zilongwang/ReadingBank huggingface dataset:
Rounding Rule for Quantitative Data: Round statistics calculated from quantitative data to one more decimal place to the right than is present in the original data. Notice the numbers in the data set ended in the tenths place (one place to the right of the decimal). This means that we should round our statistic to one more place value to the right. Therefore, we would round to two places to the right of the decimal (hundredths place). Mean Average Weight of the Bricks = 4.871428571 ≈ 4.87 kilograms Remember; focus on interpreting the meaning of this statistic. What does a mean average of 4.87 kilograms tell us about the data? A mean average of 4.87 kg tells us that the balancing point for the distances for all the numbers in the data set is 4.87 kg. What does this tell us? Look at the numbers in the data set above the mean: 6.2, 5.1, and 7.4 Let us look at how far are each of numbers from the mean? Remember we rounded the mean, so these are just approximate distances. 6.2 – 4.87 ≈ 1.33 5.1 – 4.87 ≈ 0.23 7.4 – 4.87 ≈ 2.53 Therefore, for numbers in the data set above the mean, we have a total approximate distance from the mean of 1.33 + 0.23 + 2.53 ≈ 4.09 Now look at the numbers in the data set below the mean: 2.9, 3.3, 4.5, and 4.7 Approximately how far are these numbers from the mean? If we subtract in the same order with the value minus the mean we will get negative differences. This issue of negative number differences is a reoccurring problem in statistics that is usually addressed by squaring the values 2.9 – 4.87 ≈ -1.97 3.3 – 4.87 ≈ -1.57 4.5 – 4.87 ≈ -0.37
3.3 – 4.87 ≈ -1.57 4.5 – 4.87 ≈ -0.37 4.7 – 4.87 ≈ -0.17 Notice that some of the differences are negative and some are positive. In fact, if we were to add the distances now, they would add up to approximately zero. (Remember the mean is the balancing point.) The negative numbers are a problem. To average the distances we need to get rid of the negatives. There are two ways to deal with negative numbers in mathematics, absolute value or squaring the numbers. Absolute value can have issues with calculus applications, so early statisticians preferred to square all the numbers and then eventually take a square root. Squares of the distances (1.33)^2 ≈ 1.7689 (0.23)^2 ≈ 0.0529 (2.53)^2 ≈ 6.4009 (-1.97)^2 ≈ 3.8809 (-1.57)^2 ≈ 2.4649 (-0.37)^2 ≈ 0.1369 (-0.17)^2 ≈ 0.0289 Now we will add up all the squared distances and calculate the “Sum of Squares” . This is a very important technique in statistics and occurs in many different applications. Sum of Squares ≈ 1.7689 + 0.0529 + 6.4009 + 3.8809 + 2.4649 + 0.1369 + 0.0289 ≈ 14.6814 We now want to take an average of the sum of squares. When dealing with spread, we will divide by one less than the sample size. This is called “degrees of freedom” in statistics. Therefore, we will divide by n-1 instead of the frequency n. There are seven numbers in the data set, so we will divide by 7 – 1 or 6. Then we will take the square root of the answer.
14) Skewed 15) Outliers 16) Median 17) 18) Quartile 19) Interquartile Range (IQR) 20) Percentile 21) 5-Number Summary 22) Boxplot 23) Mean 24) Variance 25) Standard Deviation
Triangle Classification by SIDE LENGTHS ***Remember***When you look at a figure, you cannot assume segments are congruent on appearance. They must be marked as congruent. Ex 2) Classify EHF by its side lengths Classify EHG by its side lengths. Classify ACD by its side lengths. Example 3: Using Triangle Classification Find the side lengths of JKL. Find the side lengths of equilateral FGH. Example 4: Application A steel mill produces roof supports by welding pieces of steel beams into equilateral triangles. Each side of the triangle is 18 feet long. How many triangles can be formed from 420 feet of steel beam? Each measure is the side length of an equilateral triangle. Determine how many 10 in. triangles can be formed from a 100 in. piece of steel. 4-3 Angle Relationships in Triangles
(Chapter 4.a (1) What does slope equal? Slope = run / rise Slope = x / y Slope = rise / run Slope = y / x None of these (2) Referring to a graph like the one below, if Y increases by 4 and X increases by 2, then what does slope equal? Slope = 8 Slope = 2 Slope = 4 Slope = 1/4 Slope = 1/2 None of these (3) In the graph below, which line has a slope greater than one? A B C None of these (4) In the below, which line has a slope equal to one? A B C None of these (5) In the graph below, which line is a tangent line of the function in bold? A B C None of these (6) In the graph below, the dotted line is a tangent line of the function at point ...? A B C None of these (7) What does the slope of a tangent line tell you? How Y changes in response to a tiny increase in X, starting at some value of X How Y changes in response to a large increase in X, starting at some value of X How X changes in response to a tiny increase in Y, starting at some value of X How X changes in response to a large increase in Y, starting at some value of Y (8) A tangent line's purpose is to ...? Give the slope of the entire function
(8.a) Fill in the missing cells below. (8.b) If we don’t produce any wheat our profits will be $__________ per acre. (8.c) If we produce wheat but don’t apply any nitrogen our profits will be $__________ per acre. (8.d) The profit-maximizing level of nitrogen use is ____________ lbs N per acre, producing ________ bushels of wheat per acre and providing profits of $___________ per acre. Price of wheat $ / bushel Price of nitrogen $ / lb Fixed Costs $ / acre Other Variable Costs $ / acre Produce wheat? Nitrogen (lbs / acre) Wheat yield (bushels / acre) Cost of nitrogen application ($ / acre) Total fixed costs ($ / acre) Total variable costs ($ / acre) NO 0.00 ----------- ----------- ----------- Yes 0.00 ----------- Yes 10.00 Yes 20.00 Yes 30.00 Yes 40.00 Yes 50.00 Yes 60.00 Produce wheat? Nitrogen (lbs / acre) yield (bushels / acre) Total costs ($ / acre) Revenues ($ / acre) Profits ($ / acre) NO 0.00 ----------- ----------- Yes 0.00 Yes 10.00 Yes 20.00 Yes 30.00 Yes 40.00 Yes 50.00 Yes 60.00 (9.a) Fill in the missing cells below.
