Tools of the Trade: First Generation SAT Preparation: Best Practices for Overcoming Barriers and Motivating Students (The Princeton Review Foundation Presentation)
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Which tribe posed the greatest threat to the settlement of Texas?
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METHOD
1980
2002
Punch cards
18.5
15.5
Lever machines
36.7
10.6
Paper ballots
40.7
10.5
Optical scan
0.8
43.0
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0.2
16.3
Mixed
3.1
4.1
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5 to 10
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Improving adolescents’ standardized test performance:
An intervention to reduce the effects of stereotype threat
Catherine Good
a,*, Joshua Aronson
b,1
, Michael Inzlicht
b
a
Department of Psychology, Columbia University, 405 Schermerhorn Hall, 1190 Amsterdam Avenue,
New York, NY 10027, USA
b
New York University, East Building, 239 Greene Street, 537F, New York, NY 10003, USA
Abstract
Standardized tests continue to generate gender and race gaps in achievement despite decades of
national attention. Research on ‘‘stereotype threat’’ (Steele & Aronson, 1995) suggests that these gaps
may be partly due to stereotypes that impugn the math abilities of females and the intellectual abilities
of Black, Hispanic, and low-income students. A field experiment was performed to test methods of
helping female, minority, and low-income adolescents overcome the anxiety-inducing effects of
stereotype threat and, consequently, improve their standardized test scores. Specifically, seventh-grade
students in the experimental conditions were mentored by college students who encouraged them
either to view intelligence as malleable or to attribute academic difficulties in the seventh grade to the
novelty of the educational setting. Results showed that females in both experimental conditions earned
significantly higher math standardized test scores than females in the control condition. Similarly, the
students—who were largely minority and low-income adolescents—in the experimental conditions
earned significantly higher reading standardized test scores than students in the control condition.
D 2003 Published by Elsevier Inc.
Keywords: Stereotype threat; Adolescents; Standardized tests; Mathematics; Reading; Gender differences; Low-
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0193-3973/$ – see front matter D 2003 Published by Elsevier Inc.
doi:10.1016/j.appdev.2003.09.002
* Corresponding author.
E-mail addresses: [email protected] (C. Good), [email protected] (J. Aronson),
[email protected] (M. Inzlicht).
1
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STAT 200 Introduction to Statistics Final Examination, Sp.docx
STAT 200: Introduction to Statistics Final Examination, Spring 2016 OL4 Page 1 of 7
STAT 200
OL4/US2 Sections
Final Exam
Spring 2016
The final exam will be posted at 12:01 am on May 6, and it is due
at 11:59 pm on May 8, 2016. Eastern Time is our reference time.
This is an open-book exam. You may refer to your text and other course materials
as you work on the exam, and you may use a calculator. You must complete the
exam individually. Neither collaboration nor consultation with others is allowed.
It is a violation of the UMUC Academic Dishonesty and Plagiarism policy to use
unauthorized materials or work from others.
Answer all 20 questions. Make sure your answers are as complete as possible.
Show all of your work and reasoning. In particular, when there are calculations
involved, you must show how you come up with your answers with critical work
and/or necessary tables. Answers that come straight from calculators, programs
or software packages will not be accepted. If you need to use software (for
example, Excel) and /or online or hand-held calculators to aid in your calculation,
you must cite the sources and explain how you get the results.
Record your answers and work on the separate answer sheet provided.
This exam has 200 total points; 10 points for each question.
You must include the Honor Pledge on the title page of your submitted final exam.
Exams submitted without the Honor Pledge will not be accepted.
STAT 200: Introduction to Statistics Final Examination, Spring 2016 OL4 Page 2 of 7
1. True or False. Justify for full credit.
(a) If P(A) = 0.4 , P(B) = 0.5, and A and B are disjoint, then P(A AND B) = 0.2.
(b) If all the observations in a data set are identical, then the variance for this data set is 0.
(c) The mean is always equal to the median for a normal distribution.
(d) It’s easier to reject the null hypothesis at significance level of 0.01 than at significance
level of 0.05.
(e) In a two-tailed test, the value of the test statistic is 2. If we know the test statistic follows a
Student’s t-distribution with P(T >2) = 0.03, then we have sufficient evidence to reject the
null hypothesis at 0.05 level of significance.
2. Identify which of these types of sampling is used: cluster, convenience, simple random,
systematic, or stratified. Justify for full credit.
(a) The quality control department of a semiconductor manufacturing company tests every 100
th
product from the assembly line.
