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f'(x) > 0 means f(x) is increasing. f'(3) = 0 means the tangent line is horisontal at x-3. See picture:
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MAT 140 SNHU Pythagoras Theorem and Pythagoras Theorem Discussion
Problem Statement: Given the following right triangle, find cosθ, sinθ, tanθ, secθ, cscθ, and cotθ. Do not approxima ...
MAT 140 SNHU Pythagoras Theorem and Pythagoras Theorem Discussion
Problem Statement: Given the following right triangle, find cosθ, sinθ, tanθ, secθ, cscθ, and cotθ. Do not approximate: Find exact answers. Show all of your work
and explain steps as necessary. Prompt: Use the provided template to solve the trigonometric functions problem above, and illustrate your process by addressing each of the following
elements:
I. Establish a context for the problem by explaining in your own words the course principles that apply: What are the relationships between theta and the
lengths of the sides of the triangle? Be sure to correctly use the appropriate terminology in your explanation. II. Apply the mathematical process to solve the problem: A. Use the Pythagorean theorem to find the third side of the triangle. B. Write out the six trigonometric functions related to theta in exact form.
III. Clearly state the answer using appropriate precalculus notations.Rubric and Milestone Template Attached
STAT 200 Chamberlain College of Nursing Deliverables Course Project
Scenario/SummaryThis week you will submit both parts of the course project. You completed Part I in Week 6 and will comple ...
STAT 200 Chamberlain College of Nursing Deliverables Course Project
Scenario/SummaryThis week you will submit both parts of the course project. You completed Part I in Week 6 and will complete Part II this week. You will submit one word document with both parts of the project. ( the project for week 6 is attached)Hypothesis Testing is the use of statistics to determine the probability that a given claim is true.In Part II of this project, you will choose a data set, review claims and perform hypothesis testing and make a decision. You will then complete a write-up that includes the calculations.The government logs the number of documented births, deaths, marriages and divorces; however, it is possible to have undocumented cases. In part II of this project, you are going to test claims about total births, deaths, marriages and divorces.DeliverablesChoose a Data Set.Go to https://www.cdc.gov/nchs/products/nvsr.htm (Links to an external site.)In the search bar type: Births, Marriages, Divorces, and DeathsPick a DataSet and download the PDF document and make note of the volume, number, and date. For example you could use the National Vital Statistics Reports,Pick the same month/year combination for each data set. For example, choosing September of 2009.Preliminary CalculationsCreate a summary table for 1. Live Births, 2. Deaths, 3. Marriages, and 4. Divorces highlighting the mean, median, sample standard deviation, minimum and maximum values for each the data sets. You will have FOUR tables using the list of values of each state, the District of Columbia and Puerto Rico (You will have 52 numbers for each data set).Summary Table for _________Mean Median Standard Deviation Minimum MaximumHypothesis TestingWith the information that you gather from the summary tables, test the following (you can use excel when appropriate):Determine if there is sufficient evidence to conclude the average amount of births is over 5000 in the United States and territories at the 0.05 level of significance.Determine if there is sufficient evidence to conclude the average amount of deaths is equal to 6000 in the United States and territories at the 0.10 level of significance.Determine if there is sufficient evidence to conclude the average amount of marriages is greater or equal to 2500 in the United States and territories at the .05 level of significance.Determine if there is sufficient evidence to conclude the average amount of divorces is less than or equal to 4000 in the United States and territories at the 0.10 level of significance.For each of the tests above, in your report, be sure to—Clearly state a null and alternative hypothesisGive the value of the test statisticReport the P-ValueClearly state your conclusion (Reject the Null or Fail to Reject the Null)Explain what your conclusion means in context of the data.Lastly, propose and conduct your own test of hypothesis about the Birth, Death, Marriage and Divorce data that you have been analyzing. Make sure to follow the five steps above.Required SoftwareMicrosoft