How Business Is An Expansion Or Recession By Their Look...

When I was young, my parents started their business supplying steel to construction firms. They often talked about their business when we had dinner. Since their business is closely related to the overall macroeconomic situation, I got a sense about business cycle at an early age. I could judge whether it is an expansion or recession by their looks and attitudes at dinner. Also, I got a feeling about how the business could function in the environment of competition before I entered high school. This childhood experience stimulated my interests in economics. Because of the hope to get more professional, in-depth knowledge about the current economic situation and government’s economic policy, I decided to major in economics in college to further my study. When getting into Renmin University of China, I was realigned to the major of Labor and Social Security. Since it is hard to change my major to economics, I applied to transfer to University of Pittsburgh to fulfill my dream of getting more professional knowledge about economics. It turns out that this experience not only prepared me in economic knowledge, but improve my ability to analyze problems qualitatively and quantitatively. Studying economics is a process of cultivating my logical thinking and the skills to construct mathematical models simulating the real world. In the course of Macroeconomics, several models about economic growth were introduced. At first, I was confused by large amounts of economic variables inShow MoreRelatedGreat Italian Cuicine Without Wait5551 Words   |  23 PagesJAMES L. HESKETT RICHARD LUECKE Porcini’s Pronto: â€Å"Great Italian cuisine without the wait!† In January 2011 Tom Alessio, marketing vice president at Porcini’s, Inc., of Boston, was pondering issues raised by a potential expansion of his company’s restaurant business. 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Marketing Environmental Audit Knowing the currentRead MoreHnd Judge How the Business and Cultural Environments4751 Words   |  20 PagesHND Business Birmingham Metropolitan College Mathew Boulton Campus Riddle of the day A woman shoots her husband. Then she holds him under water for over 5 minutes. Finally, she hangs him. But 5 minutes later they both go out together and enjoy a wonderful dinner together. How can this be? 3.3 judge how the business and cultural environments shape the behaviour of a selected organisation This builds to answer; Judge how Lloyds TSB has been behaviour has been affected by political, economic, socialRead MoreMarketing Case Study9790 Words   |  40 Pageswhere it was born, and also the ingredients of that beer and how they make the beer: Basically, it doesn’t matter who owns it. We are in a global world right now†. Do you agree? Students answers will vary based on their agreement or disagreement with this statement. 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What College Have Essay Topics - Is it a Scam?

What College Have Essay Topics - Is it a Scam? A Secret Weapon for What College Have Essay Topics What instantly makes the personal narrative essay stick out from the other essay types is the fact that it is written in the very first person. The cornerstone of a prosperous personal narrative essay is a fantastic topic! There's A specialist essay author probably likely to be sure you have the ability to end your college essay. Ensure your conclusions connect logically to the remainder of your essay and supply explanations when necessary. A typical misconception of ASU's honors college is that it's just extra work. Getting in a place to compose an outstanding essay is a crucial skill to master if you would love to be successful at university. An individual certainly will get a part-time career and can be provided a whole period occupation. What You Should Do to Find Out About What College Have Essay Topics Before You're Left Behind Unlike every other part of the program, yo u control your essay. Each of these varieties of paper is owned by the category of informative essay. In writing your essay, you should offer background information which in fact gears the topic to the target audience. If your objective is to analyze something, like a poem or a play, you'll need to provide in the text convincing proof to back up your ideas. But What About What College Have Essay Topics? The fulfilment term with depend on what type of paper you desire. There are a lot of things to consider and most importantly, is the dependability of the service you decide to use. It's quite simple to use along with self explanatory. There are quite a lot of factors you should be mindful when deciding on a best custom essay writing service for your essay task. The Basic Facts of What College Have Essay Topics Make the usage of the suggested research paper topic ideas and you'll be prosperous. When selecting your research paper topic, you must make certain it is neither bor ing nor worn out. A research paper isn't a report. The more you comprehend the simpler it's for you to compose a thriving research paper. What College Have Essay Topics Ideas Writing essays is a huge method to learn how to express your opinion on a variety of topics. Avoid topics which are too technical, learned or specialized. Persuasive topics usually require an outstanding number of sources. Research is about finding and learning things that you could have not even heard about. The principal thing that you should remember when deciding upon a topic for your composition it ought to be interesting to you and provide you enough possibilities to express your attitude to the subject. Main Body It's the main portion of your essay, on which you ought to concentrate the majority of your attention. No matter the fact you need to be conducting an essay or chatting about literature, you choose to get a vital situation that you would want to produce. College application essay wri ting takes a good deal of thought and a lot of creativity. Apparently, the ideal technique is to acquire an essay online. You ought to begin working in your essay after you get some excellent directions. Master the various kinds of essay It is probable that you'll be requested to compose different test models in the university, and it's good you have understanding of the different variety which exists so you know what is required of your work. Otherwise, you might wind up filling your essay with unnecessary info. At any moment you're going to need essay writing help, we're here to help you! Beginning to compose an essay to begin with, it is crucial you have a very clear comprehension of the subject you're trying to develop. There are lots of writing agencies that may help you write your essay. There's zero opportunity. You will need to reveal the readers that you master of the subject and not a confused newbie who doesn't understand what he or she's discussing. To be able to choose an intriguing topic, which will demonstrate your finest talents, you ought to keep reading. Our site features custom writing help and editing support. The same is true for writing.

First Speaker Script free essay sample

Innovation means a new idea, method or device. Determine is defined as to make something happen in a particular way. Students success in this context is defined as Members of the floor, Without further delay, allow me to rebut the first argument brought up by the first speaker of the government. The government has stated that Innovations In Teaching and Learning Determine Students Success because Ladies and gentlemen, Allow me to move on with the stand of the negative in todays debate. This house believes that the motion today Innovations in Teaching and Learning DetermineStudents Success should not, must not and will never stand. The negative believes that success cannot be determined by Innovation. In any context whatsoever, students success cannot be determined by the brainchild of modern pedagogy and erudition. No matter how Innovative the way a student Is taught or the way they learn, in the end, It Is up to the student him or herself to determine success. We will write a custom essay sample on First Speaker Script or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As the first speaker of the negative, I have rebutted the definition and first argument of the government.I have also provided the definitions and stand of the active In todays debate. Later on, I will Introduce the first argument of the negative which Is Innovations In Teaching and Learning DOES NOT Determine Students Success because .. My second speaker will then rebut the first and second speaker of the government and deliver the two remaining arguments of the negative which are.. Lastly; my third speaker will rebut all arguments brought up by the government. Ladles and gentlemen, Now allow me to Introduce the first argument of the negative today. Innovation In Teaching and Learning DOES NOT Determine Students Success because Allow me to provide an analogy. There are many kinds of modern technologies nowadays. For example: robotic technology. Now, you want to create a robot. You have the most advance and Innovative software to date. However, you do not have the hardware necessary. In translation, you dont have the parts to assemble the actual heft or body of the robot. So, Ladles and gentlemen, what Is the point, of having such an Innovative robotics software when you dont have the actual body of the robot?Think of the software that I previously mentioned as Innovations In teaching and learning and the hardware that Is needed as the students. First Speaker Script By Elmer speaker of the government. The government has stated that Innovations in Teaching erudition. No matter how innovative the way a student is taught or the way they learn, in the end, it is up to the student him or herself to determine success. Negative in todays debate. Later on, I will introduce the first argument of the negative which is Innovations in Teaching and Learning DOES NOT Determine Students overspent.Ladies and gentlemen, Now allow me to introduce the first argument of the negative today. Innovation in have the most advance and innovative software to date. However, you do not have actual heft or body of the robot. So, Ladies and gentlemen, what is the point, of having such an innovative robotics software when you dont have the actual body of the robot? Think of the software that I previously mentioned as innovations in teaching and learning and the hardware that is needed as the students.

Philosophy And Popular Culture Essays - Calvinism,

Philosophy and Popular Culture Nicole November 7, 2000 Political Thought The piece of popular culture that I chose for this assignment is the book by James and Christopher Collier, My Brother Sam Is Dead. A brief description of the events that took place in the book follows. I took the religious aspects of the book and will relate them to several philosophers, which we have studied. The time period in which this book took place was a time when people's religious values were much more prominent than in today's society. Over time it seems that religious values have gone into hiding and people are much more concerned with material possessions and social life. The Revolutionary War broke up many families, claimed many lives, and set us free. My Brother Sam is Dead is a book about a family, the Meeker's, who lived during the period of the War. The town they lived in was Redding, Connecticut, which consisted of mostly Tory sided people. This, meaning they were on the King's side and were loyal to England. Sam Meeker, a Yale student, left school to fight on the Rebel side. This didn't make his father, Life, very happy. Life felt that the war was foolish and nothing good could come of it. Plus, he felt that it was a sin to go against the king and the Meeker's were very religious. Sam paid no attention and fought for the Rebels for over three years. In the meantime, Tim Meeker the youngest son of Life and Susannah helped his parents run their tavern and take care of their property. Tim wasn't sure if he was a Rebel or Tory because he had mixed feelings on whether or not freedom was worth all of the killing and poverty. With Sam off fighting the War, Tim was left to do all of the chores and help his mother and father run the tavern. Over time supplies ran short due to the War and prices began to rise. Every year Life would go to Verplanks Point to sell cattle in order to buy supplies for the tavern. He would buy cotton, grain, rum, cloth, etc., basically anything he could get his hands on that people would buy. The trip to Verplanks Point took about a week and usually Sam would go with him. In November 1776, it was time once again to make the journey to sell the cattle. Sam was gone and the only one left to go with Life was Tim. They set off on their journey and in the process Life was captured by the Rebels and sent to jail and eventually died there. The Meeker family was down to two, Tim and Susannah, and they ran the tavern alone. Times were tough for everyone during this period because goods were so low and prices were so high. Most people were paying for goods with commissary notes, which held no real value anyway. Sam ended up dying at the hands of the Rebels because they wanted to set an example out of him on stealing charges. He was innocent. This made Tim even angrier about the War because here his brother was being loyal to the Rebels for over three years and they killed him anyway. What good was it fighting for freedom when your own troops take your life? The War won freedom for America but took many lives foolishly and all for what? Tim went on with life and moved to Wilkes-Barre, Pennsylvania and became successful and prospered. Patterns of change within and across cultures during historical periods that lead to political revolution are what the book deals with. The British were taking tax dollars from Americans and they were getting fed up with it. England was so far away that the Rebels felt they should be free and able to govern themselves. The Revolutionary War was fought so that America could be free and thus led to political change. The Rebels weren't loyal to the king because he was in a totally different country. They couldn't associate everyday life with him because he wasn't there. Many people at this time who were loyal to the king were so because of religious values. They felt that it was a

The Commonwealth of Nations - African History

The Commonwealth of Nations - African History What is the Commonwealth of Nations? The Commonwealth of Nations, or more commonly just the Commonwealth, is an association of sovereign states consisting of the United Kingdom, some of its former colonies, and a few special cases. The Commonwealth nations maintain close economic ties, sporting associations and complementary institutions. When was the Commonwealth of Nations Formed? In the early twentieth century, the government of Britain was taking a hard look at its relationship with the rest of the British Empire, and particularly with those colonies populated by Europeans – the dominions. The dominions had reached a high level of self-government, and the people there were calling for the creation of sovereign states. Even amongst the Crown Colonies, Protectorates, and Mandates, nationalism (and the call for independence) was on the rise. The British Commonwealth of Nations was first noted in the Statute of Westminster on 3 December 1931, which recognized that several of the United Kingdoms self-governing dominions (Canada, Australia, New Zealand, South Africa) were autonomous communities within the British Empire, equal in status, in no way subordinate one to another in any aspect of their domestic or external affairs, though united by a common allegiance to the Crown, and freely associated as members of the British Commonwealth of Nations. What was new under the 1931 Statute of Westminster was that these dominions would now be free to control their own foreign affairs – they were already in control of domestic affairs – and to have their own diplomatic identity. Which African Countries are Members of the Commonwealth of Nations? There are 19 African states who are currently members of the Commonwealth of Nations. See this Chronological List of African Members of the Commonwealth of Nations, or Alphabetical List of African Members of the Commonwealth of Nations for details. Is it Only ex-British Empire Countries in Africa Who Have Joined the Commonwealth of Nations? No, Cameroon (which had only partially been in the British Empire following World War I) and Mozambique joined in 1995. Mozambique was admitted as a special case (ie could not set a precedent) following democratic elections in the country in 1994. All its neighbors were members and it was felt that Mozambiques support against white-minority rule in South Africa and Rhodesia should be compensated. On the 28th November 2009 Rwanda also joined the Commonwealth, continuing the special case conditions under which Mozambique had joined. What Kind of Membership Exists in the Commonwealth of Nations? The majority of African countries who had been part of the British Empire gained independence within the Commonwealth as Commonwealth Realms. As such, Queen Elizabeth II was automatically the head of state, represented within the country by a Governor-General. Most converted to Commonwealth Republics within a couple of years. (Mauritius took the longest to convert – 24 years from 1968 to 1992). Lesotho and Swaziland gained independence as Commonwealth Kingdoms, with their own constitutional monarchy as head of state – Queen Elizabeth II was recognized only as the symbolic head of the Commonwealth. Zambia (1964), Botswana (1966), Seychelles (1976), Zimbabwe (1980), and Namibia (1990) became independent as Commonwealth Republics. Cameroon and Mozambique were already republics when they joined the Commonwealth in 1995. Did African Countries Always Join the Commonwealth of Nations? All those African countries still part of the British Empire when the Statute of Westminster was proclaimed in 1931 joined the Commonwealth except for British Somaliland (which joined with Italian Somaliland five days after gaining independence in 1960 to form Somalia), and Anglo-British Sudan (which became a republic in 1956). Egypt, which had been part of the Empire until 1922, has never shown an interest in becoming a member. Do Countries Maintain Membership of the Commonwealth of Nations? No. In 1961 South Africa left the Commonwealth when it declared itself a republic. South Africa rejoined in 1994. Zimbabwe was suspended on 19 March 2002 and decided to leave the Commonwealth on 8 December 2003. What Does the Commonwealth of Nations do for its Members? The Commonwealth is best known for the Commonwealth games which are held once every four years (two years after Olympic games). The Commonwealth also promotes human rights, expects members to meet a set of fundamental democratic principles (curiously enough spelt out in the Harare Commonwealth declaration of 1991, given Zimbabwes subsequent departure form the association), to provide education opportunities, and maintain trade links. Despite its age, the Commonwealth of Nations has survived without needing a written constitution. It depends upon a series of declarations, made at Commonwealth Heads of Government Meetings.

