Is a racer type of assignment and is talking avout how romeo and juliet cant be together and the familie is very toxic with each other and how they die together and how the family regrets that romeo and juliet died
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Hypothesis Testing, T-Tests, and Statistical Significance Worksheet Hypothesis Testing, T-Tests, and Statistical Significance Worksheet “Understanding and Communicating Mann-Whitney Results in Academic Language” “Analyzing Data Using Mann-Whitney and Evaluating Measures and Generalizability” Abstract: This assignment aims to analyze data using the Mann-Whitney test and evaluate the reliability and validity of measures, as well as the general
Complete the worksheet focusing on hypothesis testing, t-tests, and statistical significance. Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence.
When understanding what we learn from a t-test, the key is to remember that we are comparing groups. The question we are answering: are these two groups the same (or different)?
This assessment will focus on t-tests and exploring how to determine if your results are statistically significant. You’ll also continue to work with your data for Assessment 4.
Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence.
Before you begin the assessment, complete the following:
Download the Thinking About Your Data [DOCX] worksheet.
Below are the data files for your reference:
Note: The GSS Data 2018 [XLSX]
has all of the data for all of the variables. The other files are JASP-compatible files with two variables each. These data files are labeled with the names of the two variables. To find the data file for your specific project, look for the file that names both of your variables.
News and Depress [CSV].
News and Happy [CSV].
News and Life [CSV].
News and Mntlhlth [CSV].
Raclive and Depress [CSV].
Raclive and Happy [CSV].
Raclive and Life [CSV].
Raclive and Mntlhlth [CSV].
Wwwhr and Depress [CSV].
Wwwhr and Happy [CSV].
Wwwhr and Life [CSV].
Wwwhr and Mntlhlth [CSV].
In your General Social Survey (GSS) reading list, review the following:
Hout and Hastings’s 2016 article, “Reliability of the Core Items in the General Social Survey: Estimates From the Three-Wave Panels, 2006–2014.” Please note that the GSS data in the course is from 2018; the information in this article still applies.
Preview the GSS Documentation available to you.
Complete and submit the Thinking About Your Data [DOCX] worksheet.
Tips for Success
Do each step one at a time. Running statistical tests requires paying attention to details.
Pay special attention to which data file to use—you’ll use several of them.
Keep JASP, your textbook, and Statistical Analysis in JASP: A Guide for Students open when working on your worksheet.
Read, don’t skim, each part of the worksheet. The text will often help you find the answer.
Do the entire worksheet (it’s long).
When you are done, scroll to the very end of the document. Then scroll up slowly to double-check that you have an answer in each box. Going in reverse (from the end to the beginning) is often the best way to spot something you overlooked earlier.
By successfully completing this assessment, you will demonstrate your
proficiency in the following course competencies and scoring guide criteria:
Competency 1: Interpret complex statistical findings and graphs in the context of their level of statistical significance, including the influence of effect size.
Interpret the results of a t-test on the variables sex and wwwhr.
Interpret the results of a Mann-Whitney test.
Competency 2: Apply statistical analyses to problems in the social sciences.
Perform a t-test on the variables sex and wwwhr.
Perform a t-test on the variables raclive and mntlhlth.
Describe t-tests.
Perform a Mann-Whitney on the variables raclive and happy.
Perform a Mann-Whitney on the variables raclive and life.
Perform a Mann-Whitney on the variables news and depress.
Describe Mann-Whitney.
Determine whether a t-test and Mann-Whitney can be used for your study.
Competency 3: Determine the generalizability of specific findings based on parameters of the research design.
Determine the generalizability of specific findings based on parameters of the research design.
Competency 5: Determine the reliability and validity of measures and research design.
Determine the reliability and validity of measures.
Competency 6: Communicate quantitative data in statistics, graphs, tables, and in common language.
Communicate statistical information in academic language.
Communicate statistical information about a Mann-Whitney in common language.
Communicate Mann-Whitney results in academic language.
