Question
Overview As you learned in the Module Two Activity: Descriptive Statistics Quiz, thinking critically about your data and taking appropriate statistical approaches is what will
Overview
As you learned in the Module Two Activity: Descriptive Statistics Quiz, thinking critically about your data and taking appropriate statistical approaches is what will enable you to perform the right calculations to draw appropriate conclusions. To prepare for Project One, in this milestone you will get to know your Project One data. Your textbook notes that scales (e.g., Likert-type scales) are often treated as if they are interval in applied statistics for the psychological and social sciences. This is true, and, as noted in your text, it is an area of debate even among those who do statistics regularly in these areas. We will, on occasion and for instructional purposes, follow this practice; however, for this assignment we want you to provide the most technically correct responses for all of these itemsnot indicate how data might be treated in practice.
In your textbook, you learned that as scales of measurement become more numeric in nature, you have more options for measures of central tendency and variability because you can perform more mathematical operations. As you respond to the prompt, we would like you to select the measures of central tendency or variability that require the most mathematical computation that is reasonable to report, given the scale of measurement. For example, if your data were interval or ratio, you can report a mode, a median, or a mean, but the mean would be the measure of central tendency that requires the most mathematical computation. Thus, we would want you to report "Mean" as the answer for a variable measured on such a scale.
Prompt
For this milestone, you will submit a Word file. You will complete your milestone using your Soomo writing template and the data set provided in Soomo. Specifically, you must address the following rubric criteria:
- Identify the scales of measurement for each variable.
- For the purpose of identifying scales of measurement, use (1) Nominal, (2) Ordinal, or (3) Interval and/or Ratio as accurately as possible.
- Identify reasonable measures of central tendency, given the scales of measurement for each variable.
- For the purpose of identifying measures of central tendency, use (1) Mean, (2) Median, or (3) Mode.
- Identify reasonable measures of variability, given the scales of measurement for each variable.
- For the purpose of identifying measures of variability, use (1) Range/Interquartile Range, (2) Standard Deviation/Variance, or (3) None.
