Description
Refer to the Excel file Salary (attached to the assignment) to address all the questions below:
- Develop a model to predict the salary based on (Gender, Age, Performance Rating, and Degree).
- State the multiple regression equation.
- Interpret the meaning of the slopes in this equation.
- Perform a residual analysis for the results and determine if the regression assumptions are valid.
- Is there a significant relation between the salary and the independent variables at the 0.05 level.
- Determine the p-value in (5) and interpret its meaning.
- Interpret the meaning of the coefficient of multiple determination in this problem.
- Determine the adjusted R-Squared
- At the 0.05 level of significance, determine whether each independent variable makes a significant contribution to the regression model. Indicate the most appropriate regression model for this data set.
- Determine the p-values in 9 (above) and interpret their meaning.
Unformatted Attachment Preview
ID
Salary
Compa
Midpoint
Age
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
62,9
27,2
34,9
64,6
49,2
77,7
41,2
22
73,4
23,9
21,8
60,8
41,8
23,3
24,6
47,4
66,6
34,8
24,5
35,9
77,1
58,9
23,8
55,1
24,6
24,1
45,3
75,2
78,7
48,3
24,2
27,6
61,2
27
23,8
24,4
23,5
61,3
34,4
24,7
1,104
57
31
31
57
48
67
40
23
67
23
23
57
40
23
23
40
57
31
23
31
67
48
23
48
23
23
40
67
67
48
23
31
57
31
23
23
23
57
31
23
34
52
30
42
36
36
32
32
49
30
41
52
30
32
32
44
27
31
32
44
43
48
36
30
41
22
35
44
52
45
29
25
35
26
23
27
22
45
27
24
0,879
1,127
1,134
1,026
1,160
1,029
0,956
1,095
1,039
0,947
1,066
1,044
1,012
1,070
1,186
1,169
1,124
1,065
1,159
1,150
1,228
1,036
1,147
1,069
1,047
1,133
1,122
1,175
1,006
1,050
0,889
1,074
0,872
1,036
1,060
1,023
1,075
1,109
1,076
Performance Service Gende Raise
Rating
r
85
80
75
100
90
70
100
90
100
80
100
95
100
90
80
90
55
80
85
70
95
65
65
75
70
95
80
95
95
90
60
95
90
80
90
75
95
95
90
90
8
7
5
16
16
12
8
9
10
7
19
22
2
12
8
4
3
11
1
16
13
6
6
9
4
2
7
9
5
18
4
4
9
2
4
3
2
11
6
2
0
0
1
0
0
0
1
1
0
1
1
0
1
1
1
0
1
1
0
1
0
1
1
1
0
1
0
1
0
0
1
0
0
0
1
1
1
0
1
0
5,7
3,9
3,6
5,5
5,7
4,5
5,7
5,8
4
4,7
4,8
4,5
4,7
6
4,9
5,7
3
5,6
4,6
4,8
6,3
3,8
3,3
3,8
4
6,2
3,9
4,4
5,4
4,3
3,9
5,6
5,5
4,9
5,3
4,3
6,2
4,5
5,5
6,3
41
42
43
44
45
46
47
48
49
50
45,8
22,4
75,6
61,3
59,7
55,1
63,8
62,8
64
66,3
1,145
0,975
1,129
1,075
1,244
0,967
1,119
1,101
1,122
1,163
40
23
67
57
48
57
57
57
57
57
25
32
42
45
36
39
37
34
41
38
80
100
95
90
95
75
95
90
95
80
5
8
20
16
8
20
5
11
21
12
0
1
1
0
1
0
0
1
0
0
4,3
5,7
5,5
5,2
5,2
3,9
5,5
5,3
6,6
4,6
Degree Gender
1
0
0
1
1
1
1
1
1
1
1
1
0
0
1
1
0
1
0
1
0
1
1
0
0
0
0
1
0
0
0
1
0
1
1
0
0
0
0
0
0
M
M
F
M
M
M
F
F
M
F
F
M
F
F
F
M
F
F
M
F
M
F
F
F
M
F
M
F
M
M
F
M
M
M
F
F
F
M
F
M
Gr
E
B
B
E
D
F
C
A
F
A
A
E
C
A
A
C
E
B
A
B
F
D
A
D
A
A
C
F
F
D
A
B
E
B
A
A
A
E
B
A
The column labels in the table mean:
ID – Employee sample number
Salary – Salary in thousands
Age – Age in years
Performance Rating - Appraisal rating (em
Service – Years of service (rounded) Gender – 0 = male, 1 = female
Midpoint – salary grade midpoint
Raise – percent of last raise
Grade – job/pay grade
Degree (0= BS\BA 1 = MS)
Gender1 (Male or Female)
Compa - salary divided by midpoint
0
1
0
1
1
1
1
1
0
0
M
F
F
M
F
M
M
F
M
M
C
A
F
E
D
E
E
E
E
E
ance Rating - Appraisal rating (employee evaluation score)
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University of Maryland Global Campus Discussion Post
Attached are 4 discussion post. Basic honestly more of myths, and perspective. IT IS NOT ACTUAL MATH PROBLEMS.