Must meet the Distinguished Criteria: Thinking About Your Data Scoring Guide
Criteria Non-performance Basic Proficient Distinguished Perform a t-test on the variables sex and wwwhr. Does not perform a t-test on the variables sex and wwwhr. Performs a t-test on the variables sex and wwwhr with more than three errors. Performs a t-test on the variables sex and wwwhr with 1–3 errors. Performs a t-test on the variables sex and wwwhr with no errors. Interpret the results of a t-test on the variables sex and wwwhr. Does not interpret the results of a t-test on the variables sex and wwwhr. Interprets the results of a t-test on the variables sex and wwwhr with more than three errors. Interprets the results of a t-test on the variables sex and wwwhr with 1–3 errors. Interprets the results of a t-test on the variables sex and wwwhr with no errors. Perform a t-test on the variables raclive and mntlhlth. Does not perform a t-test on the variables raclive and mntlhlth. Performs a t-test on the variables raclive and mntlhlth with more than three errors. Performs a t-test on the variables raclive and mntlhlth with 1–3 errors. Performs a t-test on the variables raclive and mntlhlth with no errors. Communicate statistical information in academic language. Does not communicate statistical information in academic language. Communicates statistical information in academic language with more than three errors. Communicates statistical information in academic language with 1–3 errors. Communicates statistical information in academic language with no errors. Describe t-tests. Does not describe t-tests. Describes t-tests with more than two errors. Describes t-tests with an error. Describes t-tests with no errors. Perform a Mann-Whitney on the variables raclive and happy. Does not perform a Mann-Whitney on the variables raclive and happy. Performs a Mann-Whitney on the variables raclive and happy with more than three errors. Performs a Mann-Whitney on the variables raclive and happy with 1–3 errors. Performs a Mann-Whitney on the variables raclive and happy with no errors. Interpret the results of a Mann-Whitney test. Does not interpret the results of a Mann-Whitney test. Interprets the results of a Mann-Whitney with more than three errors. Interprets the results of a Mann-Whitney with 1–3 errors. Interprets the results of a Mann-Whitney with no errors. Perform a Mann-Whitney on the variables raclive and life. Does not perform a Mann-Whitney on the variables raclive and life. Performs a Mann-Whitney on the variables raclive and life with more than three errors. Performs a Mann-Whitney on the variables raclive and life with 1–3 errors. Performs a Mann-Whitney on the variables raclive and life with no errors. Communicate statistical information about a Mann-Whitney in common language. Does not communicate statistical information about a Mann-Whitney in common language. Communicates statistical information about a Mann-Whitney in common language with more than three errors. Communicates statistical information about a Mann-Whitney in common language with 1–3 errors. Communicates statistical information about a Mann-Whitney in common language with no errors. Perform a Mann-Whitney on the variables news and depress. Does not perform a Mann-Whitney on the variables news and depress. Performs a Mann-Whitney on the variables news and depress with more than three errors. Performs a Mann-Whitney on the variables news and depress with 1–3 errors. Performs a Mann-Whitney on the variables news and depress with no errors. Communicate Mann-Whitney results in academic language. Does not communicate Mann-Whitney results in academic language. Communicates Mann-Whitney results in academic language with more than three errors. Communicates Mann-Whitney results in academic language with 1–3 errors. Communicates Mann-Whitney results in academic language with no errors. Describe Mann-Whitney. Does not describe Mann-Whitney. Describes Mann-Whitney with two or more errors. Describes Mann-Whitney with one error. Describes Mann-Whitney with no errors. Determine whether a t-test and Mann-Whitney can be used for your study. Does not determine whether a t-test or Mann-Whitney can be used for your study. Determines whether a t-test or Mann-Whitney can be used for your study but does not make a decision on both. Determines whether a t-test or Mann-Whitney can be used for your study. Accurately determines whether a t-test or Mann-Whitney can be used for your study. Determine the reliability and validity of measures. Does not determine the reliability and validity of measures. Determines the reliability and validity of measures with multiple errors. Determines the reliability and validity of measures. Determines the reliability and validity of measures with no errors. Determine the generalizability of specific findings based on parameters of the research design. Does not determine the generalizability of specific findings based on parameters of the research design. Determines the generalizability of specific findings based on parameters of the research design with significant errors. Determines the generalizability of specific findings based on parameters of the research design. Determines the generalizability of specific findings based on parameters of the research design with no errors. May need to download Jasp if you don’t have it. https://jasp-stats.org/
text book is :
Ph.D., A. A., Ph.D., E.N. A., Ph.D., E.J. C., & PhD, E. C. (2022). Statistics for Psychology (7th ed.). Pearson Education (US). https://capella.vitalsource.com/books/9780136658313
ISBN: 9780136658313
The following resources will help you understand statistical significance and t-tests.
