The purpose of this assignment is to use skills you have learned throughout all five weeks of the course. You will be able to apply what they have learned to solve a real world problem that you could use to in your future career.Create a 5- to 6-slide presentation that must include:One slide on the Introduction Introduce your topic and question that you chose in Week 2.Why did it interest you? How does it relate to life?What should the audience learn from your presentation?Three to four slides of your visualsShow your tables, scatter plot, other 2 visuals, calculations, and any other evidence to support your conclusion(s) that you created in Week 3.Explain what information in the data tables is not needed for your analysis.Discuss what you can conclude from the visuals. How do these visuals support your conclusion?One slide for a conclusion Restate your topic and question and give your answer to the scenario.How confident are you that your conclusion is sound?What work would need to be done to increase your confidence?Discuss what you learned from this project.Include detailed speaker notes for each slide.

Chi-Square TestsUse the attached dataset ("practice.sav") to perform a chi-square test of independence to compare the differing opinions toward death penalty (variable name = “cappun”) by various racial groups (variable name = “race”).What is the research question?What is the null hypothesis?What is the research hypothesis? (Non-Directional)Basic descriptive analysis of the variables used (e.g., mode, % for each group, etc) in a paragraph form. (Don't just include a number of SPSS tables and not talk about it.)State the rationale for applying a chi-square test of independence in this investigation using appropriate readings and resources in Module 8. (Please cite specific references.)Write out the results in an APA format.Example: A chi-square test of independence was performed to examine the relationship between gender and like/dislike of American Idol. The relationship between these variables was significant, X2(1, N=120) = 3.92, p = .048. Female students at CUC were more likely (62%) than their male counterparts (44%) to like American Idol. The size of the effect was small with a phi value of .18."Be careful to state the % of "favor" and "oppose" death penalty within each racial category, not the % of different racial groups within "favor" and "oppose" death penalty categories. (An important distinction!)Please include appropriate tables from the SPSS output used in your analyses.