When you are working on the Inferential Statistics Paper I want you to format your paper with the following information
I. Introduction – What are inferential statistics and what is the research problem and hypothesis of the article?
II. Methods – Who are the subjects and variables within the article?
III. Results – What is the statistical analysis used, why were these tests chosen? What were the results of these tests and what do they mean?
IV. Discussion – What were the strengths of this article? What would you have done differently in terms of variables and statistical analysis? Why?
V. Conclusion – Reiterate the introduction and include relevant information that answers the questions regarding the hypothesis.
`
Read: Chapter 3 and 4 of Statistics for the Behavioral and Social Sciences.
Participate in One discussion.
Discussion 1 –Standard Normal Distribution– This allows you to look at any data set into the standard distribution form.
Quiz – Hypothesis testing
Submit your Inferential Statics Article Critique – Read Differential Effects of a Body Image Exposure Session on Smoking Urge Between Physically Active and Sedentary Female Smokers. What is the research question and hypothesis? Identify what variables were present, what inferential statistics were used and why, and if proper research methods were used. See grading rubric for full details.
Discussion Post Expectations:
Your initial post (your answer) is due by Day 3 (Thursday) of this week for Discussion 1.
When grading the Standard Normative Distribution discussion I will be looking for your answer to contain:
Week 2 Discussion 1 Board Rubric
Earned
Weight
Content Criteria
0.5
Student identifies and defines what Standard Normative Distribution (SND) is.
Student explains why it is needed to use a SND to compare two data sets.
0.5
Student identifies the purpose of a z-score in a SND.
0.5
Student identifies the purpose of a percentage in a SND.
0.25
Student explains whether a z-score or a percentage does a better job of identifying proportion of a SND.
0.25
The student responds to at least two classmates’ initial posts by Day 7.
1
Student uses correct spelling, grammar and sentence structure.
2
5
Grading - The discussions are both worth a total of 5 points. The breakdown of the grading for this week’s assignment (per discussion assignment) will be as follows:
Posting your answer by the due date (Day 3, Thursday) is worth 4 points. These five points will be based on the information outlined within the Discussion Assignment Expectations. Content will be worth 2 points and format; spelling and grammar will be worth 2 points.
Responding to two of your classmates (for each assignment) is worth 1 point. The answers must be substantive and go beyond “I agree” or “Good job” to qualify for this point.
Intellectual Elaboration:
In Wee.
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 ...
P
A
G
E
5
Ryerson University
Daphne Cockwell School of Nursing
CNUR 860 WINTER 2022 Major Statistics Week 10
Course Leader Dr Elaine Santa Mina
This assignment is worth 30 marks
THE QUESTIONS ON THIS ASSIGNMENT ARE Three (3) PAGES IN LENGTH
There is no page limit to your paper.
This assignment accompanies the RNAO Best Practice Guideline:
Registered Nurses’ Association of Ontario (2005). Nursing Care of Dyspnea: The 6th
Vital Sign in Individuals with Chronic Obstructive Pulmonary Disease (COPD). Toronto,
Canada: Registered Nurses’ Association of Ontario.
Prepare your assignment as per APA 5th format, inclusive of a title page, pages
numbered, double spaced , reference page etc. DO NOT RECOPY Question format and
DO NOT INSERT ANSWERS IN POINT FORM; Reference your Salkind text
appropriately
Grading: Assignments completed in point form will NOT be accepted for grading.
This is an individual assignment, not a group assignment, see course syllabus
directions to not share files, papers, or any part of your assignment with another
student, as that constitutes academic misconduct.
Answer each research question separately…do not combine answers across questions.
There will be a 5 mark deduction, if APA format for a scholarly paper is not followed,
and/ or if responses to questions are combined.
Please remember: If you decide a pearson r is required in the hypothesis test, on
your output the correct significance in the correlation to interpret is the significance for
the p value beside the independent variable. The written excel directions are correct.
There is an error in the captivate lab which incorrectly indicates that you are to use the p
value for the intercept
Use the CNUR 860 Major STATS assignment database and study abstract for this
assignment. For the following three research scenarios, answer the research questions by
conducting the requested analyses. Each question is worth a total of 10 marks for a total
of 30 marks for this assignment. The distribution of marks is similar to the distribution
on your mini stats assignments.
FOR EACH RESEARCH QUESTION CONDUCT ALL RELEVANT:
a) descriptive stats = 4 marks (2 marks per variable) Conduct the appropriate
descriptive statistical analyses to answer this research question. Include in the descriptive
analyses, all outputs, (include graphs: histograms/bar graphs, for the descriptives, if you think they are
helpful in the presentation of your answer) with legends as required and discuss findings of
descriptives
b) inferential = 4 marks, Include each step of the hypothesis test.
P
A
G
E
5
Correct null and research hypotheses = .25
No grade is given for identification of target population, sample population or IV and DV
and level of measure, (grades for IV and DV are included in descriptives), but if omitted,
there will be a deduction of .1 for each omission
No grade is given for level ...
Week 6 DQ1. What is your research questionIs there a differen.docxcockekeshia
Week 6 DQ
1. What is your research question?
Is there a difference between the math utility of a male and a female?
2. What is the null hypothesis for your question?
Hn There is no difference in the math utility between male and female.
Alternative hypotheses can also be created in the case the null hypothesis is proven incorrect. Two alternative hypotheses are:
Ha1 Feales have a higher math utility.
Ha2 Males have a higher math utility.
3. What research design would align with this question?
According to Frankfort-Nachmias and Leon-Guerrero (2015) a descriptive research design would be best for this type of study.
4. What comparison of means test was used to answer the question (be sure to defend the use of the test using the article you found in your search)?
The independent-samples T test was used to analyze the means for this data.
5. What dependent variable was used and how is it measured?
The dependent variable is the student’s math utility. It is measured from -3.51 to 1.31(University high school longitudinal study dataset. (2009).
6. What independent variable is used and how is it measured?
Either male (1) of female (2) (University high school longitudinal study dataset. (2009).
7. If you found significance, what is the strength of the effect?
The significance was 0.0000. This is much better than the standard of .05 significance as outlined by Frankfort-Nachmias and Leon-Guerrero (2015).
8. Identify your research question and explain your results for a lay audience, what is the answer to your research question?
My research question was “Is there a difference between the math utility of a male and a female?” Based on the analysis of the means (or average) through testing using the independent-samples T test there was no measurable difference between the math utility of male or females. This leads us to accept the null hypothesis of “There is no difference in the math utility between male and female” as true.
Group Statistics
T1 Student's sex
N
Mean
Std. Deviation
Std. Error Mean
T1 Scale of student's mathematics utility
Male
9453
.0140
1.01962
.01049
Female
9349
-.0481
.97291
.01006
Independent Samples Test
Levene's Test for Equality of Variances
t-test for Equality of Means
F
Sig.
t
df
Sig. (2-tailed)
Mean Difference
Std. Error Difference
95% Confidence Interval of the Difference
Lower
Upper
T1 Scale of student's mathematics utility
Equal variances assumed
17.400
.000
4.276
18800
.000
.06216
.01454
.03367
.09066
Equal variances not assumed
4.277
18775.932
.000
.06216
.01453
.03367
.09065
University high school longitudinal study dataset. (2009).
References
Frankfort-Nachmias, C., & Leon-Guerrero, A. (2015). Social statistics for a diverse society (7th ed.). Thousand Oaks, CA: Sage Publications.
University high school longitudinal study dataset. (2009). Retrieved from class.waldenu.edu
The t Test for Related Samples
The t Test for Related Samples
Program Transcript
MAT.
Need a nonplagiarised paper and a form completed by 1006015 before.docxlea6nklmattu
Need a nonplagiarised paper and a form completed by 10/06/015 before 7:00pm. I have attached the documents along the rubics that must be followed.
Coyne and Messina Articles, Part 2 Statistical Assessment
Details:
1) Write a paper of 1,000-1,250 words regarding the statistical significance of outcomes as presented in Messina's, et al. article "The Relationship between Patient Satisfaction and Inpatient Admissions Across Teaching and Nonteaching Hospitals."
2) Assess the appropriateness of the statistics used by referring to the chart presented in the Module 4 lecture and the resource "Statistical Assessment."
3) Discuss the value of statistical significance vs. pragmatic usefulness.
4) Prepare this assignment according to the APA guidelines found in the APA Style Guide located in the Student Success Center. An abstract is not required.
5) This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Statistics: What you Need to Know
Introduction
Often, when people begin a statistics course, they worry about doing advanced mathematics or their math phobias kick in. Understanding that statistics as addressed in this course is not a math course at all is important. The only math you will do is addition, subtraction, multiplication, and division. In these days of computer capability, you generally don't even have to do that much, since Excel is set up to do basic statistics for you. The key elements for the student in this course is to understand the various types of statistics, what their requirements are, what they do, and how you can use and interpret the results. Referring back to the basic components of a valid research study, which statistic a researcher uses depends on several things:
·
The research question itself
·
The sample size
·
The type of data you have collected
·
The type of statistic called for by the design
All quantitative studies require a data set. Qualitative studies may use a data set or may use observations with no numerical data at all. For the purposes of the next modules, our focus will be on quantitative studies.
Types of Statistics
There are several types of statistics available to the researcher. Descriptive statistics provide a basic description of the data set. This includes the measures of central tendency: means, medians, and modes, and the measures of dispersion, including variances and standard deviations. Descriptive statistics also include the sample size, or "N", and the frequency with which each data point occurs in the data set.
Inferential statistics allow the researcher to make predictions, estimations, and generalizations about the data set, the sample, and the population from which the sample was drawn. They allow you to draw inferences, generaliza.
BUS 308 Week 3 Lecture 1 Examining Differences - Continued.docxcurwenmichaela
BUS 308 Week 3 Lecture 1
Examining Differences - Continued
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. Issues around multiple testing
2. The basics of the Analysis of Variance test
3. Determining significant differences between group means
4. The basics of the Chi Square Distribution.
Overview
Last week, we found out ways to examine differences between a measure taken on two
groups (two-sample test situation) as well as comparing that measure to a standard (a one-sample
test situation). We looked at the F test which let us test for variance equality. We also looked at
the t-test which focused on testing for mean equality. We noted that the t-test had three distinct
versions, one for groups that had equal variances, one for groups that had unequal variances, and
one for data that was paired (two measures on the same subject, such as salary and midpoint for
each employee). We also looked at how the 2-sample unequal t-test could be used to use Excel
to perform a one-sample mean test against a standard or constant value. This week we expand
our tool kit to let us compare multiple groups for similar mean values.
A second tool will let us look at how data values are distributed – if graphed, would they
look the same? Different shapes or patterns often means the data sets differ in significant ways
that can help explain results.
Multiple Groups
As interesting as comparing two groups is, often it is a bit limiting as to what it tells us.
One obvious issue that we are missing in the comparisons made last week was equal work. This
idea is still somewhat hard to get a clear handle on. Typically, as we look at this issue, questions
arise about things such as performance appraisal ratings, education distribution, seniority impact,
etc.
Some of these can be tested with the tools introduced last week. We can see, for
example, if the performance rating average is the same for each gender. What we couldn’t do, at
this point however, is see if performance ratings differ by grade, do the more senior workers
perform relatively better? Is there a difference between ratings for each gender by grade level?
The same questions can be asked about seniority impact. This week will give us tools to expand
how we look at the clues hidden within the data set about equal pay for equal work.
ANOVA
So, let’s start taking a look at these questions. The first tool for this week is the Analysis
of Variance – ANOVA for short. ANOVA is often confusing for students; it says it analyzes
variance (which it does) but the purpose of an ANOVA test is to determine if the means of
different groups are the same! Now, so far, we have considered means and variance to be two
distinct characteristics of data sets; characteristics that are not related, yet here we are saying that
looking at one will give us insight into the other.
The reason is due to the way the variance is an.
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 ...
P
A
G
E
5
Ryerson University
Daphne Cockwell School of Nursing
CNUR 860 WINTER 2022 Major Statistics Week 10
Course Leader Dr Elaine Santa Mina
This assignment is worth 30 marks
THE QUESTIONS ON THIS ASSIGNMENT ARE Three (3) PAGES IN LENGTH
There is no page limit to your paper.
This assignment accompanies the RNAO Best Practice Guideline:
Registered Nurses’ Association of Ontario (2005). Nursing Care of Dyspnea: The 6th
Vital Sign in Individuals with Chronic Obstructive Pulmonary Disease (COPD). Toronto,
Canada: Registered Nurses’ Association of Ontario.
Prepare your assignment as per APA 5th format, inclusive of a title page, pages
numbered, double spaced , reference page etc. DO NOT RECOPY Question format and
DO NOT INSERT ANSWERS IN POINT FORM; Reference your Salkind text
appropriately
Grading: Assignments completed in point form will NOT be accepted for grading.
This is an individual assignment, not a group assignment, see course syllabus
directions to not share files, papers, or any part of your assignment with another
student, as that constitutes academic misconduct.
Answer each research question separately…do not combine answers across questions.
There will be a 5 mark deduction, if APA format for a scholarly paper is not followed,
and/ or if responses to questions are combined.
Please remember: If you decide a pearson r is required in the hypothesis test, on
your output the correct significance in the correlation to interpret is the significance for
the p value beside the independent variable. The written excel directions are correct.
There is an error in the captivate lab which incorrectly indicates that you are to use the p
value for the intercept
Use the CNUR 860 Major STATS assignment database and study abstract for this
assignment. For the following three research scenarios, answer the research questions by
conducting the requested analyses. Each question is worth a total of 10 marks for a total
of 30 marks for this assignment. The distribution of marks is similar to the distribution
on your mini stats assignments.
FOR EACH RESEARCH QUESTION CONDUCT ALL RELEVANT:
a) descriptive stats = 4 marks (2 marks per variable) Conduct the appropriate
descriptive statistical analyses to answer this research question. Include in the descriptive
analyses, all outputs, (include graphs: histograms/bar graphs, for the descriptives, if you think they are
helpful in the presentation of your answer) with legends as required and discuss findings of
descriptives
b) inferential = 4 marks, Include each step of the hypothesis test.
P
A
G
E
5
Correct null and research hypotheses = .25
No grade is given for identification of target population, sample population or IV and DV
and level of measure, (grades for IV and DV are included in descriptives), but if omitted,
there will be a deduction of .1 for each omission
No grade is given for level ...
Week 6 DQ1. What is your research questionIs there a differen.docxcockekeshia
Week 6 DQ
1. What is your research question?
Is there a difference between the math utility of a male and a female?
2. What is the null hypothesis for your question?
Hn There is no difference in the math utility between male and female.
Alternative hypotheses can also be created in the case the null hypothesis is proven incorrect. Two alternative hypotheses are:
Ha1 Feales have a higher math utility.
Ha2 Males have a higher math utility.
3. What research design would align with this question?
According to Frankfort-Nachmias and Leon-Guerrero (2015) a descriptive research design would be best for this type of study.
4. What comparison of means test was used to answer the question (be sure to defend the use of the test using the article you found in your search)?
The independent-samples T test was used to analyze the means for this data.
5. What dependent variable was used and how is it measured?
The dependent variable is the student’s math utility. It is measured from -3.51 to 1.31(University high school longitudinal study dataset. (2009).
6. What independent variable is used and how is it measured?
Either male (1) of female (2) (University high school longitudinal study dataset. (2009).
7. If you found significance, what is the strength of the effect?
The significance was 0.0000. This is much better than the standard of .05 significance as outlined by Frankfort-Nachmias and Leon-Guerrero (2015).
8. Identify your research question and explain your results for a lay audience, what is the answer to your research question?
My research question was “Is there a difference between the math utility of a male and a female?” Based on the analysis of the means (or average) through testing using the independent-samples T test there was no measurable difference between the math utility of male or females. This leads us to accept the null hypothesis of “There is no difference in the math utility between male and female” as true.
