Clear Vision In King Lear Essays (1322 words) - King Lear

Clear Vision in King Lear Clear Vision in King Lear In Shakespeare's classic tragedy, King Lear, the issue of sight and its relevance to clear vision is a recurring theme. Shakespeare's principal means of portraying this theme is through the characters of Lear and Gloucester. Although Lear can physically see, he is blind in the sense that he lacks insight, understanding, and direction. In contrast, Gloucester becomes physically blind but gains the type of vision that Lear lacks. It is evident from these two characters that clear vision is not derived solely from physical sight. Lear's failure to understand this is the principal cause of his demise, while Gloucester learns to achieve clear vision, and consequently avoids a fate similar to Lear's. Throughout most of King Lear, Lear's vision is clouded by his lack of insight. Since he cannot see into other people's characters, he can never identify them for who they truly are. When Lear is angered by Cordelia, Kent tries to reason with Lear, who is too stubborn to remain open-minded. Lear responds to Kent's opposition with, "Out of my sight!," to which Kent responds, "See better, Lear, and let me still remain" (I.i.160). Here, Lear is saying he never wants to see Kent again, but he could never truly see him for who he was. Kent was only trying to do what was best for Lear, but Lear could not see that. Kent's vision is not clouded, as is Lear's, and he knows that he can remain near Lear as long as he is in disguise. Later, Lear's vision is so superficial that he is easily duped by the physical garments and simple disguise that Kent wears. Lear cannot see who Kent really. He only learns of Kent's noble and honest character just prior to his death, when his vision is cleared. By this time, however, it is too late for an honest relationship to be salvaged. Lear's vision is also marred by his lack of direction in life, and his poor foresight, his inability to predict the consequences of his actions. He cannot look far enough into the future to see the consequences of his actions. This, in addition to his lack of insight into other people, condemns his relationship with his most beloved daughter, Cordelia. When Lear asks his daughters who loves him most, he already thinks that Cordelia has the most love for him. However, when Cordelia says, "I love your Majesty/According to my bond, no more nor less" (I.i.94-95), Lear cannot see what these words really mean. Goneril and Regan are only putting on an act. They do not truly love Lear as much as they should. When Cordelia says these words, she has seen her sisters' facade, and she does not want to associate her true love with their false love. Lear, however, is fooled by Goneril and Regan into thinking that they love him, while Cordelia does not. Kent, who has sufficient insight, is able to see through the dialogue and knows that Cordelia is the only daughter who actually loves Lear. He tries to convince Lear of this, saying, "Answer my life my judgment,/Thy youngest daughter does not love thee least" (I.i.153-154). Lear, however, lacks the insight that Kent has. He only sees what is on the surface, and cannot understand the deeper intentions of the daughters' speeches. As his anger grows from the argument, his foresight diminishes as he becomes increasingly rash and narrow minded . When Lear disowns Cordelia, he says, "we/Have no such daughter, nor shall ever see/That face of hers again" (I.i.264-266). He cannot see far enough into the future to understand the consequences of this action. Ironically, he later discovers that Cordelia is the only daughter he wants to see, asking her to "forget and forgive" (IV.vii.85). By this time, he has finally started to gain some direction, and his vision is cleared, but it is too late for his life to be saved. His lack of precognition had condemned him from the beginning. Lear depicts Shakespeare's theme of clear vision by demonstrating that physical sight does not guarantee clear sight. Gloucester depicts this theme by demonstrating clear vision, despite the total lack of physical sight. Prior to the loss of his eyes, Gloucester's vision was much like Lear's. He could not see what was truly going on around him. Instead, he only saw what was presented to him on the surface. When Edmund shows him the letter that is supposedly from Edgar, it takes very little convincing for Gloucester to believe it. As soon as Edmund mentions that Edgar could

R&B essays

R&B essays Have you ever turned on the radio and thought to yourself where did this all start? In fact the root of Rs. Over the decades, thanks to different artists and their styles, R Despite all of the publications on Rthe land where the blues were born. (Allmusic.com). In the 1940s blues became very popular in Chicago. People at that time wanted to hear faster and louder music. Audience enjoyed dancing to this kind of music. In the 1950s people wanted a different change in the music. Elvis Presley and Chuck Berry made a really big change. Elvis Presley and Chuck Berry invented what we call today Rock and Roll. In the 1960s blue became known as the soul music. Soul music inspired other styles of music like Pop and Funk music. Pop music in fact is still going on today. ...

The Pathophysiology of Hepatitis B Term Paper Example | Topics and Well Written Essays - 1000 words

The Pathophysiology of Hepatitis B - Term Paper Example Infection with HBV may result in acute, fulminant or chronic hepatitis, sometimes even resulting in a chronic asymptomatic carrier state, apart from hepatocellular carcinoma and liver cirrhosis (Davis 179). The disease is transmitted when an individual comes in contact with infected blood or objects. It may also be transferred from an infected mother to her infant either during or after birth (Harrison, Dusheiko and Zuckerman 211). Transmission may also occur by accidental inoculation from infected needles and hospital equipment, intravenous drug abuse, body piercing, tattooing, and mouth-mouth kissing (Harrison, Dusheiko and Zuckerman 210). The risk of Hepatitis B is particularly high in individuals with multiple sex partners, and in homosexuals. The HBV virus occurs in morphologically different forms in the serum of infected individuals. HBV infection has an incubation period of about 75 days. Systemic symptoms of the disease include fatigue, fever, dyspepsia, arthralgia, malaise, and rash, while local symptoms include hepatomegaly, jaundice, dark urine, and pale stools (Davis 179; Harrison, Dusheiko and Zuckerman 210). Anatomical/physiological/biochemical changes that lead to the disease Hepatitis B results from cellular injury to the liver, subsequently affecting its metabolic functions. However, the HBV is not cytopathic by itself. The pathogenesis of Hepatitis B occurs as a result of the interactions between the host’s immune system and the virus. The host immune system targets HBV in liver cells (hepatocytes), inadvertently causing damage to the liver. HBV derived proteins (nucleocapsid antigens – HBcAg and HBeAg) present on the surface of infected hepatocytes are recognized and targeted by activated CD4+ and CD8+ lymphocytes, resulting in an immunologic reaction that leads to hepatocellular damage (Pyrsopoulos & Reddy; Harrison, Dusheiko and Zuckerman 221). The immune response against hepatitis B is T-cell mediated. These immune responses against infected hepatocytes result in liver cirrhosis or hepatocellular carcinomas. Damage to hepatocytes also manifests as spotty acidophilic necrosis and lymphohistiocytic lobular inflammation in the liver (UPMC). Anatomical/physiological/biochemical changes the disease causes Hepatitis B disease pathology is mainly a result of impaired liver function due to hepatocellular damage. The anatomical and physiological changes that result from HBV infection are arthralgia, cholecystitis, cholangitis, bradycardia, irritability, lethargy, jaundice, fever, erythema, nausea, spider angiomas, splenomegaly and bile duct obstruction in some cases (Turkington and Ashby, 148; Davis 181). Patients experience extreme fatigue and malaise, and discharge dark urine and pale stools. In addition, there is significant weight loss. Chronic hepatitis may result in liver cancers (hepatocellular carcinomas). The incidence of hepatocellular carcinoma is highest in individuals with HBV infected cirrhotic liv er (Harrison, Dusheiko and Zuckerman 234). These cancers develop due to integration of viral DNA in host genome, apart from a variety of other factors. Biochemical changes as a result of HBV infection include elevated aspartate aminotransferase (AST) levels due to liver damage. Jaundice, a common symptom in HBV infections, results from impaired bilirubin metabolism in the liver. Bilirubin is a yellow pigment that results from the breakdown of hemoglobin. Hemoglobin breakdown mainly occurs in the hepatocytes, where the resulting bilirubin is converted into a water-soluble compound and excreted through bile into the gut. Impairment of the hepatocytes due to HBV infection prevents the liver from carrying out this function effectively. Inability to excrete bilirubin results in its redistribution

Street art and subculture Essay Example | Topics and Well Written Essays - 2000 words

Street art and subculture - Essay Example Street art subcultures symbolize some amazingly imaginative and improvisational practices in every day’s life. According to (Toby et al 4), street artists represent a challenge for visibility, its regulation in public places, and policies that bounder the art and artist’s legitimacy. However, the street artists continue fighting for their right while developing with a resistance. Nevertheless, their art represents some hybrid artwork with generative logic of mix making it one-step ahead of the cultural police hailing from any jurisdiction. Earlier in the days, street art seemed like a ghost trying to project its repressed dreams and fantasies on the street walls. According to Snyder (36), most cities illegalized the practice arguing that it defaced private property. However, many of the artists could argue that the art gave a better image or beautified the cityscape. This scenario raises the question whether this makes graffiti or street art an illegal movement. It also raises the question on whether graffiti only becomes art if placed in galleries. Graffiti has been around for many years, and evidence lies in the Roman architecture. The original objective of the street work and graffiti was to inform the public about political and social problems arising within the region. This method made it a silent but highly effective means of protest against the increasing problems in the society. The street art may seem utopian, aggressive, or juvenile, but most artists started it with a lot of empathy for the city.

Treatment of Transgender People in India

Treatment of Transgender People in India Summary Transgender people are people who have a gender identity that is different from the one which is assigned to them by birth. The cultures of India include transgenders as a third gender, referred to as Hijra in Hindi. Ancient Vedic texts referred to transgenders as napumsaka to denote the lack of reproductive ability, and believed them to have the power to confer blessings on people on auspicious occasions. Hijras were highly respected in the Mughal period where they were considered as guardians of the harem, but after the onset of British Raj, they were criminalized and denied civil rights to an extent that long after the Independence of India, local laws still reflect the prejudicial attitudes against them. They are still treated as social outcasts in modern India, and hence the most common livelihoods for a modern-day Hijra mainly includes begging and prostitution besides their ceremonial task of blessing auspicious events. After almost half a century after Independence, the govern ment of India granted Hijras the basic civil rights of every citizen but not yet fully accommodated to vote. Welfare policies were also introduced by the state governments, and transgenders were finally declared as a socially and economically backward class entitled to reservation, and also prohibited discrimination against them. Ironically, homosexual intercourse is still a criminal offence under Section 377 of the Indian Penal Code, 1860. The transgenders are being empowered steadily by the rise of various famous personalities like Kalki Subramanian, the first transgender woman to star in a motion picture; Padmini Prakash, India’s first transgender to anchor a daily national and Manabi Bandyopadhyay, the first transgender to become a college principal, amongst countless others who still struggle to rise from the social stigma society has weighed upon them. 1. Background Transgender, in definition, is a term used to define people who may act, feel, think or look different from the sex they were assigned at birth. Actually, transgender is an umbrella term, since it covers a wide variety of people including from anatomically bisexuals (intersex) to cross-dressers (heterosexual men who occasionally wear clothes, make-up and accessories that are associated with women in that culture). In India, the word transgender has been loosely associated with the hijras a term particularly used to describe people who are born physically male, but live as women, including dressing and socializing as female, and also go by the terms Aravani, Aruvani or Jagappa. According to the 2011 census, in which the third gender was recognized for the first time, the total population of the third gender was reported to be 4.88 lakhs, with Uttar Pradesh having almost 28.1% of them. Fig 1. Statistics of the population of transgenders in various states Often, transgenders and eunuchs are used interchangeably whereas the meaning of both the terms is very different.   2. History In Ancient India, the section of third sex loosely included infertile ladies, eunuchs, impotent men and bisexuals/intersex, which is affirmed by the recorded confirmation in the compositions of ancient India. The expression napumsaka has been instituted by the early Vedic literary works to denote the nonattendance of procreative capability, introduced by implying physical distinction from the masculine and feminine. In the Mughal period, Hijras occupied some of the most acclaimed positions such as generals, administrators, political advisors and also had the additional responsibility of guarding the harems. They were considered trustworthy, quick-witted and fiercely loyal to their rulers, and hence had free access to all spaces and sections of population. Hijras were also the occupants of high positions in the Islamic religious institutes, and were responsible of guarding Mecca and Medina, the holy places of the Muslims. In the start of the British Raj in the Indian subcontinent, Hijras were secured by some Indian provinces and were granted privileges in the form of land, nourishment and a small amount of cash from agricultural households in exact areas. Be that as it may, these benefits were finally eliminated through British legislation since the inheritance of the ancestral land was commanded to the blood relations whereas Hijras were physically unequipped for mating and creating posterity.