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Explanation & Answer
For the function to be not defined denominotr should be equal to 0.
Here denominator will be equal to 0, when y^2 - 25 = 0
y = +5, -5
Hence if y is 5 or -5 it wont be defined...................................................................Answer
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Assignment Chapter 3 Corrected
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MTH 154 Northern Virginia Community College Quantitative Reasoning Word Problem Paper
Instructions: Work problems on a separate sheet of paper and attach work to this page. You shouldshow all work. Questions ...
MTH 154 Northern Virginia Community College Quantitative Reasoning Word Problem Paper
Instructions: Work problems on a separate sheet of paper and attach work to this page. You shouldshow all work. Questions with compact answers can be recordeddirectly on this page. Graphs and longer answers that won’t fit here, indicate which page of the workthe answer can be found on and be sure to clearly indicate it on the attached pages. You may use Excelto complete the problems, but then submit Excel files online.1. A newspaper article on drunk driving cited data on traffic deaths in Rhode Island: “Forty-twopercent of all fatalities occurred on Friday, Saturday and Sunday, apparently because ofincreased drinking on the weekends.” What percent of the week do Friday, Saturday andSunday represent? Are you surprised that 42% of fatalities occur on those days? How mightdata for the number of cars on the road on those days possibly change or reinforce thatperception?2. An article in a Midwestern newspaper about flight delays at a major airport said: ‘According to aGannet News Service study of US airline’s performance during the past five months, Chicago’sO’Hare Field scheduled 114,370 flights. Nearly 10%, 1,136 were canceled.’ Check the paper’sarithmetic. What percent of scheduled flights were actually cancelled?3. The number of Americans living below the poverty line increased from 24,975,000 to 43,569,000in the 34 years between 1976 and 2009. What percentage increase was this? You should notconclude from this that poverty grew more common in the US during these years. Why not?4. Do a search for ‘dubious statistics’ on the web. Select one of the articles. Describe the dubioususe of statistics in the cited research. What makes the use of stats dubious in the case youchose?5. Go to the website http://www.census.gov/ and select a statistic they measure to analyze. It’spreferable to choose something that changes over time. Choose two data points and describethe percentage change between them. Be sure to clearly state that statistics you are using andthe dates associated with them.6. Create a pie chart for the following data. Copy the data into Excel and create a summary tableto start. A sample of 20 students who had recently taken elementary statistics yielded thefollowing information on the brand of calculator owned (T=Texas Instrument, H=HewlettPackard, C=Casio, S=Sharp). Be sure that your graph is properly labeled, displays the percentsand has a title.T T H T C T T S C HS S T H C T T T H T7. Below are a series of graphs. Interpret the graph. For time series graphs compare informationfrom two points in time and say something about the information obtained from the graph. Isthere a better way of displaying the data that might make the comparison you choose moresalient? Explain what kind of graph you are looking at. If this qualifies as a ‘bad graph’ what isbad about it?a)b)c)d)e)f)g)h)8. Using the Excel file 154data2.xlsx to answer the questions below:a. Create a comparative Bar Graph of States of Birth for American Presidents, and a separateone for the state they represented at the time they were elected. Write a paragraphsummarizing the graphs.b. Use the data on the Favorite Day to Eat Out to create a pie or donut graph of the data. Besure it is properly labeled and is easy to understand. Write a sentence or two thatsummarizes the result.c. Use the data on percent of poverty on the third sheet to create a line graph of the data.d. Use the same data to calculate the percent change from year to year. Then make a linegraph of the resulting data. Note: Percent change should be signed, so that an increase willbe positive, and a decrease will be negative. Make sure your line graphs have axis labels, atitle and are easy to read.
WU Wk 3 Descriptive Statistics Central Tendency and Variability Discussion
Discussion: Central Tendency and Variability Understanding descriptive statistics and their variability is a fundamental ...
