This document introduces new Stata commands for analyzing multiple response survey data. Multiple response questions allow respondents to select multiple answers from a list. However, Stata's standard tools are not well-suited for analyzing these types of variables. The author presents three new commands - mrtab, mrgraph, and mrsvmat - that tabulate and graph multiple response data in a more effective way. The commands can handle different data storage structures, provide significance tests, and allow customization of output. They address the challenges of analyzing data that is spread across multiple variables representing each possible response.
Part 4 of 5 of experimental design presentations. This one is focused on randomisation, assigning groups, independence and ways to stratify your research cohort. Decent opportunities to present about ethics.
Text form available via www.lantsandlaminin.com
Assignment 1BackgroundWhen you look around at the world, you .docxsherni1
Assignment 1:
Background
When you look around at the world, you can see many examples that demonstrate how an object's or a system's structure relates to its function. The structure of a highway system, for example, can affect traffic flow. You can, no doubt, think of many other examples.
In this Discussion Board assignment, you will look at the structure of the most basic unit of life, the living cell. You will also investigate how the structures of cells are directly related to the functions that are important to life.
Part 1
Your text describes the difference between the organelles in a eukaryotic cell and the more simple structure of a prokaryotic cell as an analogy between the chief executive officer's (CEO's) corner office and a cubicle. Organelles are like appliances or pieces of furniture that perform specific functions. Choose 1 organelle, and use an analogy to explain its function. For example, explain how a chloroplast is like a solar panel, or how a mitochondrion is like a furnace. Try to think of original analogies for other organelles or cell structures such as golgi, lysosome, cell wall, cell membrane, endoplasmic reticulum, ribosomes, nucleus, and so on. Include how your analogy may be less than perfect. Compare your analogy with those of your classmates’.
Part 2
You will read that only plants, algae, and some bacteria are photosynthetic. There is an exception to this, though. One species of sea slug has found a way to steal chloroplasts, store them in cells lining its digestive tract, and live on the sugar that is produced (Milius, 2010). What benefit would there be for animal cells (including those of humans) to make their own food? Could cell, tissue, or genetic engineering allow humans to use chloroplasts this way? Describe 1 or 2 factors that would need to be considered for chloroplasts to function in an animal or a human.
Reference
Milius, S. (2010). Green sea slug is part animal, part plant. Retrieved from http://www.wired.com/wiredscience/2010/01/green-sea-slug/
Assignment 2:
Scientific inquiry in biology starts by observing the living species around you. What separates science from the other methods of seeking truth is that it is testable (e.g., one can devise experiments to test the validity of an idea); it is falsifiable (e.g., an experiment can reveal if an idea is false); and it involves natural causality (e.g., the method involves and depends upon the natural laws of the universe which cause things to happen in a predictable and repeatable manner).
Observation: Scientific inquiry begins when something interesting gets your attention.
Question: Following an observation, a question arises in your mind. It may be something like "I wonder what?" or, "I wonder how? or, "I wonder why?"
Assignment Details
In this assignment, you will take a look at the scientific method. You will design a (fictional) scientific study to answer a specific question based upon an observation.
First, choose 1 of the following observations ...
Original Work, NO PLAGERIESM, Cite Reference, References, 100 word.docxgerardkortney
Original Work, NO PLAGERIESM, Cite Reference, References, 100 words
https://www.kff.org/disparities-policy/issue-brief/beyond-health-care-the-role-of-social-determinants-in-promoting-health-and-health-equity/
Read article and just in your own words comment on your thoughts regarding the article.
192177
by Elbert Washington
FILE
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CHARACT ER COUNT 6537 3
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192177by Elbert Washington192177ORIGINALITY REPORT192177WRITECHECK REPORT
How to conduct meta-analysis: A Basic Tutorial
Arindam Basu
University of Canterbury
May 12, 2017
Concepts of meta-analyses
Meta analysis refers to a process of integration of the results of many studies to arrive at evidence syn-
thesis (Normand, 1999). Meta analysis is essentially systematic review; however, in addition to narrative
summary that is conducted in systematic review, in meta analysis, the analysts also numerically pool the
results of the studies and arrive at a summary estimate. In this paper, we discuss the key steps of conducting
a meta analysis. We intend to discuss the steps of a simple meta analysis with a demonstration of the key
steps from a published paper on meta analysis and systematic review of the effectiveness of salt restricted
diet on blood pressure control. This paper is a basic introduction to the process of meta-analysis. In subse-
quent papers in this series, we will discuss how you can conduct meta analysis of diagnostic and screening
studies, and principles of network meta analyses, where you can conduct a meta analysis with more than
one intervention or exposure variable.
Nine Steps to Meta Analyses
We recommend in general the following nine steps of meta analysis. These nine steps are in general applicable
to all meta-analyses.
1. Frame a question (based on a theory)
2. Run a search (on Pubmed/Medline, Google Scholar, other sources)
3. Read the abstract and title of the individual papers.
4. Abstract information from the selected set of final articles.
5. Determine the quality of the information in these articles. This is done using a judgment of their
internal validity but also using the GRADE criteria
6. Determine the extent to which these articles are heterogeneous
7. Estimate the summary effect size in the form of Odds Ratio and using both fixed and random effects
.
The Nature of Science and Experimental Design- Part 3Instruction.docxcherry686017
The Nature of Science and Experimental Design- Part 3
Instructions: Complete the following activities prior to attending lab. TYPE YOUR ANSWERS, print it, and turn it in by the beginning of lab on Thursday. This is individual work, answers should all be independently constructed.
Part 3. Constants and Controls
Read the material below and answer the questions that follow.
A control is any means used to eliminate or minimize factors that might confound or obscure the relationship between the independent and dependent variable in a scientific investigation. We provided just one example in the previous paragraph, but every good study has several or dozens of controls built into it. Consider the following:
A microbiologist wants to investigate the relationship between antibiotic resistance and antibiotics in animal feed. She hypotheses that antibiotic resistance increases in animals given antibiotics in their food. Specifically, she predicts that " If animals have increasing levels of antibiotics in their feed, then there will be an increase in antibiotic resistant microbes." The dependent variable, number of antibiotic resistant microbes, can be measured in several ways. For example, the microbiologist can determine the different species of antibiotic resistant species, estimate the actual number of antibiotic resistant microbes in a population, etc. In carrying out the experiment, the amount of antibiotics put into the food (independent variable) is varied systematically. All other potential variables, such as species and breed of experimental animals, type of food, type of housing, water quality, temperature in the environment, etc. must be standardized. If they are not controlled, these nuisance variables may effect the outcome of the experiment and confound the relationship between the independent and dependent variable. The means of standardizing or eliminating nuisance variables are called controls.
To check your understanding of controls, suggest how each of the following potential nuisance variables could be controlled.
1. species tested _________________________________________________________
2. breed of species tested __________________________________________________
3. diet _________________________________________________________________
4. water quality __________________________________________________________
5. temperature in the living quarters __________________________________________
6. amount of space for each animal ___________________________________________
Controltreatment groups are another form of control that is used in most scientific investigations to protect the researcher from drawing an erroneous conclusion. Control treatment groups come in two forms- negative controls and positive controls.
A negative control group is the “classic” control that most people think of: the independent variable is eliminated or set to a standard value, providing a comparison to the other treatment groups. An e ...
Objectives1. Learn to read and use the resistor color code.docxcherishwinsland
Objectives
1. Learn to read and use the resistor color code
2. Learn to use the virtual lab
3. Familiar with the use of the digital multi-meter and the bread board
Equipment Required
1. Digital multi-meter and the bread board
2. Computer with Internet access
3. http://vr-lab.tsu.edu/
Procedure
1. Select three resistors;
2. Measure and record value with a digital multi-meter;
3. Record their color band.
4. Using the virtual lab learning mode to get familiar with the resistor color code.
5. Using the virtual lab quiz mode to test your learning outcome.
6. Including two screenshots of correct readings in the lab report.
7. Through Blackboard submit the lab report.
Lab report format
1. Objective
2. Equipment
3. Procedure: detail what you did and what you recorded and what you obtained
4. Results and data
5. Conclusion
Module 5 Final Assignment: Demonstrating your Understanding
Overview
Throughout this course you learned about the various aspects of substance abuse counseling including common terms, pharmacodynamics, pharmacokinetics, assessment, diagnosis, treatment modalities, and cultural implications. Your final project will help you to synthesize all of your learning and allow you to demonstrate your knowledge.
In preparing for this assignment, you should read through your textbook, listen to the lecture, review supplemental materials, and use the rubric as guides to help you complete the assignment. This assignment will count toward your final grade and is due by Day 7, and is worth 200 points.
Learning Outcomes
1. Describe the major effects of depressants, stimulants, cannabinoids, hallucinogens, opioids, and inhalants on the human brain and biological and physiological processes of the body.
2. Understand the procedures and process for assessment and diagnosis of substance disorders.
3. Analyze and apply the diagnostic criterion and distinguishing features between substance dependence and substance abuse.
4. Analyze and discuss the major medical issues and diseases that are either caused by or exacerbated by substance addiction
5. Describe the genetic, biological, environmental, social, psychological, and philosophical influences of addiction.
6. Understand the special needs and treatment recommendations for individuals with dual diagnoses and/or polysubstance abuse.
7. Analyze and apply the main techniques, strategies, or approaches of common treatment options for substance addiction.
8. Explain the typical risk and protective factors that impact different populations, including, but not limited to, children; adolescents; adults; the elderly; women; men; lesbian, gay, bisexual, and transgendered (LGBT) people; people with disabilities; and different ethnic groups.
9. Describe the various dynamics of relapse and prevention and be able to structure a treatment plan that incorporates these concepts.
10. Analyze and discuss ethical issues inherent in substance abuse counseling
Directions
For your Final P.
Part 4 of 5 of experimental design presentations. This one is focused on randomisation, assigning groups, independence and ways to stratify your research cohort. Decent opportunities to present about ethics.
Text form available via www.lantsandlaminin.com
Assignment 1BackgroundWhen you look around at the world, you .docxsherni1
Assignment 1:
Background
When you look around at the world, you can see many examples that demonstrate how an object's or a system's structure relates to its function. The structure of a highway system, for example, can affect traffic flow. You can, no doubt, think of many other examples.
In this Discussion Board assignment, you will look at the structure of the most basic unit of life, the living cell. You will also investigate how the structures of cells are directly related to the functions that are important to life.
Part 1
Your text describes the difference between the organelles in a eukaryotic cell and the more simple structure of a prokaryotic cell as an analogy between the chief executive officer's (CEO's) corner office and a cubicle. Organelles are like appliances or pieces of furniture that perform specific functions. Choose 1 organelle, and use an analogy to explain its function. For example, explain how a chloroplast is like a solar panel, or how a mitochondrion is like a furnace. Try to think of original analogies for other organelles or cell structures such as golgi, lysosome, cell wall, cell membrane, endoplasmic reticulum, ribosomes, nucleus, and so on. Include how your analogy may be less than perfect. Compare your analogy with those of your classmates’.
Part 2
You will read that only plants, algae, and some bacteria are photosynthetic. There is an exception to this, though. One species of sea slug has found a way to steal chloroplasts, store them in cells lining its digestive tract, and live on the sugar that is produced (Milius, 2010). What benefit would there be for animal cells (including those of humans) to make their own food? Could cell, tissue, or genetic engineering allow humans to use chloroplasts this way? Describe 1 or 2 factors that would need to be considered for chloroplasts to function in an animal or a human.
Reference
Milius, S. (2010). Green sea slug is part animal, part plant. Retrieved from http://www.wired.com/wiredscience/2010/01/green-sea-slug/
Assignment 2:
Scientific inquiry in biology starts by observing the living species around you. What separates science from the other methods of seeking truth is that it is testable (e.g., one can devise experiments to test the validity of an idea); it is falsifiable (e.g., an experiment can reveal if an idea is false); and it involves natural causality (e.g., the method involves and depends upon the natural laws of the universe which cause things to happen in a predictable and repeatable manner).
Observation: Scientific inquiry begins when something interesting gets your attention.
Question: Following an observation, a question arises in your mind. It may be something like "I wonder what?" or, "I wonder how? or, "I wonder why?"
Assignment Details
In this assignment, you will take a look at the scientific method. You will design a (fictional) scientific study to answer a specific question based upon an observation.
First, choose 1 of the following observations ...
Original Work, NO PLAGERIESM, Cite Reference, References, 100 word.docxgerardkortney
Original Work, NO PLAGERIESM, Cite Reference, References, 100 words
https://www.kff.org/disparities-policy/issue-brief/beyond-health-care-the-role-of-social-determinants-in-promoting-health-and-health-equity/
Read article and just in your own words comment on your thoughts regarding the article.
192177
by Elbert Washington
FILE
T IME SUBMIT T ED 28- DEC- 2017 12:25PM WORD COUNT 11857
CHARACT ER COUNT 6537 3
DRAFT _19217 7 .DOCX (27 8.99K)
%5
SIMILARIT Y INDEX
EXCLUDE QUOT ES ON
EXCLUDE
BIBLIOGRAPHY
ON
192177
ORIGINALITY REPORT
192177
WRITECHECK REPORT
PAGE 1
PAGE 2
PAGE 3
PAGE 4
PAGE 5
PAGE 6
PAGE 7
PAGE 8
PAGE 9
PAGE 10
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PAGE 39
PAGE 40
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PAGE 42
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PAGE 44
PAGE 45
192177by Elbert Washington192177ORIGINALITY REPORT192177WRITECHECK REPORT
How to conduct meta-analysis: A Basic Tutorial
Arindam Basu
University of Canterbury
May 12, 2017
Concepts of meta-analyses
Meta analysis refers to a process of integration of the results of many studies to arrive at evidence syn-
thesis (Normand, 1999). Meta analysis is essentially systematic review; however, in addition to narrative
summary that is conducted in systematic review, in meta analysis, the analysts also numerically pool the
results of the studies and arrive at a summary estimate. In this paper, we discuss the key steps of conducting
a meta analysis. We intend to discuss the steps of a simple meta analysis with a demonstration of the key
steps from a published paper on meta analysis and systematic review of the effectiveness of salt restricted
diet on blood pressure control. This paper is a basic introduction to the process of meta-analysis. In subse-
quent papers in this series, we will discuss how you can conduct meta analysis of diagnostic and screening
studies, and principles of network meta analyses, where you can conduct a meta analysis with more than
one intervention or exposure variable.