AP Biology Scores - Learn What You Need for College

AP Biology Scores - Learn What You Need for College Biology is the most popular of the Advanced Placement natural science subjects, and over a quarter million students take the AP Biology exam every year. The great majority of colleges will offer course credit for an exam score of a 4 or 5, although there are a few highly selective schools that do not award either credit or course placement. About the AP Biology Course and Exam The AP Biology is a lab science course, and at least 25 percent of class time will be spent conducting hands-on laboratory learning. Along with important terminology and biological principles, the course covers inquiry and reasoning skills that are central to the sciences. The course is organized around four central ideas that are essential for understanding living organisms and biological system: Evolution. Students must understand the various processes that drive genetic change.Cellular Processes: Energy and Communication. This element of the course focuses on the ways that living systems capture energy and use feedback loops with their external environments.Genetics and Information Transfer. Students learn about sexual and asexual reproduction and the ways in which genetic information is transmitted to offspring.Interactions. From the cellular level to populations to entire ecosystems, biological systems rely upon various types of interactions. Students learn about both competition and cooperation. AP Biology Score Information In 2018, 259,663 students took the AP Biology exam, and the mean score was 2.87.  159,733 (61.5%) of those students scored a 3 or higher indicating that they have proven a level of competency to potentially earn college credit.   The distribution of scores for the AP Biology exam is as follows: AP Biology Score Percentiles (2018 Data) Score Number of Students Percentage of Students 5 18,594 7.2 4 55,964 21.6 3 85,175 32.8 2 73,544 28.3 1 26,386 10.2 :Unlike the SAT or ACT, reporting AP test scores to colleges is typically optional, so a score of 1 or 2 wont necessarily hurt your college chances if you earned good grades in the class. College Credit and Course Placement for AP Biology Most colleges and universities have a science and lab requirement, so a high score on the AP Biology exam will sometimes fulfill this requirement. The table below presents some representative data from a variety of colleges and universities. This information is meant to provide a general overview of the scoring and placement practices related to the AP Biology exam. For other schools, youll need to explore the college website or contact the appropriate Registrars office to get AP placement information. Sample AP Biology Scores and Placement College Score Needed Placement Credit Georgia Tech 5 BIOL 1510 (4 semester hours) Grinnell College 4 or 5 4 semester credits; no placement Hamilton College 4 or 5 1 credit after completing a course beyond BIO 110 LSU 3, 4 or 5 BIOL 1201, 1202 (6 credits) for a 3; BIOL 1201, 1202, 1208, 1209 (8 credits) for a 4 or 5 MIT - no credit or placement for AP Biology Mississippi State University 4 or 5 BIO 1123 (3 credits) for a 4; BIO 1123 and BIO 1023 (6 credits) for a 5 Notre Dame 4 or 5 Biological Sciences 10101 (3 credits) for a 4; Biological Sciences 10098 and 10099 (8 credits) for a 5 Reed College 4 or 5 1 credit; no placement Stanford University - No credit for AP Biology Truman State University 3, 4 or 5 BIOL 100 Biology (4 credits) for a 3; BIOL 107 Introductory Biology I (4 credits) for a 4 or 5 UCLA (School of Letters and Science) 3, 4 or 5 8 credits; no placement Yale University 5 1 credit; MCDB 105a or b, 107a, 109b, or 120a As you can see, some highly selective schools such as UCLA and Grinnell provide elective credits but no placement for a strong AP Biology score. Stanford and MIT have even less confidence in the course and exam, and those schools offer no credit or placement.   A Final Word About AP Biology AP Biology can be an excellent choice for students who are planning a pre-health or pre-vet track in college. This are typically rigorous and structured academic paths, so placing out of a course gives you valuable flexibility in your college schedule. And, of course, youll be entering college with some college-level biology under your belt. AP Chemistry and AP Calculus can also be valuable for students planning to major in STEM fields. Whatever you plan to study in college, taking Advanced Placement classes strengthen your college applications.  A strong academic record is the most important piece of the admissions equation, and success in challenging college-preparatory classes such as Advanced Placement is one of the most meaningful ways that a college can predict your college preparedness.

My Personal Development Portfolio Essay Example | Topics and Well Written Essays - 1000 words

My Personal Development Portfolio - Essay Example That being said, I still experienced some degree of cultural shock when first I arrived in the United Kingdom. For one thing, the legal system here operates with a higher degree of fairness, and the freedom of speech, too, is something, I admit, I had never experienced before. That being said, however, not all of my early experiences were pleasant. Russian being my primary language, I have no shame whatsoever admitting that learning the English language was rather difficult at first, though I’d like to think I have now been able to attain a certain degree of proficiency in it. Even so, I still intend to further improve in this endeavour. Last but not least, I aim to curb my issues regarding time management and procrastination. My Immediate Objectives My personal development plan places focus on rectifying my weaknesses. It has been my experience that among the weaknesses I mentioned, the most problematic is my still-developing prowess in the English language, not to mention my difficulties in time management and in public speaking. As early as now, then, I’d like to be able to get to address these problems early, so I can use my time later on to focus on more pressing concerns. In this case in particular, fixing my weaknesses will allow me to utilize my strengths to greater effect. For one, typing is a skill I want very much to improve on, but more importantly, I feel it necessary to further improve my command of the English language. Of course, I’m proud of the progress I’ve made on my own; so far, I’ve gotten by practicing with people I know. Formal classes may help me learn at an even faster rate, but if at all possible, I’d rather not have to spend more than I can reasonably afford to.

Conducting a Market Essay Example | Topics and Well Written Essays - 4750 words

Conducting a Market - Essay Example iPhone is the pioneer smartphone that enhanced the mobile phone users’ experiences with its touchpad feature. iPhone has significantly impacted the market share of all leading mobile phones worldwide and has been successful in developing a loyal customer base (Keller, 120). Hence, the paper will analyse the success of iPhone in the smartphone industry and the customer perception about iPhone to gain a deeper understanding about the strategy followed by Apple to exceed the expectations of its customers and make them loyal to the brand. Research objectives Since the foremost goal of the research is to determine the customer perception about Apple’s iPhone, the main research objectives that are addressed in this paper are as follows: 1. To determine the best features of iPhone 2. To identify the customer loyalty level with iPhone 3. To analyse the factors that created a distinctive image of iPhone in the market Importance of the study With the help of the study, an underst anding about the elements that form the customer perception about a brand will be identified. This research will allow the evaluation of various factors that have been the source of Apple’s success. When the marketing strategies of top-ranked brands are studied, it assists in analysing the key constituents that are taken into account to create the desired brand image and the steps taken to retain the customer’s attention. By studying the customer perception about iPhone, the research provided details about interesting facts that the company focuses on exceeding the satisfaction level of its prestigious customers. Limitations of the study As there were time and resource... This report stresses that iPhone is considered to be the best brand in the smartphone industry as it has been providing an exceptional experience to the users. With each new breakthrough invention, Apple continues to enhance the customer expectation level; it has definitely an excellent perceived quality which is evident from the growth in number of customers every year. The phone developers have done a marvellous job by creating the smartphones in a simple and easy to use form. However, the company should try to attract the people of old generation by offering them attractive packages. Apple should try to grab their attention by informing them the positive sides of using the smartphone. This paper makes a conclusion that the customer perception about iPhone is strong and positive and they have trust in the brand that they will be offered only genuine and fine quality products which will ensure that they get value for their money for a long period. As the quality of iPhone is durable, there are fewer chances that the customers face any problem when using it; in case of any issue, they can easily contact the company’s representative who will resolve the matter as soon as possible. Providing customers the after sales services also impacts the brand image of the product in a positive way. Such value added features increases the chances of customers for making repeat purchases when they plan to buy a similar product in future.

Correlational results Essay Example for Free

Correlational results Essay The correlation results show that patronage of Body Shop products because of their being environment friendly is significantly correlated with their being a socially responsible company. This means that patronage of Body Shop products increases as well with positive perceptions of their company as being socially responsible. Moreover, such patronage is also positively and significantly correlated with their expressed support for companies that espouse care for the environment. None of the statements were significantly related to overall satisfaction of Body Shop products, which suggests that there are other determinants of satisfaction apart from espousing environment friendliness and corporate social responsibility. Clearly, based on Schaper’s (2005) nomenclature, Body Shop is a green-green company which deliberately has an environmental vision. He asserts that a true double green company does not exist because it is what experts call the perfect model of what an environmental company should be. He also has cited Body Shop as an epitome of this category, which ecocopreneur Anita Roddick has deliberatly pushed towards a strong environmental thrust. She did not merely intend to make profits but also wanted to have environmentalism as a core value. Moreover, she was successful at reinventing the cosmetics industry into something that conveyed honesty, altruism and environmental stewardship, in stark contrast with its cheating nature (Schaper 2005). Thus, everything about the company espoused this core value. Clearly, the growth of the company was a consequence of Anita Roddick’s social vision. Moreover, there has been a rising trend of consumers who look for merchandise and services that work toward saving the planet and its resources, which has made Body Shop extremely popular and successful (Schaper 2005). To this day, the company continues to espouse the same values. In fact, changes in store at the end of August Customers will showcase the same values that reflect its socially responsible nature, including its environmental, human rights, anti-animal cruelty and community-trade credentials. These are thrusts which they have been pursuing for the past three decades and they intend to influence patrons to be crusaders of the same noble goals. With the death of their founder Anita Roddick, they intend to pursue the same goals of avoidance of testing on animals, utilization of recycled plastic bottles and encouragement of community trade to in developing countries, buying plant-based oils, essences and other ingredients from communities in developing countries (Mah 2008). While the company remains to be competitive, they have to struggle to compete against numerous competitors who just go along with the green bandwagon in the cosmetics industry. They compete with retailers like Lush, Bath Body Works and even companies like bleach-maker Clorox who green washed its image by merging with Burts Bees toiletries company (Mah 2008). The results show that Body Shop has met all its patrons’ expectations except for competitive price of the product; trendiness or fashion sense represented by the product; and the sales promotions used for the product. Moreover, it has been found that patronage of the products of Body Shop is significantly correlated with their being a socially responsible company. This means that patronage of Body Shop products increases as well with positive perceptions of their company as being socially responsible. In addition, such patronage is also positively and significantly correlated with their expressed support for companies that espouse care for the environment. However,   none of the statements were associated with overall satisfaction of Body Shop products, which suggests that there are other determinants of satisfaction aside from being an environmentally friendly and socially responsible company. Chapter 5 Conclusion and Recommendations 5. 1  Ã‚  Ã‚  Ã‚  Ã‚   Introduction This chapter shall present succintly the conclusions which have been garnered from the current research. Following this are some recommendations for the company and for future research. 5. 2  Ã‚  Ã‚  Ã‚  Ã‚   Conclusion. The following are the conclusions yielded from the present study: 1)  Ã‚  Ã‚  Ã‚  Ã‚   Body Shop has exceeded patrons expectations on the following factors which affect cosmetic buying choice: quality of the products, the customer service of the store personnel; the variety of product offerings in the store; the convenience of going to the store location; attractiveness of the packaging; the degree to which the product espouses â€Å"natural† rather than artificial; the values espoused by the company who sells the product. 2)  Ã‚  Ã‚  Ã‚   Body Shop has matched patrons’ expectations on the following factors which affect cosmetic buying choice: brand; the degree to which the product is environment friendly; and positive feedback garnered from significant others. 3)  Ã‚  Ã‚  Ã‚  Ã‚   Body Shop, on the contrary, did not meet patrons expectations on the following factors that affect patrons’ cosmetic buying choice:   competitive price of the product; trendiness or fashion sense represented by the product; and the sales promotions used for the product. 4)  Ã‚  Ã‚  Ã‚  Ã‚   The correlation results show that patronage of Body Shop products because of their being environment friendly is significantly correlated with their being a socially responsible company. In addition, such patronage is also positively and significantly correlated with their expressed support for companies that espouse care for the environment. None of the statements were significantly related to overall satisfaction of Body Shop products. 5. 3  Ã‚  Ã‚  Ã‚  Ã‚   Recommendations. The following recommendations are put forth from the results of the present study: 1)  Ã‚  Ã‚  Ã‚  Ã‚   Body Shop should continue to leverage on its exceptional image, both as a corporation and as an employer. Its brand of being an environmentally conscious and socially responsible company is indeed very strong even after the death of its founder. This is a facet that it must carefully preserve for increased competitiveness. 2)  Ã‚  Ã‚  Ã‚  Ã‚   The company should look into the factors that have not met the expectations of its patrons, namely price, trendiness, and promotions. It must continuously look for innovative ways of making patrons see the value of paying a premium for natural products, especially now that consumers are becoming increasingly cost conscious. The respondents are very young, and thus are always in pursuit of something novel –this is something that Body Shop must be keen about. 3)  Ã‚  Ã‚  Ã‚  Ã‚   Future researchers may use more complex research designs to ascertain the other correlates of satisfaction with cosmetic products. They may integrate more variables for study, using analysis of variance, factor analysis, or path analytic approaches for a more profound understanding of the topic. 4)  Ã‚  Ã‚  Ã‚  Ã‚   The same study may be replicated in other settings, to determine if culture has some influence on choice of cosmetic products. References As An Employer (2008) [Online] Available at http://www. loreal. com/_en/_ww/disability/our-company/as-an-employer. aspx [Accessed 10 August 2008] Avoncosmeticsnug (2007) A Brief History of Cosmetics [Online] Available at http://avoncosmeticsnug. wordpress. com/2007/12/31/a-brief-history-of-cosmetics/ [Accessed 7 August 2008] Booth, R. (2006) Activists call Body Shop Boycott. [Online] Available at: http://www. guardian. co. uk/business/2006/mar/17/retail.animalrights [Accessed 14 August 2008] Bowens J. , Kotler P. , Makens J. (2008) Consumer Markets and Consumer Buying Behavior, Pearson Education, Inc. Upper Saddle River, NJ Boyd, L. (2008) Brief History of Beauty and Hygiene Products [Online] Available at http://library. duke. edu/digitalcollections/adaccess/cosmetics. html [Accessed on 7 August 2008] Bryman, A. (1992) Reasearch Methods and Organisation Studies. London, Routledge. Bushman, B. J. (1993) Whats in a Name? The Moderating Role of Public Self Consciousness on the Relation Between Brand Label and Brand Preference. Journal of Applied Psychology, Vol. 78, no. 5, pp. 857-861. net/compass/compass_1996/reg/suzuki_noriko. htm [Accessed 14  August  2008] Tips. Net (n. d. ). Choosing the Right Cosmetics. [Online] Available at: http://beauty. tips. net/Pages/T0009_Choosing_the_Right_Cosmetics. html [Accessed 14 August 2008] VersantWorks (2008) Your Employer Brand [Online] Available at  Ã‚  Ã‚   http://explanation-guide. info/meaning/Employer-branding. html [Accessed on 10 August 2008] Webb-Campbell, S (2008). Thank You for Being a Friend The Body Shop. [Online] Available at http://www. thecoast. ca/Blog-3862. 113118-4126. 113118-p19579. 113118-Entry. html [Accessed 13 August 2008] Appendix A – Survey Questionnaire.