- Identify reasonable graphic depictions, given the scales of measurement for each variable.
- For the purpose of identifying graphic depictions, use (1) Bar/Pie or (2) Histogram.
- Describe how these concepts intersect and why scales of measurement influence decisions about statistics and graphics. The length of your description must be about 4 to 7 sentences.
| id | year | class | empathy1 | empathy2 | empathy2_r | empathy3 | empathy4 | empathy4_r | empathy5 | empathy5_r | empathy6 | empathy7 | empathy_average |
| 793 | 2002 | 1 | 5 | 1 | 5 | 1 | 1 | 5 | 5 | 1 | 1 | 3 | 3 |
| 1916 | 2004 | 3 | 5 | 5 | 1 | 5 | 1 | 5 | 1 | 5 | 5 | 5 | 4.428571429 |
| 1546 | 2002 | 2 | 3 | 2 | 4 | 5 | 1 | 5 | 1 | 5 | 4 | 4 | 4.285714286 |
| 2336 | 2004 | 2 | 5 | 1 | 5 | 5 | 1 | 5 | 1 | 5 | 5 | 5 | 5 |
| 2345 | 2004 | 2 | 5 | 1 | 5 | 3 | 5 | 1 | 1 | 5 | 5 | 4 | 4 |
| 2246 | 2002 | 2 | 5 | 1 | 5 | 5 | 1 | 5 | 1 | 5 | 5 | 5 | 5 |
| 2396 | 2004 | 2 | 5 | 1 | 5 | 5 | 1 | 5 | 1 | 5 | 5 | 5 | 5 |
| 601 | 2002 | 2 | 5 | 2 | 4 | 4 | 1 | 5 | 1 | 5 | 5 | 5 | 4.714285714 |
| 973 | 2004 | 3 | 3 | 3 | 3 | 5 | 1 | 5 | 2 | 4 | 5 | 4 | 4.142857143 |
| 1546 | 2004 | 3 | 1 | 1 | 5 | 3 | 3 | 3 | 1 | 5 | 2 | 3 | 3.142857143 |
| 174 | 2002 | 3 | 4 | 2 | 4 | 4 | 2 | 4 | 2 | 4 | 4 | 4 | 4 |
| 2203 | 2002 | 2 | 5 | 5 | 1 | 3 | 5 | 1 | 5 | 1 | 4 | 5 | 2.857142857 |
| 2388 | 2002 | 2 | 3 | 3 | 3 | 4 | 3 | 3 | 4 | 2 | 5 | 5 | 3.571428571 |
| 1058 | 2004 | 2 | 4 | 3 | 3 | 4 | 2 | 4 | 2 | 4 | 3 | 4 | 3.714285714 |
| 872 | 2004 | 3 | 5 | 1 | 5 | 4 | 1 | 5 | 2 | 4 | 4 | 4 | 4.428571429 |
| 2225 | 2002 | 2 | 3 | 4 | 2 | 4 | 3 | 3 | 1 | 5 | 3 | 3 | 3.285714286 |
| 815 | 2002 | 2 | 5 | 1 | 5 | 5 | 4 | 2 | 1 | 5 | 5 | 5 | 4.571428571 |
| 1190 | 2004 | 2 | 4 | 2 | 4 | 5 | 1 | 5 | 1 | 5 | 5 | 5 | 4.714285714 |
| 1082 | 2004 | 3 | 5 | 3 | 3 | 4 | 1 | 5 | 2 | 4 | 3 | 4 | 4 |
| 1536 | 2004 | 1 | 1 | 1 | 5 | 5 | 1 | 5 | 2 | 4 | 5 | 5 | 4.285714286 |
| 1393 | 2004 | 2 | 4 | 3 | 3 | 5 | 4 | 2 | 2 | 4 | 4 | 4 | 3.714285714 |
| 506 | 2002 | 3 | 5 | 5 | 1 | 5 | 1 | 5 | 5 | 1 | 5 | 1 | 3.285714286 |
| 370 | 2002 | 3 | 3 | 4 | 2 | 2 | 3 | 3 | 3 | 3 | 3 | 2 | 2.571428571 |
| 647 | 2004 | 3 | 5 | 5 | 1 | 3 | 2 | 4 | 4 | 2 | 5 | 3 | 3.285714286 |
| 720 | 2004 | 2 | 5 | 3 | 3 | 5 | 3 | 3 | 5 | 1 | 3 | 3 | 3.285714286 |
| 2617 | 2004 | 2 | 4 | 2 | 4 | 3 | 2 | 4 | 2 | 4 | 4 | 4 | 3.857142857 |
| 613 | 2004 | 3 | 4 | 2 | 4 | 5 | 1 | 5 | 1 | 5 | 5 | 4 | 4.571428571 |
| 1163 | 2002 | 3 | 5 | 1 | 5 | 1 | 4 | 2 | 1 | 5 | 5 | 5 | 4 |
| 1168 | 2002 | 3 | 3 | 1 | 5 | 1 | 2 | 4 | 3 | 3 | 3 | 2 | 3 |
