Section 6.26.1) Find the margin of error for the given values of.docx

Section 6.2
6.1) Find the margin of error for the given values of c, s, and n.
c=0.8080, s=55, n=21.
6.2) Find the margin of error for the given values of c, s, and n.
c=0.98, s=2.1, n=21.
6.3) Construct the indicated confidence interval for the
population mean μ using the t-distribution. Assume the
population is normally distributed.
c=0.99, x =13.7 , s=2.0, n=99
The 99% confidence interval using a t-distribution is left
parenthesis nothing comma nothing right parenthesis.
6.4) In a random sample of 17people, the mean commute time to
work was 31.4 minutes and the standard deviation was
7.3minutes. Assume the population is normally distributed and
use a t-distribution to construct a 90% confidence interval for
the population mean μ. What is the margin of error of μ?
Interpret the results.
6.5) In a random sample of 8 people, the mean commute time to
work was 33.5 minutes and the standard deviation was 7.2
minutes. A 90% confidence interval using thet-distribution was
calculated to be (28.7,38.3). After researching commute times
to work, it was found that the population standard deviation is
9.4minutes. Find the margin of error and construct a 90%
confidence interval using the standard normal distribution with
the appropriate calculations for a standard deviation that is
known. Compare the results.
6.6) The state test scores for 12 randomly selected high school
seniors are shown on the right. Complete parts (a) through (c)

below. Assume the population is normally distributed.
1428 1222 986
693 720 838
720 741 545
623 1442 942
A) Find the sample mean.
B) Find the standard deviation.
C) A 90% confidence interval for the population mean is ( , ).
1. Summary & Creative elements –costumes (or clothing in a
doc) can either enhance the movie or betray its intent. Colors
can be vivid and lift the atmosphere or mood in the movie or
they can be dull and make it seem depressing. Good sound
effects or music enrich the viewing experience while bad ones
only destroy everything. Moreover, camera movements and
angles also add elements to the story. Take notes of symbols in
the story, if any.
1…..2…..3…..4….5
Significance to our class
Make sure you describe instances where the terminology from
our readings is shown.
1…..2…..3…..4….5

Make connections between your own research (i.e., your
annotated bibliography) and what you observe in the film.
1…..2…..3…..4….5
Describe how your film addresses any of the big questions we
looked at the beginning of our class.
1…..2…..3…..4….5
movie review writing tips that may help you:
· Watch the movie twice and take notes of all major and minor
details, characters and such on a piece of paper. Don’t rely on
your memory only, that way you’d leave out some important
details
· Collect the information about the movie through research.

Find information about the director, theme, locations, plot,
characterization, and other important things that can help you
write your review
· Analyze the entire movie after watching it. This will require
more time, but in order to write a review, you have to
understand what you just watched. To do that, you’ll have to
evaluate it from the beginning to the end, just like you would
analyze a book
· Don’t insert yourself – you’re writing the review which means
it reflects your understanding and opinion of the movie you’ve
seen. Therefore, there is no need to write in first person all the
time: I noticed this, I saw that, I liked this, I disliked that,
especially without data to back it up.
· Include examples for everything you say about the movie e.g.
if the casting is bad, then why is it? If dialogues are good/bad,
then name an example or two. Make sure that everything you
mention in the review is supported with evidence. That way
your professor will know you watched a movie and developed
critical thinking skills
· Creative elements –costumes (or clothing in a doc) can either
enhance the movie or betray its intent. Colors can be vivid and
lift the atmosphere or mood in the movie or they can be dull and
make it seem depressing. Good sound effects or music enrich
the viewing experience while bad ones only destroy everything.
Moreover, camera movements and angles also add elements to
the story. Take notes of symbols in the story, if any.
Significance to our class

Make sure you describe instances where the terminology from
our readings is shown.
Make connections between your own research (i.e., your
Describe how your film addresses any of the big questions we
looked at the beginning of our class.