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Hijra community was eventually criminalized and denied social equality by the British colonial administration in the latter half of the nineteenth century. The Criminal Tribes Act, 1871 incorporated the Hijras who were involved in hijacking, castrating and mutilating children and dressed like females to dance in public places. They were subject to an abundant amount of scrutinization from the Europeans since records of early European explorers demonstrated that they were repelled by the sight of Hijras and couldnt comprehend as to why they were given such a great amount of regard in the royal courts and other institutions. The Criminal Tribes Act, however was revoked in 1952, a couple of years after India announced autonomy from the British, yet tragically, the legacy of the act proceeded and numerous local laws mirrored the biased states of mind against specific tribes, including against Hijras. 3. Religious background 3.1  Ã‚  Ã‚   Hinduism Transgenders were periodically acknowledged in the ancient sacred texts in Sanskrit and the religious works of the rishis. The erotic sculptures on ancient Hindu temples at Khajuraho and Konarak, and the sacred texts in Sanskrit constitute irrefutable evidence that a whole range of sexual behaviour was not an alien concept for the ancient Hindus. The tradition of representing same-sex desire in literature and art continued in medieval Hinduism. Lord Rama, in the epic Ramayana, was embarking for the forest after being expelled from Ayodhya for fourteen years, addresses to his devotees and asks all men and ladies to retreat to the city. Among his devotees, the hijras alone did not feel bound by this course and choose to remain with him. Inspired with their faithfulness, Rama granted them the ability to confer blessings on individuals on propitious events like child birth and marriage, and furthermore at inaugural functions which, it was supposed to set the phase for the custom of badhai in which hijras sing, dance and bless. Aravan, the progeny of Arjuna and Nagakanya in the epic Mahabharata, offered to renounce his life to Goddess Kali to guarantee the triumph of the Pandavas in the Kurukshetra war, on the sole condition that he was to spend the last night of his life in marriage. Since no lady was ready to wed the one for just one night, Krishna assumes the form of a beautiful lady called Mohini and married him. The Hijras of Tamil Nadu considered Aravan their begetter and call themselves Aravanis. 3.2  Ã‚  Ã‚   Islam The Islamic society fundamentally took for granted that everyone was either male or female, and for occasionally children whose anomalies in sexual physiology made it impossible to determine whether the person was male or female, they were assigned to the sex whichever could explain their sexual physiology better. Jurists believed that the seminal fluid of the dominant sex resulted in the offspring having the dominant sex, and in case of a tie, the child would be a hermaphrodite (khuntha). But the khuntha was still monitored for any signs which would firmly tie it to one of the sexes until puberty was achieved. Finally, if puberty failed to assign khuntha mushkil into the sexes, Islamic jurists had the final call to declare the gender, which was irreversible and permanent. 3.3  Ã‚  Ã‚   Christianity Christianity bundles together a variety of views on transgenderism and issues of gender identity, ranging from considering transgender acts as sinful to seeing it as morally acceptable, and these views are also different for each individual within a denomination. An individual is also not bound to support their church’s views on transgenderism as their own. Although the Old Catholic Church accepts transgender members and the LGBT community in general, but it also considers sex-change procedures as superficial and external in the sense it does not change the personality and the essence of a person’s soul and hence does not change a person’s gender in the eyes of the Church. The New Testament presents eunuchs as acceptable candidates for evangelism, absolution and also eligible to be the members of the clergy but they are not considered valid candidates to marry. 4.  Ã‚  Ã‚  Ã‚  Ã‚   Socio Economic Status Hijras are treated as social outcasts in modern India despite the fact that they formed an ancient social group which has been recognized for roughly four thousand years and depicted in India’s epic literature and temple sculptures due to degradation of the status of the Hijras during the colonial period, when several laws criminalizing them were enforced. Little has changed since the post-independence era, since the most common livelihoods for a modern-day Hijra include begging, dancing and engaging in prostitution although they still are regarded as harbingers of good luck at auspicious events such as a marriage or the birth of a child. The major foundation of social structure among the Hijras is the relation between a guru and their chelas, which is modeled both on the Hindu joint family and on the relationship of spiritual leader and disciple in Hinduism. The guru is synonymous to both a teacher and an elder in a family, who is expected to take care of the chela’s material needs, whereas the chela is expected to show deference and obedience to the guru and offer the guru her earnings. An effective measure of social control prevalent in the Hijra community over its members is mainly through the rigorous monopoly over the opportunities of work by the Hijra elders. Hijra members are required to pay compensation to the particular guru in whose territory she wants to earn her living in, and they have to forfeit this right to earn when they are thrown out of the particular territory. An outcast Hijra has virtually no source of income since she will neither be able to perform in any auspicious event or ritual, since all Hijra performances are mandated by a guru, nor be able to beg in another guru’s territory. 5.  Ã‚  Ã‚  Ã‚  Ã‚   Politics Hijras have been perceived by the legislatures of both India (1994) and Pakistan (2009) as a new gender section, the third sex. Consequently, the government has conceding them the essential social equality of each native. They can now distinguish themselves as a eunuch on official government documents and passports, but contesting in elections is still an impediment for Hijras since candidates contesting for elections have to clearly identify themselves as either of the two genders accommodated by the redundant governmental laws. The Election Committee of India denied the candidature of three Hijras in the 2009 general elections on the basis of non-identification of the candidates into the binary genders. The first transgender to be elected in public office is Shabnam Mausi Bano, an elected member of the Madhya Pradesh State Legislative Assembly from 1998 to 2003. 6.  