STA2014 Statistics - OL1SUT15 Essays (492 words) -

STA2014: Statistics - OL1SUT15 City College Assignment Week 9 Jaime Mesia STA2014: Statistics - OL1SUT15 City College Assignment Week 9 Jaime Mesia Exercises 8-1, page 410. Questions 1, 3, 4, and 9 . Q1 . - Define null and alternative hypotheses, and give an example of each. The null hypothesis usually symbolized by H0 is statistical hypothesis that states that there is no difference between a parameter and a specific value or that there is no difference between two parameters. The alternative hypothesis, denoted by H1, is a statistical hypothesis that there is some difference between a parameter and a specific value or that there is a difference between two parameters. Example: suppose one is going to check whether a coin is unbiased or not. So if p denotes the probability of getting head then the null and alternative hypotheses are: Q3 . - What is meant by a statistical test? A statistical test is a test that uses the data obtained from the sample to make a decision about whether the null hypothesis should be rejected. Q4 . - Explain the difference between a one-tailed and a two-tailed test two-tailed test. A one tailed test means that the null hypothesis should be rejected when the test value is in critical region on one side of the mean. So a one tailed test can be left tailed or right tailed test depending on the direction of the inequality of the alternative hypothesis. On the other hand in a two-tailed test the null hypothesis should be rejected when the test values is in either of the two critical regions. For a two-tailed test the critical region must be split into two equal parts. Q9.- When should a one-tailed test be used? A two-tailed test? A one-tailed test should be used when the alternative hypothesis is about a specific direction, such as greater than or less than. However, a two-tiled should be used when no direction is specified. 1. Hospitals and Nursing Homes Find the Spearman rank correlation coefficient for the following data, which represent the number of hospitals and nursing homes in each of seven randomly selected states. At the 0.05 level of significance, is there enough evidence to conclude that there is a correlation between the two? Hospitals 107 61 202 133 124 117 108 Nursing Homes 230 134 704 376 431 538 373 2. Calories and Cholesterol in Fast-Food Sandwiches Use the Spearman rank correlation coefficient to see if there is a linear relationship between these two sets of data, representing the number of calories and the amount of cholesterol in randomly selected fast-food sandwiches. Calories 580 580 270 470 420 415 330 430 Cholesterol 205 225 285 270 185 215 185 220

French Idiomatic Expressions With Matin and Matinée

French Idiomatic Expressions With Matin and Matinà ©e The French words matin  and  matinà ©e  both mean morning and both are used in many idiomatic expressions. The  difference between the two is that  un matin  is a straightforward expression of time (the morning), while  une  matinà ©e  indicates a duration of time, usually stressing the length of time, as in the whole morning long.  Learn how to say dawn, repeatedly, sleep late  and more with these idiomatic expressions using matin  and  matinà ©e. This is a general principle that applies as well to other confusing pairs of words, such as  an  and  annà ©e,  jour  and  journà ©e,  and  soir  and  soirà ©e.  Note that the shorter words in each case representing a straightforward period of time are all masculine; the longer words indicating a stretch of time are all feminine. In the list below, note that while  de bon matin  is an acceptable expression, bon matin is not. Non-native speakers of French sometimes make the mistake of using bon matin to mean good morning, but this construction does not exist in French. The acceptable morning greeting is always simply  bonjour. Common French Expressions With Matin and  Matinà ©e   prendre matin, midi et soir to be taken three times a day Araignà ©e du matin, chagrin; araignà ©e du soir, espoir. (proverb) A spider in the morning, sadness (or,  bad luck); a spider at night, hope ( or, good luck) au matin de sa vie at the beginning / in the first years of ones life (when everything seems possible) au petit matin at dawn de bon matin early in the morning de grand matin early in the morning du matin au soir from morning till night à ªtre du matin to be an early riser tous les quatre matins repeatedly, again and again un de ces quatre matins one of these days une matinà ©e afternoon performance une matinà ©e dansante dance, informal afternoon dance party dans la matinà ©e (sometime) in the morning fair la grasse matinà ©e sleep late, sleep in