Directions for Film Review
· The title of the film/documentary
· Produced by
· Directed by
· Summary – of course, the whole point of the review is to
summarize the documentary or movie for people who haven’t
watched it yet. To make this as effective as possible, always
assume that your professor hasn’t seen it either. That way, you
won’t leave out some important details thinking he/she watched
it already so they won’t bother. As a reviewer, your job is to
explain what happened in the film and express whether the
filmmaker failed or succeeded. Again, saying you liked or
disliked it isn’t a viable comment. Your opinion has to be
supported by specific reasons and examples from the feature
itself
· Creative elements – filmmakers work hard to include creative
elements into their motion pictures. How are these elements
important to the plot and movie in general? For example,
costumes (or clothing in a doc) can either enhance the movie or
betray its intent. Colors can be vivid and lift the atmosphere or
mood in the movie or they can be dull and make it seem
depressing. Good sound effects enrich the viewing experience
while bad ones only destroy everything. Moreover, camera
movements and angles also add elements to the story. Take
notes of symbols in the story, if any.
· Significance to our class – How does the content of the
documentary or film fit into our course topic?
· Make sure you describe instances where the terminology from
our readings is show. For example, if you are reviewing
American History X, then look at the key ideas for that chapter.
There may be key ideas from other chapters that pertain to
Skinheads that you saw in your film. If your subculture was not
one we studied in class, such as Amish, and you are reviewing
the movie Witness, then look at the key words across all of the
chapter and determine which ones apply.
· Next, make connections between your own research (i.e., your

· Lastly, describe how your film addresses any of the big
questions we looked at at the beginning of our class.
Annotated Bibliography - Anime Fandom 1
Annotated Bibliography - Anime Fandom
Following the American Psychological Association’s Guidelines
Henry Or
Temple University
Juried Journal Articles (2)
*Eriko Yamato (2016) ‘Growing as a person’: experiences at
anime, comics, and games fan
events in Malaysia, Journal of Youth Studies, 19:6, 743-759,
DOI:
10.1080/13676261.2015.1098769
This article explores the relationship between participating in
anime, comics, and games
(ACG) events (an important aspect of anime fandom) and
personal growth of one’s identity. To

investigate the impact that anime culture may have on an
individual’s development, the author
discusses three primary aspects of autonomy, relatedness, and
competence, that participants may
experience at these events. Although there is no direct
correlation that indicates a connection to
the motivation for life development, the data proposes that
participants did in fact receive greater
opportunities to grow as a person. Based on answers from
interviewees, those who attended
ACG events experienced boosts in confidence, found better
careers, improved general
skills/knowledge, and even developed healthier lifestyles. While
not specifically answering the
research question, this helped in creating the conclusion that
ACG events can potentially provide
participants with additional opportunities for their development.
The author proposes that the
three basic psychological needs suggested by the self-
determination theory provide a logical
explanation for these findings. All three were found in each
interview and observation of the
event. The author proposes the intervention that parents support
and familiarize themselves with

their children’s interests. Yamato suggests that youth who have
time and want to seek a place
where they are free and independent could take a look into the
ACG industry, which could be
better than following a path that is guided by their parents.
Following a path that one has chosen
for themselves would result in improved motivation for life
development, rather than a path that
was chosen for them. The elements of SDT have been used in
research with numerous topics,
such as education, work, healthcare, and even sports. Therefore,
these three needs are not quite
distinct or unique to the field of fan culture. As a result, further
research and examination of
ACG event activities in regards to careers and urban
development is suggested to evaluate and
expand on the study. This information is critical in discovering
a beneficial aspect that may result
from participating in anime fandom. With this knowledge, I can
personally refer to the elements
of SDT as I watch the film, and see if I have the same
experience as those from the study.

Chen, J. (2007). A Study of Fan Culture: Adolescent
Experiences with Animé/manga Doujinshi
and Cosplay in Taiwan. Visual Arts Research, 33(1), 14-24.
Retrieved from
http://www.jstor.org/stable/20715430
This article focuses on the experiences, opinions, and values of
participants in the
production of anime/manga, and explores the point of view of
youth who produce fan art, engage
in cosplay, and participate in anime fandom activities. It
provides the opportunity for a
potentially better understanding of anime fans, and the anime
fandom subculture as a whole.
Chen reviews the cultural events that occur during anime
conventions in Taiwan, collecting
information on social interactions and conversing with
interesting artists and cosplayers. By
analyzing data, the author develops categories, classifications,
and themes of responses and data
gathered. Based on this data, the author determines the reasons
for participating in anime
fandom, and what each individual learned from these activities.
Along with the first article by

