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# Statistics homework help

Statistics homework help. His experiments were all conducted with what is known as a cathode ray tube, so firstly I will try to explain what this is and how it works.
A cathode ray tube is a hollow sealed glass tube which is under vacuum (has had all the air sucked out of it).
Inside at one end is an electrical filament (which is actually called the cathode in this experiment) just like the one inside a light bulb. At the other end is fluorescent screen which is just like an old fashioned TV screen.
You pass an electrical current through the filament and it starts to glow. At the same time you connect the filament and the fluorescent screen together with an electrical source.
This puts electrical field between the screen and the filament – and if the screen is positive then electrons from the filament will stream towards the screen causing it to glow.
(It’s hard to explain how it is wired up without drawing a picture! Think of it as the filament being connected to a battery – it will glow just like a light bulb but not as brightly. You then connect a second battery with the (+) terminal connected to the screen and the (-) terminal connected to the filament. In reality the power needs to be very high though so you would use mains electricity converted to D.C.
At the time Thomson started his work, the glow observed on the screen was mysterious and nobody knew what it was. They knew that some sort of ray was coming from the cathode (filament) and that there was some sort of negative charge emitted from the cathode too because an electrical current flowed in the circuit between the screen and the cathode.
In Thomson’s 1st experiment he wanted to see if he could separate the negative charge out of the rays. He knew that electrically charged objects can be deflected by magnets (Michael Faraday discovered this and is his theory of electromagnetism).
Thomson set up his cathode ray tube with , but placed a magnet above the path of the rays. He found that the rays were bent and the negative charge was bent exactly the same.
In his second experiment he wanted to see if the rays would bend in the presence of an electrical field, which is what you would expect for a charged particle. He found the rays did indeed bend, and in the direction expected for a negative charge. This is important as it shows that the rays are not the same as a beam of light. Light is not bent by electrical or magnetic fields.
In his 3rd experiment he wanted to see if he could measure the mass to charge ratio (mass divided by amount of charge). To do this he measured how far the ray was deflected by a magnetic field. He found that mass to charge ratio was over a thousand times lower than that of a hydrogen ion (H+), suggesting either that the particles were very light or very highly charged.
They are in fact very light, and carry the same amount of charge as the hydrogen ion, but exactly opposite because they are negative.Statistics homework help
Lab homework using R. Need help with my Statistics question – I’m studying for my class.

#Lab 10
#274-Wilcox (Fall 2019)
#Name:
#Student ID:
rm(list=ls())
source(‘Rallfun-v33.txt’)
#1) Import the dataset lab10hw1.txt in table form:
#2) For this dataset, what is our dependent variable?
#3) How many independent variables do we have?
#4) How many levels does each independent variable have (use the function unique(x) to check)?
#5) Make a boxplot for this set of data (submit the image). What problem do you see?
#6) What is our null hypothesis?
#7) Now use the classic method to analyze this dataset using the format aov(x~factor(g)).
# Save this as an object called hw1.anova.
#NOTE: MAKE SURE TO USE factor() AROUND YOUR GROUPING VARIABLE SO IT IS TREATED AS A FACTOR, NOT AS A NUMERIC VARIABLE.
# Then summarize these results using summary(hw1.anova).
#8) Do we reject or do we fail to reject the null hypothesis?
#9) Now let’s use the t1way() function, which is based on trimmed means and can deal with heteroscedasticity.
#Hint 1: First, reorganize your data using fac2list(x, g). Save your new list as hw1.list.
#Hint 2: You will need to have loaded in the source code to use the t1way function.
#10) Do we reject or do we fail to reject the null hypothesis from 1.9?

