Read Chapter 9  Do pages 295-6 # 1,2,3,5,6,10, 13  SHOW ALL WORK Due Sunday 5:00

Read Chapter 9 
Do pages 295-6 # 1,2,3,5,6,10, 13  SHOW ALL WORK
Due Sunday 5:00

Read Chapter 9 
Do pages 295-6 # 1,2,3,5,6,10, 13  SHOW ALL WORK
Due Sunday 5:00 pm
Submit your work by Sunday at 5:00 pm. Wherever possible, you must show all work for all homework assignments this semester.
***Rubric***
0 Points
Did not submit
55 Points
DId not show work or explain your answer to each question.
65 Points
Did not complete many problems. Work is shown or explained for problems completed.
85 Points
Did not complete some problems and work is shown or explained for each problem completed.
100 Points
Completed all problems and work is shown or explained for each problem.

I have attached all the requirements  You need to view my part A assignment and

I have attached all the requirements 
You need to view my part A assignment and

I have attached all the requirements 
You need to view my part A assignment and to proceed the part B 
You need to follow the formmat 
1 introduction
2 sample method
3 intial analysis
4 regression
5 hypothesis test
6 conclusion
7 reference
8 appendix
You need to find data on booking.com and you need to use R or another statistical software to do the assignment. 
You need to use harvard citation

Rewrite this and use the paper attached to describe it better: In psychology res

Rewrite this and use the paper attached to describe it better:
In psychology res

Rewrite this and use the paper attached to describe it better:
In psychology research, the ceiling and floor effects refer to the phenomena where a significant number of subjects achieve the highest (ceiling) or lowest (floor) possible scores on a measurement scale, leading to a clustering of scores at these extremes. This clustering results in a lack of sensitivity in the measurement instrument, making it difficult to detect differences among subjects or over time. Ceiling and floor effects can profoundly impact the statistical analysis of data, affecting the mean, variance, and other distributional properties. According to Šimkovic and Träuble (2019), these effects can introduce bias in the estimates of group differences and effect sizes, such as Cohen’s d, and can influence the outcomes of hypothesis testing procedures like t-tests and ANOVAs. The study highlighted that bias and uncertainty in statistical inferences tend to increase with the magnitude of the ceiling or floor effect. To mitigate these issues, the authors recommend using data transformations, such as logarithmic or rank-based transformations, and robust statistical methods that account for these effects. For instance, log transformations work well with Gamma and Beta prime distributions, while logit transformations are effective with Beta distributions. The study also underscores the importance of measurement validation and calibration studies to understand and address the impact of ceiling and floor effects on statistical analyses, ensuring more accurate and reliable results in psychological research (Šimkovic & Träuble, 2019).
Reference:
Šimkovic, M., & Träuble, B. (2019). Robustness of statistical methods when measure is affected by ceiling and/or floor effect. PLoS ONE, 14(8), e0220889. https://doi.org/10.1371/journal.pone.0220889

I have attached all the requirements  You need to view my part A assignment and

I have attached all the requirements 
You need to view my part A assignment and

I have attached all the requirements 
You need to view my part A assignment and to proceed the part B 
You need to follow the formmat 
1 introduction
2 sample method
3 intial analysis
4 regression
5 hypothesis test
6 conclusion
7 reference
8 appendix
You need to find data on booking.com and you need to use R or another statistical software to do the assignment. 
You need to use harvard citation

