This book is written for statisticians, data analysts, programmers, researchers, teachers, students, professionals, and general consumers on how to perform different types of statistical data analysis for research purposes using the R programming language. R is an open-source software and object-oriented programming language with a development environment (IDE) called RStudio for computing statistics and graphical displays through data manipulation, modelling, and calculation. R packages and supported libraries provides a wide range of functions for programming and analyzing of data. Unlike many of the existing statistical softwares, R has the added benefit of allowing the users to write more efficient codes by using command-line scripting and vectors. It has several built-in functions and libraries that are extensible and allows the users to define their own (customized) functions on how they expect the program to behave while handling the data, which can also be stored in the simple object system.For all intents and purposes, this book serves as both textbook and manual for R statistics particularly in academic research, data analytics, and computer programming targeted to help inform and guide the work of the R users or statisticians. It provides information about different types of statistical data analysis and methods, and the best scenarios for use of each case in R. It gives a hands-on step-by-step practical guide on how to identify and conduct the different parametric and non-parametric procedures. This includes a description of the different conditions or assumptions that are necessary for performing the various statistical methods or tests, and how to understand the results of the methods. The book also covers the different data formats and sources, and how to test for reliability and validity of the available datasets. Different research experiments, case scenarios and examples are explained in this book. It is the first book to provide a comprehensive description and step-by-step practical hands-on guide to carrying out the different types of statistical analysis in R particularly for research purposes with examples. Ranging from how to import and store datasets in R as Objects, how to code and call the methods or functions for manipulating the datasets or objects, factorization, and vectorization, to better reasoning, interpretation, and storage of the results for future use, and graphical visualizations and representations. Thus, congruence of Statistics and Computer programming for Research.

Load and view a real-world dataset in RStudio

• Calculate “Measure of Frequency” metrics

• Calculate “Measure of Central Tendency” metrics

• Calculate “Measure of Dispersion” metrics

• Use R’s in-built functions for additional data quality metrics

• Create a custom R function to calculate descriptive statistics on any given dataset

As high-throughput methods become more common, training undergraduates to analyze data must include having them generate informative summaries of large datasets. This flexible case study provides an opportunity for undergraduate students to become familiar with the capabilities of R programming in the context of high-throughput evolutionary data collected using macroarrays. The story line introduces a recent graduate hired at a biotech firm and tasked with analysis and visualization of changes in gene expression from 20,000 generations of the Lenski Lab’s Long-Term Evolution Experiment (LTEE). Our main character is not familiar with R and is guided by a coworker to learn about this platform. Initially this involves a step-by-step analysis of the small Iris dataset built into R which includes sepal and petal length of three species of irises. Practice calculating summary statistics and correlations, and making histograms and scatter plots, prepares the protagonist to perform similar analyses with the LTEE dataset. In the LTEE module, students analyze gene expression data from the long-term evolutionary experiments, developing their skills in manipulating and interpreting large scientific datasets through visualizations and statistical analysis. Prerequisite knowledge is basic statistics, the Central Dogma, and basic evolutionary principles. The Iris module provides hands-on experience using R programming to explore and visualize a simple dataset; it can be used independently as an introduction to R for biological data or skipped if students already have some experience with R. Both modules emphasize understanding the utility of R, rather than creation of original code. Pilot testing showed the case study was well-received by students and faculty, who described it as a clear introduction to R and appreciated the value of R for visualizing and analyzing large datasets.

ABOUT DATASET

This is the R markdown notebook. It contains step by step guide for working on Data Analysis with R. It helps you with installing the relevant packages and how to load them. it also provides a detailed summary of the "dplyr" commands that you can use to manipulate your data in the R environment.

Anyone new to R and wish to carry out some data analysis on R can check it out!

