1. A random variable is a function that associates a numerical value with each outcome of an experiment. Random variables can be discrete, taking countable values, or continuous, taking any real values.
2. Probability distributions describe the behavior of random variables through properties like expected value and variance. The expected value indicates the average or central value, while variance measures how spread out the values are around the average.
3. Common probability distributions include the binomial, describing count outcomes of independent yes/no trials, the normal describing measurements that tend to cluster, and the Poisson describing rare events that occur independently at a constant rate.
ISM_Session_5 _ 23rd and 24th December.pptxssuser1eba67
The document discusses random variables and their probability distributions. It defines discrete and continuous random variables and their key characteristics. Discrete random variables can take on countable values while continuous can take any value in an interval. Probability distributions describe the probabilities of a random variable taking on different values. The mean and variance are discussed as measures of central tendency and variability. Joint probability distributions are introduced for two random variables. Examples and homework problems are also provided.
This document provides an overview of random variables and probability distributions. It defines discrete and continuous random variables and gives examples of each. Discrete random variables take on countable values while continuous random variables can assume any value within a range. The document also covers key concepts like the mean, variance, and probability mass/density functions of random variables. Independence and covariance of random variables are explained. Independence means the occurrence of one event does not impact the probability of another, while covariance measures how two variables change together.
This document discusses random variables and their probability distributions. It begins by defining a random variable as a variable whose values are numerical outcomes of a random experiment. Random variables can be discrete or continuous. A discrete random variable takes on a fixed set of possible values, while a continuous random variable takes values in an interval. The probability distribution of a random variable specifies its possible values and their probabilities. The mean and variance of a random variable are also discussed. The mean is a weighted average of the possible values, with weights given by each value's probability. The variance measures how spread out the values are from the mean. The law of large numbers states that as the sample size increases, the sample mean gets closer to the population mean.
This document provides an overview of one-dimensional random variables including definitions, types (discrete vs continuous), and probability distributions. It defines a random variable as a function that assigns a numerical value to each outcome of a random experiment. Random variables can be either discrete, taking on countable values, or continuous, assuming any value in an interval. The probability distribution of a discrete random variable is defined by a probability mass function, while a continuous random variable has a probability density function. Examples are given of both types of random variables and their distributions.
Theory of probability and probability distributionpolscjp
Probability refers to the likelihood of an event occurring. It can be expressed as a fraction between 0 and 1, with the total number of possible outcomes as the denominator and number of favorable outcomes as the numerator. A random variable is a value that can vary in an experiment but whose outcome is uncertain before the experiment. Probability distributions specify the probabilities of random variables taking on particular values. There are discrete and continuous probability distributions. Important discrete distributions include binomial and Poisson, while the normal distribution is the most important continuous distribution.
This document provides a study guide for inferential statistics. It introduces key concepts such as random variables, discrete and continuous random variables, and probability distributions. It discusses probability mass functions for discrete random variables and probability density functions for continuous random variables. It also defines important parameters of a distribution such as expected value, variance, and standard deviation. Examples are provided to illustrate how to calculate these parameters from probability distributions.
This document provides information on probability distributions and related concepts. It defines discrete and continuous random distributions. It explains probability distribution functions for discrete and continuous random variables and their properties. It also discusses mathematical expectation, variance, and examples of calculating these values for random variables.
This document provides an overview of random variables and probability distributions. It defines discrete and continuous random variables and gives examples. Common probability distributions like the binomial, geometric, and normal distributions are introduced along with how to calculate their key properties like mean and standard deviation. Formulas for computing probabilities and combining random variables are presented.
ISM_Session_5 _ 23rd and 24th December.pptxssuser1eba67
The document discusses random variables and their probability distributions. It defines discrete and continuous random variables and their key characteristics. Discrete random variables can take on countable values while continuous can take any value in an interval. Probability distributions describe the probabilities of a random variable taking on different values. The mean and variance are discussed as measures of central tendency and variability. Joint probability distributions are introduced for two random variables. Examples and homework problems are also provided.
This document provides an overview of random variables and probability distributions. It defines discrete and continuous random variables and gives examples of each. Discrete random variables take on countable values while continuous random variables can assume any value within a range. The document also covers key concepts like the mean, variance, and probability mass/density functions of random variables. Independence and covariance of random variables are explained. Independence means the occurrence of one event does not impact the probability of another, while covariance measures how two variables change together.
This document discusses random variables and their probability distributions. It begins by defining a random variable as a variable whose values are numerical outcomes of a random experiment. Random variables can be discrete or continuous. A discrete random variable takes on a fixed set of possible values, while a continuous random variable takes values in an interval. The probability distribution of a random variable specifies its possible values and their probabilities. The mean and variance of a random variable are also discussed. The mean is a weighted average of the possible values, with weights given by each value's probability. The variance measures how spread out the values are from the mean. The law of large numbers states that as the sample size increases, the sample mean gets closer to the population mean.
This document provides an overview of one-dimensional random variables including definitions, types (discrete vs continuous), and probability distributions. It defines a random variable as a function that assigns a numerical value to each outcome of a random experiment. Random variables can be either discrete, taking on countable values, or continuous, assuming any value in an interval. The probability distribution of a discrete random variable is defined by a probability mass function, while a continuous random variable has a probability density function. Examples are given of both types of random variables and their distributions.
Theory of probability and probability distributionpolscjp
Probability refers to the likelihood of an event occurring. It can be expressed as a fraction between 0 and 1, with the total number of possible outcomes as the denominator and number of favorable outcomes as the numerator. A random variable is a value that can vary in an experiment but whose outcome is uncertain before the experiment. Probability distributions specify the probabilities of random variables taking on particular values. There are discrete and continuous probability distributions. Important discrete distributions include binomial and Poisson, while the normal distribution is the most important continuous distribution.
This document provides a study guide for inferential statistics. It introduces key concepts such as random variables, discrete and continuous random variables, and probability distributions. It discusses probability mass functions for discrete random variables and probability density functions for continuous random variables. It also defines important parameters of a distribution such as expected value, variance, and standard deviation. Examples are provided to illustrate how to calculate these parameters from probability distributions.
This document provides information on probability distributions and related concepts. It defines discrete and continuous random distributions. It explains probability distribution functions for discrete and continuous random variables and their properties. It also discusses mathematical expectation, variance, and examples of calculating these values for random variables.
This document provides an overview of random variables and probability distributions. It defines discrete and continuous random variables and gives examples. Common probability distributions like the binomial, geometric, and normal distributions are introduced along with how to calculate their key properties like mean and standard deviation. Formulas for computing probabilities and combining random variables are presented.
This document discusses common probability distributions used in hypothesis testing. It describes discrete and continuous random variables and their probability distributions. Specifically, it covers the discrete uniform distribution, binomial distribution, and normal distribution. The normal distribution is particularly important as it is widely used in quantitative analysis due to the central limit theorem stating that sums of independent random variables are approximately normally distributed.
The document discusses random variables and probability distributions. It defines a random variable as a function that assigns a numerical value to each outcome in a sample space. Random variables can be discrete or continuous. The probability distribution of a random variable describes its possible values and the probabilities associated with each value. It then discusses the binomial distribution in detail as an example of a theoretical probability distribution. The binomial distribution applies when there are a fixed number of independent yes/no trials, each with the same constant probability of success.
This document provides an overview of key concepts in probability and statistics that are used in population genetics. It defines probability, random variables, and common probability distributions including the binomial, Poisson, normal, chi-square, gamma, and beta distributions. It also discusses concepts such as expectation, mean, and variance that are used to characterize probability distributions. The summary focuses on defining key terms and concepts rather than providing details about specific equations.
This presentation guide you through Basic Probability Theory and Statistics, those are Random Experiment, Sample Space, Random Variables, Probability, Conditional Probability, Variance, Probability Distribution, Joint Probability Distribution, Conditional Probability Distribution (CPD) and Factor.
For more topics stay tuned with Learnbay.
this materials is useful for the students who studying masters level in elect...BhojRajAdhikari5
This document discusses concepts related to continuous and discrete random variables including:
- Defining continuous random variables based on their cumulative distribution function (CDF) being continuous.
- Introducing the probability density function (PDF) as the derivative of the CDF, which indicates the probability of a continuous random variable being near a given value.
- Defining joint and conditional probability distribution functions for multiple random variables.
- Discussing statistical independence and functions of random variables.
- Introducing statistical averages like the expected value, variance, and standard deviation of random variables. Formulas for calculating these are provided.
The document discusses discrete and continuous random variables. It defines discrete random variables as variables that can take on countable values, like the number of heads from coin flips. Continuous random variables can take any value within a range, like height. The document explains how to calculate and interpret the mean, standard deviation, and probabilities of events for both types of random variables using examples like Apgar scores for babies and heights of young women.
This document discusses random variables and probability distributions. It begins by introducing random variables and how they can be either discrete or continuous. Discrete random variables can take on countable values, while continuous can take on any value within an interval. Several examples of each are given, such as number of sales (discrete) and length (continuous). The document then discusses how to describe and find the probability distribution of a discrete random variable using a graph, table, or formula. It provides an example of a probability mass function and the expected values and variance of discrete random variables. Finally, it gives an example of calculating probabilities of winning or losing a bet in roulette.
