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W7 Written Assignment βWeek 7 Assignmentβ
Business Statistics
Week 7 Assignment
Question 1
Assume you have noted the following prices for paperback books and the number of pages that
each book contains.
Develop a least-squares estimated regression line.
1. Compute the coefficient of determination and explain its meaning.
2. Compute the correlation coefficient between the price and the number of pages. Test to
see if x and y are related. Use Ξ± = 0.10.
Question 2
The following data represent a company's yearly sales volume and its advertising expenditure
over a period of 8 years.
1. Develop a scatter diagram of sales versus advertising and explain what it shows regarding
the relationship between sales and advertising.
2. Use the method of least squares to compute an estimated regression line between sales
and advertising.
3. If the company's advertising expenditure is $400,000, what are the predicted sales? Give
the answer in dollars.
4. What does the slope of the estimated regression line indicate?
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SPSS, histogram, descriptive
PART 1: HISTOGRAMS AND DESCRIPTIVE STATISTICSYour first IBM SSPS assessment includes two sections:Create two histograms an ...
SPSS, histogram, descriptive
PART 1: HISTOGRAMS AND DESCRIPTIVE STATISTICSYour first IBM SSPS assessment includes two sections:Create two histograms and provide interpretations.Calculate measures of central tendency and dispersion and provide interpretations.Key Details and InstructionsSubmit your assessment as an attached Word document.Begin your assessment by creating a properly formatted APA title page. Include a reference list at the end of the document if necessary. On page 2, begin Section 1.Organize the narrative report with your SPSS output charts and tables integrated along with your responses to the specific requirements listed for that assessment. (See theCopy/Export Output Instructions in the Resources for instructions on how to do this).Label all tables and graphs in a manner consistent with APA style and formatting guidelines. Citations, if needed, should be included in the text as well as a reference section at the end of the report.For additional help in completing this assessment, refer to the IBM SPSS Step-By-Step Instructions: Histograms and Descriptive Statistics document, linked in the Required Resources.Section 1: Histograms and Visual InterpretationSection 1 will include one histogram of "total" scores for all the males in the data set, and one histogram of "total" scores for all the females in the data set.Create two histograms using the totaland gendervariables in your grades.savdata set:A histogram for male students.A histogram for female students.Below the histograms, provide an interpretation based on your visual inspection. Correctly use all of the following terms in your discussion:Skew.Kurtosis.Outlier.Symmetry.Modality.Comment on any differences between males and females regarding their total scores. Analyze the strengths and limitations of visually interpreting histograms.Section 2: Calculate and Interpret Measures of Central Tendency and DispersionUsing the grades.savfile, compute descriptive statistics, including mean, standard deviation, skewness, and kurtosisfor the following variables:id.gender.ethnicity.gpa.quiz3.total.Below the Descriptives table, complete the following:Indicate which variable(s) are meaningless to interpret in terms of mean, standard deviation, skewness, and kurtosis. Justify your decision.Next, indicate which variable(s) are meaningful to interpret. Justify your decision. For meaningful variables, specify any variables that are in the ideal range for both skewness and kurtosis.Specify any variables that are acceptable but not excellent.Specify any variables that are unacceptable. Explain your decisions.For all meaningful variables, report and interpret the descriptive statistics (mean, standard deviation, skewness, and kurtosis).PART 2: DATA SCREENINGFor this part of the assessment, respond to the following questions:What are the goals of data screening? How can you identify and remedy the following?Errors in data entry.Outliers.Missing data.PART 3: Z-SCORES, TYPE I AND II ERROR, NULL HYPOTHESIS TESTINGThis IBM SPSS assessment includes three sections:Generate z-scores for a variable in grades.sav and report/interpret them.Analyze cases of Type I and Type II error.Analyze cases to either reject or not reject a null hypothesis.The format of this assessment should be narrative with supporting statistical output (table and graphs) integrated into the narrative in the appropriate place (not all at the end of the document). See the Copy/Export Output Instructionsfor instructions on how to do this.Download the z-Scores, Type I and Type II Error, Null Hypothesis Testing Answer Templatefrom