Learning Targets: Respond to each of these statements using information from the reading. I Can… List the 10 protections enshrined in the Bill of Rights. Explain how Gitlow v. , 1925 “nationalized” the Bill of Rights (doctrine of incorporation). Identify and explain the two clauses of the First Amendment that protect religious freedoms AND summarize examples of controversies relevant to each clause. Summarize the basic types of speech defined by the Court (expression, symbolic, libel, slander, obscenity, and commercial) and list ONE example of a controversy related to each. Summarize ONE example of a ‘defendant’s rights’ controversy within each of the following categories: * Searches & Seizures * Self-incrimination * Right to Counsel * Trial by Jury * Cruel & Unusual Punishment Explain in simple language the relationship between Griswold v. Connecticut, Roe v. Wade, and Planned Parenthood v. Casey. Describe the difference between liberties and civil rights. Political Cartoons: Why are the following cartoons funny? Briefly explain the punch-line. Student cartoon TSA cartoon Keyword Response: Study the prompts below and write a response that utilize relevant keywords from the vocab. Vocab: Review these terms and have a sense of their overall significance. Stay organized; these pile up quickly. The list of vocab terms to the right includes some of the most sacred protections against tyrannical government. Just for fun, write a brief diary entry recounting the day YOU had at least SEVEN of these liberties violated by the government (on the same day, or even at the same time…see how many you can rack up).
PROBLEM 2 Complete the following expected value table. SOLUTION PROBLEM 3 What is the expected value, μ? Do you come out ahead? SOLUTION Add the last column of the table. The expected value μ=-2/3. You lose, on average, about 67 cents each time you play the game so you do not come out ahead.
Now write a summary report paragraph for this data set. 5. Women’s Systolic Blood Pressure (millimeters of mercury) What is the data measuring and what are the units? How many numbers are in the data set? What is the shape of the data set? Minimum = _________________ Maximum = ________________ Median = ___________________ Q1 = ___________________ Q3 = ___________________ IQR = ___________________ ______________≤ typical values ≤ _______________ List all the numbers in this data set that are unusually high. (If there were no unusually high values, write “none”) _____________________________ List all the numbers in this data set that are unusually low. (If there were no unusually low values, write “none”) _____________________________ Now write a summary report paragraph for this data set.
The research for antenna placement of the WiMAX/WiFi networks has employed the SG-WIP platform as a tool to extract information of the geographical network topologies such as housing unit locations, or street light poles. Figure 4.2 shows the planning antennae placement for the smart meters and the WiMAX/Wi-Wi-Fi gateway on the Google Maps. Figure 4. Using SG-WIP tool for planning the antennae position. The WiMAX/Wi-Fi gateway was place on streetlight pole. The research about housing unit density of the designing wireless networks has also used the SGWIP platform to gather the distribution of the housing units. Figure 4.3 shows the WLAN topology size 100x100 square meters that has fifty housing units. Figure 4. This WLAN topology (100x100 square meters) has a high density of resident housing The exported information about the network topologies from SG-WIP platform, as well as the research results about the housing unit density, and the antenna locations can help the AMI network infrastructure researchers and designers in the simulation and analysis of the wireless network infrastructure of the AMI. Planning the Network Simulation The following network topologies will be simulated: Wireless Area Network (WLAN) Wireless Neighborhood Area Network (WNAN) Wireless Metropolitan Area Network (WMAN)
Choosing the Explore Procedure: From the Analyze menu choose Descriptive Statistics, drag to the sub menu and select Explore. Selecting Variables: As in the other procedures, find and click the variable you want to explore, and then click the select arrow to include your variable in the Dependent List box. Choose the variable educ and move into the Dependent List box. The dialog box should look like Figure Selecting Displays: In the Display box on the bottom left, you may choose either Both, Statistics, or Plots. We left the default selection, Both, to display statistics and plots. Selecting Statistics: Click the Statistics button and the Explore: Statistics dialog box will open, Figure 4-18. Leave checked the Default box for Confidence Interval for the Mean 95%, and click the Outliers box so we can look at the extreme observations for our variable. Click Continue to return to the main explore dialog window. Selecting Plots: Click the Plots button on the main Explore Dialog box, Figure 4-17, and the Explore: Plots dialog box, Figure 4-19, will open. The default choices in the Boxplots box are good so click Stemandleaf and Histogram in the Descriptive box. Click on Normality Plots with Test so we can see how close the distribution of this variable is to normal. Leave the default for Spread vs. Level with Levene Test. Click Continue to return to the main explore dialog box, Figure 4-17. Selecting Options: the Options button in the main explore dialog box, Figure 4-17, and the Explore: Options dialog box, Figure 4-20, will be displayed. No changes are needed here since the default of Exclude cases listwise is appropriate.
31. The monomers of proteins are acids. Sketch an amino acid here. Label the alpha or central carbon, amino group, carboxyl group, and R group. 32. What is represented by R? How many are there? 33. Define terms: peptide bond: dipeptide: polypeptide: . 34. There are four levels of protein structure. Refer to Figure 5.20, and summarize each level in the following table. of Protein Structure Explanation Example Primary Secondary α helix β pleated sheet Tertiary Quaternary
35. Do you remember when, in Chapter 4, we said, “To change the structure, change the function”? Explain how this principle applies to sickle-cell disease. Why is the structure changed? 36. Besides mutation, which changes the primary structure of a protein, protein structure can be changed by denaturation. Define denaturation, and give at least three ways a protein may become denatured.
