In the previous lesson we discussed a measure of location known as the measure of central tendency. There are other measures of location which are useful in describing the distribution of the data set. These measures of location include the maximum, minimum, percentiles, deciles and quartiles. How to compute and interpret these measures are also discussed in this lesson.
Mean, median, mode, Standard deviation for grouped data for Statistical Measu...Renzil D'cruz
Detail Survey on Indian manufacture shampoo for management statistical purpose and calculation of Mean, median, mode, Standard deviation for grouped data for Statistical Measure for Shampoo in Indian market
In the previous lesson we discussed a measure of location known as the measure of central tendency. There are other measures of location which are useful in describing the distribution of the data set. These measures of location include the maximum, minimum, percentiles, deciles and quartiles. How to compute and interpret these measures are also discussed in this lesson.
Mean, median, mode, Standard deviation for grouped data for Statistical Measu...Renzil D'cruz
Detail Survey on Indian manufacture shampoo for management statistical purpose and calculation of Mean, median, mode, Standard deviation for grouped data for Statistical Measure for Shampoo in Indian market
Mean, median, mode, Standard deviation for grouped data for Statistical Measu...Renzil D'cruz
Detail Survey on Indian manufacture shampoo for management statistical purpose and calculation of Mean, median, mode, Standard deviation for grouped data for Statistical Measure for Shampoo in Indian market
This presentation includes the following subtopics
• Norm- Referenced and Criterion Referenced Assessment
• Measures of Central Tendency
• Measures of Location/Point Measures
• Measures of Variability
• Standard Scores
• Skewness and Kurtosis
• Correlation
This post is based on my field study that I did conduct last three months for the year 2014. You may seem not to approve some of this idea, but please correct me if I am wrong. Most of the things contain here were based on my own opinion. I am very welcome to some ideas that you may share on this subject matter. Thank you and hope it will be a help for those people in search for the same studies.
This post is based on my field study that I did conduct for the three quarters of the year 2014. You may seem not to approve some of this idea, but please correct me if I am wrong. Most of the things contain here were based on my own opinion. I am very welcome to some ideas that you may share on this subject matter. Thank you and hope it will be a help for those people in search for the same studies.
I hadn't got the chance to present this to my classmates and share it with them due to time constraint, and now I am putting this presentation as to help those people who were looking for a presentation the same as this.
This presentation includes a details about Foundational Principles of Morality, Values and Mission in relations to Teaching. Anyone is welcome to use this if they want to...^_^hehe
This powerpoint consist of some information in relation to the Rights of the Children and Young Person. This contains some of those in accordance with the listing that was enlisted in the book.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Median and Mode used in Teaching
1.
2. Another measure of central tendency that is commonly used by
by class room teachers.
Defined as a point on scale such that scores above or below lie
50 % of the cases.
THE MEDIAN FROM UNGROUPED
The median of a set ungrouped data is obtained by computing
the midpoints of the two middle scores when the set of score is even.
When the set of scores is odd, pick out the middle most point.
6. THE MEDIAN FROM
GROUP DATA
The median from grouped data in the form of frequency
distribution, the concept is to determine a value such
that 50 % of the observations fall above this value and
the other half below it.
8. STEPS FOR THE MEDIAN:
Step 1: Estimate the cumulative frequencies as
presented in Column 3.
Step 2: Find N/2, or one-half of the number of cases in the
distribution. In this example 20 or special case because
N/2 is exactly the same with the cumulative frequency
“lesser than” 20
Step 3: Determine the class limit in which the 20th case falls.
the 20th case falls within the class limit 71-73.
Step 4: Compute the median from below by using the formula
(9.6).
X = L+C (N/2-ECf<)
fc
9. where:
X= the median
L= the lower real limit of the median
class
N= the total number of cases
ECf<= the sum of the cumulative
frequencies “lesser than” up to but
below the median class.
fc = the frequency of the median class
C = the class interval
10. In the foregoing example, N/2 is 20; Ecf< is 17; fc is 3;
C is 3; and L is 70.5. To substitue formula 9.6.
The median is
X = L+C (N/2-ECf<)
fc
= 70.5+ 3 (20-17)
30
= 70.5+ 3 (3)
3
X = 73.5
11. Since the data is special case because N/2 is equal to
or the same with the cumulative frequency of 20,
there’s no need of computing it. Just get the upper real
limit of the median class and write special case.
