Computer Homework help-R, Statistical Report
Computer Homework help-R, Statistical Report
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Requirement:
For the computer homework questions, please use the report format:
First, answer the questions in complete sentences, using the output text
or figures as evidence to support your answer; then, attach the program
codes (with comments to code more readable) as an appendix by the
end of the statistical report. When you copy and paste the text part,
please box them and treat them as tables. Please label all your figures
and tables. The code in your appendix may contain extra code you have
used or explored, but should be executable (no errors).
1.Please use R to summarize the Men’s triple jump Olympic records.
- Please report the five number summaries of the jumping distance.
- Please construct a scatter plot with a regression line.
- What are the covariance and correlation between “year” and
“distance”? Please interpret your result in the context.
Year Distance
1896 13.71
1900 14.47
1904 14.35
1908 14.92
1912 14.64
1920 14.50
1924 15.53
1928 15.21
1932 15.72
1936 16.00
1948 15.40
1952 16.22
1956 16.35
1960 16.81
1964 16.85
1968 17.39
1972 17.35
1976 17.29
1980 17.35
1984 17.25
1988 17.61
1992 18.17
1996 18.09
2000 17.71
2004 17.79
2008 17.67
2012 17.81
2016 17.86
- Please use R to summarize Labor Data (please see the file “Labor Data”). You can choose whatever plots and tables to present, as long as they are meaningful. What can you
find from this collected data?
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Computer Homework help-R, Statistical Report
Need help-STAT2112.13
Need help-Statistics Assignment:Geochemistry 1
Need help-Statistics Assignment:Geochemistry 1
Field and Laboratory Techniques in Geochemistry 1
Statistics Assignment
Question 1) 10%
The data for a digestion of Bolivian tailings are provided. The elements are grouped as majors, traces and rare earth elements. Produce, using the descriptive statistics command in Excel (or any other suitable programme), summary data for each of these three groupings (Mean, Standard Error, Median, Mode, Standard Deviation, Sample Variance, Kurtosis, Skewness, Range, Minimum, Maximum, Sum and Count).
The data should be presented in tabulated form.
Question 2) 10%
Explain, using a maximum of three sentences for each, what you understand by the terms: Mean, Standard Error, Median, Mode, Standard Deviation, Sample Variance, Kurtosis, Skewness, Range, Minimum, Maximum, Sum and Count.
Question 3) 10%
Calculate the precision for each element analysed. (Hint the copy and paste tool is very useful for formulae).
Question 4) 10%
The data for a digestion of Bolivian uncontaminated soil are provided. The elements are grouped as majors, traces and rare earth elements. Calculate the mean, standard deviation, standard error and median of the samples for each of these three categories. Comment on any elements which show a large median/mean difference (hint Bi might be worth comparing in this context; for example against a major element). Your answer should incorporate the word ‘outlier’.
Question 5) 10%
BCR-1 and JB-3 are soil CRM materials. They were digested at the same time and using exactly the same methodology as the samples themselves. Calculate the accuracy of the digestion by comparing the results with the given elemental concentrations of the reference materials (BCR-1 rv and JB-3 rv). Comment on the accuracy of the analysis.
Question 6) 25%
The data for chloride concentrations of Regent’s canal and Pennine stream water, as determined by Ion Chromatography (IC), are presented. The data to be analysed are those collected from the Regent’s canal (RC in the spreadsheet itself). To the right of the spreadsheet these data has been extracted to help you answer the following questions.
Question 6a) the samples were analysed at two dilutions: a hundred fold (*100) and neat (*1). Why do you think that such a difference was reported in concentration? Which of these ‘dilutions’ do you trust?
Question 6b) construct a calibration curve (hint, scatter graph). The calibration standards employed were made up to 10, 20, 40 and 60 mg L^{-1}. Plot a suitable regression line and display the R^{2 }value on the graph, from this calculate the Pearson correlation coefficient (hint this is a one-step transformation)
Question 6c) do you think that drift correction might be necessary? Plot a suitable scatter graph to illustrate your answer. Note there is not a definitive yes or no answer to this question. You will be awarded marks on the strength of your reasoning.
Question 6d), using the blank data determine the LOD and LOQ for the complete analytical run. Describe, in a maximum of four sentences, what is meant by the terms LOD and LOQ.
Question 6e) Determine the precision* and accuracy (hint, consider the CRM dilution factor) of the Regent’s canal data. The concentration of chloride in the Battle reference standard is as follows:
*Note there are two duplicate pairs: 1 and 1a together with 2 and 2a. Calculate the individual precisions and the combined overall precision by any appropriate method.
Question 7) 25%
The data provided are from a column experiment which investigated the evolution of pore water concentrations over a modelled twenty year period. The column was packed with uncontaminated Bolivian soil together with sulphide mine tailings.
Question 7a) Produce a correlation matrix encompassing all of the elements (hint spreadsheet 30 gives a suitable method and also remember to remove all non-numerical data).
Question 7b) Produce three scatter graphs from the data. The first should show a strong positive correlation, the second a negative correlation and the third show minimal correlation. For each of these graphs plot a regression line, produce a linear equation and a R^{2} value. From the latter obtain the value of r (Pearson’s correlation).
7c) Calculate a Spearman correlation coefficient for the Zn and Cd concentrations (hint, follow the ranking formulae given in spreadsheet 11).
When comparing the Pearson and Spearman correlation coefficient, which of the two is more sensitive to outliers? Looking at the formulae can you suggest a reason for your conclusion?
Pearson
Spearman
7d) Give an example, not necessarily from the scientific literature, of correlation not implying causation (hint, Wikipedia has a good page addressing this specific question).
Need help-Statistics Assignment:Geochemistry 1
Purchase Assignment-Quantitative Methods for Decision Making
Purchase Assignment-Quantitative Methods for Decision Making
Department of Management and Marketing
Quantitative Methods for Decision Making
Project 1
Word report (the hand writing reports will not be accepted) that includes the following three parts:
Question 1:
An investment company has classified its clients according to their gender and the composition of their investment portfolio (bonds, stocks, or a diversified mix of bonds and stocks). The proportions of clients falling into the various categories are shown in the following table:
Gender |
Portfolio composition | ||
B (Bonds) | S (Stocks) | D (Diversified) | |
M (Male) | 0.18 | 0.20 | 0.25 |
F (Female) | 0.12 | 0.10 | 0.15 |
- What is the probability that a randomly selected client is male and has a diversified portfolio?
