis for each problem.
The document discusses Spearman's Rho, a statistical test used to determine the relationship between two variables when at least one is ordinal. It provides examples of writing the null hypothesis for Spearman's Rho. The null hypothesis states that there is no statistically significant relationship between the variables being tested. Two examples are provided: one testing the relationship between team rankings and average point output, and one testing the relationship between states' poverty rankings and the number of charter schools per capita.
A logistic regression was performed to determine the effects of various economic, social, and health factors on the likelihood of smoking. Several factors were found to be statistically significant predictors of smoking. Those unemployed or retired were more likely to smoke compared to those employed. Those who were married, separated, or widowed were also more likely to smoke. Higher body mass index and reports of pain or discomfort also increased the likelihood of smoking. The logistic regression model correctly classified 88% of cases and explained 10.8% of the variance in smoking.
A logistic regression was performed to determine the effects of various socioeconomic and health factors on the likelihood of smoking. Several factors were found to be statistically significant predictors of smoking status. Individuals who were unemployed, retired, or otherwise economically inactive were more likely to smoke compared to those employed. Those who were married, separated, or widowed were also more likely to smoke. Higher body mass index and reports of pain or discomfort were associated with greater odds of smoking. The logistic regression model correctly classified 88% of cases and explained 10.8% of the variance in smoking behavior.
Tutorial deductive and inductive argumentsAlwyn Lau
This document provides examples to distinguish between deductive and inductive arguments. It presents several examples of arguments and asks the reader to determine whether each one is deductive or inductive and explain how they can tell. For each argument example, it gives the classification of deductive or inductive and a brief explanation of the reasoning pattern and whether the conclusion necessarily follows from the premises. It concludes by providing another example of a deductive argument that commits a logical fallacy.
Answer the following discussion questions1. Comment on the.docxsusanschei
Answer the following discussion questions:
1. Comment on the possibilities of "lying" with or manipulating statistics by using very small, very large, or non-random samples.
2. Do you know of any studies or surveys where you suspect that these tactics have been used? Find an example and share it with the class.
3. If you were opening a new business, what kinds of surveys or studies would you want to conduct before investing your time and money? How would you conduct these studies?
make a substantive reply to the comments of at least two of your classmates. Please respond to the merits of a student's comments.
1-Statistics seem a field where even accidentally through a poorly designed study, draw inappropriate conclusions based on the data gathered. Other times hiding the methodology of the study is tantamount to lying. If the study creators knowingly compile a very small sample or ask only certain people or people in only a certain place and make sweeping claims about the population, then yes that is most certainly a dishonest manipulation of the data.
I don't know of any such surveys personally, but it seems evident especially in an election season all the voluntary call in or text in polls a tv program posits are inherently skewed. Those that watch CNN aren't commonly going to watch Fox News and vice versa so not only is it a voluntary study, it is narrowed to only those watching said program and often will hold considerable bias.
I think for a new business survey I would be looking at the population makeup. Does the area contain the age demographic that would most often buy my product or service? How about median income? I wouldn't open a Rolls Royce dealership in a middle class town etc...Are there other competing businesses in close vicinity? I'm no entrepreneur so I'm not sure what kinds of personal questions would be useful. How someone votes or feels about religion etc are probably not that useful if you want to open something general like a coffee shop or something. Most of the data I would think to consider is demographic information the city/county/state can provide.
2-It is very possible to sway the results of a survey by using a small non-varied group of participants. If you as a researcher are going to theorize the outcome of your study would effect a large population, yet your sample only looks at female college students between the ages of 20-25, then you cannot tangibly apply your results to those outside of that age range or demographic or gender. For example, in the study “Focusing on Self or Others has Different Consequences for Psychological Well-Being: A Longitudinal Study of the Effects of Distinct Interpersonal Goals.” The researchers hypothesized that having self-image goals were predictive of increases in negative feelings (depression, stress, anxiety), and compassionate goals were predictive of decreases in those same negative feelings.
To determine their results, they utilize.