Think of some variables that you see every day. In the morning, you might check

Think of some variables that you see every day. In the morning, you might check

Think of some variables that you see every day. In the morning, you might check the weather and see temperature or rainfall amounts. In a class of students, your instructor has a column of numbers representing your recent test grades. Your checking account at a bank might tell you how much money you’ve had at the end of the day each day of the week. Your phone might record how many minutes (hours!!!) you spent looking at your screen. These are all pretty common variables!
Some of them are not classified as “normal” variables, though. A normal variable is one that has an approximately bell-shaped curve when graphed. That means it has some other characteristics, too: It’s roughly symmetric, unimodal (clustering around one hump), etc.
One particular number can always be normally distributed if we draw a large enough sample. The central limit theorem tells us that the mean is normally distributed if a large enough sample size is drawn. Even if the variable you’re studying is wildly unlike the bell-shaped curve, a graph of several means taken from that variable will be approximately normally distributed (with sufficient sample size)!
Attached below is a data set of temperatures taken from a station near Miami, Florida. You’re going to use a spreadsheet program (Excel, Google Sheets, “Numbers” on a Mac, or something similar) to generate random numbers and randomly select from this data set. View the attached PDF to get started!
Videos made to help with the randomization:
Excel
https://youtu.be/3Qoal98eb1kLinks to an external site.
Stats Project One Using the Program Google Sheets
https://www.youtube.com/watch?v=ksFr_IscNeQ&feature=youtu.beLinks to an external site.
Stats Project One Using the Program the program Numbers
https://www.youtube.com/watch?v=UPITbJlHCfE&feature=youtu.beLinks to an external site.
NOTE:  Make sure to include the two columns of data that you are creating! Check out the appendix in “Project One Example.pdf” to see how you can do that.  You can just copy and paste the data into your document.
Aligns with course objective “Calculate and compare data”
Miami_Precipitation.csv
Project_1_Instructions.pdf
Project_One_Rubric.pdf
Project_One_Example.pdf
Project_One_Example.pdf

A survey of a sample of undergraduate students in the faculty of Science in a un

A survey of a sample of undergraduate students in the faculty of Science in a un

A survey of a sample of undergraduate students in the faculty of Science in a university revealed the following regarding the gender and majors of the students:
Gender
Major
Total
Statistics
Physics
Mathematics
Male
20
12
8
40
Female
2
6
2
10
Total
22
18
10
50
A student is randomly selected, the probability of selecting a physics major, given that the student selected is Female is equal to

Review Dataset 1(Excel spreadsheet) and Dataset 2(Excel spreadsheet). For each d

Review Dataset 1(Excel spreadsheet) and Dataset 2(Excel spreadsheet). For each d

Review Dataset 1(Excel spreadsheet) and Dataset 2(Excel spreadsheet). For each dataset, complete the following: 
Select the appropriate t-test to run. Compute the appropriate t-test using Microsoft Excel and include your results.
Explain what the results mean. What are the conclusions from your analyses?
Explain why you selected the t-test that you computed for that dataset. Indicate why using an independent samples or dependent samples t-test was the appropriate option for that dataset.
Submit a Word document with your responses to the questions.

