...MATH 533 WEEK 6 COURSE PROJECT PART B To purchase this, Click here http://www.activitymode.com/product/math-533-week-6-course-project-part-b/ Contact us at: SUPPORT@ACTIVITYMODE.COM MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 Week 6 Course Project Part B MATH 533 WEEK 6 COURSE PROJECT PART B To purchase this, Click here http://www.activitymode.com/product/math-533-week-6-course-project-part-b/ ...
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...Keller University Math 533 Prof Ron Deluca Project Part C AJ Davis Inc., Regression Analysis June 18, 2016 Abstract: This is the final project C from Keller University math 533 using AJ Davis company data base provided in our doc sharing student portal. The bold questions are taken from Part C in the Project outline. My answer is underneath each of 14 questions. *Please note the formatting was difficult because Minitab fonts output is different than my desired Arial 12 point font. From AJ Davis database from our class. 1. Generate a scatterplot for income ($1,000) versus credit balance($), including the graph of the best fit line. Interpret. note y=income, x=credit balance Interpretation: The scatter plot of Income Vs Credit balance ($) show that the slope of the ‘best fit’ line is upward (positive); this indicates that Income varies directly with Credit Balance. As Income increases, Credit Balance also increases vice versa. 2. Determine the equation of the best fit line, which describes the relationship between income and credit balance. Y= -3.516 + 0.01193(x) 3. Determine the coefficient of correlation. Interpret. Correlations: Income ($1,000), Credit Balance($) Pearson correlation of Income ($1,000) and Credit Balance($) = 0.801 P-Value = 0.000 The coefficient of correlation is given as r = 0.801. The correlation coefficients between the variables show a positive sign OR direct relationship. The correlation coefficient is far from the P-Value...
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...MATH-533 Applied Managerial Statistics Course Project Part A Introduction It is so interesting to choose sections location, an income and size as representative of my course project. From the list, it really makes me an interest of trend of people who is living in urban, has how many of family members and how much they earn. Basically I would like to categorize the direction of cluster of people and their desires to live which area of country. First, I am going to analyze the locations versus family size, and then family size versus to income. Then I will analyze further how many of family and location has how much income which helps us to reveal to pay back the credits. 1st Individual Variable (Location) Table 1 and graph 1 Location | Number of houses | Rural | 14 | Suburban | 15 | Urban | 21 | From the table 1 and graph 1 shows the number of houses and number of locations. Based on the information customers from AJ Davis tend to live in the Urban area rather than the suburban and rural area. 2nd individual variable (Size) Size (family members) | number of objects | 1 | 5 | 2 | 15 | 3 | 8 | 4 | 9 | 5 | 5 | 6 | 5 | 7 | 3 | Graph 2 and table 2 Based on table 2 information following data comes out. (Numbers of customers) Minimum: 3 Median:5 Q3:8.5 Maximum:15 Based on the graph 2 and table 2, most of the customers intend to have less than 5 family members. The majority of customers have 2 family members and only 3 of them...
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...Course Project Part II: Bertram Proprietary Credit Scoring Model Jordan Spence Student ID: D01326483 In partial fulfillment of the requirements for MATH 533 – Applied Managerial Statistics Keller Graduate School of Management Dr. Gerard L. Kiely June 24, 2015 PROJECT PART II: Bertram Proprietary Credit Scoring Model The preliminary analysis carried out in Part I of our project has shown that the data is consistent and reliable, with no missing values. The next step is to construct preliminary and final models. A. Create indicator (dummy) variables for the qualitative variables Own/Rent and Location using Minitab. First, label columns for the new indicator variables: Own, Rent, Urban, Suburban, Rural. Pull down the Calc menu in Minitab and select “Make Indicator Variables”. In the box labeled “Indicator Variables for … “ put the variable for which indicators are desired. Minitab will automatically code the values of Own/Rent and create two new variables named “Own” and “Rent”. Repeat this process for the variable Location. See screenshot below for new indicator variables: [pic] B. Develop a preliminary model and display its output in your paper. Describe its statistical characteristics and state your conclusions. Identify which variables you will keep and those you will drop. Be sure to explain why you made your choices. Be specific. ...