3 Cases of Misuse of Dashes

3 Cases of Misuse of Dashes 3 Cases of Misuse of Dashes 3 Cases of Misuse of Dashes By Mark Nichol In each of the following sentences, dashes are erroneously employed, resulted in confused sentences. Discussion following each example explains the problem, and one or more revisions illustrate solutions. 1. When driving long distances- know that children get restless. A dash is not applicable when one clause naturally follows another. â€Å"Know that children get restless† does not abruptly break from the subordinate clause that precedes it, so a comma suffices here: â€Å"When driving long distances, know that children get restless.† 2. Few banks can afford their customer experiences to plateau for long before customers with ever-increasing expectations choose to do business with a competitor- or worse- with a disruptive market entrant. â€Å"Or worse† is treated here as a parenthetical phrase but is not intended as one. Because what follows the first dash signals a syntactical break, only that first dash is called for. In addition, because worse, on its own, is parenthetical to the phrase â€Å"or with a disruptive market tenant,† it should be bracketed by punctuation, but two mere commas suffice (and a pair of dashes would confuse in proximity to the preceding one): â€Å"Few banks can afford their customer experiences to plateau for long before customers with ever-increasing expectations choose to do business with a competitor- or, worse, with a disruptive market entrant.† 3. Some features predicted in this article- like seat belts- became ubiquitous, while others- like braking distance indicated on speedometers- never caught on. As mentioned in the discussion for the previous example, employing one or two dashes more than once in a given sentence can be confusing, as readers see several phrases separated by the dashes with no indication of syntactical hierarchy, so avoid doing so: â€Å"Some features predicted in this article, like seat belts, became ubiquitous, while others, like braking distance indicated on speedometers, never caught on.† If two complementary phrases, such as those specifying examples in the original sentence, are going to be used parenthetically, the pairs of punctuation marks must be identical to indicate their equivalence. However, in this case, because a comma already exists in the sentence, the sentence organization is still muddled (and the statement is crowded with commas), so it is more helpful to the reader to frame the two examples in parentheses: â€Å"Some features predicted in this article (like seat belts) became ubiquitous, while others (like braking distance indicated on speedometers) never caught on.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:30 Religious Terms You Should KnowRunning Amok or Running Amuck?Shore It Up

Internet Marketing and Consumer Behaviour Essay Example | Topics and Well Written Essays - 750 words

Internet Marketing and Consumer Behaviour - Essay Example Theoretically, you win! Yapiee! You should get sales now but what happens, when you get in to the Google Analytics you see good amount of traffic but no sales, bounce rate of 80% or plus, OMG! Practically, ranking in the top of the search engine from the desired key phrases is very important but this will only bring the targeted visitors to the website and if your website is not strong enough to convert them in to leads and customer then your ranking is a waste! One should seriously consider the consumer behaviour while creating web pages and websites for businesses. So, what is Consumer Behaviour? â€Å"Consumer behaviour is the study of when, why, how, and where people do or do not buy a product. It blends elements from psychology, sociology, social anthropology and economics. It attempts to understand the buyer decision making process, both individually and in groups.† I extract the word that will be the centre of the circle for the rest of the post and that is ‘Decis ion Making Process’. When a visitor is on your website the decision making process starts, there are different stages of decision making processes, which are as follows: 1. ... The website should have to have enough content (i.e Articles, eBooks, Images and Videos) to make visitor aware of the possible unsatisfied needs and how a product or service can fulfil the need of the customer. 2. Search for Information: Now you have supplied with the enough information online that he is satisfied the next stage is to search for the company information. Nobody will buy a product or service online without researching about the company information, product reviews and related information. In the online industry, we all know the power of review websites and the impact of positive reviews on product or services. In this step, consumer will more likely research about the company on other review websites, testimonials and feedbacks. Your website should have to have good reviews on and off the website (on review sites) in order to help customer to pass this step and move to the other one. 3. Expected Outcome: The customer at this stage is supplied with enough information an d this is the time for him to evaluate the information and come up to possible outcome. At this stage he has decided either he is going to buy from your website/company or not. In case of negative the consumer will bounce away from your website but if yes then he will possible narrow down his research to only few products and will care about different factors like price, quality and more, sales copy written against the product also plays a vital role in the decision making process. Studies have proved that attributes that play with emotions (such as trust, comfort and excellence) are rated higher in the decision making process. 4. Purchase a product: Finally this is the last stage of the decision making process. At this stage consumer will decide which product to buy or leave the

