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WU Statistics Current Levels of Democracy in Africa Nations Questions
Review the t test scenarios found in this week’s Learning Resources and consider the three different approaches of t tes ...
WU Statistics Current Levels of Democracy in Africa Nations Questions
Review the t test scenarios found in this week’s Learning Resources and consider the three different approaches of t tests:
Independent sample t test
Paired sample t test
One sample t test
Based on each of the three research scenarios provided, open the High School Longitudinal Study dataset or the Afrobarometer dataset from this week’s Learning Resources using SPSS software, then choose and run the appropriate t test.
Once you perform your t test analyses, review Chapter 11 of the Wagner text to understand how to copy and paste your output into your Word document.
For this Assignment:
Write an analysis of your t test results for each research scenario and include the SPSS syntax and output. Do not forget to evaluate if the t test assumptions are met, justify the selection of type of t test, and report the effect size. Based on your results, provide an explanation of what the implications of social change might be.
1 page
Gened Math 1325 Crn 21328
a) Based on the graph, when would you expect the highest temperature to occur in New York? b) Based on the graph, when wou ...
Gened Math 1325 Crn 21328
a) Based on the graph, when would you expect the highest temperature to occur in New York? b) Based on the graph, when would you expect the lowest ...
Statistics/Quantitative Methods Midterm Exam
Book used: Discovering Statistics Using IBM Statistics 5th Edition I have power points that will be provided.I expect to g ...
Statistics/Quantitative Methods Midterm Exam
Book used: Discovering Statistics Using IBM Statistics 5th Edition I have power points that will be provided.I expect to get at least an A on this examSPSS can be used but does not have to be utilized. Excel can be used as well. However, formulas and steps must be provided. Additionally, steps should be shown regarding how answers came to be.
MHA-FP5017 ASSESSMENT-2 Hypothesis Testing for Differences Between Groups
Assessment 2 – Hypothesis Testing for Differences Between Groups Overview Perform hypothesis testing on the differe ...
MHA-FP5017 ASSESSMENT-2 Hypothesis Testing for Differences Between Groups
Assessment 2 – Hypothesis Testing for Differences Between Groups Overview Perform hypothesis testing on the differences between two groups and create an Excel document. Write a 2–3-page analysis of the results in a Word document and insert the results into this document. Note: You are strongly encouraged to complete the assessments in this course in the order they are presented. Hypothesis testing is a foundational statistical technique used to make decisions about a hypothesis. A hypothesis test compares two mutually exclusive statements (null hypothesis, alternative hypothesis) where only one is true. Hypothesis testing can determine statistical significance by examining the probability that a given result would occur under the null hypothesis. For this assessment, you will perform hypothesis testing on the differences between two groups. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Plan for data collection, measurement, and analysis.Generate a hypothesis about the difference between two groups in a dataset.Identify the appropriate statistical test in a dataset.Competency 2: Analyze data using computer-based programming and software.Performs appropriate statistical test of the difference between two groups in a dataset.Competency 3: Interpret results of data analysis for value-based health care decisions, policy, or practice.Interpret the results of a data analysis and state whether to accept or reject the null hypothesis based on the p-value and an alpha of .05.Write a narrative summary of the results that includes practical, administration-related implications of the hypothesis test.Competency 5: Communicate audience-appropriate health management content in a logically structured and concise manner, writing clearly with correct use of grammar, punctuation, spelling, and APA style.Write clearly and concisely, using correct grammar, mechanics, and APA formatting. Resources Statistical Significance Frey, B. B. (Ed.). (2018). Significance. In The SAGE encyclopedia of educational research, measurement, and evaluation (Vols. 1–4). Thousand Oaks, CA: Sage.Gallo, A. (2016, February 16). A refresher on statistical significance. Harvard Business Review Digital Articles, 2–9.Simpson, S. H. (2015). Creating a data analysis plan: What to consider when choosing statistics for a study. Canadian Journal of Hospital Pharmacy, 68(4), 311–317. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC45522... Hypothesis Testing Frey, B. B. (Ed.). (2018). Hypothesis testing. In The SAGE encyclopedia of educational research, measurement, and evaluation (Vols. 1–4). Thousand Oaks, CA: Sage.Hypothesis Tester.Real Statistics Using Excel. (n.d.). Null and alternative hypothesis. Retrieved from http://www.real-statistics.com/hypothesis-testing/...Elliott. E. C. (n.d.). Understanding statistical hypothesis testing. Retrieved from https://www.stattutorials.com/understanding-hypoth...Gonzalez-Chica, D. A., Bastos, J. L., Duquia, R. P., Bonamigo, R. R., & Martínez-Mesa, J. (2015). Test of association: Which one is the most appropriate for my study? Anais brasileiros de dermatología, 90(4), 523–528. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC45605...Quantitative Skills Center: Interpreting Statistical Data. p Value Frey, B. B. (Ed.). (2018). p value. In The SAGE encyclopedia of educational research, measurement, and evaluation (Vols. 1–4). Thousand Oaks, CA: Sage.Elliott, E. C. (n.d.). Interpreting statistical p-values. Retrieved from https://www.stattutorials.com/p-value-interpreting... Interpreting Results Evaluation of Analytic Results.Interpreting Results of Inferential Techniques.Matching Statistical Tests to Hypotheses. Significance Tests Orr-Depner, R. (n.d.). Learning about 2-sample t-tests with Guitar Hero | Transcript. Retrieved from https://www.sophia.org/tutorials/learning-about-2-...Scheer, A. (n.d.). The basics of significance tests | Transcript. Retrieved from https://www.sophia.org/tutorials/sec-91-the-basics...StatisticsLectures.com. (n.d.). Statistical vs practical significance. Retrieved from http://www.statisticslectures.com/topics/statistic...Tutorials for Statistical Data Analysis. (n.d.). Two sample (independent group) t-test using Mcrosoft Excel. Retrieved from https://www.stattutorials.com/EXCEL/EXCEL_TTEST1.h... Textbook Kros, J. F., & Rosenthal, D. A. (2016). Statistics for health care management and administration: Working with Excel (3rd. ed.). San Francisco, CA: Jossey-Bass. Available in the courseroom via the VitalSource Bookshelf link. Preparation Download the Assessment 2 Dataset [XLSX]. The dataset contains the following variables: clinic1 (total number of visits per month for clinic 1) .clinic2 (total number of visits per month for clinic 2). Instructions An investor needs to make a decision on whether to acquire one of two medical clinics based on their productivity, as measured by the total number of visits per month. You have been asked whether there is a significance difference in the total number of visits per month between clinic 1 and clinic 2. For this assessment, perform hypothesis testing on the differences between two groups in the Assessment 2 Dataset. Create an appropriately labeled Excel document with your results. Also write an analysis of the results in a Word document. Insert the test results into this document (copied from the output file and pasted into a Word document). Refer to Copy From Excel to Another Office Program for instructions. Submit both the Word document and the Excel file that shows the results. Grading Criteria The numbered assessment instructions outlined below correspond to the grading criteria in the Hypothesis Testing for Differences Between Groups Scoring Guide, so be sure to address each point. You may also want to review the performance-level descriptions for each criterion to see how your work will be assessed. Generate a hypothesis about the difference between two groups in a dataset.State null hypothesis and alternative hypothesis as an explanation and math equation.Identify the appropriate statistical test in a dataset.Provide your statistical rationale.Perform appropriate statistical test of the difference between two groups in a dataset.Interpret the results of a data analysis and state whether to accept or reject the null hypothesis based on the p-value and an alpha of .05.Interpret p-value and statistical significance.Write a narrative summary of the results that includes practical, administration-related implications of the hypothesis test. Additional Requirements Your assessment should meet the following requirements: Written communication: Write clearly, accurately, and professionally, incorporating sources appropriately.Length: 2–3 pagesResources: Not required.APA format: Cite your sources using current APA format.Font and font size: Times Roman, 10 point.