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...MATH 533: Applied Managerial Statistics Course Project –Part A I. Introduction. SALESCALL Inc. is a company with thousands of salespeople. The data provided; SALES (the number of sales made this week), CALLS (the number of sales calls made this week), TIME (the average time per call this week), YEARS (years of experience in the call center) and TYPE (the type of training, either group training, online training of no training). The data is used to determine the most productive sales person. With this information the company can tailor it’s training to achieve the greatest number of sales. II. Individual Variables. 1. Sales Descriptive Statistics: SALES Total Variable Count Mean StDev Variance Minimum Q1 Median Q3 SALES 100 42.340 4.171 17.398 32.000 39.250 42.000 45.000 N for Variable Maximum Range IQR Mode Mode SALES 52.000 20.000 5.750 44 12 Data for sales made in a week for SALESCALL Inc. shows that an average of 42 sales are made. The company can expect to have as few as 32 and up to 52 sales in a week. From the data gathered the company can expect to see the average sales made. Looking at the Histogram above shows sale have a bell shaped curve. 2. Calls Descriptive Statistics: CALLS Total Variable Count Mean StDev Variance Minimum Q1 Median Q3 CALLS 100 162.09 18.01 324.53 ...
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...Course Project Part A Math 533 Keller Graduate School of Management Sept. 13, 2013 The purpose of this report is to provide feedback to AJ Davis Department Store so that they will have a better understanding of the makeup of their customer. This report will utilize three of the five customer variables that were determined by AJ Davis. The variables that were used for this study were: Income, location, credit balance, family size, and years at current household. Using these variables I will show how there may or may not be correlations between some variables and not others. Also, numerical descriptions will be used to show mean income, minimum and maximum credit balances, and family size just to give a few examples. Now that we have established a basis for this report let’s look at the analysis of the data. The first information we are going to discuss is customer income. Here is a statistical description of the income of all 50 of the customers that were sampled for this report. Descriptive Statistics: INCOME ($1000) Variable N Mean StDev Minimum Q1 Median Q3 INCOME($1000) 50 43.48 14.55 21.00 30.00 42.00 55.00 Variable Maximum INCOME($1000) 67.00 The information above shows that the average income of the customers at AJ Davis is $43,480 per year given the 50 customers who were sampled. It also shows us that 25% of the customers that were sampled have an income of #30,000 or less and 75% of their customers...
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...Math 533: Applied Managerial Statistics Course Project Part C: Regression and Correlation Analy Summary After statistical analysis of data collected on a random sample of AJ Davis’ customers, several inferences can be made. The goal of this analysis was to determine the best model for predicting customer income. This knowledge is paramount in most aspects of the company including but not limited to advertising, sales and merchandising. Based on the analysis, it is determined that a model using customer credit balance and household size is the most efficient. These variables gave the most reliable predictions of customer income. At the close of the analysis, the data yielded the following equation for determining customer income, income== - 1.90 + 0.0173 CREDIT BALANCE($) - 5.30 SIZE - 0.390 YEARS. Though, the number of years a customer has live in their home did not show high effectiveness in predicting income, it increased the overall fit of the model and has been included in the equation. We can be 95% confident in the data obtained through the use of this formula. Appendix 1. 2. Regression Analysis: INCOME($1000) versus CREDIT BALANCE($) The regression equation is INCOME($1000) = 4.45 + 0.00987 CREDIT BALANCE($) Predictor Coef SE Coef T P Constant 4.448 7.037 0.63 0.530 CREDIT BALANCE($) 0.009866 0.001728 5.71 0.000 S = 11.3247 R-Sq = 40.5% R-Sq(adj) = 39.2% Analysis of Variance Source...
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...Desiree Green Laura Sanders Writing 222 12 August 2013 EARLY EDUCATION Abstract Social scientists have posited that education can make a significant and long-lasting difference on the lives of children, especially those who experience poverty (Barnett, 1995; Brooks-Gunn, 2003; Karoly, et al, 1998). In recent years, policymakers and researchers in the United States have re-examined the role that quality early education can play in the lives of young children, primarily those growing up in poverty (Rouse, Brooks-Gunn, & McLanahan, 2005). Specifically, some have argued that high quality education and care programs that begin early in life have the potential to close gaps in school achievement that often exist between poor and minority children and their middle-class, mostly White, counterparts (Magnuson & Waldfogel, 2005).Based on these conclusions, U.S. policymakers and practitioners interested in improving the lives of poor children have considered the possibility that early education programs may contribute to solving the myriad of problems that growing up in poverty poses. This paper will examine the benefits of early education and the arguments against early education and references or in text citation with bibliography. Introduction During early years, children go through critical stages of development, and consistent, high-quality early education can have long-lasting, beneficial effects on the overall development of children. Choosing a preschool in which...
