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Tan 50* - (sin 50* / cos 50*) the * is supposed to be a degrees sign?
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RSCH 8210 WU Week 10 Multiple Regression Model & Social Survey Dataset Discussion
To prepare for this Discussion: Review Warner’s Chapter 12 and Chapter 2 of the Wagner course text and the media ...
RSCH 8210 WU Week 10 Multiple Regression Model & Social Survey Dataset Discussion
To prepare for this Discussion: Review Warner’s Chapter 12 and Chapter 2 of the Wagner course text and the media program found in this week’s Learning Resources and consider the use of dummy variables. Create a research question using the General Social Survey dataset that can be answered by multiple regression. Using the SPSS software, choose a categorical variable to dummy code as one of your predictor variables. By Day 3 Estimate a multiple regression model that answers your research question. Post your response to the following: What is your research question? Interpret the coefficients for the model, specifically commenting on the dummy variable. Run diagnostics for the regression model. Does the model meet all of the assumptions? Be sure and comment on what assumptions were not met and the possible implications. Is there any possible remedy for one the assumption violations? Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style. By Day 5 Respond to at least one of your colleagues’ posts and provide a constructive comment on their assessment of diagnostics. Were all assumptions tested for? Are there some violations that the model might be robust against? Why or why not? Explain and provide any additional resources (i.e., web links, articles, etc.) to provide your colleague with addressing diagnostic issues.
STAT 512 Purdue University Applied Regression Analysis
More detail pleas see the file ,total have 8 questions; Now consider a multiple linear regression where the average length ...
STAT 512 Purdue University Applied Regression Analysis
More detail pleas see the file ,total have 8 questions; Now consider a multiple linear regression where the average length of stay in a hospital (Y) is anticipated to be related to infection risk (X1), routine chest X-ray ratio (X2), and available facilities and services (X3).1. (10) Use R to obtain the residual information on the MLR model Y~X1+X2+X3, check assumptions from the residual plot, BF test (you could do a grouping on Y) and Normality test.2.(5) For the MLR model Y~X1+X2+X3, use R to construct the design matrix X and Y, then compute the variance-covariance matrix of the residuals , what is the dimension of the matrix?3. (5) For the MLR model Y~X1+X2+X3, use R to construct the matrix X and Y, then compute the variance-covariance matrix of the parameter estimates , what is the dimension of the matrix? What are the standard error of the parameter estimates?4. (8) Obtain an interval estimate of the mean response when X1=4, X2=81, and X3=43 with 90% confidence level.Specify what are the point estimate, critical value, and the standard error.5. (4) Now consider the interval estimate of the single responsewhen X1=4, X2=81, and X3=43 with 90% confidence level. Without computation, discuss how the point estimate, critical value, and the standard error different are different from question 4.
MAT 150 Grand Canyon University Concept of Multiplication of Fractions Discussion
A Problem Solving Approach to Mathematics for Elementary School Teachers
Billstein, R., Libeskind, S., & Lott, J. W. ( ...
MAT 150 Grand Canyon University Concept of Multiplication of Fractions Discussion
A Problem Solving Approach to Mathematics for Elementary School Teachers
Billstein, R., Libeskind, S., & Lott, J. W. (2016). A problem solving approach to mathematics for elementary school teachers (12th ed.). Boston, MA: Pearson/Addison-Wesley. ISBN-13: 9780321987297
Use this link to access the textbook via the web or PDF. This link does not provide access to the text via MyMathLab.
URL:
https://www.gcumedia.com/digital-resources/pearson/2016/a-problem-solving-approach-to-mathematics-for-elementary-school-teachers_12e.php
Topic 4 DQ 1
How would you teach the concept of multiplication of fractions? If a student doesn’t understand it this way, what alternate method can you use?
Topic 4 DQ 2
What are equivalent fractions? Explain how two fractions can be equivalent. Give practical examples of fractions that are equivalent. How would you teach this concept to a class?
Topic 5 DQ 1
Explain how the base 10 number system works. How would you teach the notion of place value to a class? How are decimal numbers related to rational numbers? When is a decimal number also a rational number?
Topic 5 DQ 2
Explain the process of decimal multiplication and division. Explain the mathematical justification for moving the decimal point when performing decimal division.