- Find the probability that a randomly selected client is male, given that the client has a diversified portfolio?
- Find the probability that a randomly selected client is Female, given that the client has a portfolio is composed of Bonds?
- Let us define the following two events:
E1: the investor is a male
E2: the portfolio is composed of Stocks.
Can we conclude that the events E1 and E2 are independent?
Question 2:
In a hotel chain, the average number of rooms rented daily during each month is 50 rooms. The population of rooms rented daily is assumed to be normally distributed with a standard deviation of 4 rooms. For a specific month of the year, what is the probability that the number of rented rooms, in that month, is between 45 and 60 rooms?
Question 3:
The University registrar office has got some data regarding a sample of 200 students among those enrolled in the MBA Program. The registrar notes that 50 students of the sample are holders of a bachelor degree in business administration. What is the probability that among this sample 20 students hold a bachelor in business administration?
Purchase Assignment-Quantitative Methods for Decision Making
RES5115: RESEARCH PREPARATION: PRINCIPLES AND APPROACHES QUANTITATIVE ASSIGNMENT(SPSS)
RES5115: RESEARCH PREPARATION: PRINCIPLES AND APPROACHES QUANTITATIVE ASSIGNMENT(SPSS)
SCHOOL OF SCIENCE
_______________________________________________________________________________________________
RES5115: RESEARCH PREPARATION: PRINCIPLES AND APPROACHES
QUANTITATIVE ASSIGNMENT
DUE DATE: Friday 28th of October 2016 before midnight
For this assignment, you are expected to perform all analyses using either SPSS or Excel/Real Statistics. However prior to this, you will need to generate your own sub-sample (unique to your student ID) from a larger sample using the random number generator in Microsoft Excel. To do this, you must first activate the Analysis ToolPak in Excel by following steps below.
Step 1: Open a new Excel spreadsheet as shown below.
2
Step 2: Go to File → Options.
Step 3: Click on Add-ins and then click Go…
3
Step 4: Select Analysis ToolPak and click OK.
You can now use the Analysis ToolPak under the Data tab by clicking on Data Analysis.
Note that the above steps are for Microsoft Excel 2010 and may differ slightly if you are using the 2013 version.
4
QUESTION 1 [25 MARKS]
BACKGROUND
A study was conducted to investigate the effects of short-term treatments with growth hormone (GH) on biochemical markers of bone metabolism in men with idiopathic osteoporosis. Subjects ranged in age from 32 to 57 years. Among the data collected were serum concentrations of insulin-like growth factor binding protein-3 at 0 and 7 days after the first injection and 1, 4, 8 and 12 weeks after the last injection (i.e. post- treatment) with GH. The serum concentration data for 116 men are given in the Excel file “Serum.xlsx”.
TASK 1 – SELECTING A SUB-SAMPLE
Open the Serum.xlsx data file as shown.
Click on the “Data” tab and then run the “Data Analysis” tool pack.
5
Select Random Number Generation and click OK.
Select “Uniform” in the drop-down menu next to “Distribution”. Then fill out the other boxes as shown. In the box corresponding to “Random Seed”, make sure you type the last two digits of your student ID here. This will ensure the set of random numbers is unique to you (unless someone else shares the same two numbers).
You should now be able to see 116 random numbers in Column H. Take note that your numbers will be different to those shown here.
Last two digits only
6
Highlight all the data in from Columns A to H using the mouse/keyboard. Then click on and select Custom Sort…
Now click on next to ColumnSort by and select (Column H). Make sure that under Order, it is set to Smallest to Largest. Then click OK.
The data are now sorted according to Column H. Again, note that what is shown here is very likely to be different to what you will have. Now, select the first 60 observations (i.e. Rows 2 to 61) from Columns A to G and copy this sub-sample across to SPSS or another Excel spreasheet (e.g. Sheet 2). These observations form the dataset that you will be working with for this question.
7
TASK 2 – ANALYSING THE DATA
(i) Use SPSS or Excel/Real Statistics and generate the necessary summary statistics and figures to describe the serum concentrations 0 and 7 days after the first GH injection. Proper interpretation of these output in the context of the problem is expected. (ii) Use the appropriate test in SPSS or Excel/Real Statistics and determine whether the GH treatment had any significant impact on serum concentration 7 days after the 1st injection. You will need to comment on the nature and extent of these differences (if any). Hypothesis statements are not necessary. (iii) Confidence intervals should be presented and interpreted whenever possible. (iv) All relevant assumptions associated with your chosen test must be verified. (v) Repeat steps (i) – (iv), but in this instance compare the serum concentrations 1, 4, 8 and 12 weeks after the last GH injection. If the initial analysis suggests a difference, you will then need to perform a post hoc test to determine where the difference(s) lie. Hypothesis statements are not necessary. (vi) Based on the outcomes of the two analyses, comment on the short-term and post-treatment effect of GH treatment on serum concentrations.
8
QUESTION 2 [25 MARKS]
BACKGROUND
Mental illness within the Australian population is becoming more apparent. A nationwide survey in 2007 on mental health and wellbeing conducted by the Australian Bureau of Statistics (ABS) found that an estimated 3.2 million Australian (20% of the population between the ages of 16 and 85) had a mental disorder in the twelve months prior to the survey, and the estimated economic impact of mental health problems is up to $20 billion each year.
The mental health of fly-in/fly-out (FIFO) workers in resources sector became a subject of interest in recent years. Although the financial reward is great, reports of FIFO practices negatively impacting the workers and their Australian families are not uncommon.
To determine the extent of the mental health problem in the resources industry, a health and well-being survey was carried at a particular mining company. In the survey are questions relating to the worker’s demographics, behaviour in the past twelve months, work/lifestyle/family-related issues and others.
Also included in the survey are the Kessler’s mental health questions which will allow one to clinically determine the severity of mental health problems for an individual. The Kessler questions were developed by Professor Kessler and Mroczek (1992) to assess the severity (“1 = None of the time”, “2 = A little of the time”, “3 = Some of the time”, “4 = Most of the time” or “5 = All of the time”) of anxiety and depression related symptoms experienced in the past month. Collectively, they are the Kessler 10 or K10 questions. A K10 score is calculated by summing the scores of the 10 questions. The minimum possible score is 10 (low distress) and the maximum being 50 (very high distress).
