STAT 200 Final Examination Fall 2014 OL4 US2 Page 1 of 12 .docxdessiechisomjj4
STAT 200 Final Examination Fall 2014 OL4 / US2 Page 1 of 12
Stat 200 Introduction to Statistics Name______________________________
Final Examination: Fall 2014 OL4 / US2 Instructor __________________________
Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work
on the exam, and you may use a calculator.
Record your answers and work in this document.
Answer all 30 questions. Make sure your answers are as complete as possible. Show all of
your work and reasoning. In particular, when there are calculations involved, you must
show how you come up with your answers with critical work and/or necessary tables.
Answers that come straight from programs or software packages will not be accepted.
When requested, show all work and write all answers in the spaces allotted on the following
pages. You may type your work using plain-text formatting or an equation editor, or you may
hand-write your work and scan it. In either case, show work neatly and correctly, following
standard mathematical conventions. Each step should follow clearly and completely from the
previous step. If necessary, you may attach extra pages.
You must complete the exam individually. Neither collaboration nor consultation with
others is allowed. Your exam will receive a zero grade unless you complete the following
honor statement.
Please sign (or type) your name below the following honor statement:
I promise that I did not discuss any aspect of this exam with anyone other than my instructor. I
further promise that I neither gave nor received any unauthorized assistance on this exam, and
that the work presented herein is entirely my own.
Name _____________________ Date___________________
STAT 200 Final Examination Fall 2014 OL4 / US2 Page 2 of 12
Record your answers and work.
Problem
Number
Solution
1
(25 pts)
Answers:
(a)
(b)
(c)
(d)
(e)
Work for (a), (b), (c), (d) and (e):
2
(5 pts)
Answer:
Work:
STAT 200 Final Examination Fall 2014 OL4 / US2 Page 3 of 12
3
(5 pts)
Answer:
Work:
4
(5 pts)
Answer:
Work:
5
(10 pts)
Answer:
Work:
STAT 200 Final Examination Fall 2014 OL4 / US2 Page 4 of 12
6
(10 pts)
Answer:
Work:
7
(5 pts)
Answer:
Work:
8
(5 pts)
Answer:
Work:
STAT 200 Final Examination Fall 2014 OL4 / US2 Page 5 of 12
9
(10 pts)
Answer:
Work:
10
(10 pts)
Answer:
Work:
11
(5 pts)
Answer:
Work:
12
(10 pts)
Answer:
Work:
STAT 200 Final Examination Fall 2014 OL4 / US2 Page 6 of 12
13
(10 pts)
Answer:
Work:
14
(5 pts)
Answer:
Work:
15
(5 pts)
Answer:
Work:
16
(5 pts)
Answer:
Work:
STAT 200 Final Examination Fall 2014 OL4 / US2 Page 7 of 12.
The first question you may ask yourself that, what are my Strengths? It happens many times that you have your interest in studying science but, your score is much better in social studies or statistics. So, selecting Commerce or Arts rather than Science would be the best option.
Facilitating the school turnaround methodology, being in process with multiple schools, to ensure that we develop Schools of Excellence, especially in schools located in poor and marginalised communities.
How to design your school's teaching and learning processes to ensure the success of every learning in the school, especially those learners coming from poor, marginalized and challenging backgrounds.
Focus on the school turnaround methodology in order to fix up the operational, managerial and leadership processes in underperforming and high functioning schools. Intended to ensure that all learners are successful in schools, and that excellence become the target to strive towards.
STAT 200 Final Examination Fall 2014 OL4 US2 Page 1 of 12 .docxdessiechisomjj4
STAT 200 Final Examination Fall 2014 OL4 / US2 Page 1 of 12
Stat 200 Introduction to Statistics Name______________________________
Final Examination: Fall 2014 OL4 / US2 Instructor __________________________
Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work
on the exam, and you may use a calculator.
Record your answers and work in this document.
Answer all 30 questions. Make sure your answers are as complete as possible. Show all of
your work and reasoning. In particular, when there are calculations involved, you must
show how you come up with your answers with critical work and/or necessary tables.