Group Statistics
T1 Student's sex
N
Mean
Std. Deviation
Std. Error Mean
T1 Scale of student's mathematics utility
Male
9453
.0140
1.01962
.01049
Female
9349
-.0481
.97291
.01006
Independent Samples Test
Levene's Test for Equality of Variances
t-test for Equality of Means
F
Sig.
t
df
Sig. (2-tailed)
Mean Difference
Std. Error Difference
95% Confidence Interval of the Difference
Lower
Upper
T1 Scale of student's mathematics utility
Equal variances assumed
17.400
.000
4.276
18800
.000
.06216
.01454
.03367
.09066
Equal variances not assumed
4.277
18775.932
.000
.06216
.01453
.03367
.09065
University high school longitudinal study dataset. (2009).
References
Frankfort-Nachmias, C., & Leon-Guerrero, A. (2015). Social statistics for a diverse society (7th ed.). Thousand Oaks, CA: Sage Publications.
University high school longitudinal study dataset. (2009). Retrieved from class.waldenu.edu
The t Test for Related Samples
The t Test for Related Samples
Program Transcript
MAT.
Need a nonplagiarised paper and a form completed by 1006015 before.docxlea6nklmattu
Need a nonplagiarised paper and a form completed by 10/06/015 before 7:00pm. I have attached the documents along the rubics that must be followed.
Coyne and Messina Articles, Part 2 Statistical Assessment
Details:
1) Write a paper of 1,000-1,250 words regarding the statistical significance of outcomes as presented in Messina's, et al. article "The Relationship between Patient Satisfaction and Inpatient Admissions Across Teaching and Nonteaching Hospitals."
2) Assess the appropriateness of the statistics used by referring to the chart presented in the Module 4 lecture and the resource "Statistical Assessment."
3) Discuss the value of statistical significance vs. pragmatic usefulness.
4) Prepare this assignment according to the APA guidelines found in the APA Style Guide located in the Student Success Center. An abstract is not required.
5) This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Statistics: What you Need to Know
Introduction
Often, when people begin a statistics course, they worry about doing advanced mathematics or their math phobias kick in. Understanding that statistics as addressed in this course is not a math course at all is important. The only math you will do is addition, subtraction, multiplication, and division. In these days of computer capability, you generally don't even have to do that much, since Excel is set up to do basic statistics for you. The key elements for the student in this course is to understand the various types of statistics, what their requirements are, what they do, and how you can use and interpret the results. Referring back to the basic components of a valid research study, which statistic a researcher uses depends on several things:
·
The research question itself
·
The sample size
·
The type of data you have collected
·
The type of statistic called for by the design
All quantitative studies require a data set. Qualitative studies may use a data set or may use observations with no numerical data at all. For the purposes of the next modules, our focus will be on quantitative studies.
Types of Statistics
There are several types of statistics available to the researcher. Descriptive statistics provide a basic description of the data set. This includes the measures of central tendency: means, medians, and modes, and the measures of dispersion, including variances and standard deviations. Descriptive statistics also include the sample size, or "N", and the frequency with which each data point occurs in the data set.
Inferential statistics allow the researcher to make predictions, estimations, and generalizations about the data set, the sample, and the population from which the sample was drawn. They allow you to draw inferences, generaliza.
BUS 308 Week 3 Lecture 1 Examining Differences - Continued.docxcurwenmichaela
BUS 308 Week 3 Lecture 1
Examining Differences - Continued
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. Issues around multiple testing
2. The basics of the Analysis of Variance test
3. Determining significant differences between group means
4. The basics of the Chi Square Distribution.
Overview
Last week, we found out ways to examine differences between a measure taken on two
groups (two-sample test situation) as well as comparing that measure to a standard (a one-sample
test situation). We looked at the F test which let us test for variance equality. We also looked at
the t-test which focused on testing for mean equality. We noted that the t-test had three distinct
versions, one for groups that had equal variances, one for groups that had unequal variances, and
one for data that was paired (two measures on the same subject, such as salary and midpoint for
each employee). We also looked at how the 2-sample unequal t-test could be used to use Excel
to perform a one-sample mean test against a standard or constant value. This week we expand
our tool kit to let us compare multiple groups for similar mean values.
A second tool will let us look at how data values are distributed – if graphed, would they
look the same? Different shapes or patterns often means the data sets differ in significant ways
that can help explain results.
Multiple Groups
As interesting as comparing two groups is, often it is a bit limiting as to what it tells us.
One obvious issue that we are missing in the comparisons made last week was equal work. This
idea is still somewhat hard to get a clear handle on. Typically, as we look at this issue, questions
arise about things such as performance appraisal ratings, education distribution, seniority impact,
etc.
Some of these can be tested with the tools introduced last week. We can see, for
example, if the performance rating average is the same for each gender. What we couldn’t do, at
this point however, is see if performance ratings differ by grade, do the more senior workers
perform relatively better? Is there a difference between ratings for each gender by grade level?
The same questions can be asked about seniority impact. This week will give us tools to expand
how we look at the clues hidden within the data set about equal pay for equal work.
ANOVA
So, let’s start taking a look at these questions. The first tool for this week is the Analysis
of Variance – ANOVA for short. ANOVA is often confusing for students; it says it analyzes
variance (which it does) but the purpose of an ANOVA test is to determine if the means of
different groups are the same! Now, so far, we have considered means and variance to be two
distinct characteristics of data sets; characteristics that are not related, yet here we are saying that
looking at one will give us insight into the other.
The reason is due to the way the variance is an.
QUESTION 1Question 1 Describe the purpose of ecumenical servic.docxmakdul
QUESTION 1:
Question 1: Describe the purpose of ecumenical services and interfaith initiatives.
What importance, if any, does dialogue between the various faith traditions have?
QUESTION 2:
Syncretism is defined in the textbook as a combination of normally differing beliefs.
This can mean the combination of religious beliefs or the combination of religious
and cultural beliefs. Give two examples of religions, denominations, or sects that
are either syncretistic as a whole, or have some syncretistic practices.
(One example might be Benedicaria—the use of folk traditions in healing by Italian Catholics.)
Your response should be at least 150 words in length.
Both of these questions are worth 50 points!!
I will pay you 15.00 dollars for both questions answered on 1 handshake. Please let
Me know how much my down payment is. I need them answered by 24 march 2016.
Fundamentals of Samples, and Nominal and Ordinal Statistics
Introduction
This module explores the concept of normal distribution and the role it plays in facilitating the ability to generalize and apply research results from samples to populations. We also learn the basics of measures of central tendency and of dispersion as techniques to describe a sample and how to use them in reviewing a research study. Finally, we look at two popular non-parametric statistics analyses that can be used by health care administrators to examine relationships between variables: the Chi-Square Analysis and the Spearman Rank Order Correlation Coefficient.
Concept of the Normal Distribution
The normal distribution is a fundamental concept in statistics. It helps in understanding samples and their relationship to the larger population. The normal distribution is also known as the Bell Curve. It is based on the premise that the bulk of a sample's data set will cluster around the midpoint or center and will drop down to smaller levels as one moves further towards the left and right ends of the curve (see below). The normal distribution requires a larger sample size since the larger the sample, the closer the distribution of the sample approaches true normal.
It is important to recognize the role of the normal distribution as a mathematical model for errors occurring by chance. It also provides a way to describe a sample variable based on measurements of the sample, and to compare it to other samples.
The Bell Curve's Significance
One of the goals of good evidence-based practice is to implement practices that bring better outcomes to patients as a whole (the population). To do this, you need to know how the sample matches the population. In most cases, the larger population will not be available to measure, but we know that the larger a data set is, the more likely it is to be in the form of a normal distribution. This is the basic argument for using the largest feasible numbers of subject in the sample.
Characteristics of a Sample
The characteristics of a sample are described by measuring i ...
Statistics What you Need to KnowIntroductionOften, when peop.docxdessiechisomjj4
Statistics: What you Need to Know
Introduction
Often, when people begin a statistics course, they worry about doing advanced mathematics or their math phobias kick in. Understanding that statistics as addressed in this course is not a math course at all is important. The only math you will do is addition, subtraction, multiplication, and division. In these days of computer capability, you generally don't even have to do that much, since Excel is set up to do basic statistics for you. The key elements for the student in this course is to understand the various types of statistics, what their requirements are, what they do, and how you can use and interpret the results. Referring back to the basic components of a valid research study, which statistic a researcher uses depends on several things:
The research question itself
The sample size
The type of data you have collected
The type of statistic called for by the design
All quantitative studies require a data set. Qualitative studies may use a data set or may use observations with no numerical data at all. For the purposes of the next modules, our focus will be on quantitative studies.
Types of Statistics
There are several types of statistics available to the researcher. Descriptive statistics provide a basic description of the data set. This includes the measures of central tendency: means, medians, and modes, and the measures of dispersion, including variances and standard deviations. Descriptive statistics also include the sample size, or "N", and the frequency with which each data point occurs in the data set.
Inferential statistics allow the researcher to make predictions, estimations, and generalizations about the data set, the sample, and the population from which the sample was drawn. They allow you to draw inferences, generalizations, and possibilities regarding the relationship between the independent variable and the dependent variable to indicate how those inferences answer the research question. Researchers can make predictions and estimations about how the results will fit the overall population. Statistics can also be described in terms of the types of data they can analyze. Non-parametric statistics can be used with nominal or ordinal data, while parametric statistics can be used with interval and ratio data types.
Types of Data
There are four types of data that a researcher may collect.
Nominal Data Sets
The Nominal data set includes simple classifications of data into categories which are all of equal weight and value. Examples of categories that are equal to each other include gender (male, female), state of birth (Arizona, Wyoming, etc.), membership in a group (yes, no). Each of these categories is equivalent to the other, without value judgments.
Ordinal Data Sets
Ordinal data sets also have data classified into categories, but these categories have some form or order or ranking attached, often of some sort of value / val.
statistics/cf_choose_a_statistical_test (1) (1).pptx
Independent Variable [IV]
(number of groups)Dependent Variable [DV]
(measurement level) Two Groups
Three + Groups
Independent
(“unpaired”)Dependent
(“paired”)Independent
(“unpaired”)
Dependent
(“paired”)
CategoricalNon-parametric TestsChi-squareMcNemar’sChi-square
Cochran’s QOrdinal Mann-Whitney UWilcoxon Signed ranksKruskal Wallis HFriedman’sInterval / Ratio
(continuous)Parametric TestsIndependent
t-testDependent
t-testANOVARM-ANOVA
“What is the effect of TREATMENT (IV) on our OUTCOME (DV) of interest?”
Example: TREATMENT independent groups (placebo versus drug), OUTCOME interval/ratio (blood pressure)
Example: TREATMENT dependent group (pre/post yoga therapy), OUTCOME ordinal (back pain levels)
Example: TREATMENT independent 3+ groups (yoga therapy, none, aerobics), OUTCOME categorical (pass/fail of driving test)CorrelationsPhi coefficientSpearman’s rhoPearson’s r
Independent Variable
(number of groups)Dependent Variable (measurement level) Two Groups
Three + Groups
Independent
(“unpaired”)Dependent
(“paired”)Independent
(“unpaired”)
Dependent
(“paired”)
CategoricalNon-parametric TestsChi-squareMcNemar’sChi-square
Cochran’s QOrdinal Mann-Whitney UWilcoxon Signed ranksKruskal Wallis HFriedman’sInterval / Ratio
(continuous)Parametric TestsIndependent
t-testDependent
t-testANOVARM-ANOVA
STEP #1
Check what measurement level your DV is.
STEP #2
Choose the column related to the number Groups in your study.
STEP #3
Choose the column where intervention groups are either “paired” or “unpaired.”
STEP #4
Match your column with the row to find which test
to run.
STEP #1
Look at your Dependent Variable or outcome.
The data that we are looking at here is from the instruments you used to measure the effect of your intervention. Maybe you chose to measure stress with a commonly used psychological questionnaire or maybe you measured cholesterol levels or test scores.
What is its measurement level?
Categorical (such as yes or no; dead or alive; pass or fail).
Ordinal (such as health status – poor, average, excellent).
Interval ratio (for instance blood pressure, cholesterol level, rates of infection, or workplace satisfaction scores on a scale of 0-100).
STEP #2
Next you will look for the column that corresponds to the number of groups you have for your Independent Variable (also called experimental or predictor variable).
Remember, the independent variable is the thing in your study that was controlled by you (such as a medical intervention, or training initiative, or implementation of a modified protocol) for the purpose of making a change on some outcome in the population you are studying.
So…how many groups were involved in this intervention?
For example, if you were testing the effect of an evidence-based training initiative on employee workplace satisfaction or happiness, you might be interested in comparing the training initiative in one group to no training in another group..
WEEK 5 – EXERCISES Enter your answers in the spaces pr.docxpaynetawnya
WEEK 5 – EXERCISES
Enter your answers in the spaces provided. Save the file using your last name as the beginning of the file name (e.g., ruf_week5_exercises) and submit via “Assignments.” When appropriate,
show your work
. You can do the work by hand, scan/take a digital picture, and attach that file with your work.
For the following question(s): A school counselor tests the level of depression in fourth graders in a particular class of 20 students. The counselor wants to know whether the kind of students in this class differs from that of fourth graders in general at her school. On the test, a score of 10 indicates severe depression, while a score of 0 indicates no depression. From reports, she is able to find out about past testing. Fourth graders at her school usually score 5 on the scale, but the variation is not known. Her sample of 20 fifth graders has a mean depression score of 4.4. Use the .01 level of significance.
1.
The counselor calculates the unbiased estimate of the population’s variance to be 15. What is the variance of the distribution of means?
A)
15/20 = 0.75
B)
15/19 = 0.79
C)
15
2
/20 = 11.25
D)
15
2
/19 = 11.84
2.
Suppose the counselor tested the null hypothesis that fourth graders in this class were
less
depressed than those at the school generally. She figures her
t
score to be
-
.20. What decision should she make regarding the null hypothesis?
A)
Reject it
B)
Fail to reject it
C)
Postpone any decisions until a more conclusive study could be conducted
D)
There is not enough information given to make a decision
3.
Suppose the standard deviation she figures (the square root of the unbiased estimate of the population variance) is .85. What is the effect size?
A)
5/.85 = 5.88
B)
.85/5 = .17
C)
(5
-
4.4)/.85 = .71
D)
.85/(5
-
4.4) = 1.42
For the following question(s): Professor Juarez thinks the students in her statistics class this term are more creative than most students at this university. A previous study found that students at this university had a mean score of 35 on a standard creativity test. Professor Juarez finds that her class scores an average of 40 on this scale, with an estimated population standard deviation of 7. The standard deviation of the distribution of means comes out to 1.63.
4.
What is the
t
score?
A)
(40
-
35)/7 = .71
B)
(40
-
35)/1.63 = 3.07
C)
(40
-
35)/7
2
= 5/49 = .10
D)
(40
-
35)/1.63
2
= 5/2.66 = 1.88
5.
What effect size did Professor Juarez find?
A)
(40
-
35)/7 = .71
B)
(40
-
35)/1.63 = 3.07
C)
(40
-
35)/7
2
= 5/49 = .10
D)
(40
-
35)/1.63
2
= 5/2.66 = 1.88
6.
If Professor Juarez had 30 students in her class, and she wanted to test her hypothesis using the 5% level of significance, what cutoff
t
score would she use? (You should be able to figure this out without a table because only one answer is in the correct region.)
A)
304.11
B)
1.699.