ABSTRACT Meta-analysis is an adequate statistical technique to combine results from different studies, and its use has been growing in the medical field. Thus, not only knowing how to interpret meta-analysis, but also knowing how to perform one, is fundamental today. Therefore, the objective of this article is to present the basic concepts and serve as a guide for conducting a meta-analysis using R and RStudio software. For this, the reader has access to the basic commands in the R and RStudio software, necessary for conducting a meta-analysis. The advantage of R is that it is a free software. For a better understanding of the commands, two examples were presented in a practical way, in addition to revising some basic concepts of this statistical technique. It is assumed that the data necessary for the meta-analysis has already been collected, that is, the description of methodologies for systematic review is not a discussed subject. Finally, it is worth remembering that there are many other techniques used in meta-analyses that were not addressed in this work. However, with the two examples used, the article already enables the reader to proceed with good and robust meta-analyses. Level of Evidence V, Expert Opinion.

Learn how to create professional data visualizations using R and ggplot2. A step-by-step guide for startup founders and analysts to build publication-quality charts.

The R Manual for QCA entails a PDF file that describes all the steps and code needed to prepare and conduct a Qualitative Comparative Analysis (QCA) study in R. This is complemented by an R Script that can be customized as needed. The dataset further includes two files with sample data, for the set-theoretic analysis and the visualization of QCA results. The R Manual for QCA is the online appendix to "Qualitative Comparative Analysis: An Introduction to Research Design and Application", Georgetown University Press, 2021.

Each R script replicates all of the example code from one chapter from the book. All required data for each script are also uploaded, as are all data used in the practice problems at the end of each chapter. The data are drawn from a wide array of sources, so please cite the original work if you ever use any of these data sets for research purposes.

Dataset

This dataset was created by Jerraldo1705

Contents

• Automated parametric analysis workflow built using R Studio.
• Demonstrates core statistical analysis methods on numerical datasets.
• Includes step-by-step R scripts for performing t-tests, ANOVA, and summary statistics.
• Provides visual outputs such as boxplots and distribution plots for better interpretation.
• Designed for students, researchers, and data analysts learning statistical automation in R.
• Useful for understanding reproducible research workflows in data analysis.
• Dataset helps in teaching how to automate statistical pipelines using R programming.

In this course, you will learn to work within the free and open-source R environment with a specific focus on working with and analyzing geospatial data. We will cover a wide variety of data and spatial data analytics topics, and you will learn how to code in R along the way. The Introduction module provides more background info about the course and course set up. This course is designed for someone with some prior GIS knowledge. For example, you should know the basics of working with maps, map projections, and vector and raster data. You should be able to perform common spatial analysis tasks and make map layouts. If you do not have a GIS background, we would recommend checking out the West Virginia View GIScience class. We do not assume that you have any prior experience with R or with coding. So, don't worry if you haven't developed these skill sets yet. That is a major goal in this course. Background material will be provided using code examples, videos, and presentations. We have provided assignments to offer hands-on learning opportunities. Data links for the lecture modules are provided within each module while data for the assignments are linked to the assignment buttons below. Please see the sequencing document for our suggested order in which to work through the material. After completing this course you will be able to: prepare, manipulate, query, and generally work with data in R. perform data summarization, comparisons, and statistical tests. create quality graphs, map layouts, and interactive web maps to visualize data and findings. present your research, methods, results, and code as web pages to foster reproducible research. work with spatial data in R. analyze vector and raster geospatial data to answer a question with a spatial component. make spatial models and predictions using regression and machine learning. code in the R language at an intermediate level.