Ã‚  Ã‚  Ã‚  Ã‚   Transgender Rights After the official recognition of transgenders as a â€Å"third sex†, welfare policies were introduced first in the states Tamil Nadu and Kerala, where transgender people could access free sex reassignment surgery, free housing, admission in government colleges with full scholarship and alternative sources of livelihood through formation of self-help groups. On 15th April 2014, the Supreme Court of India declared transgender people as a socially and economically backward class entitled to reservations in Education and Job, and also directed union and state governments to frame welfare schemes for them, On 24 April 2015, the Rajya Sabha passed the Rights of Transgender Persons Bill, 2014 guaranteeing rights and entitlements, reservations in education and jobs (2% reservation in government jobs), legal aid, pensions, unemployment allowances and skill development for transgender people. It also contains provisions to prohibit discrimination in employment, prevent abuse, violence and exploitation of transgender people. Sadly, Homosexual intercourse was made a criminal offense under Section 377 of the Indian Penal Code, 1860. This made it an offence for a person to voluntarily have carnal intercourse against the order of nature. The Ministry of Home Affairs also stated its opposition against the decriminalization of homosexual activity, stating that in India, homosexuality is seen as being immoral. 7. Famous Transgender Personalities 7.1  Ã‚  Ã‚   Kalki Subramanian Kalki Subramaniam is a transgender rights activist, artist, actor, writer and entrepreneur from Tamil Nadu. In 2011, she starred in the Tamil film, Narthagi. She is the first transgender woman in India to do a lead role in a motion picture. In 2008, she founded the Sahodari Foundation, an organization that advocates for transgender people in India. She has postgraduate degrees in mass communication and in international relations. Subramaniam founded Sahaj International school in 2017, which is dedicated to serving transgender students ages 25 through 50 who have not been supported in mainstream schools. It is the first school specifically designated for transgender students in India and is located in Kochi, Kerala. 7.2  Ã‚  Ã‚   Padmini Prakash Padmini Prakash is India’s first transgender to anchor a daily television news show, emerging as a prominent voice for the neglected community. She is an avid Bharatanatyam and Kathak dancer and acted in a television serial. She has also been awarded Miss Transgender of India. She has been a vocal activist for transgender rights, and has been protesting against the discrimination, harassment and stigma that the sexual minority faces in India. 7.3  Ã‚  Ã‚   Manabi Bandyopadhyay Manabi Bandyopadhyay is the professor and first transgender person in India who has completed Doctor of Philosophy (PhD). Bandyopadhyay was associate professor in Bengali at Vivekananda Satobarshiki Mahavidyalaya and took charge as principal of Krishnagar Womens College on 7 June 2015. She is Indias first openly transgender college principal, and began work as such in 2015 at the Krishnagar Womens College in Nadia district. Manabi is a devotee of Sarada Devi and she was initiated in spiritual life by Swami Atmasthananda. 8. Conclusion The report analyzes the history and the present situation of the transgenders in India. From being revered and respected in ancient times, they became social outcasts in modern times. In spite of the government implementing numerous welfare programs and declaring reservations in government jobs and services, a huge percentage of the Hijras are still trapped in slums on the margins of the cities, engaging in prostitution and begging, bereft of these benefits. A better implementation of the welfare schemes and strict criminal action against people who exploit, discriminate and alienate transgenders is sorely required for the social and economic upliftment of the Hijras. 9. Bibliography https://simple.wikipedia.org/wiki/Transgenderhttp://www.lawctopus.com/academike/case-studies-statistics-survey-hijras/http://www.census2011.co.in/transgender.phphttps://controversycourse.files.wordpress.com/2013/02/sanders-ungendered.pdfhttp://www.undp.org/content/dam/india/docs/hijras_transgender_in_india_hiv_human_rights_and_social_exclusion.pdfhttp://www.encyclopedia.com/philosophy-and-religion/islam/islam/hijrahttp://www.trp.org.in/wp-content/uploads/2015/10/ARSS-Vol.4-No.1-Jan-June-2015-pp.17-19.pdfhttp://hinduism.stackexchange.com/questions/175/what-does-hinduism-say-about-third-gendered-peoplehttps://thetech.com/2016/08/25/hijra-communityhttps://en.wikipedia.org/wiki/Hijra_(South_Asia)

National Constituent Assembly Essay -- essays research papers

To what extent did the reforms of the Constituent Assembly create discontent? The National Constituent Assembly solved some of Frances short term problems, but caused significant discontent due to its inability to resolve long term problems, that had been destroying France economically, politically and socially. There were some groups of society that were quite content with the reforms of the Constituent Assembly, such as a majority of the bourgeoisie, peasants who gained from the abolition of the Feudal system, and some members of the first and second Estate. However, many other people and groups, such as King Louis XVI, Nobles who had become emigres after losing their land, clergy who had refused to swear allegiance to the new state, loyal Catholics, the Sans Culottes and a rapidly growing republican movement, that were unhappy with the Constituent Assembly. It was in these later groups that the brewing discontent lay, but none shared a common discontent, and few shared a common goal. It would be the most radical of these reactionary groups, who seized leade rship of the French people, in the nation's time of need. The National Constituent Assembly originated from the National Assembly, and its purpose was to write a constitution that would create a new France, one that was based on equality, liberty and fraternity - a nation governed by the people, and for the people - where men are born and remain equal in rights. It was essentially dominated by members of the Bourgeoisie, as well as some Nobles and Clergymen, but it did not effectively represent the whole of France. The National Constituent Assembly set up a militia type force, called the National Guard, to protect themselves and their ideas, from those who were counter-revolutionary. It was led by Marquis De LaFayatte, a member of the second Estate, who was also an influential voice in the Constituent Assembly. The Assembly did not want to create a Republic, it wanted to create a Constitutional Monarchy. It still wanted the King as Head of State, but wanted the people's rights and values outlined in a constitution, rather than decided by th e King. In 1789 the Constituent Assembly began developing a Constitution, because it was what the French people wanted - but their moods quickly changed and the proposed constitution became a calamity. Some reforms made by the National Constituent Assembly we... ...ring the situation. The Assignats that the State had introduced were rapidly deflating, and some store owners would not even accept them. Despite reforms that stabilised Frances economy periodically, the Constituent Assembly had not solved the long term economic problems that still surrounded the nation. Most of these peasants were also loyal Catholics, and resented the loss of power of the Church, and were hungry for political change. By October 1791, the National Constituent Assembly believed that it had fulfilled its goal of creating a new Constitution, and dissolved itself. It set up a new Government called the Legislative Assembly, to enforce the new Constitution, which only lasted a further six months. Hence, the National Constituent Assembly had established important reforms but it had failed to solve the economic crisis that began the original revolt of the French people. The varying discontent it had created amongst different groups of society, far overshadowed those who were satisfied with the changes. Much discontent, amongst many people, is dangerous when there is no common destination. So many demands, with so few answers, meant the revolution had to continue.