Examination of why governments become involved in tourism and events Essay

Examination of why governments become involved in tourism and events and highlights the roles and the functions that they play within the tourism system - Essay Example Apart from this, the government supports the interest in their environment and cultural resources (Diekmann and McCabe, 2011). Several countries have been involved in the creation of tourism activities making them develop an agency to cater for the industrial activities (Qin, Wall and Liu, 2011). The main concern of tourism in most countries is to increase economic standards. Different governments should get involved in tourism to provide a suitable environment for tourism and attract minor business within the state to take part in tourism (Qin, Wall and Liu, 2011). They also aim at protecting the scarcity of capital and manage inexperience within their governments are usually advocated as a basis for states involvement in the action. Socialist governments have a weak private sector managing tourism, while the government takes part in the major roles in controlling tourisms. The state creates several jobs to their citizens through tourism and hotel industries (Qin, Wall and Liu, 2011). In developing countries, they face numerous challenges in inexpert private areas and they have scarcity of capital and lack of enough monetary resources (Diekmann and McCabe, 2011). This makes the entire process of tourism a responsibility of the government instead of private sectors within the country. This involvement is highly influenced by their interests in profits made from tourism. Challenges resulting from tourism can only be reduced or controlled by the governments mainly when the benefits of the local sector differ from individuals of the group and state as a whole (Diekmann and McCabe, 2011). The other major responsibility of the government is to increase social, political and economic development resulting from tourism. For instance, the China government, which is a socialist government, is highly controlled by the state. Their policy has a profound impact on tourism (Diekmann and

Inclusivity in Schools Study

Inclusivity in Schools Study This study focuses on my placement school to find out how inclusive it is regarding the special educational needs (SEN) students. The study puts in scope how lessons are delivered in the school and how the school meets the needs of the special educational needs students. To find answers to the enquiries, a specific case study research design was selected to provide an understanding of the numerous perspectives of the topic, involving multiple interviews with the staff of the selected school. Four members of school staff were selected for interview including The Special Needs and Disabilities Coordinator (SENDCO), one teacher and two teaching assistants. The interview questions have been based on the framework of the ten areas of inclusive education as presented at the report of National Council for Special Education (NCSE, 2010). Two students were selected in the study with similar special educational needs. One child had difficulties with spoken language and retaining information a nd the second one presented symptoms associated with dyslexia. The profile of these 2 students was mainly synthesized using information from the Child Provision Map found in the resources of the school and from my personal observations and experiences as their teacher. Diagnosis of Dyslexia Dyslexia is considered as one of the most common Special Learning Difficulties (SpLD) affecting roughly the 10% of the population, with 4% to be considered as severely disabled. Dyslexia is mainly transferred through hereditary mechanisms. A child that is considered dyslexic, might write letters in words or words in sentences, in wrong order. Also, they might be confused when they are forming sentences as they might find difficulties in spelling the words correctly. The reversal of the letters in words is considered as one of the key indications of a child with dyslexia. Although, literacy issues would be considered as one of the most common and visible indications of dyslexia, there are multiple other issues that cannot be detected easily. Some of the issues include, how mind is processing the receiving information, how they are stored, organised and recalled when necessary. In addition, dyslexic children have difficulties with time perception, processing information quickly and nav igation, as they get confused with physical (left, right) and compass directions (north, south, west, east) (British Dyslexia Association, 2016). NHS provides a similar definition for Dyslexia stating that it is a very frequent type of learning difficulty affecting skills linked to reading, writing and spelling of words (NHS, 2015). The symptoms of dyslexia vary widely amongst every case. More specifically, a person with Dyslexia might have issues with his phonological awareness, ability to memorise and process words quickly. (NHS, 2015). Thus, on the one hand, we have the medical definition provided by the NHS and on the other hand, we have a more broaden approach provided by the British Dyslexia Association (BDA), adding interesting parameters to the symptoms of Dyslexia. As it is clearly understood, one of the main issues of dyslexic people is the fact that they tend to have difficulties with processing texts whether its referring to reading or writing. However, as mentioned by BDA, the spectrum of symptoms is not limited here. It can be wider and more complicated. However, relevant literature states that it is very complicated to distinguish the symptoms of Dyslexia between poor readers and readers diagnosed as Dyslexic. The fact that both are facing the same literacy issues, leads to the conclusion that the literacy support is going to have a positive impact not only for the one group but also for the other group (Elliott Gibbs, 2009). There is evidence supporting the argument of Elliott Gibbs, proposing that D yslexia should be considered as a continuum ranging from mild to severe symptoms and it is not possible to categorise people into Dyslexic and not Dyslexic (Rose, 2009). This leads to the conclusion that interventions will have a positive impact not only for those considered as Dyslexic but also for those who are generally facing issues with literacy. Context of Research -National Context Nowadays, Dyslexia is a recognised learning difficult and is specifically mentioned in the Equality Act (HMSO, 2010). Under this Act, anyone that is characterised with such disadvantages, would be unlawful to be treated unfavourably. In addition, they should be offered adjustments and assistance whenever is needed so that they will not be disadvantaged comparing to non-disabled people (HMSO, 2010; GEO, 2010). Dyslexia is also mentioned in the SEND Code of Practice as a part of specific learning difficulties (SpLD) which influences multiple elements of knowledge (DfES, 2015). Based on the Code of Practice, schools are required to ensure that SEN students are included in the school activities along with the non-SEN students (DfES, 2015). In addition, the schools are obliged to help SEN students reach their targets and remove any obstacles that can hinder their learning via special education provision (DfES, 2015). It is evident in the Code of Practice, the willingness to place SEN children and parents at the centre of decisions. As it is being argued, local authorities are required to consider the views, wishes and feelings of the former. In addition, children and parents should always be informed and included in the decision-making process (DfES, 2015). -Schools Inclusive Policy Schools SEN policy is consistent to the SEND Code of Practice targets, ensuring that SEN students will be able to step from being dependent to be able to function independently; recognising the variety of special needs in the school and the necessity to meet their needs daily and developing the curriculum to ensure that all students are receiving enhanced and equal learning opportunities. In addition, it is the schools policy to recognise the achievements of the students which will improve their confidence and self-esteem, to encourage students be responsible for their learning and behaviour and introduce positivity amongst students. Thus, students will be focused on developing their strengths rather than their weaknesses. Finally, efforts to limit the gap between the SEN and the non-SEN students and maintain contact with parents, has always been a strict policy line (Appendix 2). OFSTED inspected the researchers placement school in 2014 (OFSTED, 2014). The report is showing that the proportion of SEN students receiving support in the school exceeds the national average. The report is showing that most of the SEN students are individuals with speech, language and communication difficulties. Even though the pastoral care for the students is outstanding, issues arise regarding the strategies followed by staff to support students make progress. Therefore, OFSTED suggests that more focus should be given in the school-based data so that suitable adjustments can accelerate their progress (OFSTED, 2014).

