RM

INTRODUCTION
Part A: Question and Answers
1 Explain in detail different stages in data processing?
The processing of data/information is an essential dimension of stream lining the facts and
writing of a field report. A separate account of processing is given here.
(A) Processing of primary data: The primary data collected from the field remains in the raw
form of statements, digits and qualitative terms. The raw data contains error, omissions and
inconsistencies. It requires corrections after careful scrutinizing the completed questionnaires.
The following steps are involved in the processing of primary data.
(i) Editing of data: The editing of data can be done at two stages: field and post-field editing.
The field editing is are view of reporting by the investigator for completing what has been
written in an abbreviated form during interviewing the respondent. The post-field editing is
carried out when field survey is completed and all the form of schedule have been collected
together. This type of editing requires review of all forms thoroughly.
(ii) The coding of data: To keep the response with in limited alternatives, we need to assign
some alphabetical or numerical symbols or both to the answers. The alternatives must be
mutually exclusive i.e. defined in one concept or term only. This form of processing is known
as coding. For example in a question of educational qualifications alternative choices given
are: Uneducated; Below Matriculation; Matriculation & above but below Graduate; Graduate
& above; Technical Diploma; Technical Degree .The alphabetical codes assigned to these
alternatives could be A,B,C,D,E and F. Similarly, numerical codes to these alternatives could
be 1,2,3,4.,and 5 respectively. is necessary for the efficient analysis. Though coding
exercise is a part of the formulation of questionnaire yet responses to questions need to be
coded and made final at the processing stage. This simplifies the transfer of data from
questionnaires to the master chart. It is a two dimensional chart in which observations are
entered on one
(X) and details of the responses on the other axis (Y). The calculations becomes easier and
quicker if the details are coded and entered in the master chart or fed in the computers.
(iii) Organization of Data: The data information collected through different sources should be
organized. The first task in this regard is to develop a master chart. For example in a local
Awareness about ISIS Page 1
area survey, we record individual households in rows and the details of population, function,
facilities and amenities etc. in columns. Thus a large chart is prepared that contains,
practically, all relevant information/data. Finally the total of rows and columns are cross-
checked. The information arranged in an ascending order is known as the array of data. The
set of information related to specific entity is called the field
(iv) Classification of data: A huge volume of raw data collected through field survey needs to
be grouped for similar details of individual responses. The process of organizing data into
groups and classes on the basis of certain characteristics is known as the classification of
data. Classification helps in making comparisons among categories of observations. It can be
either according to numerical characteristics or according to attributes. The numerical
characteristics are classified on the basis of class intervals. For eg monthly income up to
Rs.2000 may form its group and the respondents reporting income in the range may form its
frequency. Similarly, further group can also be made like income group Rs.2000 to Rs.3000.
The number of items entered against each class as the frequency of the class. Every class has
a lower and an upper limit. The difference between the upper and lower limits is known as
the range of the class. The class intervals are mostly kept equal. Sometimes when the range of
the data is too large class intervals are not kept equal, instead they are based on the
perceptible gaps in the array the data. For example settlements having less than 2000
population can be grouped as below 200 population 200-500 population, 500-1000
population and so on. In this group as class intervals are unequal. Descriptive characteristics-
example land holding, sex, caste and so on. 2. Time, situation and area specific
characteristics. 3. Nature of data as continuous or discrete
Presentation of data: The presentation of data could be tabular, statistical and cartographic. In
case of tabular form of presentation, data related to different variables should be classified
and compared. Various statistical techniques are available to derive accurate and precise
results. Since techniques have a large range coupled with the limitations of their own,
selection of appropriate technique needs to be made for the purpose. The construction of
graphs, charts, diagrams and maps are the various forms of cartographic presentations. The
data is transformed into cartographic system which is used for visual presentation. A brief
account of tabular, statistical as well as cartographic presentation of data is discussed below.
(i) Tabular Presentation: It is used for summarization of data in its micro form. It helps in the
analysis of trends, relationship and other characteristics of a given data. Simple tabulation is

used to answer question related to one characteristic of the data whereas complex tabulation
is used to present several interrelated characteristics. Complex tabulation results in two way,
three way tables which give information about two or three inter-related characteristic of
data. The following points may be kept in mind while constructing a table.
1. To make a table easily understandable without a text, a clear and concise title be given just
above the frame of the table.
2. Each table should be numbered to facilitate easy reference.
3. Both columns and rows of the table should have a short and clear caption. They may also
be numbered to facilitate the reference.
4. The units of measurement (production units) - kgs, quintals, tones, or areal units-hectare,
kilometre) be indicated. If table relates to some specific time, it must be mentioned. The
tables should be logical, clear and as simple as possible
5. The source of data must be indicated just below the body of the table.
6. The abbreviated words and explanatory foot notes if any should be placed beneath the
table. However, should be used to the minimum possible extent.
7. The sequence of data categories in a table may follow alphabetical, chronological,

geographical order according to magnitude of the item presented.
(ii) Statistical Presentation of data: The data collected through various sources needs to be
processed statistically for precise explanations. Very often it becomes necessary to obtain a
single representative value for the whole data set. The statistical measures that enable us to
work out a single representative figure for the entire data distribution, is known as central
tendency. Measures of central tendency help us to compare different distributions besides
being representative for each distribution. These measures normally denote the central points
of values, distance and occurrence in a distribution.
2 Explain in brief measures of central tendency?
A measure of central tendency (also referred to as measures of center or central location) is a

summary measure that attempts to describe a whole set of data with a single value that
represents the middle or center of its distribution.

There are three main measures of central tendency: the mode, the median and the mean. Each of
these measures describes a different indication of the typical or central value in the distribution
1 MODE
The mode is the most commonly occurring value in a

Age Frequency
distribution. Consider this dataset showing the retirement age of 11
54
people, in whole years: 54, 54, 54, 55, 56, 57, 57, 58, 58, 60,55 60
This table shows a simple frequency distribution of the56
retirement age data. 57
The most commonly occurring value is 54, therefore the mode of58 this
distribution is 54 years. 60
Advantage of the mode:

The mode has an advantage over the median and the mean as it can be found for
both numerical and categorical (non-numerical) data.
Limitations of the mode:

The are some limitations to using the mode. In some distributions, the mode may not reflect the
centre of the distribution very well. When the distribution of retirement age is ordered from
lowest to highest value, it is easy to see that the centre of the distribution is 57 years, but the
mode is lower, at 54 years. 54, 54, 54, 55, 56, 57, 57, 58, 58, 60, 60
It is also possible for there to be more than one mode for the same distribution of data, (bi-
modal, or multi-modal). The presence of more than one mode can limit the ability of the mode in
describing the centre or typical value of the distribution because a single value to describe the
centre cannot be identified.
In some cases, particularly where the data are continuous, the distribution may have no mode at
all (i.e. if all values are different).In cases such as these, it may be better to consider using the
median or mean, or group the data in to appropriate intervals, and find the modal class.
MEDIAN
The median is the middle value in distribution when the values are arranged in ascending or
descending order.

The median divides the distribution in half (there are 50% of observations on either side of the
median value). In a distribution with an odd number of observations, the median value is the
middle value.
Looking at the retirement age distribution (which has 11 observations), the median is the middle
value, which is 57 years:
54, 54, 54, 55, 56, 57, 57, 58, 58, 60, 60
When the distribution has an even number of observations, the median value is the mean of the
two middle values. In the following distribution, the two middle values are 56 and 57, therefore
the median equals 56.5 years:
Advantage of the median:

The median is less affected by outliers and skewed data than the mean, and is usually the
preferred measure of central tendency when the distribution is not symmetrical.
Limitation of the median:
The median cannot be identified for categorical nominal data, as it cannot be logically
ordered.
MEAN:
The mean is the sum of the value of each observation in a dataset divided by the number of
observations. This is also known as the arithmetic average.
Looking at the retirement age distribution again:
54, 54, 54, 55, 56, 57, 57, 58, 58, 60, 60
The mean is calculated by adding together all the values
(54+54+54+55+56+57+57+58+58+60+60 = 623) and dividing by the number of observations
(11) which equals 56.6 years.
Advantage of the mean:
The mean can be used for
both continuous and discrete numeric data
Limitations of the mean:
The mean cannot be calculated
for categorical data, as the values cannot be summed.
As the mean includes every value in the distribution the mean is influenced by outliers and
skewed distributions. The population mean is indicated by the Greek symbol (pronounced
mu). When the mean is calculated on a distribution from a sample it is indicated by the

symbol xx (pronounced X-bar). How does the shape of a distribution influence the Measures of
Central Tendency? Symmetrical distributions:When a distribution is symmetrical, the mode,
median and mean are all in the middle of the distribution. The following graph shows a larger
retirement age dataset with a distribution which is symmetrical. The mode, median and mean all
equal 58 years.
Skewed distributions:
When a distribution is skewed the mode remains the most commonly occurring value, the
median remains the middle value in the distribution, but the mean is generally pulled in the
direction of the tails. In a skewed distribution, the median is often a preferred measure of central
tendency, as the mean is not usually in the middle of the distribution.
A distribution is said to be positively or right skewed when the tail on the right side of the
distribution is longer than the left side. In a positively skewed distribution it is common for the
mean to be pulled toward the right tail of the distribution. Although there are exceptions to this
rule, generally, most of the values, including the median value, tend to be less than the mean
value. The following graph shows a larger retirement age data set with a distribution which is
right skewed. The data has been grouped into classes, as the variable being measured (retirement
age) is continuous. The mode is 54 years, the modal class is 54-56 years, the median is 56 years
and the mean is 57.2 years.
A distribution is said to be negatively or left skewed when the tail on the left side of the
distribution is longer than the right side. In a negatively skewed distribution, it is common for
the mean to be pulled toward the left tail of the distribution. Although there are exceptions to
this rule, generally, most of the values, including the median value, tend to be greater than the
mean.
OUTLIERS
Outliers are extreme, or atypical data value(s) that are notably different from the rest of the data.
It is important to detect outliers within a distribution, because they can alter the results of the
data analysis. The mean is more sensitive to the existence of outliers than the median or mode.
Consider the initial retirement age dataset again, with one difference; the last observation of 60
years has been replaced with a retirement age of 81 years. This value is much higher than the
other values, and could be considered an outlier. However, it has not changed the middle of the
distribution, and therefore the median value is still 57 years.