Office: Word and ExcelUse a personal copy or access the software at https://application.chamberlain.edu (Links to an external site.) .GradingThis activity will be graded based on the Course Project grading rubric.Course Outcomes (CO): 6Due Date: By 11:59 p.m. MT on Sunday of Week 7RubricCourse Project RubricCourse Project RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomePart I: Topic & Introduction4.0 ptsProficient Student picks appropriate topic, provides a description of topic and the cites where data was found.3.0 ptsAbove Average Student picks appropriate topic and introduces data. No citation.2.0 ptsAverage. Student does not pick a topic that is appropriate for the project, introduces the data but does not cite source.1.0 ptsNeeds Improvement Students provides topic without descritption and citation.0.0 ptsNo Effort. No topic, descritpion or citation is provided.4.0 ptsThis criterion is linked to a Learning OutcomePart I: Sample Data4.0 ptsProficient Student provides ALL 50 pieces of data.3.0 ptsAbove Average Student provides 30-49 pieces of data.2.0 ptsAverage Student provides 20 - 29 pieces of data.1.0 ptsNeeds Improvement Student provides 1-19 pieces of data.0.0 ptsNo Effort. No Data was provided.4.0 ptsThis criterion is linked to a Learning OutcomePart I: Mean & Standard Deviation5.0 ptsProficient Mean & Sample Standard Deviation of the data set is correct with no rounding error. .4.0 ptsAbove Average Mean & Sample Standard Deviation of the data set is correct but with roujnding error.3.0 ptsAverage One Value (either mean or sample standsrd deviation) is correct but the other is not correct.1.0 ptsNeeds Improvement Both the Mean & Sample Standard Deviation are incorrect but it was attempted.0.0 ptsNo Effort. The mean and sample standard deviation5.0 ptsThis criterion is linked to a Learning OutcomePart I: Constructing the 80%, 95%, 99% Confidence Intervals15.0 ptsProficient Computes the 80%, 95%, and 99% confidence intervals correclty making sure to note the margin of error for each.12.0 ptsAbove Average Computes the 80%, 95%, and 99% confidence intervals correclty but is missing margin of errors (or some of the margin of errors are incorrect).10.0 ptsAverage Computes the 80%, 95%, and 99% confidence intervals but there are some errors in the calculations.6.0 ptsNeeds Improvement Computes the 80%, 95%, and 99% confidence intervals but all of the values are incorrect. The component was attempted.0.0 ptsNo Effort. No Confidence Intervals are provided.15.0 ptsThis criterion is linked to a Learning OutcomePart I: Creating a new confidence interval7.0 ptsProficient. Student computes a confidence interval (not 80%, 95%, 99%) correctly making sure to list the margin of error.5.0 ptsAbove Average. Student computes a confidence interval (not 80%, 95%, 99%) correctly making sure to list the margin of error but there is rounding error.4.0 ptsAverage. Student computes a confidence interval (not 80%, 95%, 99%) correctly but does not highlight the margin of error.3.0 ptsNeeds Improvement Student computes a confidence interval (not 80%, 95%, 99%) but it was not done correctly.0.0 ptsNo Effort. The student did not create a new confidence interval.7.0 ptsThis criterion is linked to a Learning OutcomePart I: Problem Analysis10.0 ptsProficient. Student addresses trend that takes place when the confidence level rises. Provides a sentence for each confidence interval created explaining what the confidence interval means in context of the data collected. Provides a reflection for Part I of the project.8.0 ptsAbove Average. Student addresses trend that takes place when the confidence level rises. Provides sentences for each confidence interval created explaining what the confience interval means in context of the data collected. Does NOT provide a Reflection.7.0 ptsAverage. Student may or may not address the trend that takes place when the confidence level rises. Provides a sentence for SOME confidence intervaSl created explaining what the confidence interval means in context of the data collected. A reflection Part I of the project may or may not be provided.5.0 ptsNeeds Improvement. Majority of the analysis is missing.0.0 ptsNo Effort. No Problem Anaylsis is provided.10.0 ptsThis criterion is linked to a Learning OutcomePart II: Choose a Data Set & Preliminary Data5.0 ptsProficient. Student computes all 4 Preliminary Data Values.4.0 ptsAbove Average. Student computes all 3 Preliminary Data Values.3.0 ptsAverage. Student computes all 2 Preliminary Data Values.1.0 ptsNeeds Improvement. Student computes all 1 Preliminary Data Values.0.0 ptsNo Effort. No