Statistical Significance
Aron, A., Coups, E. J., & Aron, E. N. (2022). Statistics for psychology (7th ed.). Pearson Education. Available in the courseroom via the VitalSource Bookshelf link.
Chapter 6, “Making Sense of Statistical Significance.”
t-Tests
Aron, A., Coups, E. J., & Aron, E. N. (2022). Statistics for psychology (7th ed.). Pearson Education. Available in the courseroom via the VitalSource Bookshelf link.
Chapter 7, “Introduction to t Tests.”
Chapter 8, “The t Test for Independent Means.”
The data you will use throughout the course
comes from the GSS. This survey has been used since 1972, and all data collected are available to the public (for free).
In your General Social Survey (GSS) reading list:
Read Hout and Hastings’s 2016 article on the core items in the GSS. Please note that the GSS data in the course is from 2018; the information in this article still applies.
Go to the Documentation page on the GSS website. Take notes on how the surveys are conducted and on the details of the data you are using for your project.
https://gss.norc.org/Get-Documentation -
“Special Solution: Step-by-Step Guide to Completing Your Assignment” Introduction: Completing assignments can be a challenging task, especially when it comes to special solutions. It is important to follow instructions carefully and ensure that the solution is of high quality
Special solution
Solution on the same cover sheet
Follow the instructions inside the file step by step
The solution, word count, and full review of the assignment will be reviewed
I hope the solution is of high quality -
Annotated Bibliography Response Paper: Critical Arguments for Upcoming Research Paper
you will submit an annotated bibliography response paper that contains at least three research sources. These sources should come ONLY from the GMC library databases or resources provided in class. Your completed bibliography should be at least 500 words.
1) For each source, you will first provide an MLA-formatted works cited entry for that source. Remember, the literature databases at GMC Library will do those entries for you! Refer back to week 4’s “How to Navigate GMC Library” resource as needed.
2) Then, underneath each individual source, you will provide a paragraph-length annotation. An annotation is a brief summary of the source’s main ideas or points and may also include a sentence or two about how/why you think this source is relevant to your idea or helpful for your paper. In addition, somewhere within your annotation paragraph, include a quotation from the source that you think might be useful for your eventual research paper.
View the “Annotated Bibliography Tips, Resources, and Reminders” page in this week’s resources section for more information and assistance.
Sources
You must provide at least three source entries detailing research sources you’ve found that help with the topic of your upcoming research paper.
Each source should be a critical argument on the reading you’ve chosen for your research paper. Sources that only provide biographical information or plot summary are unacceptable. Sources should be both scholarly and relevant to your topic.
Annotations
The annotation for each source entry should be a detailed paragraph in length (at least 150 words each).
You must include a brief summary of the source. This summary should include the author’s thesis.
You must provide an explanation how this source is relevant to your planned research paper topic.
Include a brief quote within your annotation that you may consider using in your eventual research paper.
MLA Style
Your bibliography should be formatted according to MLA style.
Grammar/Mechanics
All written assignments should be mechanically and grammatically correct with proper punctuation. -
“Challenges and Risks of Web Applications in Cloud Computing: Mitigation Strategies” Title: Challenges and Risks of Web Applications in Cloud Computing: Mitigation Strategies Web applications have become an integral part of business operations, with many organizations moving
Some organizations are moving their business applications to the cloud to reduce their infrastructure costs. In some instances, organizations use web applications, which introduces security challenges.