54, 54, 54, 55, 56, 57, 57, 58, 58, 60, 81
As the all values are included in the calculation of the mean, the outlier will influence the mean
value.
(54+54+54+55+56+57+57+58+58+60+81 = 644), divided by 11 = 58.5 years
In this distribution the outlier value has increased the mean value.
Despite the existence of outliers in a distribution, the mean can still be an appropriate measure of
central tendency, especially if the rest of the data is normally distributed. If the outlier is
confirmed as a valid extreme value, it should not be removed from the dataset. Several common
regression techniques can help reduce the influence of outliers on the mean value.
3) Explain different methods of determining correlation?
The Correlation is a statistical tool used to measure the relationship between two or more
variables, i.e. the degree to which the variables are associated with each other, such that the
change in one is accompanied by the change in another.
The correlation is said to be linear when the change in the amount of one variable tends to bear a
constant ratio to the amount of change in another variable. Whereas, the non-linear or
curvilinear correlation is when the ratio of the amount of change in one variable to the amount of
change in another variable is not constant. Following are the methods of determining Cor-
relation.
1 Scatter Method:
The Scatter Diagram Method is the simplest method to study the correlation between two
variables wherein the values for each pair of a variable is plotted on a graph in the form of dots
thereby obtaining as many points as the number of observations. Then by looking at the scatter
of several points, the degree of correlation is ascertained.
The degree to which the variables are related to each other depends on the manner in which the
points are scattered over the chart. The more the points plotted are scattered over the chart, the
lesser is the degree of correlation between the variables. The more the points plotted are closer
to the line, the higher is the degree of correlation. The degree of correlation is denoted by r.
The following types of scatter diagrams tell about the degree of correlation between variable X
and variable Y.

Perfect Positive Correlation (r=+1): The correlation is said to be perfectly positive
when all the points lie on the straight line rising from the lower left-hand corner to the
upper right-hand corner.
Perfect Negative Correlation (r=-1): When all the points lie on a straight line falling
from the upper left-hand corner to the lower right-hand corner, the variables are said
to be negatively correlated.
High Degree of +Ve Correlation (r= + High): The degree of correlation is high when
the points plotted fall under the narrow band and is said to be positive when these
show the rising tendency from the lower left-hand corner to the upper right-hand
corner.
High Degree of Ve Correlation (r= High): The degree of negative correlation is
high when the point plotted fall in the narrow band and show the declining tendency
from the upper left-hand corner to the lower right-hand corner.
Low degree of +Ve Correlation (r= + Low): The correlation between the variables is
said to be low but positive when the points are highly scattered over the graph and
show a rising tendency from the lower left-hand corner to the upper right-hand corner.
Low Degree of Ve Correlation (r= + Low): The degree of correlation is low and
negative when the points are scattered over the graph and the show the falling
tendency from the upper left-hand corner to the lower right-hand corner.
No Correlation (r= 0): The variable is said to be unrelated when the points are
haphazardly scattered over the graph and do not show any specific pattern. Here
the correlation is absent and hence r = 0.
Thus, the scatter diagram method is the simplest device to study the degree of relationship
between the variables by plotting the dots for each pair of variable values given. The chart on
which the dots are plotted is also called as a Dotogram
Karl Pearsons Method
Karl Pearsons Coefficient of Correlation is widely used mathematical method wherein the
numerical expression is used to calculate the degree and direction of the relationship between
linear related variables.
Pearsons method, popularly known as a Pearsonian Coefficient of Correlation, is the most
extensively used quantitative methods in practice. The coefficient of correlation is denoted
by r.
If the relationship between two variables X and Y is to be ascertained, then the following
formula is used

The value of the coefficient of correlation (r)
always lies between 1. Such as:
r=+1, perfect positive correlation r=-1, perfect
negative correlation r=0, no correlation. The
coefficient of correlation is independent of
the origin and scale. By origin, it means subtracting
any non-zero constant from the given value of X
and Y the vale of r remains unchanged. By scale it means, there is no effect on the value of r
if the value of X and Y is divided or multiplied by any constant.
The coefficient of correlation is a geometric mean of two regression coefficient. Symbolically it
is represented as:
The coefficient of correlation is zero when the variables X and Y are

independent. But, however, the converse is not true.
Assumptions of Karl Pearsons Coefficient of Correlation
The relationship between the variables is Linear, which means when the two variables are
plotted, a straight line is formed by the points plotted. There are a large number of independent
causes that affect the variables under study so as to form a Normal Distribution. Such as,
variables like price, demand, supply, etc. are affected by such factors that the normal distribution
is formed
METHODS OF LEAST SQUARES:
The Method of Least Squares is another mathematical method that tells the degree of correlation
between the variables by using the square root of the product of two regression coefficient that
of x on y and y on x. The numerical notation of the formula to calculate the correlation by the
coefficient method of least squares is given below:
While studying the economic and business series, it might be observed that
there is a time gap before any cause-and-effect relationship is established
and this time gap is called as a Lag. For example, production of a
commodity may increase today, but might not have an immediate effect on its price, it may take
some time for the price to adjust itself to the increased production.
While computing the correlation between the variables by using any of the methods, this time, a
gap must be taken into the consideration otherwise wrong or false conclusions would be drawn.
1 SPEARMANs RANK CORRELATION

The Spearmans Rank Correlation Coefficient is the non-parametric statistical measure used to
study the strength of association between the two ranked variables. This method is applied to the
ordinal set of numbers, which can be arranged in order, i.e. one after the other so that ranks can
be given to each.
In the rank correlation coefficient method, the ranks are given to each individual on the basis of
its quality or quantity, such as ranking starts from position 1st and goes till Nth position for the
one ranked last in the group.
The formula to calculate the rank correlation coefficient is:
Where, R = Rank coefficient of correlation

D = Difference of ranks
N = Number of Observations
The value of R lies between 1 such as:
R =+1, there is a complete agreement in the
order of ranks and move in the same direction.
R=-1, there is a complete agreement in the order of ranks, but are in opposite directions.
R =0, there is no association in the ranks.
While solving for the rank correlation coefficient one may come across the following problems:
Where actual Ranks are given
Where ranks are not given
Equal Ranks or Tie in Ranks
Where actual ranks are given: An individual must follow the following steps to calculate the
correlation coefficient:
First, the difference between the ranks (R1-R2) must be calculated, denoted by D.
Then, square these differences to remove the negative sign and obtain its sum D2.
Apply the formula as shown above.
Where ranks are not given: In case the ranks are not given, then the individual may assign the
rank by taking either the highest value or the lowest value as 1. Whatever criteria is being
decided the same method should be applied to all the variables.
Equal Ranks or Tie in Ranks: In case the same ranks are assigned to two or more entities, then
the ranks are assigned on an average basis. Such as if two individuals are ranked equal at third
position, then the ranks shall be calculated as:
(3+4)/2 = 3.5
The formula to calculate the rank correlation coefficient when there is a tie in the ranks is:
Where m = number of items whose ranks are common.

Note: The Spearmans rank correlation coefficient method is applied only when the initial data
are in the form of ranks, and N (number of observations) is fairly small, i.e. not greater than 25
or 30.
4) Distinguish between regression and correlation tool of analysis?
Both Correlation and Regression are statistical tools that deal with two or more variables.
Although both relate to the same subject matter, there are differences between the two. The
differences, between the two are explained below.
The term correlation with reference to two or more variables signifies that the variables are
related in some way. Correlation analysis determines whether a relationship between two
variables exists, and the strength of the relationship. If two variables x (independent) and y
(dependent) are so related that variation in the magnitude of independent variable is
accompanied, by variation in magnitude of dependent variable then the two variables are said to
be correlated.
Correlation can be linear or non-linear. A linear correlation is one where the variables are so
related that change in the value of one variable would cause a change in the value of other
variable consistently. In a linear correlation the scattered points related to the respective values
of dependent and independent variables would cluster around a non-horizontal straight line,
although a horizontal straight line would also indicate a linear relationship between the variables
if a straight line could connect the points representing the variables.
Regression analysis, on the other hand, uses the existing data to determine a mathematical
relationship between the variables which can be used to determine the value of the dependent
variable with respect to any value of the independent variable.
Statistical orientation
Correlation is concerned with the measurement of strength of association or intensity of
relationship, where as regression is concerned with prediction of the value of dependent variable
in relation to a known value of the independent variable. This can be explained with the
following formulae.
Correlation coefficient or coefficient correlation (r) between x & y is found out with the
following formula;
r = covariance(x,y)/x.y, cov(x,y) = xy/n (x/n)(y/n), x & y are standard deviations of
x and y respectively, and, -1 < r < +1. The correlation coefficient r is independent of choice of
both origin and scale of observation. Thud if u = (x-c)/d, and, v = (y-c)/d, where c, c, d, d are
arbitrary constant, and d, d > 0, then correlation coefficient between x and y = correlation
coefficient between u and v.
Correlation coefficient r is a pure number and independent of unit of measurement. Thus if x is
height (inches) and y is weight (lbs.) of people of a certain region, then r is neither in inches nor
in lbs., but simply a number.

