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After viewing the Best Practices of Presentation video and the Sample Data Analytics Presentation, please provide a list of at least three things you believe this presentation does well and at least three ways in which it could be improved. Then, please indicate how you will use this information to guide the preparation of your final presentation (due next week). As a reminder, here is the final assignment

Imagine that you are on the finance team at a new airline, Blue Skies Airways. Use the Airline Financials Dataset to create a visualization and executive summary (approximately 300-500 words in length) to convey any information you believe to be important to your colleagues. Note: The Airline Glossary.https://docs.google.com/document/d/1vRNXAW2prWwrXM... will be helpful as you complete this assignment. Please use Excel, Tableau, or both of these platforms for this assignment.approximately 300-500 words in length

Conditional Probability: What affect does a condition have on the probability? Let's compare and find out. Example: Let's look at a standard deck of 52 playing cards. No replacement: What is the probability of getting 2 kings assuming that the first one is not replaced? (Note: There are 4 kings in a deck of cards. And a deck of cards has 52 cards.) Answer: 4/52 * 3/51 = 1/13*1/17= 1/221 Replacement: What is the probability of getting 2 kings assuming that the first one is replaced? Answer: 4/52 * 4/52 = 1/13 * 1/13 = 1/169 What difference does it make? Which gives the higher probability? Initial Post: Make up a similar example to the above problem using (a) with replacement and (b) without replacement. You may use playing cards, or a similar scenario, however be sure that you can represent both with and without replacement. Flipping a coin 10 times is not appropriate because it only represents the "without replacement" condition. Do not solve your own problem - that will be done by your classmates. Two Response Posts: You will solve both problem posed by two of your classmates. First copy the problem, then show your work explaining how you worked each problem. Once you have solved the problems compare the results. Which situation is more likely? Does replacement make a significant difference? Do NOT use the numbers in this example post in your post. Please make sure all posts are unique and use different numbers. It is important to go back and read follow up responses from your instructor. Initial post due: Thursday 11:59 pm ET. Reply posts due: Sunday 11:59 PM ET Rubric for grading discussions: Quick View of Discussion Grading Rubric (Please see full details for explanation of criteria below) Criteria Max Score Main Discussion Post Accuracy 20 Analysis and Explanation 30 Writing Standards 10 Classmate Responses (Requires two or more) Response 1 Response in a Substantive Manner 20 Response 2 Response in a Substantive Manner 20 Total 100 Please sign ALL your Discussion posts with the name that you like to be called - it makes it so much easier for the rest of us to address you by your preferred name when we respond. Rubrics

Specifically, the following critical elements must be addressed: Main Elements Integration and Application Analysis Critical Thinking What to Submit Your analysis of the scenario must be submitted as a 1- to 2-page Microsoft Word document with double spacing and 12-point Times New Roman font. The owner of a small printing company is considering the purchase of additional printing equipment to expand her business. If the owner expands the business and sales are high, projected profits (minus the cost of the equipment) should be $90,000; if sales are low, projected profits should be $40,000. If the equipment is not purchased, projected profits should be $70,000 if sales are high and $50,000 if sales are low. Are there options other than the purchase of additional equipment that should be considered in making the decision to expand the business? If the owner is optimistic about the company's future sales, should the company expand by purchasing the equipment? Is the owner's optimism or pessimism about sales the only factor that may impact the company's profits? The equipment to be purchased is known in the industry to have a useful life of five years. How might this impact the printing company?

The purpose of this quiz is to test your knowledge of correlation, the first of a group of statistical measures of association. Research Scenario: A walk-in medical clinic seeks to investigate whether a relationship exists between the number of hours their patients report exercising each week and systolic blood pressure. For one month they ask the triage team to ask this question of all walk-in patients prior to taking their vital signs. At the end of the month the collected data are analyzed for all triaged patients. The Correlation Quiz is published and the access code is rfq24 The Correlation Quiz data and research question is: Correlation Quiz Data Question Is there a significant relationship between hours spent exercising and systolic blood pressure?

Practice Exam: Due in 5-12hrs It is a simple statistics quiz about descriptive statistics. The exam will consist of multiple questions and calculations. The duration of the exam practice is 1 hr.

The professor teaching a large introductory class gives a final exam that has alternate forms, A, B, and C. A student taking the exam using Form B is upset because she claims that Form B is much harder than Forms A and C. Discuss how percentile point data might be useful to determine if the student is correct.

