Category: Statistics

I have uploaded a word document with the paper requirements. I also uploaded a file with all the information i have gathered so far for this assignment and a file with the StatCrunch website login info.

OR draft an email to a colleague in which you explain (a) for what kind of data ANOVA is appropriate, and (b) what kinds of research questions MFT researchers would seek to evaluate by running an ANOVA.
Note: You will be able to use this assignment as part of your signature assignment.
Length: 2-3 minute video or podcast, or 2-3 page letter 2 resources
Upload your documents (dataset and output)
•
• Submit copies of the articles with your assignment so your instructor can review them.
• Read Chapters 9-10
• Caldwell, S. (2013). Statistics unplugged. Belmont, CA: Wadsworth, Cengage Learning.
• Read Chapters 8 , 9 & 10
• Schwartz, B. M., Wilson, J. H., & Goff, D. M. (2015). An easy guide to research design & SPSS. Los Angeles, CA: Sage.

1. Download the SPSS Dataset.Therapist.sav_b dataset
2. Download and complete the MFT7110.Week 8.SPSS Assignment document
3. You will also submit the SPSS output file you obtained, which should be saved as Lastname.First initial.MFT7110.Week 8.spv
4. Save the MFT7110.Week 8.SPSS Assignment document as Lastname.First initial.MFT7110.Week 8.SPSS
• Read Chapters 9-10
• Caldwell, S. (2013). Statistics unplugged. Belmont, CA: Wadsworth, Cengage Learning.
• Read Chapters 8 , 9 & 10
• Schwartz, B. M., Wilson, J. H., & Goff, D. M. (2015). An easy guide to research design & SPSS. Los Angeles, CA: Sage.
• See additional resources in the Books and Resources for this Week section.
• Assignment 8: Conduct ANOVA Using SPSS
In this assignment, you will conduct an analysis of variance (ANOVA), a statistical
test typically used when there are more than two categories or levels of the
independent variable, and the dependent variable is measured at the interval or
ratio level.
Again, you will use the SPSS Dataset.Adolescent FT.sav file, which contains 13
variables:
(a) Participant.ID (Each person’s identification number),
(b) Fam.ID (Family identification number),
(c) Race (1. African American, 2. European American, 3. Mexican American, 4.
Multiracial)
(d) Fam.Pos (Family position: 1. Mother, 2. Adolescent)
(e) Adol.Gender (Gender of adolescent: 1. Female, 2. Male)
(f) Ther.ID (Therapist identification number)
(g) Pre.Prob (The adolescent’s presenting problem: 1. Depression, 2. Oppositional
Defiant Disorder, 3. Anxiety)
(h) PHQ9 (Scores on the Patient Health Questionnaire-9, a brief depression
screening measure; Kroenke, Spitzer, & Williams, 2001)
(i) Anxiety (Scores on a measure of anxiety developed for this study)
(j) FAD (Scores on the Family Assessment Device; item scores are averaged, with
higher scores representing perceptions of poorer family functioning; Mansfield,
Keitner, & Dealy, 2015)
(k) Life.Sat (Scores on a hypothetical measure of life satisfaction)
(l) Alliance (Scores on a hypothetical measure of the therapeutic alliance)
(m) Drop.Out (Did the family drop out prior to the completion of the seven-session
study treatment protocol?)
Once again, ANOVA assumes that the observations are independent, so you can
only use data from one person in the family (another solution would be to average
relational observations, but that is often problematic. For example, suppose scores
on a couple satisfaction assessment ranged from 0-100. If you averaged the scores
for the members of each couple, a couple with scores of 10 and 90 would have
same average score, 50, as a couple with scores of 45 and 55. Can you see why
averaging scores is not optimal? Note that summing scores is the mathematical
equivalent of averaging scores, and thus is equally problematic).
For this assignment, you will evaluate whether there are differences in anxiety
levels based on the adolescent’s race or gender. To complete the assignment,
address the following:
a. State the null and alternative hypotheses (one pair for race and one pair for
gender). Assume you do not have sufficient evidence to anticipate the outcome, so
factor that into your alternative hypotheses.
• b. Conduct the univariate ANOVA in SPSS (refer to the SPSS example in the
Between Groups with More Than Two Levels of an IV section in Chapter 7 (p.
88) in the Schwartz et al. text). Your dependent variable is Anxiety and your fixed
factors are Race and Adolescent Gender. You will not enter anything into the
Random Factors, Covariate, or WLS Weight boxes. Note that you will obtain a non-
significant interaction term in the output (Race * Adol Gender). Just ignore that
line.
c. Request a post hoc test (LSD) for Race. Then, in your response, explain why you
don’t need to request a post hoc test for gender.
d. Report the results of the ANOVA (including the post hoc results for race) in APA
format (model your language after the example in the Schwartz et al. text).
e. Indicate what you learned about these variables after conducting this analysis.
References
Kroenke, K., Spitzer, R. L., & Williams, J. B. (2001). The PHQ-9. Journal of
General Internal Medicine, 15, 606-613.
Mansfield, A. K., Keitner, G. I., & Dealy, J. (2015). The family assessment device:
An update. Family Process, 54, 82-93.