I wil ...
University of Maryland Global Campus Discussion Post
Attached are 4 discussion post. Basic honestly more of myths, and perspective. IT IS NOT ACTUAL MATH PROBLEMS.
I will also place 2 classmate post for a response. Unable to post until I post my initial post. Please be aware I will also need responses to post
POST 1
If my learning path in ALEKS is any indication, transcription errors seem to be my biggest problem, followed by the occasional interpretation error. Several of my failures to clear a topic without providing an incorrect answer are the result of either typing/clicking the wrong number or symbol (a malfunctioning mouse isn’t helping) or seeing a word problem like one I’ve just completed and failing to catch one of the variables in the word problem was changed. You’d think by now I’d realize I won’t see the exact same problem twice! As a result, I’ve learned I need to double-check my entries before I hit submit, and make sure I pulled the right numbers out of a word problem.
Since starting this course, my confidence level has risen slightly. I attribute this in large part to ALEKS and how it approaches introducing topics. I find myself making it through probably 80-90% of the problem sets it throws at me without making any errors. The learning path and explanation buttons seem to be all I need in most cases - I’ve really only opened the textbook when doing the problem sets to see how my assigned problem lines up with the examples listed.
Classmates for response Week3:
Ryan
1. Agree or disagree with one of the Math Myths listed above. Find a link to one article on the Internet to support your response.
I agree with all of the myths listed except for myths 1 and 5. I do believe that the most important thing in math (as far as the U.S. education system appears to be concerned with) is getting the correct answer. In addition, I believe that math is a very logical and calculating field that often requires a keen analytical mindset. I do not agree with the statement that men are better than women at math in natural sense as this could be blamed on a societal construct versus anything from nature. For example, teachers often underestimate the ability of females to perform math functions, leading many of them to abandon the idea of pursuing a professional career in the field by the 8th grade (AAUW 2). While this is obviously a hot-take that is not true in the slightest, it is easy to see this being the case from a historical point of view. However, times have changed and this is no longer the case. Women have pursued careers in this field at a much higher rate; so much so that I can say that I’ve only had 1 or 2 male math teachers in my entire life versus dozens of female teachers. In addition, I am not above admitting that I am not that great at math and I am sure there are plenty of women within this class and outside of here that are much better at math than me. This statement, while dated and continuously evolving, is simply incorrect.
2. Share your own current or former feelings of math anxiety. Explain how you plan to deal with it in this course.
This is the first time I’ve heard this phrase before and I can genuinely say that I have a pretty rough case of math anxiety. When I first registered for classes at UMGC, I contacted my advisor and told her to tell me what the simplest math class is because I am “too stupid for anything else”. Part of that is just my sense of humor but another part of that is because I have always struggled with math and I was just saying how I felt albeit lightheartedly. Preparation is my key to getting through this anxiety; ensuring I stay ahead of the work and don’t have to rush through everything at a later date to avoid the feeling of being overwhelmed will help me avoid these thoughts. After all, I’ve made it this far by doing this and I can make it through this class by keeping this up.
