This document discusses repeated measures ANOVA. It explains that repeated measures ANOVA is used when the same participants are measured under different treatment conditions. This allows researchers to remove variability caused by individual differences. The document outlines the components of the repeated measures ANOVA F-ratio, including the numerator which is the variance between treatments and the denominator which is the variance due to chance/error after removing individual differences. It also discusses how to conduct hypothesis testing and calculate effect size for repeated measures ANOVA.
Analysis of variance (ANOVA) everything you need to knowStat Analytica
Most of the students may struggle with the analysis of variance (ANOVA). Here in this presentation you can clear all your doubts in analysis of variance with suitable examples.
This presentation contains information about Mann Whitney U test, what is it, when to use it and how to use it. I have also put an example so that it may help you to easily understand it.
This presentation explains the procedure involved in two-way repeated measures ANOVA(within-within design). An illustration has been discussed by using the functionality of SPSS.
Multiple Linear Regression II and ANOVA IJames Neill
Explains advanced use of multiple linear regression, including residuals, interactions and analysis of change, then introduces the principles of ANOVA starting with explanation of t-tests.
When you run Analysis of Variance (ANOVA), the results will tell you if there is a difference in means. However, it won’t pinpoint the pairs of means that are different.
Analysis of variance (ANOVA) everything you need to knowStat Analytica
Most of the students may struggle with the analysis of variance (ANOVA). Here in this presentation you can clear all your doubts in analysis of variance with suitable examples.
This presentation contains information about Mann Whitney U test, what is it, when to use it and how to use it. I have also put an example so that it may help you to easily understand it.
This presentation explains the procedure involved in two-way repeated measures ANOVA(within-within design). An illustration has been discussed by using the functionality of SPSS.
Multiple Linear Regression II and ANOVA IJames Neill
Explains advanced use of multiple linear regression, including residuals, interactions and analysis of change, then introduces the principles of ANOVA starting with explanation of t-tests.
When you run Analysis of Variance (ANOVA), the results will tell you if there is a difference in means. However, it won’t pinpoint the pairs of means that are different.
This powerpoint presentation gives a brief explanation about the biostatic data .this is quite helpful to individuals to understand the basic research methodology terminologys
Calculating Analysis of Variance (ANOVA) and Post Hoc Analyses Follo.docxaman341480
Calculating Analysis of Variance (ANOVA) and Post Hoc Analyses Following ANOVA
Analysis of variance (ANOVA)
is a statistical procedure that compares data between two or more groups or conditions to investigate the presence of differences between those groups on some continuous dependent variable (see
Exercise 18
). In this exercise, we will focus on the
one-way ANOVA
, which involves testing one independent variable and one dependent variable (as opposed to other types of ANOVAs, such as factorial ANOVAs that incorporate multiple independent variables).
Why ANOVA and not a
t
-test? Remember that a
t
-test is formulated to compare two sets of data or two groups at one time (see
Exercise 23
for guidance on selecting appropriate statistics). Thus, data generated from a clinical trial that involves four experimental groups, Treatment 1, Treatment 2, Treatments 1 and 2 combined, and a Control, would require 6
t
-tests. Consequently, the chance of making a Type I error (alpha error) increases substantially (or is inflated) because so many computations are being performed. Specifically, the chance of making a Type I error is the number of comparisons multiplied by the alpha level. Thus, ANOVA is the recommended statistical technique for examining differences between more than two groups (
Zar, 2010
).
ANOVA is a procedure that culminates in a statistic called the
F
statistic. It is this value that is compared against an
F
distribution (see
Appendix C
) in order to determine whether the groups significantly differ from one another on the dependent variable. The formulas for ANOVA actually compute two estimates of variance: One estimate represents differences between the groups/conditions, and the other estimate represents differences among (within) the data.
Research Designs Appropriate for the One-Way ANOVA
Research designs that may utilize the one-way ANOVA include the randomized experimental, quasi-experimental, and comparative designs (
Gliner, Morgan, & Leech, 2009
). The independent variable (the “grouping” variable for the ANOVA) may be active or attributional. An active independent variable refers to an intervention, treatment, or program. An attributional independent variable refers to a characteristic of the participant, such as gender, diagnosis, or ethnicity. The ANOVA can compare two groups or more. In the case of a two-group design, the researcher can either select an independent samples
t
-test or a one-way ANOVA to answer the research question. The results will always yield the same conclusion, regardless of which test is computed; however, when examining differences between more than two groups, the one-way ANOVA is the preferred statistical test.
Example 1: A researcher conducts a randomized experimental study wherein she randomizes participants to receive a high-dosage weight loss pill, a low-dosage weight loss pill, or a placebo. She assesses the number of pounds lost from baseline to post-treatment
378
for the thre ...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Green, Fry, &
Myerson (1994)
The Delayed Discounting Phenomenon
• We are comparing 5 means
• However, each participant was measured in each
treatment condition (5 scores for each individual)
How much would
you accept today
instead of waiting for
a future reward of
$1000 if you had to
wait:
• 1 month?
• 6 months?
• 12 months?
• 24 months?
• 60 months?