Yamato, this examination also seeks to explore the idea of
sociocultural identities. However,
rather than using the three aspects of self-determination theory,
Chen developed five distinct
http://www.jstor.org/stable/20715430
characteristics related to the subcultural interaction and
production of anime. First, anime
fandom is established through its circulation of images and
signs, which are used to develop a
“broader and more diverse world,” as well as maintaining the
popularity and existence of anime
fandom. The next finding is that the fan art aspect of anime
fandom provides a psychologically
beneficial function for expressing desires, impulses, fantasies,
and even a temporary escape from
problems and struggles in the real world. This allows for a
“positive function for personal
adjustment” and allows fans to express ideas freely and without
consequence. The third
characteristic states that anime fandom leads to the development
of “a particular set of criteria,
values, and expressive practices.” This includes specific jargon

related to anime, and preferring
comic books/animation. The process of becoming an anime fan
includes learning cultures and
practices that can be found through participating in fan
activities (such as watching anime, and
attending ACG events). The next finding explains that anime
fandom allows for equal
communication and interaction, regardless of one’s social status
in real life. Everyone is viewed
as someone with the potential to make great contributions and
achievements to the anime
community. The last characteristic views anime fandom as an
alternate community. Unlike the
previous characteristic that found an escape from real life, this
finding presents an alternative
reality that allows for a more “humane and democratic society
than the real world.” Fans often
develop connections with those they meet in the anime fandom,
and often interact by sharing
interests, providing assistance/inspiration, and even providing
more opportunities for
cooperation. In conclusion, it is determined that youth can
develop a better sense of identity
through experiences with fan art, cosplay, and various anime

fandom activities. This article
provides a better understanding of the ideas and materials that
fans produce, the reasons that fans
participate in the culture, as well as how the culture impacts
their growth and development. As I
watch the film, I can keep these in mind, and see if I also notice
things like an escape from real
life, the expression of desires/fantasies, an alternate reality, an
even anime jargon like senpai,
baka, kawaii, and sensei.
Secondary Sources (2)
White, L. T. (2018, April 6). Why Do Anime Characters Have
Huge Eyes and Tiny Mouths?
Retrieved July 23, 2018, from
https://www.psychologytoday.com/us/blog/culture-
conscious/201804/why-do-anime-characters-have-huge-eyes-
and-tiny-mouths
This article discusses the cultural differences in the
interpretation of emotions through the
distinguished features of anime characters, as well as their
significance/meaning. Numerous

anime characters are known for having exaggerated physical
features, and the most iconic and
distinctive feature that separates anime from its western cartoon
counterpart, is the strikingly
large eyes. Although many claim that this represents Japan’s
desire to have large eyes, several
studies have supported the idea that large eyes are a method of
adding emotion/feelings. Facial
expressions are interpreted differently in Japan than they are in
other parts of the world. The eyes
are meant to reveal more about a person than the mouth. This is
largely due to the fact that one
does not fully have control over their eyes, unlike how they do
with their mouth. As a result, it is
much easier to conceal emotions with our mouths, but not quite
as simply with our eyes. This
information is important in developing an understanding on
what makes an anime, while also
giving the reader more knowledge on the basis behind anime
production/design. The article
and-tiny-mouths

and-tiny-mouths
reflects on the unique characteristics of anime
appearances/styles, and what could be
represented/interpreted through them. It gave a different
approach to anime fandom that
branched away from the idea of identity development, and more
into anime itself. Using this
knowledge with the film critique, I know to look out for and pay
attention to what could
potentially be expressed from the characters’ appearances.
Solomon, C. (2006, July 09). The State of the Art of the Anime
Dub. Retrieved July 23, 2018,
from
https://www.nytimes.com/2006/07/09/arts/television/09solo.htm
l
This article investigates the international popularity of Japanese
anime, as well as its
influence on western culture in America. To appeal to a greater
variety of people, dubs are made
to provide anime with a soundtrack in a language other than
Japanese. This allows for a
potentially deeper and more exciting experience, compared to

simply reading captions/subtitles
on the screen. However, English dubs are not as simple a task as
they may seem. For instance, a
literal translation can prove to be difficult to understand,
especially with the differences in
speech and humor between the United States and Japan. On the
other hand, however, if a dub
was to deviate too far from the original, it could cause
controversy and backlash from anime fans
who may claim that the anime is not accurately portrayed in the
way it was made to be. To add
on to the complications, English voice actors must also match
the words with the character’s
mouth movements, which is difficult because the characters
mouths and facial expressions are
made to match the Japanese dialogue. This makes it quite hard
to produce the same emphasis on
certain parts, as well as the overall emotion. I found the article
informative and consider referring
to it as I complete my film critique. Now that I have a better
understanding of what goes into the
https://www.nytimes.com/2006/07/09/arts/television/09solo.htm
l