Works Cited:
AAUW. The Myth of the Male Math Brain. American Association of University Women. No Date. https://www.aauw.org/resources/article/the-myth-of-the-male-math-brain/
Daniel
I'll address Math Myth #1: Aptitude for math is inborn. I disagree with the statement - to a point. However, there a certain stereotypes associated with math that have elements of truth which tie in to this myth. I recall listening to a podcast a couple years ago which broke down the "Asians are good at math" stereotype and why it often appears to be true. Perhaps the thing I found most intriguing was discussion of a Chinese language (I don't recall if it was Cantonese, Mandarin, or both) and how it is constructed in such a way that numbers can be communicated much more efficiently than in English. Rather than having weird linguistic constructs like "eleven, "twelve", "fourteen" and "thirty-seven", the Chinese language(s) use mono-syllabic words to say "one ten and one", "one ten and two", "one ten and four", and "three tens and seven". Additionally, aspects of culture play into approach to learning as well. So, aptitude for math isn't inborn, but some people are exposed to things at an early age and given tools that enable them to excel at math.
The article I found supports both points of view, and basically concludes that certain abilities related to mathematics, such as pattern recognition, may be inborn; however, crunching numbers isn't can't exist without numbers and a way to write and say them. dissenting viewpoint addresses precisely what I described in the previous paragraph.
Article Link: http://www.scienceclarified.com/dispute/Vol-2/Do-humans-have-an-innate-capacity-for-mathematics.html
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Homework 3Homework 3 focuses on the application of concepts addressed in Exercises 13 and 28. Homework 3 is due SUNDAY at 11:59pm.Homework 3 involves survey data from the Centers for Disease Control (CDC) that focused on residential care facilities in the United States in 2010 (CDC, 2010). Residential care facilities primarily consist of persons in assisted living communities who receive housing and supportive services because they cannot live independently but generally do not require the skilled level of care provided by nursing homes. The focus of the first national study of acute care use in residential care facilities by Kahveci and Cipher (2014) was on acute care use (emergency department visits and hospitalizations) among persons in various disease categories, and information regarding the residents’ length of stay and visitor frequency was also collected. Length of stay in the facility was coded as 1 =0 to 3 months; 2 =3 to 6 months; 3= 6 months to a year; 4= 1 to 3 years; 5 =3 to 5 years; 6 =More than 5 years. Visitor frequency was coded as 1 =Every day; 2 =At least several times a week; 3 =About once a week; 4 =Several times in past month; 5 =At least once in past month; 6 =Not at all in the last 30 days. Therefore, higher values of the length of stay variable represent longer stays in the facility. Higher values of visitor frequency represent fewer visitor frequencies, which are considered inverse scoring.The null hypothesis is “There is no correlation between length of stay and visitor frequency among residents of residential care facilities.” The data are presented in HW3.sav. A subset of 15 residents was randomly selected for this example so that the computations would be small and manageable. In actuality, studies involving Pearson correlations need to be adequately powered (Aberson, 2010; Cohen, 1988) and in the case of CDC survey data, adjusted for complex sampling. Download the file: HW3.savOpen in SPSS. Use the dataset to answer the following questions.Calculate the Pearson r between LOS and visitor frequency, using the formula presented in Exercise 28. List the SOLVED numerator and the denominator. See attached for starter calculations. HW3 Starter Calculations.xlsxCompute the Pearson r with SPSS. Paste the correlation matrix table into your homework.What was the exact likelihood of obtaining the r value at least as extreme or as close to the one that was actually observed, assuming that the null hypothesis is true? (this question is asking you for the exact p value, converted to a percentage.) How would you characterize the magnitude of the effect between length of stay and visitor frequency? Refer to Table 28-1 for the size of the effect. State your rationale. Write your interpretation of the results, as you would in an APA-formatted journal. Remember that visitor frequency is REVERSE coded, with larger values represented FEWER visitors.Help for Homework 3:Please watch my video ‘What is a p value‘ in Module 2. When comparing the obtained r to the tabled r, the obtained must be higher than the tabled r to achieve significance. The other way to determine significance is to look at the exact p value presented in statistical software output. If the exact p is LESS THAN .05 thenthe result is significant.