Suppose that you are interested in examining whether there is an association between worker’s behaviours and their distress levels in the past 12 months. The items of interest are presented in Table 1 and the relevant survey data are given in the Excel file “Mental Health.xlsx”. Note that a blank entry represents a missing response.
Table 1 Items of interest in the Health and Well-Being questionnaire Over the past 12 month (1 = Daily; 2 = Weekly; 3 = Monthly; 4 = Once or Twice; 5 = Almost never) (1) How often have you felt worn out? (2) How often have you been emotionally drained? (3) How often have you been irritable? (4) How often have you had aches and pains? (5) How often have you argued with a work colleague? (6) How often have you felt anxious? (7) How often have you had no energy or enthusiasm? (8) How often have you had 6 or more standard drink in one session? (9) How often have you used prescription or non-prescription drugs? (10) How often have you missed a meal? (11) How often have you argued with friends or family? (12) How often have you had trouble sleeping? (13) How often have you exercised?
9
TASK 1 – SELECTING A SUB-SAMPLE
Open the Mental Health.xlsx data file as shown.
Click on the “Data” tab and then run the Analysis ToolPak by clicking on Data Analysis.
Select Random Number Generation and click OK.
10
Select “Uniform” in the drop-down menu next to “Distribution”. Then fill out the other boxes as shown. In the box corresponding to “Random Seed”, make sure you type the last two digits of your student ID here. This will ensure the set of random numbers is unique to you (unless someone else shares the same two numbers).
You should now be able to see 1269 random numbers in Column O. Take note that your numbers will be different to those shown here.
Last two digits only
11
Highlight all the data in from Columns A to O using the mouse/keyboard. Then click on and select Custom Sort…
Now click on next to Column → Sort by and select (Column O). Then click OK.
The data are now sorted according to Column O. Again, note that what is shown here (next page) is very likely to be different to what you will have.
12
Now, select the first 150 observations (i.e. Rows 1 to 151) from Columns A to N. Copy this sub-sample across to another spreadsheet (e.g. Sheet 2) in Excel. In the example below, Sheet 2 was renamed to Sub- sample.
13
TASK 2 – SELECTING ITEMS FROM THE QUESTIONNAIRE TO ANALYSE
Now that you have your sub-sample, here you will determine which THREE (3) of the 13 items to analyse. Again, go to the “Data” tab and then run the “Data Analysis” tool pack. Select “Random Number Generation” and click “OK”.
Now generate 13 random uniform numbers and store them in Column P of the sub-sample spreadsheet. In the “Random Seed” box, type the last two digits of your student ID again.
You should now be able to see 13 random numbers in Column P. Take note that your numbers will again be different to those shown here. Now, type the numbers 1 – 13 (to represent the items) in Column Q and right next to the random numbers that you have just generated.
Last two digits only
14
Now, highlight all the numbers in Columns P and Q using the mouse/keyboard. Then sort the numbers by
clicking and then Sort Smallest to Largest.
The first three numbers in Column Q refer to the items in Table 1 that you will need to analyse. In this example, these are items (1), (3) and (13). Copy the relevant data for the 3 items and the corresponding K10 scores across to SPSS or another Excel spreadsheet (e.g. Sheet 3). These observations form the dataset that you will be working with for this question.
TASK 3 – ANALYSING THE DATA
(i) Use SPSS or Excel/Real Statistics and generate all necessary summary statistics and figures to describe the relationship between the workers’ mental health (according to the K10 scores) and each of your selected items (make sure you consider each item separately from the others). Proper interpretation of these output in the context of the problem is expected. (ii) Use the appropriate test in SPSS or Excel/Real Statistics and determine whether there is a difference in distress levels across the response categories for these each of these items. If so, perform a post-hoc test to determine where the difference(s) lie. You will need to comment on the nature and extent of these differences (if any). Hypothesis statements are not necessary. (iii) Confidence intervals should be presented and interpreted whenever possible. (iv) All relevant assumptions associated with your chosen test must be verified. (v) Briefly comment on the practical implications of your findings and how they may be useful.
15
SUBMISSION GUIDELINES:
This assignment must be completed using either SPSS or Excel/Real Statistics. It is expected that your assignment solutions are presented in the context of the problem. Simply stating the numbers from the output table will not suffice. Examples of this are given on Blackboard in the Quantitative weekly folders corresponding to the workshop weeks. The write-up of your analyses must be presented in Microsoft Word in Times New Roman format with 11-pt font with single spacing and in grammatically correct English. The page margins must be 2 cm for all sides. Failure to do so will result in deduction of marks. Furthermore, no handwritten assignments will be accepted. Copy only the relevant outputs, tables and/or figures from SPSS or Excel across to the Word document. All tables and figures must be labelled appropriately. The write-up for each question (not each part) must not exceed THREE (3) pages (including all tables and figures). Any lines exceeding the three-page limit will not be considered or read. Your assignment submission will also need to include the dataset that is unique to your student ID, along with a cover page (see page 16).
You are reminded of the declaration
“I certify that the attached assignment is my own work and that any material drawn from other sources has been acknowledged”.
that you sign when you complete the coversheet. The assignment solutions must be your own work.
You must submit your completed assignment via Turnitin by Friday 28th of October 2016 before midnight. In the interests of fairness, submission extensions will be given only in exceptional circumstances, and then only in accordance with University rules (see page 17).
Note: If your datasets do not match the ones generated with your student ID (last two digits only), you will be awarded a mark of zero regardless of whether the analysis is correct.
SUBMISSION CHECKLIST:
Your submission will need to be a single document containing the following:
o Cover sheet (1 page) o Your solutions to Questions 1 and 2 (maximum of 3 pages per question). o Your datasets (No restriction)
MARKING GUIDELINES:
(1) Adherence to submission guidelines above (10%) (2) Correct selection and implementation of tests and with correct findings (30%) (3) Proper presentation and interpretation of results in the context of the study and objective(s) (30%) (4) Use of statistics to support and re-inforce findings and arguments (15%) (5) Spelling, grammar and overall narrative (15%)
The above marking guidelines are estimates and variations may occur. If a test is incorrectly chosen, then only a maximum of 10 marks is attainable.
