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  • [Solved] Psychology

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    – 2 years ago **files (1)** – ## assignment.docx **## assignment.docx** **Expectations for this assignment:** **For this assignment you will need to find a youtube video of someone engaging in a behavior. You should provide a link to the video and operationally define the behavior. Make sure the beh…

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    – 2 years ago

    **files (1)**

    – ## assignment.docx

    **## assignment.docx**

    **Expectations for this assignment:**

    **For this assignment you will need to find a youtube video of someone engaging in a behavior. You should provide a link to the video and operationally define the behavior. Make sure the behavioral definition meets the standards set in the guide below and in the rubric.**

    **You may review the guide below to assist you with operationally defining a behavior.**

    **What is behavior?**

    To operationally define behavior, you must first be able to determine whether something qualifies as behavior or not.

    · Behavior is anything an organism says or does. It is usually an action and not a lack of action. Behavior can be overt (behaviors we can see) or covert (behaviors we can't see; For example, thinking classifies as behavior, but is a behavior that we can't see and is harder to define).

    · A simple way to determine if something classifies as behavior is to see if it passes the “Dead Man Test”. This is a test that was developed by Ogden Lindsley, which states that “nothing a deceased person can do qualifies as behavior”. Watch this video on the Dead Man Test to get some more information on how to apply the test in your practice.
    [https://youtu.be/GnLWmsFsN_k?si=1G9PfBsgKBRjo9bm](https://youtu.be/GnLWmsFsN_k?si=1G9PfBsgKBRjo9bm)

    ·
    **Additional Resources** (optional to review, but recommended)

    · To get some more information on what behavior is and how we as behavior analysts decide on behaviors to target, you can read this post which was written to explain to caregivers in a very simple way what behavior is. I particularly like how they discuss ways to define behaviors that caregivers use labels for such as “frustrated”. Being frustrated is very subjective and can look very different for each individual, but we as behavior analysts can define what that may look like in a more objective way, by describing the topography of the behavior.
    [https://www.verbalbeginnings.com/aba-blog/aba-behind-the-scenes-what-does-behavior-really-mean/](https://www.verbalbeginnings.com/aba-blog/aba-behind-the-scenes-what-does-behavior-really-mean/)

    **What is an operational definition of behavior?**

    · An operational definition of behavior involves clearly, concisely, and objectively defining behavior, such that any observer that reads the definition would be able to identify occurrences and non-occurrences of the behavior and measure the behavior.

    · A good operational definition should be void of subjective, unclear, or ambiguous terms. These are terms that may mean different things to different people. For example, saying “frustrated”, “good”, “sad”, “disruptive” etc. These are terms that can look or mean very different things across individuals and instead should be defined topographically.

    · For example, if a child is engaging in “disruptive behavior”, we could define that as: displacing desks, chairs, objects, or work material from their original location without permission.

    **Why is it important to operationally define behavior?**

    · Defining behavior as precisely as possible is important so that all observers can measure the behavior consistently and accurately. When you have a good definition of behavior, it’s clear to all observers what counts and does not count as behavior.

    ·  We don’t only define behaviors of concern, but also replacement behaviors that we may want to target for increase. By having clear and objective definitions of behavior, the implementers, caregivers, teachers, etc. will have a clear picture of the behavior being targeted for decrease and those targeted for increase. This will aid in implementing the intervention more consistently.

    **How do you operationally define behavior?**

    · Select a label for the behavior

    · First you need to decide on the behavior you want to target and select a label for it. These can be behaviors that you are targeting for decrease or increase.

    · EX: Getting out of seat

    · EX: Eating healthy food

    · EX: Showering

    · EX: Manding for help

    · EX: Self- Injurious Behavior

    · EX: Surfing

    · EX: Watering plants

    · Define the behavior

    · Behaviors can be defined in two ways:

    · Topographical Definitions- this is when you define behaviors by explicitly describing how the behavior looks or the form of the behavior.

    · EX: Greeting: Saying “hi” (or a variation), waving, smiling, nodding head up and down while grinning, giving high five, and/or fist bumping a person.

    · Function-Based definition- this is when you define behaviors by including all the behaviors that are part of the same response class. You want to use function-based definitions for behaviors that serve the same function, because if you don’t intervene on all the different topographies of behavior that serve the same function, then you may get one topography of the behavior to reduce, but it’s likely other topographies of the behavior that are part of the same response class will increase.