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University of Maryland Global Campus Discussion Post
Attached are 4 discussion post. Basic honestly more of myths, and perspective. IT IS NOT ACTUAL MATH PROBLEMS.
I wil ...
University of Maryland Global Campus Discussion Post
Attached are 4 discussion post. Basic honestly more of myths, and perspective. IT IS NOT ACTUAL MATH PROBLEMS.
I will also place 2 classmate post for a response. Unable to post until I post my initial post. Please be aware I will also need responses to post
POST 1
If my learning path in ALEKS is any indication, transcription errors seem to be my biggest problem, followed by the occasional interpretation error. Several of my failures to clear a topic without providing an incorrect answer are the result of either typing/clicking the wrong number or symbol (a malfunctioning mouse isn’t helping) or seeing a word problem like one I’ve just completed and failing to catch one of the variables in the word problem was changed. You’d think by now I’d realize I won’t see the exact same problem twice! As a result, I’ve learned I need to double-check my entries before I hit submit, and make sure I pulled the right numbers out of a word problem.
Since starting this course, my confidence level has risen slightly. I attribute this in large part to ALEKS and how it approaches introducing topics. I find myself making it through probably 80-90% of the problem sets it throws at me without making any errors. The learning path and explanation buttons seem to be all I need in most cases - I’ve really only opened the textbook when doing the problem sets to see how my assigned problem lines up with the examples listed.
Classmates for response Week3:
Ryan
1. Agree or disagree with one of the Math Myths listed above. Find a link to one article on the Internet to support your response.
I agree with all of the myths listed except for myths 1 and 5. I do believe that the most important thing in math (as far as the U.S. education system appears to be concerned with) is getting the correct answer. In addition, I believe that math is a very logical and calculating field that often requires a keen analytical mindset. I do not agree with the statement that men are better than women at math in natural sense as this could be blamed on a societal construct versus anything from nature. For example, teachers often underestimate the ability of females to perform math functions, leading many of them to abandon the idea of pursuing a professional career in the field by the 8th grade (AAUW 2). While this is obviously a hot-take that is not true in the slightest, it is easy to see this being the case from a historical point of view. However, times have changed and this is no longer the case. Women have pursued careers in this field at a much higher rate; so much so that I can say that I’ve only had 1 or 2 male math teachers in my entire life versus dozens of female teachers. In addition, I am not above admitting that I am not that great at math and I am sure there are plenty of women within this class and outside of here that are much better at math than me. This statement, while dated and continuously evolving, is simply incorrect.
2. Share your own current or former feelings of math anxiety. Explain how you plan to deal with it in this course.
This is the first time I’ve heard this phrase before and I can genuinely say that I have a pretty rough case of math anxiety. When I first registered for classes at UMGC, I contacted my advisor and told her to tell me what the simplest math class is because I am “too stupid for anything else”. Part of that is just my sense of humor but another part of that is because I have always struggled with math and I was just saying how I felt albeit lightheartedly. Preparation is my key to getting through this anxiety; ensuring I stay ahead of the work and don’t have to rush through everything at a later date to avoid the feeling of being overwhelmed will help me avoid these thoughts. After all, I’ve made it this far by doing this and I can make it through this class by keeping this up.
