...HOW SAD IS YOUR STATE? STATISTICS FINAL PROJECT MARK GRUNEWALD I chose to explore the topic of if individuals in overall colder states have more cases of depression than in the warmer states. While doing research on this topic I stumbled upon many different reasons as to why my topic could be proven factual. The first disorder I found was Seasonal Affective Disorder which is primarily individuals whose moods are determined by the weather. Another topic I discover was that “normal” health individuals are affected by the weather as well. The topic that stood out the most to me is SAD (Seasonal Affective Disorder). I chose to accept this topic because rarely so I hear anything about SAD let alone someone talking about it. WHAT IS SAD? Seasonal affective disorder (SAD) is a type of depression that tends to occur (and recur) as the days grow shorter in the fall and winter. It is believed that affected people react adversely to the decreasing amounts of sunlight and the colder temperatures as the fall and winter progress. It is important to note that although seasonal affective disorder usually presents in the fall and winter there are those who suffer from this condition during the summer instead of, or in addition to, during the fall or winter. Seasonal affective disorder has not been long recognized as an official diagnosis. The term first appeared in print in 1985. Seasonal affective disorder is also sometimes called winter depression, winter blues, or the hibernation...
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...Course Syllabus RES/341 RESEARCH AND EVALUATION I Welcome to RES/341, let’s do everything we can to ensure that the next six weeks will be an enlightening and enjoyable learning experience for all of us. Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, this syllabus is considered the ruling document. Classroom Management Policies Breaks in the On Campus classes will be when deemed necessary. Please leave the classroom clean. Phones: Turn them off or keep them in silent mode. ***DO NOT answer the phone in the classroom. Laptop/notebook computers: If I determine the use of a laptop during class time is disruptive behavior that hinders or interferes with the educational process, you will be required to turn it off. Technical Support Technical Support is available 24 hours a day, 365 days a year. Call 1-877-832-4867, or use the e-mail support form. For answers to the most common issues, go to “Knowledge Base” by clicking Help, found at the top of every student Web site. Course Description See eCampus. Course Topics & Objectives See eCampus. Course Materials See eCampus. Participation In an intensive, collaborative learning environment such as that of University of Phoenix, class attendance is perhaps the most obvious and objective starting point as a measure for participation. If you are not in attendance, you miss out on many opportunities for learning. Consequently, if you...
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...University of Utah David Eccles School of Business Department of Operations and Information Systems (OIS) OIS - 2340-001, BUSINESS STATISTICS Class Times: Tuesday & Thursdays 12:25 pm – 1:45 pm Spencer Fox Eccles Business Building (SFEBB) -160 Fall Semester 2013, Course Syllabus ------------------------------------------------- How we run this class: ------------------------------------------------- To prepare and understand this material, you are invited to participate in class (by asking questions), read the text as specified in the class schedule and do the assigned HW problems. ------------------------------------------------- You can also watch the class video lectures using the link below for review or missed class. ------------------------------------------------- https://eq.utah.edu/u/items/acebb864-436f-458e-9c57-9353d655ec7e/0/ ------------------------------------------------- These lectures will be recorded during fall semester 2013 and will be posted as they are made available by the campus media services. The text used is Business Statistics –a decision making approach, 4th custom edition for David Eccles School of business or 9th edition by David Groebner’ Business Statistics. ------------------------------------------------- ------------------------------------------------- You will also be given online chapter quizzes which can be accessed through the CIS (CANVAS) system (https://cis.utah.edu). These chapter quizzes (“take homes”)...
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...CJS 240 Complete Class Purchase here http://chosecourses.com/cjs-240-complete-class Description CJS 240 Week 1-Appendix B – Statistics CJS 240 Week 2-Assignment - Individual Theories CJS 240 Week 2-Checkpoint - Delinquency Deterrence Response CJS 240 Week 3-Checkpoint - Sociological Theories Response CJS 240 Week 4-Assignment - Gender and Family CJS 240 Week 4-Checkpoint - Case Study Critique CJS 240 Week 5-Appendix D - The Justice Systems CJS 240 Week 6-Assignment - Corrections and Treatment CJS 240 Week 6-Checkpoint - Probation Presentation CJS 240 Week 7-Appendix E - Gang Development and Control CJS 240 Week 8-Assignment - Drug Czar Presentation CJS 240 Week 8-Checkpoint - Drug Use and Delinquency Response CJS 240 Week 9-Final Project - Justice System Position Paper - Juvenile Justice System Item #: CJS 240 Complete Class CJS 240 Complete Class Purchase here http://chosecourses.com/cjs-240-complete-class Description CJS 240 Week 1-Appendix B – Statistics CJS 240 Week 2-Assignment - Individual Theories CJS 240 Week 2-Checkpoint - Delinquency Deterrence Response CJS 240 Week 3-Checkpoint - Sociological Theories Response CJS 240 Week 4-Assignment - Gender and Family CJS 240 Week...