clean the section below. fix the language and check for ai  or general plagiaris

clean the section below. fix the language and check for ai  or general plagiaris

clean the section below. fix the language and check for ai  or general plagiarism. The literature review is attached as an excel. There is also the paper that I described the equation for handling ceiling effect.  I need you clean the section below. fix the language and check for ai  or general plagiarism. and you can see the attachments as reference: 
To investigate how psychological and educational researchers have statistically handled ceiling/floor data in post-hoc methods for multiple comparisons, a brief literature review was conducted.
I collected 200 English articles published within a
five-year span that mentioned “ceiling effects” or “floor effects,” illustrating the presence of ceiling and floor effects in
the literature. Among the articles, we focused on reviewing
those that were published in journals with higher impact factors (i.e., five-year impact factor > 2). As examples, we
reviewed articles from the Journal of Experimental
Psychology, Psychological Science, American Educational
Research Journal, and Child Development. 
After excluding papers focused on methodology and literature review, the review of post-hoc methods for multiple comparisons and handling of ceiling/floor effects in the 60 sources revealed diverse approaches. Most studies utilized specific post-hoc methods to address multiple comparisons. Bonferroni corrections were prominently used, appearing in 15% (9 studies) of the cases. Notable examples include cite{peterson2019saccadic} and cite{herde2022retinotopically}, who applied Bonferroni corrections to correct for Type II error. Other methods, such as Tukey’s HSD, were employed in 13.33% (8 studies) of the cases. Holm-Bonferroni corrections were used in 21.6% (13 studies). Notably, the studies using Holm-Bonferroni and Bonferroni corrections did not specify the tests used, such as Scheffé, Tukey HSD, or pairwise t-tests. Additionally, methods like Sidak-adjusted pairwise comparisons and Student–Newman–Keuls tests were also observed, reflecting tailored strategies to meet the unique demands of each study. 
Handling ceiling and floor effects varied significantly across the studies. 8.33 % (5 studies) noted their ceiling/floor data percentages, with cite{newman2019effects} mentioning a potential ceiling effect in 3% of the data. Approximately 76.66% (46 studies), including cite{huggins2021autistic}, chose to ignore potential ceiling or floor effects, either due to their minimal impact or through acknowledgment without specific adjustments. In contrast, 24.33% (14 studies) took active measures to mitigate these effects. Specifically, 6.66% (4 studies) removed ceiling/floor data. For instance, cite{chierchia2020prosocial} employed data truncation to address skewed results. Furthermore, 13.33% (8 studies), including cite{senftleben2021stay} and cite{samuel2020reduced}, repeated their experiments to validate their findings. Notable examples include cite{adams2021introspective}, who addressed floor effects by increasing the overall magnitude of oculomotor capture effects by color singletons in Experiment 2, and cite{wiesmann2022makes}, who repeated the experiment with more controlled viewing conditions and added various stimulus conditions and SOAs to diversify task difficulty levels. Despite the changes, ceiling effects was still observed but at a reduced rate. Therefore, they also used generalized linear mixed models (GLMMs) for detailed statistical analysis to compare performance across different conditions, allowing for more meaningful findings despite the remaining presence of ceiling effects. Additionally, 2 studies employed other methods to handle ceiling/floor effects. cite{shepherdson2018working} address ceiling effects indirectly by using a hierarchical drift diffusion model (HDDM) that handles near-ceiling accuracy by including both accuracy and reaction time data, ensuring reliable parameter estimates despite high accuracy levels. The mathematical reasoning for choosing this method was not described. 
One notable study by citet{multisensory2020} has handled the ceiling effect by using a method that citet{macmillan1985detection} recommends which is to adjustments based on Signal Detection Theory (SDT). The sensitivity index (d’) is calculated using the z-transformed hit rate (z(H)) and false-alarm rate (z(FA)) with the formula:
begin{equation}
d’ = z(H) – z(FA)
end{equation}
When proportions are 0 or 1, adjustments are made by replacing 0 with (frac{1}{2N}) and 1 with (1 – frac{1}{2N}), where (N) is the number of trials. This ensures the proportions remain within a calculable range, avoiding infinite values in the z-transformation. Using these adjusted hit and false-alarm rates, the recalculated sensitivity index (d’) remains finite and accurate. This method was applied in the study citet{multisensory2020} to handle ceiling effects and ensure robust statistical analysis.

To complete this assignment, you may use either SPSS or Excel. If using SPSS to

To complete this assignment, you may use either SPSS or Excel. If using SPSS to

To complete this assignment, you may use either SPSS or Excel. If using SPSS to complete this assignment, refer to the SPSS resources located in either the Topic 8 resources, Class Resources, or MindTap. To review the MindTap resources, go to the MindTap course, click on the Course Support folder, then click on the SPSS Demonstration Library dropdown menu.
If using Excel to complete this assignment, refer to the attached “Project 3 Analyses in Excel Instructions.”
Complete Project 3 as specified in the attached document “Project 3: SPSS or Excel Analyses.”
Please place your answers directly in the document, using the equation editor if needed to complete the assignment.
Submit the completed “Project 3: SPSS or Excel Analyses” document to the assignment dropbox.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.