16
ASSIGNMENT COVER SHEET Electronic or manual submission
Form: SSC-115-06-08
UNIT CODE: TITLE:
NAME OF STUDENT (PRINT CLEARLY) FAMILY NAME FIRST NAME
STUDENT ID. NO.
NAME OF LECTURER (PRINT CLEARLY)
DUE DATE
Topic of assignment
Group or tutorial (if applicable)
Course
Campus
I certify that the attached assignment is my own work and that any material drawn from other sources has been acknowledged. Copyright in assignments remains my property. I grant permission to the University to make copies of assignments for assessment, review and/or record keeping purposes. I note that the University reserves the right to check my assignment for plagiarism. Should the reproduction of all or part of an assignment be required by the University for any purpose other than those mentioned above, appropriate authorisation will be sought from me on the relevant form.
OFFICE USE ONLY
If handing in an assignment in a paper or other physical form, sign here to indicate that you have read this form, filled it in completely and that you certify as above.
Signature Date
OR, if submitting this paper electronically as per instructions for the unit, place an ‘X’ in the box below to indicate that you have read this form and filled it in completely and that you certify as above. Please include this page in/with your submission. Any electronic responses to this submission will be sent to your ECU email address. Agreement Date
PROCEDURES AND PENALTIES ON LATE ASSIGNMENTS (University Rule 39) A student who wishes to defer the submission of an assignment must apply to the lecturer in charge of the relevant unit or course for an extension of the time within which to submit the assignment. (39.1) Where an extension is sought for the submission of an assignment the application must: be in writing – preferably before the due date; and set out the grounds on which deferral is sought. ( see 39.2) Assignments submitted after the normal or extended date without approval shall incur a penalty of loss of marks. (see 39.5) ACADEMIC MISCONDUCT (University Rule 40) All forms of cheating, plagiarism or collusion are regarded seriously and could result in penalties including loss of marks, exclusion from the unit or cancellation of enrolment. – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
ASSIGNMENT RECEIPT To be completed by the student if the receipt is required
UNIT
NAME OF STUDENT
STUDENT ID. NO.
NAME OF LECTURER
RECEIVED BY
Topic of assignment
DATE RECEIVED
17
CONDITIONS FOR ASSIGNMENT EXTENSION
In accordance with ECU policy, extensions are given on the following grounds and must include all appropriate supporting documentation:
Ill health or injury for an extended period of time – medical certificate is required; Compassionate grounds – supporting documentation includes e.g. newspaper notice plus other evidence if not the same family name, e.g. marriage certificate; Representation in sporting activities at a national or international level; Representation in significant cultural activities; Employment related intrastate, interstate and overseas travel – a letter from your employer, including your supervisors’ full contact details.
The following factors will NOT be considered as grounds for extension:
Routine demands of employment; Stress or anxiety normally associated with examinations, required assessments or any aspect of course work; Routine financial support needs; Lack of knowledge of the requirements of academic work; Difficulties with English language; Scheduled anticipated changes of address, moving home etc; Demands of sport, clubs, social or extra-curricular activity other than those specified above; Recreational travel (domestic or international); Planned events such as weddings, birthday parties etc; Misreading the deadline.
All extension requests will require students to complete the Assignment Extension Form (downloadable from the Quantitative Assignment folder on BB), along with appropriate documentation such as a medical certificate, letter from employer, etc. Original copies of these documents will then need to be provided. Scanned or photocopied documents are NOT acceptable. All documents must be provided no longer than ONE week after the assignment deadline.
RES5115: RESEARCH PREPARATION: PRINCIPLES AND APPROACHES QUANTITATIVE ASSIGNMENT(SPSS)
1
SCHOOL OF SCIENCE
_______________________________________________________________________________________________
RES5115: RESEARCH PREPARATION: PRINCIPLES AND APPROACHES
QUANTITATIVE ASSIGNMENT
DUE DATE: Friday 28th of October 2016 before midnight
For this assignment, you are expected to perform all analyses using either SPSS or Excel/Real Statistics. However prior to this, you will need to generate your own sub-sample (unique to your student ID) from a larger sample using the random number generator in Microsoft Excel. To do this, you must first activate the Analysis ToolPak in Excel by following steps below.
Step 1: Open a new Excel spreadsheet as shown below.
2
Step 2: Go to File → Options.
Step 3: Click on Add-ins and then click Go…
3
Step 4: Select Analysis ToolPak and click OK.
You can now use the Analysis ToolPak under the Data tab by clicking on Data Analysis.
Note that the above steps are for Microsoft Excel 2010 and may differ slightly if you are using the 2013 version.
4
QUESTION 1 [25 MARKS]
BACKGROUND
A study was conducted to investigate the effects of short-term treatments with growth hormone (GH) on biochemical markers of bone metabolism in men with idiopathic osteoporosis. Subjects ranged in age from 32 to 57 years. Among the data collected were serum concentrations of insulin-like growth factor binding protein-3 at 0 and 7 days after the first injection and 1, 4, 8 and 12 weeks after the last injection (i.e. post- treatment) with GH. The serum concentration data for 116 men are given in the Excel file “Serum.xlsx”.
TASK 1 – SELECTING A SUB-SAMPLE
Open the Serum.xlsx data file as shown.
Click on the “Data” tab and then run the “Data Analysis” tool pack.
5
Select Random Number Generation and click OK.
Select “Uniform” in the drop-down menu next to “Distribution”. Then fill out the other boxes as shown. In the box corresponding to “Random Seed”, make sure you type the last two digits of your student ID here. This will ensure the set of random numbers is unique to you (unless someone else shares the same two numbers).
You should now be able to see 116 random numbers in Column H. Take note that your numbers will be different to those shown here.
Last two digits only
6
Highlight all the data in from Columns A to H using the mouse/keyboard. Then click on and select Custom Sort…
Now click on next to ColumnSort by and select (Column H). Make sure that under Order, it is set to Smallest to Largest. Then click OK.
The data are now sorted according to Column H. Again, note that what is shown here is very likely to be different to what you will have. Now, select the first 60 observations (i.e. Rows 2 to 61) from Columns A to G and copy this sub-sample across to SPSS or another Excel spreasheet (e.g. Sheet 2). These observations form the dataset that you will be working with for this question.