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...CJS 240 Complete Class Purchase here http://chosecourses.com/cjs-240-complete-class Description CJS 240 Week 1-Appendix B – Statistics CJS 240 Week 2-Assignment - Individual Theories CJS 240 Week 2-Checkpoint - Delinquency Deterrence Response CJS 240 Week 3-Checkpoint - Sociological Theories Response CJS 240 Week 4-Assignment - Gender and Family CJS 240 Week 4-Checkpoint - Case Study Critique CJS 240 Week 5-Appendix D - The Justice Systems CJS 240 Week 6-Assignment - Corrections and Treatment CJS 240 Week 6-Checkpoint - Probation Presentation CJS 240 Week 7-Appendix E - Gang Development and Control CJS 240 Week 8-Assignment - Drug Czar Presentation CJS 240 Week 8-Checkpoint - Drug Use and Delinquency Response CJS 240 Complete Class Purchase here http://chosecourses.com/cjs-240-complete-class Description CJS 240 Week 1-Appendix B – Statistics CJS 240 Week 2-Assignment - Individual Theories CJS 240 Week 2-Checkpoint - Delinquency Deterrence Response CJS 240 Week 3-Checkpoint - Sociological Theories Response CJS 240 Week 4-Assignment - Gender and Family CJS 240 Week 4-Checkpoint - Case Study Critique CJS 240 Week 5-Appendix D - The Justice Systems CJS 240 Week 6-Assignment - Corrections...
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... Fall 2014 Applied Statistics and Econometrics Data Report on Project – Due by 11:00pm on Tuesday November 25, 2014 Post as an attachment to a message in the “Data Report” in the Research Projects Forum on NYU Classes This data report is an opportunity for you to organize your thoughts and communicate to me about the data for your research project. You will receive a maximum of 3 points towards your Project Grade based on your Data Report. To receive the maximum points for the data report you need to turn it in on time (by 11:00pm on the date listed above) and address all the requirements listed below. The points will not depend the content of what you provide in this report, it will depend only on whether you have attempted to provide the information listed. Must of the information listed below must be included in your final paper. Your grade for the final paper will depend on what information you provided about the data you use in your research project, how you present that information and the clarity and the accuracy of that information. The requirements of this data report are listed below. If there is a requirement you are not ready to meet at this time, you will not lose points if you make a statement saying you are not ready and you give a brief explanation of what you are doing to ensure that you will be able to meet that requirement in the final paper. If there is a requirement that you do not think applies to your research project, you will not lose points...
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...MM207 Final Project 1. Using the MM207 Student Data Set: a) What is the correlation between student cumulative GPA and the number of hours spent on school work each week? Be sure to include the computations or StatCrunch output to support your answer. My answer : 0.27817234 (from StatCrunch): Correlation between Q10 What is your cumulative Grade Point Average at Kaplan University? and Q11 How many hours do you spend on school work each week? is: 0.27817234 b) Is the correlation what you expected? My answer: No. I expected the correlation to be much higher because the more hours you study should equate to a much higher GPA – in theory that is. c) Does the number of hours spent on school work have a causal relationship with the GPA? My answer: Yes. I was going to say no (because of the low correlation above), until I did a scatter plot. This shows that MM207 Final Project there definitely is a casual relationship between study time and GPA. yuck. There are 2 points on the right that most likely could be excluded. d) What would be the predicted GPA for a student who spends 16 hours per week on school work? Be sure to include the computations or StatCrunch output to support your prediction. My answer: 3.6 from StatCrunch Group by: Q11 How many hours do you spend on school work each week? Q11 How many hours do you spend on school work each week? 3 4 5 6 7 8 10 11 Mean 3.6666667 2 3.3775 3.0714285 3.75 3.352 2.9693334 3.6466668 n 3 1 8 7 2 5 30 3 ...
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...………………………………………………………………..2 Daily Tasks ……………………………………………………………………………..2 Salary ……………………………………………………………………………………3 Project Management …………………………………………………………………………….3 Education Requirements …………………………………………………………………3 Daily Tasks ………………………………………………………………………………4 Salary …………………………………………………………………………………….4 Job Outlook ………………………………………………………………………………………4 Recommendation …………………………………………………………………………………4 Work Cited ……………………………………………………………………………………5 INTRODUCTION As graduation approaches the idea of which career choice is ideal for me grows every day. While I have always been interested in Project Management, I have more hands on experience in the business sector, primarily accounting. Prior to my experience in the business sector, I was involved in the legal world working as a paralegal. I very soon realized that this was not the career that I wanted to pursue for the rest of my life. Working as a paralegal made me realize that while this was a recognized position, it was not highly regarded and that I have always been more of a leader. I knew that I wanted to lead a team of talented individuals all working towards the same goal. That being said, we will venture through the details of becoming a Business Manager versus becoming a Project Manager. To gain a firm understanding of which career I am best suited for, I will compare job specific criteria to assist in my final decision. Including but not...