using types of factoring practice
Factor the polynomial using the GCF.a. 8bc(bc + 24)b. 8bc(bc + 3)c. 8bc(c + 3 ...
using types of factoring practice
Factor the polynomial using the GCF.a. 8bc(bc + 24)b. 8bc(bc + 3)c. 8bc(c + 3)d. 8bc(c + 16)Factor the polynomial using the GCF.a. b. c. d. Factor the polynomial using the GCF.2x(z + 7) + (z + 7)a. 2x(z + 7)b. 2x(z + 7)(z + 7)c. (2x + 1)(z + 7)d. (2x + 0)(z + 7)Factor the polynomial using the GCF.2(x - 4) + 3y(x - 4) (2 + 3y)(x - 4)(2x - 4)(3xy - 4)(2x - 4)(2 + 3y)(x - 4)(2 + 3y)(x - 4)(x - 4)Factor the polynomial by grouping.ab + 2a + 5b + 10a. (ab + 2a)(5b + 10)b. (b + 2)(5a + b)c. (a + 5)(5b + 10)(b + 2)d. (a + 5)(b + 2)Factor the polynomial by grouping.12xy - 18x - 10y + 15a. (12xy - 18x)(-10y + 15)b. (6x - 5)(2y - 3)c. (6x - 5)(2y - 3)(2y + 3)d. (6x - 5)(2y + 3)Factor the polynomial.a. b. c. d. Factor the polynomial. a. b. c. d. a. b. c. d. Factor the polynomial. a. (2x - 5)(2x - y)b. (2x - 5)(2x + y)c. d. (2x - 5)(2x + y)(2x - y)
Montgomery College Critical Thinking and Express the Confidence Interval Worksheet
EXP 10 Practice Express the confidence interval 61 % ± 5.9 % in interval form. Express the answer in decimal format ( ...
Montgomery College Critical Thinking and Express the Confidence Interval Worksheet
EXP 10 Practice Express the confidence interval 61 % ± 5.9 % in interval form. Express the answer in decimal format (do not enter as percents). We wish to estimate what percent of adult residents in a certain county are parents. Out of 300 adult residents sampled, 153 had kids. Based on this, construct a 95% confidence interval for the proportion, p, of adult residents who are parents in this county. Give your answers as decimals, to three places. < p < Assume that a sample is used to estimate a population proportion p. Find the margin of error M.E. that corresponds to a sample of size 105 with 33.3% successes at a confidence level of 99.9%. M.E. = % Answer should be obtained without any preliminary rounding. However, the critical value may be rounded to 3 decimal places. Round final answer to one decimal place Giving a test to a group of students, the grades and gender are summarized below A B C Total Male 7 2 16 25 Female 5 3 6 14 Total 12 5 22 39 Let π represent the percentage of all female students who would receive a grade of A on this test. Use a 90% confidence interval to estimate p to three decimal places. Enter your answer as a tri-linear inequality using decimals (not percents). < p < A political candidate has asked you to conduct a poll to determine what percentage of people support her. If the candidate only wants a 5% margin of error at a 95% confidence level, what size of sample is needed? Give your answer in whole people. Critical thinking 10 Application 10 Find an example of a confidence interval for a proportion in the media or scholarly literature (do not use a statistics textbook or website/article that is teaching or demonstrating statistics to find the example). At the very least it must include either the lower and upper bounds or a point estimate with a margin of error. Make sure you have a Proportion confidence interval and NOT a CI for the mean, odds ratio, hazard ratio, or relative risk as these will result in having to REDO the assignment (a) Include a digital photo/screenshot of the original appearance of the confidence interval and a link to the website (or citation) where it can be found. (b) Write the confidence interval in the form (lower bound, upper bound). If there are multiple confidence intervals, just pick one. (c) State the population parameter this confidence interval is trying to estimate. (d) State the confidence level and sample size. If no confidence level is given assume it is 95%95%. (e) Use the point estimate, confidence level, and sample size to calculate the confidence interval and compare your calculated values with those published in the article. (f) State what the sample and population were for the study. Infer this information if it is not provided (g) Comment on the source for the data, the publisher of the CI, and their purpose for doing so. Put the above in a document and upload your complete file below. Question 1Choose FileNo file chosen Exp 11 Practice Less than 35% of workers indicate that they are satisfied with their job. Express the null and alternative hypotheses in symbolic form for this claim (enter as a percentage). H0:pH0:p H1:pH1:p Use the following codes to enter the following symbols: ≥≥ enter >= ≤≤ enter <= ≠≠ enter != A commonly cited standard for one-way