Information Literacy Week 4: Research QuestionsRebecca Johnson
This document discusses defining the need for research and formulating an effective research question. It provides examples of both too broad and too narrow research questions and explains how to refine questions. An effective research question should be specific enough to answer but broad enough to have scope. It should consider who, what, when, where, why and follow a format like "What is the impact/effect of X on Y". The document concludes with an activity to practice writing research questions and assigning the task of writing a research topic and questions for the next class.
This document discusses defining the need for research and formulating an effective research question. It provides examples of both too broad and too narrow research questions and explains how to refine questions. An effective research question should be specific enough to answer but broad enough to have scope. It should also consider who, what, when, where, why and follow a format like "The treatment of sickle cell anemia over the last 100 years and its affect on the quality of life on 30 – 40 year olds suffering from the disease." The document concludes by having students practice writing research questions.
This document discusses the logical fallacy of overgeneralizing. It provides examples of statements that overgeneralize based on small, unrepresentative samples. Readers are encouraged to avoid making sweeping generalizations and to consider whether evidence is representative of the whole group when evaluating arguments. The document aims to help students identify overgeneralizing and improve their ability to detect logical fallacies in arguments.
1) Consider two general strategies for living life selfishness or b.docxcuddietheresa
1) Consider two general strategies for living life: selfishness or benevolence. In the first strategy, you act in whatever manner that benefits you taking no notice or heed of other’s interests in doing so. In the second strategy, you balance your interests with those of others in society sometimes acting in their interests rather than your own. The first question is, what is the best way to act and why? Observe, you must also take into account that others will be acting in the world as well and their actions will affect the overall gains or losses of your strategy as well. (NOTE: this scenario is a form of the prisoner’s dilemma and you can read more about this in multiple places on the interwebs). The next question is how does the scenario pictured above please Thomas Hobbes and how does his social contract theory help us to determine how best to proceed? Please be sure to explain Hobbes view in brief and how it would deal with the prisoner’s dilemma situation. Good luck!
2) The ethics of care posits that something other than duties and obligations to others often motivates and justifies our actions. With this in mind, how would a care ethicist perhaps respond differently than a utilitarian or a Kantian in the following scenario. A four year old child with HIV is dying deep in the countryside of Africa, far away from any urban population. The child is not the only one who is very sick in the camp and the resources used to help the child are three times as much as what are needed to keep others with life threatening ailments alive. Furthermore, the camp is about to run out of basic medical supplies for at least two weeks unless multiple patients are rationed supplies needed to keep them alive. Would a care ethicist continue providing treatment and supplies for the HIV child? How might the answer be different for a Kantian or utilitarian? Does your first answer change if the child is in fact your own child? What about a Kantian? A utilitarian? Why or why not?
Directions:
Please provide detailed and elaborate responses to the following questions.
Your responses should include examples from the reading assignments.
Each response should be at least one half of one page in length and utilize APA format.
1.
What is the role of the 'veil of ignorance' in Rawls's theory?
2.
Define constructivism.
3.
What is the 'prisoner's dilemma?'
4.
In what ways does Gauthier's contract approach differ from that of Rawls?
In what ways are they similar?
Explain.
5.
Define care ethics.
6.
What is a "feminine" ethic?
PART I:
Directions:
The following problems ask you to evaluate hypothetical situations and/or concepts related to the reading in this module.
While there are no "correct answers" for these problems, you must demonstrate a strong understanding of the concepts and lessons from this module's reading assignment.
Please provide detailed and elaborate responses to the following problems.
Your responses should include exam.
12 Strategies To Improve Essay Writing. Online assignment writing service.Whitney Anderson
The document provides instructions for getting writing help from HelpWriting.net. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied. It emphasizes that original, high-quality work is guaranteed, with refunds for plagiarism.
This document discusses the logical fallacy of overgeneralizing. It provides several examples of statements that commit this fallacy by making broad generalizations based on limited or non-representative data. The document encourages readers to avoid overgeneralizing by considering sample size and representation when making inferences about larger groups from specific cases or examples. Readers are prompted to identify statements as committing the overgeneralization fallacy through a series of examples and discussion questions.
