can you subtract 3 3/7-1 6/7 for me and show how you got the answer
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3 3/7-1 6/7=? can you work out this problem for me?? need to see how the problem is done..
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UNH Categorical Logic Standard Forms Question
There are two questions, which talks about Categorical Logic, it won't take you more than 30mins if you read the "material ...
UNH Categorical Logic Standard Forms Question
There are two questions, which talks about Categorical Logic, it won't take you more than 30mins if you read the "material and samples." first and you really understand questions. I have uploaded the materials and samples, which tell you what the answer should look like. You could give me the answer by using Word files or hand writing. Please show your bids if you can handle it.
RSCH 8210 Walden University Quantitative Reasoning and Analysis Discussion
Assignment: Testing for Bivariate Categorical AnalysisYou have had plenty of practice with data analysis in the Discussion ...
RSCH 8210 Walden University Quantitative Reasoning and Analysis Discussion
Assignment: Testing for Bivariate Categorical AnalysisYou have had plenty of practice with data analysis in the Discussions and hopefully you have received helpful and encouraging feedback from your colleagues. Now, for the last time in the course, it is time once again to put all of that good practice to use and answer a social research question using categorical statistical tools. As you begin the Assignment, be sure and pay close attention to the assumptions of the test. Specifically, make sure the variables are categorical level variables.For this Assignment, you will consider three different scenarios. Each of these scenarios include a research question. You will examine each scenario, choose a categorical data analysis and run a sample test.To prepare for this Assignment:Review Chapters 10 and 11 of the Frankfort-Nachmias & Leon-Guerrero course text and the media program found in this week’s Learning Resources related to bivariate categorical tests.Using the SPSS software, open the Afrobarometer dataset found in this week’s Learning Resources.Next, review the Chi Square Scenarios found in this week’s Learning Resources and consider each research scenario for this Assignment.Based on the dataset you chose and for each research scenario provided, using the SPSS software, choose a categorical data analysis and run a sample test.Once you perform your categorical data analysis, review Chapter 11 of the Wagner text to understand how to copy and paste your output into your Word document.For this Assignment:Write a 1- to 2-paragraph analysis of your categorical data results for each research scenario. If you are using the Afrobarometer Dataset, report the mean of Q1 (Age). In your analysis, display the data for the output. Based on your results, provide an explanation of what the implications of social change might be.Use proper APA format, citations, and referencing for your analysis, research question, and display of output.https://studyhall.laureate.net/research/Username:RSCHPassword:RSCHRequired ReadingsWagner, III, W. E. (2020). Using IBM® SPSS® statistics for research methods and social science statistics (7th ed.). Thousand Oaks, CA: Sage Publications.Chapter 7, "Cross-Tabulation and Measures of Association for Nominal and Ordinal Variables"Chapter 11, "Editing Output" (previously read in Week 2, 3, 4, 5. 6, 7, and 8)Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G. (2020). Social statistics for a diverse society (9th ed.). Thousand Oaks, CA: Sage Publications.Chapter 9, “Bivariate Tables” (pp. 281-325)Chapter 10, “The Chi-Square Test and Measures of Association” (pp. 327-373)Document: Chi Square Scenarios (PDF)Use these scenarios to complete your Assignment for this week.DatasetsYour 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.Required MediaLaureate Education (Producer). (2016a). Bivariate categorical tests [Video file]. Baltimore, MD: Author.Note: The approximate length of this media piece is 5 minutes.In this media program, Dr. Matt Jones demonstrates bivariate categorical tests using the SPSS software.Accessible player --Downloads--Download Video w/CCDownload AudioDownload TranscriptOptional ResourcesKlingenberg, B. (2016). The Chi-squared test. Retrieved from https://istats.shinyapps.io/ChiSquaredTest/
Elly's Hotdog Emporium is famous for its chilidogs, Probability assignment help
Elly's Hotdog Emporium is famous for its chilidogs. Elly's latest sales indicate that 30% of the customers order their chi ...
Elly's Hotdog Emporium is famous for its chilidogs, Probability assignment help
Elly's Hotdog Emporium is famous for its chilidogs. Elly's latest sales indicate that 30% of the customers order their chilidogs with hot peppers. Suppose 15 customers are selected at random. What is the probability that exactly 10 customers will ask for hot peppers?
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1008gbs Business Decision Making
• In the spaces below, complete each step of the Six-Step Process of Hypothesis Testing We would be using a right-tailed ...
1008gbs Business Decision Making
• In the spaces below, complete each step of the Six-Step Process of Hypothesis Testing We would be using a right-tailed t-test of mean for this ...
SWC IAT Measures Stat Crunch Paper
Weight IAT VariablesQuestion 1: Prefers Question 2: Race Project Implicit - Weight IAT VariablesInterpreting the Weight IA ...