CHAPTER 8 QUANTITATIVE METHODSWe turn now from the introductioJinElias52
CHAPTER 8 QUANTITATIVE METHODS
We turn now from the introduction, the purpose, and the questions and hypotheses to the method section of a proposal. This chapter presents essential steps in designing quantitative methods for a research proposal or study, with specific focus on survey and experimental designs. These designs reflect postpositivist philosophical assumptions, as discussed in Chapter 1. For example, determinism suggests that examining the relationships between and among variables is central to answering questions and hypotheses through surveys and experiments. In one case, a researcher might be interested in evaluating whether playing violent video games is associated with higher rates of playground aggression in kids, which is a correlational hypothesis that could be evaluated in a survey design. In another case, a researcher might be interested in evaluating whether violent video game playing causes aggressive behavior, which is a causal hypothesis that is best evaluated by a true experiment. In each case, these quantitative approaches focus on carefully measuring (or experimentally manipulating) a parsimonious set of variables to answer theory-guided research questions and hypotheses. In this chapter, the focus is on the essential components of a method section in proposals for a survey or experimental study.
DEFINING SURVEYS AND EXPERIMENTS
A survey design provides a quantitative description of trends, attitudes, and opinions of a population, or tests for associations among variables of a population, by studying a sample of that population. Survey designs help researchers answer three types of questions: (a) descriptive questions (e.g., What percentage of practicing nurses support the provision of hospital abortion services?); (b) questions about the relationships between variables (e.g., Is there a positive association between endorsement of hospital abortion services and support for implementing hospice care among nurses?); or in cases where a survey design is repeated over time in a longitudinal study; (c) questions about predictive relationships between variables over time (e.g., Does Time 1 endorsement of support for hospital abortion services predict greater Time 2 burnout in nurses?).
An experimental design systematically manipulates one or more variables in order to evaluate how this manipulation impacts an outcome (or outcomes) of interest. Importantly, an experiment isolates the effects of this manipulation by holding all other variables constant. When one group receives a treatment and the other group does not (which is a manipulated variable of interest), the experimenter can isolate whether the treatment and not other factors influence the outcome. For example, a sample of nurses could be randomly assigned to a 3-week expressive writing program (where they write about their deepest thoughts and feelings) or a matched 3-week control writing program (writing about the facts of their daily morning routine) to eval ...
#06198 Topic PSY 325 Statistics for the Behavioral & Social Scien.docxAASTHA76
#06198 Topic: PSY 325 Statistics for the Behavioral & Social Sciences
Number of Pages: 3 (Double Spaced)
Number of sources: 10
Writing Style: APA
Type of document: Other (Not listed)
Academic Level:Undergraduate
Category: Physics
Language Style: English (U.S.)
Order Instructions: ATTACHEDS
follow the requirements as answer the questions and one of them is to answer instead.
Basically is to make comments in each of the person names and make some questions as the requirements acquire as I copy and paste in the first page.
I don't really have much time for this assignment because is due tomorrow as you can I have no time remaining because I already use my accommodations because I was sick.
Please like the time I play because otherwise, I will get 0 grade which I don't want it. we had this problem in the past.
Thank you for your understanding
Guided Response: Review several of your classmates’ posts. Provide a substantive response to at least three of your peers, and respond to comments on your post. Do you agree with your classmate’s selection of the best value based upon their data? What suggestions might you make for other options? Explain your suggestions citing relevant information from the article and/or your text. Cite your sources in APA format as outlined in the Ashford Writing Center. FOLLOWW THE REQUIREMENTS AS NEEDED. ALL IS TO MAKE COMMENTS AND QUESTIONS. UNDER THE ANGELA ONLY NEED TO ANSWER INSTEAD ASK QUESTION.
1) Esther Landsberg
· Begin your discussion by reporting your results for each of the values listed above.
My data points were 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, and 20.
Mean: 10.5
Standard error: 1.32287566
Median: 10.5
Mode: no mode
Standard deviation: 5.91607978
Sample variance: 35
Kurtosis: 1.70428571
Skewness: 0
Range: 19
Minimum: 1
Maximum: 20
Sum: 210
Count: 20
· Based on this output, which single value best describes this set of data and why?
Based on this output, I would say that the single value that best describes this set of data would be the mean because it tells us the average of the data points.
· If you could pick three of these values instead of only one, which three would you choose and why?
If I could pick three values, I would say the mean, standard deviation, and sample variance would best describe the set of data. The mean because it tells us the average, sample deviation because it tells us how close to the average or spread out the numbers actually are, and sample variance because it helps to estimate unbiasedly.
ANSWER THE QUESTIONS AND MAKE COMMENTS AS FOLLOWING THE REQUIREMENTS ABOVE.
2) Brenda Kyle
Brenda Kyle
PSY 325 Statistics for the Behavioral & Social Sciences
Instructor: Nikola Lucas
Week 1-Discussion
June 4, 2019
At first, I had chosen number 1 through 20 but then seen another classmate had the same thing so had to change it. The chosen numbers are 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110, 120, 130, 140, 15.
3Type your name hereType your three-letter and -number cours.docxlorainedeserre
3
Type your name here
Type your three-letter and -number course code here
The date goes here
Type instructor’s name here
Your Title Goes Here
This is an electronic template for papers written in GCU style. The purpose of the template is to help you follow the basic writing expectations for beginning your coursework at GCU. Margins are set at 1 inch for top, bottom, left, and right. The first line of each paragraph is indented a half inch (0.5"). The line spacing is double throughout the paper, even on the reference page. One space after punctuation is used at the end of a sentence. The font style used in this template is Times New Roman. The font size is 12 point. When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The formatting should stay the same. If you have any questions, please consult with your instructor.
Citations are used to reference material from another source. When paraphrasing material from another source (such as a book, journal, website), include the author’s last name and the publication year in parentheses.When directly quoting material word-for-word from another source, use quotation marks and include the page number after the author’s last name and year.
Using citations to give credit to others whose ideas or words you have used is an essential requirement to avoid issues of plagiarism. Just as you would never steal someone else’s car, you should not steal his or her words either. To avoid potential problems, always be sure to cite your sources. Cite by referring to the author’s last name, the year of publication in parentheses at the end of the sentence, such as (George & Mallery, 2016), and page numbers if you are using word-for-word materials. For example, “The developments of the World War II years firmly established the probability sample survey as a tool for describing population characteristics, beliefs, and attitudes” (Heeringa, West, & Berglund, 2017, p. 3).
The reference list should appear at the end of a paper (see the next page). It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below; this page includes examples (George & Mallery, 2016; Heeringa et al., 2017; Smith et al., 2018; “USA swimming,” 2018; Yu, Johnson, Deutsch, & Varga, 2018) of how to format different reference types (e.g., books, journal articles, and a website). For additional examples, see the GCU Style Guide.
References
George, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference. New York, NY: Routledge.
Heeringa, S. G., West, B. T., & Berglund, P. A. (2017). Applied survey data analysis (2nd ed.). New York, NY: Chapman & Hall/CRC Press.
Smith, P. D., Martin, B., Chewning, B., ...
Conducting a 3-Way ANOVAWhy ANOVA can be used to handle mult.docxmaxinesmith73660
Conducting a 3-Way ANOVA
Why? ANOVA can be used to handle multiple independent variables and we need to know how this works in a factorial ANOVA design with 2 or more independent variables. This includes the very valuable process of understanding interaction effects.
Assignment
As a reading specialist, and based on your literature review, you hypothesize that a student’s performance (score) on a reading task may be predicted by the difficulty of the reading passage (0=easy, 1=difficult), length of the passage (0=short, 1=long), and the gender of the student (0=female, 1=male).
Run a 3-way factorial ANOVA in SPSS. Be sure to create your syntax file as part of the process. Interpret your results and think about what they mean. Are there any main effects of note? Are there any interaction effects of note? What are the omnibus eta-squared effect sizes? What are the specific Cohen’s d effect sizes for mean differences for main effects or any specific interaction mean differences of note? Remember to check your assumptions. It would be a good idea to practice writing up your results in a format suitable for a journal article.
Subject
Gender
Difficulty
Length
Score
1
0
0
0
16
2
0
0
0
17
3
0
0
0
16
4
0
1
0
12
5
0
1
0
11
6
0
1
0
16
7
0
0
1
16
8
0
0
1
12
9
0
0
1
18
10
0
1
1
5
11
0
1
1
4
12
0
1
1
8
13
1
0
0
11
14
1
0
0
22
15
1
0
0
14
16
1
1
0
12
17
1
1
0
9
18
1
1
0
13
19
1
0
1
13
20
1
0
1
17
21
1
0
1
12
22
1
1
1
7
23
1
1
1
4
24
1
1
1
3
Conducting a Repeated Measures ANOVA
Why? Repeated measures ANOVA can be used to study the same group of individuals over time or across different treatment levels. It is useful to help explore change in individuals or differences in treatments. Because we study the same individuals each time, we are able to reduce the variability due to error (SSwithin) which can make this approach more powerful at times.
Assignment
Assume you are researching different approaches to warm-up and stretching for high school athletes. According to your literature review (completely hypothetical here!), there seems to be evidence that dynamic plyometric warm-ups (active, movement-oriented warm-ups that often involve jumping) result in fewer lower body injuries during team sports. Also, plyometric warm-ups seem to result in greater speed and quickness levels, although the research on this area is more sporadic and less certain.
As a kinesiology researcher who is working with a local high school sports program, you decide to study the issue further by testing four different approaches to warm-up and stretching and examining potential impact on the speed of 9th and 10th grade males (randomly selected from the junior varsity football roster) in the 40 yard sprint. You selected 10 athletes for your study. The four conditions included: (a) no stretch or warm-up, (b) traditional static stretching which involves non-movement stretching/elongating of the muscles, (c) plyometric warm-up, and (d) both static stretchi.
This presentation will address the issue of sample size determination for social sciences. A simple example is provided for every to understand and explain the sample size determination.
Dataset Codebook BUS7105, Week 8 Name Source RepreseOllieShoresna
Dataset Codebook
BUS7105, Week 8
Name Source Representation Measurement Meaning
Subject’s Identification
Number
Qualtrics Identification
Number. Auto generated
by Qualtrics software.
Anonymous identification
of survey taker
N/A Sequential numbers in order
of survey taker completion.
Dataset organization
purposes only.
Gender Self-reported by survey-
taker:
Survey Question #1
Survey-taker gender
affiliation
Categorical,
Dichotomous
1 = Female
2 = Male
Age Self-reported by survey-
taker:
Survey Question #2
Survey-taker reported age
in years
Continuous, Scale Age in whole years.
Education Self-reported by survey-
taker:
Survey Question #3
Survey-taker education
level
Categorical, Nominal 1 = High School Completion
2 = Bachelor’s degree
Completion
3 = Master’s Degree
Completion
Personality Self-reported by survey-
taker:
Average of Survey
Questions: #4(Reverse
Scored), 5, 6, 7 (Reverse
Scored), 8, 9(Reverse
Scored)
Composite score of
Survey-taker degree of
introversion to
extroversion personality
traits.
Likert scale 1 – 7,
Interval*
1 = Survey Response: Highly
Disagree (Introvert)
To
7 = Highly Agree (Extrovert)
Job Satisfaction Self-reported by survey-
taker:
Average of Survey
Questions: #10, 11, 12, 13
Composite score of
Survey-taker satisfaction
with their current job.
Likert scale 1 – 10,
Interval
1 = Very Dissatisfied
To
10 = Very Satisfied
Engagement Self-reported by survey-
taker:
Average of Survey
Questions: #18, 19,
22(Reverse Scored)
Composite score of
Survey-taker engagement
in their current job.
Likert scale 1 – 7,
Interval*
1 = Survey Response: Almost
None of the Time (Very Low
Engagement)
To
7 = Survey Response: Almost
All of the Time (Very High
Engagement)
Trust in Leader Self-reported by survey-
taker:
Average of Survey
Questions: # 15, 16, 17,
21
Composite score of
Survey-taker trust in
direct leader in their
current job.
Likert scale 1 – 7,
Interval*
1 = Survey Response: Almost
None of the Time (Very Little
Trust in Leader)
To
7 = Survey Response: Almost
All of the Time (Great Deal of
Trust in Leader)
Motivation Self-reported by survey-
taker:
Average of Survey
Questions: #14 (Reverse
Scored), 20 (Reverse
Scored), 23, 24, 25
Composite score of
Survey-taker motivation
in performing their
current job.
Likert scale 1 – 7,
Interval*
1 = Survey Response: Almost
None of the Time (Not
Motivated At All)
To
7 = Survey Response: Almost
All of the Time (Highly
Motivation)
Intent to Quit Job Self-reported by survey-
taker:
Composite score of
Survey-taker intent to quit
their current job.
Likert scale 1 – 7,
Interval*
1 = Survey Response: Almost
None of the Time (High
Intent to Quit Job)
Average of Survey
Questions: #26, 27, 28
To
7 = Survey Response: Almost
All of the Time (Low Intent to ...
Lesson 2 Statistics Benefits, Risks, and MeasurementsAssignmen.docxSHIVA101531
Lesson 2: Statistics: Benefits, Risks, and Measurements
Assignments
· See your Course Syllabus for the reading assignments.
· Work through the Lesson 2 online notes that follow.
· Complete the Practice Questions and Lesson 2 Assignment.
Learning Objectives
Chapters 1 and 3
After successfully completing this lesson, you should be able to:
· Identify the three conditions needed to conduct a proper study.
· Apply the seven pitfalls that can be encountered when asking questions in a survey.
· Distinguish between measurement variables and categorical variables.
· Distinguish between continuous variables and discrete variables for those that are measurement variables.
· Distinguish between validity, reliability, and bias.
Terms to Know
From Chapter 1
· statistics
· population
· sample
· observational study
· experiment
· selection bias
· nonresponse bias
From Chapter 3
· data (variable)
· categorical variables
· measurement variables
· measurement (discrete) variables
· measurement (continuous) variables
· validity
· reliability
· bias
2.1 What is Statistics?
Section 2.1. Chapter 1
Overview
What is statistics? If you think statistics is just another math course with many formulas and lifeless numbers, you are not alone. However, this is a myth that hopefully will be debunked as you work through this course. Statistics is about data. More precisely, statistics is a collection of procedures and principles for gaining and processing information from collected data. Knowing these principles and procedures will help you make intelligent decisions in everyday life when faced with uncertainty. The following examples are meant to illuminate the definition of statistics.
Example 2.1. Angry Women
Who are those angry women? (Streitfield, D., 1988 and Wallis, 1987.) In 1987, Shere Hite published a best-selling book called Women and Love: A Cultural Revolution in Progress. This 7-year research project produced a controversial 922-page publication that summarized the results from a survey that was designed to examine how American women feel about their relationships with men. Hite mailed out 100,000 fifteen-page questionnaires to women who were members of a wide variety of organizations across the U.S. These organizations included church, political, volunteer, senior citizen, and counseling groups, among many others. Questionnaires were actually sent to the leader of each organization. The leader was asked to distribute questionnaires to all members. Each questionnaire contained 127 open-ended questions with many parts and follow-ups. Part of Hite’s directions read as follows: “Feel free to skip around and answer only those questions you choose.” Approximately 4500 questionnaires were returned. Below are a few statements from this 1987 publication.
· 84% of women are not emotionally satisfied with their relationships
· 95% of women reported emotional and psychological harassment from their partners
· 70% of women married 5 years or more are having extramarital ...
