need to find total number of students
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One-fourth of the class likes strawberry. One-half of the class likes chocolate, the rest of the class - 7, said vanilla How many kids are in the class? ( please show how arrived at answer)
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Week 3 Project Guideline
The following chart is the years of life expected at birth, as estimated by the National 1. Discuss the potential paramete ...
Week 3 Project Guideline
The following chart is the years of life expected at birth, as estimated by the National 1. Discuss the potential parameters necessary to model the ...
Walden University Wk 4 Sampling Distributions & Confidence Intervals Paper
In this week, you will explore probability as it relates to an observed occurrence. You also will explore the concept of t ...
Walden University Wk 4 Sampling Distributions & Confidence Intervals Paper
In this week, you will explore probability as it relates to an observed occurrence. You also will explore the concept of the sampling distribution as well as confidence intervals of specific data. Finally, you explore the results of data to determine implications for social change. Learning Resources Required Readings Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G. (2020). Social statistics for a diverse society (9th ed.). Thousand Oaks, CA: Sage Publications. Chapter 5, “The Normal Distribution” (pp. 151-177) Chapter 6, “Sampling and Sampling Distributions” (pp. 179-209) Chapter 7, “Estimation” (pp. 211-240) Wagner, III, W. E. (2020). Using IBM® SPSS® statistics for research methods and social science statistics (7th ed.). Thousand Oaks, CA: Sage Publications. Chapter 3, “Selecting and Sampling Cases” Chapter 5, “Charts and Graphs” Chapter 11, “Editing Output” Magnusson, K. (n.d.). Welcome to Kristoffer Magnusson’s blog about R, Statistics, Psychology, Open Science, Data Visualization [blog]. Retrieved from http://rpsychologist.com/index.html As you review this web blog, select the Interpreting Confidence Intervals – new d3.js visualization link, once you select the link, follow the instructions to view the interactive for confidence intervals. This interactive will help you to visualize and understand confidence intervals. Note: This is Kristoffer Magnusson’s personal blog and his views may not necessarily reflect the views of Walden University faculty. Walden University Library. (n.d.). Course Guide and Assignment Help for RSCH 8210. Retrieved from http://academicguides.waldenu.edu/rsch8210 For help with this week’s research, see this Course Guide and related weekly assignment resources. Datasets Your instructor will post the datasets for the course in the Doc Sharing section and in an Announcement. Your instructor may also recommend using a different dataset from the ones provided here. Optional Resources Rice University, University of Houston Clear Lake, and Tufts University. (n.d.). Online Statistics Education: An Interactive Multimedia Course of Study. Retrieved from http://onlinestatbook.com/2/estimation/ci_sim.html Use this website for your practice as you consider confidence intervals and how the width changes. Also, consider why the width might be important. Skill Builders: Confidence Intervals Sampling Distributions To access these Skill Builders, navigate back to your Blackboard Course Home page, and locate “Skill Builders” in the left navigation pane. From there, click on the relevant Skill Builder link for this week. You are encouraged to click through these and all Skill Builders to gain additional practice with these concepts. Doing so will bolster your knowledge of the concepts you’re learning this week and throughout the course. Discussion: The Importance of Relationships As its name implies, confidence intervals provide a range of values, along with a level of confidence, to serve as an estimate of some unknown population value. Since it is rare to have access to the entire population, you must frequently rely on the confidence interval of the sample to make some inference about the population of interest. Before making accurate inferences to the population, we need to fully understand how the three key components of the interval—variability in the data, sample size, and confidence level—impact the width of the interval. For this Discussion, you will explore the relationship between these components and understand the trade-off between reducing risk in our confidence of estimates and increasing precision. To prepare for this Discussion: Review Chapters 6 and 7 of the Frankfort-Nachmias & Leon-Guerrero text and in Chapter 7, p. 188, consider Hispanic migration and earnings and focus on how different levels of confidence and sample size work together. Review Magnusson’s web blog found in the Learning Resources to further your visualization and understanding of confidence intervals. Use the Course Guide and Assignment Help found in this week’s Learning Resources to search for a quantitative article related to confidence intervals. Using the SPSS software, General Social Survey dataset and choose a quantitative variable that interests you. Using SPSS: Take a random sample of 100. Calculate the 95% confidence interval for the variable. Calculate a 90% confidence interval. Take another random sample of 400. Calculate the 95% confidence interval for the variable. Calculate a 90% confidence interval. Post your results, the mean of Age to verify the dataset you used, and an explanation of how different levels of confidence and sample size affect the width of the confidence interval. Next, consider the statement, “Confidence intervals are underutilized” and explain what the implications might be of using or not using confidence intervals. Provide examples based on the results of your data. Also, use your research to support your findings.