Preliminary Data5.0 ptsThis criterion is linked to a Learning OutcomePart II: Hypothesis Testing20.0 ptsProficient. Completes 4 Hypothesis Tests highlighting the null/alternate hypothesis, value of test statistic, and report p-value.16.0 ptsAbove Average. Completes 3 Hypothesis Tests highlighting the null/alternate hypothesis, value of test statistic, and report p-value.14.0 ptsAverage. Completes 2 Hypothesis Tests highlighting the null/alternate hypothesis, value of test statistic, and report p-value.10.0 ptsNeeds Improvement: Completes 1 Hypothesis Test highlighting the null/alternate hypothesis, value of test statistic, and report p-value.0.0 ptsNo Effort. No Hypothesis Tests were completed.20.0 ptsThis criterion is linked to a Learning OutcomePart II: Hypothesis Testing Analysis10.0 ptsProficient. State correct conclusion (Reject/Fail to Reject) and valid explanations in context of the data for ALL 4 Problems.8.0 ptsAbove Average. State correct conclusion (Reject/Fail to Reject) and valid explanations in context of the data for 3 Problems.7.0 ptsAverage. State correct conclusion (Reject/Fail to Reject) and valid explanations in context of the data for 2 Problems.5.0 ptsNeeds Improvement. State correct conclusion (Reject/Fail to Reject) and valid explanations in context of the data for 1 Problem0.0 ptsNo Effort. No conclusion/explanations were given.10.0 ptsThis criterion is linked to a Learning OutcomePart II: Proposal and computations for new hypothesis test10.0 ptsProficient. Student creates an original Hypothesis Test based on one of the data sets highlighting the null/alternate hypothesis, value of test statistic, report p-value, conclusion and explanation.8.0 ptsProficient. Student creates an original Hypothesis Test based on one of the data sets correclty and has MOST of the content: highlighting the null/alternate hypothesis, value of test statistic, report p-value, conclusion and explanation.7.0 ptsAverage. Student creates an original Hypothesis Test based on one of the data sets and MISSING MOST of the content: highlighting the null/alternate hypothesis, value of test statistic, report p-value, conclusion and explanation.5.0 ptsNeeds Improvement. Student creates an original Hypothesis Test based on one of the data sets but there are multiple mistakes and/or conclusions are not valid.0.0 ptsNo Effort. The student did not propose/compute a new hypothesis test.10.0 ptsTotal Points: 90.0PreviousNextSubmission Submitted!Oct 13 at 7:21pmSubmission DetailsDownload Week 6 Statistics .docxDownload Week 3 Statistics Worksheet.xlsx(90 pts possible)Graded Anonymously: no View Rubric EvaluationComments:Part 2: MissingSHERRI HERNANDEZ, Oct 19 at 8:41am
Walden University Computation by Hand Project
Assignment: Computation by Hand
Table 1:
Survival Status
Donor’s SexAliveDeadTotalFemale52 ...
Walden University Computation by Hand Project
Assignment: Computation by Hand
Table 1:
Survival Status
Donor’s SexAliveDeadTotalFemale52456Male11027137Total16231193
Compute the simple odds ratio of the association of donor’s sex and survival status of the infant. Be sure to answer all four parts to this question (a, b, c, and d), including manual calculation of the chi-square value. (40 Points)
Manually calculate a simple odds ratio to test the hypothesis of no association between donor’s sex and the survival status of the infant, without the inclusion of the variable severity using a 2 x 2 table for sex and survival (10 Points).
Manually calculate the confidence interval associated with that odds ratio using the appropriate formula (10 Points).
Manually compute the Chi Square test statistic for this table (10 Points).
Interpret the results. Include an interpretation of the odds ratio, the confidence interval, and the Chi Square test statistic in your response (10 Points).
Table 2:
Survival Status
Disease SeverityDonor’s SexAliveDeadTotalNoneFemale14115 Male21223MildFemale17118 Male40242ModerateFemale15116 Male33639SevereFemale617 Male161733Total 16231193
Using data in table 2, compute the common odds ratio of the association between donor’s sex and the survival status of the infant, after controlling for severity (30 Points).
Manually calculate a common odds ratio to test the hypothesis of no association between donor’s sex and the survival status of the infant, after the inclusion of the variable severity using the common odds ratio (10 Points).
Interpret the results. How does the common odds ratio differ from the simple odds ratio computed in part 1? What effect might it have on your decision from part 1 to reject or fail to reject the null hypothesis? (10 Points).
