statistics for the Social Sciences: forum and responses

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This week's main Forum requires you to answer the question completely and correctly to receive full credit. 

This week you will perform a basic linear regression analysis using your dependent variable and sex/gender and race as the two independent variables (IV).  You will follow the instructions in the text in chapter 17 to first create a dummy variable for both of your IVs.  You will then follow the steps covered in the book:

Analyze - Regression - Linear

Explain your findings to your reader.  You can use the example explained on page 311 for help.


Instructions for all Forums:

Sociology lives when we engage it – we read about it, we discuss it, we debate it, we frame our research questions with it, we put it to the test of empiricism, and every once in a while we build it ourselves.  Therefore, the success of this course depends on all of us thoroughly engaging it.  One of the most important parts of the course will be the discussions and debates we participate in, in our Forum.  These discussions need to be informed by thorough reading of the assigned texts. 

Each week, learners will post one initial post per week.  This post must demonstrate comprehension of the course materials, the ability to apply that knowledge in the real world, active presence.  Learners will engage with the instructor and peers through rich responses to their posts.  To motivate engaged discussion, posts are expected to be on time with regular interaction throughout the week.  All posts should demonstrate college level writing skills. To promote vibrant discussion as we would in a face to face classroom, formatted citations and references are not required.  Quotes should not be used at all, or used sparingly.  If you quote a source quotation marks should be used and an APA formatted citation and reference provided.

 

 

 

Points

 

Exemplary (100%)

 

 

Accomplished (85%)

 

 

Developing (75%)

 

Beginning (65%)

 

Not Participating (0%)

 

Comprehension of course materials

 

4

Initial post demonstrates rich comprehension of course materials.  Detailed use of terminology or examples learned in class.  If post includes opinion, it is supported with evaluated evidence.

Initial post demonstrates clear comprehension of course materials.  Use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence.

Initial post does not clearly demonstrate comprehension of course materials.  Specific terminology or examples learned in class may be incorrect or incomplete.  Post may include some opinion without evaluated evidence.

Initial post does not demonstrate comprehension of course materials.  Specific terminology or examples learned in class are not included.  Post is opinion based without evaluated evidence.

No posting, post is off topic, post does not meet minimum criteria for demonstrating beginning level of comprehension. Post may be plagiarized, or use a high percentage of quotes that prevent demonstration of student’s comprehension.

Real world application of knowledge

 

2

Initial post demonstrates that the learner can creatively and uniquely apply the concepts and examples learned in class to a personal or professional experience from their life.

Initial post demonstrates that the learner can apply the concepts and examples learned in class to a current event.

Initial post does not clearly demonstrate that the learner can apply the concepts and examples learned in class. Unclear link between the concepts and examples learned in class to personal or professional experience or to a current event.

Initial does not demonstrate that the learner can apply the concepts and examples learned in class. No link to a personal or professional experience or to a current event is made in the post.

No posting, post is off topic, post does not meet minimum criteria for demonstrating beginning level of application. Post may be plagiarized, or use a high percentage of quotes that prevent demonstration of student’s ability to apply comprehension.

Active Forum Engagement

 2

Posts one or more responses to a classmate or instructor replies to the learner’s initial post. 

 

Posts two or more 100+ word responses to initial posts of classmates.  Posts motivate group discussion and contributes to the learning community by doing 2+ of the following:

 

·  offering advice or strategy

·  posing a question,

·  providing an alternative point-of-view,

·  acknowledging similar experiences

·  sharing a resource

Posts two 100+ word responses to initial posts of classmates.  Posts motivate group discussion and contribute to the learning community by doing  2+ of the following:

 

·  offering advice or strategy

·  posing a question,

·  providing an alternative point-of-view,

·  acknowledging similar experiences

·  sharing a resource

Posts one 100+ word response to initial post of classmate.  Post motivates group discussion and contributes to the learning community by doing 1 of the following:

 

·  offering advice or strategy

·  posing a question,

·  providing an alternative point-of-view,

·  acknowledging similar experiences

·  sharing a resource

Posts one 100+ word response to initial post of classmate.  Post does not clearly motivate group discussion or clearly contribute to the learning community.

 

Responses do not:

·  offering advice or strategy

·  posing a question,

·  providing an alternative point-of-view,

·  acknowledging similar experiences

·  sharing a resource

No peer responses are made.  One or more peer responses of low quality (“good job, I agree”) may be made.

Active Forum Presence

1

Learner posts 4+ different days in the learning week.

 

Initial post is made by Thursday 11:55pm ET of the learning week.

 

Response posts are made by Sunday 11:55pm ET of the learning week.

Learner posts 3 different days in the learning week.

 

Initial post is made by Friday 11:55pm ET of the learning week.

 

Response posts are made by Sunday 11:55pm ET of the learning week.

Learner posts 2 different days in the learning week. 

 

Initial post is made by Saturday 11:55pm ET of the learning week.