With regards to this article, I agree and disagree on certain leve.docxalanfhall8953
With regards to this article, I agree and disagree on certain levels pertaining to racism in video games. I have been playing video games since the Nintendo days and I have noticed many stereotypes in video games that Evan has pointed out. Although Evan feels that all black characters are subject to stereotypes, there are bunches of game characters that I believe are not under this category and are in fact very ambitious characters. For example, Lee Everett from the Walking Dead: Season 1 game, Captain Anderson from the Mass Effect Trilogy, Franklin from Grand Theft Auto V and Sgt. Johnson from the Halo series. The problem I have with Evan's critique is the fact that he is judging black characters based on how they act and look, something that society does to members of the visible minority in the real world. Majority of the characters that are in question may seem stereotypical at first but if you delve deeper into their character you start to realize that there is depth behind that person rather than just big muscles and a loud mouth. In my opinion, whenever I play a video game I can care less what the race of my character is and I look more towards their development as a character and the story that it is telling. Many "gamers" share this same opinion from research I have done and even in the comment section of this article. I get the notion that he is looking for a character that is "white" but the problem is whenever a black character is given the same characteristics as a white character, they are not well received and are made fun of for being "white washed". There seems to be a double standard with how black characters are portrayed and is also something that will unfortunately never be able to appease to everyone due to the fact that everyone shares a different opinion on how certain types of characters should be portrayed.
3/25/2014
1/11
The Social Construction of "Race"
As our discussions have revealed over the past few weeks, negative or stereotypical representation in media
has real consequences. Such representations not only reflect but also reinforce the marginality of minority
groups. Thus, it follows that the political empowerment of subordinate groups in society--such as women,
youth, people with disabilities, gays and lesbians, the poor--depends in part on changing the way these
groups are represented.
How can we think about the issues of representation and empowerment in relation to racial minorities? First,
we need to gain a better understanding of the social construction of racial and ethnic identity.
Ethnicity
'Ethnicity' and 'race' are linked but distinct categories. Ethnicity is a broad social category that addresses
one’s perceived membership in a larger group based on an attachment to an actual or possible homeland, its
cultural heritage, belief system, political history, language, myths, customs, manners, food, literature, sport, art
or architectural style. Ethnic affiliations are acknowledged and pa.
WIT Financial Accounting Test Chapters 5 and 6
1. From the adjusted trial balance for Worker Products Company given below, prepare a multiple-step income statement in good form.
Worker Products Company
Adjusted Trial Balance
December 31
Debit
Credit
Cash
$9,400
Accounts receivable
25,000
Merchandise inventory
36,000
Office supplies
900
Store equipment
75,000
Accumulated depreciation - store equipment
$22,000
Office equipment
60,000
Accumulated depreciation -office equipment
15,000
Accounts payable
42,000
Notes payable
10,000
F. Worker, Capital
110,700
F. Worker, Withdrawals
48,000
Sales
325,000
Sales discounts
6,000
Sales returns and allowances
16,500
Cost of goods sold
195,000
Sales salaries expense
32,500
Depreciation expense - store equipment
11,000
Depreciation expense - office equipment
7,500
Office supplies expense
1,300
Interest expense
600
Totals
$524,700
$524,700
2. From the adjusted trial balance for Worker Products Company given below, prepare the necessary closing entries.
Worker Products Company
Adjusted Trial Balance
December 31
Debit
Credit
Cash
$9,400
Accounts receivable
25,000
Merchandise inventory
36,000
Office supplies
900
Store equipment
75,000
Accumulated depreciation - store equipment
$22,000
Office equipment
60,000
Accumulated depreciation -office equipment
15,000
Accounts payable
42,000
Notes payable
10,000
F. Worker, Capital
110,700
F. Worker, Withdrawals
48,000
Sales
325,000
Sales discounts
6,000
Sales returns and allowances
16,500
Cost of goods sold
195,000
Sales salaries expense
32,500
Depreciation expense - store equipment
11,000
Depreciation expense - office equipment
7,500
Office supplies expense
1,300
Interest expense
600
Totals
$524,700
$524,700
3. A company made the following merchandise purchases and sales during the month of May:
May 1
Purchased
380 units at
$15 each
May 5
Purchased
270 units at
$17 each
May 10
Sold
400 units at
$50 each
May 20
Purchased
300 units at
$22 each
May 25
Sold
400 units at
$50 each
There was no beginning inventory. If the company uses the LIFO periodic inventory method, what would be the cost of the ending inventory?
4. A company made the following merchandise purchases and sales during the month of May:
May 1
Purchased
380 units at
$15 each
May 5
Purchased
270 units at
$17 each
May 10
Sold
400 units at
$50 each
May 20
Purchased
300 units at
$22 each
May 25
Sold
400 units at
$50 each
There was no beginning inventory. If the company uses the FIFO periodic inventory method, what would be the cost of the ending inventory?
5. Flaxco purchases inventory from overseas and incurs the following costs: the cost of the merchandise is $50,000, credit terms are 2/10, n/30 that apply only to the $50,000; FOB shipping point freight charges are $1,500; insurance during transit is $500; and import duties .
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QUESTION 1:
Question 1: Describe the purpose of ecumenical services and interfaith initiatives.
What importance, if any, does dialogue between the various faith traditions have?
QUESTION 2:
Syncretism is defined in the textbook as a combination of normally differing beliefs.
This can mean the combination of religious beliefs or the combination of religious
and cultural beliefs. Give two examples of religions, denominations, or sects that
are either syncretistic as a whole, or have some syncretistic practices.
(One example might be Benedicaria—the use of folk traditions in healing by Italian Catholics.)
Your response should be at least 150 words in length.
Both of these questions are worth 50 points!!
I will pay you 15.00 dollars for both questions answered on 1 handshake. Please let
Me know how much my down payment is. I need them answered by 24 march 2016.
Fundamentals of Samples, and Nominal and Ordinal Statistics
Introduction
This module explores the concept of normal distribution and the role it plays in facilitating the ability to generalize and apply research results from samples to populations. We also learn the basics of measures of central tendency and of dispersion as techniques to describe a sample and how to use them in reviewing a research study. Finally, we look at two popular non-parametric statistics analyses that can be used by health care administrators to examine relationships between variables: the Chi-Square Analysis and the Spearman Rank Order Correlation Coefficient.
Concept of the Normal Distribution
The normal distribution is a fundamental concept in statistics. It helps in understanding samples and their relationship to the larger population. The normal distribution is also known as the Bell Curve. It is based on the premise that the bulk of a sample's data set will cluster around the midpoint or center and will drop down to smaller levels as one moves further towards the left and right ends of the curve (see below). The normal distribution requires a larger sample size since the larger the sample, the closer the distribution of the sample approaches true normal.
It is important to recognize the role of the normal distribution as a mathematical model for errors occurring by chance. It also provides a way to describe a sample variable based on measurements of the sample, and to compare it to other samples.
The Bell Curve's Significance
One of the goals of good evidence-based practice is to implement practices that bring better outcomes to patients as a whole (the population). To do this, you need to know how the sample matches the population. In most cases, the larger population will not be available to measure, but we know that the larger a data set is, the more likely it is to be in the form of a normal distribution. This is the basic argument for using the largest feasible numbers of subject in the sample.
Characteristics of a Sample
The characteristics of a sample are described by measuring i ...
Statistics What you Need to KnowIntroductionOften, when peop.docxdessiechisomjj4
Statistics: What you Need to Know
Introduction
Often, when people begin a statistics course, they worry about doing advanced mathematics or their math phobias kick in. Understanding that statistics as addressed in this course is not a math course at all is important. The only math you will do is addition, subtraction, multiplication, and division. In these days of computer capability, you generally don't even have to do that much, since Excel is set up to do basic statistics for you. The key elements for the student in this course is to understand the various types of statistics, what their requirements are, what they do, and how you can use and interpret the results. Referring back to the basic components of a valid research study, which statistic a researcher uses depends on several things:
The research question itself
The sample size
The type of data you have collected
The type of statistic called for by the design
All quantitative studies require a data set. Qualitative studies may use a data set or may use observations with no numerical data at all. For the purposes of the next modules, our focus will be on quantitative studies.
Types of Statistics
There are several types of statistics available to the researcher. Descriptive statistics provide a basic description of the data set. This includes the measures of central tendency: means, medians, and modes, and the measures of dispersion, including variances and standard deviations. Descriptive statistics also include the sample size, or "N", and the frequency with which each data point occurs in the data set.
Inferential statistics allow the researcher to make predictions, estimations, and generalizations about the data set, the sample, and the population from which the sample was drawn. They allow you to draw inferences, generalizations, and possibilities regarding the relationship between the independent variable and the dependent variable to indicate how those inferences answer the research question. Researchers can make predictions and estimations about how the results will fit the overall population. Statistics can also be described in terms of the types of data they can analyze. Non-parametric statistics can be used with nominal or ordinal data, while parametric statistics can be used with interval and ratio data types.
Types of Data
There are four types of data that a researcher may collect.
Nominal Data Sets
The Nominal data set includes simple classifications of data into categories which are all of equal weight and value. Examples of categories that are equal to each other include gender (male, female), state of birth (Arizona, Wyoming, etc.), membership in a group (yes, no). Each of these categories is equivalent to the other, without value judgments.
Ordinal Data Sets
Ordinal data sets also have data classified into categories, but these categories have some form or order or ranking attached, often of some sort of value / val.
statistics/cf_choose_a_statistical_test (1) (1).pptx
Independent Variable [IV]
(number of groups)Dependent Variable [DV]
(measurement level) Two Groups
Three + Groups
Independent
(“unpaired”)Dependent
(“paired”)Independent
(“unpaired”)
Dependent
(“paired”)
CategoricalNon-parametric TestsChi-squareMcNemar’sChi-square
Cochran’s QOrdinal Mann-Whitney UWilcoxon Signed ranksKruskal Wallis HFriedman’sInterval / Ratio
(continuous)Parametric TestsIndependent
t-testDependent
t-testANOVARM-ANOVA
“What is the effect of TREATMENT (IV) on our OUTCOME (DV) of interest?”
Example: TREATMENT independent groups (placebo versus drug), OUTCOME interval/ratio (blood pressure)
Example: TREATMENT dependent group (pre/post yoga therapy), OUTCOME ordinal (back pain levels)
Example: TREATMENT independent 3+ groups (yoga therapy, none, aerobics), OUTCOME categorical (pass/fail of driving test)CorrelationsPhi coefficientSpearman’s rhoPearson’s r
Independent Variable
(number of groups)Dependent Variable (measurement level) Two Groups
Three + Groups
Independent
(“unpaired”)Dependent
(“paired”)Independent
(“unpaired”)
Dependent
(“paired”)
CategoricalNon-parametric TestsChi-squareMcNemar’sChi-square
Cochran’s QOrdinal Mann-Whitney UWilcoxon Signed ranksKruskal Wallis HFriedman’sInterval / Ratio
(continuous)Parametric TestsIndependent
t-testDependent
t-testANOVARM-ANOVA
STEP #1
Check what measurement level your DV is.
STEP #2
Choose the column related to the number Groups in your study.
STEP #3
Choose the column where intervention groups are either “paired” or “unpaired.”
STEP #4
Match your column with the row to find which test
to run.
STEP #1
Look at your Dependent Variable or outcome.
The data that we are looking at here is from the instruments you used to measure the effect of your intervention. Maybe you chose to measure stress with a commonly used psychological questionnaire or maybe you measured cholesterol levels or test scores.
What is its measurement level?
Categorical (such as yes or no; dead or alive; pass or fail).
Ordinal (such as health status – poor, average, excellent).
Interval ratio (for instance blood pressure, cholesterol level, rates of infection, or workplace satisfaction scores on a scale of 0-100).
STEP #2
Next you will look for the column that corresponds to the number of groups you have for your Independent Variable (also called experimental or predictor variable).
Remember, the independent variable is the thing in your study that was controlled by you (such as a medical intervention, or training initiative, or implementation of a modified protocol) for the purpose of making a change on some outcome in the population you are studying.
So…how many groups were involved in this intervention?
For example, if you were testing the effect of an evidence-based training initiative on employee workplace satisfaction or happiness, you might be interested in comparing the training initiative in one group to no training in another group..
WEEK 5 – EXERCISES Enter your answers in the spaces pr.docxpaynetawnya
WEEK 5 – EXERCISES
Enter your answers in the spaces provided. Save the file using your last name as the beginning of the file name (e.g., ruf_week5_exercises) and submit via “Assignments.” When appropriate,
show your work
. You can do the work by hand, scan/take a digital picture, and attach that file with your work.
For the following question(s): A school counselor tests the level of depression in fourth graders in a particular class of 20 students. The counselor wants to know whether the kind of students in this class differs from that of fourth graders in general at her school. On the test, a score of 10 indicates severe depression, while a score of 0 indicates no depression. From reports, she is able to find out about past testing. Fourth graders at her school usually score 5 on the scale, but the variation is not known. Her sample of 20 fifth graders has a mean depression score of 4.4. Use the .01 level of significance.
1.
The counselor calculates the unbiased estimate of the population’s variance to be 15. What is the variance of the distribution of means?
A)
15/20 = 0.75
B)
15/19 = 0.79
C)
15
2
/20 = 11.25
D)
15
2
/19 = 11.84
2.
Suppose the counselor tested the null hypothesis that fourth graders in this class were
less
depressed than those at the school generally. She figures her
t
score to be
-
.20. What decision should she make regarding the null hypothesis?
A)
Reject it
B)
Fail to reject it
C)
Postpone any decisions until a more conclusive study could be conducted
D)
There is not enough information given to make a decision
3.
Suppose the standard deviation she figures (the square root of the unbiased estimate of the population variance) is .85. What is the effect size?
A)
5/.85 = 5.88
B)
.85/5 = .17
C)
(5
-
4.4)/.85 = .71
D)
.85/(5
-
4.4) = 1.42
For the following question(s): Professor Juarez thinks the students in her statistics class this term are more creative than most students at this university. A previous study found that students at this university had a mean score of 35 on a standard creativity test. Professor Juarez finds that her class scores an average of 40 on this scale, with an estimated population standard deviation of 7. The standard deviation of the distribution of means comes out to 1.63.
4.
What is the
t
score?
A)
(40
-
35)/7 = .71
B)
(40
-
35)/1.63 = 3.07
C)
(40
-
35)/7
2
= 5/49 = .10
D)
(40
-
35)/1.63
2
= 5/2.66 = 1.88
5.
What effect size did Professor Juarez find?
A)
(40
-
35)/7 = .71
B)
(40
-
35)/1.63 = 3.07
C)
(40
-
35)/7
2
= 5/49 = .10
D)
(40
-
35)/1.63
2
= 5/2.66 = 1.88
6.
If Professor Juarez had 30 students in her class, and she wanted to test her hypothesis using the 5% level of significance, what cutoff
t
score would she use? (You should be able to figure this out without a table because only one answer is in the correct region.)
A)
304.11
B)
1.699.
CHAPTER 8 QUANTITATIVE METHODSWe turn now from the introductioJinElias52
CHAPTER 8 QUANTITATIVE METHODS
We turn now from the introduction, the purpose, and the questions and hypotheses to the method section of a proposal. This chapter presents essential steps in designing quantitative methods for a research proposal or study, with specific focus on survey and experimental designs. These designs reflect postpositivist philosophical assumptions, as discussed in Chapter 1. For example, determinism suggests that examining the relationships between and among variables is central to answering questions and hypotheses through surveys and experiments. In one case, a researcher might be interested in evaluating whether playing violent video games is associated with higher rates of playground aggression in kids, which is a correlational hypothesis that could be evaluated in a survey design. In another case, a researcher might be interested in evaluating whether violent video game playing causes aggressive behavior, which is a causal hypothesis that is best evaluated by a true experiment. In each case, these quantitative approaches focus on carefully measuring (or experimentally manipulating) a parsimonious set of variables to answer theory-guided research questions and hypotheses. In this chapter, the focus is on the essential components of a method section in proposals for a survey or experimental study.