the Required Resources, and use the template to complete the following sections:Section 1: z-Scores in SPSS.Section 2: Case Studies of Type I and Type II Error.Section 3: Case Studies of Null Hypothesis Testing.ReferenceGeorge, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference(14th ed.). New York, NY: Routledge.For this three-part assessment, you will create and interpret histograms and compute descriptive statistics for given variables; analyze the goals of data screening; and generate z-scores for variables, analyze types of error, and analyze cases to either reject or not reject a null hypothesis. You will use SPSS software and several course files to complete this assessment.By successfully completing this assignment, you will demonstrate your proficiency in the following areas:Analyze the computation, application, strengths and limitations of various statistical tests.Analyze the strengths and limitations of examining a distribution of scores with a histogram.Analyze the relevant data from the computation, interpretation, and application of z-scores.Analyze real-world application of Type I and Type II errors, and the research decisions that influence the relative risk of each.Analyze the decision-making process of data analysis.Analyze meaningful versus meaningless variables reported in descriptive statistics.Apply the logic of null hypothesis testing to cases.Interpret the results of statistical analyses.Interpret histogram results, including concepts of skew, kurtosis, outliers, symmetry, and modality.Interpret descriptive statistics for meaningful variables.Apply a statistical program's procedure to data.Apply the appropriate SPSS procedures for creating histograms to generate relevant output.Apply the appropriate SPSS procedure for generating descriptive statistics to generate relevant output.Apply the appropriate SPSS procedures for creating z-scores and descriptive statistics to generate relevant output.Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the identified field of study.Communicate in a manner that is scholarly, professional and consistent with expectations for members of the identified field of study.IBM SPSS Statistics Standard GradPack. (The Base GradPack is not acceptable for use in this course.) but it must be version 22 or higher. Be sure to use the version that is compatible with your operating system (PC or Mac).SUGGESTED RESOURCESThe resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid.ResourcesGeorge, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference(14th ed.). New York, NY: Routledge.Internet ResourcesLane, D. M. (2013). HyperStat online: An introductory statistics textbook and online tutorial for help in statistics courses. Retrieved from http://davidmlane.com/hyperstatStatSoft, Inc. (2013). Electronic statistics textbook. Tulsa, OK: StatSoft. Retrieved fromhttp://www.statsoft.com/textbookSophia. (2014). Retrieved from http://www.sophia.org/Browse Sophia for tutorials that explore statistical topics.StatisticsLectures.com. (2012). Free statistics lectures. Retrieved fromhttp://statisticslectures.com/Khan Academy. (2013). Retrieved from https://www.khanacademy.orgThis Web site offers resources covering a range of subjects, including statisticsHall, R. (1998). Between subjects one-way ANOVA example. Psychology World. Retrieved from http://web.mst.edu/~psyworld/anovaexample.htmElliot, A. C. (2012). ANOVA using Microsoft Excel: One-way analysis of variance. Excel Tutorials for Statistical Data Analysis. Retrieved fromhttp://www.stattutorials.com/EXCEL/EXCEL_ANOVA.htm...Onwuegbuzie, T. (Producer). (2009). Mixed methods research[Video] | Transcript. Available from http://videolectures.net/ssmt09_onwuegbuzie_mmrPREPARATIONThis assessment has three parts, each of which is described below. Submit all three parts as Word documents.Note:All the course documents you will need for the assignment are attached.This assessment uses the grades.savfile. The grades.savfile is a sample SPSS data set that is converted from the grades2.datfile. (Use the Data Set Instructionsto convert thegrades2.datfile to the grades.savfile that you will use throughout this course.)The fictional data in the grades.savfile represent a teacher's recording of student demographics and performance on quizzes and a final exam across three sections of the course. Each section consists of about 35 students (N = 105).There are 21 variables in grades.sav. To prepare for this assessment, complete the following:Open your grades.sav file and navigate to the "Variable View" tab.Read the Data Set Instructions, and make sure you have the correct Values and Scales of Measurement assigned.
Smallpox Controversy To Inoculate or Not to Inoculate Problem Questions
Daniel Bernoulli's work in 1760 had the goal of appraising the effectiveness of a controversial inoculation program agains ...