Meaning of Food and FamilyCritically analyze the concept of meat.docxARIV4
Meaning of Food and Family
Critically analyze the concept of meat hunger. What are the potential causes and effects?
Initial responses should be no less than 250 words in length not including your reference(s) and supported by at least two references (aside from the textbook) APA format
Food & Gender, Ethnicity, & SES
Gender roles include tasks and identities related to food. What are the most common food-related tasks considered masculine in US culture? What are the most common food related tasks considered feminine in US culture? Which tasks are the prestige tasks and which are the routine, thankless tasks?
Initial responses should be no less than 250 words in length not including your reference(s) and supported by at least two references (aside from the textbook) APA format
Food Norms and Taboos
Early European colonial powers discovered people-eating in some of the indigenous peoples they met around the world. What was their initial conclusion concerning why this choice is made? What does Harris think is the driving force making some societies people-eaters and others not? Explain the theories in detail, explaining the logic and evidence. Also address the concept of food taboos.
Initial responses should be no less than 250 words in length not including your reference(s) and supported by at least two references (aside from the textbook) APA format
FOOD MEMORY
(Texas Barbeque)
For this assignment, you will discuss a food memory, preferably from your childhood. This could be a memory of tasting or liking/disliking a particular food, or it could be a memory focused on a dish from a particular eating event, collective or individual. Pay attention to as many senses as you can invoke to evoke this memory. If you recalled a dish at a specific event, talk to others who were also present and see how they remember the dish and the event; analyze the similarities and discrepancies between your recollections. You can also include a brief recipe if you like.
Do a bit of research to place your memory in wider context, incorporating related sources when applicable. Discuss the cultural, symbolic, social, structural, or other meanings of this dish. Specify the social group for whom it has meaning, for what kinds of occasions and settings is this dish prepared, who is involved in the preparation, serving, and consumption of this dish, background, etc.
Is this a food that unique to your culture? What are its traditional names? (And, do these names have any special significance and/or meaning?) What ingredients go into making these foods? How and when are they eaten? Are there unspoken family “rules” about food consumption (e.g., what’s okay, and not okay, to eat; how and where should one eat, etc.)Instead of writing a traditional paper, I want you to have FUN with this assignment. To that end, please put together a presentation using one of the FREE online multimedia programs listed below. In addition to these sites, you might want to use pixabay.com ...
Please use the two companies that you just used Southwest Airlines.docxmattjtoni51554
Please use the two companies that you just used Southwest Airlines and BP Oil for this assignment. Please do not copy from any other student’s paper or any websites they will do a plagiarism check. This assignment is due on Friday 24th.
Prepare the WACC for each of the two companies you researched in Week 2.
Develop a 350-word analysis of the following:
· Compare the two company findings.
· Analyze the research and calculations to determine in which company you would invest.
Format the assignment consistent with APA guidelines.
Please use the two companies that you just used
Southwest Airlines and BP
Oil
for
this assignment. Please do not copy from any other
student’s
paper or any websites
they will do a
plagiarism
check.
This assignment is due on Friday 24
th
.
Prepare
the WACC for each of the two companies you researched in Week 2.
Develop
a 350
-
word analysis of the following:
·
Compare the two company findings.
·
Analyze the research and calculations to determine in which company you would
invest.
Format
the assignment consistent with APA guidelines.
Please use the two companies that you just used Southwest Airlines and BP Oil for
this assignment. Please do not copy from any other student’s paper or any websites
they will do a plagiarism check. This assignment is due on Friday 24
th
.
Prepare the WACC for each of the two companies you researched in Week 2.
Develop a 350-word analysis of the following:
Compare the two company findings.
Analyze the research and calculations to determine in which company you would
invest.
Format the assignment consistent with APA guidelines.
Introductory Logic
Unit 10 - Assignment 12
50 pts.
I. In each of the following exercises, identify the informal fallacy that is committed, and explain why each is an example of that fallacy. (1 pt. each)
1. “The surgeon general says that smoking is linked to cancer. But I know lots of people who smoke and don’t have cancer. So, it easy to see that it is false that everyone who smokes will get cancer. Thus, the surgeon general is just wrong.”