 

Response posts are made by Sunday 11:55pm ET of the learning week.

Learner posts 1 day in the learning week. 

 

Initial post is made by Sunday 11:55pm ET of the learning week.

 

Response posts are made by Sunday 11:55pm ET of the learning week.

Posts are not made during the learning week and therefore do not contribute to or enrich the weekly conversation.

Writing skills

 1

Post is 250+ words.  All posts reflect widely accepted academic writing protocols like using capital letters (“I am” not “i am”), cohesive sentences, and no texting language. Dialogue is also polite and respectful of different points of view.

Post is 250+ words.  The majority of posts reflect widely-accepted academic writing protocols like using capital letters (“I am” not “i am”), cohesive sentences, and no texting language. Dialogue is polite and respectful of different points of view.

Post is 150+ words.  The majority of posts reflect widely-accepted academic writing protocols like using capital letters (“I am” not “i am”), cohesive sentences, and no texting language. Dialogue may not be respectful of different points of view.

Post is 100+ words.  The majority of the forum communication ignores widely-accepted academic writing protocols like capital letters (“I am” not “i am”), cohesive sentences, and texting; Dialogue may not be respectful of different points of view.

No posting, post is off topic and does not meet minimum criteria for demonstrating beginning level of comprehension.

 

 frist response:

Latoya SingletonWeek 7 - Regression Analysis
Latoya Singleton (Jul 18, 2016 8:56 PM) - Read by: 8Reply to This MessageReply

Hello class,

For this forum I used my dependent variable grass (should marijuana be made legal) and ran a basic linear regression analysis while using the independent variables sex/gender and race.  My hypothesis is that sex/gender and race will have an effect on people’s belief that marijuana should be made legal.  My null hypothesis is that there will be no difference on a person’s belief.  The data that I received from my analysis indicates that White (-.097) has the greatest impact on my dependent variable should marijuana be made legal.  Male (-.101) although it has a smaller impact on my dependent variable, there is still an impact that is realized.  What this means is that a person’s race plays a larger role than a person’s gender in whether they feel that marijuana should be made legal.  Using a confidence interval of .05 or 95%, my p value = .000 (as a whole).  Since this p value is lower than the confidence interval of .05 then I must reject the null hypothesis that there is no effect on belief.  Individually the p value for Male was .000.  This result is below the confidence interval of .05.  Because of this number I will have to reject the null hypothesis and state that sex/gender alone has an effect on beliefs of should marijuana be made legal.  Likewise the p value for White was .001.  This result is also below the confidence interval of .05, so I will have to reject the null hypothesis and state that race alone also has an effect on beliefs of should marijuana be made legal.

 

Model Summary

Model

R

R Square

Adjusted R Square

Std. Error of the Estimate

1

.142a

.020

.019

.495

a. Predictors: (Constant), white dummy variable, male dummy variable

 

 

ANOVAa

Model

Sum of Squares

df

Mean Square

F

Sig.

1

Regression

6.204

2

3.102

12.665

.000b

Residual

301.517

1231

.245

 

 

Total

307.721

1233

 

 

 

a. Dependent Variable: SHOULD MARIJUANA BE MADE LEGAL

b. Predictors: (Constant), white dummy variable, male dummy variable

 

 

Coefficientsa

Model

Unstandardized Coefficients

Standardized Coefficients

t

Sig.

B

Std. Error

Beta

1

(Constant)

1.652

.030

 

54.818

.000

male dummy variable

-.101

.028

-.101

-3.579

.000

white dummy variable

-.110

.032

-.097

-3.421

.001

a. Dependent Variable: SHOULD MARIJUANA BE MADE LEGAL

 

 

 

Second response:

 

 

Regression

Michael Reece (Jul 19, 2016 2:09 AM) - Read by: 4Reply to This MessageReply
 

 

I did two different regressions for this, one for divorce ,dependent variable, and military service. The first shows that military service has the largest impact on divorce (-.094), followed by being a male (.052), and finally being white (-.046). The only one that was showing a significance with being separated or divorced is military service, which is .001. The other two independent variables both are above the .05, meaning they have little significance to the dependent variable. Male sig. was shown at .07 and white sig. showed at .087. This shows that military service has the greatest significance on marriages ending in divorce, much more than simply being white or a male. There can still be room for error in this since the years in armed service has a different scale than the other variables.

The next one was  suicide if tired of living, dependent variable, and separated or divorced. This shows that white has the largest impact on suicide (-.097), followed by male (-.059), and finally divorced (.003). Only one variable shows any significance that is being white, which is .005. Male sig. was shown to be .086, and divorce was at .919. White has the greatest impact on suicide for this regression.

A third with suicide as the dependent variable again, with military service as an independent variable. This one gives the same information as the previous, suicide and divorce, with different numbers. Surprisingly enough years of military service numbers are lower than divorce but still fairly insignificant compared to the other two variables.

 

All of the coefficients outputs for this response are added as an attachment.

 

 

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