07 – Discussion Seven – Interpretivism and Constructioniam – Analyzing the Cuban Missile Crisis

These videos present the Cuban Missile Crisis day by day with some background information in the first two videos. I would like you to watch these videos and write a page or two which presents your own interpretivism and constructivism about the events of the Cuban Missile Crisis.

Since the midterms have been move back a week, this is the only assignment for this week. Please spend more time than usual following these videos and reasoning with them from the interpretivist and constructionist perspectives. These video contain a significant amount of recently declassified materials so I think you will like the work this assignment involves.

Interpretivism and Constructivism

Follow the events of the Cuban Missile Crisis.

08 – Discussion Eight – Is Toulmin’s Model of Arguments Useful Knowledge for Evaluating?

This week’s discussion is about the Toulmin Model of Argumentation. Successful methods require the social construction of knowledge. The video series about the Cuban Missile Crisis from the preceding week is a memorable example. The Cuban Missile Crisis videos are successful because ideas are presented in a logical way intending to win audience acceptance. This week’s discussion analyzes a formal procedure for following a procedure in order to make a sound argumentation. The Toulmin Model is the focus of this week’s discussion. Toulmin’s Model is possibly a useful tool for evaluating the soundness of another’s presentation. The Toulmin Model could be used to evaluate the development of contentions in the Missile Crisis videos. There are many alternative uses of Toulmin. Were one listening to another person talk about themselves one might use Toulmin’s Model to evaluate what one was hearing. Various situations where the listener is evaluating what is being presented could benefit from knowledge of the Toulmin’s Model.

Watch the videos about the Toulmin Model and comment on if you think these ideas are useful knowledge. Could knowledge of Toulmin’s Model improve one’s evaluative abilities?

07 – Discussion Seven – Interpretivism and Constructioniam – Analyzing the Cuban Missile Crisis

These videos present the Cuban Missile Crisis day by day with some background information in the first two videos. I would like you to watch these videos and write a page or two which presents your own interpretivism and constructivism about the events of the Cuban Missile Crisis.

Since the midterms have been move back a week, this is the only assignment for this week. Please spend more time than usual following these videos and reasoning with them from the interpretivist and constructionist perspectives. These video contain a significant amount of recently declassified materials so I think you will like the work this assignment involves.

Interpretivism and Constructivism

Follow the events of the Cuban Missile Crisis.

08 – Discussion Eight – Is Toulmin’s Model of Arguments Useful Knowledge for Evaluating?

This week’s discussion is about the Toulmin Model of Argumentation. Successful methods require the social construction of knowledge. The video series about the Cuban Missile Crisis from the preceding week is a memorable example. The Cuban Missile Crisis videos are successful because ideas are presented in a logical way intending to win audience acceptance. This week’s discussion analyzes a formal procedure for following a procedure in order to make a sound argumentation. The Toulmin Model is the focus of this week’s discussion. Toulmin’s Model is possibly a useful tool for evaluating the soundness of another’s presentation. The Toulmin Model could be used to evaluate the development of contentions in the Missile Crisis videos. There are many alternative uses of Toulmin. Were one listening to another person talk about themselves one might use Toulmin’s Model to evaluate what one was hearing. Various situations where the listener is evaluating what is being presented could benefit from knowledge of the Toulmin’s Model.

Watch the videos about the Toulmin Model and comment on if you think these ideas are useful knowledge. Could knowledge of Toulmin’s Model improve one’s evaluative abilities?

Problem 3. [p-value and complete testing setup]

We would like to find out the following: Has the proportion of U.S. adults who support the death penalty for convicted murderers changed since 2003, when it was 0.64? We take a random sample of 1000 US adults and learn that 675 are in favor of the death penalty for convicted murderers.

• What is the population parameter we are testing?
• Set up the null and alternative hypothesis.
• State the test statistic (formula) and compute the observed value of the test statistic.
• Compute the p-value of this data.
• Draw your conclusion.

Setup for problems 4 & 5.

College students at a large state university completed a survey about their academic and personal life. Questions ranged from How many credits are you registered for this semester? to Would you define yourself as a vegetarian? Four sections of an introductory statistics course were chosen at random from all the sections of introductory statistics courses offered at the university in the semester when the survey was conducted, and the 312 students who completed the survey were students registered in one of the four chosen sections.

In this exercise, we will use a subset of variables from the survey and use the collected data to answer three questions. Note that (1) these are real data, and (2) the symbol * means that this observation is not available (this is known as a missing value).

Here are the variables in the data and their meaning:

• Math: Math SAT score
• Verbal: Verbal SAT score
• Credits: Number of credits the student is registered for
• Year: Year in college (1=Freshman, 2=Sophomore, 3=Junior, 4=Senior)
• Exer: Time (in minutes) spent exercising in a typical day
• Sleep: Time (in hours) spent sleeping in a typical day
• Veg: Are you a vegetarian (yes, no, some)
• Cell: Do you own a cell phone (yes, no)

Problem 4. [Understand the data]

We will start by answering some questions about the data.

• Out of the first ten students in the datafile, how many did better on the verbal portion of the SAT compared to the math portion?
• Out of the first ten students in the datafile, how many are at least somewhat vegetarian?
• How many hours does the first junior in the datafile who does not own a cell phone spend sleeping in a typical day?
• The next step in understanding the problem is addressing the issues of sampling and study design, which have implications on the generalizability of the results and the type of conclusions you can draw from them.
  • Is this an observational study or an experiment?
  • Briefly describe what the problem statement tells us about how the individuals in the dataset were selected to be in the sample.