Works Cited:
AAUW. The Myth of the Male Math Brain. American Association of University Women. No Date. https://www.aauw.org/resources/article/the-myth-of-the-male-math-brain/
Daniel
I'll address Math Myth #1: Aptitude for math is inborn. I disagree with the statement - to a point. However, there a certain stereotypes associated with math that have elements of truth which tie in to this myth. I recall listening to a podcast a couple years ago which broke down the "Asians are good at math" stereotype and why it often appears to be true. Perhaps the thing I found most intriguing was discussion of a Chinese language (I don't recall if it was Cantonese, Mandarin, or both) and how it is constructed in such a way that numbers can be communicated much more efficiently than in English. Rather than having weird linguistic constructs like "eleven, "twelve", "fourteen" and "thirty-seven", the Chinese language(s) use mono-syllabic words to say "one ten and one", "one ten and two", "one ten and four", and "three tens and seven". Additionally, aspects of culture play into approach to learning as well. So, aptitude for math isn't inborn, but some people are exposed to things at an early age and given tools that enable them to excel at math.
The article I found supports both points of view, and basically concludes that certain abilities related to mathematics, such as pattern recognition, may be inborn; however, crunching numbers isn't can't exist without numbers and a way to write and say them. dissenting viewpoint addresses precisely what I described in the previous paragraph.
Article Link: http://www.scienceclarified.com/dispute/Vol-2/Do-humans-have-an-innate-capacity-for-mathematics.html
8 pages
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Homework 3Homework 3 focuses on the application of concepts addressed in Exercises 13 and 28. Homework 3 is due SUNDAY at ...
University of Texas at Arlington Statistics LOS and Visitor Frequency Questions
Homework 3Homework 3 focuses on the application of concepts addressed in Exercises 13 and 28. Homework 3 is due SUNDAY at 11:59pm.Homework 3 involves survey data from the Centers for Disease Control (CDC) that focused on residential care facilities in the United States in 2010 (CDC, 2010). Residential care facilities primarily consist of persons in assisted living communities who receive housing and supportive services because they cannot live independently but generally do not require the skilled level of care provided by nursing homes. The focus of the first national study of acute care use in residential care facilities by Kahveci and Cipher (2014) was on acute care use (emergency department visits and hospitalizations) among persons in various disease categories, and information regarding the residents’ length of stay and visitor frequency was also collected. Length of stay in the facility was coded as 1 =0 to 3 months; 2 =3 to 6 months; 3= 6 months to a year; 4= 1 to 3 years; 5 =3 to 5 years; 6 =More than 5 years. Visitor frequency was coded as 1 =Every day; 2 =At least several times a week; 3 =About once a week; 4 =Several times in past month; 5 =At least once in past month; 6 =Not at all in the last 30 days. Therefore, higher values of the length of stay variable represent longer stays in the facility. Higher values of visitor frequency represent fewer visitor frequencies, which are considered inverse scoring.The null hypothesis is “There is no correlation between length of stay and visitor frequency among residents of residential care facilities.” The data are presented in HW3.sav. A subset of 15 residents was randomly selected for this example so that the computations would be small and manageable. In actuality, studies involving Pearson correlations need to be adequately powered (Aberson, 2010; Cohen, 1988) and in the case of CDC survey data, adjusted for complex sampling. Download the file: HW3.savOpen in SPSS. Use the dataset to answer the following questions.Calculate the Pearson r between LOS and visitor frequency, using the formula presented in Exercise 28. List the SOLVED numerator and the denominator. See attached for starter calculations. HW3 Starter Calculations.xlsxCompute the Pearson r with SPSS. Paste the correlation matrix table into your homework.What was the exact likelihood of obtaining the r value at least as extreme or as close to the one that was actually observed, assuming that the null hypothesis is true? (this question is asking you for the exact p value, converted to a percentage.) How would you characterize the magnitude of the effect between length of stay and visitor frequency? Refer to Table 28-1 for the size of the effect. State your rationale. Write your interpretation of the results, as you would in an APA-formatted journal. Remember that visitor frequency is REVERSE coded, with larger values represented FEWER visitors.Help for Homework 3:Please watch my video ‘What is a p value‘ in Module 2. When comparing the obtained r to the tabled r, the obtained must be higher than the tabled r to achieve significance. The other way to determine significance is to look at the exact p value presented in statistical software output. If the exact p is LESS THAN .05 thenthe result is significant.
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