Regression equation is found out with the following formula;
Regression equation of y on x (to find out estimate of y) is y y = byx(x-x), byx is called
Regression coefficient of y on x. Regression equation of x on y (to find out estimate of x) is x
x = bxy(y-y), bxy is called Regression coefficient of x on y.
Correlation analysis does not assume dependence of any variable on other variable, neither does
it tries to find out the relationship between the two. It simply estimates the degree of association
between variables. In other words correlation analysis tests interdependence of variables.
Regression analysis on the other hand describes the dependence of the dependent variable
or response variable on the independent or explanatory variable/s. Regression analysis assumes
that there exists a one-way causal relationship between explanatory and response variables, and
does not take into account whether that causal relationship is positive or negative. For
correlation both the values of dependent and independent variables are random, but for
regression values of independent variables need not be random.
5) Discuss the steps in testing hypothesis?
There are five steps in hypothesis testing:
If you learn these five basic steps, it will help you greatly in hypothesis testing. It gives you a
procedure to follow, regardless of the particular problem you are working with.
Now let's go through the five steps for our gas prices example. We have already done each of
these steps, but now we are doing them more explicitly in terms of the stages.
Making Assumptions
In hypothesis testing we make assumptions about the level of measurement of the variable, the
sampling method, the shape of the population distribution, and the sample size. In our example,
we made these assumptions:
1 We used a random sample.
2 Our variable, price, is at the interval-ratio level of measurement.
3 N > 50, so we need not assume a normal population.
Stating the Research and Null Hypotheses and Selecting Alpha
The substantive hypothesis or research hypothesis (H1) states the relationship in which we are
really interested. We always state research hypotheses in terms of population parameters because
we want to use sample statistics to estimate population parameters. Our research hypothesis was:
H1: Y > $2.86
The null hypothesis (H0) always contradicts the research hypothesis, usually stating that there is
no difference between the population mean and some specified value. Our null hypothesis was:
H0: Y = $2.86
We set alpha at .05, meaning that we would reject the null hypothesis if the probability of the
obtained Z was less than or equal to .05 (P<.05).
Selecting the Sampling Distribution and Specifying the Test Statistic

In this example, we used the normal distribution and the Z statistic as the test statistic. This will
not always be the case, but you would still follow these steps even if you are using a different
distribution and test statistic.
Computing the Test Statistic
Making a Decision and Interpreting

the Results Because our research
hypothesis indicates that the mean
(the population parameter) is less than
a specified value, we expect the
obtained Z value to be on the right
tail of the distribution. This is the case. Our obtained Z value of 14.70 is greater than the .05
alpha level that we set. Therefore, we can reject the null hypothesis of no difference between the
mean price of gasoline in California and nationally. This supports our research hypothesis, so we
conclude that California gas prices are, on average, significantly higher than the mean prices
paid by all Americans. The result is statistically significant at the .05 level or we can say that the
level of significance is less than .0001.
6) Explain different parametric test used in hypothesis testing?
Hypothesis Tests of the Mean and Median

Nonparametric tests are like a parallel universe to parametric tests. The table shows related pairs
of hypothesis tests that Minitab statistical software offers.
Pa parametric tests (means) No non parametric tests (medians)
1-ssample t test 1-ssample Sign, 1-sample Wilcoxon
2-ssample t test M nn-Whitney test
One-Way ANOVA Kruskal-Wallis, Moods median test
Factorial DOE with one factor and one blocking

Friedman test
variable
Reasons to Use Parametric Tests
Reason 1: Parametric tests can perform well with skewed and nonnormal distributions
This may be a surprise but parametric tests can perform well with continuous data that are
nonnormal if you satisfy the sample size guidelines in the table below. These guidelines are
based on simulation studies conducted by statisticians here at Minitab. To learn more about these
studies, read our Technical Papers.
Parametric analyses Sample size guidelines for non - normal data
1-sample t test Greater than 20
2-sample t test Each group should be greater than 15
If you have 2-9 groups, each group should be greater than 15.
One-Way ANOVA
If you have 10-12 groups, each group should be greater than
20.
Reason 2: Parametric tests can perform well when the spread of each group is different
While nonparametric tests dont assume that your data follow a normal distribution, they do
have other assumptions that can be hard to meet. For nonparametric tests that compare groups, a
common assumption is that the data for all groups must have the same spread (dispersion). If
your groups have a different spread, the nonparametric tests might not provide valid results.
On the other hand, if you use the 2-sample t test or One-Way ANOVA, you can simply go to
the Options subdialog and uncheck Assume equal variances. Voil, youre good to go even when
the groups have different spreads.
Reason 3: Statistical power
Parametric tests usually have more statistical power than nonparametric tests. Thus, you are
more likely to detect a significant effect when one truly exists.
7) Write short note on CHI-Square?
The Chi-Square test of Independence is used to determine if there is a significant relationship

between two nominal (categorical) variables. The frequency of one nominal variable is

compared with different values of the second nominal variable. The data can be displayed in an
R*C contingency table, where R is the row and C is the column.
For example, a researcher wants to examine the relationship between gender (male vs. female)
and empathy (high vs. low). The chi-square test of independence can be used to examine this
relationship. If the null hypothesis is accepted there would be no relationship between gender
and empathy. If the null hypotheses is rejected the implication would be that there is a
relationship between gender and empathy (e.g. females tend to score higher on empathy and
males tend to score lower on empathy).
How to calculate the chi-square statistic by hand. First we have to calculate the expected value
of the two nominal variables. We can calculate the expected value of the two nominal variables
by using this formula:
Where
= expected value
= Sum of the it column
= Sum of the kth column
N = total number
After calculating the expected value, we will apply the following formula to calculate the
value of the Chi-Square test of Independence:
= Chi-Square test of Independence
= Observed value of two nominal variables
= Expected value of two nominal variables

Degree of freedom is calculated by using the following formula:
DF = (r-1)(c-1)
Where
DF = Degree of freedom
r = number of rows
c = number of column
8) Bring out the essentials of good research report?
The essentials of good report writing are universal in the sense that it does not matter which
type of report you are writing. There are different types of reports such as research reports,
business reports, medical reports and science reports. However, we are not going to dwell on
the types of reports but rather on the essentials of writing a good report, regardless of the
type. The success of a report largely depends on its writing and presentation.
You may wonder why we write reports. Reports are necessary to communicate progress,
indicate achievements and make relevant recommendations. Reports are useful for evaluation
purposes and may assist in making the necessary adjustments on an ongoing project.
Although report writing may seem to be boring, it is actually a challenging and exciting
activity.
The essentials of good report writing include the following:
1. Preparation
Preparation of a report involves many activities. Depending on the type of report, some may
require a letter of transmittal from the writer to the recipient, showing the basic requirements
the writer would need. The letter also gives the recipient a basic idea of what to expect in the
report. The preparation stage includes selecting an attractive report title, determining topics to
be covered and listing points of the topics.
Still under preparation, the writer has to acknowledge all those who offered assistance during
the process. The acknowledgments should look as sincere as possible. After
acknowledgments, the writer creates a summary abstract, which communicates the reports
scope. An executive summary closely follows the summary abstract, showing purpose of the
report, background of the report and sources of information.

2. Introduction
The introduction stage communicates the main objectives of the report. It covers a wide area
including the background information, literature review, scope of study and research
methodology used. The introduction phase should be very short and concise. It should
however, set the stage for a clearer and logical flow of the report.
As a writer, you should make sure that you understand the main objectives of the report
before embarking on writing it in the first place.
This will assist in ensuring that you do not go out of topic or experience writers block, a
situation where a writer suddenly runs out of ideas.
3. Writing the Body
The body is one of the most important parts of the whole report since it holds almost all facts
and relevant information, as regards to the problem. All information should be made available
in a straightforward way without beating about the bush. Although it is a report, it is
advisable to use active voice as compared to passive voice since the former is clearer, more
direct and has a natural tone.
It is wiser to use section headings when writing the body, as a report writer since doing this
maintains the logical flow of the report and it is much easier for the readers to follow and
understand. You may further bold all your titles and subtitles and format your text to ensure
that the information provided is clear. The transition from one section to the other should be
smooth, ensuring that the reader does not get lost.
4. Conclusion
The conclusion indicates the end report writing. It should be a summary of the whole report,
covering all aspects of the document and any underlying themes. Before writing the
conclusion, it is advisable that you first make a draft of the whole document and then note the
main points that you will sum up. There should be no inclusion of any new information, in
the conclusion.
The conclusion of the report also involves listing the recommendations of the research. After
studying the whole report and understanding the underlying problem, you are able to make
recommendations on the possible solutions.

