Explain what the Chi Test proves and why it was used.

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Explain what the Chi Test proves and why it was used.

Which assumptions of the between-participant and within-participant ANOVA’s used here are the same?

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ANSWER ALL QUESTIONS

 

1. Assume it takes participants an average of 180 seconds to eat a vanilla ice cream cone and it takes different participants an average of 220 seconds to eat a chocolate ice cream cone.
   
a. Conceptually, what does a 95% percent confidence interval for the vanilla cone consumption time mean? (10 marks)
   
b. Specify (i.e. make up) a 95% confidence interval for the vanilla cone times and a separate 95% confidence interval on the chocolate cone times consistent with the plausible conclusion that the mean consumption times for these two conditions are significantly different. (10 marks)
   
   
2. The following two sets of ANOVA results are both from single factor designs where that factor had 4 levels, and the experimental manipulations in both designs were the same.
   
a. How many conditions did these designs have? (2 marks)
   
b. For the between-participants ANOVA, how many degrees of freedom were there for the between groups variability? (2 marks)
   
c. For the within-participants ANOVA, how many degrees of freedom were there for the within groups variability? (2 marks)
   
d. Would you reasonably expect the p value for the within-participants ANOVA to be bigger or smaller than the p value for the between-participants ANOVA AND why? (4 marks)
   

 

 
e. What is a plausible reason for the mean between group variability to be the same, 100.867, in both the between-participant and the within-participant ANOVA results AND why is this situation fairly strange? (6 marks)
   
f. Which assumptions of the between-participant and within-participant ANOVA’s used here are the same? (4 marks)
   
   
3. A psychologist was interested in influences on psychological well-being during COVID-19 lockdown. In particular, she assessed sending daily messages to participants’ smart phones for a two week period that were either funny video clips (laughing babies, etc.), videos of short mindfulness exercises (breathing, attention, etc.), short videos of stretching exercises or neutral videos (daily weather reports, how to change the oil on a car, etc.). In addition, she manipulated when participants got the videos, in the morning or in the evening. The key measure of well-being was a judgment following each video of how good the participant felt on a scale from -10, “I feel really awful”, to +10, “I feel really great” where 0 is “I feel neutral”. A given participant always received the same kind of video across days but never the same video twice. In addition, a given participant always received videos at the same time of day and made a total of 14 judgments. The researcher was not interested in assessing differences between videos of a given kind (e.g. not interested in differences between laughing baby versus people falling down videos), so she averaged together a given participant’s 14 judgments to get their average well-being score and did her analyses based on these participant averages.
   
a. Why is this a between-participant design even though participants all gave multiple well-being ratings? (4 marks)
   
b. How many conditions did this experiment have? (2 marks)
   
c. Specify all the relevant factors for an ANOVA based on this design. (4 marks)
   
d. Draw a summary graph (by hand is fine) with error bars of what data from this scenario might look like if participants’ well-being was significantly higher in the evening than the morning but nothing else was significant. (6 marks)
   
e. What would the potential advantages and disadvantages have been if the researcher had set up this experiment as a within-participants? (4 marks)
   
   
4.  
a. For a simple regression, describe the relationship between the sum of squares of the residuals, the sum of squares of model and the total sum of squares of the dependent variable. Further, describe how these measures can be used to generate a measure of correlation. If a regression was conducted on data that showed a perfect negative correlation (r = -1.0) then describe the relationship you would expect between the sum of squares for the model and the total sum of squares of the dependent variable. (10 marks)
   
b. A researcher predicts that the relationship between an independent variable and a dependent variable will follow a ‘U’-shaped function. Describe the steps that s/he could take to investigate the presence of such a curvilinearity. How might the expected minimum of the fitted function be found? (10 marks)
   
   
5. A study looked at the correlations between parental educational level (coded in number of years of education for fathers ‘YearsDad’ and number of years of education for mothers ‘YearsMom’) and a person’s educational achievement at age 18 labelled ‘Outcome’. The sample included 1000 people (550 males and 450 females). The SPSS output below is from a linear regression.

 
 
  Explain how it is that the ANOVA is significant but neither predictor is significant (α = 0.05). ALSO, explain what can be concluded from the output. [The critical value for r = 0.0619 when N = 1000]. (20 marks)
   

 

 

************Begin your answers on the next page************

 

How useful are the visuals (e.g., tables, charts, maps, photographs) utilized? How do they help to illustrate the argument/findings? Are they confusing or hard to read?