analyze the health and retirement study (hrs) with r the hrs is the one and only longitudinal survey of american seniors. with a panel starting its third decade, the current pool of respondents includes older folks who have been interviewed every two years as far back as 1992. unlike cross-sectional or shorter panel surveys, respondents keep responding until, well, death d o us part. paid for by the national institute on aging and administered by the university of michigan's institute for social research, if you apply for an interviewer job with them, i hope you like werther's original. figuring out how to analyze this data set might trigger your fight-or-flight synapses if you just start clicking arou nd on michigan's website. instead, read pages numbered 10-17 (pdf pages 12-19) of this introduction pdf and don't touch the data until you understand figure a-3 on that last page. if you start enjoying yourself, here's the whole book. after that, it's time to register for access to the (free) data. keep your username and password handy, you'll need it for the top of the download automation r script. next, look at this data flowchart to get an idea of why the data download page is such a righteous jungle. but wait, good news: umich recently farmed out its data management to the rand corporation, who promptly constructed a giant consolidated file with one record per respondent across the whole panel. oh so beautiful. the rand hrs files make much of the older data and syntax examples obsolete, so when you come across stuff like instructions on how to merge years, you can happily ignore them - rand has done it for you. the health and retirement study only includes noninstitutionalized adults when new respondents get added to the panel (as they were in 1992, 1993, 1998, 2004, and 2010) but once they're in, they're in - respondents have a weight of zero for interview waves when they were nursing home residents; but they're still responding and will continue to contribute to your statistics so long as you're generalizing about a population from a previous wave (for example: it's possible to compute "among all americans who were 50+ years old in 1998, x% lived in nursing homes by 2010"). my source for that 411? page 13 of the design doc. wicked. this new github repository contains five scripts: 1992 - 2010 download HRS microdata.R loop through every year and every file, download, then unzip everything in one big party impor t longitudinal RAND contributed files.R create a SQLite database (.db) on the local disk load the rand, rand-cams, and both rand-family files into the database (.db) in chunks (to prevent overloading ram) longitudinal RAND - analysis examples.R connect to the sql database created by the 'import longitudinal RAND contributed files' program create tw o database-backed complex sample survey object, using a taylor-series linearization design perform a mountain of analysis examples with wave weights from two different points in the panel import example HRS file.R load a fixed-width file using only the sas importation script directly into ram with < a href="http://blog.revolutionanalytics.com/2012/07/importing-public-data-with-sas-instructions-into-r.html">SAScii parse through the IF block at the bottom of the sas importation script, blank out a number of variables save the file as an R data file (.rda) for fast loading later replicate 2002 regression.R connect to the sql database created by the 'import longitudinal RAND contributed files' program create a database-backed complex sample survey object, using a taylor-series linearization design exactly match the final regression shown in this document provided by analysts at RAND as an update of the regression on pdf page B76 of this document . click here to view these five scripts for more detail about the health and retirement study (hrs), visit: michigan's hrs homepage rand's hrs homepage the hrs wikipedia page a running list of publications using hrs notes: exemplary work making it this far. as a reward, here's the detailed codebook for the main rand hrs file. note that rand also creates 'flat files' for every survey wave, but really, most every analysis you c an think of is possible using just the four files imported with the rand importation script above. if you must work with the non-rand files, there's an example of how to import a single hrs (umich-created) file, but if you wish to import more than one, you'll have to write some for loops yourself. confidential to sas, spss, stata, and sudaan users: a tidal wave is coming. you can get water up your nose and be dragged out to sea, or you can grab a surf board. time to transition to r. :D

The complexity of contexts and varied purposes for which biome donation are requested is unknown in South Africa. The aim of this study was to provide strategic data towards actualisation of whether a gastrointestinal (GIT) stool donor bank may be established as a collaborative between Western Cape Blood Services (WCBS) and the University of Cape Town (UCT).We designed a cross-sectional, questionnaire-based survey to determine willingness of WCBS blood donors to donate stool specimens for microbiome biobanking. The prospective observational pilot study was conducted between 1 June 2022 and 1 July 2022 at three WCBS donation centres in Cape Town, South Africa. Anonymous blood donors who met the inclusion criteria were provided with infographics on stool donation and a stool collection kit. Anonymised demographic and interview data was aggregated for descriptive purposes, and for statistical analysis.Analysis of responses from 209/231 blood donors demonstrated in a logistic regression model that compensation (p = 3.139e-05) and ' societal benefit outweighs inconvenience’ beliefs (p = 7.751e-05) were covariates significantly associated with willingness to donate stool. Age was borderline significant at a 5% level (p = 0.0556). Most willing stool donors indicated that donating stool samples would not affect blood donations (140/157, 90%). Factors decreasing willingness to donate were stool collection being unpleasant or embarrassing.The survey provides strategic data for the WCBS and UCT towards establishment of a stool bank and provided an understanding of the underlying determinants governing participants decision process with regards to becoming potential donors.