7
TASK 2 – ANALYSING THE DATA
(i) Use SPSS or Excel/Real Statistics and generate the necessary summary statistics and figures to describe the serum concentrations 0 and 7 days after the first GH injection. Proper interpretation of these output in the context of the problem is expected. (ii) Use the appropriate test in SPSS or Excel/Real Statistics and determine whether the GH treatment had any significant impact on serum concentration 7 days after the 1st injection. You will need to comment on the nature and extent of these differences (if any). Hypothesis statements are not necessary. (iii) Confidence intervals should be presented and interpreted whenever possible. (iv) All relevant assumptions associated with your chosen test must be verified. (v) Repeat steps (i) – (iv), but in this instance compare the serum concentrations 1, 4, 8 and 12 weeks after the last GH injection. If the initial analysis suggests a difference, you will then need to perform a post hoc test to determine where the difference(s) lie. Hypothesis statements are not necessary. (vi) Based on the outcomes of the two analyses, comment on the short-term and post-treatment effect of GH treatment on serum concentrations.
8
QUESTION 2 [25 MARKS]
BACKGROUND
Mental illness within the Australian population is becoming more apparent. A nationwide survey in 2007 on mental health and wellbeing conducted by the Australian Bureau of Statistics (ABS) found that an estimated 3.2 million Australian (20% of the population between the ages of 16 and 85) had a mental disorder in the twelve months prior to the survey, and the estimated economic impact of mental health problems is up to $20 billion each year.
The mental health of fly-in/fly-out (FIFO) workers in resources sector became a subject of interest in recent years. Although the financial reward is great, reports of FIFO practices negatively impacting the workers and their Australian families are not uncommon.
To determine the extent of the mental health problem in the resources industry, a health and well-being survey was carried at a particular mining company. In the survey are questions relating to the worker’s demographics, behaviour in the past twelve months, work/lifestyle/family-related issues and others.
Also included in the survey are the Kessler’s mental health questions which will allow one to clinically determine the severity of mental health problems for an individual. The Kessler questions were developed by Professor Kessler and Mroczek (1992) to assess the severity (“1 = None of the time”, “2 = A little of the time”, “3 = Some of the time”, “4 = Most of the time” or “5 = All of the time”) of anxiety and depression related symptoms experienced in the past month. Collectively, they are the Kessler 10 or K10 questions. A K10 score is calculated by summing the scores of the 10 questions. The minimum possible score is 10 (low distress) and the maximum being 50 (very high distress).
Suppose that you are interested in examining whether there is an association between worker’s behaviours and their distress levels in the past 12 months. The items of interest are presented in Table 1 and the relevant survey data are given in the Excel file “Mental Health.xlsx”. Note that a blank entry represents a missing response.
Table 1 Items of interest in the Health and Well-Being questionnaire Over the past 12 month (1 = Daily; 2 = Weekly; 3 = Monthly; 4 = Once or Twice; 5 = Almost never) (1) How often have you felt worn out? (2) How often have you been emotionally drained? (3) How often have you been irritable? (4) How often have you had aches and pains? (5) How often have you argued with a work colleague? (6) How often have you felt anxious? (7) How often have you had no energy or enthusiasm? (8) How often have you had 6 or more standard drink in one session? (9) How often have you used prescription or non-prescription drugs? (10) How often have you missed a meal? (11) How often have you argued with friends or family? (12) How often have you had trouble sleeping? (13) How often have you exercised?
9
TASK 1 – SELECTING A SUB-SAMPLE
Open the Mental Health.xlsx data file as shown.
Click on the “Data” tab and then run the Analysis ToolPak by clicking on Data Analysis.
Select Random Number Generation and click OK.
10
Select “Uniform” in the drop-down menu next to “Distribution”. Then fill out the other boxes as shown. In the box corresponding to “Random Seed”, make sure you type the last two digits of your student ID here. This will ensure the set of random numbers is unique to you (unless someone else shares the same two numbers).
You should now be able to see 1269 random numbers in Column O. Take note that your numbers will be different to those shown here.
Last two digits only
11
Highlight all the data in from Columns A to O using the mouse/keyboard. Then click on and select Custom Sort…
Now click on next to Column → Sort by and select (Column O). Then click OK.
The data are now sorted according to Column O. Again, note that what is shown here (next page) is very likely to be different to what you will have.
12
Now, select the first 150 observations (i.e. Rows 1 to 151) from Columns A to N. Copy this sub-sample across to another spreadsheet (e.g. Sheet 2) in Excel. In the example below, Sheet 2 was renamed to Sub- sample.
13
TASK 2 – SELECTING ITEMS FROM THE QUESTIONNAIRE TO ANALYSE
Now that you have your sub-sample, here you will determine which THREE (3) of the 13 items to analyse. Again, go to the “Data” tab and then run the “Data Analysis” tool pack. Select “Random Number Generation” and click “OK”.
Now generate 13 random uniform numbers and store them in Column P of the sub-sample spreadsheet. In the “Random Seed” box, type the last two digits of your student ID again.
You should now be able to see 13 random numbers in Column P. Take note that your numbers will again be different to those shown here. Now, type the numbers 1 – 13 (to represent the items) in Column Q and right next to the random numbers that you have just generated.
Last two digits only
14
Now, highlight all the numbers in Columns P and Q using the mouse/keyboard. Then sort the numbers by
clicking and then Sort Smallest to Largest.
The first three numbers in Column Q refer to the items in Table 1 that you will need to analyse. In this example, these are items (1), (3) and (13). Copy the relevant data for the 3 items and the corresponding K10 scores across to SPSS or another Excel spreadsheet (e.g. Sheet 3). These observations form the dataset that you will be working with for this question.
TASK 3 – ANALYSING THE DATA
(i) Use SPSS or Excel/Real Statistics and generate all necessary summary statistics and figures to describe the relationship between the workers’ mental health (according to the K10 scores) and each of your selected items (make sure you consider each item separately from the others). Proper interpretation of these output in the context of the problem is expected. (ii) Use the appropriate test in SPSS or Excel/Real Statistics and determine whether there is a difference in distress levels across the response categories for these each of these items. If so, perform a post-hoc test to determine where the difference(s) lie. You will need to comment on the nature and extent of these differences (if any). Hypothesis statements are not necessary. (iii) Confidence intervals should be presented and interpreted whenever possible. (iv) All relevant assumptions associated with your chosen test must be verified. (v) Briefly comment on the practical implications of your findings and how they may be useful.