Consequential Validity Of An Alternate Assessment For Students

The purpose of educational research workers on alternate appraisals in assorted professional instruction publications were to carry general pedagogues toward collaborative instruction by supplying analytical research to back up general instruction for particular needs pupils. â€Å" Teacher perceptual experiences and the eventful cogency of an alternate appraisal for pupils with important cognitive disablements † examines the variables of instructor perceptual experiences that may consequence the cogency of alternate appraisal in respects to particular needs pupils ( Roach, A.R. , Elliott, S.N. , Berndt, S. , 2007 ) . R.J. Kettler and the research squad stated in their article, â€Å" What do alternate appraisals of alternate academic accomplishment criterions step? that the consequences from their survey back up the adaptative behaviour, academic accomplishments, and academic enablers as steps for academic accomplishment for particular needs pupils.IntroductionMany public sc hools and private schools are exchanging their schoolrooms and schoolroom directions to collaborative learning squad attack ( CTT ) . Collaborative learning squads consist of two instructors, one general instruction instructor, and the other, a particular instruction instructor. Together, they plan their educational strategic lessons and schoolroom direction to turn to the demands of their pupils, which included pupils with particular demands. These particular demands may besides include English as Second Language ( ESL ) and/or English Language Learners ( ELL ) pupils. Some instructors are for the alteration and others are against it. To justified collaborative instruction squads ( CTT ) , many research articles were written to carry instructors that collaborative learning squads are successful. For this article, two research articles about alternate appraisal for particular needs pupils from well-established diaries were chosen to confirm or non confirm the usage of collaborative instruction squads. Although two research articles about curative appraisal will non confirm the usage of this strategic educational attack, the articles will give some penetration for or against the CTT enterprise. The first article, â€Å" Teacher perceptual experiences and the eventful cogency of an alternate appraisal for pupils with important cognitive disablements † written by Andrew T. Roach, Stephen N. Elliott, and Sandra Berndt, focused on the analysis of mensurating the instructor ‘s perceptual experience in respects to the alternate appraisal for particular need pupils. Research workers were concern about how the instructors ‘ perceptual experience affects the result of the alternate appraisal when given to particular needs pupils ( Roach, Elliott, Berndt, 2007 ) . The research workers were concern about the attitudes instructors develop when they have to take the clip and pass the alleged ‘extra energy ‘ to administrate the alternate appraisals. Alternate appraisals are given when the particular needs pupils are non able to take the academic appraisals. The alternate appraisal ( AA ) must run into the province ‘s criterions before being administer ed to pupils. In the 2nd article, â€Å" What do alternate appraisals of alternate academic accomplishment criterions step? A multitrait-multimethod analysis † from Ryan J. Kettler and the research squad were more concern about ‘what ‘ the alternate appraisal steps. They were concern about what the AA really measures in footings of academic abilities and adaptative behaviours such as societal accomplishments, physical accomplishments, etc. To happen out the ‘what ‘ , the research workers used the ‘multitrait-multimethod analysis ‘ attack to acquire the replies. The consequences from the research were that â€Å" the AA reading and math tonss may reflect a unitary concept, the AA tonss are extremely related to adaptative behaviour and academic competency and accomplishment, and all these tonss represent an unique but overlapping concepts ( Kettler, Elliott, et. al. , 2010 ) . † Before analyzing the consequences of this research, the first article about instructors ‘ perceptual experience about alternate appraisals will be discussed.Teacher Perceptions and the Consequential Validity of an Alternate Assessment for Students With Significant Cognitive DisabilitiesThe consequences of this research may bespeak little sums of fluctuations of diminution positive attitudes/perceptions toward alternate appraisals among particular instruction instructors harmonizing to the pupil grade degree. To mensurate these consequences, the research workers created the WAA ( Wisconsin Alternative Assessment ) Teacher Survey – a paper and pencil study was given to instructors ( 4th, 8th, and 10th classs ) to finish and portion their perceptual experiences refering the WAA procedure and consequences. The consequences suggested that instructors were â€Å" by and large ambivalent to slightly positive. † Some reserves about the clip required to finish the appraisal were reported but the most of import find was that the study revealed the arrested development of positive perceptual experiences about the WAA procedure as pupil class degree advanced. Harmonizing to the research consequences, â€Å" there were no extra forecaster variable accounted for a important proportion of the fluctuation in instructors ‘ response on the WAA Teacher Survey ( Roach, A.R. , Elliot, S.N. , Brendt, S. , 2007 ) . † Although the research workers mentioned assorted restrictions about this research including geographic influence, the one major failing about this research is the answerability of the instructors ‘ perceptual experiences about the AA throughout the school twelvemonth. Teachers may show their feelings at the minute while taking the study. Emotions/attitudes and perceptual experiences do fluctuate throughout the school twelvemonth and there are many variables to act upon them. To corroborate the consequences, research workers of this undertaking will necessitate to take studies throughout the school twelvemonth and a few old ages subsequently to acquire a echt read on the instructor ‘s perceptual experiences about the AA.What Do Alternate Appraisals of Alternate Academic Achievement Standards Measure? A Multitrait-Multimethod AnalysisBefore analyzing the consequences of this research, the research attack needs to be understood to understand the consequences. What is the â⠂¬Ëœmultitrait-multimethod ‘ attack? The multitrait-multimethod ( MTMM ) attack is an integrative, multivariate ( many variables ) model for research intents. Teachers can consistently garner valid information and discriminate or distinguish it in a individual survey. The research survey consisted of the followers: Multiple Traits – Academic public presentation, Academic accomplishments, Academic enablers ( â€Å" for example, societal accomplishments, survey accomplishments, motive, and battle ) are student attitudes and behaviours that facilitate a pupil ‘s engagement in, and benefit from academic direction in the schoolroom † ( DiPerna, J.C. 2008 ) Adaptive behaviour Multiple Methods – Individually administered accomplishment trials Teacher completed evaluation graduated tables This peculiar survey was more comprehensive as it focused on faculty members and non perceptual experiences and it involved many provinces, non merely one remarkable province. The consequences indicated that AAs had common measurings with the related traits like adaptative behaviour, academic accomplishments, and academic enablers, significance, instructors will construe such findings as steps of academic accomplishment peculiarly for pupils with the most terrible cognitive disablements. The instructors will merely hold to do certain to go on doing the AA measures what it suppose to mensurate and non let it to mensurate adaptative behaviour, therefore, going more and more academic ( Kettler, et. al. , 2010 ) .DecisionIt is compulsory for particular pupils to take these alternate appraisals in order to carry through the province ‘s authorization but in malice of it, instructors should go on to educate pupils with particular demands for every twenty-four hours life, as this is necessary for their endurance. Harmonizing the writers, many instructors, irrespective of the legislative attempts, in peculiar collaborative instruction squads and such, to conc entrate on answerability for pupil acquisition in the nucleus academic topics, opt to keep a hard balance between academic accomplishments and non-academic accomplishments in their schoolroom direction. The valorous attempts of schoolroom instructors to supply non-academic accomplishments for pupils of important disablements to populate successful unrecorded exterior of schools are indispensable ( Kettler, R.J. , et. al. , 2010 ) . On the other manus and based on experiences working in CTT schoolrooms, it is recommended for future research to take into consideration the possible harmful effects of personality clashing of learning squads and it effects on the pupils. In add-on, research can be done on the kineticss of learning squads in the daily operations of the schoolroom, and the kineticss between the pupils and the instructors ( separately and jointly ) in order to heighten the research workers ‘ persuasion for collaborative instruction squads in general instruction schoolrooms.