MATH 153 CCBC Inferences from Data on The Working Poor in the US Questions
There is a population of workers in this country who are employed but who do not earn enough in wages to securely cover th ...
MATH 153 CCBC Inferences from Data on The Working Poor in the US Questions
There is a population of workers in this country who are employed but who do not earn enough in wages to securely cover the cost of their family’s basic needs. Although the numbers vary by state or district, these individuals and their families are similar in that they cross racial, cultural, and local boundaries. They are considered the nation’s “Working Poor.” This common graded assignment was designed to allow you, the Introductory Statistics student, to explore some data that may be related to this population. Through the use of multiple statistical concepts covered in your MATH 153 course you will complete the provided assignment below to demonstrate your understanding of the manipulation of data, the use of technology in statistical analysis, the relationships between related variables, estimating population parameters, and hypothesis testing.
Mathematics for College Readiness Belchertown High School Find the perimeter of the polygon ?ABCDEFG? shown below. Round to the nearest tenth, if necessary.
Find the perimeter of the polygon ABCDEFG shown below. Round to the nearest tenth, if necessary.A. 59.7B. 26C. 30D. 27.7
Mathematics for College Readiness Belchertown High School Find the perimeter of the polygon ?ABCDEFG? shown below. Round to the nearest tenth, if necessary.
Find the perimeter of the polygon ABCDEFG shown below. Round to the nearest tenth, if necessary.A. 59.7B. 26C. 30D. 27.7
MATH 178 Cuyamaca College Derivatives and Exponential Factors Calculus Test
Go to MyLab Math (Links to an external site.) and take Test 2. You have (1 hour 50 min) to complete the exam. It will open ...
MATH 178 Cuyamaca College Derivatives and Exponential Factors Calculus Test
Go to MyLab Math (Links to an external site.) and take Test 2. You have (1 hour 50 min) to complete the exam. It will open at 5:30 pm and close at 7:20 pm.You then must upload ALL SCRATCH work to me.( as soon as you finish the test i will need to upload it by 7:30) You MUST SHOW ALL WORK for each problem. Leave space at the top of the paper for me to copy my ID up there. Please LEAVE SPACE between problems on your scratch work - so I have room to write. SHOW ALL WORK or get a zero for a problem where you did not.- from my professorcovers 2.1-2.5 lectures notes 2.1- Exp. & log fcts. of the natural Base,e2.2- Derivatives of exponential (base-e fcts)2.3- derivatives of natural log fcts2.4- Applications: uninhabited and limited growth models2.5-Applications: exponential decay
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7 pages
Week 3 Project Guideline
The following chart is the years of life expected at birth, as estimated by the National 1. Discuss the potential paramete ...
Week 3 Project Guideline
The following chart is the years of life expected at birth, as estimated by the National 1. Discuss the potential parameters necessary to model the ...
Walden University Wk 4 Sampling Distributions & Confidence Intervals Paper
In this week, you will explore probability as it relates to an observed occurrence. You also will explore the concept of t ...
Walden University Wk 4 Sampling Distributions & Confidence Intervals Paper
In this week, you will explore probability as it relates to an observed occurrence. You also will explore the concept of the sampling distribution as well as confidence intervals of specific data. Finally, you explore the results of data to determine implications for social change. Learning Resources Required Readings Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G. (2020). Social statistics for a diverse society (9th ed.). Thousand Oaks, CA: Sage Publications. Chapter 5, “The Normal Distribution” (pp. 151-177) Chapter 6, “Sampling and Sampling Distributions” (pp. 179-209) Chapter 7, “Estimation” (pp. 211-240) Wagner, III, W. E. (2020). Using IBM® SPSS® statistics for research methods and social science statistics (7th ed.). Thousand Oaks, CA: Sage Publications. Chapter 3, “Selecting and Sampling Cases” Chapter 5, “Charts and Graphs” Chapter 11, “Editing Output” Magnusson, K. (n.d.). Welcome to Kristoffer Magnusson’s blog about R, Statistics, Psychology, Open Science, Data Visualization [blog]. Retrieved from http://rpsychologist.com/index.html As you review this web blog, select the Interpreting Confidence Intervals – new d3.js visualization link, once you select the link, follow the instructions to view the interactive for confidence intervals. This interactive will help you to visualize and understand confidence intervals. Note: This is Kristoffer Magnusson’s personal blog and his views may not necessarily reflect the views of Walden University faculty. Walden University Library. (n.d.). Course Guide and Assignment Help for RSCH 8210. Retrieved from http://academicguides.waldenu.edu/rsch8210 For help with this week’s research, see this Course Guide and related weekly assignment resources. Datasets Your instructor will post the datasets for the course in the Doc Sharing section and in an Announcement. Your instructor may also recommend using a different dataset from the ones provided here. Optional Resources Rice University, University of Houston Clear Lake, and Tufts University. (n.d.). Online Statistics Education: An Interactive Multimedia Course of Study. Retrieved from http://onlinestatbook.com/2/estimation/ci_sim.html