BHS 220 Introduction To Hypothesis Testing
BHS 220 Introduction To Hypothesis Testing
BHS 220 Introduction To Hypothesis Testing
Suppose that a 2012 National Health Interview Survey gives the number of adults in the United States which gives the number of adults in the United States (reported in thousands) classified by their age group, and whether or not respondents have ever been tested for HIV. Here are the data:
Age Group
Tested
Never Tested
18–44 years
50,080
56,405
45–64 years
23,768
48,537
65–74 years
2,694
15,162
75 years and older
1,247
14,663
Total
77,789
134,767
Discuss probability. What is its history? What is the theory of probability? How is it calculated? What are the advantages and disadvantages of using this technique?
1. Identify and discuss the two major categories of probability interpretations, whose adherents possess conflicting views about the fundamental nature of probability.
2. Based on this survey, what is the probability that a randomly selected American adult has never been tested? Show your work. Hint: using the data in the two total rows, this would be calculated as p (NT) /( p (NT) + p (T)), where p is probability.
3. What proportion of 18- to 44-year-old Americans have never been tested for HIV? Hint: using the values in the 18–44 cells, this would be calculated as p (NT) / ( p (NT) + p (T)), where p is probability. Show your work.
Submit your (2-3 pages) paper by the end of this module.
Part 2 SLP:
For the third component of the Session Long Project, write a (2-3 pages) paper in which you:
1. Develop a null hypothesis and an alternative hypothesis based on the data you have collected.
2. Discuss why you have chosen the hypotheses you developed above. Be sure to discuss the concept of null hypothesis in your response.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.