This document discusses random variables and probability distributions. It begins by introducing random variables and how they can be either discrete or continuous. Discrete random variables can take on countable values, while continuous can be any value within a given interval. Several examples of each are provided like number of sales (discrete) and length (continuous). The document then discusses exploring random variables through an activity of tossing coins and calculating the number of tails. It also covers probability distributions for discrete random variables through graphs, tables, or formulas. Expected values and variance of discrete random variables are defined using summation notation.
This document defines key statistical concepts and terminology. It discusses:
1. The definitions of statistics, variables, population, sample, parameter, statistic, descriptive statistics, inferential statistics, qualitative and quantitative data, discrete and continuous variables, and different levels of measurement.
2. It also defines concepts such as random sampling, experimental and observational studies, sampling error, and non-sampling error.
3. Finally, the document provides examples of common statistical symbols and their meanings, such as the symbols used for measures of central tendency, variance, probability, distributions, and hypothesis testing.
This document introduces key concepts related to random variables and probability distributions:
- A random variable is a function that assigns a numerical value to each possible outcome of an experiment. Random variables can be discrete or continuous.
- A probability distribution specifies the possible values of a random variable and their probabilities. For discrete random variables, this is called a probability mass function.
- Key properties of a probability distribution are that each probability is between 0 and 1, and the sum of all probabilities equals 1.
- The mean, variance, and standard deviation can be calculated from a probability distribution. The mean is the expected value, while variance and standard deviation measure dispersion around the mean.
GROUP 4 IT-A.pptx ptttt ppt ppt ppt ppt ppt pptZainUlAbedin85
This document discusses discrete random variables and their probability distributions. It defines a discrete random variable as one that has a finite or countable number of possible outcomes that can be listed. It provides examples of discrete and continuous random variables. It then explains how to construct a probability distribution for a discrete random variable by listing the possible outcomes and their probabilities, ensuring the probabilities sum to 1. It also covers how to graph a discrete probability distribution, calculate the mean, variance, and standard deviation of a discrete random variable from its probability distribution.
Chapter 4 part3- Means and Variances of Random Variablesnszakir
Statistics, study of probability, The Mean of a Random Variable, The Variance of a Random Variable, Rules for Means and Variances, The Law of Large Numbers,
Statistics and Probability-Random Variables and Probability DistributionApril Palmes
Here are the solutions to the problems:
1. a) Mean = 0.05 rotten tomatoes
b) P(x>1) = 0.03
2. a) Mean = 3.5
b) Variance = 35/12 = 2.91667
c) Standard deviation = 1.7321
3. a) Mean = $0.80
b) Variance = $2.40
4. X Probability
0 1/8
1 3/8
2 3/8
3 1/8
Probability
Random variables and Probability Distributions
The Normal Probability Distributions and Related Distributions
Sampling Distributions for Samples from a Normal Population
Classical Statistical Inferences
Properties of Estimators
Testing of Hypotheses
Relationship between Confidence Interval Procedures and Tests of Hypotheses.
Discrete probability distribution (complete)ISYousafzai
This document discusses discrete random variables. It begins by defining a random variable as a function that assigns a numerical value to each outcome of an experiment. There are two types of random variables: discrete and continuous. Discrete random variables have a countable set of possible values, while continuous variables can take any value within a range. Examples of discrete variables include the number of heads in a coin flip and the total value of dice. The document then discusses how to describe the probabilities associated with discrete random variables using lists, histograms, and probability mass functions.
Here are the probabilities of the given events:
a) Getting an odd number in a single roll of a die: 1/2
b) Getting an ace when a card is drawn from a deck: 4/52
c) Getting a number greater than 2 in a single roll of a die: 3/6 = 1/2
d) Getting a red queen when a card is drawn from a deck: 1/52
e) Getting doubles when two dice are rolled: 1/6
2 Review of Statistics. 2 Review of Statistics.WeihanKhor2
This document provides an overview of discrete probability distributions, including the binomial and Poisson distributions.
1) It defines key concepts such as random variables, probability mass functions, and expected value as they relate to discrete random variables. 2) The binomial distribution describes independent Bernoulli trials with a constant probability of success, and is used to calculate probabilities of outcomes from events like coin flips. 3) The Poisson distribution approximates the binomial when the number of trials is large and the probability of success is small. It models rare, independent events with a constant average rate and can be used for problems involving traffic accidents or natural disasters.
The document discusses cumulative distribution functions (CDFs) and probability density functions (PDFs) for continuous random variables. It provides definitions and properties of CDFs and PDFs. For CDFs, it describes how they give the probability that a random variable is less than or equal to a value. For PDFs, it explains how they provide the probability of a random variable taking on a particular value. The document also gives examples of CDFs and PDFs for exponential and uniform random variables.
Lecture 2 predicates quantifiers and rules of inferenceasimnawaz54
1) Predicates become propositions when variables are quantified by assigning values or using quantifiers. Quantifiers like ∀ and ∃ are used to make statements true or false for all or some values.
2) ∀ (universal quantifier) means "for all" and makes a statement true for all values of a variable. ∃ (existential quantifier) means "there exists" and makes a statement true if it is true for at least one value.
3) Predicates with unbound variables are neither true nor false. Binding variables by assigning values or using quantifiers turns predicates into propositions that can be evaluated as true or false.
1-Racism Consider the two films shown in class Night and Fog,.docxcatheryncouper
1-Racism:
Consider the two films shown in class "Night and Fog", and "Mr. Tanimoto's Journey". What do you think are the salient similarities, if any? What are the crucial differences? Why?
2- Slavery New & Old
Bales notes that New Slavery is very different from Old Slavery. What are some of the differences he describes? What are the links between New Slavery and the Globalized Economy?
Bales also notes that there are things we each can do to end slavery, but that this requires taking a "very dispassionate look at slaves as a commodity" (Bales 250). Why?
Finally, he suggests that activism without a broad-based explanatory framework is worse than none at all. Why does he think so? Do you agree? Why or why not?
3- Human- The Film
How, if at all, does the film "Human" resonate with or reflect themes explored in What Matters? Which of the characters was most compelling to you, and why?
4- Culture and Power Create Scarcity
Recognize that power and culture are inseparable, one does not exist without the other, and currently the dominant form of culture is based upon industrial production requiring essentially infinite energy supplies – which do not in fact exist. So we collectively face a terrible problem. And yet the greatest burden of this problem is being borne by those least able to do anything about it, while at the same time those who benefit most from the economic inequalities imposed by the culture of industrial production and imposed scarcity are unwilling or unable to recognize that things cannot continue as they are. This is our dilemma; one we must solve now or ignore and risk facing unimaginable chaos later.
Concerned about the ultimate implications of his theories about space, time and energy, Einstein pointed out that 20th century problems would never be solved by 19th century thinking. Indeed, by the same token, 21st century problems will not be solved with 20th century thinking either. The same can be said for oversimplified false dichotomies between 'conservatives' and 'liberals' and particularly 'capitalism' and 'communism'. The latter pair of binary opposites are 19th century ideas while the former are legacies of the 20th century.
We are well beyond the political and economic circumstances that informed such artificially limited conceptualizations of the human condition in many, many ways. And yet, these same tired inaccurate philosophical cages are still supposed to encompass the almost infinite variety and subtleties of contemporary global and local political economies? This is essentially the problem Einstein was concerned with when he noted the conceptual poverty of such willed ignorance. Our technological capacity has outstripped our cultural mechanisms of maintaining social control (consider greed: how much is enough?) and exacerbated our ability to impose physically violent solutions to complex and entirely negotiable problems. Our challenge now is to reassert the primacy of compassion and respect for differenc.
This document discusses common probability distributions used in hypothesis testing. It describes discrete and continuous random variables and their probability distributions. Specifically, it covers the discrete uniform distribution, binomial distribution, and normal distribution. The normal distribution is particularly important as it is widely used in quantitative analysis due to the central limit theorem stating that sums of independent random variables are approximately normally distributed.
The document discusses random variables and probability distributions. It defines a random variable as a function that assigns a numerical value to each outcome in a sample space. Random variables can be discrete or continuous. The probability distribution of a random variable describes its possible values and the probabilities associated with each value. It then discusses the binomial distribution in detail as an example of a theoretical probability distribution. The binomial distribution applies when there are a fixed number of independent yes/no trials, each with the same constant probability of success.
This document provides an overview of key concepts in probability and statistics that are used in population genetics. It defines probability, random variables, and common probability distributions including the binomial, Poisson, normal, chi-square, gamma, and beta distributions. It also discusses concepts such as expectation, mean, and variance that are used to characterize probability distributions. The summary focuses on defining key terms and concepts rather than providing details about specific equations.
This presentation guide you through Basic Probability Theory and Statistics, those are Random Experiment, Sample Space, Random Variables, Probability, Conditional Probability, Variance, Probability Distribution, Joint Probability Distribution, Conditional Probability Distribution (CPD) and Factor.
For more topics stay tuned with Learnbay.
this materials is useful for the students who studying masters level in elect...BhojRajAdhikari5
This document discusses concepts related to continuous and discrete random variables including:
- Defining continuous random variables based on their cumulative distribution function (CDF) being continuous.
- Introducing the probability density function (PDF) as the derivative of the CDF, which indicates the probability of a continuous random variable being near a given value.
- Defining joint and conditional probability distribution functions for multiple random variables.