3. Research Designs for ANOVA
• Independent-measures design
• Uses a separate group of participants for each of the treatment
conditions being compared
• Repeated-measures design
• Uses one group of participants for all of the treatment
conditions
• Two-factor (or Factorial) design
• To be covered in Chapter 14
4. Types of Single-Factor ANOVA Designs
Independent-Measures
• One IV
• Two or more treatment
conditions
• Independent samples in
each group (each
treatment condition)
Repeated-Measures
• One IV
• Two or more treatment
conditions
• Dependent samples in
each group
• Same participants in each
treatment condition
5. Repeated-Measures ANOVA
• Utilized to evaluate mean differences in two general
conditions:
1. Experimental Study
IV manipulated to create two or more treatment
conditions, with same group of participants tested in all
conditions
6. Repeated-Measures ANOVA
• Utilized to evaluate mean differences in two general
conditions:
1. Experimental Study
2. Non-experimental Study
Same group of
participants is
simply observed
at two or more
times
(no manipulation of IV)
8. RM ANOVA Hypotheses
Hypotheses remain the same as the independent-measures
one-factor ANOVA design: we are still comparing means among
the different treatment conditions
3210 : H
The Null Hypothesis
The Alternative Hypothesis
:1H At least one treatment mean (µ) is different from another
10. How is this different from independent-
measures ANOVA?
We are able to remove the variability caused by individual
differences
Individual differences:
Participant characteristics that vary from person
to person (may influence the measurements
obtained for each person)
Since the same individuals are measured in
each treatment, we can calculate individual
differences
11. The F-ratio for ANOVA
Variance between treatments
Variance expected by chance/error
Treatment effect + chance/error
Chance/error
excluding individual differences
excluding individual differences
12. Components of the RM ANOVA F-ratio
Numerator: Variance between treatments
• Treatment effect: Systematic differences caused by the
treatments
• The treatment conditions have different effects, which cause an
individual’s score to be higher/lower in different conditions
• Error/chance: Random, unsystematic differences
• Even with no treatment effect, it is still possible for scores in one
treatment to be different than scores in another (even though
individual differences are eliminated from the numerator by the
nature of the research design)
13. Components of the RM ANOVA F-ratio
Denominator: Variance due to chance/error
• Start with variance within treatments
• How much variance is reasonable to expect by chance alone
• Subtract the variance attributed to individual
differences
• This provides a measure of pure error
15. An Illustration
of the Overall
Structure of the
RMANOVA
• Residual variance
(or the error variance)
• How much variance is expected if there are no
systematic treatment effects and no individual
differences contributing to the variability of the scores
Stage 1 is identical to
the ANOVA we just
covered in chapter 12
Stage 2 is performed to
remove the individual
differences from the
denominator of the ratio
16. RM ANOVA Notation
Notation for RM ANOVA is identical to notation for ANOVA:
• k = the number of levels of the factor
• n = the number of scores in each treatment
• N = the total number of scores in the study
• T = the sum of scores (∑X) for a specific treatment
• G = the sum of all scores (∑T) in the study
P = the
total for
all scores
for each
person in
the study
17. RM ANOVA Hypothesis Testing
Stage 1
Partition total variance into:
• Between-treatments variance
• Within treatments variance
Stage 2
Remove individual differences (between-subjects
variance) from within treatments variance to leave:
• Residual/error variance (how much variability is
reasonable to expect by chance after individual
differences have been removed)
18. Stage 1 is the same as the ANOVA
SS computation
remains the same
df computation
remains the same
N
G
XSStotal
2
2
N
G
n
T
SSbetween
22
treatmenteachinwithin SSSS ..
withintotalbetween SSSSSS
1 Ndftotal
1 kdfbetween
menteach treatindfdfwithin
19. Stage 2: Remove individual differences
Remove individual differences from the denominator of the
F-ratio to get a measure of pure error
1.
..
22
.
..
ndf
dfdfdf
N
G
k
P
SS
SSSSSS
subjectsbetween
subjectsbetweentreatmentswithinerror
subjectsbetween
subjectsbetweentreatmentswithinerror
20. Calculate Variances (Mean Squares)
),(. .
.
.
.
.
errortreatmentsbetweenlevel
error
treatmentsbetween
error
error
error
treatmentsbetween
treatmentsbetween
treatmentsbetween
dfdfFcrit
MS
MS
F
df
SS
MS
df
SS
MS
23. ANOVA Summary Table
Source SS df MS F
Between treatments 50 3 16.67 F(3,12) = 24.88
Within treatments 32 16
Between subjects 24 4
Error 8 12 0.67
Total 82 19
24. Effect size for RM ANOVA
subjectsbetweentotal
treatmentsbetween
SSSS
SS
.
.2
The proportion of variability in the data (except for
the individual differences) accounted for by the
differences between treatments
Independent-measures ANOVA:
denominator is SS total only
25. Post-hoc tests for RM ANOVA
• Substitute MS error for
MS within treatments
• Use dferror in place of
dfwithin treatments when
locating critical value
• Steps and interpretation
remain the same
n
MS
qsHSDTukey error
'
error
between
between
between
between
between
MS
MS
F
df
SS
MS
N
G
n
T
SS
eScheff
22
26. Assumptions of the RM ANOVA
1. The observations within each treatment must be
independent
2. The population distribution within each treatment must
be normal
• Only important with small samples
3. The variances of the population distributions for each
treatment should be equivalent