Nine Steps to Meta Analyses
We recommend in general the following nine steps of meta analysis. These nine steps are in general applicable
to all meta-analyses.
1. Frame a question (based on a theory)
2. Run a search (on Pubmed/Medline, Google Scholar, other sources)
3. Read the abstract and title of the individual papers.
4. Abstract information from the selected set of final articles.
5. Determine the quality of the information in these articles. This is done using a judgment of their
internal validity but also using the GRADE criteria
6. Determine the extent to which these articles are heterogeneous
7. Estimate the summary effect size in the form of Odds Ratio and using both fixed and random effects
.
The Nature of Science and Experimental Design- Part 3Instruction.docxcherry686017
The Nature of Science and Experimental Design- Part 3
Instructions: Complete the following activities prior to attending lab. TYPE YOUR ANSWERS, print it, and turn it in by the beginning of lab on Thursday. This is individual work, answers should all be independently constructed.
Part 3. Constants and Controls
Read the material below and answer the questions that follow.
A control is any means used to eliminate or minimize factors that might confound or obscure the relationship between the independent and dependent variable in a scientific investigation. We provided just one example in the previous paragraph, but every good study has several or dozens of controls built into it. Consider the following:
A microbiologist wants to investigate the relationship between antibiotic resistance and antibiotics in animal feed. She hypotheses that antibiotic resistance increases in animals given antibiotics in their food. Specifically, she predicts that " If animals have increasing levels of antibiotics in their feed, then there will be an increase in antibiotic resistant microbes." The dependent variable, number of antibiotic resistant microbes, can be measured in several ways. For example, the microbiologist can determine the different species of antibiotic resistant species, estimate the actual number of antibiotic resistant microbes in a population, etc. In carrying out the experiment, the amount of antibiotics put into the food (independent variable) is varied systematically. All other potential variables, such as species and breed of experimental animals, type of food, type of housing, water quality, temperature in the environment, etc. must be standardized. If they are not controlled, these nuisance variables may effect the outcome of the experiment and confound the relationship between the independent and dependent variable. The means of standardizing or eliminating nuisance variables are called controls.
To check your understanding of controls, suggest how each of the following potential nuisance variables could be controlled.
1. species tested _________________________________________________________
2. breed of species tested __________________________________________________
3. diet _________________________________________________________________
4. water quality __________________________________________________________
5. temperature in the living quarters __________________________________________
6. amount of space for each animal ___________________________________________
Controltreatment groups are another form of control that is used in most scientific investigations to protect the researcher from drawing an erroneous conclusion. Control treatment groups come in two forms- negative controls and positive controls.
A negative control group is the “classic” control that most people think of: the independent variable is eliminated or set to a standard value, providing a comparison to the other treatment groups. An e ...
Objectives1. Learn to read and use the resistor color code.docxcherishwinsland
Objectives
1. Learn to read and use the resistor color code
2. Learn to use the virtual lab
3. Familiar with the use of the digital multi-meter and the bread board
Equipment Required
1. Digital multi-meter and the bread board
2. Computer with Internet access
3. http://vr-lab.tsu.edu/
Procedure
1. Select three resistors;
2. Measure and record value with a digital multi-meter;
3. Record their color band.
4. Using the virtual lab learning mode to get familiar with the resistor color code.
5. Using the virtual lab quiz mode to test your learning outcome.
6. Including two screenshots of correct readings in the lab report.
7. Through Blackboard submit the lab report.
Lab report format
1. Objective
2. Equipment
3. Procedure: detail what you did and what you recorded and what you obtained
4. Results and data
5. Conclusion
Module 5 Final Assignment: Demonstrating your Understanding
Overview
Throughout this course you learned about the various aspects of substance abuse counseling including common terms, pharmacodynamics, pharmacokinetics, assessment, diagnosis, treatment modalities, and cultural implications. Your final project will help you to synthesize all of your learning and allow you to demonstrate your knowledge.
In preparing for this assignment, you should read through your textbook, listen to the lecture, review supplemental materials, and use the rubric as guides to help you complete the assignment. This assignment will count toward your final grade and is due by Day 7, and is worth 200 points.
Learning Outcomes
1. Describe the major effects of depressants, stimulants, cannabinoids, hallucinogens, opioids, and inhalants on the human brain and biological and physiological processes of the body.
2. Understand the procedures and process for assessment and diagnosis of substance disorders.
3. Analyze and apply the diagnostic criterion and distinguishing features between substance dependence and substance abuse.
4. Analyze and discuss the major medical issues and diseases that are either caused by or exacerbated by substance addiction
5. Describe the genetic, biological, environmental, social, psychological, and philosophical influences of addiction.
6. Understand the special needs and treatment recommendations for individuals with dual diagnoses and/or polysubstance abuse.
7. Analyze and apply the main techniques, strategies, or approaches of common treatment options for substance addiction.
8. Explain the typical risk and protective factors that impact different populations, including, but not limited to, children; adolescents; adults; the elderly; women; men; lesbian, gay, bisexual, and transgendered (LGBT) people; people with disabilities; and different ethnic groups.
9. Describe the various dynamics of relapse and prevention and be able to structure a treatment plan that incorporates these concepts.
10. Analyze and discuss ethical issues inherent in substance abuse counseling
Directions
For your Final P.
Bivariate RegressionRegression analysis is a powerful and comm.docxhartrobert670
Bivariate Regression
Regression analysis is a powerful and commonly used tool in business research. One important step in regression is to determine the dependent and independent variable(s).
In a bivariate regression, which variable is the dependent variable and which one is the independent variable?
· What does the intercept of a regression tell? What does the slope of a regression tell?
· What are some of the main uses of a regression?
Provide an example of a situation wherein a bivariate regression would be a good choice for analyzing data.
Justify your answers using examples and reasoning. Comment on the postings of at least two peers and state whether you agree or disagree with their views.
Types of Regression Analyses
There are two major types of regression analysis—simple and multiple regression analysis. Both types consist of dependent and independent variables. Simple linear regression has two variables—dependent and independent. Multiple regression consists of dependent variable and two or more independent variables.
· How does a multiple regression compare with a simple linear regression?
· What are the various ways to determine what variables should be included in a multiple regression equation?
· Compare and contrast the following processes: forward selection, backward elimination, and stepwise selection.
Justify your answers using examples and reasoning.
Critical Analysis
Critical analysis involves thinking about what you're reading and interpreting it and evaluating it.
Critical analysis of the books, papers, articles, and research that you read for your classes is an important skill. It is also an important skill in the workplace. Generally speaking, when you engage in critical analysis, you do the following things:
Critical Analysis Principles
Example Questions or Statements
Identify and challenge starting assumptions
Questions:
Did the authors base their conclusions on the appropriate facts? Did the author consider the social conditions of the appropriate time period? Did the author use the appropriate resources to adequately address the question?
Example:
The author used widely-held social beliefs in 2007 to explain social changes that occurred in 1910.
Distinguish facts from opinions, and distinguish objectivity from bias
Questions:
Has the author stated the facts from a research study, or did he just give us his opinion? Has the author explained the situation fairly? Did the author allow her personal opinion or involvement to prejudice her explanation and cloud her judgment?
Example:
This drug has been reported to be an effective treatment. However, all the reports come from the company that created and is selling the drug. There are no independent reports from uninvolved parties that support this claim.
Make inferences from the facts
Questions:
What do these findings mean? What are the implications of these findings? Do these findings impact other areas or concepts? Did the author interpret the findings in a reas ...
Pg. 05Question FiveAssignment #Deadline Day 22.docxmattjtoni51554
Pg. 05
Question Five
Assignment #
Deadline: Day 22/10/2017 @ 23:59
[Total Mark for this Assignment is 25]
System Analysis and Design
IT 243
College of Computing and Informatics
Question One
5 Marks
Learning Outcome(s):
Understand the need of Feasibility analysis in project approval and its types
What is feasibility analysis? List and briefly discuss three kinds of feasibility analysis.
Question Two
5 Marks
Learning Outcome(s):
Understand the various cost incurred in project development
How can you classify costs? Describe each cost classification and provide a typical example of each category.Question Three
5 Marks
Learning Outcome(s):
System Development Life Cycle methodologies (Waterfall & Prototyping)
There a several development methodologies for the System Development Life Cycle (SDLC). Among these are the Waterfall and System Prototyping models. Compare the two methodologies in details in terms of the following criteria.
Criteria
Waterfall
System Prototyping
Description
Requirements Clarity
System complexity
Project Time schedule
Question Four
5 Marks
Learning Outcome(s):
Understand JAD Session and its procedure
What is JAD session? Describe the five major steps in conducting JAD sessions.
Question Five
5 Marks
Learning Outcome(s):
Ability to distinguish between functional and non functional requirements
State what is meant by the functional and non-functional requirements. What are the primary types of nonfunctional requirements? Give two examples of each. What role do nonfunctional requirements play in the project overall?
# Marks
4 - PRELIMINARY DATA SCREENING
4.1 Introduction: Problems in Real Data
Real datasets often contain errors, inconsistencies in responses or measurements, outliers, and missing values. Researchers should conduct thorough preliminary data screening to identify and remedy potential problems with their data prior to running the data analyses that are of primary interest. Analyses based on a dataset that contains errors, or data that seriously violate assumptions that are required for the analysis, can yield misleading results.
Some of the potential problems with data are as follows: errors in data coding and data entry, inconsistent responses, missing values, extreme outliers, nonnormal distribution shapes, within-group sample sizes that are too small for the intended analysis, and nonlinear relations between quantitative variables. Problems with data should be identified and remedied (as adequately as possible) prior to analysis. A research report should include a summary of problems detected in the data and any remedies that were employed (such as deletion of outliers or data transformations) to address these problems.
4.2 Quality Control During Data Collection
There are many different possible methods of data collection. A psychologist may collect data on personality or attitudes by asking participants to answer questions on a questionnaire..
Chapter 12Choosing an Appropriate Statistical TestiStockph.docxmccormicknadine86
Chapter 12
Choosing an Appropriate Statistical Test
iStockphoto/ThinkstockLearning Objectives
After reading this chapter, you will be able to. . .
· understand the importance of using the proper statistical analysis.
· identify the type of analysis based on four critical questions.
· use the decision tree to identify the correct statistical test.
Here we are in the final chapter that will pull all prior chapters together. Chapters 1 to 3 discussed descriptive statistics while the latterchapters, 4 to 11, discussed inferential statistics. Each of the inferential chapters presented a statistical concept then conducted the appropriateanalysis to be able to test a hypothesis. The big question for students learning statistics is, "How do I know if I'm using the correct statisticaltest?" For experienced statisticians this question is easy to answer as it is based on a few criteria. However, to a student just learning statisticsor to the novice researcher, this question is a legitimate one. Many statistical reference texts include a guide that asks specific questionsregarding the type of research question, design, number and scales of measurement of variables, and statistical assumption of the data thatallows you to use an elegant chart known as a decision tree. Based on the answers to these questions, the decision tree is used to helpdetermine the type of analysis to be used for the research, thereby helping you answer this big question.
12.1 Considerations
To make the correct decisions based on the use of a decision tree, there are four specific questions that must be answered. These questions areas follows:
· What is your overarching research question?
· How many independent, dependent, and covariate variables are used in the study?
· What are the scales of measurement of each of your variables?
· Are there violations of statistical assumptions?
If you are able to answer these specific questions, then you will be able to determine the proper analysis for your study. These questions arecritically important, and if they cannot be answered, then not enough thought has gone into the research. That said, let us discuss each ofthese questions so that they can be considered and answered in the use of the decision tree.
What Is Your Overarching Research Question?Try It!
Derive your ownresearch question foryour Master's Thesisor DoctoralDissertation. Have a colleague orprofessor read it. What are theirthoughts or suggestions forimprovements?
Answering this question seems simple enough as all research has an overarching research questionthat drives the study, especially since this dictates the type of quantitative methodology. There arekey words in every research question that help determine the appropriate type of analysis. Forinstance, if the research question states, "What are the effects of job satisfaction on employeeproductivity?" the keyword is "effects" as in the cause and effect of job satisfaction (theindependent variable) on productivity (th ...
Introduc on to Science
12
The Scientific Method
Observations
Variables
Controls
Data Analysis
Calculations
Data Collection
Percent Error
Scientific Reasoning
Writing a Lab Report
Socrates (469 B.C. - 399 B.C.), Plato (427 B.C. - 347 B.C.), and Aristotle (384
B.C. - 322 B.C.) are among the most famous of the Greek philosophers
(Figure 1). Plato was a student of Socrates, and Aristotle was a student of Pla-
to. These three philosophers are considered to be the greatest thinkers of
their time.