Some reports may include a list of references. A list of references shows the main sources of
information for the writer. The list facilitates easier verification of the information. Just in
case you might need to edit the report, it would be easier to find the information you are
looking for if you follow the list of references. The appendices are not included in report
writing.
After learning and understanding on how to write a report, you may wish to start getting jobs
for commercial purposes. These jobs will definitely come but the problem is that the topics
and reports are so diverse to the extent that you may experience writers block. However,
there is a proven solution.
9) Explain different type of research report?
Reports vary greatly in length and type. In each individual case, both the length and the form
are largely dictated by the problems at hand. For instance, business firms prefer reports in the
letter form, just one or two pages in length. Banks, insurance organisations and financial
institutions are generally fond of the short balance-sheet type of tabulation for their annual
reports to their customers and shareholders.
Mathematicians prefer to write the results of their investigations in the form of algebraic
notations. Chemists report their results in symbols and formulae. Students of literature
usually write long reports presenting the critical analysis of some writer or period or the like
with a liberal use of quotations from the works of the author under discussion. In the field of
education and psychology, the favourite form is the report on the results of experimentation
accompanied by the detailed statistical tabulations. Clinical psychologists and social
pathologists frequently find it necessary to make use of the case-history form.
News items in the daily papers are also forms of report writing. They represent firsthand on-
thescene accounts of the events described or compilations of interviews with persons who
were on the scene.
Technical Report:
In the technical report the main emphasis is on the methods employed, assumptions made in
the course of the study, the detailed presentation of the findings including their limitations
and supporting data. A general outline of a technical report can be as follows:

Summary of results: A brief review of the main findings just in two or three
pages.
Nature of the study: Description of the general objectives of study, formulation of
the problem in operational terms, the working hypothesis, the type of analysis and
data required, etc.
Methods employed: Specific methods used in the study and their limitations. For
instance, in sampling studies we should give details of sample design viz., sample
size, sample selection, etc. Data: Discussion of data collected, their sources,
characteristics and limitations
Popular Report
The popular report is one which gives emphasis on simplicity and attractiveness. The
simplification should be sought through clear writing, minimization of technical, particularly
mathematical, details and liberal use of charts and diagrams. Attractive layout along with
large print, many subheadings, even an occasional cartoon now and then is another
characteristic feature of the popular report. Besides, in such a report emphasis is given on
practical aspects and policy implications. We give below a general outline of a popular report.
The findings and their implications: Emphasis in the report is given on the findings of most
practical interest and on the implications of these findings. Recommendations for action:
Recommendations for action on the basis of the findings of the study is made in this section
of the report. Objective of the study: A general review of how the problem arise is presented
along with the specific objectives of the project under study. Methods employed: A brief and
non-technical description of the methods and techniques used, including a short review of the
data on which the study is based, is given in this part of the report.
Results: This section constitutes the main body of the report wherein the results of the study
are presented in clear and non-technical terms with liberal use of all sorts of illustrations such
as charts, diagrams and the like ones. Technical appendices: More detailed information on
methods used, forms, etc. is presented in the form of appendices. But the appendices are often
not detailed if the report is entirely meant for general public.
There can be several variations of the form in which a popular report can be prepared. The
only important thing about such a report is that it gives emphasis on simplicity and policy
implications from the operational point of view, avoiding the technical details of all sorts to
the extent possible.

ORAL PRESENTATION
At times oral presentation of the results of the study is considered effective, particularly in
cases where policy recommendations are indicated by project results. The merit of this
approach lies in the fact that it provides an opportunity for give-and-take decisions which
generally lead to a better understanding of the findings and their implications. But the main
demerit of this sort of presentation is the lack of any permanent record concerning the
research details and it may be just possible that the findings may fade away from peoples
memory even before an action is taken. In order to overcome this difficulty, a written report
may be circulated before the oral presentation and referred to frequently during the
discussion. Oral presentation is effective when supplemented by various visual devices.
10) Write short note on MLA & CNS citation method?
Academic disciplines have varying expectations for how to list citation information. In some
instances, even two journals in the same field will use different styles. This guide covers the
three main styles used at Yale. All three of these styles require the same basic information,
but the order of that information varies, in part because different academic fields emphasize
different elements of a source when referring to previous research.
The first two styles are known as in-text citation styles, which means that you give some
information about the source directly after the quotation, but leave the rest to a list of
References (APA) or Works Cited (MLA) at the end of the paper. (1) MLA style, defined by
the Modern Language Association, is most common in the humanities. Because humanities
research highlights how one piece of writing influences another, MLA style emphasizes the
authors name and the page in the original text youre using. This information allows scholars
to track down easily the exact sentences youre analyzing. (2) APA style, defined by the
American Psychological Association, is most common in the social sciences. Although the
authors name is an important element in APA citations, this style emphasizes the year the
source was published, rather than the page number, which allows a reader to see quickly how
the research youre writing about has evolved over time.
The alternative to in-text citation is to use footnotes, which give source information at the
bottom of the page. The footnote style we demonstrate here is called Chicago style, defined
by the University of Chicago. Chicago style is especially popular in historical research. When
developing a historical explanation from multiple primary sources, using footnotes instead of

inserting parenthetical information allows the reader to focus on the evidence instead of being
distracted by the publication information about that evidence. The footnotes can be consulted
if someone wants to track down your source for further research. Chicago style is more
flexible than MLA and APA formats, and therefore more complicated to explain. Please
see More Notes on Chicago Style Footnotes for more information about how Chicago style is
treated in this guide. All three of these styles have different conventions for how to refer to a
source in the body of your paper. See Signalling Sources in the Body of Your Paper for more
information.
You should check with your instructors about the style they want you to use. When in doubt,
remember that the goal of your citations is to help a reader who wishes to consult your
sources directly. Give enough information to make such retrieval easy. The examples below
are correct, and can be relied on as guides for citing your sources. But the examples dont
always highlight very slight variations in format among the styles (for instance, whether to
use a colon or parentheses to separate the issue number from the volume number in a
quarterly journal.
11) Explain different ethical norms under research?
When most people think of ethics (or morals), they think of rules for distinguishing between
right and wrong, such as the Golden Rule ("Do unto others as you would have them do unto
you"), a code of professional conduct like the Hippocratic Oath ("First of all, do no harm"), a
religious creed like the Ten Commandments ("Thou Shalt not kill..."), or a wise aphorisms
like the sayings of Confucius. This is the most common way of defining "ethics": norms for
conduct that distinguish between acceptable and unacceptable behavior.
Most people learn ethical norms at home, at school, in church, or in other social settings.
Although most people acquire their sense of right and wrong during childhood, moral
development occurs throughout life and human beings pass through different stages of
growth as they mature. Ethical norms are so ubiquitous that one might be tempted to regard
them as simple commonsense. On the other hand, if morality were nothing more than
commonsense, then why are there so many ethical disputes and issues in our society?
One plausible explanation of these disagreements is that all people recognize some common
ethical norms but interpret, apply, and balance them in different ways in light of their own
values and life experiences. For example, two people could agree that murder is wrong but

disagree about the morality of abortion because they have different understandings of what it
means to be a human being.
Most societies also have legal rules that govern behavior, but ethical norms tend to be broader
and more informal than laws. Although most societies use laws to enforce widely accepted
moral standards and ethical and legal rules use similar concepts, ethics and law are not the
same. An action may be legal but unethical or illegal but ethical. We can also use ethical
concepts and principles to criticize, evaluate, propose, or interpret laws. Indeed, in the last
century, many social reformers have urged citizens to disobey laws they regarded as immoral
or unjust laws. Peaceful civil disobedience is an ethical way of protesting laws or expressing
political viewpoints.
Another way of defining 'ethics' focuses on the disciplines that study standards of conduct,
such as philosophy, theology, law, psychology, or sociology. For example, a "medical
ethicist" is someone who studies ethical standards in medicine. One may also define ethics as
a method, procedure, or perspective for deciding how to act and for analyzing complex
problems and issues. For instance, in considering a complex issue like global warming, one
may take an economic, ecological, political, or ethical perspective on the problem.
While an economist might examine the cost and benefits of various policies related to global
warming, an environmental ethicist could examine the ethical values and principles at stake.
Many different disciplines, institutions, and professions have standards for behavior that suit
their particular aims and goals. These standards also help members of the discipline to
coordinate their actions or activities and to establish the public's trust of the discipline. For
instance, ethical standards govern conduct in medicine, law, engineering, and business.
Ethical norms also serve the aims or goals of research and apply to people who conduct
scientific research or other scholarly or creative activities. There is even a specialized
discipline, research ethics, which studies these norms. See Glossary of Commonly Used
Terms in Research Ethics.
There are several reasons why it is important to adhere to ethical norms in research. First,
norms promote the aims of research, such as knowledge, truth, and avoidance of error. For
example, prohibitions against fabricating, falsifying, or misrepresenting research data
promote the truth and minimize error.

Second, since research often involves a great deal of cooperation and coordination among
many different people in different disciplines and institutions, ethical standards promote
the values that are essential to collaborative work, such as trust, accountability, mutual
respect, and fairness. For example, many ethical norms in research, such as guidelines for
authorship, copyright and patenting policies, data sharing policies, and confidentiality rules in
peer review, are designed to protect intellectual property interests while encouraging
collaboration. Most researchers want to receive credit for their contributions and do not want
to have their ideas stolen or disclosed prematurely.
Third, many of the ethical norms help to ensure that researchers can be held accountable to
the public. For instance, federal policies on research misconduct, conflicts of interest,
the human subjects protections, and animal care and use are necessary in order to make sure
that researchers who are funded by public money can be held accountable to the public.
Fourth, ethical norms in research also help to build public support for research. People are
more likely to fund a research project if they can trust the quality and integrity of research.
Finally, many of the norms of research promote a variety of other important moral and social
values, such as social responsibility, human rights, animal welfare, compliance with the law,
and public health and safety. Ethical lapses in research can significantly harm human and
animal subjects, students, and the public. For example, a researcher who fabricates data in a
clinical trial may harm or even kill patients, and a researcher who fails to abide by regulations
and guidelines relating to radiation or biological safety may jeopardize his health and safety
or the health and safety of staff and students.
Codes and Policies for Research Ethics
Given the importance of ethics for the conduct of research, it should come as no surprise that
many different professional associations, government agencies, and universities have adopted
specific codes, rules, and policies relating to research ethics. Many government agencies,
such as the National Institutes of Health (NIH), the National Science Foundation (NSF),
theFood and Drug Administration (FDA), the Environmental Protection Agency (EPA), and
the US Department of Agriculture (USDA) have ethics rules for funded researchers. Other
influential research ethics policies include Singapore Statement on Research Integrity,
the American Chemical Society, The Chemist Professionals Code of Conduct, Code of
Ethics (American Society for Clinical Laboratory Science) American Psychological