The Black Cat Essay -- essays research papers

â€Å"The Black Cat,† by Edgar Allan Poe   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The Black Cat,† a short story by Edgar Allan Poe, is about a man who is in jail confessing to murdering his wife. He starts of by stating that he was happily married to a nice beautiful woman, and the couple had many animals. Among those animals was a black cat named Pluto and this cat is the narrator’s favorite animal. The cat and the narrator established a great relationship and are almost inseparable. The narrator soon becomes an alcoholic and one day he returns from a town bar well intoxicated and tries to pet the cat. The cat tries to avoid him in fear of violence and when the man grabs the cat, it bites him in the hand. Out of fury, the narrator cuts out one of his eyes. The next day the man realizes what he did and ...

Bhagavatism

Related to this name is an early religion, sometimes called Bhagavatism[1] that was largely formed by the 4th century BC where Vasudeva was worshiped as the supreme Deity in a strongly monotheistic format, where the Supreme Being was perfect, eternal and full of grace.[1] The name forms part of a famous mantra also known as a â€Å"twelve syllable mantra†, which believed to be the earliest mantra from pre-reformation times, pre-dating sectarian divisions in Vaishnavism- (IAST oá ¹  namo bhagavate vÄ sudevÄ ya), it is translated as â€Å"Om, reverence to the Lord Vasudeva†.[1] Vasudeva married Devaki, the sister of Kansa, and he was also the father of Krishnas sister Subhadra. He also took a second wife, Rohini, who bore his eldest son, Balarama. According to some accounts he also had several other children by other wives. Vasudeva and Devaki spent most of their early adult life behind bars in the deepest pits of darkness as ordered by Kamsa. Vasudeva was known for his consistent approach to life and his virtue of being a truthful person, never uttering a lie during his lifetime. After Kamsa was killed by Krishna, Vasudeva was installed as the Crown-Prince of Mathura under the reign of Devaki's uncle, King Ugrasena.

Integumentary System

The Integumentary System Basic Structure of the Skin 1. Complete the following statements by writing the appropriate word or phrase on the correspondingly numbered blank: Epidermis The two basic tissues of which the skin is composed are dense irregular 1. _____________________________ connective tissue, which makes up the dermis, and 1 , which forms the epiKeratin dermis. The tough water-repellent protein found in the epidermal cells is called 2. ____________________________ 2 . The pigments melanin and 3 contribute to skin color. A localized Carotene concentration of melanin is referred to as a 4 . 3. _____________________________ Freckle 4. _____________________________ 2. Four protective functions of the skin are a. b. Protection ____________________________________________ Temperature regulation ____________________________________________ c. d. Prevents water loss _________________________________________ minor excretory system _________________________________________ 3.Using t he key choices, choose all responses that apply to the following descriptions. Key: a. b. c. stratum basale stratum corneum stratum granulosum d. e. f. Stratum Lucidum Stratum corneum & stratum lucidum papillary layer dermis as a whole epidermis as a whole stratum basale stratum corneum stratum spinosum dermis as a whole stratum basale stratum basale papillary layer stratum lucidum stratum spinosum papillary layer g. reticular layer h. epidermis as a whole i. dermis as a whole 1. translucent cells in thick skin containing keratin fibrils 2. dead cells 3. ermal layer responsible for fingerprints 4. vascular region 5. major skin area that produces derivatives (nails and hair) 6. epidermal region exhibiting the most rapid cell division 7. scalelike dead cells, full of keratin, that constantly slough off 8. mitotic cells filled with intermediate filaments 9. has abundant elastic and collagenic fibers 10. location of melanocytes and Merkel cells 11. area where weblike pre-keratin filamen ts first appear 12. region of areolar connective tissue 45 4. Label the skin structures and areas indicated in the accompanying diagram of thin skin.Then, complete the statements that follow. Hair Shaft Stratum Corneum Stratum granulosum Stratum Spinosum Epidermis Layers Stratum Basale nerve endings hair follicle Sebaceous gland Melanocytes Arrector pili muscle Dermis Reticular layer Sweat gland Blood vessel Subcutaneous tissue or Hair Root Hypodermis Vein Adipose cells Pacinian Corpuscle (deep pressure receptor) a. Lamellated granules extruded from the keratinocytes prevent water loss by diffusion through the epidermis. b. c. Glands that respond to rising androgen levels are the sebaceous & apocrine lands. d. Phagocytic cells that occupy the epidermis are called langerhans cells . e. A unique touch receptor formed from a stratum basale cell and a nerve fiber is a merkel disc f. What layer is present in thick skin but not in thin skin? stratum lucidum g. 46 Fibers in the dermis are produced by fibroblasts What cell-to-cell structures hold the cells of the stratum spinosum tightly together? demosomes Review Sheet 7 . . 5. What substance is manufactured in the skin that plays a role in calcium absorption elsewhere in the body? Vitamin D 6.List the sensory receptors found in the dermis of the skin. free nerve endings, messiners corpuscles, pacinian corpuscles 7. A nurse tells a doctor that a patient is cyanotic. Define cyanosis. What does its presence imply? tissues near the skin surface are low on oxygen 8. What is a bedsore (decubitus ulcer)? Why does it occur? blue or purple color to the skin or mucous membranes localized area of tissue necrosis increased pressure over bony areas restrict blood supply to the area Accessory Organs of the Skin 9. Match the key choices with the appropriate descriptions. Key: a. . c. arrector pili cutaneous receptors hair sebaceous glands arrector pili sweat gland-apocrine hair follicle sweat gland-apocrine sebaceous glands hair & nail cutaneous receptors sebaceous glands nail d. e. f. hair follicle nail sebaceous glands g. h. sweat gland—apocrine sweat gland—eccrine 1. produces an accumulation of oily material that is known as a blackhead 2. tiny muscles, attached to hair follicles, that pull the hair upright during fright or cold 3. perspiration glands with a role in temperature control 4. sheath formed of both epithelial and connective tissues . less numerous type of perspiration-producing gland; found mainly in the pubic and axillary regions 6. found everywhere on the body except the palms of hands and soles of feet 7. primarily dead/keratinized cells 8. specialized nerve endings that respond to temperature, touch, etc. 9. secretes a lubricant for hair and skin 10. â€Å"sports† a lunula and a cuticle Review Sheet 7 47 10. Describe two integumentary system mechanisms that help in regulating body temperature. sweat glands- perspiration helps to reduce heat from the skins surface.Arter ioles dilate the skin, then the capillary network of the dermis becomes engorged with the heated blood, then heat is allowed to radiate from the skin surface. 11. Several structures or skin regions are listed below. Identify each by matching its letter with the appropriate area on the figure. C a. adipose cells b. dermis c. epidermis d. hair follicle e. hair shaft f. sloughing stratum corneum cells F E B D A Plotting the Distribution of Sweat Glands 12. With what substance in the bond paper does the iodine painted on the skin react? starch 13.Based on class data, which skin area—the forearm or palm of hand—has more sweat glands? Palm Was this an expected result? ______ Explain. Which other body areas would, if tested, prove to have a high density of sweat glands? 14. What organ system controls the activity of the eccrine sweat glands? soles of the fee, forehead nervous system Dermography: Fingerprinting 15. Why can fingerprints be used to identify individuals? epiderma l ridges found on your fingers are unique and unchanging throughout your lifetime. 16. Name the three common fingerprint patterns. Arches 48 Review Sheet 7 , Loops , and Whorls Integumentary System

God Is Not a Fish Inspector Essays

God Is Not a Fish Inspector Essays God Is Not a Fish Inspector Paper God Is Not a Fish Inspector Paper Ageing is a natural part of life, as humans we age every day. As we age we become weak and our minds and bodies start to work slower. In the story â€Å"God is Not a Fish Inspector,† Fusi is determined to live how he wants, without the interference of others. Fusi does not want his freedom to be taken away from him and he does not want to just wait for death. Fusi has different types of conflict with two of the main characters: his daughter, Emma, who wants to punish him for being old, and the fish inspectors, who have taken away his fishing licence due to old age. Most of all Fusi has conflict with himself because he does not want to be put into a seniors home. Emma and her husband are very demanding towards Fusi and they try to provoke his determination by saying that they only have the best intentions for him, but in reality, he understands that she only wants him out of her life so that she can gain the house, all his possessions and not have to take care of him. â€Å"God will punish you,† she promises. Emma says this concerning him going fishing alone in the morning with his age and health problems. : She thinks that he should be put in the home across the street because he is 70-years old and frail, but Fusi is determined not to end up there. The fish inspectors have taken away Fusi’s fishing licence because of old age. Although, Fusi continues to fish, thinking that he is too sly to be caught by the inspectors when he goes to retrieve his nets and fish in the morning. The inspectors are aware of Fusis daily activities so they do not fine, or approach him because they believe that no harm can come from what he is doing. As a result, Fusi becomes even more determined to not concede to his inevitable fate, and tries to avert his unavoidable ageing process. Fusi has a powerful determination which is influenced by the elderly citizens in his community. The elderly people reinforce Fusi’s character through their everyday lifestyle. He notices their routine and realizes that he does not want to be like them. He does not want to wait for death to come. They are confined to a senior home where rules and regulations are forced upon them. The freedom of doing eating and even sleeping anytime they want is taken away and a new routine replaces their former habits. For 4 years Fusi has brought a package of fish to the senior’s home, he states that he is bringing it for the â€Å"old people. † When Fusi sees an elder man named Jimmy, he tells Rosie that he will not be like him. He believes that Jimmy has given up at a young age. â€Å"You give up, you’re going to die. You believe in yourself, and you can keep right on going†.

Five Facts About Oktoberfest

Five Facts About Oktoberfest As September inevitably segues from summer to autumn, Germany’s daylight hours shorten appreciably. This change of seasons is worldwide, but, in Munich (Mà ¼nchen), in southern Germany, the locals and the tourists brace for a festive event of an altogether different sort. Munich, a modern city in all senses of the word, is the capital of Bavaria (Bayern). It lies on the edge of the Alps; it’s Bavaria’s largest city and Germany’s third largest. The Isar River, which originates near Innsbruck, Austria, flows through Munich on its way to join the Danube (Donau) near Regensberg. At this time of year, some say the flow of the Isar is more than matched by the flow of ​beer. For two weeks this year, from 19 September through 04 October, Munich’s huge assortment of international companies, world-renowned brands, high-technology resources, and exquisitely graceful fairy-tale-like architecture compose the backdrop for the annual German clichà ©, the 182nd Oktoberfest. For those living in Munich, it will be two thrilling weeks of lederhosen, beer, and tipsy tourists. If raucous revelry on a city-wide scale is not to your liking, you’d be well advised to leave downtown Munich until the festivities end. If you live near the Festwiese, the epicenter of the partying, you better close your windows tightly and get used to the smell of spilled beer mixed with puke. There are not only nice things to tell about the Wiesn, but also endearing ones. Here are five important, lesser-known facts about Oktoberfest which might surprise you. 1. The First Day of Oktoberfest Oktoberfest embraces numerous traditions, most of them commemorated at the very beginning of this annual celebration. The first day of the so-called â€Å"Wiesn† is the most traditional one and it follows a strict timetable. In the morning, the â€Å"Festzug† (parade) takes place. The â€Å"Wiesnwirte,† the landlords of the fest-tents, are the main participants. They are soon joined by waitresses, brewers, and old-fashioned Bavarian shooting associations. The two parades head toward the â€Å"Theresienwiese† where the actual Oktoberfest takes place. Horses pull big wagons with wooden kegs of beer, gunners fire salutes, and the Mà ¼nchner Kindl, the personified coat of arms of the city of Munich showing a child in a hood, leads the parade. At the same time, thousands of people, sitting in the 14 huge tents, await Oktoberfest’s official opening. The atmosphere will be convivial, but dry: They won’t get a sip of the good Bavarian brew before . . . 2. Ozapft Is! . . . the mayor of Munich starts Oktoberfest at high noon by tapping the first keg. This tradition began in 1950, when mayor Thomas Wimmer initiated the ceremonial tapping of the keg. It took Wimmer 19 hits to fix the big tap properly into the huge wooden keg- traditionally called a â€Å"Hirsch† (deer). All wooden kegs come with the names of different animals. The deer has a capacity of 200 liters which is the weight of a deer. The mayor will tap the keg at exactly high noon on the first Saturday of Oktoberfest and call the famous and eagerly anticipated phrase: â€Å"O’zapft is! Auf eine friedliche Wiesn!† (It is tapped!- for a peaceful Wiesn). It’s the signal for the waitresses to serve the first mugs. This tapping ceremony is broadcast live on television and the number of strokes the mayor will need to tap the keg are wildly speculated on before the event. By the way, the best performance was delivered by Christian Ude, mayor between 1993-2014, with on ly two hits (opening the 2013 Oktoberfest). Traditional Bavarian gunners will immediately fire two shots out of a â€Å"Bà ¶llerkanone† just below the memorial of the Bavaria, an 18ÃŽ ©-meter tall statue which is the female personification of the Bavarian homeland and, by extension, its strength and glory. The first Maß, i.e., the first beer of the Oktoberfest, is traditionally reserved for the Bavarian prime-minister. â€Å"Wiesn† is local Bavarian dialect for both Oktoberfest itself and for â€Å"Theresienwiese,† i.e., the meadow where it all began decades ago.   3. The Ma The typical Oktoberfest mug contains one liter of â€Å"Festbier,† which is a special brew made for the Oktoberfest by a few select breweries. The mugs can be filled very quickly (an experienced waiter can fill one in 1.5 seconds) and, from time to time, a mug could end up with less than a liter of beer. Such a tragedy is deemed a â€Å"Schankbetrug† (pouring-fraud). There is even an association, the â€Å"Verein gegen betrà ¼gerisches Einschenken e.V.† (association against fraudulent pouring), which makes spot checks to guarantee that everybody will get the right amount of beer. To make fraud even more difficult, the â€Å"Maßkrà ¼ge† are made of glass. If you want to drink your beer out of a traditional â€Å"Stein† (stone mug), you can visit the â€Å"Oide Wiesn† (old Wiesn), a special Oktoberfest area where you can experience Oktoberfest as it was practiced in days of yore, with old-fashioned â€Å"Blasmusik† (brass-band music ) and original attractions from 1900 through the 1980s. Taking your Maß home isn’t a good idea because it is seen as theft and might lead to getting acquainted with the Bavarian police. But, of course, you can buy one as a souvenir. Sadly, the delightful beer, with its slightly higher alcohol content, combined with a heavy mug in one’s hand, frequently leads to harsh â€Å"Bierzeltschlgereien† (beer-tent brawling), fights that can end very seriously. To avoid that and other criminal acts,  the police patrol the Festwiese. 4. The Police Every officer on duty volunteers his/her time for Oktoberfest. For most of them, it’s both an honor and a significant challenge. The high amounts of alcohol consumed on the Wiesn lead to numerous fights and beatings. Besides that, the dark sides of Oktoberfest include theft and rape. Three hundred police officers are therefore on duty in the local police-station which is located in an underground building beneath the Theresienwiese. Additionally, over 300 more officers make sure that this mass event remains safe. If you plan to visit this episode of Bavarian madness, you should be aware of the dangers caused by thousands of drunk people all over the place. Especially as a tourist or non-Bavarian, you should also be aware of the beer. 5. The Beer It is not harmless, but it is, or can be, delightfully mischievous. Oktoberfestbier is not an ordinary beer, especially for those who come from the USA or Australia. German beer itself is rather strong in taste and alcohol, but Oktoberfestbier is even stronger. It must contain between 5.8% to 6.4% alcohol and be brewed in one of the six Munich-based breweries. Besides that, the beer is very â€Å"sà ¼ffig† (tasty), which means that you will empty your mug much quicker than you might have intended- one does not sip â€Å"Festbier† daintily. That’s why so many tourists, unfamiliar with German beer, can be found on the â€Å"Besoffenenhà ¼gel† (hill of the drunks) after three or four Maß- a little hill where all the wasted people sleep off their Wiesn experience. If you don’t want to end up there, just enjoy the fest as the locals do: have a â€Å"Brezn† (a typical Munich pretzel), drink slowly, and enjoy the annual Bavarian madhouse.