Smallpox Controversy To Inoculate or Not to Inoculate Problem Questions
Daniel Bernoulli's work in 1760 had the goal of appraising the effectiveness of a controversial inoculation program against smallpox, which at that time was a major threat to public health.Question 1. Who was Daniel Bernoulli?Why was he working on this project?Bernoulli's model applies equally well to any other disease that, once contracted and survived, confers a lifetime immunity.Consider the cohort of individuals born in a given yearπ‘=0t=0, and letπ(π‘)n(t) be the number of these individuals surviving π‘t years later.Let π₯(π‘)x(t)be the number of members of this cohort who have not had smallpox by year π‘t and who are therefore still susceptible. Let π½Ξ² be the rate at which susceptibles contract smallpox, and let πΞ½ be the rate at which people who contract smallpox die from the disease. Finally, let π(π‘)ΞΌ(t) be the death rate from all causes other than smallpox. Then ππ₯ππ‘dxdt, the rate at which the number of susceptibles declines, is given byππ₯ππ‘=β[π½+π(π‘)]π₯dxdt=β[Ξ²+ΞΌ(t)]x (1)The first term on the right of Eq.1 is the rate at which susceptibles contract smallpox, and the second term is the rate at which they die from all other causes. Also,ππππ‘=βππ½π₯βπ(π‘)πdndt=βΞ½Ξ²xβΞΌ(t)n, (2)where ππππ‘dndt is the death rate of the entire cohort, and the two terms on the right side are the death rates due to smallpox and to all other causes, respectively.Introduce a new variable π§(π‘)=π₯(π‘)π(π‘).z(t)=x(t)n(t).Question 2.Formulatetheinitial value problem for π§(π‘)z(t).Question 3. Find the complete general solution to differential equation in Q.2 equation.Question 4. Find the solution to the initial value problem.Question 5. Draw the slope field( by hand, or with DField oruse MATLAB, for example, ode45) for this equation and draw some representative solutions. What does this picture tell youabout the solution to this initial value problem.Question 6.Does the solutionin Q.5 agree with your analysis in Q. 4?Question 5. Bernoulli estimated that π=π½=1/8Ξ½=Ξ²=1/8.With that in mind, determine the proportion of 20-year-olds who have not had smallpox.On the basis of the model just described and the best mortality data available at the time, Bernoulli calculated that if deaths due to smallpox could be eliminated, π=0Ξ½=0, then the life expectancy among inoculated will increase by almost 10%.Question 6. Check the internet for the information about what was the life expectancy in 1760 in the country where Bernoulli lived. How would the inoculation program change it?As a result of this study,Bernoullisupported the inoculation program.
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Data Analytics.edited
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University of Phoenix Null and Alternative Hypothesis & Analysis Question Presentation
Assignment ContentYou are in charge of conducting an analysis for your organization to discover if there is a relationship ...
University of Phoenix Null and Alternative Hypothesis & Analysis Question Presentation
Assignment ContentYou are in charge of conducting an analysis for your organization to discover if there is a relationship between an employeeβs performance rating and the number of sick days they take each year. Your coworker has already collected the data and it is ready for you to analyze.Review the data your coworker collected in the Analysis of Correlation Test Data Spreadsheet.First, plan your analysis. Second, conduct your analysis. Third, describe your analysis.Create Microsoft PowerPoint presentation and include speaker notes.**Note: Do not use the note pane feature [do not place your notes in the note pane beneath your slides], instead place all of your speaker notes on your last two or three slides. Use a blank slide layout and use font size 18 for your speaker notes. Total word count for your speaker notes should be around 500 words. Fully explain the following items:Part 1: Planning: What are the null and alternative hypotheses?Where did you obtain your data or who obtained it for you?Part 2: AnalysisWhat are the descriptive statistics for your sample? Include:Sample sizeMeanMedianModeStandard deviationAnalysis Procedures: What did you do to conduct your analysis?Part 3: Results and DiscussionWhat are the test statistics and results? Includet statisticp-valueWhat are the results? Are the results inferable to the population?Do you reject or fail to reject the null hypothesis? Explain.What do the results mean? What is your recommendation to the organization? Support your recommendation with your data analysis evidence.