- Discussing statistical independence and functions of random variables.
- Introducing statistical averages like the expected value, variance, and standard deviation of random variables. Formulas for calculating these are provided.
The document discusses discrete and continuous random variables. It defines discrete random variables as variables that can take on countable values, like the number of heads from coin flips. Continuous random variables can take any value within a range, like height. The document explains how to calculate and interpret the mean, standard deviation, and probabilities of events for both types of random variables using examples like Apgar scores for babies and heights of young women.
This document discusses random variables and probability distributions. It begins by introducing random variables and how they can be either discrete or continuous. Discrete random variables can take on countable values, while continuous can take on any value within an interval. Several examples of each are given, such as number of sales (discrete) and length (continuous). The document then discusses how to describe and find the probability distribution of a discrete random variable using a graph, table, or formula. It provides an example of a probability mass function and the expected values and variance of discrete random variables. Finally, it gives an example of calculating probabilities of winning or losing a bet in roulette.
This document discusses random variables and probability distributions. It begins by introducing random variables and how they can be either discrete or continuous. Discrete random variables can take on countable values, while continuous can be any value within a given interval. Several examples of each are provided like number of sales (discrete) and length (continuous). The document then discusses exploring random variables through an activity of tossing coins and calculating the number of tails. It also covers probability distributions for discrete random variables through graphs, tables, or formulas. Expected values and variance of discrete random variables are defined using summation notation.
This document defines key statistical concepts and terminology. It discusses:
1. The definitions of statistics, variables, population, sample, parameter, statistic, descriptive statistics, inferential statistics, qualitative and quantitative data, discrete and continuous variables, and different levels of measurement.
2. It also defines concepts such as random sampling, experimental and observational studies, sampling error, and non-sampling error.
3. Finally, the document provides examples of common statistical symbols and their meanings, such as the symbols used for measures of central tendency, variance, probability, distributions, and hypothesis testing.
This document introduces key concepts related to random variables and probability distributions:
- A random variable is a function that assigns a numerical value to each possible outcome of an experiment. Random variables can be discrete or continuous.
- A probability distribution specifies the possible values of a random variable and their probabilities. For discrete random variables, this is called a probability mass function.
- Key properties of a probability distribution are that each probability is between 0 and 1, and the sum of all probabilities equals 1.
- The mean, variance, and standard deviation can be calculated from a probability distribution. The mean is the expected value, while variance and standard deviation measure dispersion around the mean.
GROUP 4 IT-A.pptx ptttt ppt ppt ppt ppt ppt pptZainUlAbedin85
This document discusses discrete random variables and their probability distributions. It defines a discrete random variable as one that has a finite or countable number of possible outcomes that can be listed. It provides examples of discrete and continuous random variables. It then explains how to construct a probability distribution for a discrete random variable by listing the possible outcomes and their probabilities, ensuring the probabilities sum to 1. It also covers how to graph a discrete probability distribution, calculate the mean, variance, and standard deviation of a discrete random variable from its probability distribution.
Chapter 4 part3- Means and Variances of Random Variablesnszakir
Statistics, study of probability, The Mean of a Random Variable, The Variance of a Random Variable, Rules for Means and Variances, The Law of Large Numbers,
Statistics and Probability-Random Variables and Probability DistributionApril Palmes
Here are the solutions to the problems:
1. a) Mean = 0.05 rotten tomatoes
b) P(x>1) = 0.03
2. a) Mean = 3.5
b) Variance = 35/12 = 2.91667
c) Standard deviation = 1.7321
3. a) Mean = $0.80
b) Variance = $2.40
4. X Probability
0 1/8
1 3/8
2 3/8
3 1/8
Probability
Random variables and Probability Distributions
The Normal Probability Distributions and Related Distributions
Sampling Distributions for Samples from a Normal Population
Classical Statistical Inferences
Properties of Estimators
Testing of Hypotheses
Relationship between Confidence Interval Procedures and Tests of Hypotheses.
Discrete probability distribution (complete)ISYousafzai
This document discusses discrete random variables. It begins by defining a random variable as a function that assigns a numerical value to each outcome of an experiment. There are two types of random variables: discrete and continuous. Discrete random variables have a countable set of possible values, while continuous variables can take any value within a range. Examples of discrete variables include the number of heads in a coin flip and the total value of dice. The document then discusses how to describe the probabilities associated with discrete random variables using lists, histograms, and probability mass functions.
Here are the probabilities of the given events:
a) Getting an odd number in a single roll of a die: 1/2
b) Getting an ace when a card is drawn from a deck: 4/52
c) Getting a number greater than 2 in a single roll of a die: 3/6 = 1/2
d) Getting a red queen when a card is drawn from a deck: 1/52
e) Getting doubles when two dice are rolled: 1/6
2 Review of Statistics. 2 Review of Statistics.WeihanKhor2
This document provides an overview of discrete probability distributions, including the binomial and Poisson distributions.
1) It defines key concepts such as random variables, probability mass functions, and expected value as they relate to discrete random variables. 2) The binomial distribution describes independent Bernoulli trials with a constant probability of success, and is used to calculate probabilities of outcomes from events like coin flips. 3) The Poisson distribution approximates the binomial when the number of trials is large and the probability of success is small. It models rare, independent events with a constant average rate and can be used for problems involving traffic accidents or natural disasters.
The document discusses cumulative distribution functions (CDFs) and probability density functions (PDFs) for continuous random variables. It provides definitions and properties of CDFs and PDFs. For CDFs, it describes how they give the probability that a random variable is less than or equal to a value. For PDFs, it explains how they provide the probability of a random variable taking on a particular value. The document also gives examples of CDFs and PDFs for exponential and uniform random variables.
Lecture 2 predicates quantifiers and rules of inferenceasimnawaz54
1) Predicates become propositions when variables are quantified by assigning values or using quantifiers. Quantifiers like ∀ and ∃ are used to make statements true or false for all or some values.
2) ∀ (universal quantifier) means "for all" and makes a statement true for all values of a variable. ∃ (existential quantifier) means "there exists" and makes a statement true if it is true for at least one value.
3) Predicates with unbound variables are neither true nor false. Binding variables by assigning values or using quantifiers turns predicates into propositions that can be evaluated as true or false.
Similar to Random variables and probability distributions Random Va.docx (20)
1-Racism Consider the two films shown in class Night and Fog,.docxcatheryncouper
1-Racism:
Consider the two films shown in class "Night and Fog", and "Mr. Tanimoto's Journey". What do you think are the salient similarities, if any? What are the crucial differences? Why?
2- Slavery New & Old
Bales notes that New Slavery is very different from Old Slavery. What are some of the differences he describes? What are the links between New Slavery and the Globalized Economy?
Bales also notes that there are things we each can do to end slavery, but that this requires taking a "very dispassionate look at slaves as a commodity" (Bales 250). Why?
Finally, he suggests that activism without a broad-based explanatory framework is worse than none at all. Why does he think so? Do you agree? Why or why not?
3- Human- The Film
How, if at all, does the film "Human" resonate with or reflect themes explored in What Matters? Which of the characters was most compelling to you, and why?
4- Culture and Power Create Scarcity
Recognize that power and culture are inseparable, one does not exist without the other, and currently the dominant form of culture is based upon industrial production requiring essentially infinite energy supplies – which do not in fact exist. So we collectively face a terrible problem. And yet the greatest burden of this problem is being borne by those least able to do anything about it, while at the same time those who benefit most from the economic inequalities imposed by the culture of industrial production and imposed scarcity are unwilling or unable to recognize that things cannot continue as they are. This is our dilemma; one we must solve now or ignore and risk facing unimaginable chaos later.
Concerned about the ultimate implications of his theories about space, time and energy, Einstein pointed out that 20th century problems would never be solved by 19th century thinking. Indeed, by the same token, 21st century problems will not be solved with 20th century thinking either. The same can be said for oversimplified false dichotomies between 'conservatives' and 'liberals' and particularly 'capitalism' and 'communism'. The latter pair of binary opposites are 19th century ideas while the former are legacies of the 20th century.
We are well beyond the political and economic circumstances that informed such artificially limited conceptualizations of the human condition in many, many ways. And yet, these same tired inaccurate philosophical cages are still supposed to encompass the almost infinite variety and subtleties of contemporary global and local political economies? This is essentially the problem Einstein was concerned with when he noted the conceptual poverty of such willed ignorance. Our technological capacity has outstripped our cultural mechanisms of maintaining social control (consider greed: how much is enough?) and exacerbated our ability to impose physically violent solutions to complex and entirely negotiable problems. Our challenge now is to reassert the primacy of compassion and respect for differenc.