length (duration) of school bus rides for elementary school children is 30 minutes. A local government office in a rural area randomly samples 100 elementary school children in their district and find an average one-way commute time of 38 minutes with a standard deviation of 8 minutes. Which of the following is the correct set of hypotheses for testing if the average commute time of elementary school students in this district is different than the commonly cited standard of 30 minutes? H0: μ = 30; HA: μ ≠ 30 HA: μ = 30; H0: x ≠ 30 H0: x = 38; HA: μ = 30 H0: μ = 30; HA: μ > 30 H0: μ = 30; HA: x = 38 A commonly cited standard for one-way length (duration) of school bus rides for elementary school children is 30 minutes. A local government office in a rural area conducts a study to determine if elementary schoolers in their district have a longer average one-way commute time. If they determine that the average commute time of students in their district is significantly higher than the commonly cited standard they will invest in increasing the number of school busses to help shorten commute time. What would a Type 2 error mean in this context? The local government decides that the average commute time is 30 minutes. The local government decides that the data provide convincing evidence of an average commute time higher than 30 minutes, when the true average commute time is in fact 30 minutes. The local government decides that the data do not provide convincing evidence of an average commute time higher than 30 minutes, when the true average commute time is in fact higher than 30 minutes. The local government decides that the data do not provide convincing evidence of an average commute time different than 30 minutes, when the true average commute time is in fact 30 minutes. Food inspectors inspect samples of food products to see if they are safe. This can be thought of as a hypothesis test with the following hypotheses. H0: the food is safe Ha: the food is not safe The following is an example of what type of error? The sample suggests that the food is safe, but it actually is not safe. type I type II not an error If your null and alternative hypothesis are: H0: p=0.3 H1: p>0.3 Then the test is: left tailed right tailed two tailed If your claim is in the null hypothesis and you fail to reject the null hypothesis, then your conclusion would be: The sample data support the original claim There is sufficient evidence to warrant rejection of the original claim There is not sufficient sample evidence to support the original claim There is not sufficient evidence to warrant rejection of the original claim A New York Times article titled For Runners, Soft Ground Can Be Hard on the Body considered two perspectives on whether runners should stick to hard surfaces or soft surfaces following an injury. One position supported running on soft surfaces to relieve joints that were in recovery from injury. The second position supported running on hard surfaces since soft surfaces can be uneven, which may make worse those injuries a soft surface was intended to help. Suppose we are given sufficient funds to run an experiment to study this topic. With no studies to support either position, which of the following hypotheses would be appropriate? The first position is more sensible, so this should be a one-sided test. In this case, we should form the alternative hypothesis around the second position. Because we would be interested in any difference between running on hard and soft surfaces, we should use a two-sided hypothesis test. The second position makes the more sense, so this should be a one-sided test. In this case, we should form the alternative hypothesis around the first position. Because there is uncertainty, we should postpone defining the hypotheses until after we collect data to guide the test. Critical Thinking Questions How do you decide whether to reject or fail to reject the null hypothesis? [1 sentence] How do you tell whether the test is left, right, or two tailed? [3 bullets] Why can we never accept the null hypothesis? [2 sentences] Why does decreasing the probability of making a type one error increase the probability of making a type two error? [2 sentences] How does a researcher decide the level of significance for a hypothesis test? [3 sentences]
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WU Statistics Current Levels of Democracy in Africa Nations Questions
Review the t test scenarios found in this week’s Learning Resources and consider the three different approaches of t tes ...
