Literature Analysis

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A1.1: Chapter 2, Problem 2.1, Check the Completed Questionnaires. Write a short narrative of your process, and an interpretation of your findings.
A1.2: Chapter 2, Problem 2.2, Define and Label the Variables. Write a short narrative of your process, and an interpretation of your findings. Include a screen shot of your Completed Variable View.
A1.3: Chapter 2, Problem 2.3, Display your Dictionary or Codebook. Write a short narrative of your process. Include a screen shot of your Codebook.
A1.3: Chapter 2, Problem 2.4, Enter Data. Write a short narrative of your process. Include a screen shot of your Data Editor with the updates included.
A1.4: Chapter 2, Problem 2.5, Run Descriptives and Check the Data. Write a short narrative of your process, and an interpretation of your findings. Cut and paste the Descriptive Statistics table directly into your document and refer to it in your interpretation.
A1.5, Application Problem, Preparing Descriptive Statistics I. Using the “college student data.sav” file, do the following problems. Write a short narrative of your process and an interpretation of your findings. Cut and paste your outputs directly into your document and refer to them in your interpretation.
a.Compute the N, minimum, maximum, and mean for all the variables in the college student data file.
• How many students have complete data?
• Identify any statistics on the output that are not meaningful. Explain your opinions.
• What is the mean height of the students?
• What about the average height of the same sex parent?
• What percentage of students are male?
g.What percentage have children?
Assignment 2
A2.1: Chapter 4, Problem 4.1, Descriptive Statistics for the Ordinal and Scale Variables. Write a short narrative of your process, and an interpretation of your findings. Cut and paste the Descriptive Statistics tables directly into your document and refer to them in your interpretation.
A2.2: Chapter 4, Problem 4.2, Boxplots for One Variable and for Multiple Variables. Write a short narrative of your process, and an interpretation of your findings. Cut and paste the Case Processing Summaries and Boxplots directly into your document and refer to them in your interpretation.
A2.3: Chapter 4, Problem 4.3, Boxplots and Stem‐and‐Leaf Plots Split by a Dichotomous Variable. Writea short narrative of your process, and an interpretation of your findings. Cut and paste the Case Processing Summary, Descriptive Statistics Table, and Boxplot directly into your document and refer to them in your interpretation.
A2.4: Chapter 4, Problem 4.4, Descriptive Statistics for the Dichotomous Variables. Write a short narrative of your process, and an interpretation of your findings. Cut and paste the Descriptive Statistics table directly into your document and refer to it in your interpretation.
A2.5: Chapter 4, Problem 4.5, Frequency Tables for a Few Variables. Write a short narrative of your process, and an interpretation of your findings. Cut and paste the Descriptive Statistics table and the Frequency Tables directly into your document and refer to them in your interpretation.
A2.6, Application Problem, Preparing Descriptive Statistics II. Using the “college student data.sav” file, do the following problems. Write a short narrative of your process and an interpretation of your findings. Cut and paste your outputs directly into your document and refer to them in your interpretation.
• For the variables with five or more ordered levels, compute the skewness and describe the results.
• Which ones are ordered but not normal?
• Prepare a stem‐and‐leaf plot for the same sex parent’s height split by gender and discuss theplots.
• Which of the variables are nominal? Run the frequencies for the nominal variables and other variables with fewer than five levels and discuss the results.
• Prepare boxplots for student height and for hours of study. Discuss a comparison of the two plots.
b.Which variables in the data set are approximately normally distributed/scale?
Assignment 3
A3.1: Chapter 5, Problem 5.1, Count Math Courses Taken. Write a short narrative of your process, and an interpretation of your findings. Cut and paste Output 5.1 directly into your document and refer to it in your interpretation.
A3.2: Chapter 5, Problem 5.2, Recode and Relabel Mother’s and Father’s Education. Write a short narrative of your process, and an interpretation of your findings. Cut and paste the Statistics Table and Frequency Tables directly into your document and refer to them in your interpretation.
A3.3: Chapter 5, Problem 5.3, Recode and Compute Pleasure Scale Score. Write a short narrative of your process, and an interpretation of your findings. Cut and paste Output 5.3a and Output 5.3b directly into your document and refer to them in your interpretation.
A3.4: Chapter 5, Problem 5.4, Compute Parent’s Revised Education with the Mean Function. Write a short narrative of your process, and an interpretation of your findings. Cut and paste Output 5.4 directly into your document and refer to it in your interpretation.
A3.5: Chapter 5, Problem 5.5, Check for Errors and Normality for the New Variables. Write a short narrative of your process, and an interpretation of your findings. Cut and paste Output 5.5 directly into your document and refer to it in your interpretation.
A3.6, Application Problem ‐ Managing Data. Using the “college student data.sav” file, do the following problems. Write a short narrative of your process and an interpretation of your findings. Cut and paste your outputs directly into your document and refer to them in your interpretation.
• Compute a new variable labeled “average overall evaluation” (aveEval) by computing the average score (evalinst + evalprog + evalphys + evalsoc)/4.
• Compute a similar variable (meanEval) using the Mean function. Compare with the aveEval score and discuss why they differ.
• Count the number and types of TV shows that each student watches.
• Recode the “student’s current gpa” into three categories: 1 = 1.00 ‐ 1.99, 2 = 2.00 ‐ 2.99, 3 = 3.00 ‐
4.00. Produce a Frequency Table for the recoded values.

 

 

 

 

Sample Solution

accredited as the ‘father of printing’. The system which he developed and introduced had caused a half million books to enter circulation by 1500, with ranging topics from classical Greek texts to Columbus’ account of the New World. Historians argue that not only did the introduction of the printing press influence scientific explorations, it was also one of the key factors in the explosion of the Renaissance. Martin Luther used the form of printed text to launch the Protestant Reformation in 1517 when he defied the Pope through Ninety-five Theses, thus causing the religious nature of society to spiral downwards even more so.

The democratization of knowledge can be looked at in three stages when discussing the printing press. Firstly, there was the mass production of new and old text being produced, as well as the first copyright laws being passed. This meant that academics of science were able to gain credit for the theories and experiments which they discovered, however, there was criticism where the printing press allowed the dissemination of information which may have been incorrect. Secondly, there was the decline of Latin as the most published language in printed texts. This was replaced by the common language of each area of publishing, subsequently increasing the variety of overall published works. This also meant that society was able to receive and ‘digest’ a great deal of information on the hundreds of new developments in science, even if not educated in Latin during its decline. Finally, the higher levels of city growth also led to the popularity of printed texts, as this gave rise to individual traders. This created a pathway for intellects who wanted to provide information on their theories and studies without having to go through merchant guilds. All of these factors highlight the importance of the printing press in the scientific revolution; academia were able to publish their findings and research to the general public without censors from the Church, and although potentially a negative side effect, this could be done by anyone, allowing a substantial amount of new ideas and thoughts being digested by society.

It is hard to establish a negative role that printed books had on the development of the scientific revolution. If being pedantic, the only negative which can be immediately highlighted is the environmental issues that arose from the printing press machinery. It is much clearer when observing the more positive roles printed text had on endeavours of science. As highlighted, when information and rea

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