———————————————————————————————————————————————————-
Lab 10 lecture notes:
#Lab 10
#Lab 10-Contents
#1. One-Way Independent Groups ANOVA (Equal Variance)
#2. One-Way Independent Groups ANOVA (Unequal Variance-Welch’s Test)
#———————————————————————————
# 1. One-Way Independent Groups ANOVA (Equal Variance)
#———————————————————————————
#Scenario for first exercise:
# A professor is interested in the effect of visualization strategies
#on test performance. In order to study this, he tells students in
#his statistics class that they will have a 15 question exam in
#two weeks. Then, he randomly assigns students to three groups.
#
# The first group is told to spend 15 min each day vizualizing
#the outcome of getting an A on the test to vividly imagine
#the exam with an “A” written on it and how great it will feel.
#
# The second group is a control group that does no visualization.
#
# The third group is told to spend 15 min each day visualizing
#the process of studying for the exam: imagine the hours of studying,
#reviewing their chapters, working through chapter problems,
# quizzing themeselves, etc.
# Two weeks later, the students take the exam and the professor
# records how many questions the students answer correctly out of 15.
#So, the groups are:
#Group 2: No visualization (Control)
#Group 3: Visiualize Process (Studying)
######################################################
#Question: Are the groups here Independent?
######################################################
#We’ll instroduce a few new terms:
#Factor: A variable that consists of categories.
#Levels: The categories of the Factor variable.
#In our example above, the variable that contains
#the groups is called “Group”.
#So, our factor is the variable “Group”
#How many levels are there for the Group Factor?
#While we can easily see the levels for the Group
#factor we could also use a new command to figure out
#the number of unique levels.
#^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^#
# Number of Unique Levels: unique(data\$variable)
#^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^#
unique(lab10a\$Group)
#As we can see, there are 3 levels. 1, 2, and 3
#Look at boxplot of each group using
#boxplot(y~group, data=data)
par(mfrow=c(1,1))
boxplot(Score~Group, data=lab10a)
#Do you think the means will be different (statistically)
#between the groups?
#Before we begin to test for differences between
#the means, let’s wrtie out our NUll
#and Alternative Hyhpotheses
#H0: The means are equal (mu1=mu2=mu3)
#HA: At least one mean is different.
#(eg. mu1 != mu2 OR mu1 != mu3 OR mu2 != mu3 )
#To test the Hypothesis we can use the ANOVA function aov():
#^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^#
# One-Way ANOVA: aov(y~factor(g), data)
#^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^#
#The aov() function assumes that the
#variance is the same within each of the groups.
mod1=aov(Score ~ factor(Group), data=lab10a)
summary(mod1)
#A) If pval < alpha, then Reject the Null Hypothesis
#B) If pval > alpha, then Fail to Reject the Null Hypothesis
#Do we Reject or Fail to Reject the Null?
#Reject 0.00129 < .05 then Reject H0
#What does this tell us? That the groups are different?
#If so, how do we know which groups?
#P-value we just got is called the Omnibus P-value,
#which tells us that there are differences somewhere
#With this P-value we often use the term
#”Main Effect” to say that there is an effect of the
#factor on the outcome.
#In this instance we’d say that there is a Main Effect
#of Group on the Score.
#To Answer which groups are different, we need to first
#conver the data into List Mode (a different way
#of storing the data). We can convert the factor Group
#to a list using the function fac2list(y, g)
#^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^#
# Convert Factors to List Data: fac2list(data\$y, data\$g)
#^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^#
listA=fac2list(lab10a\$Score, lab10a\$Group)
listA
#Once the data is in List Mode we have to use the
#lincon() command from Dr. Wilcox’s source code.
#The lincon() package is used to compare the groups while
#controlling for the experimentwise Type 1 error rate.
#^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^#
# Compare Groups: lincon(list_name, tr=0.2)
#^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^#
#By default lincon() compares groups using 20% trimming.
#We will set this to 0 for now:
lincon(listA, tr=0)
#result:
# H0_1: mu1=mu2 — p=0.32 —Fail to reject
# H0_2: mu1=mu3 — p=0.0009 —Reject
# H0_3: mu2=mu3 — p=0.008 —Reject
#———————————————————————————
# 2. One-Way Independent Groups ANOVA (Unequal Variance-Welch’s Test)
#———————————————————————————
# We just learned how to conduct a One-Way ANOVA
# when the variances are equal within each group.
# Now, we will learn how to conduct a One-Way ANOVA
#for then the variance is not equal.
# Let’s start by reading in the LAB10B.txt datafile.
# Then examine a boxplot of all of it.
boxplot(Score~factor(Group), data=lab10b)
#—–
# Let’s start by running the equal variance ANOVA
#on the data (which of course is WRONG!)
mod2=aov(Score ~ factor(Group), data=lab10b) #—DON’T
summary(mod2)
#A) If pval < alpha, then Reject the Null Hypothesis
#B) If pval > alpha, then Fail to Reject the Null Hypothesis
# Do we Reject or Fail to Reject the Null?
#Fail to reject: p-value=0.0895 > .05 !!!INCORRECT—-
#—-
# Now let’s try to run the correct test that assumes
#unequal variance.
#We call this the Welch’s test (just like in the t-test)
#^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^#
# Welch’s One-Way ANOVA: t1way(list_name, tr=0.20)
#^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^#
#In order to use this t1way function,
#we will first need to convert the data to
#List Mode using fac2list()
listB=fac2list(lab10b\$Score, lab10b\$Group)
t1way(listB, tr=0.2)
# Do we Reject or Fail to Reject the Null?
#Reject: p-value:0.04966583 <.05
#Again, we can use the lincon() command to
#find out Where the group differences are.
#This time we will use the 20% trimming.
lincon(listB, tr=0.2)
# G1 and G2: p-value=0.92210409 > .05 Fail to reject
# G1 and G3: p-value=0.19451518 > .05 Fail to reject
#G2 and G3: p-value=0.03227316 < .05 Reject
#
Lab homework using R

California Miramar University Philip Morris Incorporated Case Study.

