copyrights in the published materials. The SOFTWARE and documentation are provided with RESTRICTED RIGHTS. Use, duplication, or disclosure by the Government is subject to restrictions as set forth in subdivision (c) (1) (ii) of The Rights in Technical Data and Computer Software clause at 52.227-7013. Contractor/manufacturer is SPSS Inc., 233 South Wacker Drive, 11th Floor, Chicago, IL 60606-6412. Patent No. 7,023,453 General notice: Other product names mentioned herein are used for identification purposes
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syllabus 3 Week 1 – Module Introduction 7 Week 2: Operations with numbers 8 Week 3: Understanding Data 16 Week 4 – Charts and Graphing in Excel 31 Week 5 – Summarising data 45 Week 6 Reading Week 57 Week 7 & 8 – Principles of elementary modelling 58 Week 9 & 10 – Financial Modelling (1) 69 Week 11 & 12 – Financial Modelling (2) 81 Week 13 – Modelling and Data handling in business 97 Week 14 – Revision Week 107 Week 15 – In-class Test 108 Assessment details
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information from data and provides an indication of the quality of that information • Data mining: combines statistical methods with computer science & optimization in order to help businesses make the best use of the information contained in large data sets • Probability: helps you understand risky and random events and provides a way of evaluating the likelihood of various potential outcomes 1.1 - Why should you learn statistics? o Advertising. Effective? Which Commercial? Which markets?
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city or area be used? Why or why not? What mode of survey such as telephone, mail, or personal interview should be used? When should these people be surveyed? Does time of day, day of the week, or season of the year make any difference? What types of measurements should be taken? Some possible measurements might include dollar amounts spent per week of pizza per family, number of pizzas purchased per month, percentage of family pizza consumption that is frozen pizza, and total amount spent
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Bhattacherjee First published 2012 ISBN-13: 978-1475146127 ISBN-10: 1475146124 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License: Users are free to use, copy, share, distribute, display, and reference this book under the following conditions: ATTRIBUTION: Whole or partial use of this book should be attributed (referenced or cited) according to standard academic practices. NON-COMMERCIAL: This book may not be used
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a. Interval. b. Ratio. c. Ratio. d. Nominal. e. Ordinal. f. Ratio. g. Nominal. h. Ordinal. i. Nominal. j. Ratio. 3. Answers will vary. 5. Qualitative data are not numerical, whereas quantitative data are numerical. Examples will vary by student. 7. Nominal, ordinal, interval, and ratio. Examples will vary. 9. a. Continuous, quantitative, ratio. b. Discrete, qualitative, nominal. c. Discrete, quantitative, ratio.
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RESEARCH METHODS IN CRIME AND JUSTICE CHAPTER 1 – THE RESEARCH PRACTICE Chapter Review Questions Respond to each of the following questions using the information from this chapter. 1. During a recent meeting of the command staff at a mid-sized police department, the chief asks the patrol captain for his recommendation for new flashlights. The captain responds, “I did a little research and I recommend that we purchase the DryLight, Model X flashlight”. The patrol captain’s research consisted
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correlation relate to each other? Choose one answer. | a. Causality is a necessary but not sufficient condition for correlation. | | | b. Correlation is a necessary but not sufficient condition for causality. | | | c. Causality is a necessary and sufficient condition for correlation. | | | d. Correlation is a necessary and sufficient condition for causality. | | Correct Marks for this submission: 1/1. Question 2 Marks: 1 The ________________ is the variable of primary interest
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To generate interest in research for the students by driving home the point that successful managerial problem solving is nothing other than understanding and analyzing the situation at hand, which is what research is all about. 2. To help students differentiate between research‐based problem solving and “going by gut‐feeling”, the latter of which might sometimes help to solve problems in the short term, but might lead to systemic long‐term adverse consequences. 3. To create an appreciation in students that research is useful for solving problems in
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is highly advised that students should go through this material at the end of each class. As for general reading, the reader is advised to go according to the chapters. Chapters have been arranged in the order of higher complexity. So the initial chapters are very important. In this book, the statistical procedures have been implemented on SAS. The explanations of the codes have been from the perspective of a data modeler. For the perspective of a programmer, the students are advised to go
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