DEFINING SURVEYS AND EXPERIMENTS
A survey design provides a quantitative description of trends, attitudes, and opinions of a population, or tests for associations among variables of a population, by studying a sample of that population. Survey designs help researchers answer three types of questions: (a) descriptive questions (e.g., What percentage of practicing nurses support the provision of hospital abortion services?); (b) questions about the relationships between variables (e.g., Is there a positive association between endorsement of hospital abortion services and support for implementing hospice care among nurses?); or in cases where a survey design is repeated over time in a longitudinal study; (c) questions about predictive relationships between variables over time (e.g., Does Time 1 endorsement of support for hospital abortion services predict greater Time 2 burnout in nurses?).
An experimental design systematically manipulates one or more variables in order to evaluate how this manipulation impacts an outcome (or outcomes) of interest. Importantly, an experiment isolates the effects of this manipulation by holding all other variables constant. When one group receives a treatment and the other group does not (which is a manipulated variable of interest), the experimenter can isolate whether the treatment and not other factors influence the outcome. For example, a sample of nurses could be randomly assigned to a 3-week expressive writing program (where they write about their deepest thoughts and feelings) or a matched 3-week control writing program (writing about the facts of their daily morning routine) to eval ...
#06198 Topic PSY 325 Statistics for the Behavioral & Social Scien.docxAASTHA76
#06198 Topic: PSY 325 Statistics for the Behavioral & Social Sciences
Number of Pages: 3 (Double Spaced)
Number of sources: 10
Writing Style: APA
Type of document: Other (Not listed)
Academic Level:Undergraduate
Category: Physics
Language Style: English (U.S.)
Order Instructions: ATTACHEDS
follow the requirements as answer the questions and one of them is to answer instead.
Basically is to make comments in each of the person names and make some questions as the requirements acquire as I copy and paste in the first page.
I don't really have much time for this assignment because is due tomorrow as you can I have no time remaining because I already use my accommodations because I was sick.
Please like the time I play because otherwise, I will get 0 grade which I don't want it. we had this problem in the past.
Thank you for your understanding
Guided Response: Review several of your classmates’ posts. Provide a substantive response to at least three of your peers, and respond to comments on your post. Do you agree with your classmate’s selection of the best value based upon their data? What suggestions might you make for other options? Explain your suggestions citing relevant information from the article and/or your text. Cite your sources in APA format as outlined in the Ashford Writing Center. FOLLOWW THE REQUIREMENTS AS NEEDED. ALL IS TO MAKE COMMENTS AND QUESTIONS. UNDER THE ANGELA ONLY NEED TO ANSWER INSTEAD ASK QUESTION.
1) Esther Landsberg
· Begin your discussion by reporting your results for each of the values listed above.
My data points were 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, and 20.
Mean: 10.5
Standard error: 1.32287566
Median: 10.5
Mode: no mode
Standard deviation: 5.91607978
Sample variance: 35
Kurtosis: 1.70428571
Skewness: 0
Range: 19
Minimum: 1
Maximum: 20
Sum: 210
Count: 20
· Based on this output, which single value best describes this set of data and why?
Based on this output, I would say that the single value that best describes this set of data would be the mean because it tells us the average of the data points.
· If you could pick three of these values instead of only one, which three would you choose and why?
If I could pick three values, I would say the mean, standard deviation, and sample variance would best describe the set of data. The mean because it tells us the average, sample deviation because it tells us how close to the average or spread out the numbers actually are, and sample variance because it helps to estimate unbiasedly.
ANSWER THE QUESTIONS AND MAKE COMMENTS AS FOLLOWING THE REQUIREMENTS ABOVE.
2) Brenda Kyle
Brenda Kyle
PSY 325 Statistics for the Behavioral & Social Sciences
Instructor: Nikola Lucas
Week 1-Discussion
June 4, 2019
At first, I had chosen number 1 through 20 but then seen another classmate had the same thing so had to change it. The chosen numbers are 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110, 120, 130, 140, 15.
3Type your name hereType your three-letter and -number cours.docxlorainedeserre
3
Type your name here
Type your three-letter and -number course code here
The date goes here
Type instructor’s name here
Your Title Goes Here
This is an electronic template for papers written in GCU style. The purpose of the template is to help you follow the basic writing expectations for beginning your coursework at GCU. Margins are set at 1 inch for top, bottom, left, and right. The first line of each paragraph is indented a half inch (0.5"). The line spacing is double throughout the paper, even on the reference page. One space after punctuation is used at the end of a sentence. The font style used in this template is Times New Roman. The font size is 12 point. When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The formatting should stay the same. If you have any questions, please consult with your instructor.
Citations are used to reference material from another source. When paraphrasing material from another source (such as a book, journal, website), include the author’s last name and the publication year in parentheses.When directly quoting material word-for-word from another source, use quotation marks and include the page number after the author’s last name and year.
Using citations to give credit to others whose ideas or words you have used is an essential requirement to avoid issues of plagiarism. Just as you would never steal someone else’s car, you should not steal his or her words either. To avoid potential problems, always be sure to cite your sources. Cite by referring to the author’s last name, the year of publication in parentheses at the end of the sentence, such as (George & Mallery, 2016), and page numbers if you are using word-for-word materials. For example, “The developments of the World War II years firmly established the probability sample survey as a tool for describing population characteristics, beliefs, and attitudes” (Heeringa, West, & Berglund, 2017, p. 3).
The reference list should appear at the end of a paper (see the next page). It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below; this page includes examples (George & Mallery, 2016; Heeringa et al., 2017; Smith et al., 2018; “USA swimming,” 2018; Yu, Johnson, Deutsch, & Varga, 2018) of how to format different reference types (e.g., books, journal articles, and a website). For additional examples, see the GCU Style Guide.
References
George, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference. New York, NY: Routledge.
Heeringa, S. G., West, B. T., & Berglund, P. A. (2017). Applied survey data analysis (2nd ed.). New York, NY: Chapman & Hall/CRC Press.
Smith, P. D., Martin, B., Chewning, B., ...
Conducting a 3-Way ANOVAWhy ANOVA can be used to handle mult.docxmaxinesmith73660
Conducting a 3-Way ANOVA
Why? ANOVA can be used to handle multiple independent variables and we need to know how this works in a factorial ANOVA design with 2 or more independent variables. This includes the very valuable process of understanding interaction effects.
Assignment
As a reading specialist, and based on your literature review, you hypothesize that a student’s performance (score) on a reading task may be predicted by the difficulty of the reading passage (0=easy, 1=difficult), length of the passage (0=short, 1=long), and the gender of the student (0=female, 1=male).
Run a 3-way factorial ANOVA in SPSS. Be sure to create your syntax file as part of the process. Interpret your results and think about what they mean. Are there any main effects of note? Are there any interaction effects of note? What are the omnibus eta-squared effect sizes? What are the specific Cohen’s d effect sizes for mean differences for main effects or any specific interaction mean differences of note? Remember to check your assumptions. It would be a good idea to practice writing up your results in a format suitable for a journal article.
Subject
Gender
Difficulty
Length
Score
1
0
0
0
16
2
0
0
0
17
3
0
0
0
16
4
0
1
0
12
5
0
1
0
11
6
0
1
0
16
7
0
0
1
16
8
0
0
1
12
9
0
0
1
18
10
0
1
1
5
11
0
1
1
4
12
0
1
1
8
13
1
0
0
11
14
1
0
0
22
15
1
0
0
14
16
1
1
0
12
17
1
1
0
9
18
1
1
0
13
19
1
0
1
13
20
1
0
1
17
21
1
0
1
12
22
1
1
1
7
23
1
1
1
4
24
1
1
1
3
Conducting a Repeated Measures ANOVA
Why? Repeated measures ANOVA can be used to study the same group of individuals over time or across different treatment levels. It is useful to help explore change in individuals or differences in treatments. Because we study the same individuals each time, we are able to reduce the variability due to error (SSwithin) which can make this approach more powerful at times.
Assignment
Assume you are researching different approaches to warm-up and stretching for high school athletes. According to your literature review (completely hypothetical here!), there seems to be evidence that dynamic plyometric warm-ups (active, movement-oriented warm-ups that often involve jumping) result in fewer lower body injuries during team sports. Also, plyometric warm-ups seem to result in greater speed and quickness levels, although the research on this area is more sporadic and less certain.
As a kinesiology researcher who is working with a local high school sports program, you decide to study the issue further by testing four different approaches to warm-up and stretching and examining potential impact on the speed of 9th and 10th grade males (randomly selected from the junior varsity football roster) in the 40 yard sprint. You selected 10 athletes for your study. The four conditions included: (a) no stretch or warm-up, (b) traditional static stretching which involves non-movement stretching/elongating of the muscles, (c) plyometric warm-up, and (d) both static stretchi.
This presentation will address the issue of sample size determination for social sciences. A simple example is provided for every to understand and explain the sample size determination.
Dataset Codebook BUS7105, Week 8 Name Source RepreseOllieShoresna
Dataset Codebook
BUS7105, Week 8
Name Source Representation Measurement Meaning
Subject’s Identification
Number
Qualtrics Identification
Number. Auto generated
by Qualtrics software.
Anonymous identification
of survey taker
N/A Sequential numbers in order
of survey taker completion.
Dataset organization
purposes only.
Gender Self-reported by survey-
taker:
Survey Question #1
Survey-taker gender
affiliation
Categorical,
Dichotomous
1 = Female
2 = Male
Age Self-reported by survey-
taker:
Survey Question #2
Survey-taker reported age
in years
Continuous, Scale Age in whole years.
Education Self-reported by survey-
taker:
Survey Question #3
Survey-taker education
level
Categorical, Nominal 1 = High School Completion
2 = Bachelor’s degree
Completion
3 = Master’s Degree
Completion
Personality Self-reported by survey-
taker:
Average of Survey
Questions: #4(Reverse
Scored), 5, 6, 7 (Reverse
Scored), 8, 9(Reverse
Scored)
Composite score of
Survey-taker degree of
introversion to
extroversion personality
traits.
Likert scale 1 – 7,
Interval*
1 = Survey Response: Highly
Disagree (Introvert)
To
7 = Highly Agree (Extrovert)
Job Satisfaction Self-reported by survey-
taker:
Average of Survey
Questions: #10, 11, 12, 13
Composite score of
Survey-taker satisfaction
with their current job.
Likert scale 1 – 10,
Interval
1 = Very Dissatisfied
To
10 = Very Satisfied
Engagement Self-reported by survey-
taker:
Average of Survey
Questions: #18, 19,
22(Reverse Scored)
Composite score of
Survey-taker engagement
in their current job.
Likert scale 1 – 7,
Interval*
1 = Survey Response: Almost
None of the Time (Very Low
Engagement)
To
7 = Survey Response: Almost
All of the Time (Very High
Engagement)
Trust in Leader Self-reported by survey-
taker:
Average of Survey
Questions: # 15, 16, 17,
21
Composite score of
Survey-taker trust in
direct leader in their
current job.
Likert scale 1 – 7,
Interval*
1 = Survey Response: Almost
None of the Time (Very Little
Trust in Leader)
To
7 = Survey Response: Almost
All of the Time (Great Deal of
Trust in Leader)
Motivation Self-reported by survey-
taker:
Average of Survey
Questions: #14 (Reverse
Scored), 20 (Reverse
Scored), 23, 24, 25
Composite score of
Survey-taker motivation
in performing their
current job.
Likert scale 1 – 7,
Interval*
1 = Survey Response: Almost
None of the Time (Not
Motivated At All)
To
7 = Survey Response: Almost
All of the Time (Highly
Motivation)
Intent to Quit Job Self-reported by survey-
taker:
Composite score of
Survey-taker intent to quit
their current job.
Likert scale 1 – 7,
Interval*
1 = Survey Response: Almost
None of the Time (High
Intent to Quit Job)
Average of Survey
Questions: #26, 27, 28
To
7 = Survey Response: Almost
All of the Time (Low Intent to ...
Lesson 2 Statistics Benefits, Risks, and MeasurementsAssignmen.docxSHIVA101531
Lesson 2: Statistics: Benefits, Risks, and Measurements
Assignments
· See your Course Syllabus for the reading assignments.
· Work through the Lesson 2 online notes that follow.
· Complete the Practice Questions and Lesson 2 Assignment.
Learning Objectives
Chapters 1 and 3
After successfully completing this lesson, you should be able to:
· Identify the three conditions needed to conduct a proper study.
· Apply the seven pitfalls that can be encountered when asking questions in a survey.
· Distinguish between measurement variables and categorical variables.
· Distinguish between continuous variables and discrete variables for those that are measurement variables.
· Distinguish between validity, reliability, and bias.
Terms to Know
From Chapter 1
· statistics
· population
· sample
· observational study
· experiment
· selection bias
· nonresponse bias
From Chapter 3
· data (variable)
· categorical variables
· measurement variables
· measurement (discrete) variables
· measurement (continuous) variables
· validity
· reliability
· bias
2.1 What is Statistics?
Section 2.1. Chapter 1
Overview
What is statistics? If you think statistics is just another math course with many formulas and lifeless numbers, you are not alone. However, this is a myth that hopefully will be debunked as you work through this course. Statistics is about data. More precisely, statistics is a collection of procedures and principles for gaining and processing information from collected data. Knowing these principles and procedures will help you make intelligent decisions in everyday life when faced with uncertainty. The following examples are meant to illuminate the definition of statistics.
Example 2.1. Angry Women
Who are those angry women? (Streitfield, D., 1988 and Wallis, 1987.) In 1987, Shere Hite published a best-selling book called Women and Love: A Cultural Revolution in Progress. This 7-year research project produced a controversial 922-page publication that summarized the results from a survey that was designed to examine how American women feel about their relationships with men. Hite mailed out 100,000 fifteen-page questionnaires to women who were members of a wide variety of organizations across the U.S. These organizations included church, political, volunteer, senior citizen, and counseling groups, among many others. Questionnaires were actually sent to the leader of each organization. The leader was asked to distribute questionnaires to all members. Each questionnaire contained 127 open-ended questions with many parts and follow-ups. Part of Hite’s directions read as follows: “Feel free to skip around and answer only those questions you choose.” Approximately 4500 questionnaires were returned. Below are a few statements from this 1987 publication.
· 84% of women are not emotionally satisfied with their relationships
· 95% of women reported emotional and psychological harassment from their partners
· 70% of women married 5 years or more are having extramarital ...
Similar to When you are working on the Inferential Statistics Paper I want yo.docx (20)
With regards to this article, I agree and disagree on certain leve.docxalanfhall8953
With regards to this article, I agree and disagree on certain levels pertaining to racism in video games. I have been playing video games since the Nintendo days and I have noticed many stereotypes in video games that Evan has pointed out. Although Evan feels that all black characters are subject to stereotypes, there are bunches of game characters that I believe are not under this category and are in fact very ambitious characters. For example, Lee Everett from the Walking Dead: Season 1 game, Captain Anderson from the Mass Effect Trilogy, Franklin from Grand Theft Auto V and Sgt. Johnson from the Halo series. The problem I have with Evan's critique is the fact that he is judging black characters based on how they act and look, something that society does to members of the visible minority in the real world. Majority of the characters that are in question may seem stereotypical at first but if you delve deeper into their character you start to realize that there is depth behind that person rather than just big muscles and a loud mouth. In my opinion, whenever I play a video game I can care less what the race of my character is and I look more towards their development as a character and the story that it is telling. Many "gamers" share this same opinion from research I have done and even in the comment section of this article. I get the notion that he is looking for a character that is "white" but the problem is whenever a black character is given the same characteristics as a white character, they are not well received and are made fun of for being "white washed". There seems to be a double standard with how black characters are portrayed and is also something that will unfortunately never be able to appease to everyone due to the fact that everyone shares a different opinion on how certain types of characters should be portrayed.