Is there a difference between the average number touchdowns between conferences in the National Football League? Use the 2023 NFL Season Stats data to test whether there is a significant difference between average total season Touchdowns among teams of the AFC and NFC. Use variables total_TD and Conference. Data attached below Create a summary table and side-by-side boxplot. Create a table with the mean, standard deviation and sample size of each group. Save your table to copy into your analysis. Create a side by side boxplot. Include a title and axis labels. Save as an image to upload into your post. Conduct a hypothesis test and calculate a 90% confidence interval Use your option's question of interest to state the null and alternative hypotheses. Using your sampled information calculate the test statistic and obtain a p-value. You can use excel or pen and paper. Using your sampled information calculate the confidence interval. You can use excel or pen and paper. Save and show your work for your post. Ways to show your work: Use the math formula button in Canvas. Take a screenshot of your excel workbook. Only the work part not the entire screen. Take a screenshot of handwritten work on a tablet. Neatly hand-write your formulas on paper take a picture with your phone and upload the image within your post. Image needs to .jpeg. (please no words/sentences) EXPLAIN YOUR ANALYSIS AND SUBMIT YOUR ORIGINAL POST USE THE "ORIGINAL POST - OUTLINE & PROMPTS" TO CREATE YOUR ORIGINAL POST Use the title "Week 6 Data Analysis" Use the same headers as listed below (e.g., "State and Visualize") in your post. Answer each question/prompt in the bulleted list below each heading in your post. For the math related questions, please show your work or excel functions you used to find your answers. State and Visualize Which option did you choose? State the question of interest. Provide summary statistics and graphical display of your sampled data. Plan State the null and alternative hypotheses to answer the question of interest. Describe whether it is (or is not) fair to assume the sample is an unbiased representation of the population of interest. Justify whether the sample sizes for each group are large enough to meet the conditions. Solve Calculate the test statistic. Show work. What is the p-value? Is it one or two sided? Calculate a 90% confidence interval. Show work. Conclude Write a four-part conclusion describing the results. Provide a statement in terms of the alternative hypothesis. State whether (or not) to reject the null (use alpha of 0.10) Give an interpretation of the point and interval estimate. Be sure to include a direction to your estimate like which mean is bigger/smaller than the other. Include context and practical insights or plausible implications from the results of the data.

Complete the following exercises "Review Questions" located at the end of each chapter and put them into a Word document Chapter 1, number 1.8 Chapter 2, number 2.14 Chapter 3, numbers 3.10 and 3.17 Chapter 4, numbers 4.17 and 4.19 Show all relevant work.

