I’m working on a probability question and need an explanation and answer to help me learn.

a. 

Hypothesis testing for the comparison of two means can be confusing. What specific items have you found confusing about this week’s material? Are there any questions you would like answered? Why do you think there are so many methods for hypothesis testing for the comparison of two means? Why have to meet so many assumptions for testing? Could we reduce these situations to one formula?

b.

Discuss the difference between a Type I error and a Type II error in general for hypothesis testing. Is one type of error more detrimental than another? Why or why not? Does it depend on the situation? Could you provide an example?

Please finish the questions in excel. There are 2 sheets and contains one problem in each sheet.

PLEASE also write an explanation for it in a separate document.

THIS IS STATISTICS NOT HISTORY WOULD NOT ACCEPT ANYTHING IN TITLE BUT THAT. WRITING QUESTION AT END ALSO: DESCRIBE HOW THESE CONCEPTS INTERSECT AND WHY SCALES OF MEASUREMENT INFLUENCE DECISIONS ABOUT STATISTICS AND GRAPHICS (4 TO 7 SENTENCES LONG)

11 questions in both pdf files attached
11 Quesions emphasizing vectors and dot products
Please answer every questions with clearly with workings shown.
**Will be given 8 hours but please send a midpoint progress pdf (4 hour mark) to show progress of what has been done 🙂

Suppose the posterior distribution (pi_post) has a pdf k(theta|x_1,…x_n). Given c1,c2>0, consider the loss function

Please refer to picture for more details

The Data Analysis Project (DAP), as you know is your opportunity to test one or two hypotheses with variables of your choosing. We are using the General Social Survey (GSS) and the SPSS program to provide our data and statistics.

This project consists of doing one hypothesis test, either a Correlation/Regression analysis or a Chi-Square.

One test is required. You may choose to do a second test and can earn enrichment credit for that, up to 7 extra points.

Follow these directions to do the analysis:

1. Be familiar with the GSS data – check out the GSS discussion page for guidance on that.
2. Look at the files on the DAP SPSS results page so that you know what your options are.
   • Look at the variable names in the titles of the files and choose tests that use the variables you’ve chosen or those that are interesting to you.
   • Download the file(s) you choose so that you know where and what they are.
   • If you can, print out those test results and circle or highlight the relevant information that you will need to do the test(s). Use these when you’re writing up your hypothesis test.
3. Open up and write your results in a Word (or other) file, so that you can work on it over a few days.
   • First drafts should never be submitted! Always edit.
   • Always keep back up copies on a few different places (computer, cloud, OneDrive, etc.)
   • You will submit your paper in the pdf format – find out now how your computer does that. Typically, you can ‘Print to’ a pdf file (instead of a printer) or ‘Save As’ a pdf file. Canvas will not accept Word or Google docs or files other than a pdf file.
4. When you are writing your draft:
   • Follow the outline below to write up your test.
   • Follow the five steps of Hypothesis TestingActions and do each test write-up separately.
   • Make sure you do the full interpretation as needed. Refer to the Hypothesis Testing Interpretation sheet and to the individual test worksheets (and other resources) we have been using over the past few weeks.
5. Remember that your goal in Step 5 below – Interpretation – is to put into everyday words whatever that relationship is (or is not) between our variables.
6. If you choose to do a second hypothesis test for enrichment, it should be the other type of test – if you use a t-test for the first test, use ANOVA for the second, and vice versa. A second test of the same type will not be graded. Please note that this second OPTIONAL test is #3 on the outline below – skip it if you are not doing it. You’ll notice on the rubric there are no points for it, thus not doing it will not affect your grade – it can only add to your grade if you do it!

Follow this outline to write up your findings:

The sections titled in bold text are required; the section in italics is extra credit enrichment (or for Honors students).

1. Introduction – briefly introduce what you are analyzing – what two sets of variables will you be testing?
2. Hypothesis Test #1 (choose one of your tests)
   1. State your H1 and H0
   2. What is the test statistic?
   3. What is the critical value and what did you use to find it (df, alpha)?
   4. What is your decision about the null hypothesis?
   5. Interpret in everyday words what is going on with your variables?
3. If you do a second test, follow the same format: Hypothesis Test #2 (use a different test) You may choose to skip this second test or you can do it and earn extra points – it’s OPTIONAL!
   1. State your H1 and H0
   2. What is the test statistic?
   3. What is the critical value and what did you use to find it (df, alpha)?
   4. What is your decision about the null hypothesis?
   5. Interpret in everyday words what is going on with your variables?
4. Conclusions – a brief summary of what you learned and how it might inform us about people and society.
5. Appendix – attach the pdfs of your hypothesis tests.

Start this discussion as soon as you’ve read the text/module info on the topic and wrapped up the last discussion. Try not to be working in two discussions at the same time – that’s a recipe for confusion!

Three posts are the minimum – one in response to my prompt below and at least two responses to the posts of other students. Use the discussion like a study group: Use your knowledge, practice, ask questions… Wrap up your discussion after participating for a few days -while you’re working on the worksheet and homework related to the topic – don’t wait too long since the quiz is coming. All discussion for this section close with the quiz.