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...Ian Wamboldt Math 533- Applied Managerial Statistics Course Project Part C February 10, 2013 1. Generate a scatterplot for CREDIT BALANCE vs. SIZE, including the graph of the "best fit" line. Interpret. ------------------------------------------------- MINITAB OUTPUT: ------------------------------------------------- Regression Analysis: Credit Balance($) versus Size ------------------------------------------------- ------------------------------------------------- The regression equation is ------------------------------------------------- Credit Balance($) = 2591 + 403 Size ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- Predictor Coef SE Coef T P ------------------------------------------------- Constant 2591.4 195.1 13.29 0.000 ------------------------------------------------- Size 403.22 50.95 7.91 0.000 ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- S = 620.162 R-Sq = 56.6% R-Sq(adj) = 55.7% ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- Analysis of Variance ------------------------------------------------- ------------------------------------------------- Source DF ...
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...NOTE: All matters associated with this course are subject to change at the instructor's discretion. Any and all changes will be communicated to students in writing. Course Description RHET 1302 will prepare you for college-level writing while helping you develop your critical thinking skills. Rhetoric is the study and practice of how people communicate messages, not only in writing and speech, but also through visual and digital mediums. In this class, you will develop skills to analyze the way rhetoric, in its various forms, addresses audiences. By paying attention to the strategies that good writers and speakers use to persuade their particular audiences, you will learn to reason better and to persuade others in your own writing, both through rhetorical appeals and through analysis of audience, purpose, and exigency that is at the heart of the study of rhetoric. For RHET 1302, you will read and reread texts and write multi-draft essays. Practically speaking, you will learn skills that you can use in your future course work regardless of your major. Student Learning Objectives • Students will be able to write in different ways for different audiences. • Students will be able to write effectively using appropriate organization, mechanics, and style. • Students will be able to construct effective written arguments. • Students will be able to gather, incorporate, and interpret source material in their writing. Required Texts Rosenwasser, David and...
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...Transforming Lives Communities The Nation …One Student at a Time Disclaimer Academic programmes, requirements, courses, tuition, and fee schedules listed in this catalogue are subject to change at any time at the discretion of the Management and Board of Trustees of the College of Science, Technology and Applied Arts of Trinidad and Tobago (COSTAATT). The COSTAATT Catalogue is the authoritative source for information on the College’s policies, programmes and services. Programme information in this catalogue is effective from September 2010. Students who commenced studies at the College prior to this date, are to be guided by programme requirements as stipulated by the relevant department. Updates on the schedule of classes and changes in academic policies, degree requirements, fees, new course offerings, and other information will be issued by the Office of the Registrar. Students are advised to consult with their departmental academic advisors at least once per semester, regarding their course of study. The policies, rules and regulations of the College are informed by the laws of the Republic of Trinidad and Tobago. iii Table of Contents PG 9 PG 9 PG 10 PG 11 PG 11 PG 12 PG 12 PG 13 PG 14 PG 14 PG 14 PG 14 PG 15 PG 17 PG 18 PG 20 PG 20 PG 20 PG 21 PG 22 PG 22 PG 22 PG 23 PG 23 PG 23 PG 23 PG 24 PG 24 PG 24 PG 24 PG 25 PG 25 PG 25 PG 26 PG 26 PG 26 PG 26 PG 26 PG 26 PG 27 PG 27 PG 27 PG 27 PG 27 PG 27 PG 28 PG 28 PG 28 PG 28 PG 28 PG 33 PG 37 Vision Mission President’s...
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...Martial Arts Benefits for Children – More than Just Self Defense Janice Ervin Western Governor’s University WGU Student ID: 362454 Martial Arts Benefits for Children – More than Just Self Defense Martial Arts has an extensive history covering many centuries, several continents and dozens of styles, including Kung Fu, Taekwondo, Jui Jitsu, Aikido, fencing and sword fighting and even archery. The majority of martial arts history is seen in methods of fighting and self-defense. We think of the Samurai in Japan and their legendary combat skills, or the European upper class and their gifted fencing skills. Interest in the martial arts in America became popular in the 1960’s with the popularity of movie star Bruce Lee and later with cartoons such as the “Mutant Ninja Turtles”. In fact, we rarely see martial arts portrayed in any other light than that of fighting and self-defense. In fact, martial arts, by definition of the term, is “military art” or the art of self-defense. However, martial arts has much more to offer than just a form of self-defense. In fact, martial arts can be beneficial to students of all ages, and particularly to children, in improving physical conditioning, enhancing academic performance, and developing self-control. Martial arts are often grouped as hard or soft styles or traditional or modern. Some styles have a focus on striking techniques versus grappling techniques, and a method of training. For instance, Aikido which is translated as “the way...