146) Explain how the message source affects consumers' perceptions of the message. Answer: The message source will affect how the consumer perceives the message. For example, highly credible as certain be more persuasive. In some cases, the use of celebrity testimonials works well to persuade consumers to make the purchase. Page Ref: 414 147) When is it most advisable to predominantly use advertising in a promotion mix? Answer: Advertising works well when the marketer's goal is to reach geographically dispersed groups of consumers. In addition, advertising works well when the marketer wants to control the intended message geared toward a specific group of consumers. Advertising also allows the marketer to repeat a message many times. Page Ref: 416-417 148) When is it advisable to predominantly use personal selling in a promotion mix? Answer: Personal selling well when the marketer's goal is to build up buyers' preferences, convictions, and actions. Personal selling allows marketers to build personal relationships with the prospective buyers and allows marketers to provide demonstrations directly to an intended audience. Many industrial companies prefer personal selling to other promotional tools. Page Ref: 417 149) When is it advisable to predominantly use sales promotions in a promotion mix? Answer: Sales promotions are used to invite and reward quick response. Sales promotions are short-lived; therefore, sales promotions are used when the marketer intends to make a quick, dramatic impact on an intended audience with the use of coupons, samples, contest, etc. Page Ref: 417 150) Describe the FTC cooling off rule. Answer: The three-day cooling-off rule gives special protection to customers who are not seeking products. Under this rule, customers who agree in their own homes to buy something costing more than $25 have 72 hours in which to cancel a contract or return merchandise and get their money back, no questions asked. Page Ref: 422
Topic: Other Important Elasticities Skill: Conceptual AACSB: Reflective Thinking Learning Outcome: Micro-6 19) The cross-price elasticity of demand between good X and good Y is 0.5. Given this information, which of the following statements is true? A) The demand for goods X and Y is inelastic. B) Goods X and Y are substitutes. C) Goods X and Y are complements. D) The demand for goods X and Y is income inelastic. Answer: B Diff: 2 Topic: Other Important Elasticities Skill: Conceptual AACSB: Reflective Thinking Learning Outcome: Micro-6 Refer to the information provided in Figure 5.5 below to answer the question that follows. Figure 5.5 20) Refer to Figure 5.5. As the price of good W increased, the demand for good Y shifted from D1 to D2. The cross-price elasticity of demand between W and Y is A) positive. B) negative. C) zero. D) indeterminate from this information. Answer: A Diff: 2 Topic: Other Important Elasticities Skill: Analytical AACSB: Analytic Skills Learning Outcome: 21) In output markets, the elasticity of supply tends to be A) negative. B) zero. C) positive. D) decreasing at an increasing rate. Answer: C Diff: 1
(y) Profit in Thousands of Dollars 420.25 175.615 Slope = __________________ Sentence Explaining the Slope: Y – Intercept = ________________ Sentence Explaining the Y-intercept: Equation of the Regression Line: Y = __________ + __________ X 5. This data describes the relationship between the number of pounds of fertilizer used and the number of flowers per square foot. r = 0.6727 Variable Mean Standard Deviation (x) pounds of fertilizer used 3.387 1.165 (y) # of flowers per sq. ft. 13.867 1.356 Slope = __________________ Sentence Explaining the Slope:
HW#1 PERIODIC TABLE VOCABULARY Match the correct vocabulary term to each numbered statement. Write the letter of the correct term on the line. Column A a 1. The highest occupied s and p sublevels are partially filled. n 2. The highest occupied s sublevel and a nearby d sublevel contain electrons. m 3. metals having only 2 electrons in the highest occupied energy level c 4. one half the distance between the nuclei of two atoms of the same element when the atoms are joined k5. decreases for cations and anions from left to across a period b 6. measures the ability of an atom to attract electrons when the atom is in a compound l7. an atom or group of atoms that has a positive or negative charge g 8. elements in which the highest occupied s and p sublevels are filled o 9. nonmetals of Group 7A i10. The highest occupied s sublevel and a nearby f sublevel contain electrons. e11. energy required to remove an electron from an atom f12. positively charged ion h 13. Group 1A elements d 14. good conductors of heat and electric current p15.negatively charged ion j 16. poor conductors of heat and electric current Column B a. representative elements b. electronegativity c. atomic radius d. metals e. ionization energy f. cation g. noble gases h. alkali metals i. inner transition metals j. nonmetals k. radius l. ion m. Group 2A n. transition metal o. halogens p. anion
∆Euniverse = ∆Esystem + ∆Esurroundings = 0 6.4 Determining the work due to a change in volume at constant pressure (PV work) (258): w = -P∆V 6.5 Relating the enthalpy change to the internal energy change at constant pressure (258): ∆H = ∆E + P∆V 6.6 Identifying the enthalpy change with the heat absorbed or released at constant pressure (259): qP = ∆E + P∆V = ∆H 6.7 Calculating the heat absorbed or released when a substance undergoes a temperature change or a reaction occurs (261): q = c × mass × ∆T 6.8 Calculating the overall enthalpy change of a reaction (Hess’s law) (268): ∆Hoverall = ∆H1 + ∆H2 + ··· + ∆Hn 6.9 Calculating the standard enthalpy of reaction (271): ∆H°rxn = m∆H°f (products) - n∆H°f (reactants) BRIEF SOLUTIONS TO FOLLOW-UP PROBLEMS 6.1A ∆E = q + w = [13.5 kJ + (-1.8 kJ)] × = 1.17 × 10^4 J 6.1B ∆E = q + w =(-26.0 kcal × ) + (15.0 Btu × ) = -93 kJ 6.2A P (atm) = 732 torr × = 0.963 atm w (atm·L) = -P∆V = -0.963 atm × (2.35 L - 5.68 L) = 3.21 atm·L w (J) = 3.21 atm·L × = 325 J 6.2B w (atm·L) = -P∆V = -5.5 atm × (16.3 L - 10.5 L) = -32 atm·L w (J) = -32 atm·L × = -3.2×10^3 J 6.3A The reaction is exothermic. 6.3B The process is endothermic.