(b) UMUC STAT Club wanted to estimate the study hours of STAT 200 students. Two STAT 200
sections were randomly selected and all students from these two sections were asked to fill out
the questionnaire.
(c) A STAT 200 student is interested in the number of credit cards owned by college students. She
surveyed all of her classmates to collect sample data.
(d) In a career readiness research, 1.
Question 1 In your own words, write a minimum of three sen.docx
Question 1
In your own words, write a minimum of three sentences describing the Ashcan school.
Question 2
The new modern artists, such as the Ashcan artist, rejected which American era:
A.
The Age of Enlightenment
B.
The Neoclassical Age
C.
The Gilded Age
D.
The Impressionist Age
Question 3
Robert Henri was a progressive artist. He studied at the Ecole de Beaux Arts in Paris, was influenced by the Impressionists, and even helped organize the Armory Show. However, he was opposed to American artists creating art that too closely followed European styles. What were his opinions when contemplating the idea of a National American Art?
Question 4
Read the text on Marsden Hartley on page 66 of our text. Review his image Portrait of a German Officer and give a two paragraph reaction essay.
Question 5
According to our text, Blank 1 was the first (short lived) non-objective, non-representational modern American art movement.
Question 6
Alfred Stieglitz ran an American gallery from 1908-1917 called Blank 1 . He dedicated this exhibition space to showing avant-garde artists such as John Marin and Arthur Dove.
Question 7
Write a formal analysis of the painting by George Bellows entitled Both Members of this Club, 1909. Start by listing the title, artist, and date of the artwork. Next, imagine that you are writing a letter to a friend who has never seen the painting. Describe the painting in detail. Be sure to analyze the lines, colors, textures, space, and shapes you see in the painting. Finally, write an interpretation of the painting--in other words, explain what the painting says or communicates to you. What function, purpose or idea does the painting represent? You can see an example of this method of analysis at Goya Analysis at http://www.artmuseums.com/goya.htm.
Art analysis question should be no less than 2 or 3 well developed paragraphs.
Question 8
Who was not in the Stieglitz circle of artists?
A.
Arthur Dove
B.
Marsden Hartley
C.
Joseph Stella
D.
Georgia O’Keeffe
Question 9
What was “Fountain” by Marcel Duchamp (R. Mutt)?
Question 10
The artist Blank 1 made paintings that were rejected from the National Academy exhibition. He went on to teach artists to paint with intensity and emotion, and capture the ‘spirit’ of the people and cities of their urban world?
Question 11
According to our text, what was the key difference between Henri and Stieglitz?
Question 12
Which group held an exhibit at the Macbeth Gallery that set America on a course of Modern Art?
STAT 200: Introduction to Statistics Final Examination, Fall 2015 OL1/US1 Page 1 of 6
STAT 200
OL1/US1 Sections
Final Exam
Fall 2015
The final exam will be posted at 12:01 am on October 9, and it
is due at 11:59 pm on October 11, 2015. Eastern Time is our
reference time.
This is an open-book exam. You may refer to your text and other course
materials as you work on the exam, and you may use a calculator. You ...
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10.6
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3. The following are a sample of the weights of nine jars of peanut butter.
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a) Compute the median weight.
b) Compute the standard deviation of the sample using the shortcut formula. Show the formula and values for each term and compute the answer. Use the TFE Equation Editor.
c) Compute the 5 Number System for this data. Just list the values as Xmin=xxx, Q1=xxx,Q2=xxxx,Q3=xxxxx, Xmax = xxxx.
d) Are there outliers? An outlier value is defined as unusually large or small according to the expressions: Answer yes or no.
Outlier > Q3 + 1.5(Q3-Q1) or,
Outlier < Q1-1.5(Q3-Q1)
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b) No, there is no outlier in the data.
(20 %)
4. Answer questions a. through f. of 3.23 below.
NOTE: The Bienayme-Chebyshev Rule is the same as the Chebyshev’s Rule in Table 2.6 of your text.
(20 %)
5. Compute the mean and standard deviation for the data in the table below. State your assumptions and show all calculations.
Distance
Frequency
0 to 5
5 to 10
10 to 15
15 to 20
20 to 25
4
15
27
18
6
6. A box contains 3 red balls and 4 green balls. If two balls are randomly selected in sequence, without replacement, what is the possibility that a red ball and a green ball are picked out of the box. State the rule for P(A&B) and then substitute the values and compute the answer.
You must have your topic approved before beginning work on Submission One.