National polls are often conducted by asking the opinions of a few thousand adults nationwide and using them to infer the opinions of all adults in the nation. Explain who is in the sample and who is in the population for such polls. Please use a poll from a newspaper, TV, a magazine, or from the Internet.
Directions:
Please do some research on this topic by using your textbook or the Internet to answer the complete prompt. For assistance, please see:
APA7 citation generator: Citefast automatically formats citations in APA 7th edition. (n.d.). Cite Fast. https://www.citefast.com/?s=APA7#_Webpage
Requirements:
post should be at least 60 words in length, answer all portions of the prompt, and contain a cited source in APA formatting.

What is the fraction of workers of age group 30-40 to total number of workers?
A.5/13. B.3/13. C.2/13. D.4/13

This assignment requires the use of STATABE software, specifically the use of Stata to calculate the appropriate descriiptive statistics based on the level of measurement. These descriiptive statistics are then transcribed into a Word or Excel table for a clear presentation of the data.

This assignment requires the use of STATABE software, specifically the use of Stata to calculate the appropriate descriiptive statistics based on the level of measurement. These descriiptive statistics are then transcribed into a Word or Excel table for a clear presentation of the data.

Many of you took the SAT exam before college. Let’s review the latest national (U.S.) data reported by the College Board on SAT results, as posted here:
https://reports.collegeboard.org/media/2022-04/2021-total-group-sat-suite-of-assessments-annual-report%20%281%29.pdf
Complete this HW in EXCEL and submit an excel document.
What are the mean and SD for: Overall (Total) SAT score, ERW and Math?
Do these scores follow a normal curve? How do you know?
Using a normal curve table, what percentage of students have a Z score a.) below 1.5, b.) above 1.5, c.) above 2.10, d.) below 2.10, e.) below -1.5, f.) above .45, g.) below -1.78?
What is the SAT score if a student had a z score of a.) .45, b.) 1.5, c.) 2.10, d.) -1.5, e.) -1.78
What SAT score is needed to be in the a.) top 10%? b.) top 25%? c.) top 50%?
Review the differences by gender, first language learned, and parental highest education (page 3 & 6). Please write up a brief description of the pattern of results for each table.

Math Activity #1 – Statistics/Data Grade 3
(20 points)

As part of each unit, you will be expected to submit an activity appropriate for elementary school students. The activity will be related to a topic for that unit. For our first activity, I am giving you some specific guidance about the topic and the grade level.

Assignment Guidelines:

0 Go to the Georgia Standards for Excellence Curriculum Framework and look at Unit 1: Number and Operations in Base Ten https://www.georgiastandards.org/Georgia-Standards/Frameworks/3rd-Math-Unit-1.pdf OR Unit 6: Measurement https://www.georgiastandards.org/Georgia-Standards/Frameworks/3rd-Math-Unit-6.pdf

0 Scroll through the units and look for activities that have some type of graphing or data component (similar to the content we have been learning in MA230).
0 Select one lesson/activity, which will likely be a few pages. Print these pages, since you will be writing on this lesson plan and turning it in.

0 Write one paragraph briefly summarizing the lesson and another paragraph explaining why you selected this particular lesson. (This can be on an attached sheet of paper or written on the printed lesson plan).