WU Wk 3 Descriptive Statistics Central Tendency and Variability Discussion
Discussion: Central Tendency and Variability Understanding descriptive statistics and their variability is a fundamental aspect of statistical analysis. On their own, descriptive statistics tell us how frequently an observation occurs, what is considered “average”, and how far data in our sample deviate from being “average.” With descriptive statistics, we are able to provide a summary of characteristics from both large and small datasets. In addition to the valuable information they provide on their own, measures of central tendency and variability become important components in many of the statistical tests that we will cover. Therefore, we can think about central tendency and variability as the cornerstone to the quantitative structure we are building. For this Discussion, you will examine central tendency and variability based on two separate variables. You will also explore the implications for positive social change based on the results of the data. To prepare for this Discussion: Review this week’s Learning Resources and the Descriptive Statistics media program. For additional support, review the Skill Builder: Visual Displays for Categorical Variables and the Skill Builder: Visual Displays for Continuous Variables, which you can find by navigating back to your Blackboard Course Home Page. From there, locate the Skill Builder link in the left navigation pane. Review the Chapter 4 of the Wagner text and the examples in the SPSS software related to central tendency and variability. From the General Social Survey dataset found in this week’s Learning Resources, use the SPSS software and choose one continuous and one categorical variable Note: this dataset will be different from your Assignment dataset). As you review, consider the implications for positive social change based on the results of your data. By Day 3 Post, present, and report a descriptive analysis for your variables, specifically noting the following: For your continuous variable: Report the mean, median, and mode. What might be the better measure for central tendency? (i.e., mean, median, or mode) and why? Report the standard deviation. How variable are the data? How would you describe this data? What sort of research question would this variable help answer that might inform social change? Post the following information for your categorical variable: A frequency distribution. An appropriate measure of variation. How variable are the data? How would you describe this data? What sort of research question would this variable help answer that might inform social change? 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 3, “Measures of Central Tendency” (pp. 75-111) Chapter 4, “Measures of Variability” (pp. 113-150) Wagner, III, W. E. (2020). Using IBM® SPSS® statistics for research methods and social science statistics (7th ed.). Thousand Oaks, CA: Sage Publications. Chapter 4, “Organization and Presentation of Information” Chapter 11, “Editing Output” 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.
Abraham Lincoln University Data Set Schools a Sav Questions
Complete the following end of chapter exercises for Chapter 3.
Submit your response in an MS Word document or Pdf after i ...
Abraham Lincoln University Data Set Schools a Sav Questions
Complete the following end of chapter exercises for Chapter 3.
Submit your response in an MS Word document or Pdf after inserting the results
from SPSS Output into your document. This exercise utilizes the data set
schools-a.sav, which can be downloaded from chapter data sources referenced
above.1- You
are interested in investigating if being above or below the median income (medloinc)
impacts ACT means (act94) for schools. Complete the necessary steps to
examine univariate grouped data in order to respond to the questions below.
Although deletions and/or transformations may be implied from your examination,
all steps will examine original variables.a. How
many participants have missing values for medloinc and act94?b. Is
there a severe split in frequencies between groups?c. What
are the cutoff values for outliers in each group?d. Which
outlying cases should be deleted for each group?e. Analyzing
histograms, normal Q-Q plots, and tests of normality, what is your conclusion
regarding normality? If a transformation is necessary, which one would you use?f. Do
the results from Levene’s test for equal variances indicate homogeneity of
variance? Explain. 2- You
are interested in studying predictors (math94me, loinc93,
and read94me) of the percentage graduating in 1994 (grad1994).a. Examine
univariate normality for each variable. What are your conclusions about
distributions? What transformation should be conducted?b. After
making the necessary transformations, examine multivariate outliers using
Mahalanobis distance. What cases should be deleted?c. After
deleting the multivariate outliers, examine multivariate normality and
linearity by creating a Scatterplot Matrix.d. Examine
the variables for homoscedasticity by creating a residuals plot (standardized
vs. predicted values). What are your conclusions about homoscedasticity?Please use APA format with references.
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Most Popular Content
55 pages
Assignment Chapter 3 Corrected
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Supervisory Transformational Leadership Style Impact on Employee Work Motivation, and Job This research intends to examine the influence of ...