SWC IAT Measures Stat Crunch Paper
Weight IAT VariablesQuestion 1: Prefers Question 2: Race Project Implicit - Weight IAT VariablesInterpreting the Weight IATThe Weight IAT measures implicit biases related to body type.More positive scores on the Weight IAT mean: A stronger association between fat and bad AND thin and good.More negative scores on the Weight IAT mean: A stronger association between fat and good OR thin and bad.Weight IAT VariablesFor clarification, some of the variables listed below include the question that was posed to the IAT participants. Others do not include the question.Age: Approximate age (in years) at time of IAT examBirth-Gender: 1=Male; 2=FemaleGender-ID: 1=Male; 2=Female; 3=Trans male/Trans man; 4=Trans female/Trans woman; 5=Genderqueer/Gender nonconforming; 6=A different identity; 7=Multiple gendersEthnicity: 1=Hispanic or Latinx; 2=Not Hispanic or Latinx; 3=UnknownRace: 1=American Indian/Alaska Native; 2=East Asian; 3=South Asian; 4=Native Hawaiian or other Pacific Islander; 5=Black or African American; 6=White; 7=Other or Unknown; 8=MultiracialEducation: Highest education level: 1=elementary school; 2=junior high; 3=some high school; 4=high school graduate; 5=some college; 6=associate’s degree; 7=bachelor’s degree; 8=some graduate school; 9=master’s degree; 10=J.D.; 11=M.D.; 12=Ph.D.; 13=other advanced degree; 14=M.B.A.Political-ID: 1=strongly conservative; 2=moderately conservative; 3=slightly conservative; 4=neutral; 5=slightly liberal; 6=moderately liberal; 7=strongly liberalReligiosity: 1=Not at all; 2=Slightly; 3=Moderately; 4=Very; 5=ExtremelyIAT-Weight-Score: Score on the Weight IAT Prefers: Subject reports: 1=Strong preference for fat people; 2=Moderate preference for fat people; 3=Slight preference for fat people; 4=Likes thin people and fat people equally; 5=Slight preference for thin people; 6=Moderate preference for thin people; 7=Strong preference for thin peopleMost-Prefer: Subject’s perception of what most people prefer: 1=Strong preference for fat people; 2=Moderate preference for fat people; 3=Slight preference for fat people; 4=Likes thin people and fat people equally; 5=Slight preference for thin people; 6=Moderate preference for thin people; 7=Strong preference for thin peopleWeight: Reported weight to the nearest 5 poundsHeight: Reported height to the nearest inchBody-Image: Subject’s reported body image: 1=Very underweight; 2=Moderately underweight; 3=Slightly underweight; 4=Neither underweight nor overweight; 5=Slightly overweight; 6=Moderately overweight; 7=Very overweightImportant: Importance of weight to subject’s sense of self: 1=Not at all important; 2=Moderately unimportant; 3=Somewhat unimportant; 4=Neither unimportant nor important; 5=Somewhat important; 6=Moderately important; 7=Very importantWeight IAT: The 95% confidence interval that estimates the population proportion of Weight IAT participants who indicate that they like thin people and fat people equally. Identify the sample proportion (𝑝̂)(p^) in your StatCrunch output table. Then determine whether conditions are met for using the confidence interval to estimate the population proportion of participants in your chosen IAT. (Be sure to support your answer as demonstrated in Units 6 and 7.)If conditions are met, estimate the population proportion of participants in your particular IAT, and state your conclusion in context. If conditions are not met, explain what a researcher could do so that conditions are met. Based on your analysis, do you think the population of participants in your chosen IAT are representative of the U.S. population? Explain. Question to be investigated: According to the United States Census Bureau, in 2019 approximately 13.4% of the U.S. population identified themselves as black. Is the proportion of black participants lower for your chosen IAT?Respond to each of the following.State your hypotheses in symbolic form and in words. The following should be clear in your answer:
the population of interest, andthe meaning of the proportion p in terms of the variable Race. StatCrunch uses a normal model to estimate the P-value probability. Are the normality conditions met? Show your work. Use StatCrunch to conduct the hypothesis test. (directions) Copy and paste the results (the StatCrunch output window) into the textbox. Give your P-value and interpret its meaning as a conditional probability. State a conclusion that answers the research question. Use a significance level of 5%. (Your answer should include the P-value and reference the population and the appropriate variable.)Question 3We cannot know whether a Type 1 or Type 2 error actually occurs in a hypothesis test. But, based on the results of our hypothesis test, we should be aware of which type of error is possible and what that error means in the context of our test.For the hypothesis test you conducted in Question 2, which type of error is possible, Type 1 or Type 2? Briefly explain why. In the context of your hypothesis test, interpret the type of error you identified in part a).