Aristotle’s views on science profoundly shaped medieval academics, and his
influence extended into the Renaissance (14th - 16th century). His opinions
were the authority on science well into the 1300s. Unfortunately, the philoso-
pher’s method was logical thinking and did not involve making direct observa-
tions on the natural world. As a result, many of Aristotle’s opinions were incor-
rect. Although he was extremely intelligent, he used a method for determining
the nature of science that was insufficient for the task. For example, in Aris-
totle’s opinion, men were bigger than women. Therefore, he made the de-
duction that men would have more teeth than women. It is assumed that he
never actually looked into the mouths of both men and women and counted
their teeth. If he had, he would have found that males and females have ex-
actly the same number of teeth (Figure 2).
In the 16th and 17th centuries, innovative thinkers began developing a new
way to investigate the world around them. They were developing a method
that relied upon making observations of phenomena and trying to explain
why that phenomena occurred. From these techniques, the scientific method
was born. The scientific method is a process of investigation that involves
Figure 1: Neoclassical statue
of ancient Greek philosopher,
Plato, in front of the Academy
of Athens in Greece.
Figure 2: Humans—male and
female—have 20 baby teeth
and 32 permanent teeth.
13
experimentation and observation to acquire new knowledge, solve problems, and answer questions. Scien-
tists eventually perfected the methods and reduced it to a series of steps (Figure 3).
Today, the scientific method is used as a systematic approach to solving problems. Science begins with ob-
servations. Once enough observations or results from preliminary library or experimental research have been
collected, a hypothesis can be constructed. Experiments then either verify or disprove the hypothesis. If
enough evidence can support a hypothesis, the hypothesis can become a theory, or proven fact. Theories
can be further refined by other hypotheses and experimentation. An example of this is how we further refine
our knowledge of germ theory by learning about specific pathogens. A scientific law is a summary of observa-
tions in which there are no current exceptions using the most recent technology. It can be a general state-
ment, like the Law of Gravity (what goes up m.
Hlt 362 v Enhance teaching-snaptutorial.comrobertleew24
For more classes visit
www.snaptutorial.com
Exercise 6
What are the frequency and percentage of the COPD patients in the severe airflow limitation group who are employed in the Eckerblad et al. (2014) study?
What percentage of the total sample is retired? What percentage of the total sample is on sick leave?
Hlt 362 v Believe Possibilities / snaptutorial.comStokesCope25
For more classes visit
www.snaptutorial.com
Exercise 6
What are the frequency and percentage of the COPD patients in the severe airflow limitation group who are employed in the Eckerblad et al. (2014) study?
What percentage of the total sample is retired? What percentage of the total sample is on sick leave?
What is the total sample size of this study? What frequency and percentage of the total sample were still employed? Show your calculations and round your answer to the nearest whole percent.
Bond J has a coupon rate of 4.3 percent. Bond S has a coupon.docxAASTHA76
Bond J has a coupon rate of 4.3 percent. Bond S has a coupon rate of 14.3 percent. Both bonds have eleven years to maturity, make semiannual payments, a par value of $1,000, and have a YTM of 9.6 percent.
If interest rates suddenly rise by 3 percent, what is the percentage price change of these bonds? (A negative answer should be indicated by a minus sign. Do not round intermediate calculations and enter your answers as a percent rounded to 2 decimal places, e.g., 32.16.)
Percentage
change in price
Bond J
%
Bond S
%
If interest rates suddenly fall by 3 percent instead, what is the percentage price change of these bonds? (Do not round intermediate calculations and enter your answers as a percent rounded to 2 decimal places, e.g., 32.16.)
Percentage
change in price
Bond J
%
Bond S
%
-20.42
-16.37
Lab 1 – Introduction to Science
Exercise 1: The Scientific Method
In this exercise, you will answer the questions based on what you have seen in the videos throughout the lab. Be sure to pay careful attention to the videos – you will not only need them to complete this exercise successfully, but also to have a firm understanding of the scientific method for future labs.
QUESTIONS
1. Make an observation – Write down any observations you have made regarding the effect of pollution on the environment.
Answer =
2. Do background research – Utilizing the scholarly source (provided here), describe how pollution might affect yeast.
Answer =
3. Construct a hypothesis – Based on your research from question 2, develop an if-then hypothesis relating to the effect of pollution on yeast respiration.
Answer =
4. Test with an experiment – Identify the dependent variable, independent variable, and the controlled variables for the experiment.
Answer =
5. Analyze results – Record your observations of the three test tubes before incubation and compare them to the observations provided in the video.
Answer =
Test Tube
Initial Appearance
Yeast with No Pollutant
Yeast with Salt Water
Yeast with Detergent
6. Analyze results – Record your observations of the three test tubes after incubation.
Answer =
Test Tube
Final Appearance
Yeast with No Pollutant
Yeast with Salt Water
Yeast with Detergent
7. Analyze results – The table below shows sample data regarding the amount of carbon dioxide produced by each tube. Determine what type of graph would be the most appropriate for displaying the data and explain why you chose that graph. Then, make a graph. Use Microsoft Excel or a free graphing program (for example, https://nces.ed.gov/nceskids/createagraph/) to create the graph. Submit this with your post-lab questions.
Sample
Amount CO2 Produced (mL) After 1 Hour
Yeast with No Pollutant
7 mL
Yeast with Salt Water
0.5 mL
Yeast with Detergent
0 mL
Answer =
8. Draw conclusions – Interpret the data from the graph in Question 7. What conclusions can you make based on this graph?
Answer =
9. Draw conclusions – Based on your observations ...
AI Pilot Review: The World’s First Virtual Assistant Marketing SuiteGoogle
AI Pilot Review: The World’s First Virtual Assistant Marketing Suite
👉👉 Click Here To Get More Info 👇👇
https://sumonreview.com/ai-pilot-review/
AI Pilot Review: Key Features
✅Deploy AI expert bots in Any Niche With Just A Click
✅With one keyword, generate complete funnels, websites, landing pages, and more.
✅More than 85 AI features are included in the AI pilot.
✅No setup or configuration; use your voice (like Siri) to do whatever you want.
✅You Can Use AI Pilot To Create your version of AI Pilot And Charge People For It…
✅ZERO Manual Work With AI Pilot. Never write, Design, Or Code Again.
✅ZERO Limits On Features Or Usages
✅Use Our AI-powered Traffic To Get Hundreds Of Customers
✅No Complicated Setup: Get Up And Running In 2 Minutes
✅99.99% Up-Time Guaranteed
✅30 Days Money-Back Guarantee
✅ZERO Upfront Cost
See My Other Reviews Article:
(1) TubeTrivia AI Review: https://sumonreview.com/tubetrivia-ai-review
(2) SocioWave Review: https://sumonreview.com/sociowave-review
(3) AI Partner & Profit Review: https://sumonreview.com/ai-partner-profit-review
(4) AI Ebook Suite Review: https://sumonreview.com/ai-ebook-suite-review
top nidhi software solution freedownloadvrstrong314
This presentation emphasizes the importance of data security and legal compliance for Nidhi companies in India. It highlights how online Nidhi software solutions, like Vector Nidhi Software, offer advanced features tailored to these needs. Key aspects include encryption, access controls, and audit trails to ensure data security. The software complies with regulatory guidelines from the MCA and RBI and adheres to Nidhi Rules, 2014. With customizable, user-friendly interfaces and real-time features, these Nidhi software solutions enhance efficiency, support growth, and provide exceptional member services. The presentation concludes with contact information for further inquiries.
Navigating the Metaverse: A Journey into Virtual Evolution"Donna Lenk
Join us for an exploration of the Metaverse's evolution, where innovation meets imagination. Discover new dimensions of virtual events, engage with thought-provoking discussions, and witness the transformative power of digital realms."
Enhancing Project Management Efficiency_ Leveraging AI Tools like ChatGPT.pdfJay Das
With the advent of artificial intelligence or AI tools, project management processes are undergoing a transformative shift. By using tools like ChatGPT, and Bard organizations can empower their leaders and managers to plan, execute, and monitor projects more effectively.
Bivariate RegressionRegression analysis is a powerful and comm.docxhartrobert670
Bivariate Regression
Regression analysis is a powerful and commonly used tool in business research. One important step in regression is to determine the dependent and independent variable(s).
In a bivariate regression, which variable is the dependent variable and which one is the independent variable?
· What does the intercept of a regression tell? What does the slope of a regression tell?
· What are some of the main uses of a regression?
Provide an example of a situation wherein a bivariate regression would be a good choice for analyzing data.
Justify your answers using examples and reasoning. Comment on the postings of at least two peers and state whether you agree or disagree with their views.
Types of Regression Analyses
There are two major types of regression analysis—simple and multiple regression analysis. Both types consist of dependent and independent variables. Simple linear regression has two variables—dependent and independent. Multiple regression consists of dependent variable and two or more independent variables.
· How does a multiple regression compare with a simple linear regression?
· What are the various ways to determine what variables should be included in a multiple regression equation?
· Compare and contrast the following processes: forward selection, backward elimination, and stepwise selection.
Justify your answers using examples and reasoning.
Critical Analysis
Critical analysis involves thinking about what you're reading and interpreting it and evaluating it.
Critical analysis of the books, papers, articles, and research that you read for your classes is an important skill. It is also an important skill in the workplace. Generally speaking, when you engage in critical analysis, you do the following things:
Critical Analysis Principles
Example Questions or Statements
Identify and challenge starting assumptions
Questions:
Did the authors base their conclusions on the appropriate facts? Did the author consider the social conditions of the appropriate time period? Did the author use the appropriate resources to adequately address the question?
Example:
The author used widely-held social beliefs in 2007 to explain social changes that occurred in 1910.
Distinguish facts from opinions, and distinguish objectivity from bias
Questions:
Has the author stated the facts from a research study, or did he just give us his opinion? Has the author explained the situation fairly? Did the author allow her personal opinion or involvement to prejudice her explanation and cloud her judgment?
Example:
This drug has been reported to be an effective treatment. However, all the reports come from the company that created and is selling the drug. There are no independent reports from uninvolved parties that support this claim.
Make inferences from the facts
Questions:
What do these findings mean? What are the implications of these findings? Do these findings impact other areas or concepts? Did the author interpret the findings in a reas ...
Pg. 05Question FiveAssignment #Deadline Day 22.docxmattjtoni51554
Pg. 05
Question Five
Assignment #
Deadline: Day 22/10/2017 @ 23:59
[Total Mark for this Assignment is 25]
System Analysis and Design
IT 243
College of Computing and Informatics
Question One
5 Marks
Learning Outcome(s):
Understand the need of Feasibility analysis in project approval and its types
What is feasibility analysis? List and briefly discuss three kinds of feasibility analysis.
Question Two
5 Marks
Learning Outcome(s):
Understand the various cost incurred in project development
How can you classify costs? Describe each cost classification and provide a typical example of each category.Question Three
5 Marks
Learning Outcome(s):
System Development Life Cycle methodologies (Waterfall & Prototyping)
There a several development methodologies for the System Development Life Cycle (SDLC). Among these are the Waterfall and System Prototyping models. Compare the two methodologies in details in terms of the following criteria.
Criteria
Waterfall
System Prototyping
Description
Requirements Clarity
System complexity
Project Time schedule
Question Four
5 Marks
Learning Outcome(s):
Understand JAD Session and its procedure
What is JAD session? Describe the five major steps in conducting JAD sessions.
Question Five
5 Marks
Learning Outcome(s):
Ability to distinguish between functional and non functional requirements
State what is meant by the functional and non-functional requirements. What are the primary types of nonfunctional requirements? Give two examples of each. What role do nonfunctional requirements play in the project overall?
# Marks
4 - PRELIMINARY DATA SCREENING
4.1 Introduction: Problems in Real Data
Real datasets often contain errors, inconsistencies in responses or measurements, outliers, and missing values. Researchers should conduct thorough preliminary data screening to identify and remedy potential problems with their data prior to running the data analyses that are of primary interest. Analyses based on a dataset that contains errors, or data that seriously violate assumptions that are required for the analysis, can yield misleading results.
Some of the potential problems with data are as follows: errors in data coding and data entry, inconsistent responses, missing values, extreme outliers, nonnormal distribution shapes, within-group sample sizes that are too small for the intended analysis, and nonlinear relations between quantitative variables. Problems with data should be identified and remedied (as adequately as possible) prior to analysis. A research report should include a summary of problems detected in the data and any remedies that were employed (such as deletion of outliers or data transformations) to address these problems.
4.2 Quality Control During Data Collection
There are many different possible methods of data collection. A psychologist may collect data on personality or attitudes by asking participants to answer questions on a questionnaire..
Chapter 12Choosing an Appropriate Statistical TestiStockph.docxmccormicknadine86
Chapter 12
Choosing an Appropriate Statistical Test
iStockphoto/ThinkstockLearning Objectives
After reading this chapter, you will be able to. . .
· understand the importance of using the proper statistical analysis.
· identify the type of analysis based on four critical questions.
· use the decision tree to identify the correct statistical test.
Here we are in the final chapter that will pull all prior chapters together. Chapters 1 to 3 discussed descriptive statistics while the latterchapters, 4 to 11, discussed inferential statistics. Each of the inferential chapters presented a statistical concept then conducted the appropriateanalysis to be able to test a hypothesis. The big question for students learning statistics is, "How do I know if I'm using the correct statisticaltest?" For experienced statisticians this question is easy to answer as it is based on a few criteria. However, to a student just learning statisticsor to the novice researcher, this question is a legitimate one. Many statistical reference texts include a guide that asks specific questionsregarding the type of research question, design, number and scales of measurement of variables, and statistical assumption of the data thatallows you to use an elegant chart known as a decision tree. Based on the answers to these questions, the decision tree is used to helpdetermine the type of analysis to be used for the research, thereby helping you answer this big question.