3/25/2014
1/11
The Social Construction of "Race"
As our discussions have revealed over the past few weeks, negative or stereotypical representation in media
has real consequences. Such representations not only reflect but also reinforce the marginality of minority
groups. Thus, it follows that the political empowerment of subordinate groups in society--such as women,
youth, people with disabilities, gays and lesbians, the poor--depends in part on changing the way these
groups are represented.
How can we think about the issues of representation and empowerment in relation to racial minorities? First,
we need to gain a better understanding of the social construction of racial and ethnic identity.
Ethnicity
'Ethnicity' and 'race' are linked but distinct categories. Ethnicity is a broad social category that addresses
one’s perceived membership in a larger group based on an attachment to an actual or possible homeland, its
cultural heritage, belief system, political history, language, myths, customs, manners, food, literature, sport, art
or architectural style. Ethnic affiliations are acknowledged and pa.
WIT Financial Accounting Test Chapters 5 and 6
1. From the adjusted trial balance for Worker Products Company given below, prepare a multiple-step income statement in good form.
Worker Products Company
Adjusted Trial Balance
December 31
Debit
Credit
Cash
$9,400
Accounts receivable
25,000
Merchandise inventory
36,000
Office supplies
900
Store equipment
75,000
Accumulated depreciation - store equipment
$22,000
Office equipment
60,000
Accumulated depreciation -office equipment
15,000
Accounts payable
42,000
Notes payable
10,000
F. Worker, Capital
110,700
F. Worker, Withdrawals
48,000
Sales
325,000
Sales discounts
6,000
Sales returns and allowances
16,500
Cost of goods sold
195,000
Sales salaries expense
32,500
Depreciation expense - store equipment
11,000
Depreciation expense - office equipment
7,500
Office supplies expense
1,300
Interest expense
600
Totals
$524,700
$524,700
2. From the adjusted trial balance for Worker Products Company given below, prepare the necessary closing entries.
Worker Products Company
Adjusted Trial Balance
December 31
Debit
Credit
Cash
$9,400
Accounts receivable
25,000
Merchandise inventory
36,000
Office supplies
900
Store equipment
75,000
Accumulated depreciation - store equipment
$22,000
Office equipment
60,000
Accumulated depreciation -office equipment
15,000
Accounts payable
42,000
Notes payable
10,000
F. Worker, Capital
110,700
F. Worker, Withdrawals
48,000
Sales
325,000
Sales discounts
6,000
Sales returns and allowances
16,500
Cost of goods sold
195,000
Sales salaries expense
32,500
Depreciation expense - store equipment
11,000
Depreciation expense - office equipment
7,500
Office supplies expense
1,300
Interest expense
600
Totals
$524,700
$524,700
3. A company made the following merchandise purchases and sales during the month of May:
May 1
Purchased
380 units at
$15 each
May 5
Purchased
270 units at
$17 each
May 10
Sold
400 units at
$50 each
May 20
Purchased
300 units at
$22 each
May 25
Sold
400 units at
$50 each
There was no beginning inventory. If the company uses the LIFO periodic inventory method, what would be the cost of the ending inventory?
4. A company made the following merchandise purchases and sales during the month of May:
May 1
Purchased
380 units at
$15 each
May 5
Purchased
270 units at
$17 each
May 10
Sold
400 units at
$50 each
May 20
Purchased
300 units at
$22 each
May 25
Sold
400 units at
$50 each
There was no beginning inventory. If the company uses the FIFO periodic inventory method, what would be the cost of the ending inventory?
5. Flaxco purchases inventory from overseas and incurs the following costs: the cost of the merchandise is $50,000, credit terms are 2/10, n/30 that apply only to the $50,000; FOB shipping point freight charges are $1,500; insurance during transit is $500; and import duties .
Windows Server Deployment ProposalOverviewEach student will .docxalanfhall8953
Windows Server Deployment Proposal
Overview
Each student will create a detailed, organized, unified technical solution given the scenario described below. The submission will be in a written format, with at least one diagram, and may include additional diagrams, charts or tables. The assignment is meant for students to enhance their mastery of the material and to provide a creative and realistic way in which to apply knowledge from this course.
Scenario
Worldwide Advertising, Inc. (referred to as “WAI”) has hired you as an IT consultant for implementing their Windows network infrastructure. WAI is a new advertising firm, and they are currently hiring staff, establishing two locations, and have a need to get their internal IT services configured. They do not yet have an IT staff, but when they do, the IT staff will take over all aspects of IT administration. You are required to supply WAI with a solution which describes the implementation and configuration of their core IT services. Cost is not a significant concern – WAI wishes to implement the “right” solution to fit their needs now and for the next 2-3 years.
There are several details about WAI which will have an impact on your choices:
· WAI will start with 110 employees, in the following departments:
· Executives (9 employees) – manage and run the company
· Accounts and Sales Department (15 employees) – perform market research and maintain accounts
· Creative, Media and Production Department (59 employees) – advertising
· Human Resources and Finances (17 employees) – perform HR and financial duties
· IT (10 employees) – manage IT for the company
· WAI will have two sites, one in Seattle and one in New York. Most staff will be located in Seattle, with at least 1 person from each of the departments above located in NY.
· Networking equipment is already in place for both sites. A secure tunnel (using IPSec) will be established between the two sites so that inter-site traffic will be securely tunneled over the Internet. You may make whatever other assumptions you wish about intra-and inter-site connectivity.
· Security mechanisms (e.g., firewalls, intrusion detection) will be handled separately, and there is no need to describe them.
· Some departments will want their data to remain private from other departments (e.g., Finances personnel will not want Production staff to see the company’s financial details). Your team may make assumptions about how data should be shared or kept private.
· Assumptions can be made regarding any information not included here; all assumptions should be identified, however.
Topics to Cover
Your document should cover the content presented in the course. The outline below contains recommended points to cover. You are free to add other related information.
Describe the technical and business reasons for each choice, citing other resources as appropriate.
The Windows Server 2012 operating system should be used for all aspects of the solution.
The topics inclu.
Willowbrook SchoolBackgroundWillowbrook School is a small, pri.docxalanfhall8953
Willowbrook School
Background
Willowbrook School is a small, private school in the Midwest United States. For the past 20 years, it has offered a curriculum for preschool through 6th grade. Five years ago it expanded to offer after-school care, usually referred to as after care, on premises. After care is not only offered to Willowbrook’s students, but also for students of other schools in the area.
As an independent systems analyst working as a team, you work as an IT consultant, specializing in developing IT solutions for small businesses. You have been contacted by the director, Victoria Owens, to discuss the possibility of setting up a computer system to handle some of the school’s administrative and financial tasks. She explains to you that Willowbrook is experiencing significant increases in enrollment applications for all programs. Increases in applications, coupled with increased demand for after-school care, have led to a very high workload for the administrative personnel and staff. The principal and teachers have stepped in where possible, but the demand is becoming too great. Willowbrook School is a non-profit, and is not in a position to hire another full-time administrative position, which is what the principal and director think would be needed to handle the increased workload. You agree to meet with Victoria and the principal, Kathy Gilliard next week to discuss the school and its need for an information system.
You sit down with Victoria and Kathy on Wednesday to ask them some questions to help you determine what type of information system they need. You explain to them that information systems bring computer hardware and software together with people, processes, and data to produce specific results. They are excited to tell you about their situation and what they have in mind for a computer system to help with some of the work load. To help you with planning for the information system, you ask them about what personnel they have, as well as some questions to determine what types of information each person needs to do their job.
Victoria explains her role as the executive director of the school. She administers the activities of the school in accordance with the mission, vision, and policies established by the Board of Directors. She supports the educational staff and oversees the financial, payroll, and human resources functions for the school. She also prepares all necessary reports and evaluations for the state and local school boards. Kathy says that as the principal of Willowbrook she handles the academic and curricular issues that arise, and ensures that the school meets all federal and state educational standards. Kathy and the teachers who report to her make decisions jointly about admissions and assignments to classrooms. The two kitchen staff personnel, a head cook and an assistant, also report to the principal. She also coordinates students’ bus transportation schedule. The school contracts with a local bussing co.
Wind PowerUsed For Millennia Variations in alb.docxalanfhall8953
Wind Power
Used For Millennia
Variations in albedo
Wind
The Uneven Heating of the Surface
Annual average net radiation from the Earth’s surface 1995 - 1986
Areas of heat gain and loss on Earth’s surface
Re-distribution of Excess Heat
Atmospheric Circulation on a Non-rotating
Earth
One cell in each hemisphere.
Warm air rises at the equator and moves north.
Cool air sinks at the poles and flows toward the equator.
Coriolis Effect
Coriolis Effect: tendency of a fluid (water or air) to be deflected from
its straight-line path as it moves across the Earth’s surface.
Deflection of a moving object is to the Right in the Northern
Hemisphere and Left in the Southern Hemisphere.
High Pressure
High Pressure
Low Pressure
High Pressure
Rising air
Descending air
Low Pressure
Descending Air
Rising air
Low pressure
Descending air
Atmospheric Circulation on a Rotating Earth
InterTropical Convergence Zone
(another source of wind)
Wind Generation
Turbine Blades
Inside of Wind Turbine
Size Scale of Wind Turbines
Small Scale Wind Power (Domestic systems)
Large Scale Wind Power (Grid Systems)
Wind Characteristics
Highly variable at several different timescales:
From hour to hour
Daily
Seasonally
High demand may not correspond to peak winds.
Instantaneous electrical generation and consumption must remain in
balance to maintain the grid stability.
Intermittent winds pose problem for wind power. Backup generation
capacity (fossil fuels) or energy storage (pump storage) may be
needed.
Turbine Size
Domestic size Grid size
Early Wind Farms
Limited output per turbine.
Required large numbers of turbines.
Large Scale Wind Turbines
Note bus
New Wind Turbine Designs
Learning From Nature
Humpback Whale Blade design
Potential Wind Energy Regions
Wind & Water
Ocean wind farm off Denmark
Energy Output Vs. Wind Velocity
Each potential wind farm has its own wind characteristics
Advantages of Wind Power
• No fuel consumed.
• No air pollution.
• Energy used to build a wind power plant equals the
energy produced by the plant in a few months time =
pays for itself.
• Allows for multiple land use in farming and electrical
generation.
Surprising Resistance to Wind Power
Environmental Effects
Danger to birds and bats.
Noisy (whooof, whooof)
Medical problems
Aesthetics (Cape Cod).
Danger to birds and bats
Danger to birds and bats
Birdwatchers in UK flock to see rare
bird, then watch it killed by wind turbine
Bird Friendly Compressed Air
Turbine
Perceived Wind Noise
San Gorgoino Pass, California
Near Palm Springs, popular resort
New Wind Farm Proposal
Cape Cod Wind Farm
Against
Against
Can’t Please Everybody
Artist Rendition of Proposed Cape
Cod Wind Farm
Cape Cod wind farm would not be visible for
more that 7 - 8 months a year due to haze.
Isle of Lewis, Scotland
Isle of Lewis Standing Stones
La Venta,.
winter 2013 235 CREATE A CONTRACTInstructionsI will giv.docxalanfhall8953
winter 2013 235
CREATE A CONTRACT
Instructions:
I will give you a fact scenario below that involves some college students who are having difficulty living together as roommates.
Your task will be to create a contract to solve the problems and issues that the fact pattern raises. Hint I had (sixteen) 16 issues when I did the assignment.
After you create the contract, you will then include around a two page written description about WHY you chose to design the provisions of the contract the way you did.
Your grade will be based on:
1. Whether your contract identifies and solves the problems
2. Whether your contract is realistic
a. (ie a clause that says no roommate shall ever enter the room of another roommate is not practical because what if you hear them yelling for help, or if you haven’t seen them in 14 days.) I want you to think about “loopholes” and the “what if” types of things that can go wrong.
3. Language… Really in this assignment PLEASE pay attention to the words you type because one missing word can make the contract really silly… In last year’s contracts I had someone write… A roommate can eat any food in the apartment that has their name on it… (Great give me a pen and I’ll just put my name on everything).
4. Your explanation, did you have sound reasoning for putting in something in the contract.
5. Following the LAW:… This assignment requires you to have a general understanding of what a contract is and how it works… That is, after all, what we have been studying.
a. Do not include items in your contract that are illegal or are not a contract… For example do not say if the roommate leaves the toilet seat up, they will place their hands on the toilet and have their fingers slammed 10 times by the toilet seat. (That’s not enforceable)
b. Do NOT include something like… If roommate “brion” doesn’t like the punishment he can change it to what he wants, or if I don’t want to follow this rule I don’t have to”… (It is not a contract if one person can CHOOSE to not follow something, It also not a contract when you leave punishments, requirements ect for the “future to be determined”
6. Creativity/problem solving/format of contract
a. You must follow the general format of a contract I have included after the fact scenario… Trust me I am including the sections that ALL your contracts must have for your benefit. It will make organizing it a lot easier for you.
b. You must CHOOSE to write your contract from the viewpoint of one of the four people below or as a disinterested outside party… This is critical because if you are writing the contract from the perspective of one of the people it should FAVOR that person (in a reasonable way), if you are writing as a disinterested third party (an attorney) you should try and be as fair to all as possible.
c. In your explanation tell me from what viewpoint…actually make that your first sentence.
******************************************************************
.
WinEst As 1. Es2. Tassignment stInfo (Esti.docxalanfhall8953
WinEst As
1. Es
2. Ta
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a. Name
b. Due:
c. Estima
d. Start
e. Estima
f. Rate
i.
ii.
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e: Driveway
1 month fro
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Date: Toda
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Tables:
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Page 2 of 2
3. Adding Markups
a. Add Net Markup
i. Name: Overhead and Profit
ii. Type: 15%
b. Add Sales Tax
i. Name: Sales Tax
ii. Type: 6.5%
iii. Restrict this Tax Markup to: Material
4. Print Report
a. Report 1:
i. Sheet View, set Filter to “’95 Div Details”
ii. File -> Print Preview -> Style
1. Layout: Landscape
2. Header/Footer -> Custom Header
a. Left Text (Use Field Tags…)
i. Est Info – Project Name
ii. Est Info – Start Date
iii. Est Info – Due Date
b. Center Text (Use Field Tags…)
i. Est Info – Type
ii. Est Info – Status
c. Right Text
i. Name
ii. Professor Name
iii. Class
iv. Date
b. Report 2:
i. Totals View
ii. File -> Print Preview
1. Ensure the Layout and Headers match Report 1
5. DUE: Monday, April 7, 2014 by 5:00 pm
1
Getting Started with WinEst
Sample Exercise v10.1
Professional Cost Estimating and Budgeting
Things you need to know about WinEst
Pull Down Menus & Tool Bars
There are different ways to view your toolbar in WinEst. Here are 2 examples. If you prefer large toolbar buttons,
select ‘Preferences’ from the ‘Tools’ menu option. Now select the Toolbars option from the displayed list of
preferences. To the right, under ‘Style’, change the Images to ‘Large’. Click OK.
Toolbar - Small Images with Short Text
Toolbar - Large Images with Text
WinEst has pull down menus for each of the following - File, Edit, View, Filters, Tables, Tools, Database, Reports,
Custom, Window and Help. When the mouse is clicked on one of these menu items, a list drops down and the
available commands display for that menu. Scan the menus to see the features available in the WinEst program.
Help
Help is always available. You can select the Contents command on the Help menu or press the F1 key to view
help.
2
Navigating in WinEst
WinEst has three main views. These enable you to follow a structured method for building and reviewing your
estimates. You can move from view to view at any time by clicking one of the corresponding toolbar buttons
(‘Takeoff’, ‘Sheet’ and ‘Totals’) or by making selections from the ‘View’ Menu.
Takeoff View
This view is for adding items to your estimate from the price book Database. From here you can:
• Lookup items in the database
• Perform takeoff calculations
• Assign Work Breakdown Structures (WBS) to items
• Analyze the Item takeoff audit trail
• Enter unique, “one time” items
• Add notes to it.