production of anime dubbing, I can watch my film in both the
original Japanese audio and the
dubbed English audio. I can then pay attention to the
differences between the two, as well as how
accurately the dubbed version compares to the original. After
watching both versions, I can
possibly make a conclusion on which one produces a greater
overall experience.
Web Source (1)
Lefler, R. (2017, September 17). How to Be an Otaku: Your
Guide to the Anime Fandom
Subculture. Retrieved July 23, 2018, from
https://reelrundown.com/animation/How-to-
Be-An-Otaku-Your-Guide-To-The-Anime-Fandom-Subculture
As my web source, I chose a blog that explored the aspects
involved in becoming a
member of the anime fandom subculture, as well as tips for
watching anime. Lefler has been an
anime blogger since 2010, and has a deep
knowledge/understanding of anime, manga, and the
otaku culture. This articles provides a more thorough analysis
on the influence that anime

fandom has internationally, and also provides details on how to
watch anime series and movies
efficiently. This includes looking out for sounds and effects,
specific names, and certain
expressions. For example, an intense noise, bright lights, and
even a change in character
appearances are often associated with exciting events,
flashbacks, or moments when characters
speak directly to viewers. In addition, Lefler also discusses the
aspects of cosplay, short for
costume play, which represents a crucial aspect of anime
fandom. The author goes into detail on
what these events are, how one can participate, as well as
popular anime often depicted at these
https://reelrundown.com/animation/How-to-Be-An-Otaku-Your-
Guide-To-The-Anime-Fandom-Subculture
https://reelrundown.com/animation/How-to-Be-An-Otaku-Your-
Guide-To-The-Anime-Fandom-Subculture
events. A popular anime series that is often subject to cosplay is
the Naruto anime/manga series,
which is what I have chosen my film to be on. Lefler also
advises that being familiar with the
Japanese language can allow one to determine a characters’

personality and role, and even
determine the characteristics of a specific setting in the anime.
In addition, Lefler introduces
anime vocabulary that one should pay attention to when
watching, especially when watching in
original Japanese audio. For instance, the use of honorifics is
very common in Japanese anime,
and allows the viewer to understand who certain characters are.
Lefler’s information gives me
advice and guidance in analyzing the film for our next
assignment. Keeping this knowledge in
mind, I know which specific events to look out for, what words
and expressions to listen for, and
also know to look for clues in the names of characters and
locations.
Annotated Bibliography Assignment
1. Topic: Your topic for the Annotated bibliography will be the
same topic you selected for the article review(e.g. hip-hop,
cowboy; metal; etc.
2. Review the following two links for creating and writing up
annotated bibliography You will also find examples:
http://sites.umuc.edu/library/libhow/bibliography_tutorial.cfm
https://owl.english.purdue.edu/owl/resource/614/03/
3. There can be different reasons for creating an annotated

bibliography. They include:
a. Provide a resource for information on a particular subject to
learn more about it.
b. Help to formulate a thesis on a subject
c. Demonstrate the research you have performed on a particular
subject
d. Provide examples of major sources of information available
on a topic
e. Describe items that other researchers may find of interest on
a topic
This assignment is you will use reason (a) from the list above.
You will want to select articles that increase your knowledge of
your topic so that you can apply that knowledge to the next
assignment, which is the film review.
4. Annotated bibliographies can have multiple sources. For this
assignment your sources should include:
a. Two (2) juried journal articles in from professional
publications At least one should be a research article. You may
use the research article that you submitted for the last
assignment as one of the articles in your bib. Quantitative or
qualitative can be used. However, much of the research on
cultures is qualitative and I encourage you to search for
research using this methodology. If you critiqued an article for
the research critique assignment that was NOT a research
article, but came from a juried professional publication you may
use that.
b. Two secondary sources. A secondary source is an article you
might find n a magazine like Psychology Today or in a
newspaper like NYT, Wall Street Journal, Philadelphia
Enquirer, etc. You can get help finding a good secondary
resource from http://guides.temple.edu/youthcultures
c. One (1) web source from a site or blog related to the

youth/sub culture you are researching. You will need to make
sure that the site is legitimate. Use the library resources above
for help. If you are unable to find an appropriate web source
you may add another secondary source as in number 2 above.
5. Use APA formatting
6. Support:
a. Me
b. Jacki Sipes
CATEGORY
A
B
C
Quantity of sources

2.5 pts.
Document cites the number of sources outlined in the
assignment.
Document is one source under the required number of sources.
Document is two to three sources under the required number of
sources.
Quality/
Reliability of Sources
5 pts.
All sources cited can be considered reliable and/or trustworthy.
Most sources cited can be considered reliable and/or
trustworthy.
Some sources can be considered reliable and/or trustworthy.
Variety of Sources
5 pts.
Excellent variety of sources; cites types of sources required for
the assignment.
Good variety of sources; cites only four types of sources.