Go to Basic Search: Strayer University Online Library to locate and integrate at least two quality, academic resources (in addition to your textbook) on cloud computing and the risks associated with it. You may also use government websites, such as CybersecurityLinks to an external site. from the National Institute of Standards and Technology.
Please respond to the following in a post of at least 200 words:
Explain the challenges and risks web applications face.
Describe the methods organizations use to mitigate these challenges and risks.
Provide full citations and references, formatted according to Strayer Writing Standards.
This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the Library site for all supports. Check with your professor for any additional instructions. -
Title: “Survey Research Design, Archival Research, and Ethical Guidelines”
The Assignment must be submitted on Blackboard (WORD format only) via allocated folder.
Assignments submitted through email will not be accepted.
Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page.
Students must mention question number clearly in their answer.
Late submission will NOT be accepted.
Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.
All answers must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism.
Submissions without this cover page will NOT be accepted.
Assignment Question(s): (Marks. 15)
Q1. Fundamental questions for a survey research need to be answered at the design stage are:
1.What sort of survey are you contemplating?
2.What sort of respondent are you targeting?
3.What questions do you want answers to?
4.What response categories are you contemplating?
5.What sequence of questions should you pursue?
6.What is the layout of the survey instrument?
7.How will the sample be selected?
Develop an example of your own on Survey research by answering to all the above questions for a quality design.(5 Marks)
Answer:
Q2. What do you understand by Archival Research? Discuss its importance as a research method and give at least one example of a research paper (preferably Accounting paper) conducted be Archival research (5 Mark)
Answer:
Q3. What are the essential Ethical guidelines that the researcher needs? (5 Mark)
Answer:
Q2. Explain the differences between translation and remeasurement of financial statements of a foreign subsidiary.
Answer: -
“Research Proposal Presentation: Investigating the Gap in the Literature and Identifying Solutions”
You must follow the assignment brief attached to the order!!!
You will create your own template to the
PowerPoint presentation.
The structure
of the presentation below is tentative, and students have autonomy to decide
where they need more slides. However, the total presentation must not exceed 15
slides.
Title
(1 slide)To ensure that your title and topic point
directly to the focus of your research, check to see that key terms in the
statement of the gap in the literature and the research aim are reproduced in
the title.
Theoretical framework (2 slides)
Theoretical
framework will be presented
as a model or a flowchart and supported by detailed description in the speaker
notes. It will justify three topics investigated further in the Literature
Review.
Gap in the literature or
evidence of the problem from reports, etc. (1 slide)
Outlines the field
of literature and the ‘gap’, the main findings to date, theories, debates, and
remaining questions within the literature, and explains how the research will
contribute to the gap. References are mandatory.
Research aim, research objective
and a research question (1 slide)
Outline the focus
or names the specific knowledge the research methodology aims to generate.
What will you need
to know to answer the research question? How can you find this out?
Explain the
research design and methodology: qualitative, quantitative, mixed methods.
Clarify the
correlations between the research objectives and the chosen approach.
Research method and
methodology (4-5 slides)
Explain what you will
do to achieve the research aim or reach your conclusions.
Summary or statement of
proposed outcomes of the research (1 slide)
Research
timeline (1 slide).
Justify the
research feasibility. Explain practical limitations and how you plan to deal
with them.
Individual
presentation of the research proposal will repeat the research proposal in some
parts, but will substantially develop the following parts:
– Rationale for
the research, stating and justifying the research problem, aim, objectives and
research approach.
– Theoretical framework
as the basis for the literature review.
– Previous research, gap in the research or evidence of the research
necessity, e.g. from reports.
– Research
methodology.
– Proposed
outcomes of the research and personal contribution.
Consequently,
this assignment provides the opportunity for students to demonstrate the
ability to understand and interpret information relevant to the research
methodology and present it to a variety of audiences in both academic and
business environments in a written form as a 2000 words research proposal with
required appendices.
You will need to prepare a Power Point presentation and present the
proposal orally. You must be able to respond questions concerning theoretical
framework, previous research, gap in the research, practical and theoretical
implications with appropriate referencing to the relevant primary and secondary
resources. You will need to justify your interest and your role in the future
research. -
“A Comprehensive Diet Analysis and Critique: Examining Nutrient Intake and Making Dietary Improvements”
An example of a Diet Analysis is attached.