    · EX: Tantrums to gain access to items may include crying, whining, kicking, screaming, throwing of objects, and aggression.

    · Note: If you only intervene on one of those topographies, and reinforce another topography of behavior that serves the same function, you will be strengthening a different topography of the maladaptive behavior.

    · When writing function-based definitions it’s important to include all behaviors that are part of the same response class, as you want to intervene on all relevant topographies of the behavior.

    · When defining behavior you should:

    · Describe the behavior in an observable and measurable manner.

    ·  This means to describe what you can see. For example, if describing riding a bike, you should avoid terms such as pedaling. Instead, break the behavior down by describing how you move the pedals. An example of describing this behavior in an observable manner would be:

    · Riding a bike involves sitting on the bicycle, placing feet on pedals, and applying a downward force to the pedals, such that the pedals move in a circular motion and propel the bike forward. It’s important to maintain balance while propelling the bike forward. Riding a bike make involve contact of a person’s bottom on the seat but is not required. Similarly, a person may grab the bars with their hands, but it is not a requirement for riding the bike.

    · Define the behavior in positive terms. This section on defining behavior in positive terms was taken from the Iris Center (2012).

    · “Using positive terms refers to defining behaviors in terms of what the student is doing or will do. Because you cannot measure a behavior that the student is not engaging in, you need to define behavior in terms of what the student is doing or what you want the student to do.

    ·  Avoid using not in your behavioral definitions. If the target behavior is cursing, the replacement behavior is not “NOT cursing” because then any behavior other than cursing would be acceptable by definition (and there are many inappropriate things that could take the place of cursing). Instead, think about what you want the student to do. In this case, “using appropriate language during stressful situations” could be a replacement behavior.

    · Ask yourself the following questions:

    ·  Is the word not used in the definition (e.g., “The student will not…”)? If so, describe what the student will be expected to do instead.

    · Example: The student will walk in the hallways.

    · Non-example: The student will not run in the hallways.

    · What would I prefer the student to be doing? If the answer is included in the definition, you have used positive terms.

    · Example: When angry, the student will go to the quiet corner until he can calmly rejoin the group.

    · Non-example: The student will not have a temper tantrum at school”

    · Be clear, concise, and complete

    · “Clear definitions are “readable and unambiguous” (Cooper, Heron, & Heward, 2007, p.68).

    · A clear definition is one that is specific enough that someone not familiar with the classroom or student can utilize the definition and/or the definition can be used more than once and the same behaviors would be recorded.

    · Using precise terms when operationally defining behavior refers to describing the student’s behavior in a manner that leaves little room for interpretation by others.

    · Being clear involves describing the conditions and context in which the behavior occurs (Batsche et al., 2008; Upah, 2008.

    · Concise definitions convey all the relevant information about the behavior in the least amount of words (Nock & Kurtz, 2005).

    · Complete definitions specify what is and is not considered examples of the target behavior sufficiently so that there is little room for interpretation (Cooper, Heron, & Heward, 2007; Lewis & Sugai, 1996; Upah, 2008).

    · It is more effective to include in the behavioral definition conditions under which the behavior occurs or contextual influences (Nock & Kurtz, 2005).”

    · Include examples and non-examples of the behavior

    · For example, if defining the behavior of throwing, it could be defined as:

    · Throwing- each instance in which an item or object is propelled with force through the air, resulting in the item being displaced by 1 or more feet.

    · Examples: Throwing an item not meant to be thrown such as a pencil, paper, trash can, bottle, etc. OR throwing items that are for throwing, but not during a scheduled throwing activity (e.g., When asked to do classwork, Jimmy walks over and grabs a ball and throws it.)

    · Non-examples: throwing trash into the trash can; playing with a ball or other object intended for throwing during a scheduled play activity (e.g., basketball, bowling, etc.)

    · Below are some additional examples of how to define behaviors (Examples taken from Iris Center, 2012)

    · Example 1:

    · Target behavior – The student does not do his classwork. Operational definition of the target behavior – The student frequently talks to peers, does unassigned tasks, or calls out for help. If the teacher does not intervene, these behaviors will escalate to yelling, crying, and throwing objects.

    · Replacement behavior – The student will complete his classwork. Operational definition of the replacement behavior – The student’s eyes are on the assignment, student raises hand for help, writing is task-related, the materials used are task-related, and teacher directions are followed.

    · Example 2:

    · Target behavior – The student does not pay attention in class. Operational definition of the target behavior – The student looks around the room, looks at his desk, or looks at another student.