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...Students completing Math& 146 shall understand basic uses and abuses of statistics; gain knowledge of how to evaluate and graphically display data; use inferential and descriptive statistics; use probabilities and probability distributions; use sample data to establish confidence intervals and perform hypotheses testing and use linear regression to evaluate and predict using experimental data. Calculator: Graphing Calculator required, TI-83/84 suggested. Cell phones, tablets or other devices with internet-access may not be utilized on quizzes and exams. Pre-requisite:A grade of 2.0 in Math 095 or 098, or sufficient score on a math placement exam. Attendance: Regular attendance in this course is important. It is your responsibility to ask a classmate for a missed day’s lecture notes, in-class announcements or changes to the schedule. Notes: You are expected to take complete and accurate notes from lecture, with everything written on the board going into your notes. Successful students will regularly devote time to reviewing both your current and past notes. Homework: Homework is due each Tuesday and Friday (see homework schedule and guidelines). Selected problems from HW will be graded, with credit being given for accuracy on these problems along with overall completeness. Plan on working in groups on HW if possible. Reading Quizzes & Projects: We will have frequent short reading quizzes, covering the material from the previous night’s reading. They will...
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...NORTHEASTERN UNIVERSITY - GRADUATE SCHOOL OF BUSINESS ADMINISTRATION MGSC 6200: DATA ANALYSIS Spring, 2015 Instructor Information Name: Dr. Nizar Zaarour E-mail address: n.zaarour@neu.edu Office: 214 Hayden Hall Office hours: Monday and Wednesday: 12 – 2 PM and by appointment. Course Overview The objectives of this course are: (1) To provide you with an understanding of statistical methods and techniques and their usefulness in the decision-making process, (2) To expose you to the methods of descriptive and inferential statistics and how can be used to solve business problems, (3) To improve upon your data analysis and computer skills, (4) To help you develop the skills to recognize the appropriate statistical tool to analyze business problems, and (5) To provide you with the necessary tools for critical evaluation, correct interpretation, and presentation of the results of statistical analyses. Textbook and Software 1) Business Statistics: For Contemporary Decision Making, 7th Edition, by Ken Black, (Wiley). 2) Microsoft Excel. Course Organization The course web page is located in the Blackboard system at http://blackboard.neu.edu. Course materials and announcements will be posted on the course site. A Blackboard tutorial is available at http://www.discoveringblackboard.neu.edu. The textbook is quite easy to read and covers a lot of ground. However, some of the topics are not covered in depth. Class discussions, handouts, and my lecture notes will fill these gaps. Course...
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...BADB2013 BUSINESS STATISTICS Semester : September2014 Course Leader : Zainora Hayat Hudi @ Jahit Office Location : Faculty of Business and Information Technology Level 12, Tierra Crest, Jalan SS6/3 Kelana Jaya, 47301 Petaling Jaya, Selangor Telephone : 603-76277388 E-mail : zainora@unitar.my Consultation Hours : Wednesday 2.30pm – 4.30pm, Thursday 2.30pm-4.30pm OR by appointment Course Synopsis Business Statistics is the science of collecting, organizing, and summarizing data to provide information, stated in numerical form, for the purpose of making objective business decisions. Descriptive statistics will be the focus of the course with an abbreviated introduction to inferentialstatistics. Topics include the foundations of statistical methods of sampling, classifying, analyzing, and presenting numerical data; frequency and sampling distributions, averages, dispersion, hypothesis testing, and analyzing up to two populations and population proportions. The course will employ the use of an online statistics learning system for problem assignments, in conjunction with the text and lectures, in completing course coverage of each statistics topic. Course Objectives The goal of this course is to introduce students to the applications of statistics in business. Students should be able to appreciate the need for learning statistics and its importance in the real life business applications Learning Outcomes At the end of the course, students are able: 1. Prepare...
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...Business research methods will guide students in advancing their knowledge of different research principles and their applicability in social research. Students will investigate a business-related issue in their content area and design a publishable research proposal. Course Textbook Zikmund, W. G., Babin, B. J., Carr, J. C., & Griffin, M. (2013). Business research methods (9th ed.). Mason, OH: South-Western. Course Learning Outcomes Upon completion of this course, students should be able to: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Design and plan a research study. Apply statistical methods to business research. Apply research techniques to commerce and business issues. Differentiate between descriptive and inferential statistics. Devise the sampling theory into appropriate sampling distributions. Write and test a hypothesis. Contrast and compare descriptive, correlational, and qualitative non-experimental research. Contrast and compare experimental and quasi-experimental research. Write a publishable research proposal paper using APA guidelines. Apply ethical research standards. Credits Upon completion of this course, the students will earn three (3) hours of college credit. Course Structure 1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit. 2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material. 3. Reading Assignments:...