0 Select two of the Mathematical Practices that the lesson addresses (these are listed in the lesson plan). Highlight where in the lesson plan you think students would be engaged in these two practices (You may want to color code, and highlight one practice, 1 color, and the other practice another color). Write extra notes by these spots in the lesson plan explaining your justification of how students are engaged in the mathematical practice.

0 Highlight one of the Common Core standards that the lesson addresses. Next to it write how this lesson addresses that standard.

0 If you need, use the NC 2017 Unpacked Content #th Grade Math Standard documents at https://www.dpi.nc.gov/teach-nc/curriculum-instruction/standard-course-study/all to help you understand what each standard is referencing for students to do.

———————————————————————————————————————-
0 Your submission should have:
0 The lesson plan with markings/highlighting and two paragraphs.
0 An additional paper if you wanted more room for writing (optional).
0 Due: September 23rd in class or online.
RUBRIC (20 points)
Lesson Plan (2 points)
2 points ​A lesson plan was printed from Georgia Standards for Excellence Curriculum Framework website and addresses the recommended grade band and topic.
1 points​A lesson plan was printed but is either from another website or covers something other than recommended grade band and topic.
0 point​​A lesson plan is not printed/submitted.

Paragraph Summary (4 points)
4 points ​The summary provides a clear and detailed picture of what students are doing and learning in this lesson. It also includes information about the role of the teacher in the lesson.
3 points​The summary provides some details but some generalities too about what students are doing and learning in this lesson and/or about the role of the teacher in the lesson.
2 points​The summary provides a vague picture of what students are doing and learning in this lesson and/or about the role of the teacher in the lesson.
1 point​The summary is brief and general. It could be used to describe a lot of different lessons.

Rationale for Lesson Plan Selection (4 points)
4 points ​A detailed paragraph provides description of at least 2 reasons why the lesson plan was selected.
3 points​A detailed paragraph provides description of at least 1 reason why the lesson plan was selected.
2 points​A general paragraph provides some ideas about why the lesson plan was selected.
1 point​No paragraph was included.

Two Mathematical Practices (5 points)
5 points​At least two mathematical practices are highlighted and discussed with accuracy. Strong examples are marked and discussed from the activity as evidence of how students would be engaged in each mathematical practice.
4 points ​At least two mathematical practices are highlighted and discussed, but
there may be some inaccuracies. Some examples are marked and discussed as evidence of how students would be engaged in each mathematical practice.
3 points​One mathematical practice is highlighted and discussed with accuracy. Some examples are marked and discussed as evidence of how students would be engaged in the mathematical practice.
2 points​Mathematical practices are highlighted but there are some misconceptions about what students are doing to be engaged in each of them.
1 points​Mathematical practice(s) are highlighted but there is no descriptions or markings in the lesson plan.

Standard Addressed (5 points)
5 points ​The explanation of how this lesson addresses the highlighted content standard is accurate and demonstrates mathematical thinking and understanding of the standard.
4 points​The explanation of how this lesson addresses the highlighted content standard is accurate, but may lack mathematical thinking or explaining.
3 point​The explanation of how this lesson addresses the highlighted content standard has some inaccuracies.
2 point​There is only a content standard highlighted/addressed.
1 point​There is no content standard highlighted/addressed.

Many of you took the SAT exam before college. Let’s review the latest national (U.S.) data reported by the College Board on SAT results, as posted here:
https://reports.collegeboard.org/media/2022-04/2021-total-group-sat-suite-of-assessments-annual-report%20%281%29.pdf
Complete this HW in EXCEL and submit an excel document.
What are the mean and SD for: Overall (Total) SAT score, ERW and Math?
Do these scores follow a normal curve? How do you know?
Using a normal curve table, what percentage of students have a Z score a.) below 1.5, b.) above 1.5, c.) above 2.10, d.) below 2.10, e.) below -1.5, f.) above .45, g.) below -1.78?
What is the SAT score if a student had a z score of a.) .45, b.) 1.5, c.) 2.10, d.) -1.5, e.) -1.78
What SAT score is needed to be in the a.) top 10%? b.) top 25%? c.) top 50%?
Review the differences by gender, first language learned, and parental highest education (page 3 & 6). Please write up a brief description of the pattern of results for each table.