Chapter 6: Start a Learning Renovation Instructional Coaching Plan Template Continued from previous page Blueprint for Deeper Learning Coaching Goals (What we want teachers to design collaboratively as learning architects) Resources and Materials Construction of knowledge (instruction) (Cont.) Create a strong task closing that reiterates learning and previews next steps. Document the instructional resources (print and digital) needed for both you and your students. Identify learner considerations in terms of collaboration/grouping; organization/time management; and presentation/product alternatives. My Coaching Plan: Benchmark Date(s) Professional Learning Needed to Support Design: Inspection of results (assessment) Review the Task and create student directions that are and focused. Determine the success criteria for proficiency based on the task and the aligned Focus Standards. Involve students in the formative assessment process through self- and peer-assessment. Ask the three feedback questions of students on a regular basis to foster a learning partnership. Model how to provide feedback to students using the criteria as well as written commentary. Blueprint in progress Blueprint exemplars (AODL online) Student goal- setting forms (print and digital) My Coaching Plan: Benchmark Date(s) Professional Learning Needed to Support Design:
Table I. Differential Diagnosis of Liver Mass of liver mass Solid Cystic Liver disease Malignant Heptocellular carcinoma + - + + Macroregenerative/dysplastic nodule + - + -* Cholangiocarcinoma + - +/- + Hepatic adenoma + - - -* Focal nodular hyperplasia + - - - Hemangioma + - - - Fibrolemellar hepatocellular carcinoma + - - + Metastatic cancer + - - + Infantile Hemagioendothelioma + - - - Mesenchymal hamartoma + - - - Angiomyolipoma + - - - Inflammatory pseudotumor + - - - Focal fatty infiltration and focal fat sparing + - - - Hepatic abscess + - - - Echinococcal cystic disease - + - - Simple cyst - + - - Polycystic disease - + - - Cyst adenoma - + - -* Cyst adenocarcinoma - + - + Choledochal cysts (type IV and V) - + - -* * Potential for malignant transformation.
c) Find . d) i) Find the value which gives the maximum volume of the box. ii) Calculate the maximum volume of the box. 4. A farmer has a rectangular enclosure with a straight hedge running down one side. The area of the enclosure is 162 m2. He encloses this area using meters of the hedge on one side as shown on the diagram below. a) If he uses meters of fencing to complete the enclosure, show that . The farmer wishes to use the least amount of fencing. b) Find c) Find the value of which makes a minimum d) Calculate this minimum value of . e) find the values of and in the following table. f) Draw an accurate graph of this function using a horizontal scale starting at 0 and taking 2 cm to represent 10 meters, and a vertical scale starting at 30 with 4 cm to represent 10 meters. g) Write down the values of for which increases. IB Math Studies Year 2 6.7 Modeling with Calculus – Mixed IB Paper 2 Problems 5. A shipping container is to be made with six rectangular as shown in the diagram. The dimensions of the container are length height . All of the measurements are in metres. The total length of all twelve edges is 48 metres. a) Show that . [3] b) Show that the volume m3 of the container is given by
MEINGAST CHAPTER 7 EXPONENTS AND EXPONENTIAL FUNCTIONS ASSIGNMENT NAME __________________________ DATE DESCRIPTION ASSIGNMENT FOCUS Mon., 1/4 BRING YOUR RED AUBURN REGISTRATION FOLDER TO SCHOOL. KEEP IN YOUR LOCKER. MAP WINDOW BEGINS TOMORROW CH7 GET READY FOR THE CHAPTER Pg. 389 SEC. 7.1 (FRONT AND BACK) Mult. Monomials using properties of exponents. Simplify expressions multiplication properties of exponents. Tues., 1/5 Section 7.1 Multiplication Properties of Exponents Pg. 394 3 – 60 m of 3 Mult. Monomials using properties of exponents. Simplify expressions multiplication properties of exponents. Wed., 1/6 SAME DAY TWO ASSIGNMENTS Section 7.2 Division properties of Exponents Pg. 402 1 – 8 all, 19-30 all Divide Monomials using properties of exponents. Simplify expressions negative and zero exponents. Wed., 1/6 SAME DAY TWO ASSIGNMENTS Section 7.2 Division properties of exponents Pg. 403 31 – 57 all Divide Monomials using properties of exponents. Simplify expressions using negative and zero exponents. Thurs., 1/7 CH7QUIZ 1 WORKSHEET SECTION 7.2 Study for immunity for Fraction Friday! Fri., 1/8 Fraction Friday part 1 7th grade test! Section 7.3 Rational Exponents Pg. 410 (1 – 15 all) 17 – 57 ODD Evaluate and rewrite expressions involving rational exponents. Equations involving expressions
with rational exponents. Mon. 1/11 NO SCHOOL INSTITUTE DAY Tues., 1/12 Section 7.3 Rational Exponents Section 7.3 worksheet Evaluate and rewrite expressions involving rational exponents. Solve Equations involving expressions with rational exponents. Wed., 1/13 Section 7.3 Rational Exponents Pg. 410 18 – 58 even 94 - 97 Thurs., 1/14 Section 7.4 Scientific Notation Pg. 417 ( 3 – 51 m of 3) Express number in scientific notation Fri., 1/15 FRACTION FRIDAY part 2 7th grade test CH7 QUIZ 2 WORKSHEET Exponent Riddles Mon., 1/18 NO SCHOOL MARTIN LUTHER KING DAY Tues., 1/19 7.5 Graphing Technology Lab Pg. 422 Group Activity 1, 2, 3, 4. Need four graphs. Copy calc. display. 7.5 Worksheet (in class) Exponent worksheet on back for homework Graph Exponential Functions. Identify data that display exponential behavior. Wed., 1/20 7.6 Growth and Decay 7.6 Worksheet Solve problems involving exponential growth. Solve problems involving exponential decay. Thurs., 1/21 CHAPTER 7 PRE- TEST Study Guide and Review for Test! Pg. 452 (11 – 43 all) BRING ALL HOMEWORK AND WORKSHEETS TOMORROW FOR HOMEWORK CHECK. Fri., 1/22 CH 7 HOMEWORK & CH7 TEST Getting for Ch8 Pg. 461 (1 – 22 all)