Wiley Plus Brief Exercise 6 –Accounting 100Brief Exercise 6-1B.docxalanfhall8953
Wiley Plus Brief Exercise 6 –Accounting 100
Brief Exercise 6-1
Brief Exercise 6-1
Farley Company identifies the following items for possible inclusion in the taking of a physical inventory.
Indicate whether each item should be "Included" or "Not Included" from the inventory taking.
(a)
Goods shipped on consignment by Farley to another company.
(b)
Goods in transit from a supplier shipped FOB destination.
(c)
Goods sold but being held for customer pickup.
(d)
Goods held on consignment from another company.
Brief Exercise 6-2
Wilbur Company has the following items:
Indicate whether each item should be "Included" or "Not Included" from the inventory taking.
(a)
Freight-In
(b)
Purchase Returns and Allowances
(c)
Purchases
(d)
Sales Discounts
(e)
Purchase Discounts
Brief Exercise 6-8
Pettit Company reports net income of $90,000 in 2014. However, ending inventory was understated $7,000.
What is the correct net income for 2014?
The correct net income for 2014
$
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Open Show Work
Brief Exercise 6-9 (Part Level Submission)
At December 31, 2014, the following information was available for A. Kamble Company: ending inventory $40,000, beginning inventory $60,000, cost of goods sold $270,000, and sales revenue $380,000.
Warning
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(a)
Calculate inventory turnover for A. Kamble Company. (Round answer to 1 decimal place, e.g. 1.5.)
Inventory turnover
times
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Modify Show Work
Exercise 6-1
Tri-State Bank and Trust is considering giving Josef Company a loan. Before doing so, management decides that further discussions with Josef’s accountant may be desirable. One area of particular concern is the inventory account, which has a year-end balance of $297,000. Discussions with the accountant reveal the following.
1.
Josef sold goods costing $38,000 to Sorci Company, FOB shipping point, on December 28. The goods are not expected to arrive at Sorci until January 12. The goods were not included in the physical inventory because they were not in the warehouse.
2.
The physical count of the inventory did not include goods costing $95,000 that were shipped to Josef FOB destination on December 27 and were still in transit at year-end.
3.
Josef received goods costing $22,000 on January 2. The goods were shipped FOB shipping point on December 26 by Solita Co. The goods were not included in the physical count.
4.
Josef sold goods costing $35,000 to Natali Co., FOB destination, on December 30. The goods were received at Natali on January 8. They were not included in Josef's physical inventory.
5.
Josef received goods costing $44,000 on January 2 that were sh.
Winter 2011 • Morality in Education 35Workplace Bullying .docxalanfhall8953
Winter 2011 • Morality in Education 35
Workplace Bullying: Costly and
Preventable
By Terry L Wiedmer
W orkplace bullying is a pervasive practice by malicious individuals who seekpower, control,domination, and subjugation. In businesses or schools, such bullying is an inefficient
way of working that is both costly and preventable. Senior management and executives are
ultimately responsible for creating and sustaining bully-free workplaces. Workplace bullies can be
stopped if employees and employers work together to establish and enforce appropriate workplace
policies and practices. This article presents information about workplace bullying, including its
prevalence, targeted individuals, bullying behaviors, employer practices, and steps to prevent
bullying. In the end, leadership and an environment of respect provide the ultimate formula for
stopping workplace bullying.
Bullying occurs between and among people in all venues—in the home, community, and
workplace. It is a pervasive, targeted, and planned effort that can be overtly obvious or
can fly under the radar and is conducted by practiced and malicious individuals who seek
power, control, domination, and subjugation. The impacts of such actions—in terms of
finances, emotions, health, morale, and overall productivity—are destructive, and the
ramifications are limitless (Mattice, 2009). Because no one is immune from the potential of
being subjected to bullying in the workplace, this topic merits further review and analysis
(Van Dusen, 2008). :
To combat workplace bullying, often referred to as psychological harassment or
violence (Workplace Bullying Institute [WBI], 2007), employers must have a full range of
policies in place and means available to them to create and maintain a healthy workplace
culture and climate. Although they are not generally for-profit endeavors, schools and
school systems are purposeful businesses that share the same concerns and have the same
responsibility to ensure that each employee works in a respectful environment and is not
subjected to workplace bullies.
Workplace Bullying •
According to the Workforce Bullying Institute (WBI), workplace bullying is
the repeated, health-harming mistreatment of one or more persons (the targets)
by one or more perpetrators that takes one or more of the following forms: verbal
abuse; offensive conduct/behaviors (including nonverbal) which are threatening,
humiliating, or intimidating; and work interference—sabotage—which prevents
work from getting done. (Definition of Workplace Bullying, para. 1)
Bullies seek to induce harm, jeopardize one's career and job, and destroy interpersonal
relationships. The behaviors of bullies harm people and ravage profits.
36 The Delta Kappa Gamma Bulletin
Prevalence of Workplace Bullying
Thirty-seven percent of U.S. workforce members report being bullied at work; this amounts
to an estimated 54 million Americans, which translates to nearly the entire population of
the states of Wash.
With the competitive advantage that Crocs’ supply chain holds, the.docxalanfhall8953
With the competitive advantage that Crocs’ supply chain holds, the company also wants to be able to sustain their customers’ satisfaction. In doing this, they must make sure that their transformation process is producing consistent output especially when new products are introduced. This can be achieved by having a solid quality control system.
With the quality control system, inspections are to take place at three critical points. The first one is before production, which involves the raw materials in Crocs’ case that would be the raw materials, or chemicals that they purchase in pellet form. This first step can be eliminated by through supplier certification. The second critical point is during the production process. Process quality control takes place, which involves statistical process control. Periodic samples are taken from a continuous production, as long as sample measurements fall within the control limit the production will continue. However, if the samples fall outside the control limits, the process is stopped and a search is made for an assignable cause. In this case, the process will use a quality control chart known as an attribute control chart. The whole purpose is to find the natural random variability in the output oppose to unnecessary variations. The company must maintain that natural random variability to be under statistical control. The last critical point is after production. Following these inspections is process capability. Process capability is assessed once the process is under statistical control. It is the ability of the process to meet or exceed customers’ specifications. Process capability is determined by using the process capability index. If the process is unable to meet the customer specifications the following step is continuous improvement in which case seven tools are used including a flow chart, check sheet, histogram, Pareto chart, cause and effect, scatter diagram and a control chart. These tools are then incorporated into an improvement approach known as Six Sigma. Six Sigma includes five steps:
1. Defining a process for improvement
2. Measuring the variables and setting goals for improvement
3. Analyzing the root causes in which case the seven tools are referred to
4. Making improvements
5. Implementing a control plan to ensure that changes are permanent
In furthering research on Crocs, it has been stated in online reviews by various customers that they have experienced defects in the seam of their shoes, cases in which their shoe had shrunk or didn’t fit at all, Crocs’ flip flops tearing apart, holes appearing in their shoes, and the smell of the shoes. These reviews are accessible to many consumers, and are capable of tainting the reputation of Crocs. Reviews such as these are important to pay attention to because it’s proof of the importance of solidifying an efficient quality control system. It is especially important when introducing new products, and the use of different materials. .
Wind power resources on the eastern U.S. continental shelf are est.docxalanfhall8953
Wind power resources on the eastern U.S. continental shelf are estimated to be over 400 GW, several times the electricity used by U.S. eastern coastal states. The first U.S. developer proposes to build 130 large (40 story tall) wind turbines in Nan- tucket Sound, just outside Massachusetts state waters. These would provide 420 MW at market prices, enough electricity for most of Cape Cod. The project is opposed by a vigorous and well-financed coalition. Polling shows local public opinion on the project almost equally divided. This article draws on semistructured interviews with residents of Cape Cod to analyze values, beliefs, and logic of supporters and oppo- nents. For example, one value found to lead to opposition is that the ocean is a special place that should be kept natural and free of human intrusion. One line of argument found to lead to support is: The war in Iraq is problematic, this war is “really” over petroleum, Cape Cod generates electricity from oil, therefore, the wind project would improve U.S. security. Based on analysis of the values and reasoning behind our interview data, we identify four issues that are relevant but not currently part of the debate.
Introduction
Recent assessments of renewable energy show that wind power has, since the turn of the century, become cost-competitive in the sites with the most favorable wind regimes (Herzog et al., 2001). Until very recently, large-scale North American wind resources were believed to exist in the Great Plains of the United States, northern Canada, and central Canada only (Grubb & Meyer, 1993). Although these huge resources are enough to meet the entire continent’s electrical needs, they are distant from the large coastal cities where electricity is primarily consumed—imposing a need for costly large-scale transmission lines (Cavallo, 1995). In just the last couple of years, it has been recog- nized that the Atlantic Ocean also has a large wind resource on the continental shelf, close to East Coast cities. Three or four manufacturers have developed large wind elec- tric turbines designed to be placed offshore, in waters up to 20–30 m in depth. To date these have been placed only in European waters. By late 2003, the resources, the tech- nology, and the economic viability had all come together in the Eastern United States, potentially allowing large-scale deployment to begin by 2005.
The furthest advanced of a handful of proposed U.S. offshore wind developments is in Nantucket Sound, off the Southern coast of Cape Cod, Massachusetts. This proposal has engendered a widespread, well-organized, well-financed, and politically potent op- position. This movement’s strength, and the apparent contradiction of such opposition coming from a population thought of as politically liberal and environmentally con- cerned, have garnered national press coverage (e.g., Burkett, 2003). A second project was proposed by the Long Island Power Authority for the southern edge of Long Island, with an .
Wilco Corporation has the following account balances at December 3.docxalanfhall8953
Wilco Corporation has the following account balances at December 31, 2012.
Common stock, $5 par value
$555,600
Treasury stock
90,720
Retained earnings
2,426,200
Paid-in capital in excess of par—common stock
1,321,900
Prepare Wilco’s December 31, 2012, stockholders’ equity section. (For preferred stock, common stock and treasury stock enter the account name only and do not provide the descriptive information provided in the question.)
WILCO CORPORATION
Stockholders’ Equity
December 31, 2012
$
:
$
Sprinkle Inc. has outstanding 10,050 shares of $10 par value common stock. On July 1, 2012, Sprinkle reacquired 107 shares at $89 per share. On September 1, Sprinkle reissued 61 shares at $90 per share. On November 1, Sprinkle reissued 46 shares at $85 per share.
Prepare Sprinkle’s journal entries to record these transactions using the cost method. (If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts. Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
7/1/12
9/1/12
11/1/12
Graves Mining Company declared, on April 20, a dividend of $519,800, on its $5 par common stock, payable on June 1. Of this amount, $133,700 is a return of capital.
Prepare the April 20 and June 1 entries for Graves. (If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts. Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
Apr. 20
June 1
Apr. 20 Retained Earnings = ($519,800 – $133,700) = $386,100
Abernathy Corporation was organized on January 1, 2012. It is authorized to issue 10,290 shares of 8%, $65 par value preferred stock, and 544,000 shares of no-par common stock with a stated value of $2 per share. The following stock transactions were completed during the first year.
Jan. 10
Issued 80,330 shares of common stock for cash at $6 per share.
Mar. 1
Issued 5,670 shares of preferred stock for cash at $113 per share.
Apr. 1
Issued 24,730 shares of common stock for land. The asking price of the land was $90,540; the fair value of the land was $80,330.
May 1
Issued 80,330 shares of common stock for cash at $9 per share.
Aug. 1
Issued 10,290 shares of common stock to attorneys in payment of their bill of $50,620 for services rendered in helping the company organize.
Sept. 1
Issued 10,290 shares of common stock for cash at $11 per share.
Nov. 1
Issued 1,940 shares of preferred stock for cash at $115 per share.
Prepare the journal entries to record the above transactions. (If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts. Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
Jan. 10
M.
Wilson Majee Technology Diffusion, S-Curve, and Innovation.docxalanfhall8953
Wilson Majee
Technology Diffusion, S-Curve, and Innovation-Decision Process
In this week's reflection report I will discuss technology diffusion, S-Curves and innovation
decision process. I will use the healthcare industry as an example. Our healthcare system is ever
evolving - new technologies, insurance models, and information systems are shaping the system
on a daily basis. Despites these changes and the huge healthcare expenditures (16 of GDP in
America compared to 8 in United Kingdom), Americans are comparatively not any healthier
than citizens in most other developed nations (Merson, Black, & Mills, 2012). The disconnect
between investments in technology and health outcomes is a concern of us all. It makes as
question technology diffusion within the healthcare system: are investments in health system
being spent efficiently? Are consumers really resistant to changes that benefit their health? Or
are there issues with technology diffusion as a practice.
Diffusion is the process by which an innovation is spread through a population. Ironically,
people and institutions, generally, do not like change. Change is viewed as painful, difficult and
times creating uncertainties. Because of this, and for the healthcare industry, huge amounts of
resources are devoted either to promoting innovations (for example, selling the latest drug,
imaging system, medical device etc.) or to preventing innovations from disrupting the status quo.
Although many successful healthcare innovations are aimed at making people healthier, at
relatively smaller increases in costs, IT usage in healthcare has always lagged other industries -
ERH are a good example. Adoption of ERH was slow. Literature on technology diffusion states
that successful implementation is influenced by the compatibility and complexity of the
innovation, organizational context, and the characteristics of the implementation strategy (Cain
M, & Mittman, 2002; Rogers, 1995). People respond to these factors differently resulting in an
S-shaped curve illustration of the adoption process.
The S-curve model shows that any innovation is first adopted by a few people/organizations and
as more use it, and confidence is built around the technology, other will begin to use it. Because
of the inherent uncertainty to new innovations, the decision to adopt an innovation takes time.
However, "once the diffusion reaches a level of critical mass, it proceeds rapidly. Eventually a
point is reached where the population is less likely to adopt the innovation, and spread slows
down. The S-curve implies a hierarchy of adopters, starting with innovators, early adopters, early
majority, late majority and laggards (Rogers, 1995). In other words the S-curve explains the
innovation-decision process: the process through which an individual/organization passes
through from when they gain knowledge of an innovation, to forming an attitude, to the decision
to accept or reject the innovation, .
WinARM - Simulating Advanced RISC Machine Architecture
Shuqiang Zhang
Department of Computer Science
Columbia University
New York, NY
[email protected]
Abstract
This paper discusses the design and imple-
mentation of the WinARM, a simulator imple-
mented in C for the Advanced RISC Machine
(ARM) processor. The intended users of this tool
are those individuals interested in learning com-
puter architecture, particularly those with an inter-
est in the Advanced RISC Machine processor fam-
ily.
WinARM facilitates the learning of computer
architecture by offering a hands-on approach to
those who have no access to the actual hardware.
The core of the simulator is implemented in C with
and models a fetch-decode-execute paradigm; a
Visual Basic GUI is included to give users an in-
teractive environment to observe different stages
of the simulation process.
1. Introduction:
This paper describes how to simulate an
ARM processor using the C programming lan-
guage. In the course of this discussion, the reader
is introduced to the details of the ARM processor
architecture and discovers how the hardware
specifications are simulated in software using
execution-driven simulation. Execution driven
simulation is also know as instruction-level simu-
lation, register-cycle simulation or cycle-by-cycle
simulation [3]. Instruction level simulation con-
sists of fetch, decode and execution phases [4].
ARM processors were first designed and
manufactured by Acorn Computer Group in the
mid 1980’s [1]. Due to its high performance and
power efficiency, ARM processors can be found
on wide range of electronic devices, such as Sony
Playstation, Nintendo Game Boy Advance and
Compaq iPAQs. The 32-bit microprocessor was
designed using RISC architecture with data proc-
essing operations occurring in registers instead of
memory. The processor has 16 visible 32 bit regis-
ters and a reduced instruction set that is 32-bits
wide. The details on the registers and instructions
can be obtained from the ARM Architectural Ref-
erence Manual [2].