WU Statistics Current Levels of Democracy in Africa Nations Questions
Review the t test scenarios found in this week’s Learning Resources and consider the three different approaches of t tests:
Independent sample t test
Paired sample t test
One sample t test
Based on each of the three research scenarios provided, open the High School Longitudinal Study dataset or the Afrobarometer dataset from this week’s Learning Resources using SPSS software, then choose and run the appropriate t test.
Once you perform your t test analyses, review Chapter 11 of the Wagner text to understand how to copy and paste your output into your Word document.
For this Assignment:
Write an analysis of your t test results for each research scenario and include the SPSS syntax and output. Do not forget to evaluate if the t test assumptions are met, justify the selection of type of t test, and report the effect size. Based on your results, provide an explanation of what the implications of social change might be.
1 page
Gened Math 1325 Crn 21328
a) Based on the graph, when would you expect the highest temperature to occur in New York? b) Based on the graph, when wou ...
Gened Math 1325 Crn 21328
a) Based on the graph, when would you expect the highest temperature to occur in New York? b) Based on the graph, when would you expect the lowest ...
Statistics/Quantitative Methods Midterm Exam
Book used: Discovering Statistics Using IBM Statistics 5th Edition I have power points that will be provided.I expect to g ...
Statistics/Quantitative Methods Midterm Exam
Book used: Discovering Statistics Using IBM Statistics 5th Edition I have power points that will be provided.I expect to get at least an A on this examSPSS can be used but does not have to be utilized. Excel can be used as well. However, formulas and steps must be provided. Additionally, steps should be shown regarding how answers came to be.
MHA-FP5017 ASSESSMENT-2 Hypothesis Testing for Differences Between Groups
Assessment 2 – Hypothesis Testing for Differences Between Groups Overview Perform hypothesis testing on the differe ...
MHA-FP5017 ASSESSMENT-2 Hypothesis Testing for Differences Between Groups
Assessment 2 – Hypothesis Testing for Differences Between Groups Overview Perform hypothesis testing on the differences between two groups and create an Excel document. Write a 2–3-page analysis of the results in a Word document and insert the results into this document. Note: You are strongly encouraged to complete the assessments in this course in the order they are presented. Hypothesis testing is a foundational statistical technique used to make decisions about a hypothesis. A hypothesis test compares two mutually exclusive statements (null hypothesis, alternative hypothesis) where only one is true. Hypothesis testing can determine statistical significance by examining the probability that a given result would occur under the null hypothesis. For this assessment, you will perform hypothesis testing on the differences between two groups. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Plan for data collection, measurement, and analysis.Generate a hypothesis about the difference between two groups in a dataset.Identify the appropriate statistical test in a dataset.Competency 2: Analyze data using computer-based programming and software.Performs appropriate statistical test of the difference between two groups in a dataset.Competency 3: Interpret results of data analysis for value-based health care decisions, policy, or practice.Interpret the results of a data analysis and state whether to accept or reject the null hypothesis based on the p-value and an alpha of .05.Write a narrative summary of the results that includes practical, administration-related implications of the hypothesis test.Competency 5: Communicate audience-appropriate health management content in a logically structured and concise manner, writing clearly with correct use of grammar, punctuation, spelling, and APA style.Write clearly and concisely, using correct grammar, mechanics, and APA formatting. Resources Statistical Significance Frey, B. B. (Ed.). (2018). Significance. In The SAGE encyclopedia of educational research, measurement, and evaluation (Vols. 1–4). Thousand Oaks, CA: Sage.Gallo, A. (2016, February 16). A refresher on statistical significance. Harvard Business Review Digital Articles, 2–9.Simpson, S. H. (2015). Creating a data analysis plan: What to consider when choosing statistics for a study. Canadian Journal of Hospital Pharmacy, 68(4), 311–317. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC45522... Hypothesis Testing Frey, B. B. (Ed.). (2018). Hypothesis testing. In The SAGE encyclopedia of educational research, measurement, and evaluation (Vols. 1–4). Thousand Oaks, CA: Sage.Hypothesis Tester.Real Statistics Using Excel. (n.d.). Null and alternative hypothesis. Retrieved from http://www.real-statistics.com/hypothesis-testing/...Elliott. E. C. (n.d.). Understanding statistical hypothesis testing. Retrieved from https://www.stattutorials.com/understanding-hypoth...Gonzalez-Chica, D. A., Bastos, J. L., Duquia, R. P., Bonamigo, R. R., & Martínez-Mesa, J. (2015). Test of association: Which one is the most appropriate for my study? Anais brasileiros de dermatología, 90(4), 523–528. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC45605...Quantitative Skills Center: Interpreting Statistical Data. p Value Frey, B. B. (Ed.). (2018). p value. In The SAGE encyclopedia of educational research, measurement, and evaluation (Vols. 1–4). Thousand Oaks, CA: Sage.Elliott, E. C. (n.d.). Interpreting statistical p-values. Retrieved from https://www.stattutorials.com/p-value-interpreting... Interpreting Results Evaluation of Analytic Results.Interpreting Results of Inferential Techniques.Matching Statistical Tests to Hypotheses. Significance Tests Orr-Depner, R. (n.d.). Learning about 2-sample t-tests with Guitar Hero | Transcript. Retrieved from https://www.sophia.org/tutorials/learning-about-2-...Scheer, A. (n.d.). The basics of significance tests | Transcript. Retrieved from https://www.sophia.org/tutorials/sec-91-the-basics...StatisticsLectures.com. (n.d.). Statistical vs practical significance. Retrieved from http://www.statisticslectures.com/topics/statistic...Tutorials for Statistical Data Analysis. (n.d.). Two sample (independent group) t-test using Mcrosoft Excel. Retrieved from https://www.stattutorials.com/EXCEL/EXCEL_TTEST1.h... Textbook Kros, J. F., & Rosenthal, D. A. (2016). Statistics for health care management and administration: Working with Excel (3rd. ed.). San Francisco, CA: Jossey-Bass. Available in the courseroom via the VitalSource Bookshelf link. Preparation Download the Assessment 2 Dataset [XLSX]. The dataset contains the following variables: clinic1 (total number of visits per month for clinic 1) .clinic2 (total number of visits per month for clinic 2). Instructions An investor needs to make a decision on whether to acquire one of two medical clinics based on their productivity, as measured by the total number of visits per month. You have been asked whether there is a significance difference in the total number of visits per month between clinic 1 and clinic 2. For this assessment, perform hypothesis testing on the differences between two groups in the Assessment 2 Dataset. Create an appropriately labeled Excel document with your results. Also write an analysis of the results in a Word document. Insert the test results into this document (copied from the output file and pasted into a Word document). Refer to Copy From Excel to Another Office Program for instructions. Submit both the Word document and the Excel file that shows the results. Grading Criteria The numbered assessment instructions outlined below correspond to the grading criteria in the Hypothesis Testing for Differences Between Groups Scoring Guide, so be sure to address each point. You may also want to review the performance-level descriptions for each criterion to see how your work will be assessed. Generate a hypothesis about the difference between two groups in a dataset.State null hypothesis and alternative hypothesis as an explanation and math equation.Identify the appropriate statistical test in a dataset.Provide your statistical rationale.Perform appropriate statistical test of the difference between two groups in a dataset.Interpret the results of a data analysis and state whether to accept or reject the null hypothesis based on the p-value and an alpha of .05.Interpret p-value and statistical significance.Write a narrative summary of the results that includes practical, administration-related implications of the hypothesis test. Additional Requirements Your assessment should meet the following requirements: Written communication: Write clearly, accurately, and professionally, incorporating sources appropriately.Length: 2–3 pagesResources: Not required.APA format: Cite your sources using current APA format.Font and font size: Times Roman, 10 point.