Association, Ethical Principles of Psychologists and Code of Conduct, Statements on Ethics
and Professional Responsibility (American Anthropological Association), Statement on
Professional Ethics (American Association of University Professors), the Nuremberg
Code and the World Medical Association's Declaration of Helsinki.
The following is a rough and general summary of some ethical principles that various codes
address*:
Honesty:
Strive for honesty in all scientific communications. Honestly report data, results, methods and
procedures, and publication status. Do not fabricate, falsify, or misrepresent data. Do not
deceive colleagues, research sponsors, or the public.
Objectivity:
Strive to avoid bias in experimental design, data analysis, data interpretation, peer review,
personnel decisions, grant writing, expert testimony, and other aspects of research where
objectivity is expected or required. Avoid or minimize bias or self-deception. Disclose
personal or financial interests that may affect research.
Integrity:
Keep your promises and agreements; act with sincerity; strive for consistency of thought and
action.
Carefulness:
Avoid careless errors and negligence; carefully and critically examine your own work and the
work of your peers. Keep good records of research activities, such as data collection, research
design, and correspondence with agencies or journals.
Openness:
Share data, results, ideas, tools, resources. Be open to criticism and new ideas.
Respect for Intellectual Property

Honor patents, copyrights, and other forms of intellectual property. Do not use unpublished
data, methods, or results without permission. Give proper acknowledgement or credit for all
contributions to research. Never plagiarize.
Confidentiality
Protect confidential communications, such as papers or grants submitted for publication,

personnel records, trade or military secrets, and patient records.
Responsible Publication
Publish in order to advance research and scholarship, not to advance just your own career.
Avoid wasteful and duplicative publication.
Responsible Mentoring
Help to educate, mentor, and advise students. Promote their welfare and allow them to make
their own decisions.
Respect for colleagues
Respect your colleagues and treat them fairly.
Social Responsibility
Strive to promote social good and prevent or mitigate social harms through research, public
education, and advocacy.
Non-Discrimination
Avoid discrimination against colleagues or students on the basis of sex, race, ethnicity, or
other factors not related to scientific competence and integrity.
Competence
Maintain and improve your own professional competence and expertise through lifelong
education and learning; take steps to promote competence in science as a whole.
Legality
Know and obey relevant laws and institutional and governmental policies.

Animal Care
Show proper respect and care for animals when using them in research. Do not conduct
unnecessary or poorly designed animal experiments.
Human Subjects Protection
When conducting research on human subjects, minimize harms and risks and maximize
benefits; respect human dignity, privacy, and autonomy; take special precautions with
vulnerable populations; and strive to distribute the benefits and burdens of research fairly.
12) Write a short note on plagiarism?
Plagiarism is the presentation of another person's work as if it were your own. It is a serious
academic offence and, if proved, could result in disqualification. The word "plagiarism"
comes from the Latin plagiaries, a kidnapper. In academic writing, plagiarism is considered
unethical and in academic essays it is penalized. If there is extensive plagiarism, an essay will
be awarded a mark of zero. Plagiarism can take many forms and ranges from the copying of a
short passage from another source, without indicating that it is a quotation from someone
else, to the failure to acknowledge the real source of an idea contained in your work. This
includes altering the order of words or sentences in a passage so that it does not appear to be
a word-for-word copy. Remember that the person who marks your assignment and/or
dissertation has probably read the same publications and journal articles as you have and
would normally recognize copied passages - and even altered passages - in your work. Very
often it is easy to spot copied or re-worked passages as the language and style does not match
your own. It is recognized that you are expected, throughout your course, to deal with other
people's ideas and to justify everything you say by referring to their work. However, you are
also expected to use a proper referencing system to do this and to acknowledge all sources of
information. It is your responsibility to ensure that there is no danger that your writing could
be thought to involve a deliberate attempt to deceive the reader into believing a borrowed or
copied idea or passage is your original work. This includes academic sources and any use of
material obtained from other students. All quotations from other sources, whether published
or unpublished, must be properly acknowledged. The referencing system required by the
course concerned must be followed - please check with your tutor and make sure that you
understand it properly. The normal method in use at QMU is the Harvard referencing system.

You must avoid quoting substantial amounts of material even though you put them within
quotation marks and acknowledge the sources properly. You are supposed to be using the
information to come to your own conclusions. Common examples of plagiarism: 1. Copying
whole passages, word-for word, with your own linking sentences. 2. Altering the shapes of
sentences. Remember that plagiarism is a serious offence. Don't be tempted. In many
academic essays you will be expected to explain ideas, theories, evidence and so on which
have been written by other scholars: this will demonstrate that you understand a body of
knowledge. In such cases you should precis, paraphrase, or summarise: that is, express 2 the
other scholar's work in your own words, making sure you reference the other scholar's work
properly. You can also use quotations, as described above. Errors you should avoid are:
Presenting someone else's idea but not documenting it, so the idea seems to be yours.
Presenting someone else's words without documenting it, so they seem to be part of your
writing. Quoting someone else's words - perhaps even documenting them - but failing to
signal they are a quotation by using quotation marks or indentation. Self-plagiarism
significant reuse of your own work submitted as assignments in other modules (you cannot
accrue marks more than once for the same material). Note: It is not good enough to simply
place the details of the work you are referring to in the References section, you must
acknowledge other people's work as soon as you refer to it in the main body of your text, for
example by the use of footnotes. You can avoid unintentional plagiarism by following these
two rules suggested by Rosen & Behrens (1992): 1. Whenever you quote the exact words of
others, place these words within quotation marks and properly cite the source. 2. Whenever
you paraphrase or summaries the ideas of others, do not use whole phrases, many of the same
words, or sentence structures similar to the original. You must identify the source of the
paraphrased or summarized material: do not assume that you are under no obligation to credit
your source if you simply change the wording of the original statement or alter the sentence
structure. The only exception to this rule is if the information is common knowledge (p. 582).
13) State the use of SPSS Statistics for data analysis and reporting?
SPSS Statistics is a software package used for logical batched and non-batched statistical
analysis. Long produced by SPSS Inc., it was acquired by IBM in 2009. The current versions
(2015) are officially named IBM SPSS Statistics. Companion products in the same family are
used for survey authoring and deployment (IBM SPSS Data Collection), data mining (IBM
SPSS Modeler), text analytics, and collaboration and deployment (batch and automated
scoring services).The software name originally stood for Statistical Package for the Social

Sciences (SPSS),[2] reflecting the original market, although the software is now popular in
other fields as well, including the health sciences and marketing.
SPSS is a widely used program for statistical analysis in social science. It is also used by
market researchers, health researchers, survey companies, government, education researchers,
marketing organizations, data miners,[3] and others. The original SPSS manual (Nie, Bent &
Hull, 1970) has been described as one of "sociology's most influential books" for allowing
ordinary researchers to do their own statistical analysis. [4] In addition to statistical analysis,
data management (case selection, file reshaping, creating derived data) and data
documentation (a metadata dictionary was stored in the datafile) are features of the base
software.
Statistics included in the base software:
Descriptive statistics: Cross tabulation, Frequencies, Descriptives, Explore, Descriptive Ratio

Statistics Bivariate statistics:
Means, t-test, ANOVA, Correlation (bivariate, partial, distances), Nonparametric tests

Prediction for numerical outcomes: Linear regression
Prediction for identifying groups: Factor analysis, cluster analysis (two-step, K-

means, hierarchical), Discriminant The many features of SPSS Statistics are accessible
via pull-down menus or can be programmed with a proprietary 4GL command syntax
language. Command syntax programming has the benefits of reproducibility, simplifying
repetitive tasks, and handling complex data manipulations and analyses. Additionally, some
complex applications can only be programmed in syntax and are not accessible through the
menu structure. The pull-down menu interface also generates command syntax: this can be
displayed in the output, although the default settings have to be changed to make the syntax
visible to the user. They can also be pasted into a syntax file using the "paste" button present
in each menu. Programs can be run interactively or unattended, using the supplied Production
Job Facility. Additionally a "macro" language can be used to write command
language subroutines.
A Python programmability extension can access the information in the data dictionary and
data and dynamically build command syntax programs. The Python programmability
extension, introduced in SPSS 14, replaced the less functional SAX Basic "scripts" for most
purposes, although SaxBasic remains available. In addition, the Python extension allows

SPSS to run any of the statistics in the free software package R. From version 14 onwards,
SPSS can be driven externally by a Python or a VB.NET program using supplied "plug-ins".
(From Version 20 onwards, these two scripting facilities, as well as many scripts, are included
on the installation media and are normally installed by default.)
SPSS Statistics places constraints on internal file structure, data types, data processing, and
matching files, which together considerably simplify programming. SPSS datasets have a
two-dimensional table structure, where the rows typically represent cases (such as individuals
or households) and the columns represent measurements (such as age, sex, or household
income). Only two data types are defined: numeric and text (or "string"). All data processing
occurs sequentially case-by-case through the file (dataset). Files can be matched one-to-one
and one-to-many, but not many-to-many. In addition to that cases-by-variables structure and
processing, there is a separate Matrix session where one can process data as matrices using
matrix and linear algebra operations.
The graphical user interface has two views which can be toggled by clicking on one of the
two tabs in the bottom left of the SPSS Statistics window. The 'Data View' shows
a spreadsheet view of the cases (rows) and variables (columns). Unlike spreadsheets, the data
cells can only contain numbers or text, and formulas cannot be stored in these cells. The
'Variable View' displays the metadata dictionary where each row represents a variable and
shows the variable name, variable label, value label(s), print width, measurement type, and a
variety of other characteristics. Cells in both views can be manually edited, defining the file
structure and allowing data entry without using command syntax. This may be sufficient for
small datasets. Larger datasets such as statistical surveys are more often created in data
entry software, or entered during computer-assisted personal interviewing, by scanning and
using optical character recognition and optical mark recognition software, or by direct
capture from online questionnaires. These datasets are then read into SPSS.
SPSS Statistics can read and write data from ASCII text files (including hierarchical files),
other statistics packages, spreadsheets and databases. SPSS Statistics can read and write to
external relational database tables via ODBC and SQL.
Part B: INTRODUCTION TO ISIS