To complete Submission One, you must complete this form AND attach to it an annotated bibliography. e outline should be typed. It is available on Blackboard. this worksheet is NOT intended to represent your completed mastery of your topic. Rather, it is intended to get you started. the goal is for you to understand and be able to identify the major components of your Capstone project, as well as make sure it is feasible from a research s ...
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labPage3.jpg
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labPage1.jpg
labPage2.jpg
Article3HollisSawyerAndSawyer2008PotentialStereotypeThreatAndEffectsOnCognitivePerformance.pdf
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Applied Developmental Psychology 24 (2003) 645–662
Improving adolescents’ standardized test performance:
An intervention to reduce the effects of stereotype threat
Catherine Good
a,*, Joshua Aronson
b,1
, Michael Inzlicht
b
a
Department of Psychology, Columbia University, 405 Schermerhorn Hall, 1190 Amsterdam Avenue,
New York, NY 10027, USA
b
New York University, East Building, 239 Greene Street, 537F, New York, NY 10003, USA
Abstract
Standardized tests continue to generate gender and race gaps in achievement despite decades of
national attention. Research on ‘‘stereotype threat’’ (Steele & Aronson, 1995) suggests that these gaps
may be partly due to stereotypes that impugn the math abilities of females and the intellectual abilities
of Black, Hispanic, and low-income students. A field experiment was performed to test methods of
helping female, minority, and low-income adolescents overcome the anxiety-inducing effects of
stereotype threat and, consequently, improve their standardized test scores. Specifically, seventh-grade
students in the experimental conditions were mentored by college students who encouraged them
either to view intelligence as malleable or to attribute academic difficulties in the seventh grade to the
novelty of the educational setting. Results showed that females in both experimental conditions earned
significantly higher math standardized test scores than females in the control condition. Similarly, the
students—who were largely minority and low-income adolescents—in the experimental conditions
earned significantly higher reading standardized test scores than students in the control condition.
D 2003 Published by Elsevier Inc.
Keywords: Stereotype threat; Adolescents; Standardized tests; Mathematics; Reading; Gender differences; Low-
income students; Minority students; Attributions; Beliefs about intelligence
0193-3973/$ – see front matter D 2003 Published by Elsevier Inc.
doi:10.1016/j.appdev.2003.09.002
* Corresponding author.
E-mail addresses: [email protected] (C. Good), [email protected] (J. Aronson),
[email protected] (M. Inzlicht).
1
Tel.: +1-212-998-5543; fax: +1-212-995-4563.
C. Good et al. / Applied Developmental Psychology 24 (2003) 645–662646
1. Introduction
When Neil de Grasse Tyson received his doctoral degree from Columbia University in
1991 he became the seventh African American astrophysicist out of 4000 astrophysicists
nationwide. In his convocation address delivered at Columbia’s graduation ceremonies, he
summarized his life path by noting:
In the perception of society my athletic talents are genetic; I am a likely mugger/rapist; my
academic failures are expected; and my academic successes are attributed to others. To.
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Is a polarized society inevitable, where people choose to be exposed to only political news and commentary that reinforces their existing viewpoints? We examine the relationship between the numbers of supporting and challenging items in a collection of political opinion items and readers’ satisfaction, and then evaluate whether simple presentation techniques such as highlighting agreeable items or showing them first can increase satisfaction when fewer agreeable items are present. We find individual differences: some people are diversity-seeking while others are challenge-averse. For challenge-averse readers, highlighting appears to make satisfaction with sets of mostly agreeable items more extreme, but does not increase satisfaction overall, and sorting agreeable content first appears to decrease satisfaction rather than increasing it. These findings have important implications for builders of websites that aggregate content reflecting different positions.
STAT 200 Introduction to Statistics Final Examination, Sp.docx
STAT 200: Introduction to Statistics Final Examination, Spring 2016 OL4 Page 1 of 7
STAT 200
OL4/US2 Sections
Final Exam
Spring 2016
The final exam will be posted at 12:01 am on May 6, and it is due
at 11:59 pm on May 8, 2016. Eastern Time is our reference time.
This is an open-book exam. You may refer to your text and other course materials
as you work on the exam, and you may use a calculator. You must complete the
exam individually. Neither collaboration nor consultation with others is allowed.
It is a violation of the UMUC Academic Dishonesty and Plagiarism policy to use
unauthorized materials or work from others.
Answer all 20 questions. Make sure your answers are as complete as possible.