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... Task 2: Listen carefully to your teacher’s presentation and take notes. You will need your notes to complete the Module Quiz later. 2 | Page EN01 Personal Development Skills Module Task 3: Now you have read the Student handbook for this module try answering these questions. 1) The module code is EN01. What is the module title? assessments pdp of evidence portfolio of evidence 2) What are the module’s aims? 1) to develop an understanding of the module outline, aims and assessments. 2) ask and answer questions about the module handbook. 3) complete the handbook and quiz. 3) How many hours of class will you have for this module each week? six hours 4) How much self-study will you be expected to do every week as part of the module? about 60% 5) How many assessments are...
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...December 2015 - FINAL EXAMINATION SCHEDULE Please verify the location of your exam below. CAREFULLY ensure that you note the correct room according to your LAST NAME ACCT Sec Title ACCT 351 001 Intermediate Financial Acct 1 ACCT 351 Time Prof. FROM Dec 21 6 pm Tsang Aaa - Zzz GYM main gym 20-30 002 Intermediate Financial Acct 1 Dec 21 6 pm Tsang Aaa - Zzz GYM main gym 20-30 ACCT 351 003 Intermediate Financial Acct 1 Dec 21 6 pm Tsang Aaa - Zzz GYM main gym 20-30 ACCT 352 001 Intermediate Financial Acct 2 Dec 21 9 am Cecere Aaa - Zzz ENGTR 0100 ACCT 354 001 Financial Statement Analysis Dec 22 2 pm Scott Aaa - Zzz GYM Fieldhouse 28-31 ACCT 354 002 Financial Statement Analysis Dec 22 2 pm Scott Aaa - Zzz GYM Fieldhouse 28-31 ACCT 361 001 Management Accounting Dec 11 2 pm Parent Aaa - Zzz GYM main gym 1-11 ACCT 361 002 Management Accounting Dec 11 2 pm Parent Aaa - Zzz GYM main gym 1-11 ACCT 361 003 Management Accounting Dec 11 2 pm Parent Aaa - Zzz GYM main gym 1-11 ACCT 362 001 Cost Accounting Dec 17 2 pm Levy Aaa - Zzz GYM Studio 1 1-3 ACCT 385 001 Principles of Taxation Dec 15 2 pm Goldsman Aaa - Zzz GYM BLEACHERS 1-5 ACCT 385 002 Principles of Taxation Dec 15 2 pm Goldsman Aaa - Zzz GYM BLEACHERS 1-5 ACCT 453 001 Advanced Financial Accountin Dec 14 9 am Scott Aaa - Zzz GYM main gym ACCT 463 001 Management Control Dec 11 2 pm Levy Aaa - Zzz GYM Studio 2...
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...MEMORY-WORK: AN INTRODUCTION Jennie Small University of Technology, Sydney Research methodology, from the perspective of Critical social science, is considered as: inherently political, as inescapably tied to issues of power and legitimacy. It is assumed that methods are permeated with assumptions about what the social world is, who the social scientist is, and what the nature of the relation between them is (Lather, 1991, p.12). Critical social science moves away from description of behaviour as enduring social fact to attempting to understand how behaviour is produced, thus recasting behaviour as “the effects of contingent and contested processes of change” (Churchman, 2000, p.100 citing Scott). Feminists and those working within a social constructionist paradigm have debated whether there are research methods specific to such approaches. In other words, is there a social constructionist or feminist method? Schwandt (1994), in discussing constructivist, interpretivist approaches to human enquiry, commented that “what is unusual about the approaches cannot be explained through an examination of their methods. They are principally concerned with matters of knowing and being, not method per se” (p.118). Feminists have also considered that it is the methodology and outcomes rather than the methods which define the research as being feminist. Nonetheless, while feminists have adopted a variety of methods, they have tended to prefer qualitative...
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