using types of factoring practice
Factor the polynomial using the GCF.a. 8bc(bc + 24)b. 8bc(bc + 3)c. 8bc(c + 3 ...
using types of factoring practice
Factor the polynomial using the GCF.a. 8bc(bc + 24)b. 8bc(bc + 3)c. 8bc(c + 3)d. 8bc(c + 16)Factor the polynomial using the GCF.a. b. c. d. Factor the polynomial using the GCF.2x(z + 7) + (z + 7)a. 2x(z + 7)b. 2x(z + 7)(z + 7)c. (2x + 1)(z + 7)d. (2x + 0)(z + 7)Factor the polynomial using the GCF.2(x - 4) + 3y(x - 4) (2 + 3y)(x - 4)(2x - 4)(3xy - 4)(2x - 4)(2 + 3y)(x - 4)(2 + 3y)(x - 4)(x - 4)Factor the polynomial by grouping.ab + 2a + 5b + 10a. (ab + 2a)(5b + 10)b. (b + 2)(5a + b)c. (a + 5)(5b + 10)(b + 2)d. (a + 5)(b + 2)Factor the polynomial by grouping.12xy - 18x - 10y + 15a. (12xy - 18x)(-10y + 15)b. (6x - 5)(2y - 3)c. (6x - 5)(2y - 3)(2y + 3)d. (6x - 5)(2y + 3)Factor the polynomial.a. b. c. d. Factor the polynomial. a. b. c. d. a. b. c. d. Factor the polynomial. a. (2x - 5)(2x - y)b. (2x - 5)(2x + y)c. d. (2x - 5)(2x + y)(2x - y)
Montgomery College Critical Thinking and Express the Confidence Interval Worksheet
EXP 10 Practice Express the confidence interval 61 % ± 5.9 % in interval form. Express the answer in decimal format ( ...
Montgomery College Critical Thinking and Express the Confidence Interval Worksheet
EXP 10 Practice Express the confidence interval 61 % ± 5.9 % in interval form. Express the answer in decimal format (do not enter as percents). We wish to estimate what percent of adult residents in a certain county are parents. Out of 300 adult residents sampled, 153 had kids. Based on this, construct a 95% confidence interval for the proportion, p, of adult residents who are parents in this county. Give your answers as decimals, to three places. < p < Assume that a sample is used to estimate a population proportion p. Find the margin of error M.E. that corresponds to a sample of size 105 with 33.3% successes at a confidence level of 99.9%. M.E. = % Answer should be obtained without any preliminary rounding. However, the critical value may be rounded to 3 decimal places. Round final answer to one decimal place Giving a test to a group of students, the grades and gender are summarized below A B C Total Male 7 2 16 25 Female 5 3 6 14 Total 12 5 22 39 Let π represent the percentage of all female students who would receive a grade of A on this test. Use a 90% confidence interval to estimate p to three decimal places. Enter your answer as a tri-linear inequality using decimals (not percents). < p < A political candidate has asked you to conduct a poll to determine what percentage of people support her. If the candidate only wants a 5% margin of error at a 95% confidence level, what size of sample is needed? Give your answer in whole people. Critical thinking 10 Application 10 Find an example of a confidence interval for a proportion in the media or scholarly literature (do not use a statistics textbook or website/article that is teaching or demonstrating statistics to find the example). At the very least it must include either the lower and upper bounds or a point estimate with a margin of error. Make sure you have a Proportion confidence interval and NOT a CI for the mean, odds ratio, hazard ratio, or relative risk as these will result in having to REDO the assignment (a) Include a digital photo/screenshot of the original appearance of the confidence interval and a link to the website (or citation) where it can be found. (b) Write the confidence interval in the form (lower bound, upper bound). If there are multiple confidence intervals, just pick one. (c) State the population parameter this confidence interval is trying to estimate. (d) State the confidence level and sample size. If no confidence level is given assume it is 95%95%. (e) Use the point estimate, confidence level, and sample size to calculate the confidence interval and compare your calculated values with those published in the article. (f) State what the sample and population were for the study. Infer this information if it is not provided (g) Comment on the source for the data, the publisher of the CI, and their purpose for doing so. Put the above in a document and upload your complete file below. Question 1Choose FileNo file chosen Exp 11 Practice Less than 35% of workers indicate that they are satisfied with their job. Express the null and alternative hypotheses in symbolic form for this claim (enter as a percentage). H0:pH0:p H1:pH1:p Use the following codes to enter