I’m working on a business writing question and need support to help me study.

want someone to rewrite these papers in new different words so I don’t get detected or get a plagiarismm2 pagesFIN423Philip Morris Incorporated, Seven-Up AcquisitionComparing past acquisitions completed by Philip Morris, you start to notice a trend of purchasing large companies who have an established place in the market but who also have plenty of room to grow. Philip Morris’s intentions to acquire the Seven-up Company is a major effort to diversify their consumer goods since they rely heavily in the consumer market industry. Philip Morris’s. Looking at Seven-Up’s financial data, we can see that they the diversification and growth potential that Philip Morris looks for. Philip Morris targets large and strong compa-nies within various markets and industries. These companies should be able to greatly contribute to Philip Morris as a whole. They derive most of its business from the cigarette industry, which generates large and steady cash flows for the company. This allows them to acquire companies that may not have high returns in the beginning, but seem to have a hopeful long term potential.Philip Morris’smain concern is with the declining trend of cigarets which is their main stream of income. By expanding into other consumer product businesses, Philip Morris has the opportunity to offset these increasing losses. In regards to the third part of Philip Morris’s acqui-sition strategy, Seven-up does not expect to shrink anytime soon, however they dohave the po-tential to grow significantly in the long term. Phillip Morris has the ability to acquire Seven-upbut a main question could be if Seven-Up can grow to Philip Morris’s expectations. This how-ever can only be found out over time and if Seven-Up can take more market share then they cur-rently posses. A major key to Seven-Up’s growth can come from Philip Morris’s amazing mar-keting. They were able to acquire Miller who controlled only a small market share and turn them into a major player in the market.Philip Morris seeks companies within consumer goods market in order to synergize marketing expertise with the hopes of expansion. However, an aspect that is
just as big as seeing if Seven-Up is a right fit for Philip Morris is to find the cost on acquiring Seven-Up and how much Seven-Up thinks they are worth.The minimum price that Seven-Up should accept should be the fair market value (FMV) of their own company. In order to calculate the FMV you would need to find; their growth rate toproject their own sales, free cash flows, WACC, and the terminal value. Then you would need to calculate the WACC of Seven-up. To do this, the total debt and equity (which is given in the case), the risk free rate, the risk premium, and the interest rate on their debt will be needed. Onceyou calculate your total WACC, you will need to find the free cash flows for the company. By now using the WACC, you can find the present value for each free cash flow. You can now calcu-late the terminal value using free cash flows and WACC. Once all calculations have been made, the fair market value for Seven-Up can be found.Now to find the final price Philip Morris should pay relies on mixing it up a bit. You will need to calculate the fair market value of Seven-Up but this time using Philip Morris’s expected growth rate. This helps Philip Morris calculate the expected future sales for Seven-Up once they have been acquired. By using the new growth rate, you can follow the same method used previ-ously when solving for Seven-Up’s fair market value and terminal value all with the changed free cash flows. Once all is calculated, you should end up with the maximum price Philip Morris should be willing to pay to acquire Seven-Up.
California Miramar University Philip Morris Incorporated Case Study

## MKT 301 University of Miami Evolution of Square Microenvironment Paper

essay writing help MKT 301 University of Miami Evolution of Square Microenvironment Paper.

In chapter 3,（You will need to read the entire chapter and use the concepts you saw earlier to answer the questions.） Analyzing the Marketing Environment(Page64), analyze Company Case Square: In Relentless Pursuit of a More Elegant Payment Experience（page94） and then answer four Questions “Questions for Discussion” (Page95). Answer five or four sentences per question.：3-16 Describe how Square has evolved based on actors inthe microenvironment.3-17 Describe how Square has evolved based on the forcesof the macroenvironment.3-18 Are factors in the marketing environment not mentionedin this case affecting Square? Discuss.3-19 Speculate on Square’s future. What current and futuretrends may further shape the company?In chapter 4,（You will need to read the entire chapter and use the concepts you saw earlier to answer the questions.） Managing MarketingInformation(Page96), analyze Company Case Qualtrics: Managing the Complete Customer Experience（page128） and then answer five Questions “Questions for Discussion” (Page129). Answer five or four sentences per question.：4-16 How does Qualtrics fit in with the big data trend?4-17 Discuss how Qualtrics’s services facilitate the discoveryof customer insights.4-18 Which components of the marketing information systemdo Qualtrics’s tools facilitate?4-19 Discuss Qualtrics’ tools in the context of researchapproaches.4-20 What challenges does Qualtrics face in the future?You need to send me your email and I’ll send you the book (because it’s big).
MKT 301 University of Miami Evolution of Square Microenvironment Paper

## Design of Wind Turbine Control

Create an 8-10 slide PowerPoint presentation with notes, in-text
citations and a reference page slide. Slide 1 is your title slide and
the last slide is the reference slide. 2. Submit your evidenced based article.

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