Ch7 – Triangle Inequalities 7.1 – Segments, Angles, and Inequalities Postulate 7.1 – Comparison Property Example: Replace the ● with <, >, or = to make a true sentence. DR ● LN ND ● RD SR ● DN Theorem 7.1: Theorem 7.2: Example: Replace ● with <, >, or = to make a true sentence. mMCU ● mICM mMCS ● mICM mUCM ● mICM Additional Inequalities Symbol Statement Words Meaning
41. a. E() = .17 Distribution is approximately normal because np = 800(.17) = 136 > 5 and n(1 – p) = 800(.83) = 664 > 5 b. P(z ≤ 1.51) = .9345 P(z < -1.51) = .0655 P(.15 .19) = P(-1.51 z 1.51) = .9345 - .0655 = .8690 c. P(z ≤ 2.13) = .9834 P(z < -2.13) = .0166 P(.15 .19) = P(-2.13 z 2.13) = .9834 - .0166 = .9668 42. The random numbers corresponding to the first seven universities selected are 122, 99, 25, 55, 115, 102, 61 The third, fourth and fifth columns of Table 7.1 were needed to find 7 random numbers of 133 or less without duplicate numbers. Author’s note: The universities identified are: Clarkson U. (122), U. of Arizona (99), UCLA (25), U. of Maryland (55), U. of New Hampshire (115), Florida State U. (102), Clemson U. (61). 43. a. With n = 100, we can approximate the sampling distribution with a normal distribution having E() = 8086 b. P(z ≤ .80) = .7881 P(z < -.80) = .2119 P(7886 8286) = P(-.80 z .80) = .7881 - .2119 = .5762 The probability that the sample mean will be within $200 of the population mean is .5762. c. At 9000, P( ≥ 9000) = P(z ≥ 3.66) 0 Yes, the research firm should be questioned. A sample mean this large is extremely unlikely (almost 0 probability) if a simple random sample is taken from a population with a mean of $8086. 44. a. Normal distribution with E= 406
b. P(z ≤ 1.50) = .9332 P(z < -1.50) = .0668 P(391 421) = P(-1.50 z 1.50) = .9332 - .0668 = .8664 c. At = 380, P( ≤ 380) = P(z ≤ -2.60) = .0047 Yes, this is an unusually low performing group of 64 stores. The probability of a sample mean annual sales per square foot of $380 or less is only .0047. 45. With n = 60 the central limit theorem allows us to conclude the sampling distribution is approximately normal. a. This means 14 16 At = 16, P(z ≤ 1.94) = .9738 P(z < -1.94) = .0262 P(14 16) = P(-1.94 z 1.94) = .9738 - .0262 = .9476 b. This means 14.25 15.75 At = 15.75, P(z ≤ 1.45) = .9265 P(z < -1.45) = .0735 P(14.25 15.75) = P(-1.45 z 1.45) = .9265 - .0735 = .8530 46. = 27,175 = 7400 a. b. P(> 27,175) = P(z > 0) = .50 Note: This could have been answered easily without any calculations ; 27,175 is the expected value of the sampling distribution of . c. P(z ≤ 1.05) = .8531 P(z < -1.05) = .1469 P(26,175 28,175) = P(-1.05 z 1.05) = .8531 - .1469 = .7062 d. P(z ≤ 1.35) = .9115 P(z < -1.35) = .0885
49. Sampling distribution of The area below= 2.1 must be 1 - .05 = .95. An area of .95 in the standard normal table shows z = 1.645. Thus, for  50. p = .28 a. This is the graph of a normal distribution with E() = p = .28 and b. Within ± .04 means .24 ≤ ≤ .32 P(.24 .32) = P(-1.38 ≤ z ≤ 1.38) = .9162 - .0838 = .8324 c. Within ± .02 means .26 ≤ ≤ .30 P(.26 .30) = P(-.69 ≤ z ≤ .69) = .7549 - .2451 = .5098 51. P (  .375) = ? P(z < -1.02) = .1539 P (  .375) = 1 - .1539 = .8461 52. a. Within ± .04 means .36 ≤ ≤ .44 P(.36 .44) = P(-1.59 ≤ z ≤ 1.59) = .9441 - .0559 = .8882 b. We want P(.45)
Table I. Treatment for conditions caused by Chlamydia trachomatis Condition Treatment Alternatives Notes Uncomplicated Genital infections Azithromycin 1 gram PO x 1 OR Doxycycline 100mg PO BID x 7 days Ofloxacin 400mg PO bid x 7 days OR Levofloxacin 500mg PO qd x 7days OR Erythromycin base 500mg PO qid x 7 days OR Erythromycin ethylsuccinate 800mg PO qid x 7 days In pregnancy, use azithromycin, erythromycin or amoxicillin 500mg tid x 7 days Male sex partners of women with chlamydia ( sex in 60 days prior to diagnosis) should also be treated cervicitis Azithromycin 1 gram PO x 1 OR Doxycycline 100mg PO BID x 7 days Co-treat for Neisseria gonorrhea if local prevalence is >5% Male sex partners of women with chlamydia ( sex in 60 days prior to diagnosis) should also be treated
Continuous Every operant is reinforced Gold star for every paper turned in Rapid increase in operants Steady response as long as reinforcer is desired Operants rapidly stop Fixed Ratio Reinforcement occurs for first response after a certain fixed number of operants Gold star for 5 papers turned in Fairly rapid increase in operants, but not as fast as under continuous reinforcement Usually high response rate, but with a pause after each reinforcer Operants stop rapidly if reinforcement does not occur after expected number of operants Variable Ratio Reinforcement occurs for first response after varying number of operants Teacher picks a different "magic number" every day for number of papers to be turned in to earn a gold star Slow increase in operants Steady and pause after each reinforcer Operants stop slowly Fixed Interval Reinforcement occurs for first response after a certain fixed period of time Gold star every week after weekly paper is turned in Somewhat faster increase in operants than in variable schedules, slower than under continuous reinforcement High, but response rate often increases as time for reinforcement approaches, then drops after each reinforcement. Operants stop rapidly if reinforcement does not occur after expected amount of time. Variable interval Reinforcement occurs for first response after varying amounts of time. Surprise "Gold Star Days" when turning in paper earns gold star Slow increase in operants Constant high response rate with little pause after each reinforcement Operants decrease slowly and gradually. Understanding the Consequences of Behavior Contingency Contract - written or oral agreement between student and teacher specifying desired behavior and promised reward. Punishment Punishment - use of a stimulus that decreases the probability of a response, either through the application of an unpleasant stimulus or through the removal of a pleasant one. presentation Punishment - application of an unpleasant stimulus to discourage a response. Removal Punishment - taking away a pleasant stimulus to discourage a response. The person administering the punishment should consider the following options: Suggest alternative ways the student can get what he or she wants Find a way to follow punishment with positive reinforcement Explain the problem Punish immediately Use appropriate intensity Punish consistently Make escape impossible Use penalties