This dataset contains several files related to our research paper titled "Attention Allocation to Projection Level Alleviates Overconfidence in Situation Awareness". These files are intended to provide a comprehensive overview of the data analysis process and the presentation of results. Below is a list of the files included and a brief description of each:

R Scripts: These are scripts written in the R programming language for data processing and analysis. The scripts detail the steps for data cleaning, transformation, statistical analysis, and the visualization of results. To replicate the study findings or to conduct further analyses on the dataset, users should run these scripts.

R Markdown File: Offers a dynamic document that combines R code with rich text elements such as paragraphs, headings, and lists. This file is designed to explain the logic and steps of the analysis in detail, embedding R code chunks and the outcomes of code execution. It serves as a comprehensive guide to understanding the analytical process behind the study.

HTML File: Generated from the R Markdown file, this file provides an interactive report of the results that can be viewed in any standard web browser. For those interested in browsing the study's findings without delving into the specifics of the analysis, this HTML file is the most convenient option. It presents the final analysis outcomes in an intuitive and easily understandable manner. For optimal viewing, we recommend opening the HTML file with the latest version of Google Chrome or any other modern web browser. This approach ensures that all interactive functionalities are fully operational.

Together, these files form a complete framework for the research analysis, aimed at enhancing the transparency and reproducibility of the study.

This artifact accompanies the SEET@ICSE article "Assessing the impact of hints in learning formal specification", which reports on a user study to investigate the impact of different types of automated hints while learning a formal specification language, both in terms of immediate performance and learning retention, but also in the emotional response of the students. This research artifact provides all the material required to replicate this study (except for the proprietary questionnaires passed to assess the emotional response and user experience), as well as the collected data and data analysis scripts used for the discussion in the paper.

Dataset

The artifact contains the resources described below.

Experiment resources

The resources needed for replicating the experiment, namely in directory experiment:

alloy_sheet_pt.pdf: the 1-page Alloy sheet that participants had access to during the 2 sessions of the experiment. The sheet was passed in Portuguese due to the population of the experiment.

alloy_sheet_en.pdf: a version the 1-page Alloy sheet that participants had access to during the 2 sessions of the experiment translated into English.

docker-compose.yml: a Docker Compose configuration file to launch Alloy4Fun populated with the tasks in directory data/experiment for the 2 sessions of the experiment.

api and meteor: directories with source files for building and launching the Alloy4Fun platform for the study.

Experiment data

The task database used in our application of the experiment, namely in directory data/experiment:

Model.json, Instance.json, and Link.json: JSON files with to populate Alloy4Fun with the tasks for the 2 sessions of the experiment.

identifiers.txt: the list of all (104) available participant identifiers that can participate in the experiment.

Collected data

Data collected in the application of the experiment as a simple one-factor randomised experiment in 2 sessions involving 85 undergraduate students majoring in CSE. The experiment was validated by the Ethics Committee for Research in Social and Human Sciences of the Ethics Council of the University of Minho, where the experiment took place. Data is shared the shape of JSON and CSV files with a header row, namely in directory data/results:

data_sessions.json: data collected from task-solving in the 2 sessions of the experiment, used to calculate variables productivity (PROD1 and PROD2, between 0 and 12 solved tasks) and efficiency (EFF1 and EFF2, between 0 and 1).

data_socio.csv: data collected from socio-demographic questionnaire in the 1st session of the experiment, namely:

participant identification: participant's unique identifier (ID);

socio-demographic information: participant's age (AGE), sex (SEX, 1 through 4 for female, male, prefer not to disclosure, and other, respectively), and average academic grade (GRADE, from 0 to 20, NA denotes preference to not disclosure).