2. Related Works:
This section discusses different types of
simulators available today and their different ap-
proaches in design and implementation. Most
simulation tools can be classified as user level
simulators: these simulate the execution of a proc-
ess and emulate any system calls made on the tar-
get computer using the operating system of the
host computer [5]. WinARM is an example of this
type of simulator; it executes ARM instructions on
a host Pentium x86 processor using a
fetch-decode-execute paradigm. KScalar Simulator
[Moure 6], PPS suite [7], CPU Sim3.1 [8] and OA-
Mulator [9] are simulators best suited for educa-
tional purposes. They show the basic ideas of com-
puter organization with relatively few details and
complexity. They are specifically designed for stu-
dents who have little or no background in com-
puter architecture and who need a.
William PennWhat religion was William PennWilliam Pen was fr.docxalanfhall8953
William Penn
What religion was William Penn?
William Pen was from an Anglican family that was very distinguished. His father was Sir William Pen who was a landowner. At twenty two, Penn decided to join the Quakers which was also referred to as the Religious Society of Friends. The Quakers used to obey the inner light and they believed that the inner light came directly from God. They refused to take their hats off or even bow for any man. They also refused to take their arms up. Their beliefs were completely different as compared to the beliefs that the other Christians had (Barbour & Frost, 1988).
The Oxford University in England expelled Penn in the year 1662 since he refused to conform to the teachings of the Anglican Church. He could publicly state his beliefs and he could also print some of the things that he believed in.
Quakers’ founder was George Foxx who was a close friend to Penn. Cromwell’s death was a time of turmoil to the Quakers since they were suspected for the death. They were suspected because they had beliefs that differed from the religion that had been imposed for the state. They had also refused to swear a loyalty oath to Cromwell, who was the king. Quakers did not swear since Christ had commanded people not to swear.
The religious views that Penn had were a distress to his father. Naval service had helped him earn an Ireland estate and he had always hoped that the intelligence and charisma that his son had could help him in winning favor at the Charles II court. However, that could not happen since his son was always arrested. Penn and George Foxx were frequent companions since they could always travel together in order to spread their ministry. He also wrote a comprehension that was detailed and comprehensive regarding Quakerism. After the death of his father in 1670, Penn inherited the estates of the family and he could frequently visit the court of King Charles II where he was always campaigning for freedom in religion (Penn, 1794).
Where was William Penn born?
William Penn was born in London, United Kingdom. He was born on fourteenth of October in the year 1644. He was a privileged son since he was born by a gentleman who was a land owner. Thomas Loe, who was a Quaker minister, greatly affected Penn by his teachings.
In 1677 a group of important men all from Penn’s religion received a land area in the Colonies for them to settle. Penn himself remained in England but wrote a government for this new community. In what part of the US was this land area located?
In the year 1677, the Quakers relocated to another land. The city of Burlington is located in the Burlington County in New Jersey. It is Philadelphia’s suburb. The Quakers settlers moved to Burlington. Burlington served as West Jersey’s capital until the year 1702. The Quakers were able to formally establish their congregation in the year 1678. Initially, they could meet in private homes. However, between 1683 and 1687, a hexagonal house that was made .
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
When you are working on the Inferential Statistics Paper I want yo.docx
1. When you are working on the Inferential Statistics Paper I want
you to format your paper with the following information
I. Introduction – What are inferential statistics and
what is the research problem and hypothesis of the article?
II. Methods – Who are the subjects and variables
within the article?
III. Results – What is the statistical analysis used,
why were these tests chosen? What were the results of these
tests and what do they mean?
IV. Discussion – What were the strengths of this
article? What would you have done differently in terms of
variables and statistical analysis? Why?
V. Conclusion – Reiterate the introduction and
include relevant information that answers the questions
regarding the hypothesis.
`
Read: Chapter 3 and 4 of Statistics for the Behavioral and
Social Sciences.
Participate in One discussion.
Discussion 1 –Standard Normal Distribution– This
allows you to look at any data set into the standard distribution
form.
Quiz – Hypothesis testing
Submit your Inferential Statics Article Critique –
Read Differential Effects of a Body Image Exposure Session on
Smoking Urge Between Physically Active and Sedentary Female
Smokers. What is the research question and hypothesis?
Identify what variables were present, what inferential statistics
were used and why, and if proper research methods were used.
See grading rubric for full details.
Discussion Post Expectations:
Your initial post (your answer) is due by Day 3 (Thursday) of
this week for Discussion 1.
2. When grading the Standard Normative Distribution discussion I
will be looking for your answer to contain:
Week 2 Discussion 1 Board Rubric
Earned
Weight
Content Criteria
0.5
Student identifies and defines what Standard Normative
Distribution (SND) is.
Student explains why it is needed to use a SND to compare two
data sets.
0.5
Student identifies the purpose of a z-score in a SND.
0.5
Student identifies the purpose of a percentage in a SND.
0.25
Student explains whether a z-score or a percentage does a better
job of identifying proportion of a SND.
0.25
The student responds to at least two classmates’ initial posts by
Day 7.
1
Student uses correct spelling, grammar and sentence structure.
2
3. 5
Grading - The discussions are both worth a total of 5 points.
The breakdown of the grading for this week’s assignment (per
discussion assignment) will be as follows:
Posting your answer by the due date (Day 3, Thursday)
is worth 4 points. These five points will be based on the
information outlined within the Discussion Assignment
Expectations. Content will be worth 2 points and format;
spelling and grammar will be worth 2 points.
Responding to two of your classmates (for each
assignment) is worth 1 point. The answers must be substantive
and go beyond “I agree” or “Good job” to qualify for this point.
Intellectual Elaboration:
In Week 1 we looked at descriptive statistics and how we can
use numbers and charts to explain how data looks and what it
means. This week we will look at inferential statistics which
means we are looking at what the data means, or could mean, in
practical application to a population (if we can prove or
disprove a hypothesis) (Tanner, 2011).
The z-test outlined in chapter 4 tells how we apply the z-score
to the z-test. One of the limitations of the z-test is that it does
not allow us to compare two variables within two samples it
only allows us to look at a sample group and applying it to a
whole population. In Week 1’s guidance we looked at a group
of students test scores in a class. With a z-test we can look at
this sample and apply the results to all students who take the
same course and make a prediction about how all students
within the course will do on the same test. What we could not
do would be to look at the results of the test scores after
preforming the z-test and compare it to the GPA’s of students
within the class to see if students who received lower scores on
the test also had lower GPA’s. Also without access to the mean
of the population and the standard error of mean of the
population all of the student’s GPA’s could not be determined,
thus access to the data could also be a large hurdle to overcome
4. to make this correlation (Tanner, 2011).
Looking at the t-test, unlike a z-test which looks at a sample
and applies it to a population the t-test allows us to look at the
means of the two different groups being studied to see if they
are statistically different from each other. The way this is most
commonly used is within research to see if the independent
variable had an effect on the population being studied and if a
change in the population was made (ChangingMinds.org,
2012). How does a t-test determine if the independent variable
applied to a population caused change? To do this researchers
look at whether the null hypothesis is true, meaning that no
change occurred. Researchers will look to see if the mean of the
experimental sample is the same as the mean of the sample the
experimental population is being compared to is the same. If it
is then no change has occurred and the null hypothesis is true
(Tanner, 2011).
So let’s say we have gathered the data and ran the t-test, how do
we know what the results mean? Are the results significant
(meaning that our alternative hypothesis is proved to be
true)? In order to do this we need 4 things.
1. The number of subjects we have. (df which is n – 1 or your
total number of subjects -1)
2. To know if you have a one tailed or two tailed t-test (which
we will look at more closely in Week 3).
3. The probability that you have chosen (typically .05).
4. T distribution critical values table (Gerstman, 2007). You can
see this table below under the Additional Resources section.
When you use the df and look at the probability for the one or
two tailed t-test you will see the what result you need from your
t-test to see if your results are statistically significant. For
example of you had a df of 15 (which means you had 16
subjects) and a p< 0.05 and a one tailed t-test you need a result
at or above 1.753 in order for the results to be statistically
significant, meaning there is a difference between the two
variables you are testing and you would reject the null
hypothesis and accept the alternative hypothesis.
5. For example if researchers were testing an HIV drug and wanted
to see of Drug X had an effect of raising the white blood cell
count they would test the group that received the independent
variable (Drug X) against a control group that did not receive
the drug. If after running the t-test they found that the group
that received Drug X had a mean that was the same as the
control group for the number of white blood cell’s present then
there would be no change and they would accept the null
hypothesis. In the event that the means of the population who
received Drug X is different than the population that did not
this would not mean that the drug works, it would mean they
failed to reject the null hypothesis (Tanner, 2011) and that
further study is needed to determine if Drug X has a therapeutic
effect.
Charts from Week 1 provide visual representations of
data. What happens if we chart the data and it is hard to
understand? This is where the standard normal distribution
comes into play. By applying this we can place data is the bell
curve you are familiar with seeing. The tallest part of the bell
curve will be the median of the scores. In this deviation all the
data will be towards the center with no bias towards the right or
the left when graphed out. Some key factors about a standard
normal distribution that may not be present in other forms of
data is that there is a mean, median and mode which will be
within the center of the data, approximately 50% of the data
will be above the mean and 50% of the data will be below the
mean, 68% of all the data will be within 1 standard deviation of
the mean (1 deviation above and below the mean), 95% of the
data will be within 2 standard deviations of the mean (2
deviations above and below the mean), and 99.7% of the data
will be within 3 standard deviations of the mean (3 deviations
above and below the mean (MathisFun, 2012).
(Pullen, 2010).
So knowing this, the question is why standardize your data, why
not just graph it out and let it fall where it will? The simplest
answer it is that will make your job easier as you will only need
6. one table and it will provide more accurate data to assist you
with making your decision. If you look at the example of the
grades there are several different tables to look at the grades to
get the information you need. What if you are teaching a class
and you have 40 assignments and you were trying to find the
same information? You would need to alter the data to get an
idea of how many students fell in the A,B, C, D, and E range, a
different graph to see if there was a skew in the data, if there is
kurtosis etc. This type of graphing of data will also allow you to
see probability, what is the likely-hood that a student will fall
into each grade range (Tanner, 2011)?
Consider the following sample of students who took a test: 85,
90, 96, 77, 63, 86, 88, 72, 74, 98, 100, 85, 83, 72, 62, 87, 92,
93, 84, 86, 75, 82, 78, 73, 64, 74, 92, 87, 39, 55, 94, 79, 73, 88,
83, 84, 75, 67, 74, 86, 85, 67
You could do several calculations and find out the mean,
median, mode and then determine how the class was doing by
creating several different graphs using several different
calculations. Or you can use the standard normal distribution to
analyze all the data at once.
Tests
Mean
79.69048
Standard Error
1.882584
Median
83
Mode
85
Standard Deviation
12.20054
Sample Variance
148.8531
Kurtosis
7. 1.767116
Skewness
-0.99429
Range
61
Minimum
39
Maximum
100
Sum
3347
Count
42
What the analysis tells us is that the Mean Score (0 of the
Standard Normative Deviation) is 79.69 and the standard
deviation is 12.20 points. So 68% of the data will fall between
67.49 (which is -1 of the standard deviation) and 91.89 (which
is +1 of the standard deviation). The skew of this data set is -
.99 which means that there is a slight negative skew (more
students fell above the mean than below the mean and that the
median score is higher than the mean score). Looking at the
kurtosis of this data is 1.77. Looking we see that the standard
deviation (s) is greater than R( ) where R=Range of 61 divided
by 6 so s>R/6 looks like 12.20>61/6 or 12.20>10.67. This
means that the kirtosis of this data set is platykurtic, meaning
that the data within the set is too varied to be a normal curve
and it is flatter as in figure 2.6 of your text (Tanner, 2011).
Additional Resources (web links, videos, and articles):
Independent Samples T-Test
http://www.youtube.com/watch?v=Ojo-n-riYj8
Statistics – Standard Normal Deviation
http://www.youtube.com/user/EducatorVids2?v=drk8yzFoWSE
&feature=pyv
T Distribution Critical Values Table
http://www.sjsu.edu/faculty/gerstman/StatPrimer/t-table.pdf
8. Please watch video: Probability Distributions
References:
Gerstman, B. (2007). T Distrabution and Critcal Values Table.
Retrieved
from http://www.sjsu.edu/faculty/gerstman/StatPrimer/t-
table.pdf
MathisFun (2012). Normal Distribution. Retrieved
from http://www.mathsisfun.com/data/standard-normal-
distribution.html
Pullen, P.C. (2010). Understanding Standard Scores. Retrieved
from http://www.faculty.virginia.edu/PullenLab/WJIIIDRBMod
ule/WJIIIDRBModule7.html
Tanner, D. (2011). Statistics for the behavioral & social
sciences. San Diego, CA: Bridgepoint Education, Inc.
Standard Normal Distribution
For this discussion, identify the appropriate application of
standardized scores to reflect on their benefits and to interpret
how test scores and measures are commonly presented.
Review Chapter 3 of your course text, which introduces
probability and the standard normal distribution. Examine the
assumptions and limitations presented in these topics and then
consider and discuss the following questions:
· When comparing data from different distributions, what is the
benefit of transforming data from these distributions to
conform to the standard distribution?
· What role do z-scores play in this transformation of data from
multiple distributions to the standard normal distribution?
· What is the relationship between z-scores and percentages?
· In your opinion, does one do a better job of representing the
proportion of the area under the standard curve? Give
9. an example that illustrates your answer.
Guided Response: Review your classmates’ posts. Respond
substantively to at least three peers. What did you find useful
about their explanations and examples? What suggestions
would you make for improvement? Ask a question for further
clarification as to the meaning and use of the z-scores.
Inferential Statistics Article Critique
Read the article "Differential Effects of a Body Image Exposure
Session on Smoking Urge Between Physically Active and
Sedentary Female Smokers," and identify the research questions
and/or hypotheses as they are stated. Consider the following
questions: What are the variables (sample sizes, population,
treatments, etc.)? What are the inferential statistics used in this
article? Were the proper steps of hypothesis testing followed?
Write a two- to three-page paper presenting the information
listed below. Include a title page and reference page in APA
style. Cite any references made to the article within the body of
the paper in APA style. Your paper should begin with an
introductory paragraph (including a thesis statement) and end
with a concluding paragraph summarizing the major points
made in the body of the paper and reaffirming the thesis. When
writing the article critique, your paper must:
1. Determine what question(s) the authors are trying to answer
by doing this research.
2. Determine the hypothesis being tested and the concepts that
were applied in this process.
3. Evaluate the article and critique the statistical analysis
employed in the study.
· Would you have included more and/or different variables?
Explain your answer.
4. Examine the assumptions and limitations of the statistical
study.
10. · What would you have done differently in this case? Why?
5. Identify how the authors applied statistical testing to the
problem.
6. Interpret the findings of the author(s) using statistical
concepts.
You may access the Critical Thinking Community website for
tips on how to formulate your thoughts and discussion of these
questions in a logical and meaningful manner.
Writing the Article CritiqueThe Assignment:
1. Must be two to three double-spaced pages in length
(excluding title and reference pages), and formatted according
to APA style as outlined in the Ashford Writing Center.
2. Must include a title page with the following:
a. Title of paper
b. Student’s name
c. Course name and number
d. Instructor’s name
e. Date submitted
3. Must document all sources in APA style, as outlined in the
Ashford Writing Center.
4. Must include a separate reference page, formatted according
to APA style as outlined in the Ashford Writing Center.