    · Replacement behavior – The student will pay attention in class. Operational definition of the replacement behavior – The student will sit in his seat and make eye contact with the teacher while verbally responding to the teacher’s questions.

    **What to avoid when operationally defining behavior?**

    · Ambiguous or subjective terms

    · Non behavior or behavior that does not pass the dead mans test

    · Ex: Non-compliance (not completing a task or not responding when presented with a demand).

    · Do not use the same word you used to label the behavior to also describe your behavior

    · EX: throwing: each instance in which Johnny throws an item

    **Additional Learning Resources:**

    Bicard, S. C, Bicard, D. F., & the IRIS Center. (2012). Defining behavior. Retrieved from
    [https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_defbeh.pdf](https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_defbeh.pdf)

    [https://masteraba.com/examples-of-operational-definitions/](https://masteraba.com/examples-of-operational-definitions/)

    **## assignment.docx**

    **Expectations for this assignment:**

    **For this assignment you will need to find a youtube video of someone engaging in a behavior. You should provide a link to the video and operationally define the behavior. Make sure the behavioral definition meets the standards set in the guide below and in the rubric.**

    **You may review the guide below to assist you with operationally defining a behavior.**

    **What is behavior?**

    To operationally define behavior, you must first be able to determine whether something qualifies as behavior or not.

    · Behavior is anything an organism says or does. It is usually an action and not a lack of action. Behavior can be overt (behaviors we can see) or covert (behaviors we can't see; For example, thinking classifies as behavior, but is a behavior that we can't see and is harder to define).

    · A simple way to determine if something classifies as behavior is to see if it passes the “Dead Man Test”. This is a test that was developed by Ogden Lindsley, which states that “nothing a deceased person can do qualifies as behavior”. Watch this video on the Dead Man Test to get some more information on how to apply the test in your practice.
    [https://youtu.be/GnLWmsFsN_k?si=1G9PfBsgKBRjo9bm](https://youtu.be/GnLWmsFsN_k?si=1G9PfBsgKBRjo9bm)

    ·
    **Additional Resources** (optional to review, but recommended)

    · To get some more information on what behavior is and how we as behavior analysts decide on behaviors to target, you can read this post which was written to explain to caregivers in a very simple way what behavior is. I particularly like how they discuss ways to define behaviors that caregivers use labels for such as “frustrated”. Being frustrated is very subjective and can look very different for each individual, but we as behavior analysts can define what that may look like in a more objective way, by describing the topography of the behavior.
    [https://www.verbalbeginnings.com/aba-blog/aba-behind-the-scenes-what-does-behavior-really-mean/](https://www.verbalbeginnings.com/aba-blog/aba-behind-the-scenes-what-does-behavior-really-mean/)

    **What is an operational definition of behavior?**

    · An operational definition of behavior involves clearly, concisely, and objectively defining behavior, such that any observer that reads the definition would be able to identify occurrences and non-occurrences of the behavior and measure the behavior.

    · A good operational definition should be void of subjective, unclear, or ambiguous terms. These are terms that may mean different things to different people. For example, saying “frustrated”, “good”, “sad”, “disruptive” etc. These are terms that can look or mean very different things across individuals and instead should be defined topographically.

    · For example, if a child is engaging in “disruptive behavior”, we could define that as: displacing desks, chairs, objects, or work material from their original location without permission.

    **Why is it important to operationally define behavior?**

    · Defining behavior as precisely as possible is important so that all observers can measure the behavior consistently and accurately. When you have a good definition of behavior, it’s clear to all observers what counts and does not count as behavior.

    ·  We don’t only define behaviors of concern, but also replacement behaviors that we may want to target for increase. By having clear and objective definitions of behavior, the implementers, caregivers, teachers, etc. will have a clear picture of the behavior being targeted for decrease and those targeted for increase. This will aid in implementing the intervention more consistently.

    **How do you operationally define behavior?**

    · Select a label for the behavior

    · First you need to decide on the behavior you want to target and select a label for it. These can be behaviors that you are targeting for decrease or increase.

    · EX: Getting out of seat

    · EX: Eating healthy food

    · EX: Showering

    · EX: Manding for help

    · EX: Self- Injurious Behavior

    · EX: Surfing

    · EX: Watering plants

    · Define the behavior

    · Behaviors can be defined in two ways:

    · Topographical Definitions- this is when you define behaviors by explicitly describing how the behavior looks or the form of the behavior.