1-http://fluoridealert.org/researchers/states/kentucky/
2-
3-School fluoridation studies in Elk Lake, Pennsylvania, and Pike County, Kentucky--results after eight years.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1229128/?page=1
4-American Association for Dental Research Policy Statement on Community Water Fluoridation
http://journals.sagepub.com/doi/abs/10.1177/0022034518797274
5- Ground-Water Quality in Kentucky: Fluoride - University of Kentucky
http://www.uky.edu/KGS/pdf/ic12_01.pdf
6-Kentucky Oral Health Program Brochure - Cabinet for Health.
https://chfs.ky.gov/agencies/dph/dmch/cfhib/Oral%20Health%20Program/beigebrochureoralhealth80107.pdf
7-
8-
9-
PIIS00028177146263
98.pdf
746 JADA, Vol. 131, June 2000
Enamel fluorosis is a hypomineralization of the
enamel caused by the ingestion of an amount of
fluoride that is above optimal levels during
enamel formation.1,2 Clinically, the appearance of
enamel fluorosis can vary. In its mildest form, it
appears as faint white lines or streaks visible
only to trained examiners under controlled exam-
ination conditions. In its pronounced form, fluo-
rosis manifests as white mottling of the teeth in
which noticeable white lines or streaks often
have coalesced into larger opaque areas.2,3 Brown
staining or pitting of the enamel also may be
present.2,3 In its most severe form, actual break-
down of the enamel may occur.2,3
In recent years, there has been an increase in
the prevalence of children seen with enamel fluo-
A B S T R A C T
Background. Few studies have evaluated the
impact of specific fluoride sources on the prevalence of
enamel fluorosis in the population. The author con-
ducted research to determine attributable risk percent
estimates for mild-to-moderate enamel fluorosis in two
populations of middle-school–aged children.
Methods. The author recruited two groups of
children 10 to 14 years of age. One group of 429 had
grown up in nonfluoridated communities; the other
group of 234 had grown up in optimally fluoridated
communities. Trained examiners measured enamel
fluorosis using the Fluorosis Risk Index and meas-
ured early childhood fluoride exposure using a ques-
tionnaire completed by the parent. The author then
calculated attributable risk percent estimates, or the
proportion of cases of mild-to-moderate enamel fluo-
rosis associated with exposure to specific early fluo-
ride sources, based on logistic regression models.
Results. In the nonfluoridated study sample,
sixty-five percent of the enamel fluorosis cases were
attributed to fluoride supplementation under the pre-
1994 protocol. An additional 34 percent were
explained by the children having brushed more than
once per day during the first two years of life. In the
optimally fluoridated study sample, 68 percent of the
enamel fluorosis cases were explained by the children
using more than a pea-sized amount of toothpaste
during the first year of life, 13 percent by having
been inappropriately given a fluoride supple.
1. Consider our political system today, in 2019. Which groups of peo.docxcatheryncouper
1. Consider our political system today, in 2019. Which groups of people are
excluded from participating in the political process?
Please identify at least two groups of people who are excluded and engage with at least one of your colleagues and explain why you either agree or disagree with the group of people that they identified. As always, use your critical thinking skills to answer this.
2.
What speech is protected under the
first amendment
and what speech is
excluded
from first amendment protection? And why?
.
1-Ageism is a concept introduced decades ago and is defined as .docxcatheryncouper
1-Ageism is a concept introduced decades ago and is defined as “the prejudices and stereotypes that are applied to older people sheerly on the basis of their age…” (Butler, Lewis, & Sutherland, 1991).
DQ: What are some common misconceptions you have heard or believed about older adults? What can you do to dispel these myths?
2-Please use textbook as, at least, one reference.
3-Please abide by APA 7th edition format in your writing.
4-Answers should be 2-3 Paragraphs made up of 3-4 sentences each
UNIT 1 CHAPTER 4 LIFE TRANSITIONS AND HISTORY (ATTACHED)
.
1. Create a PowerPoint PowerPoint must include a minimum of.docxcatheryncouper
1.
Create a PowerPoint:
PowerPoint must include a minimum of 12 slides (including Title Slide and Reference slide). Ensure that information is cited in-text throughout the presentation. Use inspirational quotes, graphics, visual aids, and video clips to enhance your presentation. Ensure that information included on your slides is properly paraphrased and cited; the use of direct quotes is prohibited. A minimum of three sources should be included (your textbook counts); ensure sources are credible.
Once you have chosen your format, choose a type of stress (schoolwork, family, job, a relationship, etc) and answer all of the following questions:
1. Give examples that causes the stress.
2. Describe healthy coping mechanisms you can use to help with stress.
3. Discuss of the warning signs of stress is in your life.
4. Describe the short-term effects stress can have on an individual.
5. Describe the long-term effects stress can have on an individual.
.
1. Compare vulnerable populations. Describe an example of one of the.docxcatheryncouper
1. Compare vulnerable populations. Describe an example of one of these groups in the United States or from another country. Explain why the population is designated as "vulnerable." Include the number of individuals belonging to this group and the specific challenges or issues involved. Discuss why these populations are unable to advocate for themselves, the ethical issues that must be considered when working with these groups, and how nursing advocacy would be beneficial.
2.
How does the community health nurse recognize bias, stereotypes, and implicit bias within the community? How should the nurse address these concepts to ensure health promotion activities are culturally competent? Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care. Include an evidence-based article that address the cultural issue. Cite and reference the article in APA format.
.
1. Complete the Budget Challenge activity at httpswww.federa.docxcatheryncouper
1. Complete the Budget Challenge activity at: https://www.federalbudgetchallenge.org/challenges/20/pages/overview
a. Keep a record of your selections and why you decided to select them and not the other options. ( keep a record of your selections in piece of paper so you can go back and reflect on your choices in your write-up. For instance, the first choice is about investments. So, on a piece of paper write down whether you selected any of the investment choices and a quick note about why you chose (for example) to spend $30B to establish a National Infrastructure Bank but didn't select to invest in the other options.) your selections as those reflect your own personal, subjective, choices. I will grade the assignment based on whether you have provided a thoughtful written response that answers the questions posted on the instructions.
b. When you’ve finished, save your results summary page.
2. Write a 2.5+ page summary overview of your experience, discussing your budget selections and analyzing your responses. Use the following questions to guide your response, but don't be limited by them:
a. What was challenging?
b. What was easy?
c. What do your selections say about your policy priorities and political ideologies?
** source: (Author Last Name, Year, pg.)
June 2003: WAY IN THE MIDDLE OF THE AIR
“Did you hear about it?”
“About what?”
“The niggers, the niggers!”
“What about ’em?”
“Them leaving, pulling out, going away; did you hear?”
“What you mean, pulling out? How can they do that?”
“They can, they will, they are.”
“Just a couple?”
“Every single one here in the South!”
“No.”
“Yes!”
“I got to see that. I don’t believe it. Where they going — Africa?”
A silence.
“Mars.”
“You mean the planet Mars?”
“That’s right.”
The men stood up in the hot shade of the hardware porch. Someone quit lighting a pipe. Somebody else spat out into the hot dust of noon.
“They can’t leave, they can’t do that.”
“They’re doing it, anyways.”
“Where’d you hear this?”
“It’s everywhere, on the radio a minute ago, just come through.”
Like a series of dusty statues, the men came to life.
Samuel Teece, the hardware proprietor, laughed uneasily. “I wondered what happened to Silly. I sent him on my bike an hour ago. He ain’t come back from Mrs. Bordman’s yet. You think that black fool just pedaled off to Mars?”
The men snorted.
“All I say is, he better bring back my bike. I don’t take stealing from no one, by God.”
“Listen!”
The men collided irritably with each other, turning.
Far up the street the levee seemed to have broken. The black warm waters descended and engulfed the town. Between the blazing white banks of the town stores, among the tree silences, a black tide flowed. Like a kind of summer molasses, it poured turgidly forth upon the cinnamon-dusty road. It surged slow, slow, and it was men and women and horses and barking dogs, and it was little boys and girls. And from the mouths of the people partaking of this tide came the sound of a river. A summer-.
1. Connections between organizations, information systems and busi.docxcatheryncouper
1. Connections between organizations, information systems and business processes.
2. There are a number of benefits associated with cutting edge business analytics.
3. Three conditions that contribute to data redundancy and inconsistency are:
4. Network neutrality
5. Simple Object Access Protocol (SOAP).
6. Outsourcing IT-advantages and disadvantages
7. The security challenges faced by wireless networks
.
1-Experiences with a Hybrid Class Tips And PitfallsCollege .docxcatheryncouper
1-Experiences with a Hybrid Class: Tips And Pitfalls
College Teaching Methods & Styles Journal, 2006, Vol.2(2), p.9-12
Notes
This paper will discuss the author's experiences with converting a traditional classroom-based course to a hybrid class, using a mix of traditional class time and web-support. The course which was converted is a lower-level human relations class, which has been offered in both the traditional classroom-based setting and as an asynchronous online course. After approximately five years of offering the two formats independently, the author decided to experiment with improving the traditional course by adopting more of the web-based support and incorporating more research and written assignments in "out of class" time. The course has evolved into approximately 60% traditional classroom meetings and 40% assignments and other assessments out of class. The instructor's assessment of the hybrid nature of the class is that students are more challenged by the mix of research and writing assignments with traditional assessments, and the assignments are structured in such a way as to make them more "customizable" for each student. Each student can find some topics that they are interested in to pursue in greater depth as research assignments. However, the hybrid nature of the class has resulted in an increased workload for the instructor. The course has been well received by the students, who have indicated that they find the hybrid format appealing.
2-Undergraduate Research Methods: Does Size Matter? A Look at the Attitudes and Outcomes of Students in a Hybrid Class Format versus a Traditional Class Format.
Author
Gordon, Jill A.
Barnes, Christina M.
Martin, Kasey J.