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Critique Peer-reviewed Articles

Instructions

Your task is to locate and critically assess two new peer-reviewed articles that describe research that contributes to theory in your topic area (The resilience of English Learners)

Use the sections and questions below to help you critique each article. You do not need to answer every single question as some questions might not apply. The questions and statements are listed to help you generate ideas as you evaluate each article.

  1. Introduction.
  • Give an overview of the problem or issue discussed in the study. Also explain the purpose of the study, any hypotheses, method and design, as well as conclusions.
  • However, keep in mind that the focus of this assignment is your critique. The introduction section of this assignment should not be more than a page. After you have written this section, it might help to reread the article with a more critical eye focused on inconsistencies or limitations.
  1. Evaluate problem or issue discussed.
  • Consider whether the problem is clearly described. Did the author(s) document and support the existence of the problem with scholarly sources and data? Were the sources credible and relevant (as defined by the readings you’ve done for this course)?
  1. Evaluate literature reviewed.
  • Examine the literature reviewed by the author(s). Have the author(s) cited only relevant literature? Do certain ideas or concepts appear to be over/underemphasized? Was there any bias in language or tone of the writing? Do you think there are any discussions that need elaboration or maybe could be more concise? Is there a clear theoretical framework?
  1. Evaluate methods.
  • Are the methods described with enough detail so that a reader could duplicate the research process if needed? Do the method and design appear to be appropriate for the problem being addressed and the purpose of the study?
  • Also consider the procedures and materials used (e.g., survey, interview guide, etc.). Do you believe this was the best way to collect the data needed to address the problem, purpose, and research questions?
  • Evaluate the sample. Do you see any issues with the size of the sample or the way participants were recruited? What about the demographic composition of the sample?
  1. Overall impressions.
    • How useful does this work seem to you regarding theoretical and/or practical applications? Does the author suggest the findings could be applied in theory and/or practice?
    • Is the writing clear and easy to follow?
    • How useful are the visuals (e.g., tables, charts, maps, photographs) utilized? How do they help to illustrate the argument/findings? Are they confusing or hard to read?
  1. Conclusion. Synthesize the pieces of your critique to emphasize your own main points about the author’s work.
    • Based on the limitations noted above and recommendations from the author(s), what further research might be conducted on the subject?
    • Ideas for future research could also include alternative ways to conduct the study. For example, could different samples or materials be used? What about a different method or design?

Submit your analysis of both articles.

Length: 5-6 pages

References: Include a minimum of two scholarly resources

Your article critiques should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards

 

What is a percentile? Define this term in such a way that a layperson can understand why the data is useful. 

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Bobby’s Test Results:

  1. On a standardized test of reading comprehension, Bobby scored in the 39th percentile.
    • What is a percentile? Define this term in such a way that a layperson can understand why the data is useful.
    • Use the conversion table above and the Bell Curve (Normal Curve, Percentiles, & Selected Standard Scores) to convert this score into a standard score and percentile. How does Bobby’s score differ from what might be expected of a student of a similar age? Use numbers here “average range” is too vague a reference/summary. For example: Bobby’s standard score of 92 is the 30%ile which means he did as well or better than 30% of the people who took the test, he did better than 29% of others who took the test, and 70% of others who took the test did better than he did. 
    • What are the educational implications of this score in READING COMPREHENSION? Your analysis and interpretation should be presented in a way that would be clear to a layperson (i.e., parent/caregiver) or other school-based professionals.
    • In other words, what are the real life implications of the score in the classroom, home, community setting (whichever is appropriate)? How might the need be manifested in the setting?
    • What EBPs might be appropriate for the team to consider to address the needs associated with the given score?
    • If Bobby’s score does not fall within the average range, suggest at least one EBP from the chart above to address this need. If Bobby’s score is at least average, suggest ways to use strengths to enhance areas of need. (Approximately 1-2 paragraphs)
  2. On a test of written language, Bobby received a standard score of 112.
    • What is a standard score? Define this term in such a way that a layperson can understand why the data is useful.
    • Use the conversion table above and the Bell Curve (Normal Curve, Percentiles, & Selected Standard Scores) to convert this score into a standard score and percentile. How does Bobby’s score differ from what might be expected of a student of a similar age? Use numbers here “average range” is too vague a reference/summary.  For example: Bobby’s standard score of 92 is the 30%ile which means he did as well or better than 30% of the people who took the test, he did better than 29% of others who took the test, and 70% of others who took the test did better than he did. 
    • What are the educational implications of this score in WRITTEN COMMUNICATION? Your analysis and interpretation should be presented in a way that would be clear to a layperson (i.e., parent/caregiver) or other school-based professionals.
    • In other words, what are the real life implications of the score in the classroom, home, community setting (whichever is appropriate)? How might the need be manifested in the setting?
    • What EBPs might be appropriate for the team to consider to address the needs associated with the given score?
    • If Bobby’s score does not fall within the average range, suggest at least one EBP from the chart above to address this need. If Bobby’s score is at least average, suggest ways to use strengths to enhance areas of need. (Approximately 1-2 paragraphs) Given that 70% of others who took the test did better than he did in this area, this could be a red flag for the team to consider when Bobby is asked to complete tasks requiring this skill. The team should consider supporting Bobby with…… or monitoring…. etc. 
  3. A behavioral rating scale indicated that Bobby’s problem behavior quotient was two standard deviations above the mean.
    • What is a deviation? Define this term in such a way that a layperson can understand why the data is useful.
    • Use the conversion table above and the Bell Curve (Normal Curve, Percentiles, & Selected Standard Scores) to convert this score into a standard score and percentile. How does Bobby’s score differ from what might be expected of a student of a similar age? Use numbers here “average range” is too vague a reference/summary. For example: Bobby’s standard score of 92 is the 30%ile which means he did as well or better than 30% of the people who took the test, he did better than 29% of others who took the test, and 70% of others who took the test did better than he did. 
    • What are the educational implications of this score in PROBLEM BEHAVIOR? Your analysis and interpretation should be presented in a way that would be clear to a layperson (i.e., parent/caregiver) or other school-based professionals.
    • In other words, what are the real life implications of the score in the classroom, home, community setting (whichever is appropriate)? How might the need be manifested in the setting?
    • What EBPs might be appropriate for the team to consider to address the needs associated with the given score?
    • If Bobby’s score does not fall within the average range, suggest at least one EBP from the chart above to address this need. If Bobby’s score is at least average, suggest ways to use strengths to enhance areas of need. (Approximately 1-2 paragraphs)
  4. On a standardized test of math reasoning, Bobby received a z-score of (-1.0).
    • What is a z-score? Define this term in such a way that a layperson can understand why the data is useful.
    • Use the conversion table above and the Bell Curve (Normal Curve, Percentiles, & Selected Standard Scores) to convert this score into a standard score and percentile. How does Bobby’s score differ from what might be expected of a student of a similar age? Use numbers here “average range” is too vague a reference/summary. For example: Bobby’s standard score of 92 is the 30%ile which means he did as well or better than 30% of the people who took the test, he did better than 29% of others who took the test, and 70% of others who took the test did better than he did. 
    • What are the educational implications of this score in MATH REASONING? Your analysis and interpretation should be presented in a way that would be clear to a layperson (i.e., parent/caregiver) or other school-based professionals.
    • In other words, what are the real life implications of the score in the classroom, home, community setting (whichever is appropriate)? How might the need be manifested in the setting?
    • What EBPs might be appropriate for the team to consider to address the needs associated with the given score?
    • If Bobby’s score does not fall within the average range, suggest at least one EBP from the chart above to address this need. If Bobby’s score is at least average, suggest ways to use strengths to enhance areas of need. (Approximately 1-2 paragraphs)
  5. On a standardized test of oral language fluency, Bobby received a t-score of 57.
    • What is a t-score? Define this term in such a way that a layperson can understand why the data is useful.
    • Use the conversion table above and the Bell Curve (Normal Curve, Percentiles, & Selected Standard Scores) to convert this score into a standard score and percentile. How does Bobby’s score differ from what might be expected of a student of a similar age? Use numbers here “average range” is too vague a reference/summary. For example: Bobby’s standard score of 92 is the 30%ile which means he did as well or better than 30% of the people who took the test, he did better than 29% of others who took the test, and 70% of others who took the test did better than he did. 
    • What are the educational implications of this score in ORAL LANGUAGE FLUENCY? Your analysis and interpretation should be presented in a way that would be clear to a layperson (i.e., parent/caregiver) or other school-based professionals.
    • In other words, what are the real life implications of the score in the classroom, home, community setting (whichever is appropriate)? How might the need be manifested in the setting?
    • What EBPs might be appropriate for the team to consider to address the needs associated with the given score?
    • If Bobby’s score does not fall within the average range, suggest at least one EBP from the chart above to address this need. If Bobby’s score is at least average, suggest ways to use strengths to enhance areas of need. (Approximately 1-2 paragraphs)
  6.  On the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-VJ, Bobby’s overall cognitive abilities in the high average range (Full Scale IQ SS=115), with specific abilities ranging from the average to very high range (Verbal Comprehension SS=126; Working Memory SS=97; Processing Speed = SS 103)
    • Use the conversion table above and the Bell Curve (Normal Curve, Percentiles, & Selected Standard Scores) to convert this score into a standard score and percentile. How does Bobby’s score differ from what might be expected of a student of a similar age? Use numbers here “average range” is too vague a reference/summary.  For example: Bobby’s standard score of 92 is the 30%ile which means he did as well or better than 30% of the people who took the test, he did better than 29% of others who took the test, and 70% of others who took the test did better than he did. 
    • What are the educational implications of these scores (intellectual ability, verbal comprehension, working memory) in comparison with scores noted above?  Your analysis and interpretation should be presented in a way that would be clear to a layperson (i.e., parent/caregiver) or other school-based professionals.
    • In other words, what are the real life implications of the score in the classroom, home, community setting (whichever is appropriate)? How might the need be manifested in the setting?
    • What EBPs might be appropriate for the team to consider to address the needs associated with the given score?
    • If Bobby’s score does not fall within the average range, suggest at least one EBP from the chart above to address this need. If Bobby’s score is at least average, suggest ways to use strengths to enhance areas of need. (Approximately 1-2 paragraphs) Given that 70% of others who took the test did better than he did in this area, this could be a red flag for the team to consider when Bobby is asked to complete tasks requiring this skill. The team should consider supporting Bobby with…… or monitoring…. etc. 