| 1422 | 2004 | 2 | 5 | 2 | 4 | 5 | 1 | 5 | 1 | 5 | 5 | 5 | 4.857142857 |
| 2110 | 2004 | 3 | 5 | 3 | 3 | 4 | 4 | 2 | 3 | 3 | 3 | 4 | 3.428571429 |
| 2148 | 2004 | 3 | 3 | 3 | 3 | 5 | 2 | 4 | 1 | 5 | 3 | 5 | 4 |
| 1743 | 2004 | 3 | 5 | 2 | 4 | 4 | 2 | 4 | 2 | 4 | 5 | 4 | 4.285714286 |
| 2406 | 2004 | 2 | 5 | 2 | 4 | 5 | 1 | 5 | 1 | 5 | 4 | 4 | 4.571428571 |
| 2380 | 2004 | 3 | 5 | 3 | 3 | 5 | 4 | 2 | 1 | 5 | 5 | 5 | 4.285714286 |
| 980 | 2004 | 3 | 4 | 4 | 2 | 4 | 1 | 5 | 1 | 5 | 5 | 4 | 4.142857143 |
| 1873 | 2004 | 3 | 5 | 1 | 5 | 5 | 4 | 2 | 4 | 2 | 4 | 4 | 3.857142857 |
| 307 | 2004 | 2 | 3 | 2 | 4 | 5 | 4 | 2 | 1 | 5 | 4 | 4 | 3.857142857 |
| 2340 | 2004 | 2 | 5 | 1 | 5 | 5 | 1 | 5 | 1 | 5 | 5 | 4 | 4.857142857 |
| 747 | 2002 | 2 | 5 | 1 | 5 | 5 | 5 | 1 | 1 | 5 | 5 | 5 | 4.428571429 |
| 1575 | 2002 | 3 | 4 | 5 | 1 | 3 | 5 | 1 | 3 | 3 | 5 | 4 | 3 |
| 1280 | 2002 | 2 | 3 | 1 | 5 | 5 | 1 | 5 | 1 | 5 | 5 | 5 | 4.714285714 |
| 1376 | 2004 | 3 | 5 | 1 | 5 | 5 | 1 | 5 | 1 | 5 | 3 | 5 | 4.714285714 |
| 1020 | 2002 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| 1168 | 2004 | 2 | 4 | 5 | 1 | 4 | 1 | 5 | 1 | 5 | 5 | 5 | 4.142857143 |
| 605 | 2004 | 3 | 5 | 2 | 4 | 3 | 2 | 4 | 2 | 4 | 4 | 4 | 4 |
| 2199 | 2004 | 3 | 5 | 1 | 5 | 5 | 1 | 5 | 1 | 5 | 5 | 5 | 5 |
| 1209 | 2004 | 3 | 4 | 1 | 5 | 3 | 1 | 5 | 1 | 5 | 5 | 4 | 4.428571429 |
| 458 | 2004 | 2 | 3 | 3 | 3 | 4 | 3 | 3 | 2 | 4 | 4 | 4 | 3.571428571 |
| 736 | 2004 | 2 | 5 | 1 | 5 | 5 | 2 | 4 | 2 | 4 | 4 | 4 | 4.428571429 |
| 287 | 2002 | 3 | 3 | 3 | 3 | 4 | 2 | 4 | 2 | 4 | 3 | 2 | 3.285714286 |
| 129 | 2002 | 3 | 1 | 1 | 5 | 4 | 3 | 3 | 1 | 5 | 5 | 3 | 3.714285714 |
| 749 | 2004 | 3 | 4 | 2 | 4 | 4 | 2 | 4 | 2 | 4 | 4 | 4 | 4 |
| 121 | 2004 | 3 | 3 | 4 | 2 | 3 | 2 | 4 | 2 | 4 | 2 | 5 | 3.285714286 |
| 2598 | 2002 | 3 | 4 | 3 | 3 | 4 | 2 | 4 | 2 | 4 | 4 | 4 | 3.857142857 |
| 1671 | 2004 | 2 | 4 | 2 | 4 | 5 | 2 | 4 | 1 | 5 | 5 | 4 | 4.428571429 |
| 2700 | 2004 | 2 | 2 | 3 | 3 | 4 | 4 | 2 | 4 | 2 | 4 | 3 | 2.857142857 |
| 212 | 2002 | 2 | 5 | 1 | 5 | 2 | 1 | 5 | 1 | 5 | 5 | 5 | 4.571428571 |
| 2487 | 2002 | 3 | 3 | 3 | 3 | 3 | 2 | 4 | 2 | 4 | 4 | 3 | 3.428571429 |
Step by Step Solution
There are 3 Steps involved in it
Step: 1
Get Instant Access to Expert-Tailored Solutions
See step-by-step solutions with expert insights and AI powered tools for academic success
Step: 2
Step: 3
Ace Your Homework with AI
Get the answers you need in no time with our AI-driven, step-by-step assistance
Get Started
Contemporary Business Mathematics With Canadian Applications
Authors: Ali R. Hassanlou, S. A. Hummelbrunner, Kelly Halliday
12th Edition
0135285011, 978-0135285015