12.1 Considerations
To make the correct decisions based on the use of a decision tree, there are four specific questions that must be answered. These questions areas follows:
· What is your overarching research question?
· How many independent, dependent, and covariate variables are used in the study?
· What are the scales of measurement of each of your variables?
· Are there violations of statistical assumptions?
If you are able to answer these specific questions, then you will be able to determine the proper analysis for your study. These questions arecritically important, and if they cannot be answered, then not enough thought has gone into the research. That said, let us discuss each ofthese questions so that they can be considered and answered in the use of the decision tree.
What Is Your Overarching Research Question?Try It!
Derive your ownresearch question foryour Master's Thesisor DoctoralDissertation. Have a colleague orprofessor read it. What are theirthoughts or suggestions forimprovements?
Answering this question seems simple enough as all research has an overarching research questionthat drives the study, especially since this dictates the type of quantitative methodology. There arekey words in every research question that help determine the appropriate type of analysis. Forinstance, if the research question states, "What are the effects of job satisfaction on employeeproductivity?" the keyword is "effects" as in the cause and effect of job satisfaction (theindependent variable) on productivity (th ...
Introduc on to Science
12
The Scientific Method
Observations
Variables
Controls
Data Analysis
Calculations
Data Collection
Percent Error
Scientific Reasoning
Writing a Lab Report
Socrates (469 B.C. - 399 B.C.), Plato (427 B.C. - 347 B.C.), and Aristotle (384
B.C. - 322 B.C.) are among the most famous of the Greek philosophers
(Figure 1). Plato was a student of Socrates, and Aristotle was a student of Pla-
to. These three philosophers are considered to be the greatest thinkers of
their time.
Aristotle’s views on science profoundly shaped medieval academics, and his
influence extended into the Renaissance (14th - 16th century). His opinions
were the authority on science well into the 1300s. Unfortunately, the philoso-
pher’s method was logical thinking and did not involve making direct observa-
tions on the natural world. As a result, many of Aristotle’s opinions were incor-
rect. Although he was extremely intelligent, he used a method for determining
the nature of science that was insufficient for the task. For example, in Aris-
totle’s opinion, men were bigger than women. Therefore, he made the de-
duction that men would have more teeth than women. It is assumed that he
never actually looked into the mouths of both men and women and counted
their teeth. If he had, he would have found that males and females have ex-
actly the same number of teeth (Figure 2).
In the 16th and 17th centuries, innovative thinkers began developing a new
way to investigate the world around them. They were developing a method
that relied upon making observations of phenomena and trying to explain
why that phenomena occurred. From these techniques, the scientific method
was born. The scientific method is a process of investigation that involves
Figure 1: Neoclassical statue
of ancient Greek philosopher,
Plato, in front of the Academy
of Athens in Greece.
Figure 2: Humans—male and
female—have 20 baby teeth
and 32 permanent teeth.
13
experimentation and observation to acquire new knowledge, solve problems, and answer questions. Scien-
tists eventually perfected the methods and reduced it to a series of steps (Figure 3).
Today, the scientific method is used as a systematic approach to solving problems. Science begins with ob-
servations. Once enough observations or results from preliminary library or experimental research have been
collected, a hypothesis can be constructed. Experiments then either verify or disprove the hypothesis. If
enough evidence can support a hypothesis, the hypothesis can become a theory, or proven fact. Theories
can be further refined by other hypotheses and experimentation. An example of this is how we further refine
our knowledge of germ theory by learning about specific pathogens. A scientific law is a summary of observa-
tions in which there are no current exceptions using the most recent technology. It can be a general state-
ment, like the Law of Gravity (what goes up m.
Hlt 362 v Enhance teaching-snaptutorial.comrobertleew24
For more classes visit
www.snaptutorial.com
Exercise 6
What are the frequency and percentage of the COPD patients in the severe airflow limitation group who are employed in the Eckerblad et al. (2014) study?
What percentage of the total sample is retired? What percentage of the total sample is on sick leave?
Hlt 362 v Believe Possibilities / snaptutorial.comStokesCope25
For more classes visit
www.snaptutorial.com
Exercise 6
What are the frequency and percentage of the COPD patients in the severe airflow limitation group who are employed in the Eckerblad et al. (2014) study?
What percentage of the total sample is retired? What percentage of the total sample is on sick leave?
What is the total sample size of this study? What frequency and percentage of the total sample were still employed? Show your calculations and round your answer to the nearest whole percent.
Bond J has a coupon rate of 4.3 percent. Bond S has a coupon.docxAASTHA76
Bond J has a coupon rate of 4.3 percent. Bond S has a coupon rate of 14.3 percent. Both bonds have eleven years to maturity, make semiannual payments, a par value of $1,000, and have a YTM of 9.6 percent.
If interest rates suddenly rise by 3 percent, what is the percentage price change of these bonds? (A negative answer should be indicated by a minus sign. Do not round intermediate calculations and enter your answers as a percent rounded to 2 decimal places, e.g., 32.16.)
Percentage
change in price
Bond J
%
Bond S
%
If interest rates suddenly fall by 3 percent instead, what is the percentage price change of these bonds? (Do not round intermediate calculations and enter your answers as a percent rounded to 2 decimal places, e.g., 32.16.)
Percentage
change in price
Bond J
%
Bond S
%
-20.42
-16.37
Lab 1 – Introduction to Science
Exercise 1: The Scientific Method
In this exercise, you will answer the questions based on what you have seen in the videos throughout the lab. Be sure to pay careful attention to the videos – you will not only need them to complete this exercise successfully, but also to have a firm understanding of the scientific method for future labs.
QUESTIONS
1. Make an observation – Write down any observations you have made regarding the effect of pollution on the environment.
Answer =
2. Do background research – Utilizing the scholarly source (provided here), describe how pollution might affect yeast.
Answer =
3. Construct a hypothesis – Based on your research from question 2, develop an if-then hypothesis relating to the effect of pollution on yeast respiration.
Answer =
4. Test with an experiment – Identify the dependent variable, independent variable, and the controlled variables for the experiment.
Answer =
5. Analyze results – Record your observations of the three test tubes before incubation and compare them to the observations provided in the video.
Answer =
Test Tube
Initial Appearance
Yeast with No Pollutant
Yeast with Salt Water
Yeast with Detergent
6. Analyze results – Record your observations of the three test tubes after incubation.
Answer =
Test Tube
Final Appearance
Yeast with No Pollutant
Yeast with Salt Water
Yeast with Detergent
7. Analyze results – The table below shows sample data regarding the amount of carbon dioxide produced by each tube. Determine what type of graph would be the most appropriate for displaying the data and explain why you chose that graph. Then, make a graph. Use Microsoft Excel or a free graphing program (for example, https://nces.ed.gov/nceskids/createagraph/) to create the graph. Submit this with your post-lab questions.
Sample
Amount CO2 Produced (mL) After 1 Hour
Yeast with No Pollutant
7 mL
Yeast with Salt Water
0.5 mL
Yeast with Detergent
0 mL
Answer =
8. Draw conclusions – Interpret the data from the graph in Question 7. What conclusions can you make based on this graph?
Answer =
9. Draw conclusions – Based on your observations ...
AI Pilot Review: The World’s First Virtual Assistant Marketing SuiteGoogle
AI Pilot Review: The World’s First Virtual Assistant Marketing Suite
👉👉 Click Here To Get More Info 👇👇
https://sumonreview.com/ai-pilot-review/
AI Pilot Review: Key Features
✅Deploy AI expert bots in Any Niche With Just A Click
✅With one keyword, generate complete funnels, websites, landing pages, and more.
✅More than 85 AI features are included in the AI pilot.
✅No setup or configuration; use your voice (like Siri) to do whatever you want.
✅You Can Use AI Pilot To Create your version of AI Pilot And Charge People For It…
✅ZERO Manual Work With AI Pilot. Never write, Design, Or Code Again.
✅ZERO Limits On Features Or Usages
✅Use Our AI-powered Traffic To Get Hundreds Of Customers
✅No Complicated Setup: Get Up And Running In 2 Minutes
✅99.99% Up-Time Guaranteed
✅30 Days Money-Back Guarantee
✅ZERO Upfront Cost
See My Other Reviews Article:
(1) TubeTrivia AI Review: https://sumonreview.com/tubetrivia-ai-review
(2) SocioWave Review: https://sumonreview.com/sociowave-review
(3) AI Partner & Profit Review: https://sumonreview.com/ai-partner-profit-review
(4) AI Ebook Suite Review: https://sumonreview.com/ai-ebook-suite-review
top nidhi software solution freedownloadvrstrong314
This presentation emphasizes the importance of data security and legal compliance for Nidhi companies in India. It highlights how online Nidhi software solutions, like Vector Nidhi Software, offer advanced features tailored to these needs. Key aspects include encryption, access controls, and audit trails to ensure data security. The software complies with regulatory guidelines from the MCA and RBI and adheres to Nidhi Rules, 2014. With customizable, user-friendly interfaces and real-time features, these Nidhi software solutions enhance efficiency, support growth, and provide exceptional member services. The presentation concludes with contact information for further inquiries.
Navigating the Metaverse: A Journey into Virtual Evolution"Donna Lenk
Join us for an exploration of the Metaverse's evolution, where innovation meets imagination. Discover new dimensions of virtual events, engage with thought-provoking discussions, and witness the transformative power of digital realms."
Enhancing Project Management Efficiency_ Leveraging AI Tools like ChatGPT.pdfJay Das
With the advent of artificial intelligence or AI tools, project management processes are undergoing a transformative shift. By using tools like ChatGPT, and Bard organizations can empower their leaders and managers to plan, execute, and monitor projects more effectively.
Field Employee Tracking System| MiTrack App| Best Employee Tracking Solution|...informapgpstrackings
Keep tabs on your field staff effortlessly with Informap Technology Centre LLC. Real-time tracking, task assignment, and smart features for efficient management. Request a live demo today!
For more details, visit us : https://informapuae.com/field-staff-tracking/
Globus Compute wth IRI Workflows - GlobusWorld 2024Globus
As part of the DOE Integrated Research Infrastructure (IRI) program, NERSC at Lawrence Berkeley National Lab and ALCF at Argonne National Lab are working closely with General Atomics on accelerating the computing requirements of the DIII-D experiment. As part of the work the team is investigating ways to speedup the time to solution for many different parts of the DIII-D workflow including how they run jobs on HPC systems. One of these routes is looking at Globus Compute as a way to replace the current method for managing tasks and we describe a brief proof of concept showing how Globus Compute could help to schedule jobs and be a tool to connect compute at different facilities.
Enhancing Research Orchestration Capabilities at ORNL.pdfGlobus
Cross-facility research orchestration comes with ever-changing constraints regarding the availability and suitability of various compute and data resources. In short, a flexible data and processing fabric is needed to enable the dynamic redirection of data and compute tasks throughout the lifecycle of an experiment. In this talk, we illustrate how we easily leveraged Globus services to instrument the ACE research testbed at the Oak Ridge Leadership Computing Facility with flexible data and task orchestration capabilities.
TROUBLESHOOTING 9 TYPES OF OUTOFMEMORYERRORTier1 app
Even though at surface level ‘java.lang.OutOfMemoryError’ appears as one single error; underlyingly there are 9 types of OutOfMemoryError. Each type of OutOfMemoryError has different causes, diagnosis approaches and solutions. This session equips you with the knowledge, tools, and techniques needed to troubleshoot and conquer OutOfMemoryError in all its forms, ensuring smoother, more efficient Java applications.
Innovating Inference - Remote Triggering of Large Language Models on HPC Clus...Globus
Large Language Models (LLMs) are currently the center of attention in the tech world, particularly for their potential to advance research. In this presentation, we'll explore a straightforward and effective method for quickly initiating inference runs on supercomputers using the vLLM tool with Globus Compute, specifically on the Polaris system at ALCF. We'll begin by briefly discussing the popularity and applications of LLMs in various fields. Following this, we will introduce the vLLM tool, and explain how it integrates with Globus Compute to efficiently manage LLM operations on Polaris. Attendees will learn the practical aspects of setting up and remotely triggering LLMs from local machines, focusing on ease of use and efficiency. This talk is ideal for researchers and practitioners looking to leverage the power of LLMs in their work, offering a clear guide to harnessing supercomputing resources for quick and effective LLM inference.
Top Features to Include in Your Winzo Clone App for Business Growth (4).pptxrickgrimesss22
Discover the essential features to incorporate in your Winzo clone app to boost business growth, enhance user engagement, and drive revenue. Learn how to create a compelling gaming experience that stands out in the competitive market.
Custom Healthcare Software for Managing Chronic Conditions and Remote Patient...Mind IT Systems
Healthcare providers often struggle with the complexities of chronic conditions and remote patient monitoring, as each patient requires personalized care and ongoing monitoring. Off-the-shelf solutions may not meet these diverse needs, leading to inefficiencies and gaps in care. It’s here, custom healthcare software offers a tailored solution, ensuring improved care and effectiveness.
Climate Science Flows: Enabling Petabyte-Scale Climate Analysis with the Eart...Globus
The Earth System Grid Federation (ESGF) is a global network of data servers that archives and distributes the planet’s largest collection of Earth system model output for thousands of climate and environmental scientists worldwide. Many of these petabyte-scale data archives are located in proximity to large high-performance computing (HPC) or cloud computing resources, but the primary workflow for data users consists of transferring data, and applying computations on a different system. As a part of the ESGF 2.0 US project (funded by the United States Department of Energy Office of Science), we developed pre-defined data workflows, which can be run on-demand, capable of applying many data reduction and data analysis to the large ESGF data archives, transferring only the resultant analysis (ex. visualizations, smaller data files). In this talk, we will showcase a few of these workflows, highlighting how Globus Flows can be used for petabyte-scale climate analysis.