 

Determine whether neuroticism and extroversion predict the employment status (work).

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Measurement and Assessment (M&A) II Assignment (resit)
This M&A II assignment consists of carrying out psychometric analyses in SPSS, and reporting the results. This is an individual assignment, so you are required to do the analyses and write the research report by yourself. The research report should be comprehensible for people who are not familiar with the details of psychometric analyses.
Below the required analyses are detailed. You can do all these analyses in SPSS. In reporting the results, you can cut-and-paste SPSS tables, if you like, but tables should include your own table caption (titles) and table number and you should remove non-relevant information from the tables. The report should include clear statements on the reason for the analyses (what are the questions?) and the meaning of the results (what are the answers to the questions?).
Word limit
The word limit 1500 words (not including tables)
Writing and plagiarism checking
The report should be written in clear and correct English. Make sure your report contains no spelling or grammatical errors (please run a spelling check). You are required to do this assignment individually and to write the report individually. Note: all reports will be submitted to a plagiarism checker.
Relationship to lectures and literature
This assignment relates directly to
Furr chapters: 4 (exploratory factor analysis)
Workbook chapters: 2 (logistic regression), 3 (factor analysis)
The relevant ppts: MA_Furr19_chapter_3, MA_Furr_chapter_4_12

Assignment: Extroversion, neuroticism & employment

In a pilot study of the psychological consequences of unemployment among young adults, a short personality test was administered to a sample of N=407 participants between 18 and 22 years. The test measures the personality traits neuroticism and extroversion by means of 5 neuroticism and 5 extroversion items. In addition, the participants were asked whether they were gainfully employed. The answer to this question is coded 0 for employed and 1 for unemployed. This variable is called work. The aim of the pilot study was to determine whether:

1) the personality test is psychometrically acceptable
2) neuroticism and extroversion predict the variable work

The data. The sample comprises 407 young males and females between 18 and 22 years. The 5 neuroticism items are denoted fear, annoyance, depression, shame, vulnerable; the 5 extroversion items are denoted cordial, social, energy, adventurous, joyous. Each item contains a statement such as “Generally, I am a joyful person”. The response format is a 7 point scale, with score 1 indicating “disagree completely” and 7 indicating “agree completely”. A higher test score indicates a greater degree of neuroticism or extroversion. In addition, as mentioned above, there is the dichotomous variable work (0 means “employed” and 1 means “unemployed”). The SPSS system file containing the data is called NeurotExtrav.sav.