data_emo.csv: detailed data collected from the emotional questionnaire in the 2 sessions of the experiment, namely:

participant identification: participant's unique identifier (ID) and the assigned treatment (column HINT, either N, L, E or D);

detailed emotional response data: the differential in the 5-point Likert scale for each of the 14 measured emotions in the 2 sessions, ranging from -5 to -1 if decreased, 0 if maintained, from 1 to 5 if increased, or NA denoting failure to submit the questionnaire. Half of the emotions are positive (Admiration1 and Admiration2, Desire1 and Desire2, Hope1 and Hope2, Fascination1 and Fascination2, Joy1 and Joy2, Satisfaction1 and Satisfaction2, and Pride1 and Pride2), and half are negative (Anger1 and Anger2, Boredom1 and Boredom2, Contempt1 and Contempt2, Disgust1 and Disgust2, Fear1 and Fear2, Sadness1 and Sadness2, and Shame1 and Shame2). This detailed data was used to compute the aggregate data in data_emo_aggregate.csv and in the detailed discussion in Section 6 of the paper.

data_umux.csv: data collected from the user experience questionnaires in the 2 sessions of the experiment, namely:

participant identification: participant's unique identifier (ID);

user experience data: summarised user experience data from the UMUX surveys (UMUX1 and UMUX2, as a usability metric ranging from 0 to 100).

participants.txt: the list of participant identifiers that have registered for the experiment.

Analysis scripts

The analysis scripts required to replicate the analysis of the results of the experiment as reported in the paper, namely in directory analysis:

analysis.r: An R script to analyse the data in the provided CSV files; each performed analysis is documented within the file itself.

requirements.r: An R script to install the required libraries for the analysis script.

normalize_task.r: A Python script to normalize the task JSON data from file data_sessions.json into the CSV format required by the analysis script.

normalize_emo.r: A Python script to compute the aggregate emotional response in the CSV format required by the analysis script from the detailed emotional response data in the CSV format of data_emo.csv.

Dockerfile: Docker script to automate the analysis script from the collected data.

Setup

To replicate the experiment and the analysis of the results, only Docker is required.

If you wish to manually replicate the experiment and collect your own data, you'll need to install:

A modified version of the Alloy4Fun platform, which is built in the Meteor web framework. This version of Alloy4Fun is publicly available in branch study of its repository at https://github.com/haslab/Alloy4Fun/tree/study.

If you wish to manually replicate the analysis of the data collected in our experiment, you'll need to install:

Python to manipulate the JSON data collected in the experiment. Python is freely available for download at https://www.python.org/downloads/, with distributions for most platforms.

R software for the analysis scripts. R is freely available for download at https://cran.r-project.org/mirrors.html, with binary distributions available for Windows, Linux and Mac.

Usage

Experiment replication

This section describes how to replicate our user study experiment, and collect data about how different hints impact the performance of participants.

To launch the Alloy4Fun platform populated with tasks for each session, just run the following commands from the root directory of the artifact. The Meteor server may take a few minutes to launch, wait for the "Started your app" message to show.

cd experimentdocker-compose up

This will launch Alloy4Fun at http://localhost:3000. The tasks are accessed through permalinks assigned to each participant. The experiment allows for up to 104 participants, and the list of available identifiers is given in file identifiers.txt. The group of each participant is determined by the last character of the identifier, either N, L, E or D. The task database can be consulted in directory data/experiment, in Alloy4Fun JSON files.

In the 1st session, each participant was given one permalink that gives access to 12 sequential tasks. The permalink is simply the participant's identifier, so participant 0CAN would just access http://localhost:3000/0CAN. The next task is available after a correct submission to the current task or when a time-out occurs (5mins). Each participant was assigned to a different treatment group, so depending on the permalink different kinds of hints are provided. Below are 4 permalinks, each for each hint group:

Group N (no hints): http://localhost:3000/0CAN

Group L (error locations): http://localhost:3000/CA0L

Group E (counter-example): http://localhost:3000/350E

Group D (error description): http://localhost:3000/27AD

In the 2nd session, likewise the 1st session, each permalink gave access to 12 sequential tasks, and the next task is available after a correct submission or a time-out (5mins). The permalink is constructed by prepending the participant's identifier with P-. So participant 0CAN would just access http://localhost:3000/P-0CAN. In the 2nd sessions all participants were expected to solve the tasks without any hints provided, so the permalinks from different groups are undifferentiated.