In light of the global attacks of the last few months, most people are somewhat familiar with
the group ISIS. The acronym has become synonymous with violence, terror and bloodshed.
As they continue to advance their cause in the Middle East and beyond, we need to better
understand who they are. ISIS stands for the Islamic State of Iraq and Syria and is also known
as ISIL or the Islamic State of Iraq and the Levant. By the end of June 2014, ISIS renamed
itself the Islamic State as it proclaimed the creation of a global caliphate.1 Abu Bakr al-
Baghdadi, their leader since 2010, declared that he was the new caliph and as such, was now
ruling all Muslims. To date, the introduction of a new caliphate has been far from welcome
by various Muslim countries. ISIS, ISIL and IS are all mostly synonymous.
ISIS was founded in 1999 by the Jordanian extremist Abu Musab al-Zarqawi. Within five
years, al-Zarqawis new group chose to associate themselves with Osama bin Laden and Al-
Qaeda. They are considered to be Islamic extremists, Islamists or Jihadists, closely linked to
the concept of Jihad or struggle. Various similar groups, such as the Taliban, Boko Haram,
Al-Qaeda, Hamas and Hezbollah have also made the news for decades, but ISIS appears to be
in a league of its own.
By early 2014, Al-Qaeda officially dissociated itself from ISIS, and the new group became a
self-sustained entity. Al-Qaeda refused to be held responsible for ISIS actions which they
deemed to be too extreme in some cases.2 ISIS has proven to be a growing force to be
reckoned with. They have lived up to their barbaric reputation. They continue to advance in
the Middle East, spreading their grip on a terrified, ill-prepared region.
ISIS follows a very extreme form of Islam known as Salafism (in Arabic al salaf al salih
means the pious forefathers). It promotes violence and bloodshed to establish and maintain
quranic hegemony through a very strict adherence to the Quran and Sharia law. ISIS
adheres to an apocalyptic theology and believes that the Mhadi or guided one will soon
arrive and redeem Islam. ISIS has declared jihad against all infidels. That includes
westerners, Christians and Jews. But it also includes any other Muslims who do not pledge
allegiance to Abu Bakr al-Baghdadi as the new caliph, such as Hamas.
ISIS has taken less than 18 months to establish their barbaric reputation. While they are still
described as a terrorist organization, they are also known as a militia that is well trained in
guerrilla warfare. They have shown great organizational skills from a military standpoint.

This is unusual for a group of this sort where corruption, chaos and military inadequacy are
usually the norm. Their recent beheadings, rapes and live burnings are done to intimidate and
almost paralyze the world into an inability to respond appropriately. Additionally, they are
very astute in using the social networks and the internet to spread their propaganda of terror,
as well as recruit fighters all over the world.
Iraq is comprised of three main groups: Sunni Muslim Arabs (20 per cent); Kurds (20 per
cent); and Shia Muslim Arabs (65 per cent). Prior to the overthrow of Saddam Husseins
Baathist regime, Sunni Arabs had maintained a stranglehold on power since Iraqs
independence often employing extreme violence to keep the Kurds and Shia in check. It
was fairly obvious to many observers that the removal of Saddam would likely lead to
sectarian score-settling as a new internal balance of power took hold. In a stunning example
of great power hubris, it seems this possibility did not occur to the wars key architects;
George W. Bush reportedly learnt of the Sunni/Shia divide only weeks before the invasion
began. To make matters worse, the Bush administration blinded by overconfidence
adopted a criminally minimalistic plan for the post-war occupation of Iraq. As a consequence
of this, the country descended into chaos in the invasions aftermath. Thus, in the absence of a
functional state, sectarian identities became the new organising principle of Iraqi society,
militias proliferated on all sides, and a bloody civil war ensued.
As the years have passed by, the apocalyptic carnage taking place every day in Syria has
predictably receded out of the headlines. With at least 190,000 dead (the real toll likely much
higher), nine million displaced, and no end in sight, the Syrian Civil War is perhaps the
greatest man-made disaster of our time. What began as a popular uprising against a brutal
dictator has transformed into a multi-layered, internationalised conflict of daunting
complexity. A couple of years ago, few would have picked that Basher al-Assad would not
only still be in power now, but also be slowly winning street by street, neighbourhood by
neighbourhood in a gruesome battle of attrition. This is largely a result of the enormous
amount of political and material support Assad has received from Russia and Iran, both of
whom consider Assad to be an indispensible strategic ally; Kaddafi may well have still been
in power if these two states considered him so useful.
RESEARCH METHODOLOGY

Research is a serious academic activity with a set of objectives to explain or analyse or
understand a problem or finding solution(s) for the problem(s) by adopting a systematic
approach in collecting, organizing and analyzing the information relating to the problem.
Research may be defined as the systematic and objective analyze and recording of controlled
observation that may lead to the developments or generalizations, principles or theories,
resulting in prediction and possibility ultimate control of events.
Sometimes research is defined as a movement, a movement from the known to the unknown.
It is an effort to discover something. Some people say that research is a on effort to know
more and more about less and less.
This is an area where there is considerable disagreement on the definition of concepts, and
what is right and wrong. Accordingly you should read widely and critically; never assume
that you need to accept every concept and every assertion. You will probably be able to find
an exception to every rule.
I will use the word "method" for a specific research method such as a questionnaire survey.
The word "methodology" refers to the study of methods in the same way as "psychology" is
the study of the psyche. A research "strategy" is the overall approach to the project - which
may include the use of several methods.
The word "research" in this context covers everything that academic researchers do: the
gathering of information about the world, the discovery and creation of theories and models
to make sense of this information, reviewing and collating research done by others, as well as
conceptual, mathematical and computational analysis.
It is normal to include a section on the background context of the research project. As well as
details of the real world issues the project tackles, you may also wish to discuss the academic
background and your personal motivation. (Your personal aims for doing the project -
perhaps to pass the course and acquire a marketable skill - are, of course, distinct from the
research aims of the project.)
Types of research:

The research activity can be classified into different categories. Some of the main types are:
1. Basic research: It is also called pure research. The main aim of basic research is to expand
knowledge. In basic research there are no commercial angles. Basic research generates
principle, ideas and theories which may not be used directly.
2. Applied research: It is a scientific study designed to solve practical problems rather than
merely applying knowledge. Applied research mainly can find solution to everyday problems
and deeply innovative technologies.
3. Descriptive research: descriptive or statistical research provides data about the population
or universe being studied. But it can only describes the who, what when and how of a
situation. It does not describe what caused a particular situation.
4. Analytical Research: Analytical research is undertaken to collect facts or data, or the facts
or data that is readily available to the researcher. The researcher attempts to critically evaluate
such facts and data so as to arrive conclusions.
5. Empirical research: empirical research means a research based on experimentation or

observation. It is a way of gaining knowledge by means of direct and indirect observation or
experience or experimentation.
6. Quantitative research: quantitative research is explaining phenomena by collection of

numerical data that are analysed using mathematically based methods. The objective of
quantitative research is to develop and employ mathematical models, theories and/or
hypothesis pertaining to phenomena.
7. Qualitative research: qualitative research is a method of inquiry employed in many

disciplines, especially in the social sciences. Researcher aims to gather an in depth
understanding of human behaviour and reasons that govern such behaviour.
My research is a descriptive research as it will state facts and that how many people among
the respondents are aware about ISIS.
Objective of the research:

Objectives are like guide points in research, that the researcher does not nose his focus it is
also believed that the objectives determine the nature of data to be compiled, the scope of
collection, target group sample size and several other crucial aspects which ultimately decide
the success or failure, adequacy or in failure, adequacy or research.
1. To increase my knowledge on the topic of Islamic State of Iraq and Syria
2. To collect responses and views of respondents about ISIS with a help of a survey.
3. To find how many respondents are actually aware about ISIS and its activities.
4. To understand whether ISIS affects India.
5. To know respondents thoughts on the concept of Jihad.
Hypothesis:
William Goode and Paul Hatt defines hypothesis as a proposition, which can be put to a test
to determine its validity. Hypothesis plays an important role in the research process. It
guides the research activity in the proper direction. My research will test following
hypothesis:
H0- People are aware about ISIS

H1- People are not familiar with the concept of ISIS
If the respondents are familiar with what is ISIS, then my research will test the following:
H0- People think that ISIS poses a threat to India

H1- People think ISIS will not target India.
Also, my study will verify the following:
H0- People thinks ISIS has nothing to do with Islam.