Publisher
Taylor & Francis Ltd
Is Part Of
Journal of Criminal Justice Education, 2009, Vol.20 (3), p.227-249
Notes
The goal of this study is to understand if there are any variations regarding student engagement and course outcomes based on the course format. A new course format was introduced in fall of 2006 that involves a hybrid approach (large lecture with small recitations) with a higher level of student enrollment than traditional research methods courses. During the same time frame, the discipline maintained its traditional research methods courses as well. A survey was administered to all students enrolled in research methods regardless of course format in fall 2006 and spring 2007. Student responses are discussed, including information concerning the preparation, design, cost and benefits of offering a hybrid research methods course format.
3- Distance Education: Linking Traditional Classroom Rehabilitation Counseling Students with their Colleagues Using Hybrid Learning Models.
Author
Main, Doug
Dziekan, Kathryn
Publisher
Springer Publishing Company, Inc.
Is Part Of
Rehabilitation Research, Policy & Education, 2012, Vol.26 (4), p.315-321
Notes
Current distance learning technological advances allow real and virtual classrooms to unite. In this .
RefereanceSpectra.jpg
ReactionInformation.jpg
WittigReactionOfTransCinnamaldehye.docx
Wittig Reaction of trans-Cinnamaldehyde
GOAL: Identify the major isomer of the Wittig reaction
E,E-1,4-diphenyl-1,3-butadiene OR E,Z-1,4-diphenyl-1,3-butadiene
Attached are the:
1. Drawing of the overall reaction
2. Drawing of the structure of the two possible isomers
3. Reference NMR spectra of what is labeled trans, trans-1,4-diphenyl-1,3-butadiene
4. IR spectra
5. UV vis spectra
6. 1H NMR not-detailed
7. 1H NMR detailed
8. BASED ON # 4, 5 and 7 Identify the major isomer of the Wittig reaction, can the integration values of the NMR be used to give approximate percent of each isomer
IR.jpg
UV-visSpectra.jpg
NMR.jpg
NMR-DeterminePredominantIsomer.jpg
...
Reconciling the Complexity of Human DevelopmentWith the Real.docxcatheryncouper
Reconciling the Complexity of Human Development
With the Reality of Legal Policy
Reply to Fischer, Stein, and Heikkinen (2009)
Laurence Steinberg Temple University
Elizabeth Cauffman University of California, Irvine
Jennifer Woolard Georgetown University
Sandra Graham University of California, Los Angeles
Marie Banich University of Colorado
The authors respond to both the general and specific con-
cerns raised in Fischer, Stein, and Heikkinen’s (2009)
commentary on their article (Steinberg, Cauffman, Wool-
ard, Graham, & Banich, 2009), in which they drew on
studies of adolescent development to justify the American
Psychological Association’s positions in two Supreme
Court cases involving the construction of legal age bound-
aries. In response to Fischer et al.’s general concern that
the construction of bright-line age boundaries is inconsis-
tent with the fact that development is multifaceted, variable
across individuals, and contextually conditioned, the au-
thors argue that the only logical alternative suggested by
that perspective is impractical and unhelpful in a legal
context. In response to Fischer et al.’s specific concerns
that their conclusion about the differential timetables of
cognitive and psychosocial maturity is merely an artifact of
the variables, measures, and methods they used, the au-
thors argue that, unlike the alternatives suggested by Fi-
scher et al., their choices are aligned with the specific
capacities under consideration in the two cases. The au-
thors reaffirm their position that there is considerable
empirical evidence that adolescents demonstrate adult lev-
els of cognitive capability several years before they evince
adult levels of psychosocial maturity.
Keywords: policy, science, adolescent development, chro-
nological age
In our article (Steinberg, Cauffman, Woolard, Graham,& Banich, 2009, this issue), we asked whether therewas scientific justification for the different positions
taken by the American Psychological Association (APA) in
two related Supreme Court cases—Hodgson v. Minnesota
(1990; a case concerning minors’ competence to make
independent decisions about abortion, in which APA ar-
gued that adolescents were just as mature as adults) and
Roper v. Simmons (2005; a case about the constitutionality
of the juvenile death penalty, in which APA argued that
adolescents were not as mature as adults). On the basis of
our reading of the extant literature in developmental psy-
chology, as well as findings from a recent study of our own,
we concluded that the capabilities relevant to judging in-
dividuals’ competence to make autonomous decisions
about abortion reach adult levels of maturity earlier than do
capabilities relevant to assessments of criminal culpability,
and that it was therefore reasonable to draw different age
boundaries between adolescents and adults in each in-
stance.
In their commentary on our article, Fischer, Stein, and
Heikkinen (2009, this issue) raised both general and spe-
cif ...
Reexamine the three topics you picked last week and summarized. No.docxcatheryncouper
Reexamine the three topics you picked last week and summarized. Now, break out each case into a list of ethical and legal considerations that might help to analyze each case—summarize the considerations in two paragraphs for each case.
For each case, also ask one legal and one ethical question that might present. Consider the principles of ethics from Week 1 and the laws addressed this week. You should also use outside references to dig deeper into each case for your list.
3 topics identified in paper below from last week
· The Principal of Justice
· Autonomy
· Non-maleficence
Health Care Ethics
Health care ethics is a set of beliefs, moral principles and values that guide health care centers and related institutions to make choices with regard to medical care. Some health ethics include: respect for autonomy, justice and non-maleficence (Percival, 1849).
The principle of justice in health care ensures that there is respect for people’s rights, fair distribution of health resources and respect for laws that are morally acceptable. There are mainly two elements in this principle; equity and equality. Equity ensure that are all cases have equal access to treatment regardless of the patients’ status in ethnic background, age, sexuality, legal capacity, disability, insurance cover or any other discriminating factors.
It is important to study this ethical issue of justice since there have been an increasing report of doctors and medical staff failing to administer certain treatment services to certain kind of patients. Consequently, there have been debates in countries such as the UK over the refusal to give expensive treatment to patients who are likely to benefit from the treatment but cannot afford it. One ethical in the principle of justice is as to whether the health care center is creating an environment for sensible and fair use of health care resources and no particular type of patients are shun away or stigmatized. The legal question is whether the health care center is breaking the law against inequality and discrimination particularly racism, tribalism, gender insensitivity and other discrimination noted and prohibited in the country’s constitution.
The second area of health care ethics is respect for autonomy. Autonomy means self-determination or self-rule. Hence, this principle stipulates that one should be allowed to direct their health life according to their personal rationale. The patients have a right to determine their own destiny freely and independently as well as having their decision respected (Pollard, 1993).
This principle is important for study because not many people would not want to be treated as those with dementia; a disease involving loss of mental power. Many people are afraid of the prospect of not being able to decide their own fate and exercise self-determination. An ethical question in this principle of respect for autonomy is whether the health care center ensures that the patient is provided with ...
Reconstruction
Dates:
The Civil War?_________
Reconstruction? ________
9-9-12
*
*
9/7/2010
Foner Chapter 15
"What Is Freedom?": Reconstruction, 1865–1877
*
After the Civil War, freed slaves and white allies in the North and South attempted to redefine the meaning and boundaries of American freedom. Freedom, once for whites only, now incorporated black Americans. By rewriting laws, African-Americans, for the first time, would be recognized as citizens with equal rights and the right to vote, even in the South. Blacks created their own schools, churches, and other institutions. Though many of Reconstruction’s achievements were short-lived and defeated by violence and opposition, Reconstruction laid the basis for future freedom struggles.
Introduction: Sherman Land
From the Plantation to the Senate
*
After the Civil War, freed slaves and white allies in the North and South attempted to redefine the meaning and boundaries of American freedom. Freedom, once for whites only, now incorporated black Americans. By rewriting laws, African Americans, for the first time, would be recognized as citizens with equal rights and the right to vote, even in the South. Blacks created their own schools, churches, and other institutions. Though many of Reconstruction’s achievements were short-lived and defeated by violence and opposition, Reconstruction laid the basis for future freedom struggles.
Click image to launch video
Q: Chapter 15 includes a new comparative discussion on the aftermath of slavery in various Western Hemisphere societies. You see important commonalities in the struggle over land and labor in post-Emancipation societies. How do you situate the experiences of former slaves in the United States in this borrowed content.
A: Well, just as slavery was a hemispheric institution, so was emancipation. It’s useful for us in thinking about the aftermath of slavery in the United States, the Reconstruction era and after to see what happened to other slaves in places where slavery was abolished. What you see is a similar set of issues and conquests taking place everywhere slaves desire land of their own—this is the No. 1 thing, they want autonomy, they want independence from white control. All of these regions are agricultural, everywhere former slaves demand land. In some places they get land fairly effectively, like in Jamaica, West Indies, where there’s a lot of unoccupied land they can take. In some places they don’t, but that battle to who’s going to have access to land and economic resources is a commonality in the aftermath of slavery. So too is the effort of local plantation owners trying to get the plantation going again and to force slaves to work back on the plantations, or if not, to bring labor from somewhere else—in the West Indies they bring workers from China, from India, from southeast Asia to replace slaves who were moving off on land of their own. They can’t quite do that in the United States—they tried to bring ...
Record, Jeffrey. The Mystery Of Pearl Harbor. Military History 2.docxcatheryncouper
Record, Jeffrey. "The Mystery Of Pearl Harbor." Military History 28.5 (2012): 28-39.Academic Search Complete. Web. 10 Dec. 2013.