process of artistic transformation that redeemed a few exceptions to the general rule that the appropriation of the bossa nova involved a “perversion, and watering down” of the original form Getz, for example, had developed a “artistic product that [had been] alienated in multiple ways [and was a] refined derivative” This tortured logic revealed several things. First, the Brazilian bossa nova delineated how a valuable new hybrid might arise. Rather than plumping for a chauvinist lineonly Brazilians can perform “authentic” bossa novaBerendt was very much interested in a model of international collegiality, but one where standards of individual artistic vision were paramount. Only under these ill-defined circumstances might the categories of jazz (i.e. art) and commerce be kept apart. On the whole, Berendt continued to display a distinct discomfort with the commercial success of the bossa novaeven he presented in Berlin one of its most successful North American purveyors. A decade later, when the broad success of the bossa nova was a distant memory and jazz musicians engaged with Brazilian music in more complexand less “popular”ways Berendt relax a little and suggest that jazz and Brazilian folk music stood “ as intimate equals”: “is precisely because the trend is now over that a true ‘integration’ of Brazilian music into the mainstream of popular music could come to pass” Yet he still could not resist a snipe; earlier activities had been “basically just a commercial fad” Hence, when one was looking for ways of conceiving of intercultural musicmaking, the bossa nova might have offered a model, but in a context where hardened distinctions between ernste Musik and Unterhaltungsmusik persisted, it also served as a warning. Although Berendt’s discourse and the broader German reception of Brazilian popular music at this time were not without their problems, one ought not to dismiss his efforts. As Claus Schreiner notes, Berendt’s activities in presenting Baden Powell in concert and in producing a string of records with him in the late 1960s and 1970s promoted Powell’s career at a time when
Cover notes for Various musicians, Jazz Meets Brazil, 1997. Schreiner, Claus. Musica Brasileira. Trans. M. Weinstein (London: Marion Boyars, 1993). Treece, “Guns and Roses: Bossa Nova and Brazil’s Music of Popular Protest, 195868” Popular Music 16.1 (1997): 129. van der Lee, Pedro “Sitars and Bossa: World Music Influences” Popular Music 17.1 (1998): 4569. von Schlippenbach, Alexander “Jazz mit Berendt reaktionär” Jazz Podium March 1981): 32. Voswinkel, Stephan “Über die Vielfalt der Musik” Jazz Podium May 1985): 1011. Wilson, Peter N. “Zwischen Ethnopop und Weltmusik” Neue Zeitschrift für Musik 148.5 (1987): 58. Discography Miles. Miles Davis Live at the Fillmore East. Columbia, 61539, 1970. . Doldinger in Südamerika. Philips Twen, 843728 PY, 1965. Getz, Stan and Gilberto. Getz/Gilberto. Verve, 11173, 1963. Pike, Dave (as The New Dave Pike Set) and Baiafro. Salomao. MPS, 15370, 1972. Powell, Baden. Tristeza on Guitar. Saba, 15090, 1966. Various . Folklore e Bossa Nova do Brasil. Saba, 15102, 1966.
Chapter 7 Stormwater drainage Contents 7.1 Introduction 7.1 Introduction The planning, design and implementation of stormwater drainage must integrate the 2 distinct components of stormwater management, that is, water quantity and water quality. The stormwater drainage system must: prevent or minimise adverse social, environmental, and flooding impacts on the city’s waterways, overland flow paths and constructed drainage network; ensure that the design of channel works as part of development maximises the use of natural channel design principles where possible; achieve acceptable levels of stormwater run-off quantity and quality by applying total water cycle management and water sensitive urban design principles. In addition to this planning scheme policy, urban stormwater drainage systems are planned, designed and constructed in accordance with the current edition of the following: (); Australian Rainfall and Run-off; Waterway Design: A guide to the hydraulic design of Bridges, Culverts and Floodways (AustRoads 1994); AustRoads – ‘Guide to Road Design Part 5: Drainage design’; Brisbane City Council Department of Supplement to the ; Integrated Maintenance Manual for Waterways, Wetlands and Open Drains; Local stormwater management plans for: Castlemaine–Caxton Streets – Relief Drainage Investigation; Gellibrand Street Catchment – Relief Drainage Investigation; Gerler Road, Clayfield Catchment – Local Stormwater Drainage Study; Hendra–Doomben Catchments (Kemble Street) – Relief Drainage Investigation; Hendra–Doomben Drain Catchments (Racecourse) – Relief Drainage Investigation; Langsville Creek Catchment – Relief Drainage Investigation; Long Street East, Graceville – Local Stormwater Management Plan; Milton Drain – Local Stormwater Management Plan; New Farm–Teneriffe Catchment – Relief Drainage Investigation; Pashen Creek, Hawthorne Catchment – Local Stormwater Management Plan; Sandy Creek (Indooroopilly) – Relief Drainage Investigation; Stratton Street Drainage Investigation; Sydney Street, Merthyr Catchment – Relief Drainage Investigation; Water and Campbell Street Catchments – Relief Drainage Investigation; Watersham Street Taringa Catchment – Relief Drainage Investigation; Woolcock Park Relief Drainage Study;
then ~N(______, ______) by the Central Limit Theorem for Means. μX = 2, σX = 0.5, n= 50, and X ~ N(2,) Find P(1.8 < < 2.3). Draw a P(1.8 < < 2.3) = 0.9977 normalcdf(1.8,2.3,2,) = 0.9977 The probability that the mean time is between 1.8 hours and 2.3 hours is ______.