15
SUBMISSION GUIDELINES:
This assignment must be completed using either SPSS or Excel/Real Statistics. It is expected that your assignment solutions are presented in the context of the problem. Simply stating the numbers from the output table will not suffice. Examples of this are given on Blackboard in the Quantitative weekly folders corresponding to the workshop weeks. The write-up of your analyses must be presented in Microsoft Word in Times New Roman format with 11-pt font with single spacing and in grammatically correct English. The page margins must be 2 cm for all sides. Failure to do so will result in deduction of marks. Furthermore, no handwritten assignments will be accepted. Copy only the relevant outputs, tables and/or figures from SPSS or Excel across to the Word document. All tables and figures must be labelled appropriately. The write-up for each question (not each part) must not exceed THREE (3) pages (including all tables and figures). Any lines exceeding the three-page limit will not be considered or read. Your assignment submission will also need to include the dataset that is unique to your student ID, along with a cover page (see page 16).
You are reminded of the declaration
“I certify that the attached assignment is my own work and that any material drawn from other sources has been acknowledged”.
that you sign when you complete the coversheet. The assignment solutions must be your own work.
You must submit your completed assignment via Turnitin by Friday 28th of October 2016 before midnight. In the interests of fairness, submission extensions will be given only in exceptional circumstances, and then only in accordance with University rules (see page 17).
Note: If your datasets do not match the ones generated with your student ID (last two digits only), you will be awarded a mark of zero regardless of whether the analysis is correct.
SUBMISSION CHECKLIST:
Your submission will need to be a single document containing the following:
o Cover sheet (1 page) o Your solutions to Questions 1 and 2 (maximum of 3 pages per question). o Your datasets (No restriction)
MARKING GUIDELINES:
(1) Adherence to submission guidelines above (10%) (2) Correct selection and implementation of tests and with correct findings (30%) (3) Proper presentation and interpretation of results in the context of the study and objective(s) (30%) (4) Use of statistics to support and re-inforce findings and arguments (15%) (5) Spelling, grammar and overall narrative (15%)
The above marking guidelines are estimates and variations may occur. If a test is incorrectly chosen, then only a maximum of 10 marks is attainable.
16
ASSIGNMENT COVER SHEET Electronic or manual submission
Form: SSC-115-06-08
UNIT CODE: TITLE:
NAME OF STUDENT (PRINT CLEARLY) FAMILY NAME FIRST NAME
STUDENT ID. NO.
NAME OF LECTURER (PRINT CLEARLY)
DUE DATE
Topic of assignment
Group or tutorial (if applicable)
Course
Campus
I certify that the attached assignment is my own work and that any material drawn from other sources has been acknowledged. Copyright in assignments remains my property. I grant permission to the University to make copies of assignments for assessment, review and/or record keeping purposes. I note that the University reserves the right to check my assignment for plagiarism. Should the reproduction of all or part of an assignment be required by the University for any purpose other than those mentioned above, appropriate authorisation will be sought from me on the relevant form.
OFFICE USE ONLY
If handing in an assignment in a paper or other physical form, sign here to indicate that you have read this form, filled it in completely and that you certify as above.
Signature Date
OR, if submitting this paper electronically as per instructions for the unit, place an ‘X’ in the box below to indicate that you have read this form and filled it in completely and that you certify as above. Please include this page in/with your submission. Any electronic responses to this submission will be sent to your ECU email address. Agreement Date
PROCEDURES AND PENALTIES ON LATE ASSIGNMENTS (University Rule 39) A student who wishes to defer the submission of an assignment must apply to the lecturer in charge of the relevant unit or course for an extension of the time within which to submit the assignment. (39.1) Where an extension is sought for the submission of an assignment the application must: be in writing – preferably before the due date; and set out the grounds on which deferral is sought. ( see 39.2) Assignments submitted after the normal or extended date without approval shall incur a penalty of loss of marks. (see 39.5) ACADEMIC MISCONDUCT (University Rule 40) All forms of cheating, plagiarism or collusion are regarded seriously and could result in penalties including loss of marks, exclusion from the unit or cancellation of enrolment. – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
ASSIGNMENT RECEIPT To be completed by the student if the receipt is required
UNIT
NAME OF STUDENT
STUDENT ID. NO.
NAME OF LECTURER
RECEIVED BY
Topic of assignment
DATE RECEIVED
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CONDITIONS FOR ASSIGNMENT EXTENSION
In accordance with ECU policy, extensions are given on the following grounds and must include all appropriate supporting documentation:
Ill health or injury for an extended period of time – medical certificate is required; Compassionate grounds – supporting documentation includes e.g. newspaper notice plus other evidence if not the same family name, e.g. marriage certificate; Representation in sporting activities at a national or international level; Representation in significant cultural activities; Employment related intrastate, interstate and overseas travel – a letter from your employer, including your supervisors’ full contact details.
The following factors will NOT be considered as grounds for extension:
Routine demands of employment; Stress or anxiety normally associated with examinations, required assessments or any aspect of course work; Routine financial support needs; Lack of knowledge of the requirements of academic work; Difficulties with English language; Scheduled anticipated changes of address, moving home etc; Demands of sport, clubs, social or extra-curricular activity other than those specified above; Recreational travel (domestic or international); Planned events such as weddings, birthday parties etc; Misreading the deadline.
All extension requests will require students to complete the Assignment Extension Form (downloadable from the Quantitative Assignment folder on BB), along with appropriate documentation such as a medical certificate, letter from employer, etc. Original copies of these documents will then need to be provided. Scanned or photocopied documents are NOT acceptable. All documents must be provided no longer than ONE week after the assignment deadline.