According to the article "The Mystery of Pearl Harbor," it briefly examines the reason why Japan starts a war with the United States. On December 7th, 1941, Japan with about 182 aircrafts from the first assault invade U.S. Pacific fleet of Pearl Harbor. Japan's ultimate goal was to overthrow East Asia. The main point of this article is mainly for Japan's goal for economic security and determined to achieve their goal to conquer East Asia. Moreover, they wouldn't let U.S. stop them. Japan was humiliated to be dependent on the United States, including American imported oil. Ultimately, they fought a war that could not won since U.S. was more superior. United States outproduce Japan in every category of ammunition and armaments. If someone were to ask me what this article was about, I would say that this article is an inevitable defeat from Japan.
I believe this source was definitely helpful. This article made me realize how important Pearl Harbor is. If anything, we could have lost to the Japanese and everything would change. Personally, I believe our army played a significant role during the war between Japan and United States. I believe that this source is reliable. This source can be slightly biased because in the article, it says “If the Pacific War was inevitable, was not Japan's crushing defeat as well? If so, then why did Japan start a war that, as British strategist Colin Gray has argued, it "was always going to lose?”
This article can clearly be used for a American history classes. Several of the first paragraphs include a clear understanding and a great topic for students to discuss. This would benefit students who does not know anything about Pearl Harbor. This would be appropriate for students to realize what America has been through during the 1940’s. I admit I now have a better understanding of Pearl Harbor, this article enhanced my perspective and changed the way I view it.
Hanyok, Robert J. "The Pearl Harbor Warning That Never Was." Naval History 23.2 (2009): 50-53. Academic Search Complete. Web. 11 Dec. 2013.
This article particularly argues that Americans believe that the surprising attack from Japan Navy planes could not have happened without some sort of conspiracy or warning. Without a doubt, Americans thought that U.S. political and military leaders kept this serious warning from Pearl Harbor’s commanders. Furthermore, the National Security Agency Documentary, “West Wind Clear seemed to be not found. Robert Hanyok’s attempted to clear up the issue and as a result, the warning for the chief Navy doe- breaker was just a figment of his imagination.
I believe that this article offers reliable sources. Hanyok provides source documents for historical scholars and researchers. This article was extremely helpful due to the controversy with the “West Wind Clear. The goal of this article was basically des ...
Reasons for Not EvaluatingReasons from McCain, D. V. (2005). Eva.docxcatheryncouper
Reasons for Not Evaluating
Reasons from McCain, D. V. (2005). Evaluation basics. Arlington, VA: ASTD Press, pp. 14-16.
Below are reasons to not evaluate, but there are things you can do to overcome these reasons!
· Click Edit (upper right on the tool bar) to get into edit mode.
· Add at least 2 ideas to the page to overcome one or more of these reasons for not evaluating. Please explain in enough detail that someone reading this wiki will be able to understand it!
· Add your name in parenthesis after your idea so we know who contributed which idea!
· Click Save (upper right on tool bar) to save your changes.
1. Evaluation requires a particular skill set.
· Doing evaluation requires no particular skill. It only requires a desire to look into it a course or program and ask the right questions that would answer the whether or not the course was effective. There are many tools that would help in doing an evaluation. (D. Clark)
· Skills can be learned. Learning to evaluate is simply another avenue of training. If the skills to evaluate do not exist in your organization then the training may need to start at the Trainer level before moving on to more organizational specific training, (D Casper)
2. Evaluation is not a priority.
· In order to make progress in any learning environment, it is necessary to initiate check points and measurements producing an evaluation of knowledge (Valle)
· Evaluation is never a priority until things are going bad and the reason is not clear, Evaluation helps us understand where the issues are. (Jim K)
3. Evaluation is not required.
· Currently, as students we are being evaluated to check in our progress ion order to measure our understanding of the tasks given. We get a grade, it is required for this course.(Valle)
· Why are you only providing what is required? Why not go a little further and make the training better? (J. Sprague)
4. Evaluation can result in criticism.
· In order to grow as a person or a company we all need criticism, of course this needs presented in a positive light and in a way that people can learn and grow. (Jim K)
· In today's culture where everybody gets a trophy or everybody gets an "A" no matter how they perform it is not "PC" to criticize someone and hurt their feelings! Criticism is what motivated me to succeed and go beyond just what is normal! We need to stop equating "Criticism" with "Fault Finding" and realize we do more harm than good by not pointing out shortcomings and errors. (D Casper)
5. You can't measure training.
· In my place of work in the industry, we had to measure training. Time was spent in educating employees into new ways to create a product, cost effectiveness, supply management chain and distribution. Measuring effectiveness of the training was in direct correlation with the success of the given product into market.(Valle)
· You can always measure whether or not the training was successful. The key is to look for the right types of measurements. It may be measured ...
Recognize Strengths and Appreciate DifferencesPersonality Dimens.docxcatheryncouper
This document provides information about personality types based on the Personality Dimensions system. It discusses introverts and extraverts, analyzing the key differences in their preferences, strengths, challenges, and tips for thriving at work. Introverts are described as preferring solitary activities to recharge, while extraverts gain energy from social interaction. The document also provides a detailed analysis of the Inquiring Green personality type, including their needs, strengths, challenges, and tips for managing them at work.
Real-World DecisionsHRM350 Version 21University of Phoe.docxcatheryncouper
Real-World Decisions
HRM/350 Version 2
1
University of Phoenix Material
Real-World Decisions
Read the following scenarios, which represent real-world decisions, and respond to each in 150 to 200 words.
Scenario One
You are the director of production at a multinational company. Your position is in Tokyo, Japan. Recently, this division experienced production quota problems. You determine that you must identify a team leader who will lead the work team to tackle the problem. You identify several possible team leaders, including Joan, a manager who is an expatriate US citizen and has recently arrived in your company’s Japanese office. You are also aware of Bob, a European national who has worked at the facility for about a year. His experience includes reengineering production processes at one of the company’s production facilities in Europe. The final candidate is Noriko, a Japanese national who has been at the facility for several years.
Questions
The team you assemble is composed of American expatriates and Japanese nationals. Compare the three candidates for the position. Based on cultural norms and traditions, what cultural factors and management styles may benefit or present obstacles for others on the team? Explain.
Response
Scenario Two
You have been assigned to an overseas position with your company. The local government of the host country offers gifts periodically to senior management as a way of thanking them for opening a facility and employing locals. These gifts include cash or merchandise into the thousands of dollars. Typically, to refuse a gift is considered an insult. Your country’s policy is to prohibit employees from accepting anything from clients and customers of more than $50. Your employer values its relationship with the host country and government officials, and it intends to continue operating in the venue.
Questions
How would you address a situation where you are presented with a gift of more than $50? Explain your rationale. How could your actions affect your company? How could your decision affect your working relationship with your company’s and the host country’s officials?
Response
Scenario Three
Christine, the leading expert in information technology (IT) organizational design, works for a large consulting firm and has been asked to work on a temporary assignment in Saudi Arabia. One of her firm’s biggest revenue-generating customers is embarking on an initiative to redesign the IT structure to improve efficiency and effectiveness, and to align the business unit’s output with the organization’s strategic objectives. The customer has read research reports and articles Christine has published, and the chief executive officer has asked Christine to handle this project. She is excited about the professional challenge of the assignment, but she is unsure of adopting customs and practices in a Muslim country.
Questions
Discuss the ethical considerations for Christine and her company. What implications m ...
Real Clear PoliticsThe American Dream Not Dead –YetBy Ca.docxcatheryncouper
Real Clear Politics
“The American Dream: Not Dead –Yet
By Carl M. Cannon and Tom Bevan
March 6, 2019
Solid pluralities of Americans think their country is heading in the wrong direction, have lost faith in its prominent public institutions, and believe both major political parties are an impediment to realizing the American Dream. Nonetheless, that dream persists – threatened, yes, but not nearly dead.
These are the findings in the latest poll from RealClear Opinion Research, focusing on how Americans view their future possibilities and how much economic guidance and oversight should be provided by government. The answers provide a road map for the 2020 election season.
Nearly four times as many respondents say the American Dream is “alive and well” for them personally (27 percent) as those who say it’s “dead” (7 percent). The overwhelming majority express a more nuanced outlook. Two-thirds of those surveyed believe the American Dream is under moderate to severe duress: 37 percent say it is “alive and under threat” while another 28 percent say it is “under serious threat, but there is still hope.”
“In this poll, most people are telling us that the American Dream isn’t working as they believe it should be,” said John Della Volpe, polling director of RealClear Opinion Research. “The overwhelming number of people are not seeing the fruits of working hard, whether it’s through a professional (finances) or a personal (happiness) lens.”
The panel of 2,224 registered voters was probed for its views on other foundational aspects of 21st century American civic life, including their views of capitalism and socialism, and how they see the future unfolding for the younger generation of Americans.
Asked, for example, whether the American Dream is alive for those under 18 years of age, the attitudes were decidedly pessimistic -- especially among Baby Boomers and the so-called Silent Generation (Americans born between the mid-1920 and mid-1940s), those who have been in control of our public and private institutions for decades. While 23 percent of Baby Boomers and Silent Generation voters say the American Dream is alive for them (already the lowest percentage among all age groups) only 15 percent say they believe it will be there for the next generation.