None Essay Example | Topics and Well Written Essays - 500 words - 17

None - Essay Example This is the only reason why the US has increased the use of sonar in the West Coast. The environmental groups have been very disturbed by the use of sonar and they want the US to stop disturbing the marine life and especially the Whales. The sound waves emitted during a sonar operation disturbs almost all the marine creatures, this has serious repercussions on dolphins and Whales. The dwindling of dolphins and whales is primarily because of such sonar operations carried by the US time and time again. It is high time to stop this as there are clear evidences that prove that the dwindling is all because of such sonar operations carried out by the US. The harmful noise emitted by the sonar directly affects the eardrums of the marine mammals and this in turn alters their diving habits resulting in their premature death. There are several other proofs that show that sonar operations harm the marine mammals and therefore it is high time to stop all such operations that harm marine mammals. The rapid depletion of Whales is a major cause of worry for all the people across the globe. It is our responsibility to safeguard the interest of every living organism and we have certainly failed in doing so time and time again. The Whale stock is being over exploited time and time again and the same is leading to dwindling of Whales. In the year 1931 as many as 22 nations signed the Geneva Convention to bring Whaling under control but this has not been done even to date. This treaty was modified with new protocols in the year 1938 and 1945 and the same served as a platform for International Convention for the Regulation of Whaling signed in the US in the year 1946. An International Whaling commission was established in order to safeguard the Whales. The dwindling of Whales could not have been solved with a better way than establishing a separate entity to safeguard

Provision of Non Audit Services by the Auditor to the Audit Client Is Essay

Provision of Non Audit Services by the Auditor to the Audit Client Is a Threat to Auditors' Independence - Essay Example Introduction The value of an audited financial statement depends on the auditor’s independence. Accounting scandals such as Enron of the United States as well as HIH Insurance of Australia have created doubts regarding auditor’s independence and the value of their audit. The familiarity that is developed from the long audit tenure and the economic dependence arising from the non audit services and social bond developed between the auditor and the auditor’s client through long-term association have raised questions regarding auditor independence (Carson & Simnett, 2006). Non Audit Services (NAS) are also identified as ‘management advisory services’. Regulators believe that non audit services provided to audit clients is a serious threat to the auditors’ independence. Regulators believe that conflicts of interest occur and fee dependence has a damaging affect on auditor independence. Audit firms often defend themselves by saying that fee depende nce does not influence them and audit and non audit services are performed independently by separate staff (Houghton & Ikin, 2001). It is also opined that non auditing services help in reduction of total costs, improve technical competence and intensify competition. The audit firms, the audit clients and regulatory bodies can bring about efficient services mix through market interaction (Arrunada, 1999). 2. Literature Review 2.1 Non Audit Services of Auditors The services that external auditors provide to their clients can be categorised into consulting, tax and audit. Consulting and tax are often referred as non audit services. Section 201 of the Sarbanes Oxley Act lays down the services which the external audit firm should not perform. They cannot perform bookkeeping services related to financial statements and accounting records. They cannot design or implement financial information systems. They cannot perform valuation or appraisal services, actuarial services, management funct ions, legal services, litigation or administration related expert services. The auditor is also prohibited from providing marketing and planning related non audit services to the audit client and tax services to the management team or the family members of the team (Burke & et. al., 2008). 2.2 Threat to Auditor’s Independence It is believed that NAS services of auditors change their role from that of an outsider who can take a transparent view to that of an insider who actively participates in the decision making and acts as an advisor. The economic bond that is created between the audit client and the auditor through their contract hampers the auditor’s independence. In order to carry out a comprehensive analysis of the independence of auditors, it is essential to examine the marginal fee dependence that results from the NAS services in addition to the total fee dependence. It has been stated that auditors should factually as well as in terms of appearance, be indepen dent. NAS has an impact on the perception regarding the independence of auditors and it creates doubt regarding the authenticity of the auditor’s information (Francis, 2006). Legislations have banned the provision of several NAS by auditors for preserving the auditor’s independence. Regulators believed that auditors could go to the extent of sacrificing their independence in order to retain clients who pay large non audit fees (Defond & et. al., 2002) The various threats

Executing, Controlling, and Closing Projects Essay

Executing, Controlling, and Closing Projects - Essay Example QMS through Quality planning, Quality Assurance (QA) and Quality Control (QC) and inspection directs and controls all OMS processes to achieve continual quality improvement of products/services supplied by an organization. services which effects quality conformance of products/services provided by the organization. Under such cases, outsourced processes/products/services are recorded in Quality management plan to ensure control on the outsourced agencies to achieve required quality. Management must be committed for quality improvement. Management should ensure customer's focus is given top priority by clearly documenting responsibility, authority and communication channels at all levels of the organization. Customer related process like customer requirements, customer communications, purchasing process, verification and validation of purchased product, service provision, identification and traceability of product/ service, preservation of products, control of monitoring, test/ measuring devices, procedures for analyzing and improvement, control of non-conformities related to product/service should be laid down; customer satisfaction should be given top most priority by analysis of data and implementat ion of corrective actions, preventive actions must be planned for continual improvement. 9.0 As TopLiance Corporation decided to implement on-line sales program, the corporation must ensure and uninterrup