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...Child and Family Social Worker Kaplan University Professor Pruett CM107-98 April 17, 2014 The first source listed below was found on the KU Online Library. This was a very interesting article to read for my final project. I choose to read The Survival Guide for Newly Qualified Child and Family Social Workers: Hitting the Ground Running. After reading this eBook, I found that each chapter has a range of tasks, exercises and checklists, which provide hints and tips to help professionals manage a range of different issues. Issues that is likely to arise during the first year as a newly qualified social worker. This book contains great advice and guidance for new social workers. This is a good book that triggers your thinking. It can be used to set us up on the right direction or to help us avoid difficulty when dealing with clients. (Donnellan, 2010) This was a perfect book for me to read because I am planning on becoming a Child and Family Social worker, once I obtain my Bachelor’s degree. This book is great because it is intended for new entrants into the field of human services. So, it perfectly fits with the topic I will be writing about in my Unit 9 Final Project. It contains a lot of information on what to expect when in this field. This is source is reliable, because I found it on Kaplan Universities Library. Everything found in this library is suitable. The second source I choose was from O*NET OnLine. This website contains occupational information. By searching...
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...This is simply a final project; incomplete as of yet and a compilation of information. The Coca-Cola Company (KO) Final Project BA 325 Financial Management Tiffany Piser Table of Contents Introduction of the Company 3 Key Statistics 4 Introduction of the Company Coca-Cola was invented by pharmacist John Stith Pemberton in 1886. Pemberton’s partner and bookkeeper, Frank M. Robinson, is credited with naming the beverage and creating the distinct script still used today. Prior to Pemberton’s death, he and his son began selling rights to his formula to his business partners in Atlanta. The remaining portion of the Coca-Cola formula and brand was purchased by Asa Griggs Candler in 1888, with all payments to different co-partners final in 1889, making his full ownership official. The Coca-Cola Company became a Georgia corporation in 1892 and has been publicly traded since 1919. In the commercial beverage industry, Coca-Cola is the world’s leading manufacturer, marketer and distributor of non-alcoholic beverage concentrates and syrups. Based in Atlanta, Georgia, Coca-Cola produces more than 500 brands, operates in more than 200 countries and employs 130,600 employees (and more than 700,000 “associates” worldwide). International bottles of Coca-Cola Key Statistics * Publicly traded on the New York Stock Exchange (NYSE) * Revenue: 46.22 Billion * Gross Profit: 28.43 Billion * 52 Week Range: 36.83-42.57 * Market Cap: 179.30 Billion ...
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...activitymode.com/product/cjs-240-entire-course/ Contact us at: SUPPORT@ACTIVITYMODE.COM CJS 240 ENTIRE COURSE CJS 240 Week 1 Checkpoint Statistics CJS 240 Week 1 Discussion Questions 1 and 2 CJS 240 Week 2 Checkpoint Delinquency Deterrence Response CJS 240 Week 2 Individual Assignment Theories CJS 240 Week 3 Checkpoint Sociological Theories Response CJS 240 Week 3 Discussion Questions 1 and 2 CJS 240 Week 4 Assignment Gender and Family CJS 240 Week 4 Checkpoint Case Study Critique CJS 240 Week 5 Checkpoint The Justice Systems CJS 240 Week 5 Discussion Questions 1 and 2 CJS 240 Week 6 Assignment Corrections and Treatment CJS 240 Week 6 Checkpoint Probation Presentation CJS 240 Week 7 Checkpoint Gang Development and Control CJS 240 Week 7 Discussion Questions 1 and 2 CJS 240 Week 8 Assignment Drug Czar Presentation CJS 240 Week 8 Checkpoint Drug Use and Delinquency Response CJS 240 Week 9 Capstone Discussion Question CJS 240 Week 9 Justice System Position Final Project Activity mode aims to provide quality study notes and tutorials to the students of CJS 240 ENTIRE COURSE in order to ace their studies. CJS 240 ENTIRE COURSE To purchase this visit here: http://www.activitymode.com/product/cjs-240-entire-course/ Contact us at: SUPPORT@ACTIVITYMODE.COM CJS 240 ENTIRE COURSE CJS 240 Week 1 Checkpoint Statistics CJS 240 Week 1 Discussion Questions 1 and 2 CJS 240 Week 2 Checkpoint Delinquency Deterrence Response CJS 240 Week 2 Individual Assignment...
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