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UNH Categorical Logic Standard Forms Question
There are two questions, which talks about Categorical Logic, it won't take you more than 30mins if you read the "material ...
UNH Categorical Logic Standard Forms Question
There are two questions, which talks about Categorical Logic, it won't take you more than 30mins if you read the "material and samples." first and you really understand questions. I have uploaded the materials and samples, which tell you what the answer should look like. You could give me the answer by using Word files or hand writing. Please show your bids if you can handle it.
RSCH 8210 Walden University Quantitative Reasoning and Analysis Discussion
Assignment: Testing for Bivariate Categorical AnalysisYou have had plenty of practice with data analysis in the Discussion ...
RSCH 8210 Walden University Quantitative Reasoning and Analysis Discussion
Assignment: Testing for Bivariate Categorical AnalysisYou have had plenty of practice with data analysis in the Discussions and hopefully you have received helpful and encouraging feedback from your colleagues. Now, for the last time in the course, it is time once again to put all of that good practice to use and answer a social research question using categorical statistical tools. As you begin the Assignment, be sure and pay close attention to the assumptions of the test. Specifically, make sure the variables are categorical level variables.For this Assignment, you will consider three different scenarios. Each of these scenarios include a research question. You will examine each scenario, choose a categorical data analysis and run a sample test.To prepare for this Assignment:Review Chapters 10 and 11 of the Frankfort-Nachmias & Leon-Guerrero course text and the media program found in this week’s Learning Resources related to bivariate categorical tests.Using the SPSS software, open the Afrobarometer dataset found in this week’s Learning Resources.Next, review the Chi Square Scenarios found in this week’s Learning Resources and consider each research scenario for this Assignment.Based on the dataset you chose and for each research scenario provided, using the SPSS software, choose a categorical data analysis and run a sample test.Once you perform your categorical data analysis, review Chapter 11 of the Wagner text to understand how to copy and paste your output into your Word document.For this Assignment:Write a 1- to 2-paragraph analysis of your categorical data results for each research scenario. If you are using the Afrobarometer Dataset, report the mean of Q1 (Age). In your analysis, display the data for the output. Based on your results, provide an explanation of what the implications of social change might be.Use proper APA format, citations, and referencing for your analysis, research question, and display of output.https://studyhall.laureate.net/research/Username:RSCHPassword:RSCHRequired ReadingsWagner, III, W. E. (2020). Using IBM® SPSS® statistics for research methods and social science statistics (7th ed.). Thousand Oaks, CA: Sage Publications.Chapter 7, "Cross-Tabulation and Measures of Association for Nominal and Ordinal Variables"Chapter 11, "Editing Output" (previously read in Week 2, 3, 4, 5. 6, 7, and 8)Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G. (2020). Social statistics for a diverse society (9th ed.). Thousand Oaks, CA: Sage Publications.Chapter 9, “Bivariate Tables” (pp. 281-325)Chapter 10, “The Chi-Square Test and Measures of Association” (pp. 327-373)Document: Chi Square Scenarios (PDF)Use these scenarios to complete your Assignment for this week.DatasetsYour 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.Required MediaLaureate Education (Producer). (2016a). Bivariate categorical tests [Video file]. Baltimore, MD: Author.Note: The approximate length of this media piece is 5 minutes.In this media program, Dr. Matt Jones demonstrates bivariate categorical tests using the SPSS software.Accessible player --Downloads--Download Video w/CCDownload AudioDownload TranscriptOptional ResourcesKlingenberg, B. (2016). The Chi-squared test. Retrieved from https://istats.shinyapps.io/ChiSquaredTest/
Elly's Hotdog Emporium is famous for its chilidogs, Probability assignment help
Elly's Hotdog Emporium is famous for its chilidogs. Elly's latest sales indicate that 30% of the customers order their chi ...
Elly's Hotdog Emporium is famous for its chilidogs, Probability assignment help
Elly's Hotdog Emporium is famous for its chilidogs. Elly's latest sales indicate that 30% of the customers order their chilidogs with hot peppers. Suppose 15 customers are selected at random. What is the probability that exactly 10 customers will ask for hot peppers?
4 pages
1008gbs Business Decision Making
• In the spaces below, complete each step of the Six-Step Process of Hypothesis Testing We would be using a right-tailed ...
1008gbs Business Decision Making
• In the spaces below, complete each step of the Six-Step Process of Hypothesis Testing We would be using a right-tailed t-test of mean for this ...
SWC IAT Measures Stat Crunch Paper
Weight IAT VariablesQuestion 1: Prefers Question 2: Race Project Implicit - Weight IAT VariablesInterpreting the Weight IA ...