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SPSS, histogram, descriptive
PART 1: HISTOGRAMS AND DESCRIPTIVE STATISTICSYour first IBM SSPS assessment includes two sections:Create two histograms an ...
SPSS, histogram, descriptive
PART 1: HISTOGRAMS AND DESCRIPTIVE STATISTICSYour first IBM SSPS assessment includes two sections:Create two histograms and provide interpretations.Calculate measures of central tendency and dispersion and provide interpretations.Key Details and InstructionsSubmit your assessment as an attached Word document.Begin your assessment by creating a properly formatted APA title page. Include a reference list at the end of the document if necessary. On page 2, begin Section 1.Organize the narrative report with your SPSS output charts and tables integrated along with your responses to the specific requirements listed for that assessment. (See theCopy/Export Output Instructions in the Resources for instructions on how to do this).Label all tables and graphs in a manner consistent with APA style and formatting guidelines. Citations, if needed, should be included in the text as well as a reference section at the end of the report.For additional help in completing this assessment, refer to the IBM SPSS Step-By-Step Instructions: Histograms and Descriptive Statistics document, linked in the Required Resources.Section 1: Histograms and Visual InterpretationSection 1 will include one histogram of "total" scores for all the males in the data set, and one histogram of "total" scores for all the females in the data set.Create two histograms using the totaland gendervariables in your grades.savdata set:A histogram for male students.A histogram for female students.Below the histograms, provide an interpretation based on your visual inspection. Correctly use all of the following terms in your discussion:Skew.Kurtosis.Outlier.Symmetry.Modality.Comment on any differences between males and females regarding their total scores. Analyze the strengths and limitations of visually interpreting histograms.Section 2: Calculate and Interpret Measures of Central Tendency and DispersionUsing the grades.savfile, compute descriptive statistics, including mean, standard deviation, skewness, and kurtosisfor the following variables:id.gender.ethnicity.gpa.quiz3.total.Below the Descriptives table, complete the following:Indicate which variable(s) are meaningless to interpret in terms of mean, standard deviation, skewness, and kurtosis. Justify your decision.Next, indicate which variable(s) are meaningful to interpret. Justify your decision. For meaningful variables, specify any variables that are in the ideal range for both skewness and kurtosis.Specify any variables that are acceptable but not excellent.Specify any variables that are unacceptable. Explain your decisions.For all meaningful variables, report and interpret the descriptive statistics (mean, standard deviation, skewness, and kurtosis).PART 2: DATA SCREENINGFor this part of the assessment, respond to the following questions:What are the goals of data screening? How can you identify and remedy the following?Errors in data entry.Outliers.Missing data.PART 3: Z-SCORES, TYPE I AND II ERROR, NULL HYPOTHESIS TESTINGThis IBM SPSS assessment includes three sections:Generate z-scores for a variable in grades.sav and report/interpret them.Analyze cases of Type I and Type II error.Analyze cases to either reject or not reject a null hypothesis.The format of this assessment should be narrative with supporting statistical output (table and graphs) integrated into the narrative in the appropriate place (not all at the end of the document). See the Copy/Export Output Instructionsfor instructions on how to do this.Download the z-Scores, Type I and Type II Error, Null Hypothesis Testing Answer Templatefrom the Required Resources, and use the template to complete the following sections:Section 1: z-Scores in SPSS.Section 2: Case Studies of Type I and Type II Error.Section 3: Case Studies of Null Hypothesis Testing.ReferenceGeorge, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference(14th ed.). New York, NY: Routledge.For this three-part assessment, you will create and interpret histograms and compute descriptive statistics for given variables; analyze the goals of data screening; and generate z-scores for variables, analyze