    · EX: Greeting: Saying “hi” (or a variation), waving, smiling, nodding head up and down while grinning, giving high five, and/or fist bumping a person.

    · Function-Based definition- this is when you define behaviors by including all the behaviors that are part of the same response class. You want to use function-based definitions for behaviors that serve the same function, because if you don’t intervene on all the different topographies of behavior that serve the same function, then you may get one topography of the behavior to reduce, but it’s likely other topographies of the behavior that are part of the same response class will increase.

    · EX: Tantrums to gain access to items may include crying, whining, kicking, screaming, throwing of objects, and aggression.

    · Note: If you only intervene on one of those topographies, and reinforce another topography of behavior that serves the same function, you will be strengthening a different topography of the maladaptive behavior.

    · When writing function-based definitions it’s important to include all behaviors that are part of the same response class, as you want to intervene on all relevant topographies of the behavior.

    · When defining behavior you should:

    · Describe the behavior in an observable and measurable manner.

    ·  This means to describe what you can see. For example, if describing riding a bike, you should avoid terms such as pedaling. Instead, break the behavior down by describing how you move the pedals. An example of describing this behavior in an observable manner would be:

    · Riding a bike involves sitting on the bicycle, placing feet on pedals, and applying a downward force to the pedals, such that the pedals move in a circular motion and propel the bike forward. It’s important to maintain balance while propelling the bike forward. Riding a bike make involve contact of a person’s bottom on the seat but is not required. Similarly, a person may grab the bars with their hands, but it is not a requirement for riding the bike.

    · Define the behavior in positive terms. This section on defining behavior in positive terms was taken from the Iris Center (2012).

    · “Using positive terms refers to defining behaviors in terms of what the student is doing or will do. Because you cannot measure a behavior that the student is not engaging in, you need to define behavior in terms of what the student is doing or what you want the student to do.

    ·  Avoid using not in your behavioral definitions. If the target behavior is cursing, the replacement behavior is not “NOT cursing” because then any behavior other than cursing would be acceptable by definition (and there are many inappropriate things that could take the place of cursing). Instead, think about what you want the student to do. In this case, “using appropriate language during stressful situations” could be a replacement behavior.

    · Ask yourself the following questions:

    ·  Is the word not used in the definition (e.g., “The student will not…”)? If so, describe what the student will be expected to do instead.

    · Example: The student will walk in the hallways.

    · Non-example: The student will not run in the hallways.

    · What would I prefer the student to be doing? If the answer is included in the definition, you have used positive terms.

    · Example: When angry, the student will go to the quiet corner until he can calmly rejoin the group.

    · Non-example: The student will not have a temper tantrum at school”

    · Be clear, concise, and complete

    · “Clear definitions are “readable and unambiguous” (Cooper, Heron, & Heward, 2007, p.68).

    · A clear definition is one that is specific enough that someone not familiar with the classroom or student can utilize the definition and/or the definition can be used more than once and the same behaviors would be recorded.

    · Using precise terms when operationally defining behavior refers to describing the student’s behavior in a manner that leaves little room for interpretation by others.

    · Being clear involves describing the conditions and context in which the behavior occurs (Batsche et al., 2008; Upah, 2008.

    · Concise definitions convey all the relevant information about the behavior in the least amount of words (Nock & Kurtz, 2005).

    · Complete definitions specify what is and is not considered examples of the target behavior sufficiently so that there is little room for interpretation (Cooper, Heron, & Heward, 2007; Lewis & Sugai, 1996; Upah, 2008).

    · It is more effective to include in the behavioral definition conditions under which the behavior occurs or contextual influences (Nock & Kurtz, 2005).”

    · Include examples and non-examples of the behavior

    · For example, if defining the behavior of throwing, it could be defined as:

    · Throwing- each instance in which an item or object is propelled with force through the air, resulting in the item being displaced by 1 or more feet.

    · Examples: Throwing an item not meant to be thrown such as a pencil, paper, trash can, bottle, etc. OR throwing items that are for throwing, but not during a scheduled throwing activity (e.g., When asked to do classwork, Jimmy walks over and grabs a ball and throws it.)

    · Non-examples: throwing trash into the trash can; playing with a ball or other object intended for throwing during a scheduled play activity (e.g., basketball, bowling, etc.)