Understanding culturally responsive teaching and multicultural educ

Understanding culturally responsive teaching and multicultural educ Multicultural education is all about students learning in different modes and about teachers responding effectively to recognize and detect the differences in learning. Culturally responsive teaching always focuses on perceived strengths of students and liaising between mismatch between cultures followed at home and the school. Culturally responsive teaching is a systematic approach to modern day teaching by taking into consideration many aspects of culture and its values. In a classical study, a professor at the University of Wisconsin, Gloria Ladson-Billings demonstrated the examples of a culturally relevant teaching module. The main goal of this study was to find out why some teachers were successful with teaching African American children what other teachers could not. The researcher also wanted to pinpoint those specific behaviors that made these teachers successful in teaching. For this study, she chose all parents and principals from four schools that exclusively taught African American children, to pick those teachers, who they considered excellent in terms of teaching. As one could guess, the choices made by principals and parents were entirely different. Principals They chose teachers, who possessed very low numbers of discipline referrals, who had very high attendance rates and top test scores. Parents Parents chose teachers who were helping, enthusiastic, interested in teaching students and those who actually understood that students want to mix with a community that had both white and colored students. The result In all, nine teachers, both white and black, were selected for the experiment. Out of them, eight agreed to participate in the study. The researcher conducted this study for several years; after many years of dedicated research, the researcher could observe many conflicting scenarios. Teachers who participated in the program were all different, each with their own teaching styles, strategies and personalities. The results that were pooled from the exercise were too confusing and the researcher just wanted to abandon the program because of these conflicting results. However, the researcher could suddenly find some remarkable, striking and subtle features that were associated with the experimental module. 1) All the eight teachers, who participated in the exercise voluntarily chose challenging schools, those were complex and difficult to teach. 2) All of them felt that they were responsible for the success of their students 3) Teachers were very sensitive and receptive towards race and class discrimination in society. 4) In fact, they wanted to fight bias and prejudice that were so common in schools 5) Lastly, teachers considered both students home and classroom as inter-related and connected. This perception helped them to learn from different neighborhoods. The methods used by the teacher were very interesting and refreshing. All of them respected other cultures, classes and religions. They also honored the crafts, customs and traditions followed in the community. Teachers also invited parents to share traditional experiences and customs of each community. Teachers cajoled students to learn and master both home and Standard English (home English is the one that students speak in their homes). One of the most striking and interesting aspect of the exercise was that even teachers were willing to learn from students and parents experiences and opinions. Eventually, the researcher, Gloria Ladson-Billings, could summarize the research findings and arrive at a package of principles for meaningful and community teaching. These culturally responsive principles are as follows: 1. Stronger self-esteem and self-image is possible, only when the students experience academic success and satisfaction. Students who do not believe in themselves or in their abilities may have very poor academic achievements. Students always like lessons that are in consonance with their learning styles. Students also like to learn the basic knowledge and skills those are necessary for achieving success in their classrooms. 2. To succeed in classrooms and elsewhere, students must develop and retain core competence. A home is where one can find opportunity for learning. Not many teachers teach about educational experiences that students could gain in a community setting. Many teachers teach just the classroom skills and techniques. The researcher made it a point to include community as a foundation for meaningful teaching. She believed that teaching should look beyond the traditional classroom. She wanted to avoid a perceived conflict or friction between the classroom and home. Teachers can create and set up and meaningful and positive academic environment by teaching beyond traditional classrooms and by integrating learning with the concepts, customs and traditions of local community. 3. It is possible to encounter and challenge social injustice by developing highly critical consciousness and awareness. An intelligent and culturally inclined teacher needs to connect and gel with the needs and of the students as well as the local community. He or he may also need to work hard to enhance and improve the quality of life experienced in the school and community. Stop and Think Just, ask this following simple questions to yourself Can you recall an incidence in your school when you felt a disconnection? Did you see an apparent difference between the life portrayed in the textbooks and the real world where you actually lived? Do you feel that the method used in the case study were effective? If effective, why do you think so? Can you relate students skills and experiences with the skills and experiences of the community from where they come from? Do you feel that culturally responsive principles work in your class? How do you enhance or develop your students core competencies? Schools are just like a sanitized bubble that is entirely insulated from the problems that are faced in the real world. As a culturally enabled teacher, you should try to break open this bubble, so that students can experience the problems of the exterior world. Culturally relevant classroom will try to confront and eliminate real social problems. You should know and learn what it means to be an effective and culturally responsive teacher, so that you can enhance and broaden your feeling of what it needs to become a successful teacher. Collate and accumulate the following viewpoints that help you to be a good teacher. To be a good teacher, you may need to consider Ladson- Billings three points and later imbibe certain skills, attitudes and knowledge. 1. The type of teaching methods and skills that you need to acquire to become a culturally responsive teacher. 2. An ability to diagnose and detect different needs of students and action plans for different learning styles. 3. Developing and harnessing critical thinking and cognitive skills to help students excel in their studies. 4. Acquire a skill known as wait time, where you will remain silent and listen to the answers given by all students. Note: Previous studies have demonstrated that teachers with the noblest intentions often fail to use effective teaching skills. Chapter 11 of this book, Becoming an Effective Teacher, will provide you additional equitable teaching skills that can help you fine-tune your teaching career. Developing Attitudes to become a culturally responsive teacher Attitudes are very important for every teacher. What type of attitudes do you want acquire, so that you can become a culturally responsive teacher? Do you have any meaningful methods that help you teach students, whose cultural background is entirely different from yours? Most of your students may come from similar race, ethnicity and classes. Most of us may share a common set of values and opinions, while the way in which we socialized in the past may also be quite similar. As you get ready to teach, you may work hard to go away from your familiar territory and search for different viewpoints. The more different you become, the more likely you will be capable to welcome diverse life experiences and attitudes that are meaningful and agreeable. To become a culturally responsive teacher of very high caliber, you may need to acquire skills and knowledge about various groups and their experiences. The amount of skills and knowledge sets that you possess may be insufficient enough to teach your students. The skills and methods that you use may be inaccurate as well. To become a successful teacher, you may need to educate about yourself, your students and their requirements. Try to know and understand the educational implications of your students cultural backgrounds. This chapter will assist you traverse this unique path. Just consider this example. A number of African American community members often prefer aural and participatory learning to writing. If you are adamant and bent on using writing activities only, then your students performance may come down. Research findings also suggest us that girls and women have the habit of personalizing knowledge, skills and prefer learning by the way of experiences and first hand observation. Make sure that you create personal connections and events that will definitely enhance the success rates of female students. The big challenge that all teachers face is the ability to acquire beneficial and accurate cultural insights that eventually assist them to connect their classroom with the underlying culture. This needs to be done while preventing the likelihood of falling into the trap of stereotypic thinking. Do you know that difference between a useful cultural insight and a destructive stereotype? If you do not know, the next section will assist you learn the essential difference between them. Knowing Stereotypes The second chapter demonstrated the essential differences between different stereotypes and generalizations. Here, we will attempt to evaluate and analyze them very closely. What are stereotypes? Stereotypes are the firm and absolute beliefs that all members of a particular group possess; stereotypes will have a fixed set of parameters and characteristics. The word stereotype took its birth in a print shop. It is almost like a type. It is also like a one-piece plate that repeats a particular pattern without any individualism. Today, stereotypic thinking relates to cultures that neglect individuality and is applied consistently to every member of a group. Stereotypic thinking is rigid and non-flexible. It is set on a particular form of thinking that is unfair and unjust. Stereotypic people always try to save their time bypassing their normal thinking process. Stereotypes are a set of special characteristics those are attached to a group of individuals, based on their allegiance to a certain group with no qualification of thinking process. People who are stereotypes always use highly simplistic words that border on a sense of rigidity. For example, they may use words like à ¢Ã¢â€š ¬Ã‚ ¦. All Blacks are or à ¢Ã¢â€š ¬Ã‚ ¦..All Hispanics are or à ¢Ã¢â€š ¬Ã‚ ¦ All Asians are. In fact, these preconceived expressions are applied to certain groups without making any distinction; most of them are pre-conceived ideas and expressions. In fact, stereotypes are the way of thinking in a sloppy and unfair manner that undermines the basic values of a culturally different school. Consider the following examples: A typical stereotypic line of thinking may be: 1) All Hispanics are very poor in studies 2) All Asians are academically very smart and intelligent 3) Jews are very rich 4) African Americans are very good in sports Note: Stereotypes are impermeable to contradictory information. Examples: 1) Go and find a very poor Jew 2) Find me a Hispanic person with a doctorate degree 3) Give me an example of an Asian student who fails in math test 4) Find an African American, who is not an athletic. 5) Find a European American, who is not clean and hygienic Each of these strings of thought process is a perceived anomaly and every one of them is an exception to the set rule. As a result, the stereotypes always endure and persist. A typical stereotype is very dangerous and it can hurt and damage peoples egos. Stereotypic thinking in a school can even more be dangerous, as it can impede learning process. It also inhibits the ability to search for new information, not just ordinary and contradictory ones. Threat posed by Stereotypes Just consider the following example of stereotype and try to assess its damaging nature. Opinion polls published in the recent past inform us that about 50% of white Americans agree and endorse typical stereotypes relating to blacks and Hispanics, like most of them are not intelligent and skilled. Such stereotypic thinking acts like a double-edged sword; they can influence whites, blacks and Hispanics in equal measures. They can adversely influence the expectations, behaviors of whites, while blacks and Hispanics should live in a society that professes such beliefs. Consider the following case study published sometime back: In a study, the researchers asked both the whites and African American students to take somewhat difficult verbal examinations. Two groups took the verbal skill test a control group and an experimental group. In the control group, students took tests in a typically normal manner to measure the intelligence. On the other hand, the experimental groups consisted of students and they did not know that they were taking tests. Here, the psychology of their verbal problems was put to test. The researcher made sure that the two groups were matched to keep variable parameters like abilities of the students, time to test and the quality of tests almost similar. Results In the experimental groups, black test participants were successful in solving twice as many unique problems, as the ones those among the control group. On the other hand, the white test participants could solve almost the same number in both the groups. In another similar experiment, researchers found out that performance level of black test takers was very bad, when the examiners asked them to enter their race and ethnicity type on the test form. The outcome that you see here in this study is very simple. The outcome relates to the stereotypic threat. A number of factors like can influence academic performance: Self image Trust on others A Sense of belonging towards others When you learn that there is stereotype, you are more likely to act like a stereotype than when it does not exist. When you care most about your academic performance, you are more likely to be vulnerable to stereotypic threat. Many research studies demonstrate that why African American and other ethnic students tend to perform very well in college tests than their SAT scores predict. In many cases, the standardized test scores cannot be taken as an indicator and they are more often misleading. Likewise, many other people often fail as victims of stereotype threats especially Latinos in English tests, females in math tests and elderly people on short-term memory tests. Sometimes, even a bright student with very strong test scores may fall a victim to stereotype mentality. In fact, even a bright white student is not immune to stereotype; white students failed to perform to their expected levels, when they heard about their comparison with the Asian students. In fact, no one is immune from stereotype threat. Stereotype can limit a students ability to perform well in academics. Stereotype can convince a student that intellect is a fixed trait, that some ethnic groups are more intelligent than others are, and that his or her future is determined at the birth itself. Mind you, your intellect is just like your brain and it can change and transform over time. Your potential is truly amazing. If you believe that you can teach your brain to become smarter and intelligent, to grow like what you can do to your muscles through exercises, you can easily eradicate stereotypic thinking from your mind. Similarly, you can even enhance your test score, as well as the academic excellence. As a teacher, you are also dealing with ethics, values and characters of your students. When stereotypes exist among your students, they can damage your students and their learning potential beyond repair. When you give proper instruction, your students can overcome any type of stereotype. A good anti-stereotype course curriculum is the one that represents unique diversity across all races, ethnicity, genders, religions and socio-economic status. If you have the ability, you can even confront stereotype directly, head on with full conviction. You may just need to explain what stereotype is and how students can neutralize it. Never ever, ignore the perils of stereotype and its ability to damage your students mind and academic career. Dealing with generalization Generalizations recognize that there are special trends within a wide swath of people. Al members of religious, racial and ethnic groups have something that is common to them. They also share many things together. Generalization has many special characteristics: 1) They can give you some insights 2) They do not signify hard and fast conclusions like stereotypes 3) They do not consider that everyone in a group possess a fixed set of characters. You can never apply this axiom to everyone. You can modify it, as and when you collect fresh and new information. There will be many exceptions to generalizations. It is so common to see people using most common words like many, commonly, often or tend to, as different forms of generalizations. They also recognize that people may belong to different groups almost simultaneously. Example You can find Israeli Jews, Asian Jews, Arab Jews and even Polish Jews. Yet, they are all Jews altogether. Similarly, you can find African Indians, Caribbean Indians, Fiji Indians or even East African Indians. Yet, they are all Indians altogether. You can get a hunch or clue about a group through generalizations. These clues could form very important links, when you are planning to teach your class. When you do not know anything about your students or when you know very little about them, generalizations could be very useful tools to feel the pulse of the classroom. Generalizations provide you an educated guess to learn more about your students. As time passes and when you learn more about your class, you can then reject those generalizations that are vague and false. Using generalizations to create a culturally responsive teaching module Is it possible to develop a culturally responsive classroom by using generalizations in the teaching modules? Assume that you have a number of Native American students in your classroom. Now, let is also assume that you conduct some research on the learning preferences of these students. After conducting that research, you will discover that these students prefer to learn their lessons in a highly cooperative group that cherishes community and family values to individual competition. With available results, you will decide to modify your teaching methods that actually cater to the demands of students. Rather than using the same old model of teacher centric approach, you may start working on several academic topics at the same time. You will design a teaching module that specifically asks open-ended questions that demand answers related to student experiences of life. You may also wish to wait for some time for your students to answer your questions. Usually, Native Americans tend to wait for some time to give their answers. Native American students also tend to respect natural and supernatural forces very much. They also like to see native Indian expressions, words and syllables apart from legends and signs in their course curriculum. When you give them a chance to learn, by the way of sharing rather than competition, your students can learn well and perform better. Generalizations are always flexible. With experiences of teaching a diverse group of students, you can easily acquire better skills and techniques that help you in confronting any type of stereotypes. With valued experiences, you can also become the most productive teacher, who can be culturally responsive and sensitive as well. Let us kick start that process right now in the next section. Journal Activity Why generalizations and stereotypic thinking is dangerous for the society? List some important reasons and find solutions to overcome them. Is it possible to create culturally responsible teaching module by overcoming stereotypes and generalizations? Think of some teaching modules that you feel are good for you and study them in detail. Pause and Reflect Have you come across instances of stereotypes and generalizations, when you were studying in your school? If yes, write them down and analyze them. Do you feel that your present attitude towards a culturally diverse classroom is conducive enough to teach without any inhibitions or limitations? Give reasons why you are capable enough to teach a diverse classroom.

Eulogy for Son :: Eulogies Eulogy

Eulogy for Son Today, the most difficult day in my family’s life, we gather to say farewell to our son, brother, fiancà © and friend.   To those of you here and elsewhere who know Dylan you already are aware of the type of person he was and these words you will hear are already in your memory.   To those who were not as fortunate, these words will give you a sense of the type of man he was and as an ideal for which we should strive.  My son has been often described as a gentle soul.   He was pure of heart and had great sensitivity for the world around him.   He had a way with people that made them feel comfortable around him and infected others to gravitate toward him.   Dylan exuded kindness and pulled generosity and altruism out from everyone he touched.   He was everyone's best friend.   To say Dylan was polite is an understatement.   Since his early years, he showed respect and caring for all around him.   Even through the tormentous experiences of his hospital stays and chemotherapy treatment he never once failed to thank a nurse, aide, transport worker or anyone else as they gave him a meal, assisted him or performed another painful procedure.  He also was a man of compassion.   I can remember when he was six years old in Seattle.   He was running in a cross country race with his friend Tommy when the pack of runners disappeared behind bushes.   He was at that time running near the lead.   As we watched a few minutes later, all the runners reappeared and completed the race.   No Dylan nor Tommy in sight.   Finally, after a few desperate minutes Dylan and Tommy reappeared.   When asked what happened Dylan said that he and Tommy had stopped to help some frogs get out of the way of the runners.  His compassion extended to his adulthood.   He o ften spoke that while he wished to develop his career as a rowing coach and teacher of English and History he wanted to live a simple life where he could exert influence on those less fortunate that he.   Many times he said a perfect job would be where he could teach and coach crew in an inner city area and develop rowing programs with inner city kids that would rival the Eastern prep schools.  When he was told he was dying and had but a few days to live he told me he was not concerned about dying but was worried about his family and Patti.

HSE Management system Essay

Management and supervision (at all levels) shall be regarded as being fully committed to HSE by all staff and contractors. They are to be seen as providing a leading role towards constant improvement through leadershiptheir behaviours and action planning. Their HSE performance will be assessed against achievement of annual objectives. Element 2.Policy and Strategic Objectives This HSEMS element addresses corporate intentions, principles of action and aspirations with respect to health, safety and environment and the aim of improved HSE performance. Basic Requirements Companies shall have a written HSE policy embodying as a minimumthe ADNOC Group Policy contents. HSE objectives shall be challenging understood by all and consistently incorporated in policies. In setting objectives management shall consider the overall risk levels of their Companies’ activities and shall identify those critical operations and installations requiring a fully documented demonstration that risks have been reduced to as low as reasonably practicable (ALARP). Element 3.Organisation, Resources and Competence This HSEMS element addresses the organisation of people, resources and the competence required for sound HSE performance. Basic Requirements The necessary organisation and resources to comply with the HSEMS shall be provided. Responsibilities at all levels shall be clearly described, communicated and understood. Staff shall be developed following structured competency assessment and training systems. Contractors will be required to manage HSE in their activities as per or better than the company objectives. HSE communication shall be effective and structured to provide key information to all relevant organisation levels. Element 4Risk Evaluation and Management This HSEMS element addresses the identification, evaluation and management of HSE hazards and evaluation of HSE risks, for all activities, products and services, and the development of measures to reduce these risks. Basic Requirements The risk management process for all HSE critical operations and installations shall include: -an inventory of the major hazards to the environment and to the health and safety of personnel the public and customers from all the activitiesmaterials products and services; -an assessment of the related risks implementation of measures to control these risks and to recover in case of control failure. The up-to-date inventory of hazards and assessed risks relating to the usestorage transport and disposal of all products is available to the workforcecustomers and others. Product stewardship shall be applied at all stages of product life cycle relevant to the Company’s activities. Health Safety and Environmental impact assessment (including a consideration of social impacts) shall be conducted prior to all new activities facility developments and/or significant modifications to existing ones. Health risk assessment shall address physical chemical biologicalergonomic and psychological health hazards associated with the work environment. Soil and groundwater contamination shall be assessed and where required control or remediation shall be in-hand. An HSE assessment shall form an integral part of any proposal for acquisition divestment abandonment or merger of business entities. Element 5Planning, Standards and Procedures This HSEMS element addresses the planning of work activities and the standards and procedures along which these shall be executed, specifically the risk reduction measures as selected through the evaluation and risk management process. It includes safeguarding the integrity of assets, managing changes and developing and testing emergency response measures. Basic Requirements An HSE Plan shall be in place which demonstrates pursuit of continuous improvement principles at all organisation levels. HSE Critical equipment shall be subject to adequate asset integrity controls. Adequate standards and procedures, derived from clearly defined risk assessments/analyses, or internationally acceptable practices shall be in place and understood at the appropriate organisational levels. Preparation, review and distribution of all key reference documentation shall be adequately controlled. Change, in all its typical business aspects, will be adequately controlled. Emergency response procedures (including HSE emergencies) shall be regularly tested. Element 6Implementation and Monitoring This HSEMS element addresses the manner in which activities are to be performed and monitored, and corrective action to be taken when necessary. Basic Requirements All HSE critical activities shall be executed according to the set standards, procedures and work instructions. HSE performance targets shall be set to ensure progression towards the long-term goals of no harm to people and no damage to the environment. Performance indicators shall be established, monitored and results reported in a way that can be externally verified. All HSE incidents and near misses with significant actual or potential consequences shall be thoroughly investigated and reported and action shall be taken to avoid reoccurrence. Element 7Audit Basic Requirements An audit programme shall be in place to review and verify effectiveness of the management system. It shall include audits by auditors independent of the process or facility audited. Element 8Management Review Basic Requirements Management shall regularly review the suitability and effectiveness of the HSE ms