2. We either nuke that country, or we continually deal with the terrorist attacks against our people all over the world.
3. “All the reports of alien abductions come from people of exceptionally low intelligence. This is further supported by the fact that they make claims about alien abductions.”
4. That evolutionary principle works at the population level, so it affects each and every member of that species.
5. Dale Earnhardt, Jr. says: “I only drink Budweiser.” [Of course, this is before he dropped their endorsement.]
6. “Introducing the Lexus HS 250h: The World’s Only Dedicated Luxury Hybrid.” (Found on the Lexus website.)
7. Child: “Why do I have to do it?”
Mother: “You will not be happy if you don’t!”
8. Of course aliens exist. There is no evidence that they don’t exist!
9. “GatorAde—is it in you?”
10. “No one has ever shown me any evidence .
The document discusses Turning Point, an organization that helps victims of domestic violence and sexual assault. It outlines Turning Point's strategic planning process, which has identified the organization's mandates, mission, strengths, and weaknesses. The strategic plan will focus on expanding services to help more women dealing with victimization. The vision is for Turning Point to build "gateways to better societies" by educating people about violence against women and supporting victims.
- The document discusses different types of evidence that can be used to support arguments and claims, including statistical evidence, testimonial evidence, anecdotal evidence, and research studies.
- Statistical evidence uses numbers and data, testimonial evidence relies on individual accounts and endorsements, anecdotal evidence cites specific observations or examples, and research studies can provide stronger evidence through systematic reviews and meta-analyses of multiple studies.
- Each type of evidence has strengths and limitations depending on the claim. Statistical and research evidence may be stronger, but anecdotes and testimonials can still have value when used carefully and supplemented with other evidence.
This document discusses different types of evidence that can be used to support arguments and claims. It begins by defining evidence and explaining that persuasive texts must include very specific, credible evidence such as statistical data, analogies, quotations, testimonials, or anecdotal examples. The document then examines different types of evidence in more detail, including statistical evidence, testimonial evidence, anecdotal evidence, analogical evidence, and physical evidence. It provides examples and discusses the strengths and weaknesses of each type. The document emphasizes that the strongest evidence comes from systematic reviews and meta-analyses of multiple research studies.
This document discusses an essay on the topic of organ donation, noting that it presents multifaceted challenges that require balancing scientific facts, ethical considerations, and emotional appeals. To write a compelling essay, one must thoroughly explore the medical aspects of transplantation as well as the ethical dimensions, while also conveying the complex information with clarity and empathy. Successfully navigating these challenges results in a well-rounded essay that informs, persuades, and sparks meaningful reflection on this important issue.
Compose a Remarkable Informal Essay with Our Professional Help. 003 Informal Essay Outline Example ~ Thatsnotus. Informal Essay Example | CustomEssayMeister.com. How To Write A Informal Letter Essay - Agnew Text. 013 Page 1 Informal Essay ~ Thatsnotus. Informal Essay Writing Definition, Topics, Examples. 007 Essay Example Informal Examples Of Narrative Formal Letter Sample .... Fantastic Informal Essay ~ Thatsnotus. How to Write an Informal Essay: Explanatory Guide with Tips – Wr1ter. Informal Letter Essay Sample | Cognitive Science | Psychology .... Buy Cheap Essay: Informal essay. Example Of An Informal Essay – Telegraph. 007 Informal Outline For Essay Formal Research Paper Example Compare .... Informal essay examples. Guide to Writing a Perfect Informal Essay and .... How to Write an Informal Essay - Complete Guide. How to write an informal essay paper a report by justin mark - Issuu. 001 Essay Example Informal Outline For ~ Thatsnotus. Informal Email Sample | PDF Template. Informal Interview Essay | Interview | Essays | Free 30-day Trial | Scribd. How to Write an Informal Essay – Outline, Body, and Conclusion. 010 Informal Outline For Essay Example ~ Thatsnotus. Informal Essay | Friendship | Intimate Relationships | Free 30-day .... Essay writing 5) - byee - Writing an Informal Essay 389 words (2 pages .... Reflection Essay: Example of an informal essay. Informal Essay Examples by InformalEssayExample on DeviantArt. How To Write An Informal Essay | Steps and Format of Informal Essay ... Informal Essay Samples
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.