Topic 6 DQ 1
In your own words, explain the concept of a variable. Discuss how you can teach a class about the use of variables and how they can be used to create an algebraic expression.
Topic 6 DQ 2
How would you teach students to translate English statements into algebraic expressions? Discuss some of the common words and phrases used to represent mathematical operations.
Topic 7 DQ 1
Out of the concepts you have studied in this course, choose one that you feel would be particularly difficult for students to understand. Provide a concrete real-world situation or example to help illustrate this concept.
Topic 7 DQ 2
It is necessary to have a good understanding of mathematics in order to teach it. Who do you think would make a better math teacher: a person who has natural mathematical talent and understands concepts easily without making mistakes, or a person who had to struggle to gain their understanding of math and learn to avoid making mistakes?
2 pages
Quiz 1.7
1. A population is growing continuously by the same percent each year. In 2000, the population was 15,000. The population ...
Quiz 1.7
1. A population is growing continuously by the same percent each year. In 2000, the population was 15,000. The population had reached 26,000 by 2010. ...
Case Study
Case Problem Specialty Toys:Specialty Toys, Inc., sells a variety of new and innovative children’s toys. Management lear ...
Case Study
Case Problem Specialty Toys:Specialty Toys, Inc., sells a variety of new and innovative children’s toys. Management learned that the preholiday season is the best time to introduce a new toy, because many families use this time to look for new ideas for December holiday gifts. When Specialty discovers a new toy with good market potential, it chooses an October market entry date.In order to get toys in its stores by October, Specialty places one-time orders with its manufacturers in June or July of each year. Demand for children’s toys can be highly volatile. If a new toy catches on, a sense of shortage in the marketplace often increases the demand to high levels and large profits can be realized. However, new toys can also flop, leaving Specialty stuck with high levels of inventory that must be sold at reduced prices. The most important question the company faces is deciding how many units of a new toy should be purchased to meet anticipated sales demand. If too few are purchased, sales will be lost; if too many are purchased, profits will be reduced because of low prices realized in clearance sales.For the coming season, Specialty plans to introduce a new product called Weather Teddy. This variation of a talking teddy bear is made by a company in Taiwan. When a child presses Teddy’s hand, the bear begins to talk. A built-in barometer selects one of five responses that predict the weather conditions. The responses range from “It looks to be a very nice day! Have fun” to “I think it may rain today. Don’t forget your umbrella.” Tests with the product show that, even though it is not a perfect weather predictor, its predictions are surprisingly good. Several of Specialty’s managers claimed Teddy gave predictions of the weather that were as good as many local television weather forecasters.As with other products, Specialty faces the decision of how many Weather Teddy units to order for the coming holiday season. Members of the management team suggested order quantities of 15,000, 18,000, 24,000, or 28,000 units. The wide range of order quantities suggested indicates considerable disagreement concerning the market potential. The product management team asks you for an analysis of the stock-out probabilities for various order quantities, an estimate of the profit potential, and to help make an order quantity recommendation. Specialty expects to sell Weather Teddy for $24 based on a cost of $16 per unit. If inventory remains after the holiday season, Specialty will sell all surplus inventory for $5 per unit. After reviewing the sales history of similar products, Specialty’s senior sales forecaster predicted an expected demand of 20,000 units with a .95 probability that demand would be between 10,000 units and 30,000 units.Managerial ReportPrepare a managerial report that addresses the following issues and recommends an order quantity for the Weather Teddy product.1. Use the sales forecaster’s prediction to describe a normal probability distribution that can be used to approximate the demand distribution. Sketch the distribution and show its mean and standard deviation.2. Compute the probability of a stock-out for the order quantities suggested by members of the management team.3. Compute the projected profit for the order quantities suggested by the management team under three scenarios: worst case in which sales = 10,000units, most likely case in which sales = 20,000units, and best case in which sales = 30,000units.4. One of Specialty’s managers felt that the profit potential was so great that the order quantity should have a 70% chance of meeting demand and only a 30% chance of any stock-outs. What quantity would be ordered under this policy, and what is the projected profit under the three sales scenarios?5. Provide your own recommendation for an order quantity and note the associated profit projections. Provide a rationale for your recommendation.
