Download the .pdf and .xlsx files from Blackboard, along with this .docx. Analyze the dataset, identify key questions and write a report based on your findings.Use any (more than one) technique covered so far in class. For e.g. use two sample tests, ANOVA, chi-sq. tests, and multiple regression. Guidelines for Report Type your report in a clear and organized style:The score of the written report will be weighted as follows:For the statistical analysis, address: Section 1, Executive Overview (0.5-1 page):Summarize the key findings based on your study and discuss any possible future study or data collection that might be necessary.Section 2, Statistical Analysis (3-5 pages):Very carefully describe the steps you took to analyze the data and describe what, how and why decisions were made along the way.Support your analysis with relevant plots, relevant statistics, and relevant hypothesis tests.Include these in your report. DO NOT include irrelevant calculations or analyses.All relevant computer outputs can be relegated to the appendices with clear cross-referencing in the paper.Section 3, Summary and Conclusion (0.5-1 page): Summarize how the results of your analysis may be used in managerial decision-making.Also discuss what you have learned in the course of completing the project and how these experiences can be applied in future undertakings of statistical analysis. Section 1: 20% Section 2: 50% Section 3: 20% Writing: 10% Identify multiple question from your data. State the hypothesis for each question. Run the appropriate statistical procedure for each question. Report the results, and summarize the findings for each question. Interpret the results in the context of your question. You should assume that you are writing the report to a manager that knows very little about statistics. Your writing should present the statistical findings in a way that even a layperson can understand.

Below are basic arguments in English. Choose one argument and translate the argument into the symbolism of predicate logic. Use one of the proof techniques from Chapter 8 to demonstrate the validity of the argument.1. Every fetus has an immortal soul. A thing has an immortal soul only if it has a right to life. Hence, every fetus has a right to life. (Fx = x is a fetus, Sx = x has an immortal soul, Rx = x has a right to life).2. Some wars are just. No war of aggression is just. Therefore, there are wars that are not wars of aggression. (Wx = x is a war, Jx = x is just, Ax = x is a war of aggression).3. At least one instance of intentional killing is not wrong. But every murder is wrong. Hence, some instances of intentional killing are not murder. (Kx = x is an instance of intentional killing, Wx = x is wrong, Mx = x is murder)4. Only things that have human bodies are human. No soul has a human body. Only souls survive the death of the body. Therefore, no humans survive the death of the body. (Bx = x has a human body, Hx = x is human, Sx = x is a soul, Dx = x survives the death of the body)Now, construct an alternate proof. In other words, if the proof was done using RAA, now use CP; if you used CP, now use RAA. Consider the following questions, as well, in your journal response:• Will a direct proof work for any of these?• Can the proof be performed more efficiently by using different equivalence rules?

Complete Exercise 10 and 26 in Statistics for Nursing Research: A Workbook for Evidence-Based Practice, and submit as directed by the instructor.Exercise 101. What are the frequency and percentage of the COPD patients in the severe airflow limitation group who are employed in the Eckerblad et al. (2014) study?2. What percentage of the total sample is retired? What percentage of the total sample is on sick leave?3. What is the total sample size of this study? What frequency and percentage of the total sample were still employed? Show your calculations and round your answer to the nearest whole percent.4. What is the total percentage of the sample with a smoking history—either still smoking or former smokers? Is the smoking history for study participants clinically important? Provide a rationale for your answer.5. What are pack years of smoking? Is there a significant difference between the moderate and severe airflow limitation groups regarding pack years of smoking? Provide a rationale for your answer.6. What were the four most common psychological symptoms reported by this sample of patients with COPD? What percentage of these subjects experienced these symptoms? Was there a significant difference between the moderate and severe airflow limitation groups for psychological symptoms?7. What frequency and percentage of the total sample used short-acting β 2 -agonists? Show your calculations and round to the nearest whole percent.8. Is there a significant difference between the moderate and severe airflow limitation groups regarding the use of short-acting β 2 -agonists? Provide a rationale for your answer.9. Was the percentage of COPD patients with moderate and severe airflow limitation using short-acting β 2 -agonists what you expected? Provide a rationale with documentation for your answer.10. Are these findings ready for use in practice? Provide a rationale for your answer.Exercise 261. Plot the frequency distribution for “Age at Enrollment” by hand or by using SPSS.2. How would you characterize the skewness of the distribution in Question 1—positively skewed, negatively skewed, or approximately normal? Provide a rationale for your answer.3. Compare the original skewness statistic and Shapiro-Wilk statistic with those of the smaller dataset ( n = 15) for the variable “Age at First Arrest.” How did the statistics change, and how would you explain these differences?4. Plot the frequency distribution for “Years of Education” by hand or by using SPSS.5. How would you characterize the kurtosis of the distribution in Question 4—leptokurtic, mesokurtic, or platykurtic? Provide a rationale for your answer.6. What is the skewness statistic for “Age at Enrollment”? How would you characterize the magnitude of the skewness statistic for “Age at Enrollment”?7. What is the kurtosis statistic for “Years of Education”? How would you characterize the magnitude of the kurtosis statistic for “Years of Education”?8. Using SPSS, compute the Shapiro-Wilk statistic for “Number of Times Fired from Job.” What would you conclude from the results?9. In the SPSS output table titled “Tests of Normality,” the Shapiro-Wilk statistic is reported along with the Kolmogorov-Smirnov statistic. Why is the Kolmogorov-Smirnov statistic inappropriate to report for these example data?10. How would you explain the skewness statistic for a particular frequency distribution being low and the Shapiro-Wilk statistic still being significant at p < 0.05?