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.
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.
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
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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!"
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
5. If a variable is independent of another variable, then an
increase or decrease in one WILL NOT be accompanied
6. If a variable is independent of another variable, then an
increase or decrease in one WILL NOT be accompanied
by an increase or decrease in the other.
7. A question of independence generally can be
detected by an equation like this one:
8. A question of independence generally can be
detected by an equation like this one:
Variable 1
An Increase
or decrease in
IS NOT
accompanied
by an increase
or decrease in
Variable 2
11. In the 1970s tobacco companies spent resources on
research that showed there was no link between the
amount of cigarette smoking (packs per day) and
cognitive impairment. Cognitive impairment was
measured in terms of the amount of time it took
someone to respond to certain questions.
12. In the 1970s tobacco companies spent resources on
research that showed there was no link between the
amount of cigarette smoking (packs per day) and
cognitive impairment. Cognitive impairment was
measured in terms of the amount of time it took
someone to respond to certain questions.
13. In the 1970s tobacco companies spent resources on
research that showed there was no link between the
amount of cigarette smoking (packs per day) and
cognitive impairment. Cognitive impairment was
measured in terms of the amount of time it took
someone to respond to certain questions.
Variable 1
An Increase
or decrease in
IS NOT
accompanied
by an increase
or decrease in
Variable 2
14. In the 1970s tobacco companies spent resources on
research that showed there was no link between the
amount of cigarette smoking (packs per day) and
cognitive impairment. Cognitive impairment was
measured in terms of the amount of time it took
someone to respond to certain questions.
Variable 1
An Increase
or decrease in
IS NOT
accompanied
by an increase
or decrease in
Variable 2
15. In the 1970s tobacco companies spent resources on
research that showed there was no link between the
amount of cigarette smoking (packs per day) and
cognitive impairment. Cognitive impairment was
measured in terms of the amount of time it took
someone to respond to certain questions.
Variable 1
An Increase
or decrease in
IS NOT
accompanied
by an increase
or decrease in
Variable 2
16. In the 1970s tobacco companies spent resources on
research that showed there was no link between the
amount of cigarette smoking (packs per day) and
cognitive impairment. Cognitive impairment was
measured in terms of the amount of time it took
someone to respond to certain questions.
Packs
smoked per
day
An Increase
or decrease in
IS NOT
accompanied
by an increase
or decrease in
Variable 2
17. In the 1970s tobacco companies spent resources on
research that showed there was no link between the
amount of cigarette smoking (packs per day) and
cognitive impairment. Cognitive impairment was
measured in terms of the amount of time it took
someone to respond to certain questions.
Packs
smoked per
day
An Increase
or decrease in
IS NOT
accompanied
by an increase
or decrease in
Variable 2
18. In the 1970s tobacco companies spent resources on
research that showed there was no link between the
amount of cigarette smoking (packs per day) and
cognitive impairment. Cognitive impairment was
measured in terms of the amount of time it took
someone to respond to certain questions.
Packs
smoked per
day
An Increase
or decrease in
IS NOT
accompanied
by an increase
or decrease in
Variable 2
19. In the 1970s tobacco companies spent resources on
research that showed there was no link between the
amount of cigarette smoking (packs per day) and
cognitive impairment. Cognitive impairment was
measured in terms of the amount of time it took
someone to respond to certain questions.
Packs
smoked per
day
An Increase
or decrease in
IS NOT
accompanied
by an increase
or decrease in
Response
Time
20. In the 1970s tobacco companies spent resources on
research that showed there was no link between the
amount of cigarette smoking (packs per day) and
cognitive impairment. Cognitive impairment was
measured in terms of the amount of time it took
someone to respond to certain questions.