Measuring attitudes about the American Dream means different things to different people. For this survey, RealClear Opinion Research defined it for the poll respondents by using Merriam-Webster’s dictionary, which describes the American Dream as “a happy way of living that can be achieved by anyone in the U.S. especially by working hard and becoming successful.”
As one would expect, perceptions of the health of this idea differ by party, age, education and class. Among the most striking findings in the survey were the variances by ethnicity. Asian-Americans are the most likely to say the American Dream is working for them (41 percent) – twice the percentage as Hispanics. Despite such differences, ...
Recommended Reading for both Papers.· Kolter-Keller, Chapter17 D.docxcatheryncouper
Recommended Reading for both Papers.
· Kolter-Keller, Chapter17 Designing & Managing Integrated Marketing Communications
· Kolter-Keller, Chapter18 Managing Mass Communications: Advertising, Sales Promotions, Events & Experiences and Public Relations
· Kolter-Keller, Chapter19 Managing Personal Communications: Direct and Interactive Marketing, Word of Mouth and Personal Selling
· PDF link to Kolter_keller 14th edition :
· http://socioline.ru/files/5/283/kotler_keller_-_marketing_management_14th_edition.pdf
· Keller,K.L.(2001).Mastering the Marketing Communications Mix: Micro and Macro Perspectives on Integrated Marketing Communication Programs. Journal of Marketing Management, Sep2001, Vol. 17 (7/8), 819-84.
· Luo, Xueming and Donthu, Naveen; Marketing's Credibility: A Longitudinal Investigation of Marketing Communication Productivity and Shareholder Value; The Journal of Marketing. Oct., 2006, Vol. 70, Issue 4, p70-91.
· Wright, E., Khanfar, N.M., Harrington, C., & Kizer,L.E. (2010). The Lasting Effects Of Social Media Trends On Advertising.Journal of Business & Economics Research, Vol. 8 (11), 73-80
Grading Rubric for both papers
· Identifies all or most of the key issues presented by the case.
· Discussion of issues reflects strong critical thinking and analytical skill.
· Discussion/analysis makes all or most of the recommendations called for by the case issues.
· Recommendations are supported by data from all or most of the relevant case facts and exhibits data.
· Data are creatively manipulated and applied. Discussion and recommendations are presented clearly, logically, and succinctly with no or few grammatical or other errors.
· Discussion/analysis reflects strong understanding of principles presented in course readings/materials.
· Where relevant, discussion/analysis employs proper APA style. Length limitations and other form/format requirements (if any) are followed.
1.The Changing Communications Environment 2 pages
Emerging media technologies have vastly empowered customers to decide whether or how they want to receive commercial content. Consumers are no longer passive recipients of marketing communications and the real challenge for a marketer is how to regain the customers’ attention through the clutter.
1 Web-based technologies can be combined with traditional media to build a successful marketing communication campaign. Cite two specific examples of companies/brands using this combination approach and discuss what made these campaigns successful. Did the two use similar techniques?
With the help of relevant examples, can you describe how modern technologies can be used to promote interactivity between the product and the customers? In this context discuss the use of social media to generate excitement around a brand. Can you cite any recently launched new products that have managed to achieve this?
2.Personal Application Paper, one and a half pages
Provide a detailed overview of Procter and Gamb ...
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Random variables and probability distributions Random Va.docx
1. Random variables and probability distributions
Random Variable
The outcome of an experiment need not be a number, for
example, the outcome when a
coin is tossed can be 'heads' or 'tails'. However, we often want
to represent outcomes
as numbers. A random variable is a function that associates a
unique numerical value
with every outcome of an experiment. The value of the random
variable will vary from
trial to trial as the experiment is repeated.
There are two types of random variable - discrete and
continuous.
A random variable has either an associated probability
distribution (discrete random
variable) or probability density function (continuous random
variable).
Examples
1. A coin is tossed ten times. The random variable X is the
number of tails that are
noted. X can only take the values 0, 1, ..., 10, so X is a discrete
random variable.
2. A light bulb is burned until it burns out. The random variable
Y is its lifetime in
2. hours. Y can take any positive real value, so Y is a continuous
random variable.
Expected Value
The expected value (or population mean) of a random variable
indicates its average or
central value. It is a useful summary value (a number) of the
variable's distribution.
Stating the expected value gives a general impression of the
behaviour of some random
variable without giving full details of its probability
distribution (if it is discrete) or its
probability density function (if it is continuous).
Two random variables with the same expected value can have
very different
distributions. There are other useful descriptive measures which
affect the shape of the
distribution, for example variance.
The expected value of a random variable X is symbolised by
E(X) or µ.
If X is a discrete random variable with possible values x1, x2,
x3, ..., xn, and p(xi)
denotes P(X = xi), then the expected value of X is defined by:
where the elements are summed over all values of the random
variable X.
http://www.stats.gla.ac.uk/steps/glossary/probability_distributio
ns.html#discvar
3. http://www.stats.gla.ac.uk/steps/glossary/probability_distributio
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ns.html#variance
If X is a continuous random variable with probability density
function f(x), then the
expected value of X is defined by:
Example
Discrete case : When a die is thrown, each of the possible faces
1, 2, 3, 4, 5, 6 (the xi's)
has a probability of 1/6 (the p(xi)'s) of showing. The expected
value of the face showing
is therefore:
µ = E(X) = (1 x 1/6) + (2 x 1/6) + (3 x 1/6) + (4 x 1/6) + (5 x
1/6) + (6 x 1/6) = 3.5
Notice that, in this case, E(X) is 3.5, which is not a possible
value of X.
See also sample mean.
Variance
The (population) variance of a random variable is a non-
negative number which gives
an idea of how widely spread the values of the random variable
are likely to be; the
larger the variance, the more scattered the observations on
average.
Stating the variance gives an impression of how closely
4. concentrated round the
expected value the distribution is; it is a measure of the 'spread'
of a distribution about
its average value.
Variance is symbolised by V(X) or Var(X) or
The variance of the random variable X is defined to be:
where E(X) is the expected value of the random variable X.
Notes
a. the larger the variance, the further that individual values of
the random variable
(observations) tend to be from the mean, on average;
b. the smaller the variance, the closer that individual values of
the random variable
(observations) tend to be to the mean, on average;
c. taking the square root of the variance gives the standard
deviation, i.e.:
d. the variance and standard deviation of a random variable are
always non-
negative.
See also sample variance.
http://www.stats.gla.ac.uk/steps/glossary/presenting_data.html#
sampmean
http://www.stats.gla.ac.uk/steps/glossary/presenting_data.html#
sampvar
5. Probability Distribution
The probability distribution of a discrete random variable is a
list of probabilities
associated with each of its possible values. It is also sometimes
called the probability
function or the probability mass function.
More formally, the probability distribution of a discrete random
variable X is a function
which gives the probability p(xi) that the random variable
equals xi, for each value xi:
p(xi) = P(X=xi)
It satisfies the following conditions:
a.
b.
Cumulative Distribution Function
All random variables (discrete and continuous) have a
cumulative distribution function. It
is a function giving the probability that the random variable X
is less than or equal to x,
for every value x.
Formally, the cumulative distribution function F(x) is defined to
be:
6. for
For a discrete random variable, the cumulative distribution
function is found by summing
up the probabilities as in the example below.
For a continuous random variable, the cumulative distribution
function is the integral of
its probability density function.
Example
Discrete case : Suppose a random variable X has the following
probability distribution
p(xi):
xi
0 1 2 3 4 5
p(xi)
1/32 5/32 10/32 10/32 5/32 1/32
This is actually a binomial distribution: Bi(5, 0.5) or B(5, 0.5).
The cumulative distribution
function F(x) is then:
xi
0 1 2 3 4 5
7. F(xi)
1/32 6/32 16/32 26/32 31/32 32/32
F(x) does not change at intermediate values. For example:
F(1.3) = F(1) = 6/32
F(2.86) = F(2) = 16/32
Probability Density Function
The probability density function of a continuous random
variable is a function which can
be integrated to obtain the probability that the random variable
takes a value in a given
interval.
More formally, the probability density function, f(x), of a
continuous random variable X is
the derivative of the cumulative distribution function F(x):
Since it follows that:
If f(x) is a probability density function then it must obey two
conditions:
a. that the total probability for all possible values of the
continuous random variable
X is 1:
8. b. that the probability density function can never be negative:
f(x) > 0 for all x.
Discrete Random Variable
A discrete random variable is one which may take on only a
countable number of
distinct values such as 0, 1, 2, 3, 4, ... Discrete random
variables are usually (but not
necessarily) counts. If a random variable can take only a finite
number of distinct values,
then it must be discrete. Examples of discrete random variables
include the number of
children in a family, the Friday night attendance at a cinema,
the number of patients in a
doctor's surgery, the number of defective light bulbs in a box of
ten.
Compare continuous random variable.
http://www.stats.gla.ac.uk/steps/glossary/probability_distributio
ns.html#contvar
Continuous Random Variable
A continuous random variable is one which takes an infinite
number of possible values.
Continuous random variables are usually measurements.
Examples include height,
weight, the amount of sugar in an orange, the time required to
run a mile.
Compare discrete random variable.
9. Independent Random Variables
Two random variables X and Y say, are said to be independent
if and only if the value of
X has no influence on the value of Y and vice versa.