Directed Independent Adult Learning Essay

Course Essentials Principles of Statistics (STA-201-GS) is designed to meet the needs of students in many disciplines and professions. The sciences, social sciences, and business are increasingly using quantitative methods. This course provides the tools and techniques needed to design studies that provide representative data for mathematical analysis and statistical interpretation. Topics include types of statistics, data representations (tables, graphs, and charts), measures of location and variation, probability concepts, continuous and discrete distributions, confidence intervals, hypothesis tests, and regression and correlation analysis. The emphasis of the course is on the application of statistical methods to real-world problems. In solving these problems, you are required to use the appropriate notation and formulas. Problems may be viewed as statistical studies, and as such you should be able to interpret results and justify conclusions. This course is also designed to measure your competency in quantitative reasoning/literacy, one of the nine institutional learning outcomes. Course Objectives The overall objective of Principles of Statistics is to provide you with the skills needed to perform statistical computations and analyze data. These S-3 skills have practical applications in many disciplines, including the sciences, technology, and the social sciences. Upon completing the course successfully, you should be able to: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · CO1 Recognize basic principles of statistical design. CO2 Organize and summarize data into tables, charts, diagrams, and graphs. CO3 Calculate and interpret measures of central tendency and variation. CO4 Evaluate the likelihood a statistical inference is correct. CO5 Apply concepts of the normal distribution. CO6 Apply the appropriate procedures to test hypotheses. CO7 Examine associations between variables. CO refers to Course Objective. Required Textbooks In addition to the Course Syllabus, you will need the following textbook and solutions manual to do the work of the course. These texts are available from the textbook supplier, MBS direct. Introductory Statistics, 9th ed., by Neil A. Weiss (San Francisco: Pearson/AddisonWesley, 2012). ISBN-13: 9780321691224 Student’s Solutions Manual to Accompany â€Å"Introductory Statistics,† 9th ed, by Neil A. Weiss (San Francisco: Pearson/Addison-Wesley, 2012). ISBN-13: 9780321691316 Course Structure Principles of Statistics is a three-credit, twelve-week course consisting of six modules. The modules and their respective topics, textbook sections, and time frame are as follows: MODULE TOPICS TEXTBOOK SECTIONS WEEK(S) 1 The Nature of Statistics Descriptive Statistics 1.1–1.4 2.1–2.5 3.1–3.4 1 2-3 2 S-4 SYLLABUS for STA-201-GS 3 Probability 4.1–4.6 and 4.8 5.1–5.3 6.1–6.4 7.1–7.3 8.1–8.4 9.1–9.3, 9.5, and 9.6 10.1–10.3 and 10.5 12.1, 12.2 and 12.3 13.1–13.4 14.1–14.4 15.1–15.4 4-5 4 Normal Distributions 6-7 5 Inferential Statistics 8-9 6 Measures of Association 10-12 Each module in the syllabus includes a brief description of the topics covered, a list of learning outcomes, study materials, and written assignments. In addition to twelve written assignments, the course requires you to take four modular quizzes and one final examination, and complete a final project. For details on the assignment schedule, see the â€Å"Course Calendar† and the individual modules. Adhering to the schedule outlined in the â€Å"Course Calendar† should ensure adequate preparation time for the exams and timely completion of the course. Written Assignments You are required to complete twelve (12) written assignments. Many of the written assignments draw on case study discussion exercises at the end of chapters with focus on application and data analysis. Click to view Written Assignment Grading Rubric. Assignments should be prepared electronically with a word processor, preferably using whatever equation editor comes with your word processing software. However, you may check with your mentor to determine if handwritten and scanned assignments are acceptable. (Important: Use the equation editor to insert equations into your word-processed document, not to create the document itself.) When preparing your answers, please identify each exercise clearly by textbook section and exercise number. Be sure to include your name at the top of the paper, as well as the course name and code and the semester and Course Essentials S-5 year in which you are enrolled. To receive full credit for your answers, you must show all work and include complete solutions. Quizzes There will be four modular quizzes for this course. The quizzes should be taken after you complete the reading assignment, online discussion, and written assignments for each module. There will be various number of multiple-choice questions in each quiz, each worth one point. The quizzes will be worth 100 points each. You have 30 to 90 minutes to complete the quiz and may take it only once. The quiz is an unproctored online quiz. It is open book, but not open notes. In this regard you are permitted to use only a scientific (nongraphing) calculator and the authorized textbook. Final Examination Principles of Statistics requires you to take a proctored online final examination. The final exam is three hours long and covers modules 5 and 6 of the course (textbook chapters 8, 9, 10, 12, 13, 14 and 15). It consists of twenty multiple-choice questions. The exam is open book, but not open notes. In this regard you are permitted to use only a scientific (nongraphing) calculator and the authorized textbook. But you are not allowed to consult a solutions manual, notes of any kind (including graded or ungraded activities), or any other reference sources or sources of information. The use of blank scratch paper for doing math calculations is permitted during online test administrations. For the final, you are required to use the College’s Online Proctor Service (OPS). Please refer to the â€Å"Examinations and Proctors† section of the Online Student Handbook (see General Information area of the course Web site) for further information about scheduling and taking online e xams and for all exam policies and procedures. You are strongly advised to schedule your exam within the first week of the semester. Online exams are administered through the course Web site. Consult the course Calendar for the official dates of exam weeks. S-6 SYLLABUS for STA-201-GS Final Project You are also required to complete a final project. This project will address a real world problem by designing a study, collecting data, analyzing the data, and writing up the results. See the Final Project section at the end of this syllabus for further details. Grading Your final grade in the course will be determined as follows: Written assignments (6 odd numbered) Written assignments (6 even numbered) Quizzes (4) Final examination Final project 18 percent 30 percent 12 percent 20 percent 20 percent To receive credit for the course, you must earn a letter grade of D or higher on the weighted average of all assigned course work (e.g., exams, assignments, projects, papers, etc.). You will receive a score of 0 for any work not submitted. Letter grades for assignments and exams equate to numerical grades as follows: 93–100 90–92 88–89 83–87 80–82 A A– B+ B B– 78–79 73–77 70–72 60–69 Below 60 (fail) C+ C C– D F Strategies for Success To succeed in this course, consider following the preliminary steps and study tips outlined below. Course Essentials S-7 Preliminary Steps 1. Read the entire â€Å"Course Essentials† section of the syllabus, making sure that all aspects of the course are clear to you and that you have all the materials required for the course. 