Code reviews are vital for ensuring good code quality. They serve as one of our last lines of defense against bugs and subpar code reaching production.
Yet, they often turn into annoying tasks riddled with frustration, hostility, unclear feedback and lack of standards. How can we improve this crucial process?
In this session we will cover:
- The Art of Effective Code Reviews
- Streamlining the Review Process
- Elevating Reviews with Automated Tools
By the end of this presentation, you'll have the knowledge on how to organize and improve your code review proces
Unleash Unlimited Potential with One-Time Purchase
BoxLang is more than just a language; it's a community. By choosing a Visionary License, you're not just investing in your success, you're actively contributing to the ongoing development and support of BoxLang.
Into the Box Keynote Day 2: Unveiling amazing updates and announcements for modern CFML developers! Get ready for exciting releases and updates on Ortus tools and products. Stay tuned for cutting-edge innovations designed to boost your productivity.
Globus Connect Server Deep Dive - GlobusWorld 2024Globus
We explore the Globus Connect Server (GCS) architecture and experiment with advanced configuration options and use cases. This content is targeted at system administrators who are familiar with GCS and currently operate—or are planning to operate—broader deployments at their institution.
Globus Connect Server Deep Dive - GlobusWorld 2024
STATA Mrtab
1. Tabulation of multiple responses
Ben Jann
ETH Zurich, Switzerland
October 20, 2004
Abstract. Although multiple response questions are quite common in survey
research, Stata’s official release does not provide much possibility for an effective
analysis of multiple response variables. For example, in a study on drug addiction
an interview question might be, “Which substances did you consume during the
last four weeks?” The respondents just list all the drugs they took, if any, e.g.,
an answer could be “cannabis, cocaine, heroin” or “ecstasy, cannabis” or “none”,
etc. Usually, the responses to such questions are stored as a set of variables and,
therefore, cannot be easily tabulated. I will address this issue here and present
a new module to compute one- and two-way tables of multiple responses. The
module supports several types of data structure, provides significance tests, and
offers various options to control the computation and display of the results. In
addition, tools to create graphs of multiple response distributions are presented.
Keywords: st0001, mrtab, mrgraph, mrsvmat, multiple responses, multiple test-
ing, tabulate
1 Introduction
Surveys often contain questions which can have multiple responses. That is, questions
are asked to which a respondent can give zero, one or more answers. For example, such
a question might be: “Which of the following devices do you have in your home?” The
respondent is then given a list like “1. Television, 2. Dishwasher, 3. Computer, 4. Dry
cleaner . . . ” and may mark any number of devices. Furthermore, the list might be open-
ended, so that the respondent can also name devices that are not listed. Thus, although
not necessarily so, multiple response questions often have an explorative character.
The answers to multiple response questions are, in fact, a series of answers and, thus,
are usually stored as a series of variables. However, because the variables constitute some
topical entity, the combined statistical distribution of all variables may be of interest
rather than the separate distributions of the single variables. Moreover, depending
on the storage structure, the distributions of the single variables may be completely
meaningless if taken individually.
Because multiple response data is spread out over several variables, it cannot be
easily tabulated. Firstly, the data structure may vary and it may be necessary to
transform the data into different structures before tabulating. In particular, a storage
type in which the responses are recorded in the order they have been mentioned by the
respondent is quite common even if the ordering is not relevant. For most purposes,
however, it is useful to transform such data to a storage mode in which the single
variables indicate whether particular responses have been observed or not. Secondly,
2. 2 Tabulation of multiple responses
statistical information from several variables has to be combined, which is not always
just a matter of arranging separate distributions in one table. Both tasks are difficult
to accomplish using standard statistical instruments that are designed for the analysis
of ordinary (single response) variables. Thus, it appears that Stata’s official tools are
not sufficient for an effective analysis of multiple response data; additional instruments
are needed.
In the following section I will briefly touch on the issue of how to store the an-
swers of multiple response questions and then move on to the presentation of three new
commands to support the analysis of multiple responses in section 3. Section 4 illus-
trates the capabilities and the usage of the new commands and contains some additional
considerations about significance tests.
2 Approaches to storing multiple responses
The fact that the answers to multiple response questions are typically composed of
several bits of information poses difficulties for their representation in a data set. A
common way to deal with this issue is to store each part of the answer in a separate
variable. Two main approaches may be distinguished: the indicator mode and the
polytomous mode.
2.1 Indicator mode
Consider the following question which could have been part of a questionnaire on drug
addiction:
Which of the following narcotic substances did you consume
during the last four weeks?
☞ Check all that apply
Cannabis
Cocktail (cocaine/heroin)
Heroin (alone)
Cocaine (alone)
Ecstasy
Obviously, it would be most straightforward to construct a set of indicator or dummy
variables in this case: One variable for each drug. Basically, the example question above
is just a shortcut to five separate questions in the manner of “Did you consume cannabis
during the last four weeks?”, “Did you consume a cocaine-heroin cocktail during the
last four weeks?”, and so on. The data would then look like the following (1 meaning
“ticked”, 0 meaning “not ticked”):
id d1_cannabis d2_cocktail d3_heroin d4_cocaine d6_ecstasy
1 1 0 0 0 1
2 1 0 0 1 1
3. Ben Jann 3
3 1 0 1 0 0
4 0 1 1 1 0
5 0 0 0 0 0
...
Thus, respondent 1 ticked “Cannabis” and “Ecstasy”, respondent 2 ticked “Cannabis”,
“Cocaine (alone)” and “Ecstasy”, and so on. Respondent 5 did not tick any of the
boxes.
In the remainder of this paper I will use the term indicator mode to refer to the
situation in which the data are stored as a set of indicator variables. Note that it is not
crucial that the variables be dichotomous or binary. The important point is just that
each item (here each drug) is represented by it’s own variable.
2.2 Polytomous mode
The indicator mode is particularly suitable if the list of response categories is fixed (like
in the example above) and is not too long. However, multiple response questions are
often open or half-open due to their explorative nature. For example, the question on
drug addiction might also have been
Which narcotic substances did you consume during the last
four weeks?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ✍
or maybe
Which narcotic substances did you consume during the last
four weeks?
☞ Check all that apply
Cannabis
Cocktail (cocaine/heroin)
Heroin (alone)
Cocaine (alone)
Ecstasy
Other substances:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .✍
The difference to the closed question in section 2.1 is that the respondent is also given
the possibility of naming drugs other than the ones the researchers could think of when
constructing the questionnaire. This means that (half-)open questions cannot be divided
into separate questions for the different drugs; a last question gathering the remainder
4. 4 Tabulation of multiple responses
is always needed (e.g.: “Besides the already mentioned, what other substances did you
consume?”).
Thus, the list of possible response categories is not fixed and one would have to
update the list of responses continuously while collecting the data: Each time a new
drug is named, it would be added to the list and given a unique code. Because the list
is not fixed, it is also not possible to set up indicator variables for all items in advance.
Furthermore, even if a complete list of possible answers is known in advance, the
indicator mode could be very inefficient because of the vast number of required variables.
It would be more efficient in such cases to split the multiple responses according to their
“order of appearance”. Think of the answers to the above question as lists of drugs (for
example, one answer is “cannabis, ecstasy”, or “cocaine, heroin, cocktail, morphine”).
We would then in each case take the first token of the list and save it in a first variable,
take the second token and save it in a second variable, and so on. Thus, if applying this
strategy and using string variables to store the information the data could look like the
following:
id druguse1 druguse2 druguse3 druguse4
1 cannabis ecstasy
2 ecstasy cocaine cannabis
3 heroin cannabis
4 cocaine heroin cocktail morphine
5 LSD
...
A numerical representation of the same data would be, for instance
id druguse1 druguse2 druguse3 druguse4
1 1 5 0 0
2 5 4 1 0
3 3 1 0 0
4 4 3 2 6
5 7 0 0 0
...
with the label definitions 1 “cannabis”, 2 “cocktail”, 3 “heroin”, 4 “cocaine”, 5 “ec-
stasy”, 6 “morphine”, 7 “LSD”, . . . , 0 “no further”.
Because the multiple responses are stored as a set of polytomous variables, I will
call this the polytomous mode. The approach is suitable if the list of possible response
categories is not clearly defined ex ante and/or if the list is rather long. Sometimes
it is also convenient to use the polytomous mode because it reflects the way that the
data have been collected. The obvious disadvantage of the approach is that the number
of required variables depends on the observed maximum “length” (number of tokens)
of a multiple response, which is not known in advance (unless explicitly limited in the
questionnaire).1
Most of the time it is possible to make reasonable assumptions about
this maximum, though.
1Of course, the technical maximum length is equal to the number of distinct items covered by the
question (e.g. if someone took all drugs) unless repeated items are allowed. However, the reasonable
maximum is usually much smaller than the technical maximum.
5. Ben Jann 5
Depending on the context, the ordering of the answers can be of substantial interest.
For example, an instruction to order the drugs according to the frequency of consump-
tion could have been included in the questionnaire. In this paper, however, I will not
address the issue of ordered responses.
Of course there are other approaches to storing multiple responses besides the two
that have been discussed here, e.g., composite string variables can be used or the data
can be stored in long form. See Cox and Kohler (2003) for an overview and advice on
how to convert the data into different structures.
3 Analyzing multiple responses
Because of the complex data structure even simple descriptive analyses of multiple
response data like tabulating frequency distributions can be quite involved—especially
if the data are stored according to the polytomous mode. A simple solution to the
problem would be, of course, to tabulate the single variables on their own and count
the frequencies together by hand. A more efficient approach is to transform the data to
binary indicators (e.g. using zb qrm by Eric Zbinden or mrdum by Lee Sieswerda, both
available from the SSC Archive) and then use tabstat to tabulate the means of the
indicator variables (see [R] tabstat). However, this approach is rather limited and still
a lot of work. In addition, there are quite a few details which have to be taken into
account while transforming the data and the whole process is vulnerable to mistakes.
To avoid having to figure out how to transform and analyze multiple responses over
and over again, fairly general and easy-to-use commands should be available. Like there
is, for example, the official tabulate to calculate frequency distributions of ordinary
variables (see [R] tabulate), there should be a basic procedure to tabulate multiple re-
sponses. In the remainder of this paper I will thus present the results of some approaches
to providing such general and user-friendly instruments.
3.1 Tables
Syntax
One-way tables
mrtab varlist weight if exp in range , poly response(numlist)
countall include includemissing casewise title(string) width(#)
abbrev nolabel nonames format(%fmt) integer sort (#) descending
generate(prefix) nofreq
Two-way tables
6. 6 Tabulation of multiple responses
mrtab varlist weight if exp in range , by(varname) column row cell
rcolumn rcell chi2 lrchi2 mtest (method) mlrchi2 wrap one-way options
by ...: may be used with mrtab; see [R] by.
fweights and aweights are allowed with mrtab; see [U] 14.1.6 weight.
Description
mrtab tabulates multiple responses which are stored as a set of variables (varlist). mrtab
can handle the two data storage modes explained above, that is, the indicator mode
and the polytomous mode (see the poly option below). The multiple response variables
have to be numeric in the first case and can be numeric or string in the latter (it is not
possible to mix numeric and string variables, though). Note that the response variables,
if numeric, should contain integer values only. To specify how the values of the variables
be interpreted, use the response() option (see below).
mrtab will either display a one-way table of the unconditional distribution of the
responses or if applying by(varname) a two-way table of the conditional distributions
with respect to the groups defined by the values of varname. In the former case, counts,
frequencies divided by the total of responses, as well as frequencies divided by the total
of observations will be reported.2
In the latter case, cell counts and optionally column,
row, and/or cell percentages based on totals of responses and/or totals of observations
are displayed (see the column, row, cell, rcolumn, and rcell options).
There are various possibilities to influence the appearance of the displayed table. For
example the display formats of the cell statistics may be specified (format(), integer)
and the width of the left stub of the table can be set (width()). It is also possible to
influence the labeling (nolabel, nonames, name()) and to sort the response items in
order of frequency (sort).
An important issue in calculating relative distributions of multiple responses is the
determination of the correct denominator. Firstly, depending on the research question,
one has to choose between totals of observations or totals of responses as indicated
above (usually, it is proportions on the basis of observations one is interested in). Sec-
ondly and maybe less obviously, the sample of relevant observations has to be isolated
depending on the nature of the data and the topic of research. The default in mrtab
is to treat all observations containing at least one response as valid. This behavior can
be changed to additionally accounting for cases with zero responses (see the include
and includemissing options). Furthermore, one might want to consider cases with
complete information only and neglect all cases with one or more missing values (see
2I will use the terms “observations”, “cases”, and “respondents” interchangeably in this paper to
refer to the objects which data are gathered from, that is, the basic units of analysis (typically, each
unit is represented by one row in the data matrix). In contrast, the term “response” refers to the
single parts of an answer to a multiple response question (thus, for multiple response questions the
total number of responses is typically greater than the total number of units of analysis).
7. Ben Jann 7
the casewise option).
mrtab also provides (limited) support for significance tests in two-way tables. On
the one hand, it is possible to perform a series of separate χ2
tests for each response
item and adjust the p-values to account for simultaneous testing (see the mtest() and
mlrchi2 options). On the other hand, overall χ2
tests are available (chi2 and lrchi2).
Irrespective of the data structure of the original variables, mrtab always transforms
the data to binary indicator variables internally. It is possible to leave behind the
generated indicators for further analysis (see the generate() option). The generated
variables take on the values 1 or 0—with 1 indicating a response—for the sample of
relevant cases (see above); non-relevant cases contain missing values (.) for these vari-
ables. Thus, using mrtab to produce indicator variables may also make sense if the
data are in the indicator mode already, but are not 0/1 and/or should be harmonized
to cover the same sub-sample of cases.