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RSCH 8210 WU Week 10 Multiple Regression Model & Social Survey Dataset Discussion
To prepare for this Discussion: Review Warner’s Chapter 12 and Chapter 2 of the Wagner course text and the media ...
RSCH 8210 WU Week 10 Multiple Regression Model & Social Survey Dataset Discussion
To prepare for this Discussion: Review Warner’s Chapter 12 and Chapter 2 of the Wagner course text and the media program found in this week’s Learning Resources and consider the use of dummy variables. Create a research question using the General Social Survey dataset that can be answered by multiple regression. Using the SPSS software, choose a categorical variable to dummy code as one of your predictor variables. By Day 3 Estimate a multiple regression model that answers your research question. Post your response to the following: What is your research question? Interpret the coefficients for the model, specifically commenting on the dummy variable. Run diagnostics for the regression model. Does the model meet all of the assumptions? Be sure and comment on what assumptions were not met and the possible implications. Is there any possible remedy for one the assumption violations? Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style. By Day 5 Respond to at least one of your colleagues’ posts and provide a constructive comment on their assessment of diagnostics. Were all assumptions tested for? Are there some violations that the model might be robust against? Why or why not? Explain and provide any additional resources (i.e., web links, articles, etc.) to provide your colleague with addressing diagnostic issues.
STAT 512 Purdue University Applied Regression Analysis
More detail pleas see the file ,total have 8 questions; Now consider a multiple linear regression where the average length ...
STAT 512 Purdue University Applied Regression Analysis
More detail pleas see the file ,total have 8 questions; Now consider a multiple linear regression where the average length of stay in a hospital (Y) is anticipated to be related to infection risk (X1), routine chest X-ray ratio (X2), and available facilities and services (X3).1. (10) Use R to obtain the residual information on the MLR model Y~X1+X2+X3, check assumptions from the residual plot, BF test (you could do a grouping on Y) and Normality test.2.(5) For the MLR model Y~X1+X2+X3, use R to construct the design matrix X and Y, then compute the variance-covariance matrix of the residuals , what is the dimension of the matrix?3. (5) For the MLR model Y~X1+X2+X3, use R to construct the matrix X and Y, then compute the variance-covariance matrix of the parameter estimates , what is the dimension of the matrix? What are the standard error of the parameter estimates?4. (8) Obtain an interval estimate of the mean response when X1=4, X2=81, and X3=43 with 90% confidence level.Specify what are the point estimate, critical value, and the standard error.5. (4) Now consider the interval estimate of the single responsewhen X1=4, X2=81, and X3=43 with 90% confidence level. Without computation, discuss how the point estimate, critical value, and the standard error different are different from question 4.
MAT 150 Grand Canyon University Concept of Multiplication of Fractions Discussion
A Problem Solving Approach to Mathematics for Elementary School Teachers
Billstein, R., Libeskind, S., & Lott, J. W. ( ...
MAT 150 Grand Canyon University Concept of Multiplication of Fractions Discussion
A Problem Solving Approach to Mathematics for Elementary School Teachers
Billstein, R., Libeskind, S., & Lott, J. W. (2016). A problem solving approach to mathematics for elementary school teachers (12th ed.). Boston, MA: Pearson/Addison-Wesley. ISBN-13: 9780321987297
Use this link to access the textbook via the web or PDF. This link does not provide access to the text via MyMathLab.
URL:
https://www.gcumedia.com/digital-resources/pearson/2016/a-problem-solving-approach-to-mathematics-for-elementary-school-teachers_12e.php
Topic 4 DQ 1
How would you teach the concept of multiplication of fractions? If a student doesn’t understand it this way, what alternate method can you use?
Topic 4 DQ 2
What are equivalent fractions? Explain how two fractions can be equivalent. Give practical examples of fractions that are equivalent. How would you teach this concept to a class?
Topic 5 DQ 1
Explain how the base 10 number system works. How would you teach the notion of place value to a class? How are decimal numbers related to rational numbers? When is a decimal number also a rational number?
Topic 5 DQ 2
Explain the process of decimal multiplication and division. Explain the mathematical justification for moving the decimal point when performing decimal division.