types of error, and analyze cases to either reject or not reject a null hypothesis. You will use SPSS software and several course files to complete this assessment.By successfully completing this assignment, you will demonstrate your proficiency in the following areas:Analyze the computation, application, strengths and limitations of various statistical tests.Analyze the strengths and limitations of examining a distribution of scores with a histogram.Analyze the relevant data from the computation, interpretation, and application of z-scores.Analyze real-world application of Type I and Type II errors, and the research decisions that influence the relative risk of each.Analyze the decision-making process of data analysis.Analyze meaningful versus meaningless variables reported in descriptive statistics.Apply the logic of null hypothesis testing to cases.Interpret the results of statistical analyses.Interpret histogram results, including concepts of skew, kurtosis, outliers, symmetry, and modality.Interpret descriptive statistics for meaningful variables.Apply a statistical program's procedure to data.Apply the appropriate SPSS procedures for creating histograms to generate relevant output.Apply the appropriate SPSS procedure for generating descriptive statistics to generate relevant output.Apply the appropriate SPSS procedures for creating z-scores and descriptive statistics to generate relevant output.Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the identified field of study.Communicate in a manner that is scholarly, professional and consistent with expectations for members of the identified field of study.IBM SPSS Statistics Standard GradPack. (The Base GradPack is not acceptable for use in this course.) but it must be version 22 or higher. Be sure to use the version that is compatible with your operating system (PC or Mac).SUGGESTED RESOURCESThe resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid.ResourcesGeorge, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference(14th ed.). New York, NY: Routledge.Internet ResourcesLane, D. M. (2013). HyperStat online: An introductory statistics textbook and online tutorial for help in statistics courses. Retrieved from http://davidmlane.com/hyperstatStatSoft, Inc. (2013). Electronic statistics textbook. Tulsa, OK: StatSoft. Retrieved fromhttp://www.statsoft.com/textbookSophia. (2014). Retrieved from http://www.sophia.org/Browse Sophia for tutorials that explore statistical topics.StatisticsLectures.com. (2012). Free statistics lectures. Retrieved fromhttp://statisticslectures.com/Khan Academy. (2013). Retrieved from https://www.khanacademy.orgThis Web site offers resources covering a range of subjects, including statisticsHall, R. (1998). Between subjects one-way ANOVA example. Psychology World. Retrieved from http://web.mst.edu/~psyworld/anovaexample.htmElliot, A. C. (2012). ANOVA using Microsoft Excel: One-way analysis of variance. Excel Tutorials for Statistical Data Analysis. Retrieved fromhttp://www.stattutorials.com/EXCEL/EXCEL_ANOVA.htm...Onwuegbuzie, T. (Producer). (2009). Mixed methods research[Video] | Transcript. Available from http://videolectures.net/ssmt09_onwuegbuzie_mmrPREPARATIONThis assessment has three parts, each of which is described below. Submit all three parts as Word documents.Note:All the course documents you will need for the assignment are attached.This assessment uses the grades.savfile. The grades.savfile is a sample SPSS data set that is converted from the grades2.datfile. (Use the Data Set Instructionsto convert thegrades2.datfile to the grades.savfile that you will use throughout this course.)The fictional data in the grades.savfile represent a teacher's recording of student demographics and performance on quizzes and a final exam across three sections of the course. Each section consists of about 35 students (N = 105).There are 21 variables in grades.sav. To prepare for this assessment, complete the following:Open your grades.sav file and navigate to the "Variable View" tab.Read the Data Set Instructions, and make sure you have the correct Values and Scales of Measurement assigned.
Smallpox Controversy To Inoculate or Not to Inoculate Problem Questions
Daniel Bernoulli's work in 1760 had the goal of appraising the effectiveness of a controversial inoculation program agains ...