9 pages
20200226225209assignment 3 Questions 1
11.6 The Department of Animal Husbandry at State University believes that adding cement to cattle feed will increase the c ...
20200226225209assignment 3 Questions 1
11.6 The Department of Animal Husbandry at State University believes that adding cement to cattle feed will increase the cattle’s weight gain. The ...
MTH 154 Northern Virginia Community College Quantitative Reasoning Word Problem Paper
Instructions: Work problems on a separate sheet of paper and attach work to this page. You shouldshow all work. Questions ...
MTH 154 Northern Virginia Community College Quantitative Reasoning Word Problem Paper
Instructions: Work problems on a separate sheet of paper and attach work to this page. You shouldshow all work. Questions with compact answers can be recordeddirectly on this page. Graphs and longer answers that won’t fit here, indicate which page of the workthe answer can be found on and be sure to clearly indicate it on the attached pages. You may use Excelto complete the problems, but then submit Excel files online.1. A newspaper article on drunk driving cited data on traffic deaths in Rhode Island: “Forty-twopercent of all fatalities occurred on Friday, Saturday and Sunday, apparently because ofincreased drinking on the weekends.” What percent of the week do Friday, Saturday andSunday represent? Are you surprised that 42% of fatalities occur on those days? How mightdata for the number of cars on the road on those days possibly change or reinforce thatperception?2. An article in a Midwestern newspaper about flight delays at a major airport said: ‘According to aGannet News Service study of US airline’s performance during the past five months, Chicago’sO’Hare Field scheduled 114,370 flights. Nearly 10%, 1,136 were canceled.’ Check the paper’sarithmetic. What percent of scheduled flights were actually cancelled?3. The number of Americans living below the poverty line increased from 24,975,000 to 43,569,000in the 34 years between 1976 and 2009. What percentage increase was this? You should notconclude from this that poverty grew more common in the US during these years. Why not?4. Do a search for ‘dubious statistics’ on the web. Select one of the articles. Describe the dubioususe of statistics in the cited research. What makes the use of stats dubious in the case youchose?5. Go to the website http://www.census.gov/ and select a statistic they measure to analyze. It’spreferable to choose something that changes over time. Choose two data points and describethe percentage change between them. Be sure to clearly state that statistics you are using andthe dates associated with them.6. Create a pie chart for the following data. Copy the data into Excel and create a summary tableto start. A sample of 20 students who had recently taken elementary statistics yielded thefollowing information on the brand of calculator owned (T=Texas Instrument, H=HewlettPackard, C=Casio, S=Sharp). Be sure that your graph is properly labeled, displays the percentsand has a title.T T H T C T T S C HS S T H C T T T H T7. Below are a series of graphs. Interpret the graph. For time series graphs compare informationfrom two points in time and say something about the information obtained from the graph. Isthere a better way of displaying the data that might make the comparison you choose moresalient? Explain what kind of graph you are looking at. If this qualifies as a ‘bad graph’ what isbad about it?a)b)c)d)e)f)g)h)8. Using the Excel file 154data2.xlsx to answer the questions below:a. Create a comparative Bar Graph of States of Birth for American Presidents, and a separateone for the state they represented at the time they were elected. Write a paragraphsummarizing the graphs.b. Use the data on the Favorite Day to Eat Out to create a pie or donut graph of the data. Besure it is properly labeled and is easy to understand. Write a sentence or two thatsummarizes the result.c. Use the data on percent of poverty on the third sheet to create a line graph of the data.d. Use the same data to calculate the percent change from year to year. Then make a linegraph of the resulting data. Note: Percent change should be signed, so that an increase willbe positive, and a decrease will be negative. Make sure your line graphs have axis labels, atitle and are easy to read.
WU Wk 3 Descriptive Statistics Central Tendency and Variability Discussion
Discussion: Central Tendency and Variability Understanding descriptive statistics and their variability is a fundamental ...
