Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
¶ … Anthony Brennan
I think that your response provides a good example of how to pick the appropriate statistical test for assessing data in a given set, which is, in my opinion, the more likely scenario that we might encounter once working in the field. However, the hypothetical question not only said that we were provided with a data set, but also told which test we would need to use. Your response suggests that you had the same misgivings about this question that I had, because the test provided might not be the appropriate test for the data given or for the results that are being sought. I think that reading about the test in order to see what type of relationship between variables the test was used to explore would be a great beginning way of determining whether the test was appropriate and how the supervisor expected one to use the test in that manner. I liked your use of the example of the Chi-square test, but felt as if you could have explained that it helps examine results to see if they are random, as predicted, or if the results are somehow skewed. To me, skewed results suggests the intervention of another variable, which may not have existed in an original study, but that might be important.
Response to Joseph Seabolt
Like many of the other students who responded, I feel like you added an additional component to the question that was not included. You have answered the question as if the task was to determine whether or not the unfamiliar test you were told to use is the appropriate one for the data you are being asked to analyze. As I read the question, the appropriateness or inappropriateness of the test was not at issue; instead, the question was how would one familiarize oneself with an unfamiliar test. I think the distinction is an important one because, in a working situation, the test chosen by a superior has probably been chosen because of the type of results that test will yield. Therefore, understanding what type of results the test is going to yield would, in my opinion, help someone understand how to analyze the data and what the raw data means.
Henry the Fifth and the Ideal of a Monarch Shakespeare's history plays are based mostly in fact yet have the insertion of beliefs and systems that where truly his own. In Shakespeare's Henry V can be seen a culmination of his goals of monarchical character development. Though the character King Henry does not always closely resemble his slightly more carefree youth, Prince Hal as seen through the story of his father,
" This is significant because it shows how some critics of contrarian investing will often point to the various instances of speculation and assume that it is contrarian investing. In some cases the psychology of consumers can become so extreme, that the definition of what is speculative expands greatly. As a result, using contrarian investing in conjunction with other indicators / tools can help prudent investors and traders, be able to
Attachment was believed by Bowlby to be a critical aspect of the normal development of human behavior. Attachment is inclusive of the following characteristics: 1) Proximity Seeking - the infant seeks to be near the maternal figure; 2) Separation distress or protests - when separated or distant from the material figure the infant becomes distressed and signals this by vocalizing these feelings and changes in affect. 3) a secure base - when
For instance, renowned designer Barbara Matera explained that when Glenn Close first tried on the Norma Desmond costume described above, she "winced under its weight" (New York's Top Costume Shop Reveals Its Secrets 1996:3). The costume's designer, Anthony Powell, instructed Close to turn around and face the mirror, and "upon seeing the stunning result her whole attitude changed" (4). Other anecdotal accounts on the design process from Matera included:
Nowadays, adolescent problem behavior is conceptualized as 2 empirically derived syndromes: externalizing problems (including delinquency and aggression) and internalizing problems (including depression, anxiety, and withdrawal) (Achenbach, 1991a, 1991b). Little is known about the structure of internalizing problem behavior. Accordingly, the first aim of this study is to examine the structure of externalizing and internalizing problem behavior during adolescence. (Reitz, Dekovic, & Meijer, 2005, ¶ 2). At the end of their