For your summary statement try to explain in a paragraph for each variable, in statistical terms,

what the 90% confidence interval means for each of these variables.

In other words, how do we interpret these numbers in our SPSS

output?

HRSRELAX (hours per day respondents have to relax)

Mean:                            90% confidence interval lower and upper

Lower class 4.20                2.89/5.51

Working class 3.10           2.87/3.33

Middle class 3.75              3.43/4.08

Upper class 3.36                2.51/4.20

EDUC (highest year of school completed)

Mean:                            90% confidence interval lower and upper

Lower 12.04        11.05/13.03

Working 13.03   12.68/13.37

Middle 15.36      15.03/15.69

Upper 16.86        15.69/18.03

HRS1 (number of hours worked last week)

Mean:                            90% confidence interval lower and upper

Lower 35.72        31.48/39.96

Working 41.80   40.32/43.29        

Middle 42.85      40.98/44.72

Upper 42.86        34.66/51.05

MAEDUC (highest year of school completed, mother)

Mean:                            90% confidence interval lower and upper

Lower 9.48          7.89/11.07

Working 11.31   10.84/11.79

Middle 13.06      12.06/13.52

Upper   14.50     12.38/16.62

The table below gives the number of hours spent unsupervised each day as well as the overall grade averages for seven randomly selected middle school students. Using this data, consider the equation of the regression line, yˆ=b0+b1x, for predicting the overall grade average for a middle school student based on the number of hours spent unsupervised each day. Keep in mind, the correlation coefficient may or may not be statistically significant for the data given. Remember, in practice, it would not be appropriate to use the regression line to make a prediction if the correlation coefficient is not statistically significant.

Step 4 of 6:

Substitute the values you found in steps 1 and 2 into the equation for the regression line to find the estimated linear model. According to this model, if the value of the independent variable is increased by one unit, then find the change in the dependent variable y^.

Step 5 of 6:

Determine the value of the dependent variable yˆ at x=0

answer choices:

()b0

()b1

()x

()y

Step 6 of 6:

Find the value of the coefficient of determination. Round your answer to three decimal places.

A recent national survey found that high school students watched an average (mean) of 7.2 movies per month with a population standard deviation of 0.7. The distribution of number of movies watched per month follows the normal distribution. A random sample of 47 college students revealed that the mean number of movies watched last month was 6.2. At the 0.05 significance level, can we conclude that college students watch fewer movies a month than high school students?

1. State the null hypothesis and the alternate hypothesis.

• H₀: μ ≥ 7.2; H₁: μ < 7.2

• H₀: μ = 7.2; H₁: μ ≠ 7.2

• H₀: μ > 7.2; H₁: μ = 7.2

• H₀: μ ≤ 7.2; H₁: μ > 7.2

2. State the decision rule.

• Reject H₁ if z < –1.645

• Reject H₀ if z > –1.645

• Reject H₁ if z > –1.645

• Reject H₀ if z < –1.645

3. Compute the value of the test statistic. (Negative amount should be indicated by a minus sign. Round your answer to 2 decimal places.)

4. What is your decision regarding H₀?

• Reject H₀

• Do not reject H₀

5. What is the p-value? (Round your answer to 4 decimal places.)

A researcher wanted to know the determinants of SAT scores in the United States of America. Using data from 4,137 survey respondents, the following equation was estimated:

????̂=    1,028.10 + 19.30ℎ???? −2.19ℎ????² −45.09?????? −169.81 ????? +62.31??????.?????

Standard Error:    (6.29) (3.83) (0.53) (4.29) (12.71) (18.15)

R²: 0.0858 n = 4,137
where Sat is the combined SAT score, hsize is the size of the student’s high school graduating class, in hundreds, female is a gender dummy variable, and black is a race dummy variable equal to one for blacks and zero otherwise.

(i) Is there strong evidence that hsize2 should be included in the model? From this equation, what is the optimal high school size?

(ii) Holding hsize fixed, what is the estimated difference in SAT score between nonblack females and nonblack males? How statistically significant is this estimated difference?

(iii) What is the estimated difference in SAT score between nonblack males and black males? Test the null hypothesis that there is no difference between their scores,

against the alternative that there is a difference.

(iv) What is the estimated difference in SAT score between black females and nonblack females? What would you need to do to test whether the difference is statistically
significant?

Kate is a 17 years old patient, unmarried and 8 weeks pregnant. She is a rather remarkable girl in that she lives independently while still a senior in a high school. She tells you that she was an adoptee given back to foster care, and then abused in that system. She is now an emancipated minor who works 30 hours per week at a service industry job while also earning a 4.0 GPA in school, ranking in the top 10% of her class. She is college-bound, with a full-ride scholarship for pre-med undergraduate studies at a prestigious university. ?Kate has absolutely no family support, and the former boyfriend who is the father of her unborn child/fetus simply disappeared upon learning of the pregnancy. Your patient is scared, uninsured, and says she doesn’t want to be pregnant or a mom (“Perhaps someday, but not now!”). She rejects the adoption option, based on her own experience growing up, and requests abortion only, at this hospital where she has always received medical care.”