Packs per
day smoked
An Increase
or decrease in
IS NOT
accompanied
by an increase
or decrease in
Response
This is a question of independence Time
22. Here is a data set for this problem:
Research
Subjects
A
B
C
D
E
F
G
23. Here is a data set for this problem:
Research
Subjects
Amount of Packs
Smoked each Day
A 3
B 2
C 3
D 1
E 0
F 0
G 4
24. Here is a data set for this problem:
Research
Subjects
Amount of Packs
Smoked each Day
Minutes to respond to
a cognitive question
A 3 10
B 2 4
C 3 1
D 1 2
E 0 3
F 0 14
G 4 3
25. Here is a data set for this problem:
Research
Subjects
Amount of Packs
Smoked each Day
Minutes to respond to
a cognitive question
A 3 10
B 2 4
C 3 1
D 1 2
E 0 3
F 0 14
G 4 3
Researchers are hoping NO LINK between
these two variables will be found.
26. Here is a data set for this problem:
Research
Subjects
Amount of Packs
Smoked each Day
Minutes to respond to
a cognitive question
A 3 10
B 2 4
C 3 1
D 1 2
E 0 3
F 0 14
G 4 3
Researchers are hoping NO LINK between
these two variables will be found.
27. Here is a data set for this problem:
Research
Subjects
Amount of Packs
Smoked each Day
Minutes to respond to
a cognitive question
A 3 10
B 2 4
C 3 1
D 1 2
E 0 3
F 0 14
G 4 3
Researchers are hoping NO LINK between
these two variables will be found.
28. Here is a data set for this problem:
Research
Subjects
Amount of Packs
Smoked each Day
Minutes to respond to
a cognitive question
A 3 10
B 2 4
C 3 NO LINK
1
D 1 2
E 0 3
F 0 14
G 4 3
Researchers are hoping NO LINK between
these two variables will be found.
29. You will be shown in future presentations how to analyze
the data to determine if the variables are independent of
one another or not.
30. As with relationship questions there will be some
situations where you are determining independence
between a variable with unlimited values (e.g., speed,
height, age) and a variable with limited values (e.g.,
gender, year in school).
31. As with relationship questions there will be some
situations where you are determining independence
between a variable with unlimited values (e.g., speed,
height, age) and a variable with limited values (e.g.,
gender, year in school).
Variable 1
Higher and
lower scores
in
tend to be
UNRELATED to
certain groups in
Variable 2
33. Complaints have arisen that a local raceway has more
accidents because of more “hot headed” (angry) drivers.
34. Complaints have arisen that a local raceway has more
accidents because of more “hot headed” (angry) drivers.
35. Complaints have arisen that a local raceway has more
accidents because of more “hot headed” (angry) drivers.
You have been asked to investigate.
36. Complaints have arisen that a local raceway has more
accidents because of more “hot headed” (angry) drivers.
You have been asked to investigate.
37. Complaints have arisen that a local raceway has more
accidents because of more “hot headed” (angry) drivers.
You have been asked to investigate. You administer a
“easily provoked to anger” survey with a score range of 0
to 30 to approximately forty drivers.
38. Complaints have arisen that a local raceway has more
accidents because of more “hot headed” (angry) drivers.
You have been asked to investigate. You administer a
“easily provoked to anger” survey with a score range of 0
to 30 to approximately forty drivers. You then add up the
number of accidents they are in during the period of a
month.
39. Complaints have arisen that a local raceway has more
accidents because of more “hot headed” (angry) drivers.
You have been asked to investigate. You administer a
“easily provoked to anger” survey with a score range of 0
to 30 to approximately forty drivers. You then add up the
number of accidents they are in during the period of a
month. You wish to determine if anger scores are
independent of accidents.
40. Complaints have arisen that a local raceway has more
accidents because of more “hot headed” (angry) drivers.
You have been asked to investigate. You administer a
“easily provoked to anger” survey with a score range of 0
to 30 to approximately forty drivers. You then add up the
number of accidents they are in during the period of a
month. You wish to determine if anger scores are
independent of accidents.
Variable 1
Higher and
lower scores
in
tend to be
UNRELATED to
certain groups in
Variable 2
41. Complaints have arisen that a local raceway has more
accidents because of more “hot headed” (angry) drivers.