❑ Technical Note
If the multiple response data are stored according to the polytomous mode and if
the used variables are numeric, the information to label the rows (i.e. the response cat-
egories) is taken from the label definitions of the first variable. It is therefore important
that the labels of the first variable are well defined. A good approach is, for example, to
use just one set of label definitions which is attached to all variables used for a certain
multiple response question.
Options
abbrev specifies that long response labels be abbreviated rather than wrapped.
by(varname) tabulates the distribution of responses against the categories of varname
(two-way table). The by-variable may be string or numeric.
casewise specifies that observations with missing values for at least one of the response
variables should be excluded listwise.
cell displays the relative frequency of each cell in a two-way table (base: total number
of valid observations).
chi2 requests the calculation of an overall Pearson’s χ2
statistic for the hypothesis that
the distribution of response patterns is independent of the values of the by-variable.
That is: A standard χ2
test is applied to an expanded two-way table, where the
rows represent unique combinations of responses. Note that the chi2 option is not
allowed if aweights are specified.
column displays in each cell of a two-way table the relative frequency of that cell within
its column (base: column total of observations).
countall requests that repeated identical responses be added up (allowed only for
polytomous response variables, see the poly option). By default, repeated identical
8. 8 Tabulation of multiple responses
responses will only be counted once per observation. Notes: Significance tests may
not be requested if countall is specified. Be careful with interpreting results that
are labeled “percentage of cases”; though they reflect the mean number of responses
per observation, they cannot be interpreted as proportions.
descending specifies that the sort order be descending. The default is to sort in as-
cending order. This is only relevant if the sort option is specified.
format(%fmt) specifies the display format for relative frequencies.
generate(prefix) creates a set of indicator variables reflecting the observed responses.
The variables will be labeled and named according to the prefix provided. If the
name(string) option is specified, the first eight characters of string are inserted into
the variable labels. If the chi2 and/or lrchi2 options are specified, generate will
additionally return a composite string variable, prefixrp, which reflects response
patterns (each unique combination of responses is represented by a string of zeros
and ones).
include specifies that observations composed of zero responses be treated as valid.
Only cases with “real” missings (., .a, .b, .c, . . . ) for all response variables will
be excluded. Note that include will affect only the number of valid cases, i.e. both
the absolute distribution of responses and the distribution relative to the total of
responses will remain unchanged. In the case of string response variables, include
specifies that cases with only empty strings ("") be treated as valid.
includemissing is an enhancement to include and specifies that cases be treated as
valid even if all response variables are missing. includemissing implies include.
Specifying includemissing in connection with casewise has the effect that cases
with missing values for at least one of the response variables will be treated as valid
cases composed of zero responses.
integer specifies the display of frequencies as integers even if aweights are applied.
lrchi2 requests the calculation of an overall likelihood-ratio χ2
statistic (as an alterna-
tive to chi2). Note that the lrchi2 option is not allowed if aweights are specified
and that the statistic will not be calculated if there are empty cells.
mtest (method) requests the calculation of separate Pearson χ2
statistics for each
response category. That is, a test is carried out for each response category to es-
tablish whether the probability of observing the response depends on the values of
the by-variable. Note that the mtest option is not allowed if aweights are specified.
Multiple-test adjustments may be requested by specifying the method in parenthe-
ses. Currently available methods are bonferroni, holm, sidak, and noadjust. See
the online help for mtest for further information.
mlrchi2 requests mtest to use the likelihood-ratio χ2
statistics instead of Pearson’s χ2
.
nofreq suppresses printing the frequencies (i.e., the whole frequency table will be sup-
pressed unless cell, column, row, rcell or rcolumn is specified for two-way tables).
nolabel suppresses the printing of labels.
9. Ben Jann 9
nonames suppresses the printing of variable names or category values in the left stub of
the table, i.e. only the labels will be printed. This option has no effect if the responses
are recorded by string variables and it is not allowed if the response variables are
unlabeled or the nolabel option is specified.
poly specifies that the responses are stored according to the polytomous mode. If
poly is not specified, mrtab assumes that the responses are stored according to the
indicator mode. However, string response variables imply poly.
rcell displays the relative frequency of each cell in a two-way table (base: total number
of responses).
rcolumn displays in each cell of a two-way table the relative frequency of that cell within
its column (base: column total of responses).
response(numlist) specifies the (range of) response values. If the data are stored
according to the indicator mode, response() specifies the values which indicate a
response to the item. response() defaults to 1 in this case. Note that the indicator
variables do not necessarily have to be dichotomous since a list or range of values may
be specified. If the data are stored according to the polytomous mode, response()
specifies the list or range of responses that are to be tabulated. The default is to
tabulate every value observed for the response variables (except for missing values).
In the case of string variables, the response() option is obsolete.
row displays in each cell of a two-way table the relative frequency of that cell within
its row (base: row total of responses; this is equal to the row total of observations
unless countall is specified).
title(string) may be used to label the multiple response set. string will be printed at
the head of the table.
sort (#) displays the table rows in ascending order of frequency. In the case of a two-
way table the sorting will correspond to the row totals unless a reference column is
specified in parentheses. That is, sort(1) will sort in order of the frequencies in
the first column (first by-group), sort(2) in order of the frequencies in the second
column, and so on. Specify the descending option to sort in descending order.
width(#) specifies the maximum width (number of characters) used to display the
labels of the responses. Labels that are too wide are wrapped (or abbreviated if the
abbrev option is specified). The default width is 30. The minimum width is 11.
wrap requests that no action is taken on wide two-way tables to make them readable.
Unless wrap is specified, wide tables are broken into pieces to enhance readability.
Saved Results
mrtab saves in r():
10. 10 Tabulation of multiple responses
Scalars
r(N) number of valid cases r(p) p-value of the overall Pearson’s
χ2
r(N miss) number of missing cases r(chi2 lr) overall likelihood-ratio χ2 if
lrchi2 is specified
r(r) number of response categories r(p lr) p-value of the overall
likelihood-ratio χ2
r(c) number of by-groups if by() is
specified
r(df) degrees of freedom of the overall
χ2 tests
r(chi2) overall Pearson’s χ2 if chi2 is
specified
Macros
r(list) list of the labels of the
responses if available
r(bylist) list of the labels of the
by-groups if available
r(mode) either indicator or poly
depending on the mode of the
multiple response variables
r(bytype) either numeric or string
depending on the storage type
of the by-variable
r(type) either numeric or string
depending on the storage type
of the multiple response
variables
Matrices
r(responses) frequencies of responses r(mchi2) Pearson’s χ2 and (adjusted)
p-values of the separate tests if
mtest is specified
r(cases) cases in by-groups if by() is
specified
r(mchi2 lr) likelihood-ratio χ2 and
(adjusted) p-values of the
separate tests if mtest and
mlrchi2 are specified
3.2 Graphs
Syntax
mrgraph { bar | hbar | dot | tab } varlist weight if exp in range , poly
response(numlist) countall include includemissing casewise sort (#)
descending by(varname , by subopts ) stat(statname) rtotal ctotal
nopercent nolabel addval (string) width(#) height(#)
oversubopts(over subopts) graph options
where by subopts is inboard
or outboard over subopts
or separate suboptions
and statname is { freq | column | row | cell | rcolumn | rcell }
fweights and aweights are allowed with mrgaph; see [U] 14.1.6 weight.
11. Ben Jann 11
Description
mrgraph is a utility to produce graphs of multiple response variables. The syntaxes
mrgraph bar, mrgraph hbar and mrgraph dot are specified to indicate use of graph
bar, graph hbar and graph dot respectively (see [G] graph bar and [G] graph dot).
The size (height or length) of the bars or the position of the dots in the graph corre-
sponds to the frequencies (or, optionally, proportions) of the responses. Thus, mrgraph
works pretty much like Nick Cox’s catplot (Cox 2004), only that the frequencies of the
categories of a multiple response question are plotted instead of those of an ordinary
categorical variable. Furthermore, mrgraph tab produces table plots in the manner
of tabplot (Cox 2004). mrgraph is implemented as a wrapper for mrtab followed by
mrsvmat (see below) and graph.
Options
addval (string) specifies that labels and values (or variable names in the case of the in-
dicator mode) are used to mark the responses in the graph. The values and labels will
be separated by string if specified or by a blank otherwise (use quotes, if the desired
delimiter is supposed to have leading and/or trailing blanks, i.e. addval(": ")). If
the addval option is not specified, then labels are used exclusively. If no labels are
available, however, values are used and addval will have no effect. Furthermore,
addval will have no effect if the response variables are string.
by(varname , by subopts ) draws the conditional distributions of responses for the
categories of varname. The by-variable may be string or numeric. The by subopts
control the grouping of the results in the graph if the graph type is mrgraph bar,
mrgraph hbar, or mrgraph dot. Possible specifications are:
inboard
The categories of the by-variable are grouped within the categories of the multiple
response variables. This is the default.
outboard over subopts
The categories of the multiple response variables are grouped within the cate-
gories of the by-variable. The separation of the by-groups is implemented as an
additional over statement in the internal graph call. Thus, over subopts may be
specified. See [G] graph bar and [G] graph dot.
separate suboptions
For each category of the by-variable a separate plot is drawn within a single
graph. This conforms to the default behavior of the by option in Stata’s graph
commands (which, however, is not the default in mrgraph). See [G] by option for
details on the suboptions.
casewise specifies that observations with missing values for at least one of the response
variables should be excluded listwise.
12. 12 Tabulation of multiple responses
countall requests that repeated identical responses be added up. See section 3.1 for
details on this option.
ctotal specifies that column totals be reported.
descending specifies that the sort order be descending. The default is to sort in as-
cending order. This is only relevant if the sort option is specified.
height(#) controls the amount of available graph space taken up by bars in the table
plot. This option is only relevant if the graph type is mrgraph tab. The default is
0.8.
include specifies that observations composed of zero responses be treated as valid. See
section 3.1 for details on this option.
includemissing is an enhancement to include and specifies that cases be treated as
valid even if all response variables are missing. See section 3.1 for details on this
option.
nolabel specifies that labels be ignored.
nopercent specifies that relative frequencies be formatted as proportions (e.g. “.271”)
instead of percentages (e.g. “27.1”).
oversubopts(over subopts) may be used to pass through suboptions to the over option
which is applied by mrgraph in the internal call of the graph command. This is only
relevant for the graph types mrgraph bar, mrgraph hbar, and mrgraph dot. For
further explanations on the over option and its suboptions see [G] graph bar and
[G] graph dot. Do not use the sort suboption; use mrgraph’s own sort option
instead (see below).
poly specifies that the responses are stored in polytomous mode. See section 3.1 for
details on this option.
response(numlist) specifies the (range of) response values. See section 3.1 for details
on this option.
rtotal specifies that row totals be reported.
sort (#) draws the categories in ascending order of frequency. If the by() option
is specified, the sorting will correspond to the totals over all groups unless a refer-
ence group is specified in parentheses. That is, sort(1) will sort in order of the
frequencies in the first by-group, sort(2) in order of the frequencies in the second
by-group, and so on. Specify the descending option to sort in descending order.
stat(statname) determines the statistic which the graph be based on. statname is ei-
ther freq, if raw frequencies be used, or column (base: column total of observations),
row (base: row total), cell (base: grand total of valid observations), rcolumn (base:
column total of responses), or rcell (base: grand total of responses), if relative fre-
quencies be used. stat(freq) is the default.
width(#) specifies the maximum width (number of chars) used to draw the labels of
13. Ben Jann 13
the responses. Labels that are too wide are wrapped. Note that the single words in
the labels will not be broken. If no width is specified, labels are not wrapped.
3.3 From tables to datasets
Syntax
mrsvmat , stat(statname) rtotal ctotal nopercent nolabel clear
where statname is { freq | column | row | cell | rcolumn | rcell }
Description
mrsvmat is a low-level utility which may be used after mrtab to prepare a data matrix
for creating graphs of the tabulated distribution. Do not use mrsvmat unless you
are confident that mrgraph does not meet your needs. It is important to understand,
that mrsvmat will destroy the data in memory. Therefore, it should always be used
in connection with preserve (see [R] preserve). mrsvmat will replace the data in
memory with a data matrix created from the results left behind by mrtab. Each row of
the new data will represent one row of the table displayed by mrtab, that is, each row
will represent one response category. Additionally, a row holding column totals will be
added if the ctotal option is specified. mrsvmat will generate the following variables:
Variable Description
R Values of the response categories or names of the variables repre-
senting the response items depending on the structure of the original
data.
L Labels of the response categories. Variable L will be suppressed if
either no labels are found or the nolabel option is specified.
C1, C2, ... Frequencies of responses. In the case of two-way tables, each variable
represents one column of the multiple response table. In the case of
a one-way table, just one variable, C1, will be created. Depending
on the users’ choice, the data cells will either contain raw counts or
frequencies relative to a specified base (see the stat() option).
T Row totals if option rtotal is specified, suppressed otherwise.
Options
clear allows mrsvmat to clear the data in memory without asking for confirmation.
ctotal specifies that column totals be saved.
nolabel specifies that labels be ignored.
nopercent specifies that relative frequencies be formatted as proportions (e.g. “.271”)
14. 14 Tabulation of multiple responses
instead of percentages (e.g. “27.1”).
rtotal specifies that row totals be saved.
stat(statname) determines the statistic to be saved. statname is either freq for raw fre-
quencies or column (base: column total of observations), row (base: row total), cell
(base: grand total of valid observations), rcolumn (base: column total of responses),
or rcell (base: grand total of responses) for relative frequencies. stat(freq) is the
default.