Before the 1st session the participants should answer the socio-demographic questionnaire, that should ask the following information: unique identifier, age, sex, familiarity with the Alloy language, and average academic grade.

Before and after both sessions the participants should answer the standard PrEmo 2 questionnaire. PrEmo 2 is published under an Attribution-NonCommercial-NoDerivatives 4.0 International Creative Commons licence (CC BY-NC-ND 4.0). This means that you are free to use the tool for non-commercial purposes as long as you give appropriate credit, provide a link to the license, and do not modify the original material. The original material, namely the depictions of the diferent emotions, can be downloaded from https://diopd.org/premo/. The questionnaire should ask for the unique user identifier, and for the attachment with each of the depicted 14 emotions, expressed in a 5-point Likert scale.

After both sessions the participants should also answer the standard UMUX questionnaire. This questionnaire can be used freely, and should ask for the user unique identifier and answers for the standard 4 questions in a 7-point Likert scale. For information about the questions, how to implement the questionnaire, and how to compute the usability metric ranging from 0 to 100 score from the answers, please see the original paper:

Kraig Finstad. 2010. The usability metric for user experience. Interacting with computers 22, 5 (2010), 323–327.

Analysis of other applications of the experiment

This section describes how to replicate the analysis of the data collected in an application of the experiment described in Experiment replication.

The analysis script expects data in 4 CSV files,

Case study: How does a bike-share navigate speedy success?

Scenario:

As a data analyst on Cyclistic's marketing team, our focus is on enhancing annual memberships to drive the company's success. We aim to analyze the differing usage patterns between casual riders and annual members to craft a marketing strategy aimed at converting casual riders. Our recommendations, supported by data insights and professional visualizations, await Cyclistic executives' approval to proceed.

About the company

In 2016, Cyclistic launched a bike-share program in Chicago, growing to 5,824 bikes and 692 stations. Initially, their marketing aimed at broad segments with flexible pricing plans attracting both casual riders (single-ride or full-day passes) and annual members. However, recognizing that annual members are more profitable, Cyclistic is shifting focus to convert casual riders into annual members. To achieve this, they plan to analyze historical bike trip data to understand the differences and preferences between the two user groups, aiming to tailor marketing strategies that encourage casual riders to purchase annual memberships.

Project Overview:

This capstone project is a culmination of the skills and knowledge acquired through the Google Professional Data Analytics Certification. It focuses on Track 1, which is centered around Cyclistic, a fictional bike-share company modeled to reflect real-world data analytics scenarios in the transportation and service industry.

Dataset Acknowledgment:

We are grateful to Motivate Inc. for providing the dataset that serves as the foundation of this capstone project. Their contribution has enabled us to apply practical data analytics techniques to a real-world dataset, mirroring the challenges and opportunities present in the bike-sharing sector.

Objective:

The primary goal of this project is to analyze the Cyclistic dataset to uncover actionable insights that could help the company optimize its operations, improve customer satisfaction, and increase its market share. Through comprehensive data exploration, cleaning, analysis, and visualization, we aim to identify patterns and trends that inform strategic business decisions.

Methodology:

Data Collection: Utilizing the dataset provided by Motivate Inc., which includes detailed information on bike usage, customer behavior, and operational metrics. Data Cleaning and Preparation: Ensuring the dataset is accurate, complete, and ready for analysis by addressing any inconsistencies, missing values, or anomalies. Data Analysis: Applying statistical methods and data analytics techniques to extract meaningful insights from the dataset.

Visualization and Reporting:

Creating intuitive and compelling visualizations to present the findings clearly and effectively, facilitating data-driven decision-making. Findings and Recommendations:

Conclusion:

The Cyclistic Capstone Project not only demonstrates the practical application of data analytics skills in a real-world scenario but also provides valuable insights that can drive strategic improvements for Cyclistic. Through this project, showcasing the power of data analytics in transforming data into actionable knowledge, underscoring the importance of data-driven decision-making in today's competitive business landscape.

Acknowledgments:

Special thanks to Motivate Inc. for their support and for providing the dataset that made this project possible. Their contribution is immensely appreciated and has significantly enhanced the learning experience.