I have completed a number of Chi-Square tests using the following variables from the GSS – a national random sample done by a reputable research entity. (For more info on the GSS, visit their website: gss.norc.org (Links to an external site.))

Each of the discussion topics has one main nominal (or ordinal) variable – and the output from a number of tests with different nominal (or ordinal) variables.

• Choose ONE of these sets of tests to discuss. You will choose a Chi-Square test from this set to interpret (your first post) and then discuss (with at least two other posts) those and other findings.
  • Select a nominal/ordinal variable (HealthActions, HappinessActions, LifeActions, Same-Sex MarriageActions) and open the file with that name (click the name). You will see inside that file two sets of output. Your variable will be compared with one or more of the following variables (Born in the U.S. – Social Class – Degree – Race – Marital Status – Sex – Spiritual Person).
    • The first box of output (first page) has the general statistics for each set of variables – the mean, N, and standard deviation.
    • The second box (second page) has the Chi-Square test results…
    • Find the results for your main variable and its comparison to the other variable you chose.
    • Do only one test!
• Figure the df [(#rows-1)*(#columns-1)] and, using an alpha of 0.05, find the critical value of the test statistic (Use the correct table in the book – Critical Value of Chi-Square).
• Make a decision about the null hypothesis – accept or reject. (Identify the Chi-Square for your variable’s test on the printout.)
• Interpret your findings – is there a relationship between these two variables? If so, what is the nature of that relationship? (Refer to the means or percents and the relevant correlation coefficient).
• Speculate on why these findings might be as they are. Is it logical? Might there be an error in your result? If so, why? (sample size? bias? Type I or II error?)

Nominal/Ordinal (dependent) variables: Health, Happiness, Life, Same-Sex Marriage

Nominal/Ordinal (independent) variables: Born in the U.S. – Social Class – Degree – Race – Marital Status – Sex – Spiritual Person

Note: R = Respondent (the person who answered the survey)

Start this discussion as soon as you’ve read the text/module info on the topic. Three posts are the minimum – one in response to my prompt below and at least two responses to the posts of other students. Use the discussion like a study group: Use your knowledge, practice, ask questions… Wrap up your discussion after participating for a few days -while you’re working on the worksheet and homework related to the topic – don’t wait too long since the next discussion opens pretty soon…

I have completed a number of Correlation/Regression tests using variables from the GSS (a national random sample done by a reputable research entity).

Choose ONE of these tests to discuss – participate in that one discussion. You will choose a correlation/regression to interpret (your first post) and then discuss (with at least two other posts) those and other findings.

Use the information that is relevant for seeing whether the correlation is statistically significant and to identify and use the regression equation to make predictions.

• For the Pearson Correlation: Figure the df (N-2) and, using an alpha of 0.05, find the critical value of the test statistic (Use the correct table in the book – Critical Value of r).
• Make a decision about the null hypothesis – accept or reject.
• Interpret your findings – is there a relationship between these two variables? If so, what is the nature of that relationship? Be sure to talk about strength and direction… Percents explained and unexplained… and make at least two regression predictions.
• Speculate on why these findings might be as they are.

Supporting Materials

Files for the discussion – choose only one to use in your post

Note: This is 2012 data thus it will not be identical to yours if you use any of these in your Data Analysis Paper, Part 2.

• CorrReg_AgeKid_Sibs_2p.pdfActions Age when R had their first child and number of siblings
• CorrReg_AgeKid_Zoo_2p.pdfActions Age when R had their first child and Zoo visits
• CorrReg_Age_TV_2p.pdfActions Age and TV hours
• CorrReg_Age_WWW_2p.pdfActions Age and internet hours
• CorrReg_FInc_MHlth_2p.pdfActions Family income and mental health
• CorrReg_RInc_HHWk_2p.pdfActions Income and household work hours
• CorrReg_TV_FInc_2p.pdfActions Family income and TV hours
• CorrReg_TV_Zoo_2p.pdfActions TV hours and Zoo visits

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This handout below walks us through an analysis of Contraception (X), Fertility (Y), and HIV rates (Z), using SPSS. It’s a good example of how to read the printout and grab what you need.

There are two copies – one for viewing on a screen with each slide on one page (18 pages), and one for printing with six slides per page (3 pages).

• Stat_10_11_CorrReg_Countries_3p.pdf
• Stat_10_11_CorrReg_Countries_18p.pdf

Initial Post Instructions

Topic: Poisson Probability Distribution

The Poisson Distribution is a discrete probability distribution where the number of occurrences in one interval (time or area) is independent of the number of occurrences in other intervals.

April Showers bring May Flowers!! Research the “Average Amount of Days of Precipitation in April” for a city of your choice.

In your initial post,

Introduce

1. Introduce the City and State. Let us know a fun fact!
2. Tell us the average number of days of precipitation in that city for the month of April.
3. Cite your Source

Calculations

1. What is the probability of having exactly 10 days of precipitation in the month of April?
2. What is the probability of having less than three days of precipitation in the month of April?
3. What is the probability of having more than 15 days of precipitation in the month of April?

Analysis

Write a sentence for each of the probabilities explaining what those probabilities mean in context of days of precipitation in your chosen city.

Would any of the situations be considered unusual? Why or Why Not?