Poor variety of sources; cites three types of sources.
Writing fluency of annotations
5 pts.
All annotations are thoughtful, complete, and well written,
providing clear and cohesive descriptions that provide useable
information to a reader.
Most annotations are thoughtful, complete, and well written; all
or some may be vague or difficult to understand or miss
information that would be helpful to a reader by elimination or
over-focus on details
Some annotations are well written but some are lacking in
completeness, thought, and /or writing quality.
APA and
Documentation
2.5 pts.
Citations are formatted correctly in the document.
There are a few formatting errors in the document’s citations.
There are some formatting errors in the document’s citations.
Rubric for scoring.
Section 5.4,3

5.1) Use the standard normal table to find the z-score that
corresponds to the cumulative area
0.4071. If the area is not in thetable, use the entry closest to the
area. If the area is halfway between two entries, use the z-score
halfway between the corresponding z-scores.
z=
corresponds to the cumulative area
0.1991. If the area is not in thetable, use the entry closest to the
area. If the area is halfway between two entries, use the z-score
halfway between the corresponding z-scores.
z=
5.3) Use a table of cumulative areas under the normal curve to
find the z-score that corresponds to the given cumulative area.
If the area is not in the table, use the entry closest to the area. If
the area is halfway between two entries, use the z-score halfway
between the corresponding z-scores. If convenient, use
technology to find the z-score 0.049
The cumulative area corresponds to the z-score of
corresponds to the given percentile. If the area is not in the
table, use the entry closest to the area. If the area is halfway
between two entries, use the z-score halfway between the
corresponding z-scores. If convenient, use technology to find
the z-score P 2
The z-score that corresponds to P2 is
5.5) The population mean and standard deviation are given
below. Find the required probability and determine whether the
given sample mean would be considered unusual.
For a sample of n=6666, find the probability of a sample mean
being less than 23.2 if =23 and

=1.17
5.6) The population mean and standard deviation are given
below. Find the required probability and determine whether the
given sample mean would be considered unusual.
For a sample of n=75, find the probability of a sample mean
being greater than
216 if μ=215 and σ=3.8.
For a sample of n=75,the probability of a sample mean being
greater than 216 if μ=215 and σ=3.8 is
5.7) The height of women ages 20-29 is normally distributed,
with a mean of 64.9 inches. Assume
σ=2.6 inches. Are you more likely to randomly select 1 woman
with a height less than 66.8 inches or are you more likely to
select a sample of 22 women with a mean height less than 66.8
inches? Explain.
5.8) The heights of fully grown trees of a specific species are
normally distributed, with a mean of 77.0 feet and a standard
deviation of 5.25 feet. Random samples of size 19 are drawn
from the population. Use the central limit theorem to find the
mean and standard error of the sampling distribution. Then
sketch a graph of the sampling distribution.
5.9) Use the Central Limit Theorem to find the mean and
standard error of the mean of the sampling distribution. Then
sketch a graph of the sampling distribution. The mean price of
photo printers on a website is $247 with a standard deviation of
$67. Random samples of size 29 are drawn from this population
and the mean of each sample is determined.
The mean of the distribution of sample means is
5.10) Use the central limit theorem to find the mean and
standard error of the mean of the indicated sampling
distribution. Then sketch a graph of the sampling distribution.

The per capita consumption of red meat by people in a country
in a recent year was normally distributed, with a mean of 102
pounds and a standard deviation of 38.7 pounds. Random
samples of size 20 are drawn from this population and the mean
of each sample is determined.
5.11) The amounts of time employees at a large corporation
work each day are normally distributed, with a mean of 7.7
hours and a standard deviation of 0.36 hour. Random samples of
size 22 and 36 are drawn from the population and the mean of
each sample is determined. What happens to the mean and the
standard deviation of the distribution of sample means as the
size of the sampleincreases? If the sample size is =22, find the
mean and standard deviation of the distribution of sample
means. The mean of the distribution of sample means is
5.12) The mean height of women in a country (ages 20−29) is
64.1 inches. A random sample of 75
women in this age group is selected. What is the probability that
the mean height for the sample is greater than 65 inches?
Assume σ=2.93.

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