Statistics Chapter 12 Solutions

CHAPTER 12: TESTS FOR TWO OR MORE SAMPLES WITH CATEGORICAL DATA 1. When testing for independence in a contingency table with 3 rows and 4 columns, there are ________ degrees of freedom. a) 5 b) 6 c) 7 d) 12 ANSWER: b TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, degrees of freedom 2. If we use the [pic] method of analysis to test for the differences among 4 proportions, the degrees of freedom are equal to: a) 3. b) 4. c) 5. d) 1. ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, degrees of freedom . If we wish to determine whether there is evidence that the proportion of successes is higher in group 1 than in group 2, the appropriate test to use is a) the Z test. b) the [pic]test. c) both of the above d) none of the above ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions 4. If we wish to determine whether there is evidence that the proportion of successes is the same in group 1 as in group 2, the appropriate test to use is a) the Z test. b) the [pic]test. c) both of the above d) none of the above ANSWER: TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions 5. In testing a hypothesis using the [pic] test, the theoretical frequencies are based on the a) null hypothesis. b) alternative hypothesis. c) normal distribution. d) none of the above. ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, properties TABLE 12-1 A study published in the American Journal of Public Health was conducted to determine whether the use of seat belts in motor vehicles depends on ethnic status in San Diego County.A sample of 792 children treated for injuries sustained from motor vehicle accidents was obtained, and each child was classified according to (1) ethnic status (Hispanic or non-Hispanic) and (2) seat belt usage (worn or not worn) during the accident. The number of children in each category is given in t he table below. | |Hispanic |Non-Hispanic | |Seat belts worn |31 |148 | |Seat belts not worn |283 |330 | . Referring to Table 12-1, which test would be used to properly analyze the data in this experiment? a) test for independence. b) test for difference between proportions. c) ANOVA F test for interaction in a 2 x 2 factorial design. d) test for goodness of fit. ANSWER: a TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test of independence 7. Referring to Table 12-1, the calculated test statistic is a) -0. 9991. b) -0. 1368. c) 48. 1849. d) 72. 8063. ANSWER: c TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, test statistic 8.Referring to Table 12-1, at 5% level of significance, the critical value of the test statistic is a) 3. 8415. b) 5. 9914. c) 9. 4877. d) 13. 2767. ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, critical value 9. Referring to Table 12-1, at 5% level of significance, there is sufficient evidence to conclude t hat the a) use of seat belts in motor vehicles is related to ethnic status in San Diego County. b) use of seat belts in motor vehicles depends on ethnic status in San Diego County. c) use of seat belts in motor vehicles is associated with ethnic status in San Diego County. ) all of the above ANSWER: d TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test of independence, decision, conclusion TABLE 12-2 Many companies use well-known celebrities as spokespersons in their TV advertisements. A study was conducted to determine whether brand awareness of female TV viewers and the gender of the spokesperson are independent. Each in a sample of 300 female TV viewers was asked to identify a product advertised by a celebrity spokesperson. The gender of the spokesperson and whether or not the viewer could identify the product was recorded. The numbers in each category are given below. |Male Celebrity |Female Celebrity | |Identified product |41 |61 | |Could not identify |109 |89 | 10. Referri ng to Table 12-2, which test would be used to properly analyze the data in this experiment? a) test for independence. b) test for difference between proportions. c) ANOVA F test for main treatment effect. d) test for goodness of fit. ANSWER: a TYPE: MC DIFFICULTY: ModerateKEYWORDS: chi-square test of independence 11. Referring to Table 12-2, the calculated test statistic is a) -0. 1006. b) 0. 00. c) 5. 9418. d) 6. 1194. ANSWER: c TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, test statistic 12. Referring to Table 12-2, at 5% level of significance, the critical value of the test statistic is a) 3. 8415. b) 5. 9914. c) 9. 4877. d) 13. 2767. ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, critical value 13. Referring to Table 12-2, the degrees of freedom of the test statistic are a) 1. b) 2. c) 4. ) 299. ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, degrees of freedom 14. Referring to Table 12-2, at 5 % level of significance, the conclusion is that a) brand awareness of female TV viewers and the gender of the spokesperson are independent. b) brand awareness of female TV viewers and the gender of the spokesperson are not independent. c) brand awareness of female TV viewers and the gender of the spokesperson are related. d) both (b) and (c) ANSWER: d TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test of independence, decision, conclusion TABLE 12-3A computer used by a 24-hour banking service is supposed to randomly assign each transaction to one of 5 memory locations. A check at the end of a day’s transactions gave the counts shown in the table to each of the 5 memory locations, along with the number of reported errors. |Memory Location: |1 |2 |3 |4 |5 | |Number of Transactions: |82 |100 |74 |92 |102 | |Number of Reported Errors: |11 |12 |6 |9 |10 |The bank manager wanted to test whether the proportion of errors in transactions assigned to each of the 5 memory locations differ. 15. Referring to Table 12-3, which test would be used to properly analyze the data in this experiment? a) test for independence b) test for difference between proportions c) ANOVA F test for main treatment effect d) test for goodness of fit ANSWER: b TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions 16. Referring to Table 12-3, the degrees of freedom of the test statistic is a) 4. b) 8. c) 10. d) 448. ANSWER: a TYPE: MC DIFFICULTY: EasyKEYWORDS: chi-square test for difference in proportions, degrees of freedom 17. Referring to Table 12-3, the critical value of the test statistic at 1% level of significance is a) 7. 7794. b) 13. 2767. c) 20. 0902. d) 23. 2093. ANSWER: b TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, critical value 18. Referring to Table 12-3, the calculated value of the test statistic is a) -0. 1777. b) -0. 0185. c) 1. 4999. d) 1. 5190. ANSWER: c TYPE: MC DIFFICULTY: Moderate KEYWORDS: c hi-square test for difference in proportions, test statistic 19. Referring to Table 12-3, at 1% level of significance ) there is sufficient evidence to conclude that the proportions of errors in transactions assigned to each of the 5 memory locations are all different. b) there is insufficient evidence to conclude that the proportions of errors in transactions assigned to each of the 5 memory locations are all different. c) there is sufficient evidence to conclude that the proportion of errors in transactions assigned to each of the 5 memory locations are not all the same. d) there is insufficient evidence to conclude that the proportion of errors in transactions assigned to each of the 5 memory locations are not all the same.ANSWER: d TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, decision, conclusion 20. Moving companies are required by the government to publish a Carrier Performance Report each year. One of the descriptive statistics they m ust include is the annual percentage of shipments on which a $50 or greater claim for loss or damage was filed. Suppose two companies, Econo-Move and On-the-Move, each decide to estimate this figure by sampling their records, and they report the data shown in the following table. |Econo-Move |On-the-Move | |Total shipments sampled |900 |750 | |Number of shipments with a claim [pic] $50 |162 |60 | The owner of On-the-Move is hoping to use these data to show that the company is superior to Econo-Move with regard to the percentage of claims filed. Which test would be used to properly analyze the data in this experiment? a) test for independence b) test for goodness of fit ) ANOVA F test for main treatment effect d) test for the difference between proportions ANSWER: d TYPE: MC DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions 21. The Wall Street Journal recently ran an article indicating differences in the perception of sexual harassment on the job between men and women. The article claimed that women perceived the problem to be much more prevalent than did men. One question asked to both men and women was: â€Å"Do you think sexual harassment is a major problem in the American workplace? † Some 24% of the men, compared to 62% of the women, responded â€Å"Yes. Assuming W designates women’s responses and M designates men’s, what hypothesis should The Wall Street Journal test in order to show that its claim is true? a) H0: pW – pM [pic] 0 versus H1: pW – pM < 0 b) H0: pW – pM [pic] 0 versus H1: pW – pM > 0 c) H0: pW – pM = 0 versus H1: pW – pM [pic] 0 d) H0: (W – (M [pic] 0 versus H1: (W – (M > 0 ANSWER: b TYPE: MC DIFFICULTY: Easy KEYWORDS: Z test for difference in two proportions, form of hypothesis 22. The Wall Street Journal recently ran an article indicating differences in perception of sexual harassment on the job between men and women.The article claimed that women perceived the problem to be much more prevalent than did men. One question asked to both men and women was: â€Å"Do you think sexual harassment is a major problem in the American workplace? † Some 24% of the men, compared to 62% of the women, responded â€Å"Yes. † Suppose that 150 women and 200 men were interviewed. For a 0. 01 level of significance, what is the critical value for the rejection region? a) 7. 173 b) 7. 106 c) 6. 635 d) 2. 33 ANSWER: d TYPE: MC DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, critical value 23.The Wall Street Journal recently ran an article indicating differences in perception of sexual harassment on the job between men and women. The article claimed that women perceived the problem to be much more prevalent than did men. One question asked to both men and women was: â€Å"Do you think sexual harassment is a major problem in the American workplace? † Some 24% of the men, compared to 62% of the wome n, responded â€Å"Yes. † Suppose that 150 women and 200 men were interviewed. What is the value of the test statistic? a) 7. 173 b) 7. 106 c) 6. 635 d) 2. 33 ANSWER: a TYPE: MC DIFFICULTY: ModerateKEYWORDS: Z test for difference in two proportions, test statistic 24. The Wall Street Journal recently ran an article indicating differences in perception of sexual harassment on the job between men and women. The article claimed that women perceived the problem to be much more prevalent than did men. One question asked to both men and women was: â€Å"Do you think sexual harassment is a major problem in the American workplace? † Some 24% of the men, compared to 62% of the women, responded â€Å"Yes. † Suppose that 150 women and 200 men were interviewed. What conclusion should be reached? a) Using a 0. 1 level of significance, there is sufficient evidence to conclude that women perceive the problem of sexual harassment on the job as being much more prevalent than do men. b) There is insufficient evidence to conclude with at least 99% confidence that women perceive the problem of sexual harassment on the job as being much more prevalent than do men. c) There is no evidence of a significant difference between the men and women in their perception. d) More information is needed to draw any conclusions from the data set. ANSWER: a TYPE: MC DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, decision, conclusion 5. A powerful women’s group has claimed that men and women differ in attitudes about sexual discrimination. A group of 50 men (group 1) and 40 women (group 2) were asked if they thought sexual discrimination is a problem in the United States. Of those sampled, 11 of the men and 19 of the women did believe that sexual discrimination is a problem. Which of the following are the appropriate null and alternative hypotheses to test the group’s claim? a) H0: pW – pM [pic] 0 versus H1: pW – pM < 0 b) H0: pW – pM [pic] 0 versus H1: pW – pM > 0 c) H0: pW – pM = 0 versus H1: pW – pM [pic] 0 ) H0: (W – (M [pic] 0 versus H1: (W – (M > 0 ANSWER: c TYPE: MC DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, form of hypothesis 26. A powerful women’s group has claimed that men and women differ in attitudes about sexual discrimination. A group of 50 men (group 1) and 40 women (group 2) were asked if they thought sexual discrimination is a problem in the United States. Of those sampled, 11 of the men and 19 of the women did believe that sexual discrimination is a problem. Find the value of the test statistic. a) Z = – 2. 55 b) Z = – 0. 85 c) Z = – 1. 05 d) Z = – 1. 20ANSWER: a TYPE: MC DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, test statistic 27. A powerful women’s group has claimed that men and women differ in attitudes about sexual discrimination. A gro up of 50 men (group 1) and 40 women (group 2) were asked if they thought sexual discrimination is a problem in the United States. Of those sampled, 11 of the men and 19 of the women did believe that sexual discrimination is a problem. If the p value turns out to be 0. 035 (which is NOT the real value in this data set), then a) at [pic] = 0. 05, we should fail to reject H0. ) at [pic] = 0. 04, we should reject H0. c) at [pic] = 0. 03, we should reject H0. d) None of the above would be correct statements. ANSWER: b TYPE: MC DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, decision, conclusion TABLE 12-4 A few years ago, Pepsi invited consumers to take the â€Å"Pepsi Challenge. † Consumers were asked to decide which of two sodas, Coke or Pepsi, they preferred in a blind taste test. Pepsi was interested in determining what factors played a role in people’s taste preferences. One of the factors studied was the gender of the consumer.Below are the re sults of analyses comparing the taste preferences of men and women, with the proportions depicting preference for Pepsi. Males: n = 109, pSM = 0. 422018Females: n = 52, pSF = 0. 25 pSM – pSF = 0. 172018Z = 2. 11825 28. Referring to Table 12-4, to determine if a difference exists in the taste preferences of men and women, give the correct alternative hypothesis that Pepsi would test. a) H1: [pic] b) H1: [pic] c) H1: pM – pF [pic] 0 d) H1: pM – pF = 0 ANSWER: c TYPE: MC DIFFICULTY: Easy KEYWORDS: Z test for difference in two proportions, form of hypothesis 29.Referring to Table 12-4, suppose Pepsi wanted to test to determine if the males preferred Pepsi more than the females. Using the test statistic given, compute the appropriate p-value for the test. a) 0. 0171 b) 0. 0340 c) 0. 2119 d) 0. 4681 ANSWER: a TYPE: MC DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, p-value 30. Referring to Table 12-4, suppose Pepsi wanted to test to determine if the males preferred Pepsi less than the females. Using the test statistic given, compute the appropriate p-value for the test. a) 0. 0170 b) 0. 0340 c) 0. 9660 d) 0. 9830 ANSWER: d TYPE: MC DIFFICULTY: ModerateKEYWORDS: Z test for difference in two proportions, p-value 31. Referring to Table 12-4, suppose that the two-tailed p-value was really 0. 0734. State the proper conclusion. a) At [pic] = 0. 05, there is sufficient evidence to indicate the proportion of males preferring Pepsi differs from the proportion of females preferring Pepsi. b) At [pic] = 0. 10, there is sufficient evidence to indicate the proportion of males preferring Pepsi differs from the proportion of females preferring Pepsi. c) At [pic] = 0. 05, there is sufficient evidence to indicate the proportion of males preferring Pepsi equals the proportion of females preferring Pepsi. ) At [pic] = 0. 08, there is insufficient evidence to indicate the proportion of males preferring Pepsi differs from the proportion of f emales preferring Pepsi. ANSWER: b TYPE: MC DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, decision, conclusion TABLE 12-5 The following Excel output contains the results of a test to determine if the proportions of satisfied guests at two resorts are the same or different. |Hypothesized Difference |0 | |Level of Significance |0. 5 | |Group 1 | |Number of Successes |163 | |Sample Size |227 | |Group 2 | |Number of Successes |154 | |Sample Size |262 | |Group 1 Proportion |0. 18061674 | |Group 2 Proportion |0. 58778626 | |Difference in Two Proportions |0. 130275414 | |Average Proportion |0. 648261759 | |Test Statistic |3. 00875353 | |Two-Tailed Test | |Lower Critical Value |-1. 59961082 | |Upper Critical Value |1. 959961082 | |p-Value |0. 002623357 | 32. Referring to Table 12-5, allowing for 0. 