Why is it important to know the effect of severity on the association of gender and survival? (10 Points)
Perform a simple logistic regression using SPSS and the Week 6 Dataset (SPSS document). Answer the following questions based on your SPSS output (30 Points)
Are the results of the simple logistic regression similar to or different from the results of the simple odds ratio (10 Points)?
How are they similar or different? Include output from SPSS and an interpretation of the OR and confidence intervals in your response (10 Points).
What can you do using logistic regression to duplicate the results from part 2 of this application (the use of CMH for common odds) (10 Points)?
minimum and max usual value
Use the given values of n and p to find the minimum usual value μ - 2σ and the maximum usual value μ + 2σ. Round your ...
minimum and max usual value
Use the given values of n and p to find the minimum usual value μ - 2σ and the maximum usual value μ + 2σ. Round your answer to the nearest hundredth unless otherwise noted. n = 103, p = 0.26
6 pages
Statistics For Decision Making
Descriptive statistics are useful in describing the fundamental features of data to offer a simplified summary of the samp ...
Statistics For Decision Making
Descriptive statistics are useful in describing the fundamental features of data to offer a simplified summary of the sample used in the data and ...
4 Math for Elementary Education teachers problems
1) Look at the growing pattern below. How many squares will it take to make the nth figure in this pattern?2) What if we m ...
4 Math for Elementary Education teachers problems
1) Look at the growing pattern below. How many squares will it take to make the nth figure in this pattern?2) What if we made a pattern by joining pentagons? If the length of each side of the pentagon is 3 units, then what would be the perimeter of nth pentagons joined together? Note: The perimeter is the distance around the outside of the figure.3) Variations of this problem have appeared in many places. Jack and Jill decide to start a rumor that there will be no school on the following Monday. What if each person tells exactly 2 people? How long will it take now? Assume that the rate for telling the next 2 people is 1 hour. That is, initially Jack and Jill know; after 1 hour, 2 more people know; after 2 hours, 4 more people know, . . . .4) Consider the following table of numbers.xy132639412515618721(a) Describe the pattern in your own words.(b) Find the value of y when x is 100. (c) Find a general expression for finding the nth term in your own words.(d) Translate part (c) into function notation. f(x) =
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MAT 140 SNHU Pythagoras Theorem and Pythagoras Theorem Discussion
Problem Statement: Given the following right triangle, find cosθ, sinθ, tanθ, secθ, cscθ, and cotθ. Do not approxima ...
MAT 140 SNHU Pythagoras Theorem and Pythagoras Theorem Discussion
Problem Statement: Given the following right triangle, find cosθ, sinθ, tanθ, secθ, cscθ, and cotθ. Do not approximate: Find exact answers. Show all of your work
and explain steps as necessary. Prompt: Use the provided template to solve the trigonometric functions problem above, and illustrate your process by addressing each of the following
elements:
I. Establish a context for the problem by explaining in your own words the course principles that apply: What are the relationships between theta and the
lengths of the sides of the triangle? Be sure to correctly use the appropriate terminology in your explanation. II. Apply the mathematical process to solve the problem: A. Use the Pythagorean theorem to find the third side of the triangle. B. Write out the six trigonometric functions related to theta in exact form.
III. Clearly state the answer using appropriate precalculus notations.Rubric and Milestone Template Attached
STAT 200 Chamberlain College of Nursing Deliverables Course Project
Scenario/SummaryThis week you will submit both parts of the course project. You completed Part I in Week 6 and will comple ...