Need Help: MATH238 COURSEWORK (Statistics)
MATH238 COURSEWORK (Statistics)
To be submitted to the Faculty Office by 13:00 on Monday 7th November 2016. You should work on this coursework in self-selected groups of three students, however if you prefer to work in a pair or individually then it is okay to do this. Students who work in a group for the coursework should only submit one piece of work, clearly labelled with all of their ID numbers. You should type set your coursework using Word. Your submission must consist of no more than 4 sides of A4 pages, with font of size 12. You should give due consideration to your personal time management to ensure that coursework is submitted in plenty of time prior to the deadline. Note that plagiarism will be treated according to University regulations. Please see http://www.plymouth.ac.uk/student-life/your-studies/essential-information/regulations/plagiarism This coursework is worth 30% of the overall coursework mark for this module, so it is worth 10.5% of the overall module mark. This assessment is designed to test your ability to: Produce graphical displays of data Calculate appropriate statistical quantities for a data set Use regression analysis Your work will be assessed according to the following criteria: Presentation of graphical displays Correct application of statistical methods Correct conclusions Clear and concise presentation of your solutions Coursework set on Tuesday 18th October 2016. 1. One of the characteristics of bitumen for road mixes is its Softening Point Temperature (oC). According to BS EN 12591:2009, the preferred bitumen grade for use in highways in the UK should be between 38oC and 47oC. A sample of 34 shipments of bitumen delivered to a highway building site has been examined and their Softening Point Temperature recorded below. 46.4 45.6 44.9 42.2 45.9 44.1 44.2 48.5 42.2 44.0 43.7 43.6 45.8 44.0 47.9 45.5 46.8 42.4 46.0 45.9 44.3 44.2 44.8 43.0 46.4 49.9 47.6 44.0 41.9 45.5 44.0 43.9 46.6 42.8 (a) Using Excel, create a histogram of this data, with the classes (41.55, 42.75], (42.75, 43.95], …. . (b) Calculate appropriate measures of location and spread for the data. State why you have chosen to use these. (c) Construct a 95% confidence interval for the true mean of the Softening Point Temperature. In your workings, use the precision of at least 2 decimal places. (d) The manufacturer of the sampled bitumen claims that their bitumen has Softening Point Temperature of 45oC. Based on the collected data, is there any evidence, at the 95% confidence level, to dispute the manufacturer’s claim? (e) How large the sample of softening point temperatures would need to be in order for the maximum margin of error to be 0.5 oC, at the 95% confidence level. (20 marks) (Over…) 2. The table below gives the net profits, in thousands of pounds, of a small engineering company during the first 10 years that it has been in business. Year, x Net profit, y (£000) 1 33.5 2 46.3 3 49.6 4 56 5 74.6 6 89.5 7 118.5 8 142.5 9 195.8 10 248.1 (a) Use Excel to obtain a good regression model for this data, taking the net profit as the response variable and year as the explanatory variable. You should include and briefly discuss: a scatter plot initial use of trendlines to assess the possible models the proportion of variation explained by your model tests that the coefficients are significant analysis of the residuals the equation for the Net Profit in terms of the Year (b) Use your regression model to estimate the net profit: (i) in year 11 and (ii) in year 15. Comment on the reliability of the results you obtain. (30 marks)
Need Help-SPSS Data Analysis Assignment
Need Help-SPSS Data Analysis Assignment
Research Design and Statistics
SPSS Data Analysis Assignment Guide
Worth 30%
The SPSS Data Analysis Assignment gives you an opportunity to work with, analyse, and report psychological data. You have been provided with a data set from a study that examines how the size of an ostracising group influences individuals’ sense of belonging and self-esteem. At the end of this guide, you will find a skeleton lab report that includes introduction, method, and references sections. These sections give you more detail about the theoretical backgrounds, aims, and methodology, and can be directly copied into your report.
Note: Please refer to tutorial notes for SPSS (SPSS file is not the same shown in tutorial notes).
Here are some guidelines for how to complete this assignment
- Start by reading the introduction and method section provided at the end of this guide. This will give you background information about the study and details of the method. Think about how you would complete the hypotheses based on the information provided in the introduction section. Pay attention to the independent and dependent variables in the method section. Think about how you would test these hypotheses in SPSS.
- Open the data file in SPSS.
- Go into “variable view” and for each variable, put in a variable label and set the type of measure. Enter labels for the values as appropriate (when we need to know what each number means). Here is more information about the variables:
- PartID is a participant ID number arbitrarily assigned by the researcher
- Age is participants’ age in years
- Gender is participants’ gender: 1 = male, 2 = female, 3 = other
- Grpsize is size of the ostracising group: 1 = small group, 2 = large group
- BELsc is the average of the 5 belonging items [I feel disconnected (reverse scored), I feel like an outsider (reverse scored), I feel that others interact with me a lot, I feel rejected (reverse scored), and I feel that I belong to a group]. Higher scores indicate higher levels of belonging.
- SE1-5 are the five self-esteem items: [SE1-I feel good about myself, SE2-I feel insecure (reverse scored), SE3-I feel satisfied, SE4-My self-esteem is high, SE5-I feel liked]. For all items, higher numbers indicate higher self-esteem.
- Go into “variable view” and for each variable, put in a variable label and set the type of measure. Enter labels for the values as appropriate (when we need to know what each number means). Here is more information about the variables:
- Calculate a new variable that is the average of SE1-5. You don’t need to do any reverse scoring – it has already been done. Just average them together. Give this variable a meaningful label and adjust the scale of measurement as needed.
- Compute descriptive statistics for age and gender [M (SD) or N/n (%), as appropriate for each variable].
- Conduct the necessary assumption tests for the inferential statistics you plan to use.
- Conduct the inferential statistics that allow you to test your hypotheses (e.g., t-tests).
- Save your SPSS data (.sav) and output (.spv) files (NEED TO UPLOAD BOTH FILES)
- Calculate Cohen’s d for effect size (http://www.psychometrica.de/effect_size.html#cohen).
- Create a new Microsoft Word document for your assignment.
- Copy in the Introduction, Method, and Reference section from the end of this guide. You will add hypotheses to the introduction, participant information to the method, and then write the results and discussion section. The word limit for the new text you create (hypotheses, participants, results, discussion) is 800 words. The provided text does not add to this word count. The assignment should be presented in APA style (e.g., double-spaced, size 12 Times New Roman font), and it must use an appropriately formatted title page, headings, running head, tables and reporting style.
- Hypotheses: In your new document, remove the research questions text and write the research hypotheses. For research question 1, develop a hypothesis that states the expected difference in belonging for participants who were ostracised by the small and large groups. For research question 2, develop a hypothesis that states the expected difference in self-esteem for participants who were ostracised by the small and large groups. Remember to state your hypotheses in terms of operationalised variables.
- Participants: Add a participants section to the method that gives descriptive information about the sample. State how many participants took part in the study. Insert your paragraph summarising the characteristics of the sample under a Participants sub-heading within the Method section. Remember to use complete sentences when characterising the sample.
