Social Studies 201 – Fall 2006
Problem Set 1 – Due Monday, September 25,
2006
- The attached article concerns development plans for southwest Regina, in the
area south of the airport, west of the Lewvan,
and north of the Trans-Canada.
Imagine that you have responsibility for making a report concerning
the advantages and disadvantages of proceeding with development. What sorts of data would be useful in
illustrating the pros and cons of development and what data limitations
might there be? Do not attempt to
be comprehensive in answering this but, referring to data production
issues discussed in Chapter 2 and in class, write a half page to a page
describing some of the data that might be useful in educating people on
the issue. For example, you could discuss
the relevant population and variables, what sorts of data are available,
who controls the data, what possible ways of obtaining new data might
exist, and what errors might there be in the data. If you wish to obtain more information
about development plans, consult the Southwest Sector Plan of the Regina
Planning Commission at the web site: http://www.regina.ca/pdfs/meeting_agenda/2006_RPC06-42_RPC06-42.pdf. At http://www.regina.ca/content/info_services/urban_planning/sdp.shtml
there is a map that may help you visualize the development plans.
- Use the questionnaire of the Survey of Student
Attitudes and Experiences Fall 1998 (SSAE98)
for this question. For each of
questions 8, 9, 17, 19, and 49 in the questionnaire, (i)
clearly identify or name the variable in the question; (ii) state the
highest level of measurement the variable has (nominal, ordinal, interval,
or ratio), explaining your reasoning; and (iii) for each variable explain
whether it is discrete or continuous.
- The numbers in Table 1 represent the hours spent weekly at
various activities, as reported by sixty-eight undergraduate students in
the Survey of Student Attitudes and Experiences 1998. These data represent the total number
hours these students reported for studying, extracurricular activities,
care of dependents, volunteer work, religious activities, and working at
jobs during a week. For the data in
Table 1 construct an (i) unordered and (ii)
ordered stem-and-leaf display.
(iii) From the stem-and-leaf display construct a frequency
distribution table for the total hours spent weekly at the activities. (iv) In a
sentence or two, describe the frequency distribution.
Table 1. Hours
spent at various activities, sixty-eight undergraduates, Survey of Student
Attitudes and Experiences 1998
31
|
42
|
24
|
34
|
48
|
30
|
120
|
55
|
45
|
30
|
71
|
36
|
42
|
28
|
23
|
53
|
18
|
34
|
43
|
25
|
38
|
33
|
45
|
52
|
47
|
50
|
90
|
58
|
57
|
28
|
31
|
36
|
65
|
65
|
53
|
106
|
40
|
45
|
33
|
45
|
52
|
50
|
45
|
40
|
27
|
24
|
27
|
41
|
43
|
26
|
24
|
31
|
40
|
26
|
23
|
115
|
43
|
41
|
56
|
|
30
|
28
|
25
|
71
|
56
|
63
|
31
|
79
|
80
|
|