The analyses (SPSS menu navigation is discussed below). The present aim is twofold.

The first aim is to investigate the following psychometric characteristics of the personality test:

Dimensionality & Item quality. Carry out a factor analysis of the 10 items. Fit the two common factor model to the data, and report, following oblique rotation, the factor loadings, the communalities, the factor correlation, the percentage of variance explained by each of the two factors, and the total percentage of variance explained in the two factor model. Firstly, given that the test is supposed to measure the two latent variables neuroticism and extroversion, are the results interpretable as such? Secondly, are the test items good indicators for neuroticism and extroversion? Recall from Workbook CH3 that: “in general the items with a loading <.30 are considered as items that do not fit well within the set of questions, the questionnaire, or the factor.”

The second aim is to analyze the relationship between personality and unemployment.

Logistic regression analysis. Determine whether neuroticism and extroversion predict the employment status (work). To this end, first calculate the test scores by summing the neuroticism into a single score and by summing the extroversion items into a single score. Calculate the z-scores of the test scores by standardizing the test scores. Use the z-scores in the logistic regression analyses as the predictors. Do the analysis twice: once with the neuroticism z-scores as the predictor, and once with the extroversion z-scores as the predictor. Include in your report the relevant null hypotheses, and alpha level of 0.05. Do neuroticism and extroversion predict the probability of being unemployed (work=1)? If so, report 1) the unconditional probability of work=1, and 2) the probability of work=1 given the mean of the z-scores (zero) and 3) given the mean plus one standard deviation of the z-scores. Because the predictor is standardized, the mean equals zero and the mean plus 1 standard deviation equals 1. So in your discussion of the effect size, include

prob(work=1), the unconditional probability, and the following conditional probabilities
prob(work=1|zscore=0) = 1 / (1 + exp(-(b0 + b1*0)) and
prob(work=1|zscore=1) = 1 / (1 + exp(-(b0 + b1*1)).
Discuss, based on your subjective evaluation of these probabilities, the strength of predictive value of the personality traits.

Report sections

Carry out the required analyses in SPSS (instruction are given below), and write a report on the basis of the results. Your report should include:

1) Title page. Title page with a sensible title, your name and student number, and the word count (make sure that the word count is < 1500).

2) Introduction. An introduction explaining the aims of the study.

3) Method section. A method section in which the methods are discussed briefly – which analyses are carried out (factor analysis and logistic regression analyses) and which questions do these answer? In the case of the logistic regression analyses, mention the null hypotheses and the alpha level of 0.05 (i.e.,=.05).

4) Data section. Brief description of the variables and the samples (including information on sex and age).

5) The results (4 tables). Provide descriptives (table 1 with means and standard deviations of the items and the variables work, sex and age, table 2 with the correlation matrix of the items).

5A) Describe results of the factor analysis (table 3 with rotated factor loadings and communalities). Report the correlations between the common factors and the percentages of explained variance after rotation (for each factor and for both factors together) in the text.

5B) Describe the results of the logistic regression analyses (table 4 with the parameter estimates, standard errors and p-values).

6) Conclusions. Conclusions with a clear answer to the question concerning the psychometric aspects of the test and the predictive value of the neuroticism and extraversion test scores. Is the test acceptable in terms of interpretation of the factor structure and is the quality of test items adequate? Do the personality traits predict the variable work? If so, what is the effect size, as expressed in terms of conditional probabilities? (see above for explanation).

Determine the purpose of the article

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Below you will find a link for an article from that looks as cell phone usage and gpa. For this first assignment you will need to:

Article:

1) Determine the purpose of the article (4 points)

The purpose of the article is the “why” behind the research. Why was this research conducted? What was the researcher trying to determine? You should be able to answer this question in one sentence.

2) Identify the independent variable (3 points)

Remember that the independent variable is the variable that is manipulated by the researcher.

3) Identify the dependent variable (3 points)

This is the variable that is ultimately measured to see if there was an effect caused by the independent variable.

Calculate the expected payoff of each litigant under this equilibrium path.