A block of aluminum occupies a volume of 15.0 mL and weighs 40.5 g. What is its density? Calculate the density of sulfuric acid if 35.4 mL of the acid weighs 65.14 g. Explain how the particles of gas in a container would increase the pressure if I were to heat them up. (Use ideas from KMT, use words like force, collision, energy, pressure) What happens when the gas inside a container has greater pressure than the gas outside the container? What happens when the gas inside a container has less pressure than the gas outside the container? Gas in a container is exerting 400N of force over the surface area of 0.14m2. What is the pressure in the container? Sally is swimming where water pressure is has 8N of force pushing on her. Her area is 0.75m2. What is the pressure on her?
Class Profile Teacher Name: W. Martin Subject/Grade Level: Math/6 Grade Adding and Subtracting Fractions Lesson Date/Time: September 2013 Class Composition (Record in numbers) Male: 36 FBB: 1 Basic: 15 Adv: 9 SWD: 0 Language Proficiency Levels: LEP, IFEP, RFEP, EO Female: 34 BB: 18 Prof: 36 GATE: 3 ELs: 2 SELs: 1 Other: ADHD Instructional Goals and Objectives
Assignment Classification by Learning Objective Learning Objective Exercises Problems Cases Identify relevant information for decision making. (Unit 8.1) 1, 2, 3 19 27 Determine the qualitative and quantitative impacts of special order pricing. (Unit 8.2) 4, 5, 6, 7 18, 22 28 Determine the qualitative and quantitative impacts of outsourcing decisions. (Unit 8.3) 8, 9, 10, 11 19, 20, 21, 22, 24 28, 29 Determine how to allocate constrained resources to maximize income. (Unit 8.4) 12, 13, 14 23, 24 Calculate the effects on operating income of keeping or eliminating operations. (Unit 8.5) 15, 16, 17 25, 26 28 Assignment Characteristics Number Description Learning Objectives Bloom Levelsa CMA Adapted Difficulty Level Estimated Time (min.) E8-1 Identify relevant information 1 E8-2 Identify decision alternatives and relevant information 1 E8-3 Identify relevant information 1 E8-4 Calculate minimum special order price 2 E8-5 Calculate income effects from a special order 2 E8-6 Calculate income effects from a special 2 E8-7 Calculate income effects from a special order 2 E8-8 Evaluate an outsourcing proposal 3 E8-9 Evaluate an outsourcing proposal and identify qualitative issues 3 E8-10 Evaluate an outsourcing proposal 3 E8-11 Evaluate an outsourcing proposal 3 E8-12 Allocate scarce production resources 4 E8-13 Allocate scarce production resources 4 E8-14 Allocate scarce production resources 4 E8-15 Identify desired information for evaluating segment performance 5 P8-16 Decide whether to eliminate a segment 5 P8-17 Prepare a segment margin income statement, evaluate income effect of eliminating a segment 5 P8-18 Calculate income effects from a special order 2 aK=knowledge, C=comprehension, AP = application, AN=analysis S=synthesis, E=evaluation and
follow an approximately normal distribution. Suppose that our sample has a mean of = 10 and we have constructed the 90% confidence interval (5, 15) where EBM=5. To get a 90% confidence interval, we must include the central 90% of the probability of the normal distribution. If we include the central 90%, we leave out a total of α = 10% in both tails, or 5% in each tail, of the normal distribution. To capture the central 90%, we must go out 1.645 "standard deviations" on either side of the calculated sample mean. 1.645 is the z-score from a Standard Normal probability distribution that puts an area of 0.90 in the center, an area of 0.05 in the far left tail, and an area of 0.05 in the far right tail.