You have been asked to investigate. You administer a
“easily provoked to anger” survey with a score range of
0 to 30 to approximately forty drivers. You then add up
the number of accidents they are in during the period of
a month. You wish to determine if anger scores are
independent of accidents.
Variable 1
Higher and
lower scores
in
tend to be
UNRELATED to
certain groups in
Variable 2
42. Complaints have arisen that a local raceway has more
accidents because of more “hot headed” (angry) drivers.
You have been asked to investigate. You administer a
“easily provoked to anger” survey with a score range of
0 to 30 to approximately forty drivers. You then add up
the number of accidents they are in during the period of
a month. You wish to determine if anger scores are
independent of accidents.
Anger
Survey
Scores
Higher and
lower scores
in
tend to be
UNRELATED to
certain groups in
Variable 2
43. Complaints have arisen that a local raceway has more
accidents because of more “hot headed” (angry) drivers.
You have been asked to investigate. You administer a
“easily provoked to anger” survey with a score range of 0
to 30 to approximately forty drivers. You then add up the
number of accidents they are in during the period of a
month. You wish to determine if anger scores are
independent of accidents.
Anger
Survey
Scores
Higher and
lower scores
in
tend to be
UNRELATED to
certain groups in
Variable 2
44. Complaints have arisen that a local raceway has more
accidents because of more “hot headed” (angry) drivers.
You have been asked to investigate. You administer a
“easily provoked to anger” survey with a score range of 0
to 30 to approximately forty drivers. You then add up the
number of accidents they are in during the period of a
month. You wish to determine if anger scores are
independent of accidents.
Anger
Survey
Scores
Higher and
lower scores
in
tend to be
UNRELATED to
certain groups in
Variable 2
45. Complaints have arisen that a local raceway has more
accidents because of more “hot headed” (angry) drivers.
You have been asked to investigate. You administer a
“easily provoked to anger” survey with a score range of 0
to 30 to approximately forty drivers. You then add up the
number of accidents they are in during the period of a
month. You wish to determine if anger scores are
independent of accidents.
Anger
Survey
Scores
Higher and
lower scores
in
tend to be
UNRELATED to
certain groups in
Number of
Accidents
46. Here is what a data set might look like for this problem:
47. Here is what a data set might look like for this problem:
Drivers
A
B
C
D
E
F
G
48. Here is what a data set might look like for this problem:
Drivers Anger Survey
Scores
A 28
B 5
C 21
D 14
E 25
F 18
G 1
49. Here is what a data set might look like for this problem:
Drivers Anger Survey
Scores
Number of Accidents
in a Month
A 28 4
B 5 5
C 21 12
D 14 7
E 25 4
F 18 7
G 1 6
50. Here is what a data set might look like for this problem:
Drivers Anger Survey
Scores
Number of Accidents
in a Month
A 28 4
B 5 5
C 21 12
D 14 7
E 25 4
F 18 7
G 1 6
Owners of the speedway hope that NO LINK
between these two variables will be found.
51. Here is what a data set might look like for this problem:
Drivers Anger Survey
Scores
Number of Accidents
in a Month
A 28 4
B 5 5
C 21 12
D 14 No link
7
E 25 4
F 18 7
G 1 6
Owners of the speedway hope that NO LINK
between these two variables will be found.
52. You will be shown in future presentations how to analyze
the data to determine if the variables are independent
from one another or not.
53. Finally, there will be some situations where you will
determine independence between two variables with
limited values (e.g., gender, year in school).
55. A claim has been made that admission decisions are
biased toward minority groups.
56. A claim has been made that admission decisions are
biased toward minority groups. You have been asked by
an outside evaluation agency to look into this allegation.
57. A claim has been made that admission decisions are
biased toward minority groups. You have been asked by
an outside evaluation agency to look into this allegation.
You have decided to state your research question as
follows: “To what degree are admission decisions
independent of minority group status?”
58. A claim has been made that admission decisions are
biased toward minority groups. You have been asked by
an outside evaluation agency to look into this allegation.
You have decided to state your research question as
follows: “To what degree are admission decisions
independent of minority group status?”