STRATEGIES USED

Case Study Roadmap - ASK

●What is the problem you are trying to solve? ●How can your insights drive business decisions?

Key Tasks ● Identify the business task ● Consider key stakeholders

Deliverable ● A clear statement of the business task

Case Study Roadmap - PREPARE

● Where is your data located? ● Are there any problems with the data?

Key tasks ● Download data and store it appropriately. ● Identify how it’s organized.

Deliverable ● A description of all data sources used

Case Study Roadmap - PROCESS

● What tools are you choosing and why? ● What steps have you taken to ensure that your data is clean?

Key tasks ● Choose your tools. ● Document the cleaning process.

Deliverable ● Documentation of any cleaning or manipulation of data

Case Study Roadmap - ANALYZE

● Has your data been properly formaed? ● How will these insights help answer your business questions?

Key tasks ● Perform calculations ● Formatting

Deliverable ● A summary of analysis

Case Study Roadmap - SHARE

● Were you able to answer all questions of stakeholders? ● Can Data visualization help you share findings?

Key tasks ● Present your findings ● Create effective data viz.

Deliverable ● Supporting viz and key findings

**Case Study Roadmap - A...

Context

I created these files and analysis as part of working on a case study for the Google Data Analyst certificate.

Question investigated: Do annual members and casual riders use Cyclistic bikes differently? Why do we want to know?: Knowing bike usage/behavior by rider type will allow the Marketing, Analytics, and Executive team stakeholders to design, assess, and approve appropriate strategies that drive profitability.

Content

I used the script noted below to clean the files and then added some additional steps to create the visualizations to complete my analysis. The additional steps are noted in corresponding R Markdown file for this data set.

Acknowledgements

Files: most recent 1 year of data available, Divvy_Trips_2019_Q2.csv, Divvy_Trips_2019_Q3.csv, Divvy_Trips_2019_Q4.csv, Divvy_Trips_2020_Q1.csv Source: Downloaded from https://divvy-tripdata.s3.amazonaws.com/index.html

Data cleaning script: followed this script to clean and merge files https://docs.google.com/document/d/1gUs7-pu4iCHH3PTtkC1pMvHfmyQGu0hQBG5wvZOzZkA/copy

Note: Combined data set has 3,876,042 rows, so you will likely need to run R analysis on your computer (e.g., R Console) rather than in the cloud (e.g., RStudio Cloud)

Inspiration

This was my first attempt to conduct an analysis in R and create the R Markdown file. As you might guess, it was an eye-opening experience, with both exciting discoveries and aggravating moments.

One thing I have not yet been able to figure out is how to add a legend to the map. I was able to get a legend to appear on a separate (empty) map, but not on the map you will see here.

I am also interested to see what others did with this analysis - what were the findings and insights you found?