- Results: Report the results of your analyses in a Results section.
- Report the details of your assumption testing.
- Create a table to convey the descriptive statistics that map onto your inferential tests (M and SD for each DV at each level of the IV, n for each condition). Note that the table and its caption must conform to APA style. Never copy and paste a table from the SPSS output into your report.
- Report the results of your inferential tests (t-tests), including the t-test statement and the effect size (Cohen’s d), and reference to the relevant means that you displayed in the table. You should not repeat the numbers that were presented in the table, in the text, but you may refer to them. In your Results section, link your hypotheses to your analyses (e.g., “To test the hypothesis that …., an independent-samples t-test was conducted comparing…”);
- Discussion: Interpret your results in a Discussion section. State the aim(s) of the study. Describe, summarise and explain the results. State whether the results are consistent with your hypotheses and the previous research summarised in the Introduction section you were provided. Provide some insight and explanation as to the relevance, importance, or implications of the findings in the context of the research questions. Identify any limitations of the study, and suggest some avenues for future research that directly follow from the limitations identified or results obtained. Finish your Discussion section with a strong concluding paragraph. You are not required to search for additional research articles.
- This report will be submitted electronically using the Turnitin link on the SPSS assignment section. You will need to submit three separate files in the appropriate tabs in turnitin.
- the electronic version of the report that is handed in (word or pdf file)
- The SPSS data file with all appropriate labels (.sav file)
- The SPSS output file with all output that is used in the report (.spv file)
SPSS Data Analysis Assignment Rubric
NN | PA | CR | DI | HD | |
SPSS data file (5%) | Major errors/omissions in the scale of measurement, variable labelling, and/or value labelling.
OR New variable not computed. |
A major error/omission or many minor errors/omissions in the scale of measurement, variable labelling, and/or value labelling.
OR error in the computation of new variable. |
New variable computed correctly. Minor errors or omissions in the scale of measurement, variable labelling, and/or value labelling. | New variable computed correctly. A minor error or omission in the scale of measurement or variable labelling. All values labelled correctly where needed. | New variable computed correctly. All scales of measurement specified correctly, appropriate labels provided for every variable, all values labelled correctly where needed. |
SPSS output (10%) | Inferential statistics are missing or incorrect. | Inferential statistics are correct and complete, with a major error/omission or many minor errors/omissions in assumption testing and/or descriptive statistics. | Inferential statistics are correct and complete, with minor errors or omissions in assumption testing and/or descriptive statistics. | Inferential statistics are correct and complete, with a minor error or omission in assumption testing or descriptive statistics. | All analyses (assumption testing, descriptive statistics, inferential statistics) are correct and complete. |
Hypotheses (5%) | Hypotheses are missing or incorrect. | Hypotheses are partially correct. | Hypotheses are mostly correct. | Hypotheses are correct. | Hypotheses are correct and clearly stated. |
Results (40%) | No results or substantially incorrect or incomplete results are provided, poor attempt to report results | Incomplete descriptive and inferential statistics reported, consistent errors in reporting style | Appropriate reporting with some errors or omissions in the reporting of descriptive and inferential statistics | Appropriate and accurate presentation of descriptive and inferential statistics, all relevant information reported, description may lack clarity or precision at points | Clear and accurate reporting of analyses (assumption testing, descriptive, inferential), good use of tables/figures |
Discussion (30%) | No discussion or very poor discussion providing incorrect interpretation, with results not linked to research question, inadequate conclusion | Satisfactory discussion of results, may be inaccuracies in interpretation, some irrelevant or confusing information, conclusions may be weak | Sound discussion of results in relation to research question/literature, generally appropriate interpretation of findings and conclusion matches research question, may lack clarity and include some inaccuracies in interpretation | Good discussion of results relating to research questions/literature, good insight regarding interpretations and conclusions, may lack clarity at points | Very well written discussion, appropriate reference to research questions/literature, excellent interpretation and understanding of findings, strong conclusion |
Presentation (10%) | Poor written expression, grammar and spelling, poor APA formatting | Satisfactory writing style and presentation, with substantial room for improvement in writing style and APA formatting | Most areas of presentation are good, may include some consistent errors in APA formatting | Good written expression and grammar, may include some minor APA formatting errors | Clear written expression, grammar and spelling. Formatting meets APA guidelines |
Need Help-Statistics Assignment
Need Help-Statistics
Need Help-Statistics
W4 Quiz
Question 1
Parameters are
numerical characteristics of a sample | ||
numerical characteristics of a population | ||
the averages taken from a sample | ||
numerical characteristics of either a sample or a population |
Question 2
Stratified random sampling is a method of selecting a sample in which
the sample is first divided into strata, and then random samples are taken from each stratum | ||
various strata are selected from the sample | ||
the population is first divided into strata, and then random samples are drawn from each stratum | ||
None of these alternatives is correct. |
Question 3
A theorem that allows us to use the normal probability distribution to approximate the sampling distribution of sample means and sample proportions whenever the sample size is large is known as the
approximation theorem | ||
normal probability theorem | ||
central limit theorem | ||
central normality theorem |
Question 4
In point estimation
data from the population is used to estimate the population parameter | ||
data from the sample is used to estimate the population parameter | ||
data from the sample is used to estimate the sample statistic | ||
the mean of the population equals the mean of the sample |
Question 5
The sample statistic s is the point estimator of
μ | ||
σ | ||
x ̅ | ||
p |
Question 6
The sample mean is the point estimator of
μ | ||
σ | ||
x ̅ | ||
p- |
Question 7
The standard deviation of all possible x ̅ values is called the
standard error of proportion | ||
standard error of the mean | ||
mean deviation | ||
central variation |
Question 8
A sample statistic, such as a sample mean, is known as
a statistic | ||
a parameter | ||
the mean deviation | ||
the central limit theorem |
Question 9
The purpose of statistical inference is to provide information about the
sample based upon information contained in the population | ||
population based upon information contained in the sample | ||
population based upon information contained in the population | ||
mean of the sample based upon the mean of the population |
Question 10
Random samples of size 81 are taken from an infinite population whose mean and standard deviation are 200 and 18, respectively. The distribution of the population is unknown. The mean and the standard error of the mean are
200 and 18 | ||
81 and 18 | ||
9 and 2 | ||
200 and 2 |
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