H1- People thinks ISIS is Islamic in true sense.
Sources of Data collection:

There are two sources of data collection:
1. Primary data:
Primary research involves the collection of original primary data by researchers. It is often
undertaken after researchers have gained some insight into an issue by reviewing secondary
research or by analyzing previously collected primary data. It can be accomplished through
various methods, including questionnaires and telephone interviews in market research, or
experiments and direct observations in the physical sciences, amongst others.
My research will include primary data using:
Questionnaire: A questionnaire is a research instrument consisting of a series of

questions and other prompts for the purpose of gathering information from
respondents.
2. Secondary data:
Secondary data refers to data that was collected by someone other than the user. Common
sources of secondary data for social science include censuses, information collected by
government departments, organisational records and data that was originally collected for
other research purposes.
The secondary data used in my research work is:
Newspaper articles from times of India, Hindustan times, Fox news, CNN etc.
Internet websites like ISISIraq.com, jihadology.com etc
YouTube videos for reference
Forums and blogs like quora.com
Case Study

Sample Size:
Sample size determination is the act of choosing the number of observations or replicates to
include in a statistical sample. The sample size is an important feature of any empirical study
in which the goal is to make inferences about a population from a sample. In practice, the
sample size used in a study is determined based on the expense of data collection, and the
need to have sufficient statistical power. In complicated studies there may be several different
sample sizes involved in the study. In a census, data are collected on the entire population;
hence the sample size is equal to the population size. In experimental design, where a study
may be divided into different treatment groups, there may be different sample sizes for each
group.
For questionnaire survey, I collect answers from approximately 40-50 respondents. The type
of survey I will conduct is convenient survey. I would target Mumbai residents and college
students for my survey.
Limitations of my study/research:
Limitations are the constraints that the researcher faces during his study or work. Limitations
are influences that the researcher cannot control. They are the shortcomings, conditions or
influences that cannot be controlled by the researcher that place restrictions on your
methodology and conclusions. Any limitations that might influence the results should be
mentioned.
Every research has its own limitations. Similarly, the limitations I faced during my research
work:
Limited time to conduct research work.

Quality of secondary data is not efficient.
Secondary data collected is not reliable.
Lack of funds as it is an academic research
This topic is subjective in nature.

Review of literature:
A short introduction to Iraq and the rise of ISIS
IRAQ
Iraq is comprised of three main groups: Sunni Muslim Arabs (20 per cent); Kurds (20 per
cent); and Shia Muslim Arabs (65 per cent). Prior to the overthrow of Saddam Husseins
Baathist regime, Sunni Arabs had maintained a stranglehold on power since Iraqs
independence often employing extreme violence to keep the Kurds and Shia in check. It
was fairly obvious to many observers that the removal of Saddam would likely lead to
sectarian score-settling as a new internal balance of power took hold. In a stunning example
of great power hubris, it seems this possibility did not occur to the wars key architects;
George W. Bush reportedly learnt of the Sunni/Shia divide only weeks before the invasion
began. To make matters worse, the Bush administration blinded by overconfidence
adopted a criminally minimalistic plan for the post-war occupation of Iraq. As a consequence
of this, the country descended into chaos in the invasions aftermath. Thus, in the absence of a
functional state, sectarian identities became the new organising principle of Iraqi society,
militias proliferated on all sides, and a bloody civil war ensued.
SYRIA
As the years have passed by, the apocalyptic carnage taking place every day in Syria has
predictably receded out of the headlines. With at least 190,000 dead (the real toll likely much
higher), nine million displaced, and no end in sight, the Syrian Civil War is perhaps the
greatest man-made disaster of our time. What began as a popular uprising against a brutal
dictator has transformed into a multi-layered, internationalised conflict of daunting
complexity. A couple of years ago, few would have picked that Bashir al-Assad would not
only still be in power now, but also be slowly winning street by street, neighbourhood by
neighbourhood in a gruesome battle of attrition. This is largely a result of the enormous
amount of political and material support Assad has received from Russia and Iran, both of
whom consider Assad to be an indispensible strategic ally; Kaddafi may well have still been
in power if these two states considered him so useful.

Courtesy: critic.co.nz: http://www.critic.co.nz/features/article/4472/a-short-introduction-to-
iraq-and-the-rise-of-isis
India to highlight spread of ISIS
New Delhi: India will take up the issue of cross-border terrorism with Russia and United
States during the visit of home minister Rajnath Singh to the two nations in the coming week,
starting next Sunday.
Mr Singh will begin his five-day official visit to Russia on September 18 and will hold
bilateral talks with Russias internal affairs minister Vladimir Kolokoltsev, and discuss issues
related to cross-border terrorism in Jammu and Kashmir, Indo-Russia joint anti-terror
cooperation and the growing activities of ISIS in India and its neighbourhood. The home
minister will then travel to Washington from September 26 for a week for the Indo-US
Homeland Security Dialogue with his American counterpart, Jeh Charles Johnson. In
Washington, Mr Singh will raise the issue of Pakistan-sponsored terrorism and the activities
of ISIS in India and other South Asian countries. The home minister will have detailed
discussions with his Russian and US counterparts on how to enhance anti-terror cooperation,
check ISIS growing activities and the sharing of intelligence inputs. Other issues that will be
discussed include extradition of each others wanted criminals and liberalisation of visas.
During talks with both countries the home minister will highlight Pakistans involvement in
terrorism and the growing activities of the Middle Eastern terror group in India and its
neighbourhood.
Courtesy:http://www.deccanchronicle.com/nation/current-affairs/120916/india-to-highlight-
spread-of-isis.html
ISIS eye on Kolkata's educated youth
Illeged Islamic State operative Abu Al-Musa Al-Bangali alias Musa was following the
Islamic State's (IS) principle of indoctrinating mainly the highly educated to their fold when
he set about his task in Kolkata, say sources in security agencies.
The CID has identified a BPO office in Camac Street where Musa was employed for around
five months. Police say they have begun recording the statements of the employees to
ascertain if he had used these computers to send encrypted information to handlers outside
the state and country.

But more importantly, CID has come to know that Musa was involved in recruiting Kolkata
youths during his stay here. Some of them met him in lodges in Sealdah and were instructed
to take the forward. Investigators have identified some mobile phone numbers from Musa's
cellphone whose users were already under scanner of border security agencies for fomenting
social tension, leading to at least two recent flare ups, first in Malda and then in Birbhum, say
sources. A couple of these suspects met Musa in Sealdah. Investigators have got chilling
details of how IS is methodically trying to recruit operatives in Bengal. The dreaded global
terror network started making its inflammatory speeches available in Bengali in 2015. Over
the last year, there have been repeated seizures of IS posters in the bordering villages of
Nadia, Malda and Murshidabad, say police.
Though the district police are tight-lipped about the recovery, according to a report by central
agencies, 147 posters have been found in 20 villages, of which 11 are in Murshidabad, three
in Malda and six in Nadia. The posters say IS has named its "independent homeland for
Muslims of India" as Mughalistan (or Mughalstan). Sources say Musa was asked to ensure
that IS could sustain financially in Bengal once it thought it was prudent to announce their
presence with a barbaric, public killing of a businessman.
"The IS in Bengal -unlike Bangladesh -is not willing to let its flag being used here. Instead,
they want to work through likeminded organizations like JMB and AuT which would act as
their franchisee. Thus Musa was asked to co-ordinate with everyone possible -from
exchanging correspondence with IS sympathizer Asif Ahmed, a student of polytechnic
college and a resident of Kaksa in Burdwan who was picked up NIA sometime ago, to
colluding with the ISI and JMB sleeper cells that were collecting sensitive security related
information in Kolkata," said an officer.
Following directions from IS handlers, Musa was in touch with two of the men featured in an
Islamic State (IS) documentary released in mid-May this year, say police.Both are suspected
to be Indian Mujahideen (IM) fugitives sought for prosecution in the country, sources in
intelligence services have told CID.
The duo has been identified as Abu Rashid Ahmad and Md `Bada' Sajid -both of whom had
been in Kolkata when the security agencies arrested Bangladeshi IM operative Zahid
Hussain.

Courtesy:http://timesofindia.indiatimes.com/city/kolkata/ISIS-eye-on-Kolkatas-educated-
youth/articleshow/53135956.cms

ANALYSIS AND INTERPRETATION
Once all of the participants have completed the study measures and all of the data has been
collected, the researcher must prepare the data to be analysed. Organizing the data correctly
can save a lot of time and prevent mistakes. Most researchers choose to use a database or
statistical analysis program (Microsoft Excel, SPSS) that they can format to fit their needs in
order to organize their data effectively. A good researcher enters all of the data in the same
format and in the same database, as doing otherwise might lead to confusion and difficulty
with the statistical analysis later on. Once the data has been entered, it is crucial that the
researcher check the data for accuracy. This can be accomplished by spot-checking a random
assortment of participant data groups, but this method is not as effective as re-entering the
data a second time and searching for discrepancies. This method is particularly easy to do
when using numerical data because the researcher can simply use the database program to
sum the columns of the spreadsheet and then look for differences in the totals. Perhaps the
best method of accuracy checking is to use a specialized computer program that cross-checks
double-entered data for discrepancies (as this method is free from error), though these
programs can be hard to come by and may require extra training to use correctly.
There are differences between qualitative data analysis and quantitative data analysis. In
qualitative researches using interviews, focus groups, experiments etc. data analysis is going
to involve identifying common patterns within the responses and critically analysing them in
order to achieve research aims and objectives.
Data analysis for quantitative studies, on the other hand, involves critical analysis and
interpretation of figures and numbers, and attempts to find rationale behind the emergence of
main findings. Comparisons of primary research findings to the findings of the literature
review are critically important for both types of studies qualitative and quantitative.
Data analysis methods in the absence of primary data collection can involve discussing
common patterns, as well as, controversies within secondary data directly related to the
research area.