As well as my “Actual vs Reccomended” based on entry
Instructions are as follows :
Part 1: Neatly typed 3-day food and beverage record/log, you can use food log generated from the diet analysis software
Part 2: The Actual vs. Recommended Report
Part 3: 1000 word Critique (essay) of your dietary analysis results (should be 3-full pages, not counting Title page or Reference page). Your critique/essay needs to address the following:
Review what nutrients you are deficient or excessive in (hint: you can find this data in the actual vs. recommend intake report) make sure to review the following:
Discuss if you met your needs for calcium, potassium, iron, fiber, vitamin A, Vitamin E, folate, vitamin C and vitamin D, and how you can improve your intake…What foods would you need to increase or add to your diet to help meet your nutrient needs?
Expand on what foods you can incorporate into you diet to increase your intake of your deficient nutrients and what foods you may need to reduce to lower your intake of certain nutrients.
Review sodium, total fat, saturated fat, protein, carbohydrate and sugar intake (did you consume more or less than recommended? and why? How can you improve or reduce intake? What foods would you limit or avoid to reduce intake of these it needed?
Review what your actual calorie intake was vs. what your recommendation was.
Discuss what your goal was: maintain, lose or gain.
Discuss if this assignment was beneficial for you and what you have learned from it.
Critique needs to include: 2 reliable, reputable sources to back up the information you will be presenting. The purpose of using sources (reliable and reputable sources) is to basically back up the information you will be discussing and presenting in your critique…..Using sources provide credibility to your work.
Example of how sources should be used in your critique:
The actual vs recommended intake reports indicate that I only met 30% of my recommended calcium needs. I will need to increase intake of calcium rich foods, such as milk, cheese, yogurt, tofu, almond milk, green leafy vegetables, and almonds (Blake, 2020). According to Cormik and Belizan, “Appropriate calcium intake has shown many health benefits, such as reduction of hypertensive disorders, strengthens bones and teeth, prevention of osteoporosis and colorectal adenomas, aids in blood clotting and normal heart beat regulation” (Cormik & Belizan, 2020).
Grading Rubric: 120 points
Typed 3-day food log- including food measurements, and amounts (20 points)
Diet Analysis Report: Actual vs Recommended Report: (20 points)
1000 word (3-page) critique (essay) with references/ sources: (80 points)
Introduction, body and conclusion: 15 points
References (cite at least 2 sources, you can use your class text book for one of the sources): 5 points
Discussing Nutrient intake (sodium, saturated fat, macronutrient and micronutrient intake): 50 points
Spelling/ grammar: 10 points -
Title: Exploring Ethics and Corporate Power in Business and Society
This assignment is a one-page, single spaced, 10-font. Read the attached pdfs, and answer the questions that they tell you to answer. You only need to briefly read the chapters that the assignment is looking for, not the entire book. There are two books and each bullet point is looking for a specific chapter from each book.
From Ethics the Basics – Chapter Five: Utilitarian Ethics
this chapter (as are all) is an essential reading – you are introduced to the the idea that ‘ethics are feelings’ – the giants: Hume, Bentham, Mill
Reflection: Review Questions on p. 101 – make it great!
From Business and Society: Chapter 6 – Corporate Power | Chapter 7 – Globalization
For your one-page reflection – address part one and part two below:
Part One: a half a page of single-spaced genius (from chapter 6):
Define and compare the concepts of internal power (who controls corporations) and external power (how the corporation shapes society)
Part Two: a half a page of single-spaced genius (from chapter 7)
Fist, define globalization. Then, address this question:
In what ways has the world globalized and in what ways has it not? -
Title: “The Loss of Innocence in ‘Songs of Experience’: An Analysis of Three Stanzas”
Many critics argue that “Songs of Experience” represents the theme of loss of innocence, the movement from childhood to adulthood. Identify three stanzas (and quote them) that you believe showcase this theme. Once you have chosen, you will analyze each to support your claim, i.e., answering why.