STAT 200 Chamberlain College of Nursing Deliverables Course Project
Scenario/SummaryThis week you will submit both parts of the course project. You completed Part I in Week 6 and will complete Part II this week. You will submit one word document with both parts of the project. ( the project for week 6 is attached)Hypothesis Testing is the use of statistics to determine the probability that a given claim is true.In Part II of this project, you will choose a data set, review claims and perform hypothesis testing and make a decision. You will then complete a write-up that includes the calculations.The government logs the number of documented births, deaths, marriages and divorces; however, it is possible to have undocumented cases. In part II of this project, you are going to test claims about total births, deaths, marriages and divorces.DeliverablesChoose a Data Set.Go to https://www.cdc.gov/nchs/products/nvsr.htm (Links to an external site.)In the search bar type: Births, Marriages, Divorces, and DeathsPick a DataSet and download the PDF document and make note of the volume, number, and date. For example you could use the National Vital Statistics Reports,Pick the same month/year combination for each data set. For example, choosing September of 2009.Preliminary CalculationsCreate a summary table for 1. Live Births, 2. Deaths, 3. Marriages, and 4. Divorces highlighting the mean, median, sample standard deviation, minimum and maximum values for each the data sets. You will have FOUR tables using the list of values of each state, the District of Columbia and Puerto Rico (You will have 52 numbers for each data set).Summary Table for _________Mean Median Standard Deviation Minimum MaximumHypothesis TestingWith the information that you gather from the summary tables, test the following (you can use excel when appropriate):Determine if there is sufficient evidence to conclude the average amount of births is over 5000 in the United States and territories at the 0.05 level of significance.Determine if there is sufficient evidence to conclude the average amount of deaths is equal to 6000 in the United States and territories at the 0.10 level of significance.Determine if there is sufficient evidence to conclude the average amount of marriages is greater or equal to 2500 in the United States and territories at the .05 level of significance.Determine if there is sufficient evidence to conclude the average amount of divorces is less than or equal to 4000 in the United States and territories at the 0.10 level of significance.For each of the tests above, in your report, be sure to—Clearly state a null and alternative hypothesisGive the value of the test statisticReport the P-ValueClearly state your conclusion (Reject the Null or Fail to Reject the Null)Explain what your conclusion means in context of the data.Lastly, propose and conduct your own test of hypothesis about the Birth, Death, Marriage and Divorce data that you have been analyzing. Make sure to follow the five steps above.Required SoftwareMicrosoft Office: Word and ExcelUse a personal copy or access the software at https://application.chamberlain.edu (Links to an external site.) .GradingThis activity will be graded based on the Course Project grading rubric.Course Outcomes (CO): 6Due Date: By 11:59 p.m. MT on Sunday of Week 7RubricCourse Project RubricCourse Project RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomePart I: Topic & Introduction4.0 ptsProficient Student picks appropriate topic, provides a description of topic and the cites where data was found.3.0 ptsAbove Average Student picks appropriate topic and introduces data. No citation.2.0 ptsAverage. Student does not pick a topic that is appropriate for the project, introduces the data but does not cite source.1.0 ptsNeeds Improvement Students provides topic without descritption and citation.0.0 ptsNo Effort. No topic, descritpion or citation is provided.4.0 ptsThis criterion is linked to a Learning OutcomePart I: Sample Data4.0 ptsProficient Student provides ALL 50 pieces of data.3.0 ptsAbove Average Student provides 30-49 pieces of data.2.0 ptsAverage Student provides 20 - 29 pieces of data.1.0 ptsNeeds Improvement Student provides 1-19 pieces of data.0.0 ptsNo Effort. No Data was provided.4.0 ptsThis criterion is linked to a Learning OutcomePart I: Mean & Standard Deviation5.0 ptsProficient Mean & Sample Standard Deviation of the data set is correct with no rounding error. .4.0 ptsAbove Average Mean & Sample Standard Deviation of the data set is correct but with roujnding error.3.0 ptsAverage One Value (either mean or sample standsrd deviation) is correct but the other is not correct.1.0 ptsNeeds Improvement Both the Mean & Sample Standard Deviation are incorrect but it was attempted.0.0 ptsNo Effort. The mean and sample standard deviation5.0 ptsThis criterion is linked to a Learning OutcomePart I: Constructing the 80%, 95%, 99% Confidence Intervals15.0 ptsProficient Computes the 80%, 95%, and 99% confidence intervals correclty making sure to note the margin of error for each.12.0 ptsAbove Average Computes the 80%, 95%, and 99% confidence intervals correclty but is missing margin of errors (or some of the margin of errors are incorrect).10.0 ptsAverage