My survey had 34 respondents out of which 21 were female and 13 were male. 25 of total
respondents were from 15-25 age group, 7 from 26-35 and 2 were above age of 36 years.
DO YOU KNOW WHAT IS JIHAD?
NO(10); 29%
NO(10) YES(24)
YES(24); 71%
Interpretation: out of 34 respondents, 24 people answered yes stating that they know the
meaning of jihad and rest 10 people were not aware about the term Jihad.
According to the majority jihad is an effort one takes for others. It is protecting peoples
interest even if one has to sacrifice his own happiness.
HAVE YOU HEARD OF ISIS

35
30
25
20
No. of respondents
15
10
0
YES(32) NO(2)
Interpretation: 32 Respondents have heard of ISIS and 2 respondents never heard of it.
All 32 respondents could say the full form of ISIS i.e. Islamic State of Iraq and Syria.

THROUGH WHICH MEDIUM DID YOU LEARN ABOUT ISIS ?
Internet (4); 12%
Newspaper (8); 24%
Newspaper (8) Peers/friend (4) Television (18) Internet (4)
Peers/friend (4); 12%
Television (18); 53%
Interpretation: 53% of respondents heard of ISIS from television, followed by 23% of

respondents read about it in the newspaper. 12% each through internet and peers learned
about ISIS.
ISIS is based on khalifat, so do you know w hat is khalifat?
NO (15)
YES (17)
42 44 46 48 50 52 54
Interpretation: 15 out of 34 are unaware about the term Khalifat and 17 people do know
about it.

Do you support ISIS?
35 20
30
25
20
15 13
10
5
1
0
0
yes no
Interpretation: Only one respondent out of 34 has voted in favour of ISIS. Others do not
support ISIS and its ideology.
Do you think that ISIS follows islamic teachings?
NO
YES
0 2 4 6 8 10 12 14 16 18 20
Interpretation: One male respondent out of 13 believes that ISIS is truly following Islamic
teaching and Two females respondent out of 21 agrees that ISIS is based of Islamic
teachings.

Do you agree that ISIS influence young muslims by using jihad?
20
18
16
14
12
no. of respondents
10
8
6
4
2
0
Male Female
Interpretation: 3 out of 34 respondents think that ISIS do no Mislead the youth in the name of
Jihad. From those 3 respondents one is male and rest are females.
Do Indian Muslims Support ISIS?
Particulars No. of respondents
Respondents who believes that Indian 04

Muslims are in favour of ISIS
Respondents who think that Indian 30

Muslims do not support ISIS
Interpretation: 4 out of 34 respondents to this survey feels that Indian Muslims are supporting
ISIS and 30 respondents disagree with this.

Is ISIS a threat to India
YES (27) NO (7)
21%
79%
Interpretation: 79 percent of respondent thinks India is under a threat from ISIS in future.
Rest 21 percent assumes that India is safe from ISIS.
Is India Prepared against ISIS attacks?
25
20
Axis Title 15
10
0
YES NO
Interpretation: Out of all the Respondents, 13 believes that India is prepared to face ISIS and
its brutal attacks. 21 thinks that India needs to be more trained and powerful to fight against
ISIS.

FINDINGS AND RECOMMENDATIONS
Part A: Summary
I would like to give a different perspective about the presence of ISIS in India, to be more
accurate in Indian Subcontinent.
What are the usual characteristics of ISIS?
Spreading and implementing an extreme form of Islamic ideology which we call

Salafi or Wahhabi form.
Killing the followers of other beliefs.
Compelling the followers to accept their belief system.
Destroying the monuments belonging to other sects and religions.
Utter inhumane disrespect towards females by using them as sex slaves.
Burning of Pow soldiers while they are alive, performing beheading in public and
hmaking videos of the same and broadcasting.
According to the facts, followers of similar ideology entered Indian Subcontinent during
sIslamic conquest which took place for 700 years (10001700). These invaders destroyed and
looted numerous temples, committed massacre at large scale, indulged in massive slave trade
of conquered people, raped women and children and enforced mass religious conversion of
Hindus, Buddhists and Jains. There is no difference what ISIS is doing now and what Indians
faced during medieval age.
To some extent, similar trends are still visible in present day north-western part of Indian
Subcontinent which is called as Pakistan. For example, exodus of people belonging to
minority towards India, kidnapping of minority girls and enforcing conversion to Islam via
marriage, destruction or neglect of minority religious places, deadly attacks on the people
belonging to other Islamic sects (Ahmadi, Shia, Ismaili, etc.).
To summarise, ISIS is not a group of people or some social-political system. It is an ideology.
Indians have defeated this ideology hands down.

Part B Finding:
Hypothesis Part 1:
H0: people are aware about ISIS
H1: people are unaware about ISIS
Hypothesis result: Majority of the people could answer that they know ISIS. They could even
name the abbreviation ISIS (Islamic State of Iraq and Syria). Most of them know about ISIS
through Television and Newspapers. Their activities are always flashed across the newspapers
and news channel because of their violence and mass killing. Majority people tagged ISIS as
Terrorist organisation and against humanity. They are widely spread in social media through
Facebook and twitter accounts of people who are part of ISIS across the world. Even though
my study was based on awareness about ISIS in India, but I would conclude that ISIS is
popular across the globe.
This proves that my null hypothesis (H 0: people are aware about ISIS) is tested to be true
against H1: people are unaware about ISIS.
Hypothesis Part 2:
H0- People think that ISIS poses a threat to India
H1- People think ISIS will not target India.
Hypothesis Result: In my study, I found that people do believe that ISIS is a threat to not only
one particular nation but entire humanity. No nation is safe from ISIS and its cruelty. Some
also think that India needs to stay alert and prepared to face ISIS in near future. ISIS believes
in killing people who oppress conversion to Islam and India is a secular economy that gives
liberty to every individual to choose religion of their choice, which makes India on of the
target of ISIS. Hence, by testing this hypothesis I would say that my null hypothesis i.e. H 0-
People think that ISIS poses a threat to India is verified against H 1- People think ISIS will not
target India.

Hypothesis Part 3
H0- People thinks ISIS has nothing to do with Islam.
H1- People thinks ISIS is Islamic in true sense.
Hypothesis Result: According to my survey many Muslims were against ISIS and its
ideology. They refer it as Anti-Islamic. Majority of the people I interviewed showed their
disgrace against ISIS and have confirmed that ISIS is creating a bad image of Islam in front
of the world and other communities. They are using Jihad as a weapon to influence youth to
make them join ISIS. They are not working in favour of promoting Islam but to create rift
between Islam and other religion. Their only motive is to spread their terror internationally by
gaining uneducated Muslim men.
Therefore, its proved that my null hypothesis i.e. H0- People thinks ISIS has nothing to do
with Islam is verified against H1- People thinks ISIS is Islamic in true sense.

Part C: RECOMMENDATIONS
Boosting up the defence and create a sort of awareness.

Be prepared and united to stand against it.
Be alert and Strong.
Defence is strong to fight.
Educate people especially Muslims. Muslims are unaware of what Islam actually
teaches. they should be taught true facts.
There should be strict security on every place like airport, port, etc. from which they
can come in city.
India should retaliate if they provoke us or harm us in any means.
Spread awareness.
People need to be educated regarding isis. And the whole world should get together to
reach out the isis with peace.
Have productive talks with them.
Unity... which is impossible
Make CBI independent of legislature and judiciary
All countries should come together to fight from these problems
Have productive talks with them.
Educate more Muslims against the propaganda of ISIS and give them better
opportunities in life. Education and work will help Muslims against the concept of
jihad.
Security and army force should be made stronger
Inculcation of basic moral values.
For the world - dont let them grow
Firstly, we need to sort the unity issues in our country to tackle terrorism.

RM

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INTRODUCTION

Part A: Question and Answers

1 Explain in detail different stages in data processing?

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2. Each table should be numbered to facilitate easy reference.

7. The sequence of data categories in a table may follow alphabetical, chronological,

2 Explain in brief measures of central tendency?

A measure of central tendency (also referred to as measures of center or central location) is a

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The mode is the most commonly occurring value in a

Advantage of the mode:

Limitations of the mode:

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Advantage of the median:

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(54+54+54+55+56+57+57+58+58+60+81 = 644), divided by 11 = 58.5 years

3) Explain different methods of determining correlation?

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The coefficient of correlation is zero when the variables X and Y are

1 SPEARMANs RANK CORRELATION

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Where, R = Rank coefficient of correlation

Where m = number of items whose ranks are common.

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Stating the Research and Null Hypotheses and Selecting Alpha

Selecting the Sampling Distribution and Specifying the Test Statistic

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Computing the Test Statistic

Making a Decision and Interpreting

6) Explain different parametric test used in hypothesis testing?

Hypothesis Tests of the Mean and Median

Pa parametric tests (means) No non parametric tests (medians)

1-ssample t test 1-ssample Sign, 1-sample Wilcoxon

2-ssample t test M nn-Whitney test

One-Way ANOVA Kruskal-Wallis, Moods median test

Factorial DOE with one factor and one blocking

Reasons to Use Parametric Tests

Parametric analyses Sample size guidelines for non - normal data

1-sample t test Greater than 20

2-sample t test Each group should be greater than 15

Reason 3: Statistical power

7) Write short note on CHI-Square?

The Chi-Square test of Independence is used to determine if there is a significant relationship

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= Sum of the it column

= Sum of the kth column

= Chi-Square test of Independence

= Observed value of two nominal variables

= Expected value of two nominal variables

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The essentials of good report writing include the following:

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3. Writing the Body

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9) Explain different type of research report?

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10) Write short note on MLA & CNS citation method?

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11) Explain different ethical norms under research?

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