Use this website for your practice as you consider confidence intervals and how the width changes. Also, consider why the width might be important. Skill Builders: Confidence Intervals Sampling Distributions To access these Skill Builders, navigate back to your Blackboard Course Home page, and locate “Skill Builders” in the left navigation pane. From there, click on the relevant Skill Builder link for this week. You are encouraged to click through these and all Skill Builders to gain additional practice with these concepts. Doing so will bolster your knowledge of the concepts you’re learning this week and throughout the course. Discussion: The Importance of Relationships As its name implies, confidence intervals provide a range of values, along with a level of confidence, to serve as an estimate of some unknown population value. Since it is rare to have access to the entire population, you must frequently rely on the confidence interval of the sample to make some inference about the population of interest. Before making accurate inferences to the population, we need to fully understand how the three key components of the interval—variability in the data, sample size, and confidence level—impact the width of the interval. For this Discussion, you will explore the relationship between these components and understand the trade-off between reducing risk in our confidence of estimates and increasing precision. To prepare for this Discussion: Review Chapters 6 and 7 of the Frankfort-Nachmias & Leon-Guerrero text and in Chapter 7, p. 188, consider Hispanic migration and earnings and focus on how different levels of confidence and sample size work together. Review Magnusson’s web blog found in the Learning Resources to further your visualization and understanding of confidence intervals. Use the Course Guide and Assignment Help found in this week’s Learning Resources to search for a quantitative article related to confidence intervals. Using the SPSS software, General Social Survey dataset and choose a quantitative variable that interests you. Using SPSS: Take a random sample of 100. Calculate the 95% confidence interval for the variable. Calculate a 90% confidence interval. Take another random sample of 400. Calculate the 95% confidence interval for the variable. Calculate a 90% confidence interval. Post your results, the mean of Age to verify the dataset you used, and an explanation of how different levels of confidence and sample size affect the width of the confidence interval. Next, consider the statement, “Confidence intervals are underutilized” and explain what the implications might be of using or not using confidence intervals. Provide examples based on the results of your data. Also, use your research to support your findings.
MATH 153 CCBC Inferences from Data on The Working Poor in the US Questions
There is a population of workers in this country who are employed but who do not earn enough in wages to securely cover th ...
MATH 153 CCBC Inferences from Data on The Working Poor in the US Questions
There is a population of workers in this country who are employed but who do not earn enough in wages to securely cover the cost of their family’s basic needs. Although the numbers vary by state or district, these individuals and their families are similar in that they cross racial, cultural, and local boundaries. They are considered the nation’s “Working Poor.” This common graded assignment was designed to allow you, the Introductory Statistics student, to explore some data that may be related to this population. Through the use of multiple statistical concepts covered in your MATH 153 course you will complete the provided assignment below to demonstrate your understanding of the manipulation of data, the use of technology in statistical analysis, the relationships between related variables, estimating population parameters, and hypothesis testing.
Mathematics for College Readiness Belchertown High School Find the perimeter of the polygon ?ABCDEFG? shown below. Round to the nearest tenth, if necessary.
Find the perimeter of the polygon ABCDEFG shown below. Round to the nearest tenth, if necessary.A. 59.7B. 26C. 30D. 27.7
Mathematics for College Readiness Belchertown High School Find the perimeter of the polygon ?ABCDEFG? shown below. Round to the nearest tenth, if necessary.
Find the perimeter of the polygon ABCDEFG shown below. Round to the nearest tenth, if necessary.A. 59.7B. 26C. 30D. 27.7
MATH 178 Cuyamaca College Derivatives and Exponential Factors Calculus Test
Go to MyLab Math (Links to an external site.) and take Test 2. You have (1 hour 50 min) to complete the exam. It will open ...
MATH 178 Cuyamaca College Derivatives and Exponential Factors Calculus Test
Go to MyLab Math (Links to an external site.) and take Test 2. You have (1 hour 50 min) to complete the exam. It will open at 5:30 pm and close at 7:20 pm.You then must upload ALL SCRATCH work to me.( as soon as you finish the test i will need to upload it by 7:30) You MUST SHOW ALL WORK for each problem. Leave space at the top of the paper for me to copy my ID up there. Please LEAVE SPACE between problems on your scratch work - so I have room to write. SHOW ALL WORK or get a zero for a problem where you did not.- from my professorcovers 2.1-2.5 lectures notes 2.1- Exp. & log fcts. of the natural Base,e2.2- Derivatives of exponential (base-e fcts)2.3- derivatives of natural log fcts2.4- Applications: uninhabited and limited growth models2.5-Applications: exponential decay
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