Smallpox Controversy To Inoculate or Not to Inoculate Problem Questions
Daniel Bernoulli's work in 1760 had the goal of appraising the effectiveness of a controversial inoculation program against smallpox, which at that time was a major threat to public health.Question 1. Who was Daniel Bernoulli?Why was he working on this project?Bernoulli's model applies equally well to any other disease that, once contracted and survived, confers a lifetime immunity.Consider the cohort of individuals born in a given yearπ‘=0t=0, and letπ(π‘)n(t) be the number of these individuals surviving π‘t years later.Let π₯(π‘)x(t)be the number of members of this cohort who have not had smallpox by year π‘t and who are therefore still susceptible. Let π½Ξ² be the rate at which susceptibles contract smallpox, and let πΞ½ be the rate at which people who contract smallpox die from the disease. Finally, let π(π‘)ΞΌ(t) be the death rate from all causes other than smallpox. Then ππ₯ππ‘dxdt, the rate at which the number of susceptibles declines, is given byππ₯ππ‘=β[π½+π(π‘)]π₯dxdt=β[Ξ²+ΞΌ(t)]x (1)The first term on the right of Eq.1 is the rate at which susceptibles contract smallpox, and the second term is the rate at which they die from all other causes. Also,ππππ‘=βππ½π₯βπ(π‘)πdndt=βΞ½Ξ²xβΞΌ(t)n, (2)where ππππ‘dndt is the death rate of the entire cohort, and the two terms on the right side are the death rates due to smallpox and to all other causes, respectively.Introduce a new variable π§(π‘)=π₯(π‘)π(π‘).z(t)=x(t)n(t).Question 2.Formulatetheinitial value problem for π§(π‘)z(t).Question 3. Find the complete general solution to differential equation in Q.2 equation.Question 4. Find the solution to the initial value problem.Question 5. Draw the slope field( by hand, or with DField oruse MATLAB, for example, ode45) for this equation and draw some representative solutions. What does this picture tell youabout the solution to this initial value problem.Question 6.Does the solutionin Q.5 agree with your analysis in Q. 4?Question 5. Bernoulli estimated that π=π½=1/8Ξ½=Ξ²=1/8.With that in mind, determine the proportion of 20-year-olds who have not had smallpox.On the basis of the model just described and the best mortality data available at the time, Bernoulli calculated that if deaths due to smallpox could be eliminated, π=0Ξ½=0, then the life expectancy among inoculated will increase by almost 10%.Question 6. Check the internet for the information about what was the life expectancy in 1760 in the country where Bernoulli lived. How would the inoculation program change it?As a result of this study,Bernoullisupported the inoculation program.
12 pages
R Project
I. You will be using the dataset DRP.csv. Results of an experiment to test whether directed reading activities in the clas ...
R Project
I. You will be using the dataset DRP.csv. Results of an experiment to test whether directed reading activities in the classroom help elementary school ...
3 pages
Data Analytics.edited
The subjective probability distributions for the number of delegates that would be in attendance at each location have bee ...
Data Analytics.edited
The subjective probability distributions for the number of delegates that would be in attendance at each location have been approximately defined by ...
University of Phoenix Null and Alternative Hypothesis & Analysis Question Presentation
Assignment ContentYou are in charge of conducting an analysis for your organization to discover if there is a relationship ...
University of Phoenix Null and Alternative Hypothesis & Analysis Question Presentation
Assignment ContentYou are in charge of conducting an analysis for your organization to discover if there is a relationship between an employeeβs performance rating and the number of sick days they take each year. Your coworker has already collected the data and it is ready for you to analyze.Review the data your coworker collected in the Analysis of Correlation Test Data Spreadsheet.First, plan your analysis. Second, conduct your analysis. Third, describe your analysis.Create Microsoft PowerPoint presentation and include speaker notes.**Note: Do not use the note pane feature [do not place your notes in the note pane beneath your slides], instead place all of your speaker notes on your last two or three slides. Use a blank slide layout and use font size 18 for your speaker notes. Total word count for your speaker notes should be around 500 words. Fully explain the following items:Part 1: Planning: What are the null and alternative hypotheses?Where did you obtain your data or who obtained it for you?Part 2: AnalysisWhat are the descriptive statistics for your sample? Include:Sample sizeMeanMedianModeStandard deviationAnalysis Procedures: What did you do to conduct your analysis?Part 3: Results and DiscussionWhat are the test statistics and results? Includet statisticp-valueWhat are the results? Are the results inferable to the population?Do you reject or fail to reject the null hypothesis? Explain.What do the results mean? What is your recommendation to the organization? Support your recommendation with your data analysis evidence.
7 pages
Top Principles in Teaching Mathematics
Mathematics is a kind of study in which the properties of idealized objects are scrutinized or slowly examined. Mathematic ...
Top Principles in Teaching Mathematics
Mathematics is a kind of study in which the properties of idealized objects are scrutinized or slowly examined. Mathematics was first used as a tool for calculation for a certain computation and other tabulation and eventually it was improved and has already has its own terms, approaches and rules to be use for its application.
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