    · Below are some additional examples of how to define behaviors (Examples taken from Iris Center, 2012)

    · Example 1:

    · Target behavior – The student does not do his classwork. Operational definition of the target behavior – The student frequently talks to peers, does unassigned tasks, or calls out for help. If the teacher does not intervene, these behaviors will escalate to yelling, crying, and throwing objects.

    · Replacement behavior – The student will complete his classwork. Operational definition of the replacement behavior – The student’s eyes are on the assignment, student raises hand for help, writing is task-related, the materials used are task-related, and teacher directions are followed.

    · Example 2:

    · Target behavior – The student does not pay attention in class. Operational definition of the target behavior – The student looks around the room, looks at his desk, or looks at another student.

    · Replacement behavior – The student will pay attention in class. Operational definition of the replacement behavior – The student will sit in his seat and make eye contact with the teacher while verbally responding to the teacher’s questions.

    **What to avoid when operationally defining behavior?**

    · Ambiguous or subjective terms

    · Non behavior or behavior that does not pass the dead mans test

    · Ex: Non-compliance (not completing a task or not responding when presented with a demand).

    · Do not use the same word you used to label the behavior to also describe your behavior

    · EX: throwing: each instance in which Johnny throws an item

    **Additional Learning Resources:**

    Bicard, S. C, Bicard, D. F., & the IRIS Center. (2012). Defining behavior. Retrieved from
    [https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_defbeh.pdf](https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_defbeh.pdf)

    [https://masteraba.com/examples-of-operational-definitions/](https://masteraba.com/examples-of-operational-definitions/)

  • [Solved] Answer questions (Business 506 legal and ethical environment)

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    Homework Questions 10-12 Due Week 5 QUESTION 10 Carol’s five-year employment contract as sales manager contains a clause requiring that any modification of the contract must be in writing. After two years, the company decides that it wants to employ Carol as vice-president of marketing. Over the tel…

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    Homework Questions 10-12 Due Week 5

    QUESTION 10

    Carol’s five-year employment contract as sales manager contains a clause requiring that any modification of the contract must be in writing. After two years, the company decides that it wants to employ Carol as vice-president of marketing. Over the telephone, the president and Carol agree to new terms for the remaining three years, including a change in salary, vacation, sick leave, country club membership, and office space.

    Are the new contract terms valid? Can Carol enforce these new terms in case of a dispute? Is the company obligated to comply with the terms? Please explain.

    QUESTION 11

    Mel owns a neighborhood grocery store that he would like to sell. Katrina is interested in purchasing the business, but she is concerned because she knows that Mel has built up a lot of good will over the years, and she wonders whether Mel might not just open another store down the street and take all of the business from the old store with him. Katrina asks for and receives from Mel a clause in the sales agreement that Mel will not open another grocery store within a 150-mile radius of the old store for a period of at least ten years.

    Is this clause in the contract to purchase the store valid? Give the name of this type of clause. If you decide that the clause is valid, please give your reasons. If you decide the clause is not valid, also give your reasons. If you decide the clause is not valid, does it make the entire contract invalid? Please explain. If you decide the clause is invalid, how could you re-write it to make it valid?

    QUESTION 12

    Cheryl is a 17-year-old high school student who was elected homecoming queen and does part-time modeling to earn money for college. She has an important interview with a modeling agency and wants to make a good impression, so she withdraws $5000 from her savings and buys a designer outfit and a fur coat for the interview. A week later, she returns the coat to the department store and says that she would like her money back. The store is reluctant to take the items.

    What are Cheryl’s rights? What is the store obligated to do? Please explain your answers.

    – 2 years ago

  • [Solved] Answer 8

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  • [Solved] Activity: Inquiry Plan

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    **Activity: Inquiry Lesson Plan** – Create an **Inquiry** lesson cycle using the **5Es Lesson Plan Model OR the Problem-based inquiry model (pp 227-228)** that aligns with one or more of your learning objectives that you created in Module 1. – **Read Estes & Mintz: Chapter 11 and Souto-Manning, Ch. …

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    **Activity: Inquiry Lesson Plan**

    – Create an **Inquiry** lesson cycle using the **5Es Lesson Plan Model OR the Problem-based inquiry model (pp 227-228)** that aligns with one or more of your learning objectives that you created in Module 1.
    – **Read Estes & Mintz: Chapter 11 and Souto-Manning, Ch. 4**

    – Lesson Plan must include:
    – Content: Math 8th Grade
    – Learning Objective(s)
    – Instructional Strategy(ies)
    – Answer: How was culturally responsive teaching addressed in this lesson? (Be specific in your response. Refer to the CRT reading in Module 1)
    – How can/will technology enhance student learning?