IF SOMEONE ELSE ALSO SUBMITTED THIS ASSIGNMENT MAKE SURE IT IS TOTALLY DIFFERENT. Before starting this lab, please make sure to watch all the lecture videos and example videos in Chapters 1, 2, 3, & 4 modules. These videos will help you complete this lab correctly. DO NOT USE ANY AI Purpose: A solid understanding of types of variables, appropriate graphs, measures of central tendency and variability to use is a critical first step toward statistical literacy and data analysis. And just as important is the ability to get meaning from our data. Remember there are 3 things we always want to know about data: the shape, the typical value, and the spread of the distribution. In Chapter 2, we explored how to interpret the shape of the distribution using frequency tables and graphs. In Chapter 3, we discussed how to determine typical values in our data using measures of central tendency (mean, median, or mode). In Chapter 4, we explored how to determine the spread of our data using measures of variability (range, variance, or standard deviation). This learning activity will assess your ability to: (a) classify different types of variables, (b) describe what the data are telling us using frequency tables and graphs for the variables you choose, (c) calculate and interpret typical values (measures of central tendency), (d) calculate and interpret spread in a distribution, and (e) determine shape of a distribution using measures of central tendency. Throughout this course, we will continue to emphasize the types of variables that are appropriate for statistical analyses. Also, variability is at the core of statistics. Skills: The purpose of this assessment is to help you practice the following skills that are essential to your success in this course and in your professional life beyond school: identifying different types of variables creating and analyzing tables and graphs calculating and interpreting typical values using measures of central tendency calculating and interpreting spread of data using measures of variability determining shape of a distribution based on central tendency Knowledge: This assessment will also help you to become familiar with the following important content knowledge in elementary statistics: distinguishing between qualitative, quantitative, discrete, continuous, nominal, ordinal, interval, and ratio variables summarizing data using tables and graphs distinguishing between mean, median, and mode distinguishing between range, variance, and standard deviation summarizing data using most appropriate measures of central tendency and variability determining when appropriate to describe shape for distributions Task: For this learning activity, you will be using our Stat 101 Class Survey data (down below) This file is also in Chapter 4 Module under Learning Activities. You will need access to a computer with Microsoft Excel and Word. Remember that everyone has access to Office 365 (which includes Microsoft Excel and Word) in our Canvas course in the left navigation. Open the original Stat 101 Class Survey Data file. Look over this data file to familiarize yourself with the data. (down below) Part A. Select one nominal variable that interests you from the Stat 101 Class Survey Excel data file in Chapter 4 Module under Learning Activities (You may not use variables used in example Excel videos). Create a frequency table and most appropriate graph for the nominal variable you choose to work with. Copy and paste the table and graph you created onto a Word document. Also, please make sure to label this as Part A in your Word document. Next, you will describe what type of variable you have chosen: nominal, qualitative or quantitative, and discrete or continuous. Then, you will describe what is going on with this nominal variable using the frequency table and graph. The goal here is to get the meaning from the data. Description must include each categories and each corresponding frequencies and percentages. Description must also include most frequent category. Description must be concise (short and to the point) Part B. Select one ordinal variable that interests you from the Stat 101 Class Survey Excel data file in Chapter 4 Module under Learning Activities (You may not use variables used in example Excel videos). Create a frequency table and most appropriate graph for the ordinal variable you choose to work with. Copy and paste the table and graph you created onto the same Word document you used for Part A. Also, please make sure to label this as Part B in your Word document. Next, you will describe what type of variable you have chosen: ordinal, qualitative or quantitative, and discrete or continuous. Lastly, you will describe what is going on with this ordinal variable using the frequency table and graph. The goal here is to get the meaning from the data. Description must include each categories or scores and each corresponding frequencies and percentages. Description must also include most frequent category or score. Description must be concise (short and to the point) Part C. Select one interval or ratio variable that interests you from the Stat 101 Class Survey Excel data file in Chapter 4 Module under Learning Activities (You may not use variables used in example Excel videos). Create a frequency table and most appropriate graph for the interval or ratio variable you choose to work with. Copy and paste the table and graph you created onto the same Word document you used for Parts A & B. Also, please make sure to label this as Part C in your Word document. Next, you will describe what type of variable you have chosen: interval or ratio, qualitative or quantitative, and discrete or continuous. Lastly, you will describe what is going on with this interval or ratio variable using the frequency table and graph. The goal here is to get the meaning from the data. Description must include each scores or class intervals and each corresponding frequencies and percentages. Description must include most frequent score or class interval. Only if applicable, description must also include shape of the distribution. Is the distribution of scores symmetric or skewed? Are there outliers or extreme scores? If skewed, then which score(s) are outliers? Description must be concise (short and to the point) NOTE: Remember that the type of variable you choose will determine the type of graph to create. Bar graphs or pie charts (depending on number of categories) are used for qualitative (discrete, nominal, and ordinal) variables. Histograms are used for quantitative (continuous, interval, and ratio) variables. Part D. Select one quantitative, continuous variable that you find most interesting, and you would like to interpret from the Stat 101 Class Survey Excel data file in Chapter 4 Module under Learning Activities. You may not use the same variable you chose for Parts A, B, or C of this lab. You also may not use variables used in the example Excel videos. Calculate all three measures of central tendency and all three measures of variability using Excel. Please make sure to copy and paste all 6 of these measures onto the same Microsoft Word document you used for Parts A, B, & C. Also, please make sure to label this as Part D in your Word document. Next, you will describe and interpret what is going on with this quantitative, continuous variable using the most appropriate measure of central tendency and measure of variability. Remember, that the goal here is to get the meaning from the data. You will use only one measure of central tendency (the most appropriate) and one measure of variability to describe and interpret what is happening with this variable. Is it appropriate to determine the shape of a distribution for quantitative, continuous variables? Why or why not? If appropriate, determine and briefly explain the shape of this distribution based on measures of central tendency. Please make sure to explain the shape using measures of central tendency. Part E. Select one quantitative, discrete variable that you find most interesting, and you would like to interpret from the Stat 101 Class Survey Excel data file in Chapter 4 Module under Learning Activities. You may not use the same variable you chose for Parts A, B, or C of this lab. You also may not use variables used in the example Excel videos. Calculate all three measures of central tendency and all three measures of variability using Excel. Please make sure to copy and paste all 6 of these measures onto the same Microsoft Word document you used for Parts A, B, C, & D. Also, please make sure to label this as Part E in your Word document. Next, you will describe and interpret what is going on with this quantitative, discrete variable using the most appropriate measure of central tendency and measure of variability. Remember, that the goal here is to get the meaning from the data. You will use only one measure of central tendency (the most appropriate) and one measure of variability to describe and interpret what is happening with this variable. Is it appropriate to determine the shape of a distribution for quantitative, discrete variables? Why or why not? If appropriate, determine and briefly explain the shape of this distribution based on measures of central tendency. Please make sure to explain the shape using measures of central tendency. Criteria for Success: Appropriate tables and graphs are chosen for nominal, ordinal, and interval/ratio variables Description and interpretation of frequency tables and graphs demonstrate an understanding of what the data are telling us Interpretation of central tendency and variability shows understanding of what the data are telling us Includes description and interpretation of shape (when appropriate), most appropriate central tendency and variability measures, and outliers or extreme scores Analysis and interpretations are reported in such a way that someone with no statistical background would understand