Questions for discussion ?1. Your faith-based health care system rejects elective abortion option. What ought to be done for Kate? And by whom?

Psychologist Robert Rosenthal (1973) reports about an experiment at the U.S. Air Force Academy Preparatory School. One hundred airmen were randomly assigned to five different math classes. Each teacher was told that his or her students were placed in groups based on high or low ability when in reality the airmen were randomly assigned to each group. The outcome showed that students in classes labeled “high-ability” improved much more in math scores than those labeled as “low-ability.” Remember, the groups were randomly assigned and not based on high or low ability. What happened is that the teachers subtly communicated their expectations, and the students performed accordingly. What are some ways that teachers communicate their expectations about the ability of students to the class? Why is this study so important for all teachers? Students in kindergarten are placed into different reading groups based on ability. Do these beginning students know who is in the “smart” group and who is in a lower reading group? How does this affect each student’s self-opinion? Could this self-opinion affect the quality of work? If a student begins the education process as labeled in a group, do these labels last throughout elementary, middle, and high school?   

Reflecting on resources you locate in professional literature, consider the types of career-planning information and resources you might draw from when exploring career-related issues with clients and students.

For this discussion, imagine that you are working with a 17-year-old adolescent and his family. They have come to see you because the teen is not attending school regularly and states that he intends to drop out because school is boring and he wants to start working and be treated like an adult. His parents state that they are willing to treat him like an adult if he prepares for his future appropriately and can demonstrate that he will be able to find a job he enjoys and earn enough income to support himself. He is not sure what kind of career path he would like to follow and would consider vocational training.

1) Discuss in your post how you would move forward with the teen and his family to address any concerns that may arise about the teen's success in finding an appropriate job or vocational training placement, as well as what type of follow-up and evaluation you would include about this issue in future counseling sessions.

1.         A.        An educational psychologist is studying student motivation in elementary school.  A sample of n=5 students is followed over 3 years from fourth to sixth grade and measurements of motivation are taken.  The following data are obtained:

            Student            Fourth             Fifth                Sixth

            A                     4                      3                      1

            B                     8                      6                      4

            C                     5                      3                      3

            D                     7                      4                      2

            E                      6                      4                      0

Test the differences at .05.  

B.        Use Tukey’s HSD to report which groups are different.

C.        Use a post hoc t-test to look at the differences between fourth and sixth grade.  

2          A.        An educational psychologist is studying student motivation in elementary school.  A sample of n=15 students, 5 from each grade from fourth to sixth grade and measurements of motivation are taken.  The following data are obtained:

            Fourth             Fifth                Sixth

            4                      3                      1

            8                      7                      0

            3                      3                      2

            5                      5                      2

            5                      4                      0

Test the differences at .05.  

B.  Use Scheffe’s to compare fourth and sixth.  

C.  Use a post hoc t-test to look at the differences between fourth and sixth grade.  

Jefferson is a grade school teacher whose annual income from teaching is $30,000. He has always enjoyed bowling, and his local pro urged him to turn professional. He subsequently begins working for the pro as an unpaid assistant and enters an apprenticeship program with the Professional Bowlers’ Association of America (PBA). As an apprentice, he accumulates credits toward becoming a member of the PBA by taking approved classes, working as an assistant pro, and competing in pro tournaments. Jefferson expects to be approved as a full member of the PBA next year.

Although Jefferson continues to teach full-time, he goes to the bowling alley each day after school and practices after fulfilling his duties as an unpaid assistant. During the summer, he spends 12 to 15 hours each day at the bowling alley. In addition, he participates in as many PBA tournaments as he can work into his schedule.

Jefferson has come to you for advice on the deductibility of the expenses he has incurred in his bowling career. Since deciding to turn pro, he has won money in tournaments every year. However, his expenses have exceeded his earnings by $5,000 to $10,000 per year. What can be deducted?

Problem 2-29

Zoo Extravaganza is a not-for-profit organization. Zoo Extravaganza took over thecounty zoo, with the provision that the county would provide a subsidy for itsoperations. The county provides $7,000 per month. The rest of the zoo’s revenuescomes from admission charges, which are as follows: $20 for a family admission (theaverage family has four people), $3 per child in school groups, $5 per child ticketwhen not in a school group, and $8 per adult ticket.Each ticket entitles the visitor to ride on the “Train Around the Zoo.” However, only one-thirdof all visitors actually ride the train.The zoo expects the following number of visitors per month:Visitor TypeMonthly Number of Admission TicketsAdult800Child950Schoolchild1,000Families300The zoo has the following monthly expenses in four general areas:Administration $ 12,000Zoo staff$ 10,000Train rides$ 1 per person who rides the trainMaintenance$ 1 per visitor determine the operating budget per month. Show revenues and expenses by line-item, and show the expected profit or loss

Refer to probelm 2-29 in chapter 2. Assuming that the mix of visitors does not change, provide a budget assuming admissions, are 10 percent lower and 10 percent higher than expected?