75% probability of committing a Type I error, what are the decision and conclusion on testing whether there is any difference in the proportions of satisfied guest s in the two resorts? a.Do not reject the null hypothesis; there is enough evidence to conclude that there is significant difference in the proportions of satisfied guests at the two resorts. b. Do not reject the null hypothesis; there is not enough evidence to conclude that there is significant difference in the proportions of satisfied guests at the two resorts. c. Reject the null hypothesis; there is enough evidence to conclude that there is significant difference in the proportions of satisfied guests at the two resorts. d.Reject the null hypothesis; there is not enough evidence to conclude that there is significant difference in the proportions of satisfied guests at the two resorts. ANSWER: c TYPE: MC DIFFICULTY: Easy KEYWORDS: Z test for difference in two proportions, decision, conclusion 33. Referring to Table 12-5, if you want to test the claim that â€Å"Resort 1 (Group 1) has a higher proportion of satisfied guests than Resort 2 (Group 2),† the p-value of the test will be a) 0. 00262. b) 0. 00262/2. c) 2*(0. 00262). d) 1-(0. 00262/2). ANSWER: bTYPE: MC DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, p-value 34. Referring to Table 12-5, if you want to test the claim that â€Å"Resort 1 (Group 1) has a lower proportion of satisfied guests than Resort 2 (Group 2),† you will use a) a t test for the difference in two proportions. b) a Z test for the difference in two proportions. c) a [pic] test for the difference in two proportions. d) a [pic] test for independence. ANSWER: b TYPE: MC DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportionsTABLE 12-6 One criterion used to evaluate employees in the assembly section of a large factory is the number of defective pieces per 1,000 parts produced. The quality control department wants to find out whether there is a relationship between years of experience and defect rate. Since the job is repetitious, after the initial training period, any improvement due t o a learning effect might be offset by a loss of motivation. A defect rate is calculated for each worker in a yearly evaluation. The results for 100 workers are given in the table below. | |Years Since Training Period | | | |< 1 Year |1 – 4 Years |5 – 9 Years | | |High |6 |9 |9 | |Defect Rate: |Average |9 |19 |23 | | |Low |7 |8 |10 | 5. Referring to Table 12-6, which test would be used to properly analyze the data in this experiment to determine whether there is a relationship between defect rate and years of experience? a) [pic]test for independence in a two-way contingency table b) [pic]test for equal proportions in a one-way table c) ANOVA F test for main treatment effect d) Z test for the difference in two proportions ANSWER: a TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test of independence 36. Referring to Table 12-6, find the rejection region necessary for testing at the 0. 5 level of significance whether there is a relationship between defect rate and ye ars of experience. a) Reject H0 if [pic] > 16. 919. b) Reject H0 if [pic] > 15. 507. c) Reject H0 if [pic] > 11. 143. d) Reject H0 if [pic] > 9. 488. ANSWER: d TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, critical value 37. Referring to Table 12-6, what is the expected number of employees with less than 1 year of training time and a high defect rate? a) 4. 17 b) 4. 60 c) 5. 28 d) 9. 17 ANSWER: c TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test of independence, contingency table, properties 8. Referring to Table 12-6, what is the expected number of employees with 1 to 4 years of training time and a high defect rate? a) 12. 00 b) 8. 64 c) 6. 67 d) 6. 00 ANSWER: b TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test of independence, contingency table, properties 39. Referring to Table 12-6, of the cell for 1 to 4 years of training time and a high defect rate, what is the contribution to the overall [pic] statistic for the independence test? a) 0. 36 b) 0. 1296 c) 0. 015 d) 0. 0144 ANSWER: c TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test of independence, contingency table, properties 0. Referring to Table 12-6, a test was conducted to determine if a relationship exists between defect rate and years of experience. Which of the following p-values would indicate that defect rate and years of experience are dependent? Assume you are testing at [pic] = 0. 05. a) 0. 045 b) 0. 055 c) 0. 074 d) 0. 080 ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, p-value, decision TABLE 12-7 A corporation randomly selects 150 salespeople and finds that 66% who have never taken a self-improvement course would like to take such a course.The firm did a similar study 10 years ago in which 60% of a random sample of 160 salespeople wanted to take a self-improvement course. The groups are assumed to be independent random samples. Let p1 and p2 represent the true proportion of workers who would like to attend a self-impro vement course in the recent study and the past study, respectively. 41. Referring to Table 12-7, if the firm wanted to test whether this proportion has changed from the previous study, which represents the relevant hypotheses? a) H0: p1 – p2 = 0 versus H1: p1 – p2 [pic] 0 b) H0: p1 – p2 [pic] 0 versus H1: p1 – p2 = 0 ) H0: p1 – p2 [pic] 0 versus H1: p1 – p2 > 0 d) H0: p1 – p2 [pic] 0 versus H1: p1 – p2 < 0 ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, Z test for difference in two proportions 42. Referring to Table 12-7, if the firm wanted to test whether a greater proportion of workers would currently like to attend a self-improvement course than in the past, which represents the relevant hypotheses? a) H0: p1 – p2 = 0 versus H1: p1 – p2 [pic] 0 b) H0: p1 – p2 [pic] 0 versus H1: p1 – p2 = 0 c) H0: p1 – p2 [pic] 0 versus H1: p1 – p2 > 0 ) H0 : p1 – p2 [pic] 0 versus H1: p1 – p2 < 0 ANSWER: c TYPE: MC DIFFICULTY: Easy KEYWORDS: Z test for difference in two proportions, form of hypothesis 43. Referring to Table 12-7, what is the unbiased point estimate for the difference between the two population proportions? a) 0. 06 b) 0. 10 c) 0. 15 d) 0. 22 ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: point estimate 44. Referring to Table 12-7, what is/are the critical value(s) when performing a Z test on whether population proportions are different if [pic] = 0. 05? a) [pic] 1. 645 b) [pic] 1. 96 c) -1. 96 d) [pic] 2. 8 ANSWER: b TYPE: MC DIFFICULTY: Easy KEYWORDS: Z test for difference in two proportions, critical value 45. Referring to Table 12-7, what is/are the critical value(s) when testing whether population proportions are different if [pic] = 0. 10? a) [pic] 1. 645 b) [pic] 1. 96 c) -1. 96 d) [pic] 2. 08 ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: Z test for difference in two proportions, critical value 46. Referring to Table 12-7, what is/are the critical value(s) when testing whether the current population proportion is higher than before if [pic] = 0. 05? a) [pic]1. 645 b) + 1. 45 c) [pic]1. 96 d) + 1. 96 ANSWER: b TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, critical value 47. Referring to Table 12-7, what is the estimated standard error of the difference between the two sample proportions? a) 0. 629 b) 0. 500 c) 0. 055 d) 0 ANSWER: c TYPE: MC DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, standard error 48. Referring to Table 12-7, what is the value of the test statistic to use in evaluating the alternative hypothesis that there is a difference in the two population proportions? ) 4. 335 b) 1. 96 c) 1. 093 d) 0 ANSWER: c TYPE: MC DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, chi-square test for difference in proportions, test statistic 49. Referring to Table 12-7, the company tests at the 0. 05 level to determine whether the population proportion has changed from the previous study. Which of the following is most correct? a) Reject the null hypothesis and conclude that the proportion of employees who are interested in a self-improvement course has changed over the intervening 10 years. ) Do not reject the null hypothesis and conclude that the proportion of employees who are interested in a self-improvement course has not changed over the intervening 10 years. c) Reject the null hypothesis and conclude that the proportion of employees who are interested in a self-improvement course has increased over the intervening 10 years. d) Do not reject the null hypothesis and conclude that the proportion of employees who are interested in a self-improvement course has increased over the intervening 10 years. ANSWER: b TYPE: MC DIFFICULTY: ModerateKEYWORDS: Z test for difference in two proportions, chi-square test for difference in proportions, decision, conclusion 50. True or Fal se: In testing the difference between two proportions, we may use either a one-tailed chi-square test or two-tailed Z test. ANSWER: True TYPE: TF DIFFICULTY: Easy KEYWORDS: Z test for difference in two proportions, chi-square test for difference in proportions 51. True or False: The squared difference between the observed and theoretical frequencies should be large if there is no significant difference between the proportions.ANSWER: False TYPE: TF DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, properties 52. True or False: A test for the difference between two proportions can be performed using the chi-square distribution. ANSWER: True TYPE: TF DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions 53. True or False: A test for whether one proportion is higher than the other can be performed using the chi-square distribution. ANSWER: False TYPE: TF DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions 54.True or False: When using the [pic] tests for independence, one should be aware that expected frequencies that are too small will lead to too big a Type I error. ANSWER: True TYPE: TF DIFFICULTY: Difficult KEYWORDS: chi-square test of independence, properties, assumption 55. True or False: If we use the chi-square method of analysis to test for the difference between proportions, we must assume that there are at least 5 observed frequencies in each cell of the contingency table. ANSWER: False TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test of independence, properties, assumption 6. If we wish to determine whether there is evidence that the proportion of successes is higher in Group 1 than in Group 2, and the test statistic for Z = +2. 07, the p-value is equal to ______. ANSWER: 0. 0192 TYPE: FI DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, p-value TABLE 12-8 The dean of a college is interested in the proportion of graduates from his college who have a job offer on graduation day. He is particularly interested in seeing if there is a difference in this proportion for accounting and economics majors.In a random sample of 100 of each type of major at graduation, he found that 65 accounting majors and 52 economics majors had job offers. If the accounting majors are designated as â€Å"Group 1† and the economics majors are designated as â€Å"Group 2,† perform the appropriate hypothesis test using a level of significance of 0. 05. 57. Referring to Table 12-8, the hypotheses the dean should use are: a) H0: p1 – p2 = 0 versus H1: p1 – p2 [pic] 0. b) H0: p1 – p2 [pic] 0 versus H1: p1 – p2 = 0. c) H0: p1 – p2 [pic] 0 versus H1: p1 – p2 > 0. d) H0: p1 – p2 [pic] 0 versus H1: p1 – p2 < 0.ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, Z test for difference in two proportions, form of hypothesis 58. Referring to Table 12-8, the null hypot hesis will be rejected if the test statistic is ________. ANSWER: Z > 1. 96 or < -1. 96 or [pic] > 3. 841 TYPE: FI DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, Z test for difference in two proportions, critical value 59. Referring to Table 12-8, the value of the test statistic is ________. ANSWER: Z = 1. 866 or [pic] = 3. 4806 TYPE: FI DIFFICULTY: ModerateKEYWORDS: chi-square test for difference in proportions, Z test for difference in two proportions, test statistic 60. Referring to Table 12-8, the p-value of the test is ________. ANSWER: 0. 0621 TYPE: FI DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, Z test for difference in two proportions, p-value 61. True or False: Referring to Table 12-8, the null hypothesis should be rejected. ANSWER: False TYPE: TF DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, Z test for difference in two proportions, decision 62.True or False: Referring to Table 12-8, th e same decision would be made with this test if the level of significance had been 0. 01 rather than 0. 05. ANSWER: True TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, Z test for difference in two proportions, decision 63. True or False: Referring to Table 12-8, the same decision would be made with this test if the level of significance had been 0. 10 rather than 0. 05. ANSWER: False TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, Z test for difference in two proportions, decision TABLE 12-9A quality control engineer is in charge of the manufacture of computer disks. Two different processes can be used to manufacture the disks. He suspects that the Kohler method produces a greater proportion of defects than the Russell method. He samples 150 of the Kohler and 200 of the Russell disks and finds that 27 and 18 of them, respectively, are defective. If Kohler is designated as â€Å"Group 1† and Russell is designated as â€Å"Group 2,† perform the appropriate test at a level of significance of 0. 01. 64. Referring to Table 12-9, the hypotheses that should be tested are: a) H0: p1 – p2 = 0 versus H1: p1 – p2 [pic] 0. ) H0: p1 – p2 [pic] 0 versus H1: p1 – p2 = 0. c) H0: p1 – p2 [pic] 0 versus H1: p1 – p2 > 0. d) H0: p1 – p2 [pic] 0 versus H1: p1 – p2 < 0. ANSWER: c TYPE: MC DIFFICULTY: Easy KEYWORDS: Z test for difference in two proportions, form of hypothesis 65. Referring to Table 12-9, the null hypothesis will be rejected if the test statistic is ________. ANSWER: Z > 2. 33 TYPE: FI DIFFICULTY: Easy KEYWORDS: Z test for difference in two proportions, critical value 66. Referring to Table 12-9, the value of the test statistic is ________. ANSWER: 2. 49 TYPE: FI DIFFICULTY: ModerateKEYWORDS: Z test for difference in two proportions, test statistic 67. Referring to Table 12-9, the p-value of the test is ________. ANSWER: 0. 0064 TYPE: FI DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, p-value 68. True or False: Referring to Table 12-9, the null hypothesis should be rejected. ANSWER: True TYPE: TF DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, decision 69. True or False: Referring to Table 12-9, the same decision would be made with this test if the level of significance had been 0. 05 rather than 0. 01. ANSWER: True TYPE: TF DIFFICULTY: ModerateKEYWORDS: Z test for difference in two proportions, decision 70. True or False: Referring to Table 12-9, the same decision would be made if this had been a two-tailed test at a level of significance of 0. 01. ANSWER: False TYPE: TF DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, decision TABLE 12-10 The director of transportation of a large company is interested in the usage of her van pool. She considers her routes to be divided into local and non-local. She is particularly intereste d in learning if there is a difference in the proportion of males and females who use the local routes.She takes a sample of a day's riders and finds the following: | |Male |Female |Total | |Local |27 |44 |71 | |Non-Local |33 |25 |58 | |Total |60 |69 |129 | She will use this information to perform a chi-square hypothesis test using a level of significance of 0. 05. 71. Referring to Table 12-10, the test will involve _________ degree(s) of freedom. ANSWER: 1TYPE: FI DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, degrees of freedom 72. Referring to Table 12-10, the overall or average proportion of local riders is __________. ANSWER: 0. 550 TYPE: FI DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, properties 73. Referring to Table 12-10, the expected cell frequency in the Male/Local cell is __________. ANSWER: 33. 02 TYPE: FI DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, contingency table, properties 74 . Referring to Table 12-10, the expected cell frequency in the Female/Non-Local cell is __________.ANSWER: 31. 02 TYPE: FI DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, contingency table, properties 75. Referring to Table 12-10, the critical value of the test is _________. ANSWER: 3. 841 TYPE: FI DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, critical value 76. Referring to Table 12-10, the value of the test statistic is _________. ANSWER: 4. 568 TYPE: FI DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, test statistic 77. True or False: Referring to Table 12-10, the null hypothesis will be rejected.ANSWER: True TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, decision 78. True or False: Referring to Table 12-10, the decision made suggests that there is a difference between the proportion of males and females who ride local versus non-local routes. ANSWER: Tru e TYPE: TF DIFFICULTY: Median KEYWORDS: chi-square test for difference in proportions, conclusion TABLE 12-11 Four surgical procedures are currently used to install pacemakers. If the patient does not need to return for follow-up surgery, the operation is called a â€Å"clear† operation.A heart center wants to compare the proportion of clear operations for the 4 procedures, and collects the following numbers of patients from their own records: | |Procedure | | | |A |B |C |D |Total | |Clear |27 |41 |21 |7 |96 | |Return |11 |15 |9 |11 |46 | |Total |38 |56 |30 |18 |142 They will use this information to test for a difference among the proportion of clear operations using a chi-square test with a level of significance of 0. 05. 