Computes the 80%, 95%, and 99% confidence intervals but there are some errors in the calculations.6.0 ptsNeeds Improvement Computes the 80%, 95%, and 99% confidence intervals but all of the values are incorrect. The component was attempted.0.0 ptsNo Effort. No Confidence Intervals are provided.15.0 ptsThis criterion is linked to a Learning OutcomePart I: Creating a new confidence interval7.0 ptsProficient. Student computes a confidence interval (not 80%, 95%, 99%) correctly making sure to list the margin of error.5.0 ptsAbove Average. Student computes a confidence interval (not 80%, 95%, 99%) correctly making sure to list the margin of error but there is rounding error.4.0 ptsAverage. Student computes a confidence interval (not 80%, 95%, 99%) correctly but does not highlight the margin of error.3.0 ptsNeeds Improvement Student computes a confidence interval (not 80%, 95%, 99%) but it was not done correctly.0.0 ptsNo Effort. The student did not create a new confidence interval.7.0 ptsThis criterion is linked to a Learning OutcomePart I: Problem Analysis10.0 ptsProficient. Student addresses trend that takes place when the confidence level rises. Provides a sentence for each confidence interval created explaining what the confidence interval means in context of the data collected. Provides a reflection for Part I of the project.8.0 ptsAbove Average. Student addresses trend that takes place when the confidence level rises. Provides sentences for each confidence interval created explaining what the confience interval means in context of the data collected. Does NOT provide a Reflection.7.0 ptsAverage. Student may or may not address the trend that takes place when the confidence level rises. Provides a sentence for SOME confidence intervaSl created explaining what the confidence interval means in context of the data collected. A reflection Part I of the project may or may not be provided.5.0 ptsNeeds Improvement. Majority of the analysis is missing.0.0 ptsNo Effort. No Problem Anaylsis is provided.10.0 ptsThis criterion is linked to a Learning OutcomePart II: Choose a Data Set & Preliminary Data5.0 ptsProficient. Student computes all 4 Preliminary Data Values.4.0 ptsAbove Average. Student computes all 3 Preliminary Data Values.3.0 ptsAverage. Student computes all 2 Preliminary Data Values.1.0 ptsNeeds Improvement. Student computes all 1 Preliminary Data Values.0.0 ptsNo Effort. No Preliminary Data5.0 ptsThis criterion is linked to a Learning OutcomePart II: Hypothesis Testing20.0 ptsProficient. Completes 4 Hypothesis Tests highlighting the null/alternate hypothesis, value of test statistic, and report p-value.16.0 ptsAbove Average. Completes 3 Hypothesis Tests highlighting the null/alternate hypothesis, value of test statistic, and report p-value.14.0 ptsAverage. Completes 2 Hypothesis Tests highlighting the null/alternate hypothesis, value of test statistic, and report p-value.10.0 ptsNeeds Improvement: Completes 1 Hypothesis Test highlighting the null/alternate hypothesis, value of test statistic, and report p-value.0.0 ptsNo Effort. No Hypothesis Tests were completed.20.0 ptsThis criterion is linked to a Learning OutcomePart II: Hypothesis Testing Analysis10.0 ptsProficient. State correct conclusion (Reject/Fail to Reject) and valid explanations in context of the data for ALL 4 Problems.8.0 ptsAbove Average. State correct conclusion (Reject/Fail to Reject) and valid explanations in context of the data for 3 Problems.7.0 ptsAverage. State correct conclusion (Reject/Fail to Reject) and valid explanations in context of the data for 2 Problems.5.0 ptsNeeds Improvement. State correct conclusion (Reject/Fail to Reject) and valid explanations in context of the data for 1 Problem0.0 ptsNo Effort. No conclusion/explanations were given.10.0 ptsThis criterion is linked to a Learning OutcomePart II: Proposal and computations for new hypothesis test10.0 ptsProficient. Student creates an original Hypothesis Test based on one of the data sets highlighting the null/alternate hypothesis, value of test statistic, report p-value, conclusion and explanation.8.0 ptsProficient. Student creates an original Hypothesis Test based on one of the data sets correclty and has MOST of the content: highlighting the null/alternate hypothesis, value of test statistic, report p-value, conclusion and explanation.7.0 ptsAverage. Student creates an original Hypothesis Test based on one of the data sets and MISSING MOST of the content: highlighting the null/alternate hypothesis, value of test statistic, report p-value, conclusion and explanation.5.0 ptsNeeds Improvement. Student creates an original Hypothesis Test based on one of the data sets but there are multiple mistakes and/or conclusions are not valid.0.0 ptsNo Effort. The student did not propose/compute a new hypothesis test.10.0 ptsTotal Points: 90.0PreviousNextSubmission Submitted!Oct 13 at 7:21pmSubmission DetailsDownload Week 6 Statistics .docxDownload Week 3 Statistics Worksheet.xlsx(90 pts possible)Graded Anonymously: no View Rubric EvaluationComments:Part 2: MissingSHERRI HERNANDEZ, Oct 19 at 8:41am
Walden University Computation by Hand Project
Assignment: Computation by Hand
Table 1:
Survival Status
Donor’s SexAliveDeadTotalFemale52 ...