    – Discuss the following prompts in an assessment reflection:
    – What assessment(s) will measure student learning and progress of learning objectives? Consider the following:
    – Through what authentic performance task(s) will students demonstrate the desired understandings?
    – By what criteria will performances of understanding be judged?
    – Through what other evidence will students demonstrate achievement of learning objectives?
    – How will students reflect upon and self-assess their learning

    – FEEDBACK: You will provide feedback to one of your peers on their lesson plan using the following:
    – Praise – what did your peer do well?
    – Question – are there any parts of the lesson plan that are unclear? Are there any disconnects between the learning objective(s) and instruction? Are there places where students may get confused or disengage? Are instructional strategies clearly identifiable?
    – Suggest – make suggestions for improvement

    – [\
    \
    Souto-ManningCriticalInquiry.pdf](https://www.sweetstudy.com/files/souto-manningcriticalinquiry-pdf "Souto-ManningCriticalInquiry.pdf")
    – [\
    \
    5e-lesson-plan-template.doc](https://www.sweetstudy.com/files/5e-lesson-plan-template-doc "5e-lesson-plan-template.doc")
    – [\
    \
    5e-lesson-plan-template.doc](https://www.sweetstudy.com/files/5e-lesson-plan-template-doc-10244737 "5e-lesson-plan-template.doc")

    – 2 years ago

  • [Solved] A statistical question

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    [>Statistics homework help](https://www.sweetstudy.com/fields/mathematics-statistics) Problem: Analysis of user purchasing behavior on e-commerce platforms Background: An e-commerce platform wants to study whether the average purchase amount of users is affected by membership level (ordinary members…

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    [>Statistics homework help](https://www.sweetstudy.com/fields/mathematics-statistics)

    Problem: Analysis of user purchasing behavior on e-commerce platforms

    Background: An e-commerce platform wants to study whether the average purchase amount of users is affected by membership level (ordinary members vs. gold members). The most recent order amount (in US dollars) of 30 ordinary members and 30 gold members was randomly selected, and the data is as follows:

    Ordinary members: sample mean = $85, sample standard deviation = $15

    Gold members: sample mean = $110, sample standard deviation = $20

    Task:

    1. Descriptive statistics: Calculate the 95% confidence interval of the two sets of data and explain the results.

    2. Hypothesis test: At the significance level α=0.05, test whether there is a significant difference in the average purchase amount of the two types of members.

    Propose the null hypothesis (H₀) and the alternative hypothesis (H₁).

    Choose an appropriate test method (such as independent sample t-test) and explain the reason.

    Calculate the test statistic and draw a conclusion.

    3. Additional thinking: If the p-value in the actual analysis is 0.03, but the platform manager explains that "the difference may be caused by sampling error", how to respond?

    – 2 years ago

  • [Solved] 6520-6a

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  • [Solved] 6070-6d

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  • [Solved] 6070-6a

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    In-depth study guidance and analytical solution covering 6070-6a.

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  • [Solved] 509 cl mod 3

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    In-depth study guidance and analytical solution covering 509 cl mod 3.

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  • [Solved] Comparing Hospital Prices

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    Visit the websites of 3 hospitals. Choose a procedure to compare across the hospitals using the Federal Pricing Transparency Act as a guide. Respond to the following in a minimum of 175 words: – Share your comparison results. – What did you take away from this activity? – How will this transparency …

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    Assignment Prompt & Instructions

    Visit the websites of 3 hospitals. Choose a procedure to compare across the hospitals using the Federal Pricing Transparency Act as a guide.

    Respond to the following in a minimum of 175 words:

    – Share your comparison results.
    – What did you take away from this activity?
    – How will this transparency affect the way hospitals make financial decisions?
    – How will this transparency affect the way hospital marketers ethically “sell” these procedures?
    – The post has content that is relevant to the topic under discussion.
    – **The main post is at least 175 words in length and each reply post is at least 100 words**
    – The post is made in an appropriate subject thread
    – The post meets the University standard of “businesslike and professional”
    – It is positive and encouraging in tone and content
    – It is free of any copy errors (spelling, grammar, punctuation, etc.)
    – It is comprised of short sentences and short paragraphs
    – References and in-text citations are encouraged as a great way to practice (no points deducted)
    – In-text citations should be used for all quotes or claims using others verbiage

    – 2 years ago