Problem 5, option A. [You have 3 options to choose from; solve A or B.]

The mean verbal SAT score of all the students in this university is 580. Is this also the case for all stat students at this university? Note that verbal SAT scores in the U.S. have a standard deviation of 111.

• Identify which of the variables in the sample are relevant to each question.
• What population parameter are you exploring?
• What is the relevant statistic for this parameter?
• Which test will you use and why?
• Complete the computation.

Problem 5, option B. [You have 3 options to choose from; solve A or B.]

Based on a recent study, roughly 80% of college students in the U.S. own a cell phone. Do the data provide evidence that the proportion of students who own cell phones in this university is lower than the national figure?

• Identify which of the variables in the sample are relevant to each question.
• What population parameter are you exploring?
• What is the relevant statistic for this parameter?
• Which test will you use and why?
• Complete the computation.

Assignment Instructions

Please solve all four questions in Excel QM.

Due Date: 4/05/2026, 11 p.m.

The assignment contains the material from weeks 1 to 10. All chapters studied so far.

You can choose either of the following two ways to upload the solution:

1. Copy the solution from Excel QM, paste it onto the assignment worksheet (attached), and upload the Word file to the blackboard.

2. Take a screenshot of the solution to each question and upload the PDF file of all the merged screenshots.

Note: I attached the way to download the Excel QM and all the previous chapters

19) Analysis of the evolution of the payroll and the regular season percentage of winning effectiveness of the Chicago Cubs in the MLB in the last 30 years in the last 30 years

see the project outline linked, using the outline complete the ENTIRE project to the best of you ability, the question I have pasted above is your theme focus on that topic,

I am comparing gas prices in San Diego and Los Angeles (comparing means)

H: mean gas prices in San Diego = mean gas prices in Los Angeles

H: mean gas prices in Los Angeles > mean gas prices in San Diego

• slide 1 – Title (tell us what two or more things you are comparing)
• Slide 2- (15 points) Null and Alternative Hypothesis in math and in words (the alternative hypothesis should be clear to someone who does not know stats)
• Slide 3 (10 points) Data Visuals (side by side bar chart)
• Slide 4 (10 points) Screen shot of spreadsheet 1 Data is annotated (what each data value collected represents) and contains at least 10 data values in each group of comparison. (if you are using ANOVA please annotate all of your data and share one screenshot with at least 10 data values in each group)
• Slide 5 (5 points) Screen shot of spreadsheet 2 Datais annotated (what each data value collected represents) and contains at least 10 data values in each group of comparison.
• Slide 6 (15 points) Screen shot of SALT (Hypothesis Test with P-Value)
• Slide 7 (20 points) Conclusion (tell us if you reject or fail to reject – be sure to reference your P-value) – your conclusion should be clear to someone who does not know stats
• Slide 8 (5 points) References to your data and any research articles or any webpages (please include at least 2 references and must cite where you collected your data)
• for spreadsheet please use google spreadsheet. we have also used desmos, SALT
• down below I will attach examples of what students have done

Solve by hand and Python code.

solve the questions manually, and if Python code is required, please create it for all four questions.

Question Details:

I need help completing Problem Set #6 for PPD 303 (Statistics for Policy and Planning) using the provided dataset (PS6 Data.xlsx).

IMPORTANT Read Carefully:

• Follow all instructions from the PDF exactly
• Use Excel for calculations (regression, correlation, etc.)
• Final submission must be a single Word document or PDF (NOT Excel)

Requirements:

• Use Excel Data Analysis Toolpak for:
  • Multiple regression
  • Simple regression
  • Correlation matrix
• Copy and paste relevant outputs into the document (NO ANOVA table needed)

You must complete ALL questions:

• Q1: Multiple regression with 4 variables + interpretations + R + significance
• Q2: Correlation matrix
• Q3: Compare coefficients to simple regressions and explain changes
• Q4: Create California indicator (IF function) + regression + interpretation
• Q5: Create population density indicators (IF + AND) + regression + interpretation
• Q6: Regression with all variables + compare results + interpret R changes
• Q7: Add squared income term + test quadratic relationship
• Q8: Add interaction term + interpret
• Q9: Los Angeles prediction, residual, explained vs unexplained deviation

Important Notes:

• Show formulas when needed (especially IF, AND, squared, interaction terms)
• Clearly label each question (Q1Q9)
• Write clear explanations for all interpretations
• Keep everything clean, organized, and easy to follow

Submission Format:

• ONE file only (.doc, .docx, or .pdf)
• Do NOT submit Excel file
• Copy/paste results properly into the document

Deadline:

This is urgent needs to be completed ASAP.

This problem set deals with excel primarily, you will have to use statistics and excel functions with NO AI, it will be flagged, it is 9 questions total and some have multiple parts, Deals with least squares regression, multiple analysis, and common excel calculations. Must follow all steps of the attached PDF document, and use the Excel when prompted to in the attached document, it shouldn’t take too long but for any other questions contact me

If the entire group that you are interested in is known as the population, what about the smaller group in a population that you are going to use in a study?