4 Remarks and examples
In order to illustrate the usage of the multiple response commands I will present analyses
of data collected by Braun et al. (2001). The respondents in this study were drug addicts
in three major cities in Switzerland in 1997.
4.1 One-way tables
The indicator mode
The respondents in the study by Braun et al. (2001) were asked to indicate their sources
of income in the last three months. A list of possible sources was provided in the
questionnaire. Braun et al. recorded the data with a set of 0/1-variables, one for each
income source:
. use drugs.dta
(1997 Survey Data on Swiss Drug Addicts)
. describe inco1-inco7
storage display value
variable name type format label variable label
inco1 byte %8.0g yesno private support (partner,
family, friends)
inco2 byte %8.0g yesno public support (unemployment
insurance, social benefits)
inco3 byte %8.0g yesno drug dealing
inco4 byte %8.0g yesno housebreaking, theft, robbery
inco5 byte %8.0g yesno prostitution
inco6 byte %8.0g yesno "mischeln"/begging
inco7 byte %8.0g yesno legal occupation
Note that “mischeln” is a Swiss German word and describes a form of begging in which
the beggar actively approaches people for money (i.e. walks up to them and asks them
for money).
In the first step of the data analysis one would probably like to tabulate the sample
distribution of the income sources. However, because the information is stored across
several variables, the tabulate command is not very convenient: each of the indicator
variables would have to be tabulated separately. Because the variables are 0/1 in the
15. Ben Jann 15
present case, we could, however, use the tabstat command to tabulate the sums and
the proportions of the responses:
. tabstat inco1-inco7, s(sum mean) c(s)
variable sum mean
inco1 226 .2325103
inco2 607 .6244856
inco3 293 .3014403
inco4 50 .0514403
inco5 82 .0843621
inco6 151 .1553498
inco7 352 .3621399
We see, for example, that 36 % of the respondents ticked the 7th income source (legal
occupation). Unfortunately, the tabstat’s output is rather meagre. A more informative
output can, however, be obtained by using the new mrtab command:
. mrtab inco1-inco7, sort title(Sources of income)
Percent of Percent
Sources of income Frequency responses of cases
inco4 housebreaking, theft, robbery 50 2.84 5.19
inco5 prostitution 82 4.66 8.52
inco6 "mischeln"/begging 151 8.57 15.68
inco1 private support (partner, 226 12.83 23.47
family, friends)
inco3 drug dealing 293 16.64 30.43
inco7 legal occupation 352 19.99 36.55
inco2 public support (unemployment 607 34.47 63.03
insurance, social benefits)
Total 1761 100.00 182.87
Valid cases: 963
Missing cases: 9
The different response categories are nicely labeled and it is possible, for instance, to
sort the categories in order of frequency. Therefore, it is immediately evident from
the table above that “public support” is the source of income which has been named
the most often, whereas “housebreaking, theft, robbery” is the least frequent source of
income.
In addition to percentages on the basis of observations (i.e. cases) mrtab also reports
percentages with respect to the overall sum of responses. For example, 35 % of all
responses are “public support”. Furthermore, mrtab also provides a row reporting the
totals over all response categories. Note that the total printed in the “percentage of
cases” column reflects the average number of responses per subject (multiplied by 100).
Thus, the mean number of sources of income is approximately 1.8 in this study.
❑ Technical Note
16. 16 Tabulation of multiple responses
Note that in the above example the percentages reported by mrtab slightly differ
from the means calculated by tabstat. The reason for the difference is that mrtab
excluded 9 observations for which no sources of income were recorded. In such cases it
is often not clear a priori whether the respondent refused to answer the question (and
thus should be excluded from analysis) or whether the correct response is simply “none”
(in which case the observation should be accounted for). Because the determination of
the correct denominator depends on the context (that is, e.g., the specific construction
of the question, the topic, how the data have been recorded, etc.) mrtab provides spe-
cific options to determine the sample of valid observations (include, includemissing,
casewise). In the context of the present example it, in fact, seems reasonable to
include the observations with zero responses because the given list of seven different
income types is probably not exhaustive. We, thus, should have specified:
. mrtab inco1-inco7, include sort title(Sources of income)
Percent of Percent
Sources of income Frequency responses of cases
inco4 housebreaking, theft, robbery 50 2.84 5.14
inco5 prostitution 82 4.66 8.44
inco6 "mischeln"/begging 151 8.57 15.53
inco1 private support (partner, 226 12.83 23.25
family, friends)
inco3 drug dealing 293 16.64 30.14
inco7 legal occupation 352 19.99 36.21
inco2 public support (unemployment 607 34.47 62.45
insurance, social benefits)
Total 1761 100.00 181.17
Valid cases: 972
Missing cases: 0
❑ Technical Note
Although the variables in the indicator mode are interpreted in a dichotomous man-
ner, they do not necessarily have to be 0/1 nor dichotomous in general. Basically, all
kinds of variables are allowed as long as they are integer. By default, mrtab interprets
the value “1” as a response and all the other values (e.g. “0”) as “no response”. How-
ever, the default response value may be changed via the response(numlist) option. If
specified, any value of numlist will be considered as indicating a response.
The respondents in the drug study were also asked about their experiences with
crime. (“Have you been involved in the following offences . . . during the last 12 months:
hit someone; use a weapon against someone; sexual harassment, rape; robbery; black-
mail?”) For each of the different types of crimes a variable like the following has been
recorded:
. codebook crime1
crime1 hit someone
17. Ben Jann 17
type: numeric (byte)
label: crime
range: [0,3] units: 1
unique values: 4 missing .: 65/972
tabulation: Freq. Numeric Label
716 0 no
62 1 yes, as committer
97 2 yes, as victim
32 3 yes, both
65 .
As indicated by the value labels, it is probably sensible to distinguish between crim-
inal experiences in the role of a committer and criminal experiences in the role of the
victim. Thus, with the help of the response() option, we derive the following results:
. mrtab crime1-crime5, include response(1 3) title(Crime (as committer))
nonames
Percent of Percent
Crime (as committer) Frequency responses of cases
hit someone 94 54.02 10.36
use a weapon against someone 20 11.49 2.21
sexual harassment, rape 1 0.57 0.11
robbery (including drug theft) 51 29.31 5.62
blackmail 8 4.60 0.88
Total 174 100.00 19.18
Valid cases: 907
Missing cases: 65
. mrtab crime1-crime5, include response(2 3) title(Crime (as victim)) nonames
Percent of Percent
Crime (as victim) Frequency responses of cases
hit someone 129 41.08 14.22
use a weapon against someone 27 8.60 2.98
sexual harassment, rape 31 9.87 3.42
robbery (including drug theft) 99 31.53 10.92
blackmail 28 8.92 3.09
Total 314 100.00 34.62
Valid cases: 907
Missing cases: 65
The first part of the output reports the frequencies of criminal experiences as a com-
mitter (or committer and victim), the second the frequencies of experiences as a victim
(or victim and committer). Apparently, the respondents reported that they had been a
victim of a crime considerably more often than they had committed a crime themselves.
Thus, either the sample is selective, the respondents did not report all the crimes they
committed, or there are a few subjects committing many crimes repeatedly. Note that
65 respondents with missing information for this question were excluded.
18. 18 Tabulation of multiple responses
The polytomous mode
Sometimes, if the list of possible response categories is open, for instance, it is convenient
to store the answers to multiple response questions as a set of polytomous variables. For
example, the answers to the question on income sources of drug addicts in Switzerland
could have been recorded in polytomous mode rather than using a set of indicator
variables. The maximum number of possible responses per observation is seven in this
specific case because the list of response categories is limited to seven different income
sources. However, the realized maximum of responses is only six. Thus, six polytomous
response variables are required. The following output shows one of them:3
. codebook pinco1
pinco1 (unlabeled)
type: numeric (byte)
label: inco
range: [-1,7] units: 1
unique values: 8 missing .: 0/972
tabulation: Freq. Numeric Label
9 -1 no further sources
98 1 private support (partner,
family, friends)
373 2 public support (unemployment
insurance, social benefits)
138 3 drug dealing
17 4 housebreaking, theft, robbery
38 5 prostitution
74 6 "mischeln"/begging
225 7 legal occupation
Multiple responses, which are stored in such a way, cannot be tabulated using
tabstat because the information on the single response categories is spread out over
several variables. The data would have to be transformed to indicator mode beforehand,
which is quite a complicated task. However, polytomous multiple response variables can
be tabulated by mrtab if the poly option is specified:
. mrtab pinco1-pinco6, poly response(1/7) include sort abbrev
Percent of Percent
Frequency responses of cases
4 housebreaking, theft, robbery 50 2.84 5.14
5 prostitution 82 4.66 8.44
6 "mischeln"/begging 151 8.57 15.53
1 private support (partner, fami 226 12.83 23.25
3 drug dealing 293 16.64 30.14
7 legal occupation 352 19.99 36.21
2 public support (unemployment i 607 34.47 62.45
3The data have been generated by saving each respondent’s answers in random order. The shuffling
of the answers was done by the sortlistby2 command, which is available from the SSC Archive (type
ssc describe sortlistby).
19. Ben Jann 19
Total 1761 100.00 181.17
Valid cases: 972
Missing cases: 0
Furthermore, string variables can also be tabulated by mrtab as is shown in the
following example. Note that it is not necessary to specify the poly option in the case
of string variables.
. codebook sinco1
sinco1 (unlabeled)
type: string (str56)
unique values: 7 missing "": 9/972
tabulation: Freq. Value
9 ""
74 ""mischeln"/begging"
138 "drug dealing"
17 "housebreaking, theft, robbery"
225 "legal occupation"
98 "private support (partner, family,
friends)"
38 "prostitution"
373 "public support (unemployment insurance,
social benefits)"
warning: variable has embedded blanks
. mrtab sinco1-sinco6, include sort abbrev
Percent of Percent
Frequency responses of cases
housebreaking, theft, robbery 50 2.84 5.14
prostitution 82 4.66 8.44
"mischeln"/begging 151 8.57 15.53
private support (partner, fami 226 12.83 23.25
drug dealing 293 16.64 30.14
legal occupation 352 19.99 36.21
public support (unemployment i 607 34.47 62.45
Total 1761 100.00 181.17
Valid cases: 972
Missing cases: 0
❑ Technical Note
In the case of “half-open” multiple response questions a mixed storage design is
sometimes applied (half-open means that some categories are spelled out and can be
ticked, but there are also some empty lines which can be filled with further answers).
That is, the first part of the answers is stored in indicator mode (the tickable items) while
the rest is held in polytomous mode. It may be convenient to use mrtab’s generate()
option in such a case to transform the polytomous part to indicator mode.
20. 20 Tabulation of multiple responses
Significance tests
The test for equality of proportions in matched samples proposed by Cochran (1950)
may be applied to evaluate the significance of the differences among the proportions of
the single response categories. If c is the number of response categories, Tj the number
of responses in the jth category, T the mean number of responses per category, and ui
the number of responses in the ith observation, the test statistic proposed by Cochran
is then defined as
Q =
c(c − 1) j(Tj − T)2
c i ui − i u2
i
For large samples, Q is χ2
-distributed with (c − 1) degrees of freedom. Note that in the
case of only two response categories the Cochran test is equal to the McNemar χ2
test
implemented in mcc (see [ST] epitab).
In our example on income sources, the differences in the proportions of the various
responses are highly significant (this is not surprising since the proportions range from
5 % to 62 %!):
. mrtab pinco1-pinco6, poly response(1/7) nofreq include generate(_inco)
. cochran _inco*
Test for equality of proportions in matched samples (Cochran’s Q):
Number of obs = 972
Cochran’s chi2(6) = 1123.529
Prob > chi2 = 0.0000
. drop _inco*
Note that the cochran command is not part of the official release of Stata. However, it
can be obtained from the SSC Archive (type ssc install cochran).
❑ Technical Note
An alternative approach to testing for differences in the proportions would be to
transform the data to long format (see [R] reshape) and then estimate, for example, a
logistic regression including dummy variables for the different response categories and
correcting the standard errors for the clustering on observations:
. preserve
. mrtab pinco1-pinco6, poly response(1/7) nofreq include generate(_inco)
. reshape long _inco, i(id) j(R)
(output omitted )
. xi: logit _inco i.R, cluster(id) nolog
i.R _IR_1-7 (naturally coded; _IR_1 omitted)
Logit estimates Number of obs = 6804
Wald chi2(6) = 895.23
Prob > chi2 = 0.0000
Log pseudo-likelihood = -3299.692 Pseudo R2 = 0.1519
(standard errors adjusted for clustering on id)
21. Ben Jann 21
Robust
_inco Coef. Std. Err. z P>|z| [95% Conf. Interval]
_IR_2 1.702822 .1020924 16.68 0.000 1.502725 1.902919
_IR_3 .3537421 .1016399 3.48 0.001 .1545315 .5529527
_IR_4 -1.720332 .1598888 -10.76 0.000 -2.033708 -1.406955
_IR_5 -1.190312 .137136 -8.68 0.000 -1.459093 -.9215301
_IR_6 -.4990527 .1091339 -4.57 0.000 -.7129512 -.2851541
_IR_7 .6281023 .1018616 6.17 0.000 .4284573 .8277473
_cons -1.194191 .0759684 -15.72 0.000 -1.343086 -1.045295
. restore
The null hypothesis of equal proportions is rejected if the overall Wald χ2
of the model
is significant (which is obviously the case here). Note that the choice of the logistic re-
gression model is not crucial here. We might as well use Probit or even linear regression.