See illustration below.
N/2 = 20
X = 73.5 special case
12. MEDIAN FROM ABOVE
• Median from above has the same stepws with
median from below, but the upper real limit is
used and getting N/2 starts from above.
• In other word, the ‘greater than’ cumulative
frequency is used.
• The formula is,
X = U-C (N/2-ECf>)
fc
13. where:
X= the median
U= the upper real limit of the median
class
N= the total number of cases
ECf<= the sum of the cumulative
frequencies “lesser than” up to but
below the median class.
fc = the frequency of the median class
C = the class interval
14. Table 9.5. Computation of Median
from Above
1
Integral Limit
2
Frequency
3
Cumulative Frequency >
95-97 2 2
92-94 1 3
89-91 2 4
86-88 2 7
83-85 4 11
80-82 2 13
77-79 2 ECf>= 15
74-76 fc =5 20
71-73 3 23
68-70 1 24
65-67 2 26
62-64 4 30
59-61 4 34
56-58 2 36
53-55 3 39
50-52 1 40
Total 40
15. X = U-C (N/2-ECf>)
fc
X = 76.5-3 (20-15)
5
X = 76.5-3 (5)
5
X = 76.5-3
X = 73.5
U = 76.5
N/2 = 20
Cf = 15
fc =5
N=40
16. The Mode
Defined as a value in a set of scores
that occur most frequently.
Example 1:
8, 7, 5, 10, 5, 7, 13, 14, 5, 11, 13,
5,and 15
The most frequent score is 5 because it appears
four times, thus, this is the mode.
17. Example 2:
10,10,11,11,12,12,14,14,15,15,16,16,1
8,18,19,19,20 and 20.
All scores appear with a frequency of 2, hence,
no modal class can be obtained
Example 3:
32,33,34,35,37,40,41,42,43,44,47,48,
49,50, and 53.
No Modal Value can be calculated because not
one of these scores is repeated and they have
the same frequency of 1.
18. The Mode from Ungrouped Data
Mode can be easily calculated by
inspection.
It is classified into;
Unimodal
Bimodal
Trimodal
Polymodal
UNIMODAL = there is only one modal value.
Ex. 9,10,8,4,12,7,7,14,15,9,3,19,7,20,7,21,23, and
25
The mode here is 7 because the only score having the highest
Frequency for it appears four times where as the rest appear
Twice or once.
19. BIMODAL = there has two modes.
Ex. 14,15,16,17,18,18,19,19,19,20,20,21,22,23,23,23,24,
and 25
The modes are 19 and 23 because they have highest frequency in
a set. They appear three times or having a frequency of 3.
TRIMODAL = there has three modes in a set of scores.
Ex.
44,45,47,47,47,50,51,52,52,52,53,53,54,55,55,55,57,57,58 &
60 There are three modes becuase the three scores have the highest
frequency. Here the modes are 47,52,55.
POLYMODAL= the modes are four or more in a set of scores.
20. The Mode from Grouped Data
• When data are grouped in the form of frequency
distribution, the modal class is found in a class lim
having the highest frequency.
To obtain the mode from grouped data:
X = Lmo + C/2 ( f1-f2 )
2f0-f2-f1
21. where:
X= Mode
Lmo= Lower real limit of the modal
class
C= class interval
f1 = Frequency of the class after the
modal class
f2 = Frequency of the class before the
modal class
f0 = Frequency of the modal class
22. Table 9.6 Computation of the Mode from Grouped Data
Integral Limit Frequency
95-97 2
92-94 1
89-91 2
86-88 2
83-85 4
80-82 2
77-79 2
74-76 5
71-73 3
68-70 1
65-67 2
62-64 4
59-61 4
56-58 2
53-55 3
50-52 1
Total 40
Lmo = 73.5
C= 3
f1= 3
f2 = 2
f0 = 5
23. X = Lmo + C/2 ( f1-f2 )
2f0-f2-f1
= 73.5 + 1.5 ( 3-2 )
2(5)-2-3
= 73.5 + 1.5 ( 1 )
10-5
= 73.5 + ( 1.5 )
5
= 73.5 + 0.3
X = 73.8
Computer Test Results show that
the mean is 72.6; median, 73.5; and
mode, 73.8.