zα/2 = z0.025 = 1.96 , using a calculator, computer or a Standard Normal probability table. Using the TI83, TI83+ or TI84+ calculator: invNorm(0.975,0,1) = 1.96 CALCULATOR NOTE: Remember to use area to the LEFT of zα/2; in this chapter the last two inputs in the invNorm command are 0,1 because you are using a Standard Normal Distribution Z~N(0,1) EBM: Error Bound The error bound formula for an unknown population mean μ when the population standard deviation σ is known is EBM= zα/2 ⋅
= 68 EBM = zα/2 ⋅ σ = 3; The confidence level is 90% (CL=0.90) ; zα/2 = z.05 = 1.645 SOLUTION A If we increase the sample size n to 100, we decrease the error bound. When n = 100: EBM = zα/2 ⋅ =1.645⋅ = 0.4935 SOLUTION B If we decrease the sample size n to 25, we increase the error bound. When n = 25: EBM = zα/2 ⋅ = 1.645⋅ = 0.987 Summary: Effect of Changing the Sample Size
generating plants, petroleum producers and importers, large retailers, and stocks of food and strategic materials held by government. In any event, updating this vector cannot be left to RAS because changes in inventories can have different signs (+ or -) from year to year and so it must be manually updated. Figure 2: Use of the SUT by kind of activity Exports 1 2 … Total Government households NPISH Gross fixed capital formation Change in inventories Goods 1 2 … Services r
(E) documentation that describes the individual's progress or lack of progress on the implementation plan; (F) documentation that describes any changes to an individual's personal goals, condition, abilities, or needs; (G) the ID/RC Assessment; (H) documentation supporting the recommended LON, including the ICAP booklet, assessments and interventions by qualified professionals, and time sheets of service providers; (I) results and recommendations from individualized assessments that support the individual's current need for each service included in the IPC; (J) documentation concerning any use of restraint as described in §9.179(c)(2) and (3) of this subchapter (relating to Certification Principles: Restraint); (K) documentation related to the suspension of an individual's [suspension from] HCS Program services or CFC services [service]; (L) for an individual under 22 years of age, a copy of the permanency plan; and (M) documentation required by subsections (g)(2)(A) and (h)(2)(A) of this section; (54) [(51)] upon request by the service coordinator: (A) permit the service coordinator access to the record that is required by paragraph (53) [(50)] of this subsection; and (B) provide the service coordinator a legible copy of a document in the record at no charge to the service coordinator; (55) [(52)] provide a copy of the following documents to the service coordinator: (A) an individual's IPC; and (B) an individual's ID/RC Assessment; (56) [(53)] notify the service coordinator if the program provider has reason to believe that an individual is no longer eligible for HCS Program services or CFC services or an individual or LAR has requested termination of all HCS Program services or all CFC services; (57) [(54)] if a physician delegates a medical act to an unlicensed service provider in accordance with Occupations Code, Chapter 157, and the program provider has concerns about the health or safety of the individual in performance of the medical act, communicate the concern to the delegating physician and take additional steps as necessary to ensure the health and safety of the individual; [and] (58) [(55)] for an HCS Program service or CFC service identified on the PDP as critical
Objective C :Sample Size Needed for Estimating the Population Proportion The sample size required to obtain a confidence interval for with a margin of error is given by Round up to the next integer is a prior estimate of If a prior estimate of is unavailable, the sample size required is Round up to the next integer So you can use if proportion is not given Example 1 : An urban economist wishes to estimate the proportion of Americans who own their homes. What size sample should be obtained if he wishes the estimate to be within 0.02 with 90% confidence if: (a) he uses a 2010 estimate of 0.669 obtained from the U.S Census Bureau? He wants: with 90% confidence so use z = 1.65 0.02 = 1.65 SE 0.02 = 1.65 ≈ 1507.17 round up to 1508. He should sample 1508 Americans so that the estimate is within 0.02 margin of error at a 90% confidence level. Note: For MML you have to be more precise and use z = 1.645 for 90%CI and z = 1.96 got 95%CI (b) he does not use any prior estimates? If not estimate is given for the proportion, then we use = .50 0.02 = 1.65 ≈ 1707.5 round up to 1708. He should sample 1708 Americans. Note: if you do not round your answer will be 1702. Example 2: In a Gallup poll conducted in October 2010, 64% of the people polled answered "more strict" to the following question: "Do you feel that the laws covering the sale of firearms should be made more strict as they are now?" Suppose the margin of
The second way to copy the is by using the menu commands. Make sure the table you want is selected (you will see the red arrow pointing to it in the output log on the left side of your screen and the table will have an outline around it). Click on Edit on the menu bar, then click on Copy. Switch over to your word-processing document. Click the mouse where you want to paste your table. Click on Edit on the menu bar, then click on Paste. You might want to paste your graph into a Text box. This will make your graph easier to move. You could also click on Paste Special instead of Paste. This would give you choices about the format for your table. For example, using Paste Special, you can paste is as a picture rather than as text. Note: The method for copying and pasting charts is exactly the same as the method as for copying and pasting tables. Chapter Nine Exercises Use the data set 2014 General Social Survey for all these exercises. Make a bar of trust. Then, edit the chart by giving it a proper title. Copy and paste the chart into a word processing file. Write a few sentences that describe the pattern shown in the chart. While views on political issues can influence a person’s party identification, some have suggested that, with American politics having become increasingly partisan in recent years, the reverse may be true as well. In other words, one’s party (as an important reference group) may shape how one feels about political issues. Make a multiple line chart similar to that shown above, but use partyid as the independent (x-axis) variable, and polviews as the dependent (y-axis) variable. Do a cross-tabulation of hapmar and trust. Since hapmar is the independent variable, place it in the column location, and show column percentages (see Chapter 5 for a review). Be sure that your table is properly titled. Copy and paste the table into a word processing file. Write a few sentences that discuss the relationship of the information shown in the table to the information shown in the chart you created for Question 1.
Company Name Full Address Sangkat City Main Telephone No: Web Page Address Info Email Address Family Name First Name Mr./Mrs./Ms./Dr. Position Mobile No Mobile Other Email Address Personal Email (optional) Name Position Email My establishment is a Corporate Brand Luxury (4 – 5 star) Mid-Range Hotel (2 – 3 star) Budget Hotel (1 – no star) Guesthouse Other Types of Memberships Associate Member (Suppliers/Hospitality Businesses) NGO/Business Association Restaurant – Category 1 Restaurant – Category 2 Travel Agency Online Room Rate Number of Rooms MICE Capacity Meeting (capacity) Equipment Other Parking Info Eco Award(s) Yes/No Ministry of Tourism Licensed Yes/No Ministry of Tourism Star Rated Yes/No Child Safe Yes/No On behalf of our company/hotel, I wish to apply for membership with the Cambodia Hotel Association. I understand by completing this form and sending to CHA, the membership application will be reviewed and upon approval, I will be invoiced for the annual membership fee. Signature of Applicant: Date: 2018 Hotel Room Published Rate Per Night Corporate Brand – Annual Membership $500 $100 & – Annual Membership $300 $50 to $99 – Annual Membership $200 Below $50 – Annual Membership $100 Guesthouses – Annual Membership $50 Other Types of Memberships Associate Member - $500 NGO/Business Association - $100 Restaurant - $200 Restaurant - $100 Travel Agency - $500 Reviewed by Executive Committee Invoiced Added to Contact List Added to Website