Is Variable 1 independent of Variable 2
59. A claim has been made that admission decisions are
biased toward minority groups. You have been asked by
an outside evaluation agency to look into this allegation.
You have decided to state your research question as
follows: “To what degree are admission decisions
independent of minority group status?”
Is Variable 1 independent of Variable 2
60. A claim has been made that admission decisions are
biased toward minority groups. You have been asked by
an outside evaluation agency to look into this allegation.
You have decided to state your research question as
follows: “To what degree are admission decisions
independent of minority group status?”
admissions
Is independent of Variable 2
status
61. A claim has been made that admission decisions are
biased toward minority groups. You have been asked by
an outside evaluation agency to look into this allegation.
You have decided to state your research question as
follows: “To what degree are admission decisions
independent of minority group status?”
admissions
Is independent of Variable 2
status
62. A claim has been made that admission decisions are
biased toward minority groups. You have been asked by
an outside evaluation agency to look into this allegation.
You have decided to state your research question as
follows: “To what degree are admission decisions
independent of minority group status?”
admissions
Is independent of Variable 2
status
63. A claim has been made that admission decisions are
biased toward minority groups. You have been asked by
an outside evaluation agency to look into this allegation.
You have decided to state your research question as
follows: “To what degree are admission decisions
independent of minority group status?”
admissions
Is independent of Variable 2
status
64. A claim has been made that admission decisions are
biased toward minority groups. You have been asked by
an outside evaluation agency to look into this allegation.
You have decided to state your research question as
follows: “To what degree are admission decisions
independent of minority group status?”
admissions
Is independent of
status
minority
group
status
66. Here is a data set for this problem:
Research
Subjects
A
B
C
D
E
F
G
67. Here is a data set for this problem:
Research
Subjects
Admitted
1 = yes, 2 = no
A 1
B 1
C 2
D 1
E 2
F 1
G 1
68. Here is a data set for this problem:
Research
Subjects
Admitted
1 = yes, 2 = no
Minority Group Status
1 = yes, 2 = no
A 1 1
B 1 1
C 2 2
D 1 2
E 2 2
F 1 1
G 1 1
69. Here is a data set for this problem:
Research
Subjects
Admitted
1 = yes, 2 = no
Minority Group Status
1 = yes, 2 = no
A 1 1
B 1 1
C 2 2
D 1 2
E 2 2
F 1 1
G 1 1
The admissions office hopes that NO LINK
between these two variables will be found.
70. Here is a data set for this problem:
Research
Subjects
Admitted
1 = yes, 2 = no
Minority Group Status
1 = yes, 2 = no
A 1 1
B 1 1
C 2 2
D 1 No link
2
E 2 2
F 1 1
G 1 1
The admissions office hopes that NO LINK
between these two variables will be found.
71. Here are more examples of independence-oriented
questions:
73. To what degree is -
• math proficiency independent of gender?
74. To what degree is -
• math proficiency independent of gender?
75. To what degree is -
• math proficiency independent of gender?
• news reporting void of political bias?
76. To what degree is -
• math proficiency independent of gender?
• news reporting void of political bias?
77. To what degree is -
• math proficiency independent of gender?
• news reporting void of political bias?
• the risk of lung cancer independent of cigarette
smoking?
78. To what degree is -
• math proficiency independent of gender?
• news reporting void of political bias?
• the risk of lung cancer independent of cigarette
smoking?
79. To what degree is -
• math proficiency independent of gender?
• news reporting void of political bias?
• the risk of lung cancer independent of cigarette
smoking?
• incarceration independent of race?
80. To what degree is -
• math proficiency independent of gender?
• news reporting void of political bias?
• the risk of lung cancer independent of cigarette
smoking?
• incarceration independent of race?
81. Note – that any independence question can be worded as
a relationship question.
85. Is math proficiency independent of gender?
can be worded as –
Is there a relationship between math proficiency and
gender?
86. The key takeaway – relationship questions can be worded
as independence questions and independence questions
can be worded as relationship questions.
87. The key takeaway – relationship questions can be worded
as independence questions and independence questions
can be worded as relationship questions.
It all depends on the nature of the research question!