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(a) Assume that both players are forced to hire an attorney in the first stage.

i. Formulate the expected payoff function of each attorney in the second stage given representation fees wi. (3 Marks)

ii. Determine the Nash Equilibrium legal expenses of each attorney. Show that the attorney accepts any positive wi. (5 Marks)

iii. Calculate the equilibrium probabilities of winning the case in the second stage as a function of attorneys’ representation fees. (2 Marks)

iv. Given the subgame decisions of attorneys in the second stage above, formulate the payoff functions of each litigant in the second stage as a function of wi. (5 Marks)

v. Show that there is no asymmetry in the representation fee choices in the Subgame Perfect Nash Equilibrium, i.e., 4 = W. Determine the Subgame Perfect Nash Equilibrium representation fee choices of each litigant in the second stage. Calculate the expected payoff of each litigant under this equilibrium path. (10 Marks) (b) Assume that both players are forced not to hire an attorney in the first stage.

i. Formulate the expected payoff function of each litigant in the second stage. (3 Marks)

ii. Determine the Nash Equilibrium legal expenses of each player and calculate their equilibrium expected payoff in the second stage. (12 Marks)

(c) Assume that one player is forced to hire an attorney and the other forced not to in the first stage

i. Formulate the expected payoff function of each player (one litigant and one attorney) in the second stage. (3 marks)

ii. Determine the Nash Equilibrium legal expenses of each player and calculate their equilibrium expected payoff in the second stage. (12 marks)

iii. Determine the Subgame Perfect Nash Equilibrium wage choice of the player who is forced to hire an attorney. Calculate the equilibrium expected payoffs of each litigant in this equilibrium path. (10 marks)

(d) Assume that now decisions are not forced in the first stage and each litigant makes a choice on hiring an attorney or not.

i. Determine the Subgame Perfect Nash Equilibrium hiring decisions of each litigant. (10 Marks)

ii. Is there any Pareto improvement over the Subgame Perfect Nash Equilibrium hiring decisions of the litigants? Explain. (10 Marks)

iii. Is it recommendable for the state to include a mandatory law to hire attorneys? Would litigants be better off under this law? How do you explain this result? (15 Marks)

Discuss ways in which the ability to capture a large volume of detailed data and use it for analytics has or can improve the ability of media companies to leverage that data into a competitive advantage and business success.

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Calculating how many people watch or listen to broadcast media such as TV shows and radio has always been challenging. TV ratings have been traditionally monitored by systems such as Nielsen ratings ( This data is then used to do things such as renew or cancel shows and set commercial advertising prices.

Modern, internet based, media has changed this substantially. Streaming video companies such as Netflix, Hulu, and Youtube as well as audio services such as Spotify, iTunes, and the assortment of podcast systems are able to capture more data about their customers due to the nature of their business.

For this discussion, please discuss ways in which the ability to capture a large volume of detailed data and use it for analytics has or can improve the ability of media companies to leverage that data into a competitive advantage and business success.

Your example can come from any area of media, such as:

Targeting content to certain audiences.
Generating viral ‘buzz’.
Pricing services.
Pricing advertising.
In your example you should highlight a couple of factors:

What, specifically, the organization has implemented.
What improvement it has made/could make over the status quo or alternatives.
The ultimate impact of the analytic change – e.g. more subscribers, better content, more advertising dollars etc…
The scope or impact of the chosen solution – e.g. is it a minor change or a massive organizational shift.

Provide concrete advantages and disadvantages of using qualitative software programs in general.

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  1. Describe the software program of interest to you.
  2. Provide concrete advantages and disadvantages of using qualitative software programs in general.
  3. Include information that reflects the merits and drawbacks of the particular software program that is of interest to you.
  4. Include information that reflects the merits and drawbacks of manual analysis.
  5. Provide a recommendation to the dean on whether or not a software program would be beneficial and effective or whether researchers in the department should use manual analysis.

Identify statistical problems associated with regression analysis and their implications for the interpretation of the results.

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This is a methods of financial data analysis BSP420

This assignment is intended to assess your ability to:
1. Download and manage data from an online source.
2. Perform regression analysis using EViews.
3. Interpret the results of regression analysis.
4. Identify statistical problems associated with regression analysis and their
implications for the interpretation of the results.
5. Apply the content taught in lectures and tutorials.

My criteria:
Company: Microsoft
Daily Share Price from 2007 till date (said there should be at least 1000 observations)
Important to include the financial crisis year.
Please use Eviews

4 Misspecification Tests Should be done:
1. Heteroscedasticity
2. Serial Correlation (can be pick from; Durbin-Watson Test; Durbins H Test; Breusch-Godfrey Test; Box-Ljung Test; Correlogram)
3. Normality Of Residuals
4. Ommision of Relevants V’s