The only really important thing is to take account of the clustering (an issue which is
sometimes referred to as “matched samples”). We might also think of applying panel
models, e.g. xtlogit or xtreg (see [XT] xt; the tests based on panel models will usually
be more efficient).
4.2 Two-way tables
In most applications not only the marginal distribution of the responses is of interest,
but also the conditional distributions with regard to the values of some other variable.
For example, it might be interesting to examine the differences among the drug scenes
in the three cities covered in the study by Braun et al. (2001). Again considering the
income sources of the drug addicts we could use mrtab to produce the following two-way
table:
. mrtab inco1-inco7, include sort title(Sources of income) nonames
width(28) by(city) column
Key
frequency of responses
column percent of cases
City in which the interview was
conducted
Sources of income Basel Bern Zurich Total
housebreaking, theft, 13 23 14 50
robbery 3.74 7.99 4.17 5.14
prostitution 20 38 24 82
5.75 13.19 7.14 8.44
"mischeln"/begging 43 62 46 151
12.36 21.53 13.69 15.53
private support (partner, 92 71 63 226
22. 22 Tabulation of multiple responses
family, friends) 26.44 24.65 18.75 23.25
drug dealing 102 101 90 293
29.31 35.07 26.79 30.14
legal occupation 132 103 117 352
37.93 35.76 34.82 36.21
public support (unemployment 205 172 230 607
insurance, social benefits) 58.91 59.72 68.45 62.45
Total 607 570 584 1761
174.43 197.92 173.81 181.17
Cases 348 288 336 972
Valid cases: 972
Missing cases: 0
It is striking that the drug scene in Bern is quite different from the scenes in the two
other cities. The Bern scene seems to be much more criminal: the measured rates
of theft/robbery, prostitution, and drug dealing are clearly highest. In addition, the
proportion of beggars is highest in the Bern sample. Another substantial difference in
the table is that Zurich has a relatively high rate of drug addicts who live off public
support, whereas the proportion of respondents receiving private support is relatively
low. Possibly, there is a tradeoff between public and private support.
Significance tests
In order to assess whether the observed differences between the cities are significant or
not, we can, for example, conduct an overall Pearson or likelihood-ratio χ2
test which is
based on an expanded table of the frequencies of response “patterns” by cities. Applied
to the above table, the results of the tests are:
. mrtab inco1-inco7, include by(city) nofreq chi2 lrchi2 generate(_inco)
Overall Test(s) of Significance:
Pearson chi2(150) = 210.0806 Pr = 0.001
likelihood-ratio chi2(150) = .
The Pearson χ2
test indicates that the differences are indeed significant (assuming a 5 %
significance level). But what about the likelihood-ratio test? Apparently it could not
be evaluated because of the occurrence of empty cells. The problem is that the test is
based on a variable identifying response “patterns”. In the example above the patterns
variable looks as follows (first six cases only):
. list _incorp in 1/6, clean
_incorp
1. 0000010
2. 0100000
3. 0000010
4. 0100000
5. 0000001
23. Ben Jann 23
6. 1100000
. drop _inco*
That is, a response pattern is a composite string of zeros and ones with ones indicating
a response. For instance, respondent no. 1’s source of income is a legal occupation,
respondent no. 6’s sources are theft and prostitution, etc. As the number of response
categories increases, the number of unique response patterns grows exponentially. In
the present case of seven categories there are 27
= 128 unique patterns. This means that
the table of the patterns variable against the three cities potentially has 128 · 3 = 384
cells. Quite a few observations are needed to fill all these cells. The overall test, thus,
is not very powerful (many degrees of freedom) and is only suited if there are just very
few categories.
A better and probably more informative strategy is to test each row of the table
separately. This can be done using standard χ2
or likelihood-ratio tests for two-way
tables (in fact, each row of a two-way multiple response table is nothing else than a
dense version of a (2 × k)-table of a specific response indicator against the by-variable).
Use mrtab’s mtest option to add a column to the multiple response table reporting the
results of the row-specific tests:
. mrtab inco1-inco7, include sort title(Sources of income) nonames
width(19) by(city) column mtest(bonferroni)
Key
frequency of responses
column percent of cases
City in which the interview was
conducted
Sources of income Basel Bern Zurich Total chi2/p*
housebreaking, 13 23 14 50 6.840
theft, robbery 3.74 7.99 4.17 5.14 0.229
prostitution 20 38 24 82 12.427
5.75 13.19 7.14 8.44 0.014
"mischeln"/begging 43 62 46 151 11.433
12.36 21.53 13.69 15.53 0.023
private support 92 71 63 226 6.111
(partner, family, 26.44 24.65 18.75 23.25 0.330
friends)
drug dealing 102 101 90 293 5.232
29.31 35.07 26.79 30.14 0.512
legal occupation 132 103 117 352 0.751
37.93 35.76 34.82 36.21 1.000
public support 205 172 230 607 7.938
(unemployment 58.91 59.72 68.45 62.45 0.132
24. 24 Tabulation of multiple responses
insurance, social
benefits)
Total 607 570 584 1761
174.43 197.92 173.81 181.17
Cases 348 288 336 972
* Pearson chi2(2) / Bonferroni adjusted p-values
Valid cases: 972
Missing cases: 0
Note that in the example the p-values have been adjusted for the fact that a series
of tests is performed (see, e.g. Wright 1992). There are several adjustment methods
available (bonferoni, holm, sidak; see the online help for mtest for formulas and
further details). The results above indicate that the differences among the three cities
concerning prostitution and begging are significant.
❑ Technical Note
An alternative and more flexible strategy would again be to reshape the data and
apply regression models. Firstly, dummy variables for the different response categories
need to be introduced to the model to account for the different levels of prevalence.
To evaluate the overall significance of the differences among the response distributions
in the three cities, we then include dummy variables for the cities, as well as for all
interactions between cities and response categories, and perform a joint test for all
these parameters:
. preserve
. mrtab inco1-inco7, include nofreq generate(_inco)
. reshape long _inco, i(id) j(R)
(output omitted )
. xi: logit _inco i.R*i.city, cluster(id)
(output omitted )
. unab I : _Icity* _IRX*
. test ‘I’
( 1) _Icity_2 = 0
( 2) _Icity_3 = 0
( 3) _IRXcit_2_2 = 0
( 4) _IRXcit_2_3 = 0
( 5) _IRXcit_3_2 = 0
( 6) _IRXcit_3_3 = 0
( 7) _IRXcit_4_2 = 0
( 8) _IRXcit_4_3 = 0
( 9) _IRXcit_5_2 = 0
(10) _IRXcit_5_3 = 0
(11) _IRXcit_6_2 = 0
(12) _IRXcit_6_3 = 0
(13) _IRXcit_7_2 = 0
(14) _IRXcit_7_3 = 0
chi2( 14) = 43.12
Prob > chi2 = 0.0001
25. Ben Jann 25
. restore
Again, the choice of a specific model is not so critical as long as the specification is correct
and the clustering is accounted for. Very similar results are obtained, for example, using
xtlogit (see [ST] xtlogit):
. quietly xi: xtlogit _inco i.R*i.city, re i(id)
. estimates store A
. quietly xi: xtlogit _inco i.R, re i(id)
. lrtest A
(log-likelihoods of null models cannot be compared)
likelihood-ratio test LR chi2(14) = 49.23
(Assumption: . nested in A) Prob > chi2 = 0.0000
4.3 Graphs
A convenient way to illustrate multiple response distributions are bar charts whereby
the sizes of the bars represent the frequencies of the response categories. For example,
the frequencies of criminal experiences as a victim (see section 4.1) could be plotted as
follows:
. mrgraph bar crime1-crime5, include response(2 3) sort width(15)
title(Criminal experiences (as a victim)) ylabel(,angle(0))
0
50
100
150
frequency
use a weapon
against someone
blackmail sexual
harassment,
rape
robbery
(including drug
theft)
hit someone
Criminal experiences (as a victim)
If the frequencies of two-way multiple response tables be plotted, e.g. criminal expe-
riences by sex, the grouping of the bars becomes relevant. Thus, the by() option of the
mrgraph command comes in different flavors. The default is to group the categories of
the by-variable within the response categories as is illustrated in the following example:
26. 26 Tabulation of multiple responses
. mrgraph bar crime1-crime5, include response(2 3) sort width(15) by(sex)
stat(column) title(Criminal experiences (as a victim))
ylabel(,angle(0)) legend(bmargin(t+1))
0
5
10
15
columnpercent(base:cases)
use a weapon
against someone
blackmail sexual
harassment,
rape
robbery
(including drug
theft)
hit someone
Criminal experiences (as a victim)
female male
The advantage of this illustration is that the differences between the by-groups can be
seen immediately for each response category. However, it might sometimes be preferable
to separate the conditional distributions and thus to group the response categories within
by-categories:
. mrgraph hbar crime1-crime5, include response(2 3) sort by(sex, outboard)
stat(column) title(Criminal experiences (as a victim)) ylabel(,angle(0))
0 5 10 15
column percent (base: cases)
male
female
hit someone
robbery (including drug theft)
sexual harassment, rape
blackmail
use a weapon against someone
hit someone
robbery (including drug theft)
sexual harassment, rape
blackmail
use a weapon against someone
Criminal experiences (as a victim)
It is also possible to completely separate the conditional distributions and display
them as several plots within the same graph. A nice feature of this procedure is that it
27. Ben Jann 27
is possible to sort the separate distributions individually and thus illustrate differences
in the ordering of the frequencies:4
. mrgraph hbar crime1-crime5, include response(2 3) sort(1) width(16)
stat(column) by(sex, separate title(Criminal experiences (as a victim)))
0 5 10 15 0 5 10 15
hit someone
robbery
(including drug
theft)
sexual
harassment, rape
blackmail
use a weapon
against someone
hit someone
robbery
(including drug
theft)
use a weapon
against someone
blackmail
sexual
harassment, rape
female male
column percent (base: cases)
Graphs by sex
Criminal experiences (as a victim)
Last but not least, a very straightforward method to illustrate a two-way multiple
response table is to construct a “table plot” as proposed by Cox (2004) for ordinary
two-way tables:
. mrgraph tab crime1-crime5, include response(2 3) sort width(16)
stat(column) by(sex) rtotal title(Criminal experiences (as a victim))
4Note that it is important to specify sort(1) here to achieve the individual sorting. Specifying the
sort option without argument would sort in order of the unconditional distribution.
28. 28 Tabulation of multiple responses
use a weapon
against someone
blackmail
sexual
harassment, rape
robbery
(including drug
theft)
hit someone
female male Total
maximum: 14.46
column percent (base: cases)
Criminal experiences (as a victim)
❑ Technical Note
The mrgraph command is implemented as a wrapper for mrtab followed by the low-
level utility mrsvmat. The purpose of mrsvmat is to pick up the results calculated by
mrtab and compose a data set representing the results (note that the data in memory
will be lost). It can be helpful to use the mrsvmat command manually to produce
graphs which are not supported by mrgraph. The following piece of output provides an
example:
. mrtab crime1-crime5, include response(2 3) by(sex) nofreq
. preserve
. _mrsvmat, stat(column) ctotal rtotal clear
. list, clean string(20)
R L C1 C2 T
1. crime1 hit someone 14.46281 14.15663 14.23841
2. crime2 use a weapon against.. 1.652893 3.313253 2.869757
3. crime3 sexual harassment, r.. 12.80992 0 3.421633
4. crime4 robbery (including d.. 13.22314 9.939759 10.81678
5. crime5 blackmail 5.785124 2.108434 3.090508
6. T Total 47.93388 29.51807 34.43708
. generate x=_n
. scatter C1 C2 x in 1/5, xtitle(Type of crime) ytitle(Percent)
title(Criminal experiences (as a victim))
29. Ben Jann 29
051015
Percent
1 2 3 4 5
Type of crime
female male
Criminal experiences (as a victim)
Note that the mrsvmat utility can also be useful for exporting the results of mrtab.
For example, use Roger Newson’s listtex command after having applied mrsvmat in
order to create a LATEX table (see Newson 2003).
5 References
Braun, N., B. Nydegger Lory, R. Berger, and C. Zahner. 2001. Illegale M¨arkte f¨ur
Heroin und Kokain. Bern: Haupt.
Cochran, W. G. 1950. The Comparison of Percentages in Matched Samples. Biometrika
37(3/4): 256–266.
Cox, N. J. 2004. Speaking Stata: Graphing categorical and compositional data. The
Stata Journal 4(2): 190–215.
Cox, N. J. and U. Kohler. 2003. Stata FAQ on “Dealing with multiple responses”.
http://www.stata.com/support/faqs/data/multresp.html.
Newson, R. 2003. Confidence intervals and p-values for delivery to the end user. The
Stata Journal 3(3): 245–269.
Wright, S. P. 1992. Adjusted P-Values for Simultaneous Inference. Biometrics 48(4):
1005–1013.
6 Acknowledgements
The mrtab command is coauthored by Hilde Schaeper (HIS Hannover, Germany). I am
greatly indebted to her for starting the project and taking me aboard. I would like to
thank her and her colleagues at HIS for many important suggestions and for debugging.
30. 30 Tabulation of multiple responses
Furthermore, I would like to thank Elisabeth Coutts (ETH Zurich), Jens Lauritsen
and Christian Færgemann (Odense Universitetshospital), Sandro Leidi (University of
Reading), and Eric Zbinden (University of Geneva) for helpful comments and sugges-
tions.
About the Author
Ben Jann (jann@soz.gess.ethz.ch) is research assistant at the Department of Sociology of the
Swiss Federal Institute of Technology Zurich (ETH) and a Ph.D. candidate at the University
of Bern in Switzerland.