Topic 6 DQ 1
In your own words, explain the concept of a variable. Discuss how you can teach a class about the use of variables and how they can be used to create an algebraic expression.
Topic 6 DQ 2
How would you teach students to translate English statements into algebraic expressions? Discuss some of the common words and phrases used to represent mathematical operations.
Topic 7 DQ 1
Out of the concepts you have studied in this course, choose one that you feel would be particularly difficult for students to understand. Provide a concrete real-world situation or example to help illustrate this concept.
Topic 7 DQ 2
It is necessary to have a good understanding of mathematics in order to teach it. Who do you think would make a better math teacher: a person who has natural mathematical talent and understands concepts easily without making mistakes, or a person who had to struggle to gain their understanding of math and learn to avoid making mistakes?
2 pages
Quiz 1.7
1. A population is growing continuously by the same percent each year. In 2000, the population was 15,000. The population ...
Quiz 1.7
1. A population is growing continuously by the same percent each year. In 2000, the population was 15,000. The population had reached 26,000 by 2010. ...
Case Study
Case Problem Specialty Toys:Specialty Toys, Inc., sells a variety of new and innovative children’s toys. Management lear ...
Case Study
Case Problem Specialty Toys:Specialty Toys, Inc., sells a variety of new and innovative children’s toys. Management learned that the preholiday season is the best time to introduce a new toy, because many families use this time to look for new ideas for December holiday gifts. When Specialty discovers a new toy with good market potential, it chooses an October market entry date.In order to get toys in its stores by October, Specialty places one-time orders with its manufacturers in June or July of each year. Demand for children’s toys can be highly volatile. If a new toy catches on, a sense of shortage in the marketplace often increases the demand to high levels and large profits can be realized. However, new toys can also flop, leaving Specialty stuck with high levels of inventory that must be sold at reduced prices. The most important question the company faces is deciding how many units of a new toy should be purchased to meet anticipated sales demand. If too few are purchased, sales will be lost; if too many are purchased, profits will be reduced because of low prices realized in clearance sales.For the coming season, Specialty plans to introduce a new product called Weather Teddy. This variation of a talking teddy bear is made by a company in Taiwan. When a child presses Teddy’s hand, the bear begins to talk. A built-in barometer selects one of five responses that predict the weather conditions. The responses range from “It looks to be a very nice day! Have fun” to “I think it may rain today. Don’t forget your umbrella.” Tests with the product show that, even though it is not a perfect weather predictor, its predictions are surprisingly good. Several of Specialty’s managers claimed Teddy gave predictions of the weather that were as good as many local television weather forecasters.As with other products, Specialty faces the decision of how many Weather Teddy units to order for the coming holiday season. Members of the management team suggested order quantities of 15,000, 18,000, 24,000, or 28,000 units. The wide range of order quantities suggested indicates considerable disagreement concerning the market potential. The product management team asks you for an analysis of the stock-out probabilities for various order quantities, an estimate of the profit potential, and to help make an order quantity recommendation. Specialty expects to sell Weather Teddy for $24 based on a cost of $16 per unit. If inventory remains after the holiday season, Specialty will sell all surplus inventory for $5 per unit. After reviewing the sales history of similar products, Specialty’s senior sales forecaster predicted an expected demand of 20,000 units with a .95 probability that demand would be between 10,000 units and 30,000 units.Managerial ReportPrepare a managerial report that addresses the following issues and recommends an order quantity for the Weather Teddy product.1. Use the sales forecaster’s prediction to describe a normal probability distribution that can be used to approximate the demand distribution. Sketch the distribution and show its mean and standard deviation.2. Compute the probability of a stock-out for the order quantities suggested by members of the management team.3. Compute the projected profit for the order quantities suggested by the management team under three scenarios: worst case in which sales = 10,000units, most likely case in which sales = 20,000units, and best case in which sales = 30,000units.4. One of Specialty’s managers felt that the profit potential was so great that the order quantity should have a 70% chance of meeting demand and only a 30% chance of any stock-outs. What quantity would be ordered under this policy, and what is the projected profit under the three sales scenarios?5. Provide your own recommendation for an order quantity and note the associated profit projections. Provide a rationale for your recommendation.
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