Show all of your work and reasoning. In particular, when there are calculations
involved, you must show how you come up with your answers with critical work
and/or necessary tables. Answers that come straight from calculators, programs
or software packages will not be accepted. If you need to use software (for
example, Excel) and /or online or hand-held calculators to aid in your calculation,
you must cite the sources and explain how you get the results.
Record your answers and work on the separate answer sheet provided.
This exam has 200 total points; 10 points for each question.
You must include the Honor Pledge on the title page of your submitted final exam.
Exams submitted without the Honor Pledge will not be accepted.
STAT 200: Introduction to Statistics Final Examination, Spring 2016 OL4 Page 2 of 7
1. True or False. Justify for full credit.
(a) If P(A) = 0.4 , P(B) = 0.5, and A and B are disjoint, then P(A AND B) = 0.2.
(b) If all the observations in a data set are identical, then the variance for this data set is 0.
(c) The mean is always equal to the median for a normal distribution.
(d) It’s easier to reject the null hypothesis at significance level of 0.01 than at significance
level of 0.05.
(e) In a two-tailed test, the value of the test statistic is 2. If we know the test statistic follows a
Student’s t-distribution with P(T >2) = 0.03, then we have sufficient evidence to reject the
null hypothesis at 0.05 level of significance.
2. Identify which of these types of sampling is used: cluster, convenience, simple random,
systematic, or stratified. Justify for full credit.
(a) The quality control department of a semiconductor manufacturing company tests every 100
th
product from the assembly line.
(b) UMUC STAT Club wanted to estimate the study hours of STAT 200 students. Two STAT 200
sections were randomly selected and all students from these two sections were asked to fill out
the questionnaire.
(c) A STAT 200 student is interested in the number of credit cards owned by college students. She
surveyed all of her classmates to collect sample data.
(d) In a career readiness research, 1.
Question 1 In your own words, write a minimum of three sen.docx
Question 1
In your own words, write a minimum of three sentences describing the Ashcan school.
Question 2
The new modern artists, such as the Ashcan artist, rejected which American era:
A.
The Age of Enlightenment
B.
The Neoclassical Age
C.
The Gilded Age
D.
The Impressionist Age
Question 3
Robert Henri was a progressive artist. He studied at the Ecole de Beaux Arts in Paris, was influenced by the Impressionists, and even helped organize the Armory Show. However, he was opposed to American artists creating art that too closely followed European styles. What were his opinions when contemplating the idea of a National American Art?
Question 4
Read the text on Marsden Hartley on page 66 of our text. Review his image Portrait of a German Officer and give a two paragraph reaction essay.
Question 5
According to our text, Blank 1 was the first (short lived) non-objective, non-representational modern American art movement.
Question 6
Alfred Stieglitz ran an American gallery from 1908-1917 called Blank 1 . He dedicated this exhibition space to showing avant-garde artists such as John Marin and Arthur Dove.
Question 7
Write a formal analysis of the painting by George Bellows entitled Both Members of this Club, 1909. Start by listing the title, artist, and date of the artwork. Next, imagine that you are writing a letter to a friend who has never seen the painting. Describe the painting in detail. Be sure to analyze the lines, colors, textures, space, and shapes you see in the painting. Finally, write an interpretation of the painting--in other words, explain what the painting says or communicates to you. What function, purpose or idea does the painting represent? You can see an example of this method of analysis at Goya Analysis at http://www.artmuseums.com/goya.htm.
Art analysis question should be no less than 2 or 3 well developed paragraphs.
Question 8
Who was not in the Stieglitz circle of artists?
A.
Arthur Dove
B.
Marsden Hartley
C.
Joseph Stella
D.
Georgia O’Keeffe
Question 9
What was “Fountain” by Marcel Duchamp (R. Mutt)?
Question 10
The artist Blank 1 made paintings that were rejected from the National Academy exhibition. He went on to teach artists to paint with intensity and emotion, and capture the ‘spirit’ of the people and cities of their urban world?
Question 11
According to our text, what was the key difference between Henri and Stieglitz?
Question 12
Which group held an exhibit at the Macbeth Gallery that set America on a course of Modern Art?
STAT 200: Introduction to Statistics Final Examination, Fall 2015 OL1/US1 Page 1 of 6
STAT 200
OL1/US1 Sections
Final Exam
Fall 2015
The final exam will be posted at 12:01 am on October 9, and it
is due at 11:59 pm on October 11, 2015. Eastern Time is our
reference time.
This is an open-book exam. You may refer to your text and other course
materials as you work on the exam, and you may use a calculator. You ...
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