WU Wk 3 Descriptive Statistics Central Tendency and Variability Discussion
Discussion: Central Tendency and Variability Understanding descriptive statistics and their variability is a fundamental aspect of statistical analysis. On their own, descriptive statistics tell us how frequently an observation occurs, what is considered “average”, and how far data in our sample deviate from being “average.” With descriptive statistics, we are able to provide a summary of characteristics from both large and small datasets. In addition to the valuable information they provide on their own, measures of central tendency and variability become important components in many of the statistical tests that we will cover. Therefore, we can think about central tendency and variability as the cornerstone to the quantitative structure we are building. For this Discussion, you will examine central tendency and variability based on two separate variables. You will also explore the implications for positive social change based on the results of the data. To prepare for this Discussion: Review this week’s Learning Resources and the Descriptive Statistics media program. For additional support, review the Skill Builder: Visual Displays for Categorical Variables and the Skill Builder: Visual Displays for Continuous Variables, which you can find by navigating back to your Blackboard Course Home Page. From there, locate the Skill Builder link in the left navigation pane. Review the Chapter 4 of the Wagner text and the examples in the SPSS software related to central tendency and variability. From the General Social Survey dataset found in this week’s Learning Resources, use the SPSS software and choose one continuous and one categorical variable Note: this dataset will be different from your Assignment dataset). As you review, consider the implications for positive social change based on the results of your data. By Day 3 Post, present, and report a descriptive analysis for your variables, specifically noting the following: For your continuous variable: Report the mean, median, and mode. What might be the better measure for central tendency? (i.e., mean, median, or mode) and why? Report the standard deviation. How variable are the data? How would you describe this data? What sort of research question would this variable help answer that might inform social change? Post the following information for your categorical variable: A frequency distribution. An appropriate measure of variation. How variable are the data? How would you describe this data? What sort of research question would this variable help answer that might inform social change? 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 3, “Measures of Central Tendency” (pp. 75-111) Chapter 4, “Measures of Variability” (pp. 113-150) Wagner, III, W. E. (2020). Using IBM® SPSS® statistics for research methods and social science statistics (7th ed.). Thousand Oaks, CA: Sage Publications. Chapter 4, “Organization and Presentation of Information” Chapter 11, “Editing Output” 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.
Abraham Lincoln University Data Set Schools a Sav Questions
Complete the following end of chapter exercises for Chapter 3.
Submit your response in an MS Word document or Pdf after i ...
Abraham Lincoln University Data Set Schools a Sav Questions
Complete the following end of chapter exercises for Chapter 3.
Submit your response in an MS Word document or Pdf after inserting the results
from SPSS Output into your document. This exercise utilizes the data set
schools-a.sav, which can be downloaded from chapter data sources referenced
above.1- You
are interested in investigating if being above or below the median income (medloinc)
impacts ACT means (act94) for schools. Complete the necessary steps to
examine univariate grouped data in order to respond to the questions below.
Although deletions and/or transformations may be implied from your examination,
all steps will examine original variables.a. How
many participants have missing values for medloinc and act94?b. Is
there a severe split in frequencies between groups?c. What
are the cutoff values for outliers in each group?d. Which
outlying cases should be deleted for each group?e. Analyzing
histograms, normal Q-Q plots, and tests of normality, what is your conclusion
regarding normality? If a transformation is necessary, which one would you use?f. Do
the results from Levene’s test for equal variances indicate homogeneity of
variance? Explain. 2- You
are interested in studying predictors (math94me, loinc93,
and read94me) of the percentage graduating in 1994 (grad1994).a. Examine
univariate normality for each variable. What are your conclusions about
distributions? What transformation should be conducted?b. After
making the necessary transformations, examine multivariate outliers using
Mahalanobis distance. What cases should be deleted?c. After
deleting the multivariate outliers, examine multivariate normality and
linearity by creating a Scatterplot Matrix.d. Examine
the variables for homoscedasticity by creating a residuals plot (standardized
vs. predicted values). What are your conclusions about homoscedasticity?Please use APA format with references.
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