Answers that come straight from programs or software packages will not be accepted.
When requested, show all work and write all answers in the spaces allotted on the following
pages. You may type your work using plain-text formatting or an equation editor, or you may
hand-write your work and scan it. In either case, show work neatly and correctly, following
standard mathematical conventions. Each step should follow clearly and completely from the
previous step. If necessary, you may attach extra pages.
You must complete the exam individually. Neither collaboration nor consultation with
others is allowed. Your exam will receive a zero grade unless you complete the following
honor statement.
Please sign (or type) your name below the following honor statement:
I promise that I did not discuss any aspect of this exam with anyone other than my instructor. I
further promise that I neither gave nor received any unauthorized assistance on this exam, and
that the work presented herein is entirely my own.
Name _____________________ Date___________________
STAT 200 Final Examination Fall 2014 OL4 / US2 Page 2 of 12
Record your answers and work.
Problem
Number
Solution
1
(25 pts)
Answers:
(a)
(b)
(c)
(d)
(e)
Work for (a), (b), (c), (d) and (e):
2
(5 pts)
Answer:
Work:
STAT 200 Final Examination Fall 2014 OL4 / US2 Page 3 of 12
3
(5 pts)
Answer:
Work:
4
(5 pts)
Answer:
Work:
5
(10 pts)
Answer:
Work:
STAT 200 Final Examination Fall 2014 OL4 / US2 Page 4 of 12
6
(10 pts)
Answer:
Work:
7
(5 pts)
Answer:
Work:
8
(5 pts)
Answer:
Work:
STAT 200 Final Examination Fall 2014 OL4 / US2 Page 5 of 12
9
(10 pts)
Answer:
Work:
10
(10 pts)
Answer:
Work:
11
(5 pts)
Answer:
Work:
12
(10 pts)
Answer:
Work:
STAT 200 Final Examination Fall 2014 OL4 / US2 Page 6 of 12
13
(10 pts)
Answer:
Work:
14
(5 pts)
Answer:
Work:
15
(5 pts)
Answer:
Work:
16
(5 pts)
Answer:
Work:
STAT 200 Final Examination Fall 2014 OL4 / US2 Page 7 of 12.
The first question you may ask yourself that, what are my Strengths? It happens many times that you have your interest in studying science but, your score is much better in social studies or statistics. So, selecting Commerce or Arts rather than Science would be the best option.
Facilitating the school turnaround methodology, being in process with multiple schools, to ensure that we develop Schools of Excellence, especially in schools located in poor and marginalised communities.
How to design your school's teaching and learning processes to ensure the success of every learning in the school, especially those learners coming from poor, marginalized and challenging backgrounds.
Focus on the school turnaround methodology in order to fix up the operational, managerial and leadership processes in underperforming and high functioning schools. Intended to ensure that all learners are successful in schools, and that excellence become the target to strive towards.
An alternative way of managing and leading schools in communities that are not seeing success for all learners, due to contextual (poverty-stricken) issues.
CWED - Roles and Responsibilities of Heads of Department in Curriculum Manage...Education Moving Up Cc.
Clarifying the legislative, professional, social justice, monitoring and evaluation, and support and development roles and responsibilities of heads of departments
Constructing of Lesson plan; legislative requirements of CAPS; teaching lesson based on days or periods; weighting or pace setters; teaching and learning methods; assessment plans for teachers and learners; data bank of questions for examination purpose
School Turn-around Methodology; Deep Change; Sources of our work; Construction of Lesson Plans; Personalised Learning; Target Setting; Learner Dreams; SiSopen (school intelligent system)
School Turn-around Methodology; Deep Change; Sources of our work; Construction of Lesson Plans; Personalised Learning; Target Setting; Learner Dreams; SiSopen (school intelligent system)
School Turn-around Methodology; Deep Change; Sources of our work; Construction of Lesson Plans; Personalised Learning; Target Setting; Learner Dreams; SiSopen (school intelligent system)
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.