2. Take the time to read the entire Student Handbook section of the course manual. The handbook answers many questions about how to proceed through the course, how to schedule examinations and arrange for proctors, and how to get the most from your educational experience at Thomas Edison State College. 3. Each week consult the â€Å"Course Calendar† in the syllabus to determine the sections in the textbook you are to study. The calendar also indicates the due dates for submitting written assignments and when you should schedule your examinations. It is essential that you follow the calendar each week to ensure that you stay on track throughout the course. 4. Begin your study of statistics by reading the preface to the textbook. This will give you background on the subject matter, as well as an understanding of how the text is organized and a description of other materials available to you. Study Tips—Completing Assignment Modules To complete the assignment modules efficiently and effectively, consider following these steps: 1. Study the assigned sections in the textbook. Note: Studying the material in the text requires that you not only read but also work through the illustrative examples. As you study the assigned material in the text, note the highlighted definitions, key facts, formulas, and procedures. 2. Do the self-check practice exercises recommended in each module, and check your answers with the solutions in the Student’s Sol utions Manual. These self-check exercises and solutions provide practice and models for modular quizzes and the final exam. 3. Refer to the Written Assignment(s) at the end of each module and complete the exercises therein. Prepare assignments in an organized way, leaving space on your paper for your mentor’s comments and corrections. Draw graphs accurately using electronic software whenever possible or graph paper (which you can then scan and insert into your assignment. Show all work, and use statistical notation and formulas appropriately (see â€Å"Study Tips—The Language of Statistics,† below). Submit the assignment to your mentor by the due date. Study Tips—Preparing for Examinations To prepare for the examinations, consider following these steps: S-8 SYLLABUS for STA-201-GS 1. Review the Learning Outcomes for each assignment module. 2. Review the key terms listed in the â€Å"Chapter Review† sections of the textbook. 3. Review your assignments and the corrections and comments provided by your mentor. Examination questions will be similar to assigned exercises. Study Tips—The Language of Statistics As you begin to read the textbook, you will quickly discover that learning statistics involves learning a new language. As in all mathematics, the language of statistics consists of symbols and formulas that provide a shorthand for words, phrases, and sentences. Uppercase letters (X), for example, refer to data in a population (a population parameter), whereas lowercase letters (x) refer to data in a sample (a sample statistic). Other symbols serve as shorthand expressions for various measures. And Greek letters (e.g., ï â€œ, ï  ­, and ï  ³) are also part of the notation. In statistics we use symbols to communicate results, and we combine these symbols into formulas (mathematical sentences) that define how to use the data to obtain the desired results. These are the conventions of statistics, and you will be expected to use the appropriate symbols and formulas when presenting solutions to exercises. As you study each section in the t extbook and encounter new symbols and formulas, you may want to write them down in a list, along with their meaning (in the case of a symbol) or description (in the case of a formula). To illustrate: Symbol/Formula X x Meaning/Description Observation in a population Observation in a sample Population mean Sample mean Population standard deviation Summation Number of items in a population Number of items in a sample ï  ­ (lowercase Greek mu) x ï  ³ (lowercase Greek sigma) ï â€œ (uppercase Greek sigma) N n Course Essentials S-9 xï€ ½ ï â€œx n Formula for sample mean In the sample list given above, note the use of uppercase and lowercase letters in the notation of population (parameter) and sample (statistic), respectively. Be sensitive to population versus sample data and results, and do not confuse the notation. A list like the one illustrated above may provide a handy reference as you proceed through the course and perhaps help you focus on essential points when you prepare for the exams. Including a cross reference to pages in the text may also be helpful. S-10 SYLLABUS for STA-201-GS Course Calendar Using the table of week-by-week dates in the General Course Instructions section of the course manual, write the dates for the current semester in the second column. In the last column, fill in the actual date for submitting each assignment and taking examinations. MODULE DATES TEXTBOOK SECTIONS WRITTEN ASSIGNMENT/ Quiz/EXAMINATION DUE DATE/ EXAM DATE Module 1—The Nature of Statistics 1 1.1–1.4 WA1 and WA2 and Quiz 1 Submit by Sunday of Week 1 Module 2—Descriptive Statistics 2 3 2.1–2.5 3.1–3.4 4.1–4.6 and 4.8 WA3 Submit by Sunday of Week 2 WA4 and Quiz 2 Submit by Sunday of Week 3 Module 3—Probability 4 5 4.1–4.6 and 4.8 5.1–5.3 WA5 Submit by Sunday of Week 4 WA6 and Quiz 3 Submit by Sunday of Week 5 Module 4— Normal Distributions 6 7 6.1–6.4 7.1–7.3 WA7 Submit by Sunday of Week 6 WA8 and Quiz 4 Submit by Sunday of Week 7 Module 5—Inferential Statistics 8 9 8.1–8.4 9.1–9.3, 9.5, and 9.6 10.1–10.3 and 10.5 12.1, 12.2 and 12.3 WA9 Submit by Sunday of Week 8 WA10 Submit by Sunday of Week 9 Module 6—Measures of Association 10 11 12 13.1–13.4 14.1–14.4 15.1–15.4 Review WA11 Submit by Sunday of Week 10 WA12 Submit by Sunday of Week 11 Final Project S-11 MODULE DATES TEXTBOOK SECTIONS WRITTEN ASSIGNMENT/ Quiz/EXAMINATION DUE DATE/ EXAM DATE Submit by Saturday of Week 12 Final Examination (Modules 5–6, chapters 8, 9, 10, and 12–15; bring your textbook and a scientific calculator, but not your solutions manual or any other notes) Please remember to submit your DIAL Course Evaluation S-12 SYLLABUS for STA-201-GS module The Nature of Statistics TOPICS Module 1 covers the following topics: ï‚ · ï‚ · ï‚ · ï‚ · statistics basics sample vs. population random sampling experimental design OBJECTIVES After successfully completing Module 1, you should be able to: ï‚ · MO1.1 Recognize the difference between sample and population. (CO1) ï‚ · MO1.2 Explain the concept of sampling. (CO1) ï‚ · MO1.3 Recognize the components of experimental design. (CO1) Note: MO refers to Module Objective. STUDY MATERIALS Textbook Readings ï‚ · Study sections 1.1, 1.2, 1.3, and 1.4 in the textbook. ACTIVITIES Module 1 has two written assignments and one modular quiz. Please consult the course Calendar for the due dates. Written Assignment 1 S-13 Write a short introduction of yourself and your interest in statistics and provide an example you use statistics in everyday life. Written Assignment 2 This written assignment draws on case study discussion exercises at the end of chapter. When preparing your assignment, please identify each answer clearly by question and its number. ï‚ · Case Study: Greatest American