The cumulative distribution functions of two independent
random variables X and Y are
related by
F(x,y) = G(x).H(y)
where
G(x) and H(y) are the marginal distribution functions of X and
Y for all pairs (x,y).
Knowledge of the value of X does not effect the probability
distribution of Y and vice
versa. Thus there is no relationship between the values of
independent random
variables.
For continuous independent random variables, their probability
density functions are
related by
f(x,y) = g(x).h(y)
where
g(x) and h(y) are the marginal density functions of the random
variables X and Y
respectively, for all pairs (x,y).
For discrete independent random variables, their probabilities
10. are related by
P(X = xi ; Y = yj) = P(X = xi).P(Y=yj)
for each pair (xi,yj).
Probability-Probability (P-P) Plot
A probability-probability (P-P) plot is used to see if a given set
of data follows some
specified distribution. It should be approximately linear if the
specified distribution is the
correct model.
http://www.stats.gla.ac.uk/steps/glossary/probability_distributio
ns.html#discvar
http://www.stats.gla.ac.uk/steps/glossary/probability_distributio
ns.html#cdf
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ns.html#probdistn
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ns.html#contvar
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ns.html#discvar
The probability-probability (P-P) plot is constructed using the
theoretical cumulative
distribution function, F(x), of the specified model. The values
in the sample of data, in
order from smallest to largest, are denoted x(1), x(2), ..., x(n).
For i = 1, 2, ....., n, F(x(i)) is
plotted against (i-0.5)/n.
Compare quantile-quantile (Q-Q) plot.
11. Quantile-Quantile (QQ) Plot
A quantile-quantile (Q-Q) plot is used to see if a given set of
data follows some specified
distribution. It should be approximately linear if the specified
distribution is the correct
model.
The quantile-quantile (Q-Q) plot is constructed using the
theoretical cumulative
distribution function, F(x), of the specified model. The values
in the sample of data, in
order from smallest to largest, are denoted x(1), x(2), ..., x(n).
For i = 1, 2, ....., n, x(i) is
plotted against F
-1
((i-0.5)/n).
Compare probability-probability (P-P) plot.
Normal Distribution
Normal distributions model (some) continuous random
variables. Strictly, a Normal
random variable should be capable of assuming any value on the
real line, though this
requirement is often waived in practice. For example, height at
a given age for a given
gender in a given racial group is adequately described by a
Normal random variable
even though heights must be positive.
12. A continuous random variable X, taking all real values in the
range is said to
follow a Normal distribution with parameters µ and if it has
probability density function
We write
This probability density function (p.d.f.) is a symmetrical, bell-
shaped curve, centred at
its expected value µ. The variance is .
http://www.stats.gla.ac.uk/steps/glossary/probability_distributio
ns.html#cdf
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ns.html#qqplot
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ns.html#cdf
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ns.html#cdf
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ns.html#ppplot
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ns.html#contvar
http://www.stats.gla.ac.uk/steps/glossary/probability_distributio
ns.html#pdf
Many distributions arising in practice can be approximated by a
Normal distribution.
Other random variables may be transformed to normality.
13. The simplest case of the normal distribution, known as the
Standard Normal
Distribution, has expected value zero and variance one. This is
written as N(0,1).
Examples
Poisson Distribution
Poisson distributions model (some) discrete random variables.
Typically, a Poisson
random variable is a count of the number of events that occur in
a certain time interval
or spatial area. For example, the number of cars passing a fixed
point in a 5 minute
interval, or the number of calls received by a switchboard
during a given period of time.
A discrete random variable X is said to follow a Poisson
distribution with parameter m,
written X ~ Po(m), if it has probability distribution
where
x = 0, 1, 2, ..., n
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ns.html#expval
http://www.stats.gla.ac.uk/steps/glossary/probability_distributio
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14. ns.html#discvar
m > 0.
The following requirements must be met:
a. the length of the observation period is fixed in advance;
b. the events occur at a constant average rate;
c. the number of events occurring in disjoint intervals are
statistically independent.
The Poisson distribution has expected value E(X) = m and
variance V(X) = m; i.e. E(X)
= V(X) = m.
The Poisson distribution can sometimes be used to approximate
the Binomial
distribution with parameters n and p. When the number of
observations n is large, and
the success probability p is small, the Bi(n,p) distribution
approaches the Poisson
distribution with the parameter given by m = np. This is useful
since the computations
involved in calculating binomial probabilities are greatly
reduced.
Examples
Binomial Distribution
Binomial distributions model (some) discrete random variables.
15. Typically, a binomial random variable is the number of
successes in a series of trials, for
example, the number of 'heads' occurring when a coin is tossed
50 times.
A discrete random variable X is said to follow a Binomial
distribution with parameters n
and p, written X ~ Bi(n,p) or X ~ B(n,p), if it has probability
distribution
where
x = 0, 1, 2, ......., n
http://www.stats.gla.ac.uk/steps/glossary/probability_distributio
ns.html#indepevents
http://www.stats.gla.ac.uk/steps/glossary/probability_distributio
ns.html#binodistn
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ns.html#binodistn
http://www.stats.gla.ac.uk/steps/glossary/probability_distributio
ns.html#discvar
n = 1, 2, 3, .......
p = success probability; 0 < p < 1
The trials must meet the following requirements:
a. the total number of trials is fixed in advance;
b. there are just two outcomes of each trial; success and failure;
c. the outcomes of all the trials are statistically independent;
d. all the trials have the same probability of success.
16. The Binomial distribution has expected value E(X) = np and
variance V(X) = np(1-p).
Examples
Geometric Distribution
Geometric distributions model (some) discrete random
variables. Typically, a Geometric
random variable is the number of trials required to obtain the
first failure, for example,
the number of tosses of a coin untill the first 'tail' is obtained,
or a process where
components from a production line are tested, in turn, until the
first defective item is
found.
A discrete random variable X is said to follow a Geometric
distribution with parameter p,
written X ~ Ge(p), if it has probability distribution
P(X=x) = p
x-1
(1-p)
x
where
x = 1, 2, 3, ...
p = success probability; 0 < p < 1
http://www.stats.gla.ac.uk/steps/glossary/probability_distributio
18. Uniform Distribution
Uniform distributions model (some) continuous random
variables and (some) discrete
random variables. The values of a uniform random variable are
uniformly distributed
over an interval. For example, if buses arrive at a given bus stop
every 15 minutes, and
you arrive at the bus stop at a random time, the time you wait
for the next bus to arrive
could be described by a uniform distribution over the interval
from 0 to 15.
A discrete random variable X is said to follow a Uniform
distribution with parameters a
and b, written X ~ Un(a,b), if it has probability distribution
P(X=x) = 1/(b-a)
where
x = 1, 2, 3, ......., n.
A discrete uniform distribution has equal probability at each of
its n values.
http://www.stats.gla.ac.uk/steps/glossary/probability_distributio
ns.html#outcome
http://www.stats.gla.ac.uk/steps/glossary/probability_distributio
ns.html#indepevents
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ns.html#variance
20. /n. The larger the value
of the sample size n, the better the approximation to the normal.
This is very useful when it comes to inference. For example, it
allows us (if the sample
size is fairly large) to use hypothesis tests which assume
normality even if our data
appear non-normal. This is because the tests use the sample
mean , which the
Central Limit Theorem tells us will be approximately normally
distributed.
Random variables and probability distributions
Mid-Term Exam
1. The following data set shows the number of hours of sick
leave that some of the
employees of Bastien’s, Inc. have taken during the first quarter
of the year.(20 points)
19 22 27 24 28 12
23 47 11 55 25 42
36 25 34 16 45 49
12 20 28 29 21 10
59 39 48 32 40 31
21. a. Develop a frequency distribution for the above data (Let the
width of your class be 10
units and start your first class as 10-19)
b. Develop a relative frequency distribution and percent
frequency distribution for the
data
c. Develop a cumulative frequency distribution
d. How many employers have taken less than 40 hours of sick
leave?
2. A researcher has obtained the number of hours worked per
week during the summer for a
sample of fifteen students. Please make sure you must use the
manual procedure
explained in your textbook in chapter 3. You should also show
mathematical steps
in detail. Your answer will be marked down by 50% if you just
include the final
answer.(20 points)
40 25 35 30 20 40 30 20 40 10 30 20 10 5 20
a. Calculate mean, range, and standard deviation.
22. b. Calculate 40
th
percentile and median.
3. Assume you have applied for two jobs A and B. The
probability that you get an offer for
job A is 0.23. The probability of being offered job B is 0.19.
The probability of getting at
least one of the jobs is 0.38. You should also show
mathematical steps in detail. Your
answer will be marked down by 50% if you just include the
final answer. (20 points)
a. What is the probability that you will be offered both jobs?
b. Are events A and B mutually exclusive? Why or why not?
Explain.
4. The average starting salary of this year’s graduates of a large
university (LU) is $10,000
with a standard deviation of $5,000. Furthermore, it is known
the starting salaries are
normally distributed. You should also show mathematical steps
in detail. Your
23. answer will be marked down by 50% if you just include the
final answer. (30 points)
a. What is the probability that a randomly selected LU graduate
will have a starting
salary of at least $20,500?
b. The sample size for a large university (LU) is 150,000 this
year, and individuals with
starting salaries of less than $15,600 receive a low income tax
break. How many of
the LU graduates will receive a low income tax break?