79. Referring to Table 12-11, the test will involve _________ degrees of freedom. ANSWER: 3 TYPE: FI DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, degrees of freedom 80. Referring to Table 12-11, the overall or average proportion of clear operations is __________. ANSWER: 0. 676 TYPE: FI DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, properties 81.Referring to Table 12-11, the expected cell frequency for the Procedure A/Clear cell is __________. ANSWER: 25. 69 TYPE: FI DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, contingency table, properties 82. Referring to Table 12-11, the expected cell frequency for the Procedure D/Return cell is __________. ANSWER: 5. 83 TYPE: FI DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, contingency table, properties 83. Referring to Table 12-11, the critical value of the test is ________. ANSWER: 7. 815 TYPE: FI DIFFICULTY: EasyKEYWORDS: chi-square test for difference in proportions, critical value 84. Referring to Table 12-11, the value of the test statistic is _________. ANSWER: 7. 867 TYPE: FI DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, test statistic 85 . True or False: Referring to Table 12-11, the null hypothesis will be rejected. ANSWER: True TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, decision 86. True or False: Referring to Table 12-11, the decision made suggests that the 4 procedures all have different proportions of clear operations.ANSWER: False TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, conclusion 87. True or False: Referring to Table 12-11, the decision made suggests that the 4 procedures do not all have the same proportion of clear operations. ANSWER: True TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, conclusion TABLE 12-12 The director of admissions at a state college is interested in seeing if admissions status (admitted, waiting list, denied admission) at his college is independent of the type of community in which an applicant resides.He takes a sample of recent admissions decisions and form s the following table: | |Admitted |Wait List |Denied |Total | |Urban |45 |21 |17 |83 | |Rural |33 |13 |24 |70 | |Suburban |34 |12 |39 |85 | |Total |112 |46 |80 |238 |He will use this table to do a chi-square test of independence with a level of significance of 0. 01. 88. Referring to Table 12-12, the test will involve _________ degrees of freedom. ANSWER: 4 TYPE: FI DIFFICULTY: Easy KEYWORDS: chi-square test of independence, degrees of freedom 89. Referring to Table 12-12, the critical value of the test is _________. ANSWER: 13. 277 TYPE: FI DIFFICULTY: Easy KEYWORDS: chi-square test of independence, critical value 90. Referring to Table 12-12, the expected cell frequency for the Admitted/Urban cell is _________. ANSWER: 39. 06TYPE: FI DIFFICULTY: Moderate KEYWORDS: chi-square test of independence, contingency table, properties 91. Referring to Table 12-12, the value of the test statistic is _________. ANSWER: 12. 624 TYPE: FI DIFFICULTY: Moderate KEYWORDS: chi-square test of indep endence, test statistic 92. True or False: Referring to Table 12-12, the null hypothesis will be rejected. ANSWER: False TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test of independence, decision 93. True or False: Referring to Table 12-12, the p-value of this test is greater than 0. 01. ANSWER: TrueTYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test of independence, p-value 94. True or False: Referring to Table 12-12, the decision made suggests that admissions status at the college is independent of the type of community in which an applicant resides. ANSWER: True TYPE: TF DIFFICULTY: Easy KEYWORDS: chi-square test of independence, conclusion 95. True or False: Referring to Table 12-12, the same decision would be made with this test if the level of significance had been 0. 005. ANSWER: True TYPE: TF DIFFICULTY: Easy KEYWORDS: chi-square test of independence, decision 6. True or False: Referring to Table 12-12, the same decision would be made with this test if the level o f significance had been 0. 05. ANSWER: False TYPE: TF DIFFICULTY: Easy KEYWORDS: chi-square test of independence, decision 97. True or False: Referring to Table 12-12, the null hypothesis claims that â€Å"there is no association between admission status at the college and the type of community in which an applicant resides. † ANSWER: True TYPE: TF DIFFICULTY: Easy KEYWORDS: chi-square test of independence, form of hypothesis, conclusion 98.True or False: Referring to Table 12-12, the alternative hypothesis claims that â€Å"there is some connection between admission status at the college and the type of community in which an applicant resides. † ANSWER: True TYPE: TF DIFFICULTY: Easy KEYWORDS: chi-square test of independence, form of hypothesis, conclusion 99. True or False: The chi-square test of independence requires that the number of expected frequency in each cell to be at least 5. ANSWER: False TYPE: TF DIFFICULTY: Easy KEYWORDS: chi-square test of independence, assumption 100.True or False: The chi-square test of independence requires that the number of expected frequency in each cell to be at least 1. ANSWER: True TYPE: TF DIFFICULTY: Easy KEYWORDS: chi-square test of independence, assumption TABLE 12-13 Parents complain that children read too few story books and watch too much television nowadays. A survey of 1,000 children reveals the following information on average time spent watching TV and average time spent reading story books: | |Average time spent reading story books | |Average time pent watching TV |Less than 1 hour |Between 1 and 2 hours |More than 2 hours | |Less than 2 hours |90 |85 |130 | |More than 2 hours |655 |32 |8 | 101. Referring to Table 12-13, how many children in the survey spent less than 2 hours watching TV and more than 2 hours reading story books, on average? a) 8 b) 130 c) 175 d) 687 ANSWER: bTYPE: MC DIFFICULTY: Easy KEYWORDS: contingency table, properties 102. Referring to Table 12-13, how many children in the survey spent less than 2 hours watching TV and no more than 2 hours reading story books, on average? a) 8 b) 130 c) 175 d) 687 ANSWER: c TYPE: MC DIFFICULTY: Easy KEYWORDS: contingency table, properties 103. Referring to Table 12-13, if the null hypothesis of no connection between time spent watching TV and time spent reading story books is true, how many children watching less than 2 hours of TV and reading no more than 2 hours of story books, on average, can we expect? ) 35. 69 b) 227. 23 c) 262. 91 d) 969. 75 ANSWER: c TYPE: MC DIFFICULTY: Difficult KEYWORDS: chi-square test of independence, contingency table, properties 104. Referring to Table 12-13, if the null hypothesis of no connection between time spent watching TV and time spent reading story books is true, how many children watching less than 2 hours of TV and reading more than 2 hours of story books, on average, can we expect? a) 42. 09 b) 155. 25 c) 262. 92 d) 987. 75 ANSWER: a TYPE: MC DIFFICULTY: Moderate KEYWORDS : chi-square test of independence, contingency table, properties 105.Referring to Table 12-13, to test whether there is any relationship between average time spent watching TV and average time spent reading story books, the value of the measured test statistic is a) -12. 59. b) 1. 61. c) 481. 49. d) 1,368. 06. ANSWER: c TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test of independence, test statistic 106. Referring to Table 12-13, suppose we want to constrain the probability of committing a Type I error to 5% when testing whether there is any relationship between average time spent watching TV and average time spent reading story books.The critical value will be a) 5. 991. b) 7. 378. c) 12. 592. d) 14. 449. ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, critical value 107. Referring to Table 12-13, we want to test whether there is any relationship between average time spent watching TV and average time spent reading story books. Suppose the valu e of the test statistic was 164 (which is not the correct answer) and the critical value was 19. 00 (which is not the correct answer), then we could conclude that a) there is a connection between time spent reading story books and time spent watching TV. ) there is no connection between time spent reading story books and time spent watching TV. c) more time spent reading story books leads to less time spent watching TV. d) more time spent watching TV leads to less time spent reading story books. ANSWER: a TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test of independence, decision, conclusion TABLE 12-14 Recent studies have found that American children are more obese than in the past. The amount of time children spend watching television has received much of the blame.A survey of 100 ten-year-olds revealed the following with regards to weights and average number of hours a day spent watching television. We are interested in testing whether the average number of hours spent watc hing TV and weights are independent at 1% level of significance. |Weights |TV Hours |Total | | |0-3 |3-6 |6+ | | |More than 10 lbs. verweight |1 |9 |20 |30 | |Within 10 lbs. of normal weight |20 |15 |15 |50 | |More than 10 lbs. underweight |10 |5 |5 |20 | |Total |31 |29 |40 |100 | 108.Referring to Table 12-14, if there is no connection between weights and average number of hours spent watching TV, we should expect how many children to be spending 3-6 hours, on average, watching TV and are more than 10 lbs. underweight? a) 5 b) 5. 8 c) 6. 2 d) 8 ANSWER: b TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, contingency table, properties 109. Referring to Table 12-14, if there is no connection between weights and average number of hours spent watching TV, we should expect how many children to be spending no more than 6 hours, on average, watching TV and are more than 10 lbs. nderweight? a) 5. 8 b) 6. 2 c) 8 d) 12 ANSWER: d TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi- square test of independence, contingency table, properties 110. Referring to Table 12-14, how many children in the survey spend more than 6 hours watching TV and are more than 10 lbs. overweight? a) 1 b) 9 c) 20 d) 40 ANSWER: c TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, contingency table, properties 111. Referring to Table 12-14, how many children in the survey spend no more than 6 hours watching TV and are more than 10 lbs. underweight? a) 5 ) 10 c) 15 d) 20 ANSWER: c TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, contingency table, properties 112. Referring to Table 12-14, the value of the test statistic is a) 8. 532. b) 15. 483. c) 18. 889. d) 69. 744. ANSWER: c TYPE: MC DIFFICULTY: moderate KEYWORDS: chi-square test of independence, test statistic 113. Referring to Table 12-14, the critical value of the test will be a) 6. 635. b) 13. 277. c) 14. 860. d) 21. 666. ANSWER: b TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of indep endence, critical value 114.Referring to Table 12-14, suppose the value of the test statistic was 30. 00 (which is not the correct value) and the critical value at 1% level of significance was 10. 00 (which is not the correct value), which of the following conclusions would be correct? a) We will accept the null and conclude that the average number of hours spent watching TV and weights are independent. b) We will reject the null and conclude that the average number of hours spent watching TV and weights are independent. c) We will accept the null and conclude that the average number of hours spent watching TV and weights are not independent. ) We will reject the null and conclude that the average number of hours spent watching TV and weights are not independent. ANSWER: d TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test of independence, decision, conclusion 115. Referring to Table 12-14, which of the following statements is correct? a) We can accept the null for any level of significance greater than 0. 005 b) We can reject the null for any level of significance greater than 0. 005. c) We can accept the null for any level of significance smaller than 0. 005 d) We can reject the null for any level of significance smaller than 0. 05. ANSWER: b TYPE: MC DIFFICULTY: Difficult KEYWORDS: chi-square test of independence, decision 116. Referring to Table 12-14, the degrees of freedom of the test statistic are a) 1. b) 2. c) 4. d) 9. ANSWER: c TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, degrees of freedom 117. True or False: Referring to Table 12-14, the test is always a one-tailed test. ANSWER: True TYPE: TF DIFFICULTY: Easy KEYWORDS: chi-square test of independence, properties Table 12-15 According to an article in Marketing News, fewer checks are being written at grocery store checkout stands than in the past.To determine whether there is a difference in the proportion of shoppers who paid by check over three consecutive years at a 0 . 05 level of significance, the results of a survey of 500 shoppers during three consecutive years are obtained and presented below. | |Year | |Check Written |Year 1 |Year 2 |Year 3 | |Yes |225 |175 |125 | |No |275 |325 |375 | 118.Referring to Table 12-15, what is the expected number of shoppers who paid by check in year 1 if there was no difference in the proportion of shoppers who paid by check over the three years? ANSWER: 175 TYPE: PR DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, properties 119. Referring to Table 12-15, what is the expected number of shoppers who did not pay by check in year 3 if there was no difference in the proportion of shoppers who paid by check over the three years? ANSWER: 325 TYPE: PR DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, properties 20. Referring to Table 12-15, what is the form of the null hypothesis? a) [pic] b) [pic] c) [pic] d) [pic] ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-squ are test for difference in proportions, forms of hypothesis 121. Referring to Table 12-15, what is the form of the alternative hypothesis? a) [pic] b) [pic] c) [pic] d) [pic] not all [pic] are the same ANSWER: d TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, forms of hypothesis 122. True or False: Referring to Table 12-15, the assumptions needed to perform the test are satisfied. ANSWER:True TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, assumption 123. Referring to Table 12-15, what are the degrees of freedom of the test statistic? ANSWER: 2 TYPE: PR DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, degrees of freedom 124. Referring to Table 12-15, what is the value of the test statistic? ANSWER: 43. 96 TYPE: PR DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, test statistic 125. Referring to Table 12-15, what is the critical value? ANSWER: 5. 99 TYPE: PR DIFFICULTY: EasyKEYWORDS: chi-square test for difference in proportions, critical value 126. Referring to Table 12-15, what is the p-value of the test statistic? ANSWER: 2. 9E-10 or smaller than 0. 005 TYPE: PR DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, p-value 127. True or False: Referring to Table 12-15, the null hypothesis cannot be rejected. ANSWER: False TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, decision 128. Referring to Table 12-15, what is the correct conclusion? a) There is enough evidence that the proportions are all different in the 3 years. ) There is not enough evidence that the proportions are all different in the 3 years. c) There is enough evidence that at least two of the proportions are not equal. d) There is not enough evidence that at least two of the proportions are not equal. ANSWER: c TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, conclusion 129. Referring to Table 12-15, what is the value of the critical range for the Marascuilo procedure to test for the difference in proportions between year 1 and year 2 using a 0. 05 level of significance? ANSWER: 0. 0754 TYPE: PR DIFFICULTY: DifficultKEYWORDS: chi-square test for difference in proportions, Marascuilo procedure, critical value 130. Referring to Table 12-15, what is the value of the critical range for the Marascuilo procedure to test for the difference in proportions between year 1 and year 3 using a 0. 05 level of significance? ANSWER: 0. 0722 TYPE: PR DIFFICULTY: Difficult KEYWORDS: chi-square test for difference in proportions, Marascuilo procedure, critical range 131. Referring to Table 12-15, what is the value of the critical range for the Marascuilo procedure to test for the difference in proportions between year 2 and year 3 using a 0. 5 level of significance? ANSWER: 0. 0705 TYPE: PR DIFFICULTY: Difficult KEYWORDS: chi-square test for difference in proportion s, Marascuilo procedure, critical value 132. True or False: Referring to Table 12-15, there is sufficient evidence to conclude that the proportions between year 1 and year 2 are different at a 0. 05 level of significance. ANSWER: True TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, Marascuilo procedure, decision, conclusion 133.True or False: Referring to Table 12-15, there is not sufficient evidence to conclude that the proportions between year 1 and year 3 are different at a 0. 05 level of significance. ANSWER: False TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, Marascuilo procedure, decision, conclusion 134. True or False: Referring to Table 12-15, there is sufficient evidence to conclude that the proportions between year 2 and year 3 are different at a 0. 05 level of significance. ANSWER: True TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, Marascuilo procedure, decision conclusion