SWC IAT Measures Stat Crunch Paper
Weight IAT VariablesQuestion 1: Prefers Question 2: Race Project Implicit - Weight IAT VariablesInterpreting the Weight IATThe Weight IAT measures implicit biases related to body type.More positive scores on the Weight IAT mean: A stronger association between fat and bad AND thin and good.More negative scores on the Weight IAT mean: A stronger association between fat and good OR thin and bad.Weight IAT VariablesFor clarification, some of the variables listed below include the question that was posed to the IAT participants. Others do not include the question.Age: Approximate age (in years) at time of IAT examBirth-Gender: 1=Male; 2=FemaleGender-ID: 1=Male; 2=Female; 3=Trans male/Trans man; 4=Trans female/Trans woman; 5=Genderqueer/Gender nonconforming; 6=A different identity; 7=Multiple gendersEthnicity: 1=Hispanic or Latinx; 2=Not Hispanic or Latinx; 3=UnknownRace: 1=American Indian/Alaska Native; 2=East Asian; 3=South Asian; 4=Native Hawaiian or other Pacific Islander; 5=Black or African American; 6=White; 7=Other or Unknown; 8=MultiracialEducation: Highest education level: 1=elementary school; 2=junior high; 3=some high school; 4=high school graduate; 5=some college; 6=associate’s degree; 7=bachelor’s degree; 8=some graduate school; 9=master’s degree; 10=J.D.; 11=M.D.; 12=Ph.D.; 13=other advanced degree; 14=M.B.A.Political-ID: 1=strongly conservative; 2=moderately conservative; 3=slightly conservative; 4=neutral; 5=slightly liberal; 6=moderately liberal; 7=strongly liberalReligiosity: 1=Not at all; 2=Slightly; 3=Moderately; 4=Very; 5=ExtremelyIAT-Weight-Score: Score on the Weight IAT Prefers: Subject reports: 1=Strong preference for fat people; 2=Moderate preference for fat people; 3=Slight preference for fat people; 4=Likes thin people and fat people equally; 5=Slight preference for thin people; 6=Moderate preference for thin people; 7=Strong preference for thin peopleMost-Prefer: Subject’s perception of what most people prefer: 1=Strong preference for fat people; 2=Moderate preference for fat people; 3=Slight preference for fat people; 4=Likes thin people and fat people equally; 5=Slight preference for thin people; 6=Moderate preference for thin people; 7=Strong preference for thin peopleWeight: Reported weight to the nearest 5 poundsHeight: Reported height to the nearest inchBody-Image: Subject’s reported body image: 1=Very underweight; 2=Moderately underweight; 3=Slightly underweight; 4=Neither underweight nor overweight; 5=Slightly overweight; 6=Moderately overweight; 7=Very overweightImportant: Importance of weight to subject’s sense of self: 1=Not at all important; 2=Moderately unimportant; 3=Somewhat unimportant; 4=Neither unimportant nor important; 5=Somewhat important; 6=Moderately important; 7=Very importantWeight IAT: The 95% confidence interval that estimates the population proportion of Weight IAT participants who indicate that they like thin people and fat people equally. Identify the sample proportion (𝑝̂)(p^) in your StatCrunch output table. Then determine whether conditions are met for using the confidence interval to estimate the population proportion of participants in your chosen IAT. (Be sure to support your answer as demonstrated in Units 6 and 7.)If conditions are met, estimate the population proportion of participants in your particular IAT, and state your conclusion in context. If conditions are not met, explain what a researcher could do so that conditions are met. Based on your analysis, do you think the population of participants in your chosen IAT are representative of the U.S. population? Explain. Question to be investigated: According to the United States Census Bureau, in 2019 approximately 13.4% of the U.S. population identified themselves as black. Is the proportion of black participants lower for your chosen IAT?Respond to each of the following.State your hypotheses in symbolic form and in words. The following should be clear in your answer:
the population of interest, andthe meaning of the proportion p in terms of the variable Race. StatCrunch uses a normal model to estimate the P-value probability. Are the normality conditions met? Show your work. Use StatCrunch to conduct the hypothesis test. (directions) Copy and paste the results (the StatCrunch output window) into the textbox. Give your P-value and interpret its meaning as a conditional probability. State a conclusion that answers the research question. Use a significance level of 5%. (Your answer should include the P-value and reference the population and the appropriate variable.)Question 3We cannot know whether a Type 1 or Type 2 error actually occurs in a hypothesis test. But, based on the results of our hypothesis test, we should be aware of which type of error is possible and what that error means in the context of our test.For the hypothesis test you conducted in Question 2, which type of error is possible, Type 1 or Type 2? Briefly explain why. In the context of your hypothesis test, interpret the type of error you identified in part a).
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