the following symbols: ≥≥ enter >= ≤≤ enter <= ≠≠ enter != A commonly cited standard for one-way length (duration) of school bus rides for elementary school children is 30 minutes. A local government office in a rural area randomly samples 100 elementary school children in their district and find an average one-way commute time of 38 minutes with a standard deviation of 8 minutes. Which of the following is the correct set of hypotheses for testing if the average commute time of elementary school students in this district is different than the commonly cited standard of 30 minutes? H0: μ = 30; HA: μ ≠ 30 HA: μ = 30; H0: x ≠ 30 H0: x = 38; HA: μ = 30 H0: μ = 30; HA: μ > 30 H0: μ = 30; HA: x = 38 A commonly cited standard for one-way length (duration) of school bus rides for elementary school children is 30 minutes. A local government office in a rural area conducts a study to determine if elementary schoolers in their district have a longer average one-way commute time. If they determine that the average commute time of students in their district is significantly higher than the commonly cited standard they will invest in increasing the number of school busses to help shorten commute time. What would a Type 2 error mean in this context? The local government decides that the average commute time is 30 minutes. The local government decides that the data provide convincing evidence of an average commute time higher than 30 minutes, when the true average commute time is in fact 30 minutes. The local government decides that the data do not provide convincing evidence of an average commute time higher than 30 minutes, when the true average commute time is in fact higher than 30 minutes. The local government decides that the data do not provide convincing evidence of an average commute time different than 30 minutes, when the true average commute time is in fact 30 minutes. Food inspectors inspect samples of food products to see if they are safe. This can be thought of as a hypothesis test with the following hypotheses. H0: the food is safe Ha: the food is not safe The following is an example of what type of error? The sample suggests that the food is safe, but it actually is not safe. type I type II not an error If your null and alternative hypothesis are: H0: p=0.3 H1: p>0.3 Then the test is: left tailed right tailed two tailed If your claim is in the null hypothesis and you fail to reject the null hypothesis, then your conclusion would be: The sample data support the original claim There is sufficient evidence to warrant rejection of the original claim There is not sufficient sample evidence to support the original claim There is not sufficient evidence to warrant rejection of the original claim A New York Times article titled For Runners, Soft Ground Can Be Hard on the Body considered two perspectives on whether runners should stick to hard surfaces or soft surfaces following an injury. One position supported running on soft surfaces to relieve joints that were in recovery from injury. The second position supported running on hard surfaces since soft surfaces can be uneven, which may make worse those injuries a soft surface was intended to help. Suppose we are given sufficient funds to run an experiment to study this topic. With no studies to support either position, which of the following hypotheses would be appropriate? The first position is more sensible, so this should be a one-sided test. In this case, we should form the alternative hypothesis around the second position. Because we would be interested in any difference between running on hard and soft surfaces, we should use a two-sided hypothesis test. The second position makes the more sense, so this should be a one-sided test. In this case, we should form the alternative hypothesis around the first position. Because there is uncertainty, we should postpone defining the hypotheses until after we collect data to guide the test. Critical Thinking Questions How do you decide whether to reject or fail to reject the null hypothesis? [1 sentence] How do you tell whether the test is left, right, or two tailed? [3 bullets] Why can we never accept the null hypothesis? [2 sentences] Why does decreasing the probability of making a type one error increase the probability of making a type two error? [2 sentences] How does a researcher decide the level of significance for a hypothesis test? [3 sentences]
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