Screen Legends (p.31): Answer questions a, b, c. Quiz 1 and Self-Check Practice Exercises At the end of this module, you are required to take an unproctored online quiz. Quiz 1 contains five (5) multiple-choice questions based on related chapter(s) of Module 1. You can take it only once. To better prepare for this quiz, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Student’s Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises: ï‚ · 1.1 a,b; (sample vs. population) ï‚ · 1.34 a,b,c; (random sampling) ï‚ · 1.62 a,b,c; (experimental units) S-14 SYLLABUS for STA-201-GS module Organizing and Describing Data TOPICS Module 2 covers the following topics: ï‚ · frequency table, ï‚ · stem and leaf plot ï‚ · histogram ï‚ · sample mean and median ï‚ · sample standard deviation ï‚ · distribution shape ï‚ · measures of central tendency ï‚ · measures of dispersion ï‚ · Five-number summary ï‚ · population parameters ï‚ · standard scores OBJECTIVES After successfully completing Module 2, you should be able to: ï‚ · MO2.1 Recognize types of data. (CO2) ï‚ · MO2.2 Group data into tables. (CO2) ï‚ · MO2.3 Use visualizations of data to improve communication. (CO2) ï‚ · MO2.4 Describe a set of sample data using measures of central tendency. (CO3) ï‚ · MO2.5 Calculate measures of variation a set of sample data. (CO3) ï‚ · MO2.6 Recognize the difference between a statistic and parameter. (CO3) ï‚ · MO2.7 Convert data to standardized score. (CO3) STUDY MATERIALS Textbook Readings ï‚ · Study sections 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, and 3.4 in the textbook. ACTIVITIES S-15 Module 2 has two written assignments and one modular quiz. Please consult the course Calendar for the due dates. Written Assignment 3 Write your response to the following question. We often hear you can lie with statistics. This is one way of saying statistics can be easily miscommunicated. Find one example of how statistics are miscommunicated and explain why there was a miscommunication and what you would do to correct this problem. Written Assignment 4 The written assignment draws on case study discussion exercises at the end of chapter. When preparing your assignment, please identify each answer clearly by question and its number. In your own words, interpret the data and note the shape of the distribution of the data provided from Case Study: Highest Paid Women (Chapter 2, p. 35). To help guide your interpretation, include the following: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · frequency table, stem and leaf plot histogram sample mean and median sample standard deviation. You must calculate results by hand (though you may use any technology of your choice to verify your answers). Quiz 2 and Self-Check Practice Exercises At the end of this module, you are required to take an unproctored online quiz. Quiz 2 contains eighteen (18) multiple-choice questions based on related chapters of Module 2. You can take it only once. To better prepare for this quiz, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Student’s Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises: ï‚ · 2.7 a,b,c; (number types) ï‚ · 2.27 a,b,c; (frequency tables) ï‚ · 2.71 a,b; (stem and leaf plot) ï‚ · 2.75 a,b,c; (histograms) ï‚ · 2.101 a,b; (distribution shape) ï‚ · 3.15 a,b,c; (sample statistics; measures of central tendency) S-16 SYLLABUS for STA-201-GS ï‚ · ï‚ · ï‚ · ï‚ · 3.73 (sample statistics; measures of dispersion) 3.125 a,b,c,d,e; (Five number summary) 3.163 a,b,c; (population parameters) 3.165 a,b; (standard scores) Module 2 S-17 module Probability TOPICS Module 3 covers the following topics: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · probability outcomes basic probabilities events rules of probability conditional probability multiplication rule/independent events permutations combinations basic counting rule probability distributions discrete random variables factorials Bernoulli trials binomial distribution OBJECTIVES After successfully completing Module 3, you should be able to: ï‚ · MO3.1 Apply principles of probability. (CO4) ï‚ · MO3.2 Recognize rules of probability. (CO4) ï‚ · MO3.3 Apply counting rules to probability. (CO4) ï‚ · MO3.4 Calculate the mean and standard deviation for discrete random variables. (CO4) ï‚ · MO3.5 Calculate Bernoulli trials. (CO4) ï‚ · MO3.6 Apply principles of binomial distribution. (CO4) STUDY MATERIALS Textbook Readings S-18 ï‚ · Study sections 4.1–4.6, 4.8, 5.1, 5.2, and 5.3 in the textbook. ACTIVITIES Module 3 has two written assignments and one modular quiz. Please consult the course Calendar for the due dates. Written Assignment 5 Write your response to the following topic. Using probability: How can you use probability to improve your chances of winning at a casino. Provide specific examples using concepts learned in this module. Written Assignment 6 The written assignment draws on case study discussion exercises at the end of chapter. When preparing your assignment, please identify each answer clearly by question and its number. ï‚ · Case Study: Texas Hold’em (p.209): Answer a,b,c,d,e,f,g. You must calculate results by hand (though you may use any technology of your choice to verify your answers). Quiz 3 and Self-Check Practice Exercises At the end of this module, you are required to take an unproctored online quiz. Quiz 3 contains ten (10) multiple-choice questions based on related chapters of Module 3. You can take it only once. To better prepare for this quiz, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Student’s Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises: ï‚ · 4.9 a,b,c; (probability outcomes) ï‚ · 4.15 a,b,c,d,e; (basic probabilities) ï‚ · 4.51 a,b,c,d; (events) ï‚ · 4.69 a,b,c,d; (rules of probability) ï‚ · 4.112 a,b,c,d,e; (conditional probability) ï‚ · 4.135 a,b,c,d,e (multiplication rule/independent events) ï‚ · 4.181 a,b,c,d (permutations) ï‚ · 4.189 a,b,c,d (combinations) ï‚ · 4.195 a,b,c (basic counting rule) ï‚ · 5.7 a,b,c,d,e; (probability distributions) ï‚ · 5.21 a,b,c; (discrete random variables) ï‚ · 5.45 a,b,c,d; (factorials) ï‚ · 5.51 a,b; (Bernoulli trials) ï‚ · 5.61 a,b,c,d,e,f,g,h,I,j; (binomial distribution) Module 3 S-19 module Normal Distributions TOPICS Module 4 covers the following topics: ï‚ · shape of the normal curve ï‚ · properties of the normal curve ï‚ · area under curve ï‚ · z-score ï‚ · normal probability plots ï‚ · sampling distribution theory ï‚ · sampling mean ï‚ · standard error of mean ï‚ · sampling distribution of the sample mean OBJECTIVES After successfully completing Module 4, you should be able to: ï‚ · MO4.1 Recognize the principles of the normal curve. (CO5) ï‚ · MO4.2 Calculate area under the curve. (CO5) ï‚ · MO4.3 Develop and interpret a normal probability plot. (CO5) ï‚ · MO4.4 Apply concepts of the sampling distribution. (CO5) STUDY MATERIALS Textbook Readings ï‚ · Study sections 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, and 7.3 in the textbook. ACTIVITIES S-20 Module 4 has two written assignments and one modular quiz. Please consult the course Calendar for the due dates. Written Assignment 7 Write your responses to the following topic. Outliers: We know many types of data fall into a normal distribution with most of the observations falling toward the middle. However, sometimes data are outliers or data that are very different – larger or smaller – from the rest of the members of the sample. Think of an example in the real world of an outlier and discuss its effect. Written Assignment 8 