This dataset provides geospatial location data and scripts used to analyze the relationship between MODIS-derived NDVI and solar and sensor angles in a pinyon-juniper ecosystem in Grand Canyon National Park. The data are provided in support of the following publication: "Solar and sensor geometry, not vegetation response, drive satellite NDVI phenology in widespread ecosystems of the western United States". The data and scripts allow users to replicate, test, or further explore results. The file GrcaScpnModisCellCenters.csv contains locations (latitude-longitude) of all the 250-m MODIS (MOD09GQ) cell centers associated with the Grand Canyon pinyon-juniper ecosystem that the Southern Colorado Plateau Network (SCPN) is monitoring through its land surface phenology and integrated upland monitoring programs. The file SolarSensorAngles.csv contains MODIS angle measurements for the pixel at the phenocam location plus a random 100 point subset of pixels within the GRCA-PJ ecosystem. The script files (folder: 'Code') consist of 1) a Google Earth Engine (GEE) script used to download MODIS data through the GEE javascript interface, and 2) a script used to calculate derived variables and to test relationships between solar and sensor angles and NDVI using the statistical software package 'R'. The file Fig_8_NdviSolarSensor.JPG shows NDVI dependence on solar and sensor geometry demonstrated for both a single pixel/year and for multiple pixels over time. (Left) MODIS NDVI versus solar-to-sensor angle for the Grand Canyon phenocam location in 2018, the year for which there is corresponding phenocam data. (Right) Modeled r-squared values by year for 100 randomly selected MODIS pixels in the SCPN-monitored Grand Canyon pinyon-juniper ecosystem. The model for forward-scatter MODIS-NDVI is log(NDVI) ~ solar-to-sensor angle. The model for back-scatter MODIS-NDVI is log(NDVI) ~ solar-to-sensor angle + sensor zenith angle. Boxplots show interquartile ranges; whiskers extend to 10th and 90th percentiles. The horizontal line marking the average median value for forward-scatter r-squared (0.835) is nearly indistinguishable from the back-scatter line (0.833). The dataset folder also includes supplemental R-project and packrat files that allow the user to apply the workflow by opening a project that will use the same package versions used in this study (eg, .folders Rproj.user, and packrat, and files .RData, and PhenocamPR.Rproj). The empty folder GEE_DataAngles is included so that the user can save the data files from the Google Earth Engine scripts to this location, where they can then be incorporated into the r-processing scripts without needing to change folder names. To successfully use the packrat information to replicate the exact processing steps that were used, the user should refer to packrat documentation available at https://cran.r-project.org/web/packages/packrat/index.html and at https://www.rdocumentation.org/packages/packrat/versions/0.5.0. Alternatively, the user may also use the descriptive documentation phenopix package documentation, and description/references provided in the associated journal article to process the data to achieve the same results using newer packages or other software programs.

Neural decoding is a powerful method to analyze neural activity. However, the code needed to run a decoding analysis can be complex, which can present a barrier to using the method. In this paper we introduce a package that makes it easy to perform decoding analyses in the R programing language. We describe how the package is designed in a modular fashion which allows researchers to easily implement a range of different analyses. We also discuss how to format data to be able to use the package, and we give two examples of how to use the package to analyze real data. We believe that this package, combined with the rich data analysis ecosystem in R, will make it significantly easier for researchers to create reproducible decoding analyses, which should help increase the pace of neuroscience discoveries.

Introduction After completing my Google Data Analytics Professional Certificate on Coursera, I accomplished a Capstone Project, recommended by Google, to improve and highlight the technical skills of data analysis knowledge, such as R programming, SQL, and Tableau. In the Cyclistic Case Study, I performed many real-world tasks of a junior data analyst. To answer the critical business questions, I followed the steps of the data analysis process: ask, prepare, process, analyze, share, and act. **Scenario ** You are a junior data analyst working in the marketing analyst team at Cyclistic, a bike-share company in Chicago. The director of marketing believes the company’s future success depends on maximizing the number of annual memberships. Therefore, your team wants to understand how casual riders and annual members use Cyclistic bikes differently. From these insights, your team will design a new marketing strategy to convert casual riders into annual members. But first, Cyclistic executives must approve your recommendations, so they must be backed up with compelling data insights and professional data visualizations. Characters and teams Cyclistic: A bike-share program that has grown to a fleet of 5,824 bicycles that are tracked and locked into a network of 692 stations across Chicago. The bikes can be unlocked from one station and returned to any other station in the system at any time. Cyclistic sets itself apart by also offering reclining bikes, hand tricycles, and cargo bikes, making bike-share more inclusive to people with disabilities and riders who can’t use a standard two-wheeled bike. The majority of riders opt for traditional bikes; about 8% of riders use assistive options. Cyclistic users are more likely to ride for leisure, but about 30% use them to commute to work each day. Stakeholders Lily Moreno: The director of marketing and your manager. Moreno is responsible for the development of campaigns and initiatives to promote the bike-share program. These may include email, social media, and other channels. Cyclistic marketing analytics team: A team of data analysts responsible for collecting, analyzing, and reporting data that helps guide Cyclistic marketing strategy. You joined this team six months ago and have been busy learning about Cyclistic’s mission and business goals and how you, as a junior data analyst, can help Cyclistic achieve them. *Cyclistic executive team: *The notoriously detail-oriented executive team will decide whether to approve the recommended marketing program.