Walden University Computation by Hand Project
Assignment: Computation by Hand
Table 1:
Survival Status
Donor’s SexAliveDeadTotalFemale52456Male11027137Total16231193
Compute the simple odds ratio of the association of donor’s sex and survival status of the infant. Be sure to answer all four parts to this question (a, b, c, and d), including manual calculation of the chi-square value. (40 Points)
Manually calculate a simple odds ratio to test the hypothesis of no association between donor’s sex and the survival status of the infant, without the inclusion of the variable severity using a 2 x 2 table for sex and survival (10 Points).
Manually calculate the confidence interval associated with that odds ratio using the appropriate formula (10 Points).
Manually compute the Chi Square test statistic for this table (10 Points).
Interpret the results. Include an interpretation of the odds ratio, the confidence interval, and the Chi Square test statistic in your response (10 Points).
Table 2:
Survival Status
Disease SeverityDonor’s SexAliveDeadTotalNoneFemale14115 Male21223MildFemale17118 Male40242ModerateFemale15116 Male33639SevereFemale617 Male161733Total 16231193
Using data in table 2, compute the common odds ratio of the association between donor’s sex and the survival status of the infant, after controlling for severity (30 Points).
Manually calculate a common odds ratio to test the hypothesis of no association between donor’s sex and the survival status of the infant, after the inclusion of the variable severity using the common odds ratio (10 Points).
Interpret the results. How does the common odds ratio differ from the simple odds ratio computed in part 1? What effect might it have on your decision from part 1 to reject or fail to reject the null hypothesis? (10 Points).
Why is it important to know the effect of severity on the association of gender and survival? (10 Points)
Perform a simple logistic regression using SPSS and the Week 6 Dataset (SPSS document). Answer the following questions based on your SPSS output (30 Points)
Are the results of the simple logistic regression similar to or different from the results of the simple odds ratio (10 Points)?
How are they similar or different? Include output from SPSS and an interpretation of the OR and confidence intervals in your response (10 Points).
What can you do using logistic regression to duplicate the results from part 2 of this application (the use of CMH for common odds) (10 Points)?
minimum and max usual value
Use the given values of n and p to find the minimum usual value μ - 2σ and the maximum usual value μ + 2σ. Round your ...
minimum and max usual value
Use the given values of n and p to find the minimum usual value μ - 2σ and the maximum usual value μ + 2σ. Round your answer to the nearest hundredth unless otherwise noted. n = 103, p = 0.26
6 pages
Statistics For Decision Making
Descriptive statistics are useful in describing the fundamental features of data to offer a simplified summary of the samp ...
Statistics For Decision Making
Descriptive statistics are useful in describing the fundamental features of data to offer a simplified summary of the sample used in the data and ...
4 Math for Elementary Education teachers problems
1) Look at the growing pattern below. How many squares will it take to make the nth figure in this pattern?2) What if we m ...
4 Math for Elementary Education teachers problems
1) Look at the growing pattern below. How many squares will it take to make the nth figure in this pattern?2) What if we made a pattern by joining pentagons? If the length of each side of the pentagon is 3 units, then what would be the perimeter of nth pentagons joined together? Note: The perimeter is the distance around the outside of the figure.3) Variations of this problem have appeared in many places. Jack and Jill decide to start a rumor that there will be no school on the following Monday. What if each person tells exactly 2 people? How long will it take now? Assume that the rate for telling the next 2 people is 1 hour. That is, initially Jack and Jill know; after 1 hour, 2 more people know; after 2 hours, 4 more people know, . . . .4) Consider the following table of numbers.xy132639412515618721(a) Describe the pattern in your own words.(b) Find the value of y when x is 100. (c) Find a general expression for finding the nth term in your own words.(d) Translate part (c) into function notation. f(x) =
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