The written assignment draws on case study discussion exercises at the end of chapter. When preparing your assignment, please identify each answer clearly by question and its number. ï‚ · Case Study: Chest Sizes of Scottish Militiamen (p.295): Answer a,b,c,d. You must calculate results by hand (though you may use any technology of your choice to verify your answers). Quiz 4 and Self-Check Practice Exercises At the end of this module, you are required to take an unproctored online quiz. Quiz 4 contains ten (10) multiple-choice questions based on related chapters of Module 4. You can take it only once. To better prepare for this quiz, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Student’s Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises: ï‚ · 6.23 a,b,c; (shape of the normal curve) ï‚ · 6.48 (properties of the normal curve) ï‚ · 6.54 (properties of the normal curve) ï‚ · 6.55, a,b,c,d; (area under curve) ï‚ · 6.59 a,b,c,d; (area under curve) ï‚ · 6.71 (z-score associated with an area) ï‚ · 6.75 a,b; (z-score associated with an area) ï‚ · 6.98 a,b (calculate z-score and find area) ï‚ · 6.123 a,b,c (normal probability plots) ï‚ · 7.2 (sampling distribution theory) ï‚ · 7.17 a,b,c d, e; (sampling mean) ï‚ · 7.49 a,b; (standard error of mean) ï‚ · 7.71 a,b,c,d,e; (sampling distribution of the sample mean) Module 4 S-21 module Inferential Statistics TOPICS Module 5 covers the following topics: ï‚ · point estimate ï‚ · confidence intervals, population one mean ï‚ · margin of error ï‚ · t-distribution ï‚ · confidence intervals, sample one mean ï‚ · null, alternative hypotheses ï‚ · type I,II errors ï‚ · p-values ï‚ · critical values – one tail ï‚ · critical values – two tails ï‚ · pooled hypothesis variables ï‚ · pooled samples t-test ï‚ · confidence intervals – pooled samples ï‚ · non-pooled samples t-test ï‚ · confidence intervals – non-pooled samples ï‚ · paired t-test ï‚ · confidence intervals – paired t-test ï‚ · one proportion z interval ï‚ · margin of error for p ï‚ · one proportion z test ï‚ · two proportions z test ï‚ · confidence internal two proportions OBJECTIVES After successfully completing Module 5, you should be able to: ï‚ · MO5.1 Construct confidence intervals to make decisions. (CO6) ï‚ · MO5.2 Recognize errors in hypothesis testing probability plot. (CO6) ï‚ · MO5.3 Interpret p-values with hypotheses tests. (CO6) ï‚ · MO5.4 Determine if there is a difference between means. (CO6) S-22 STUDY MATERIALS Textbook Readings ï‚ · Study sections 8.1, 8.2, 8.3, 8.4, 9.1, 9.2, 9.3, 10.1, 10.2, 10.3, 10.5, 12.1, 12.2, and 12.3 in the textbook. ACTIVITIES Module 5 has three activities. Please consult the course Calendar for the due dates. Written Assignment 9 Write your responses to the following topic. Errors in testing: Think of one example of a Type I and Type II error in everyday life and comment on the ramifications of those errors. Written Assignment 10 This written assignment draws on case study discussion exercises at the end of Chapter 8. When preparing your assignment, please identify each answer clearly by question and its number. ï‚ · Case Study: The â€Å"Chip Ahoy! 1,000 Chips Challenge (p.357): Answer a,b,c,e (NOT d). You must calculate results by hand (though you may use any technology of your choice to verify your answers). Module 5 Self-Check Practice Exercises At the end of module 5 and 6, you are required to take a proctored online final exam. To better prepare for the final exam, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Student’s Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises: ï‚ · 8.4 a,b; (point estimate) ï‚ · 8.32 a,b; (confidence intervals, population one mean) ï‚ · 8.62 (margin of error) ï‚ · 8.81 a,b,c; (t-distribution) ï‚ · 8.93 a,b; (confidence intervals, sample one mean) ï‚ · 9.6 a,b,c; (null, alternative hypotheses) ï‚ · 9.22 a,b,c,d,e (type I,II errors) ï‚ · 9.50 a,b,c (p-values) ï‚ · 9.33 a,b,c,d,e,f; (critical values – one tail) ï‚ · 9.34 a,b,c,d,e,f; (ciritcal values – two tails) ï‚ · 10.9 a,b,c,d (pooled hypothesis variables) Module 5 S-23 ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · 10.39 (pooled samples t-test) 10.45 (confidence intervals – pooled samples) 10.71 (non-pooled samples t-test) 10.77 (confidence intervals – non-pooled samples) 10.142 a,b,c,d,e,f; (paired t-test) 10.148 a,b; (confidence intervals – paired t-test) 12.26 one proportion z interval 12.34 a, b, c, d, e, f (margin of error for p) 12.66 a, b (one proportion z test) 12.93 a, b, c (two proportions z test) 12.99 a, b (confidence internal two proportions) S-24 SYLLABUS for STA-201-GS module Measures of Association TOPICS Module 6 covers the following topics: ï‚ · chi-square distribution ï‚ · goodness of fit test ï‚ · contingency tables ï‚ · chi-square assumptions ï‚ · chi-square test of independence ï‚ · linear equation definition ï‚ · graphing linear equations ï‚ · least squares criterion ï‚ · regression calculation and estimation ï‚ · sum of squares and r2 ï‚ · correlation definition ï‚ · correlation coefficient ï‚ · residual plot ï‚ · regression t-test OBJECTIVES After successfully completing Module 6, you should be able to: ï‚ · MO6.1 Recognize the characteristics of the chi-square distribution. (CO7) ï‚ · MO6.2 Determine if there is an association within a contingency table. (CO7) ï‚ · MO6.3 Represent the relationship between two variables as a linear equation. (CO7) ï‚ · MO6.4 Apply the regression equation to make predictions and extrapolate data. (CO7) ï‚ · MO6.5 Recognize the characteristics of the the correlation coefficient. (CO7) ï‚ · MO6.6 Determine the strength of correlation between two variables. (CO7) ï‚ · MO6.7 Make inferences from the results of a linear regression. (CO7) STUDY MATERIALS Textbook Readings ï‚ · Study sections 13.1, 13.2, 13.3, 13.4, 14.1, 14.2, 14.3, 14.4, 15.1, and 15.2 in the textbook. S-25 ACTIVITIES Module 6 has three activities. Please consult the course Calendar for the due dates. Written Assignment 11 Write your responses to the following topic. Association: We know association does not imply causation, but what does this mean in your own words. Provide and discuss an example of two variables that are associated but not by a cause and effect relationship. Written Assignment 12 This written assignment draws on case study discussion exercises at the end of Chapter 14. When preparing your assignment, please identify each answer clearly by question and its number. ï‚ · Focusing on Data Analysis: Using the data from Chapter 1: UWEC Undergraduates (pp. 3031), and answer questions a,b,c,d,e,f,g (UWEC Undergraduates, p. 666). You must calculate results by hand (though you may use any technology of your choice to verify your answers). Module 6 Self-Check Practice Exercises At the end of module 5 and 6, you are required to take a proctored online final exam. To better prepare for the final exam, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Student’s Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises: ï‚ · 13.1 (chi-square distribution) ï‚ · 13.7 a,b; (chi-square distribution tables) ï‚ · 13.27 a,b,c; (goodness of fit test) ï‚ · 13.45 a,b,c,d; (contingency tables) ï‚ · 13.73 a,b (chi square assumptions) ï‚ · 13.76 (chi square test of independence) ï‚ · 14.1 a,b,c; (linear equation definition) ï‚ · 14.5 a,b,c,d,e; (graphing linear equations) ï‚ · 14.40 a,b,; (least squares criterion) ï‚ · 14.52 a,b,c,d,e,f,g; (regression calculation and estimation) ï‚ · 14.90 a,b,c,d; (sum of squares and r2) ï‚ · 14.110 a,b,c (correlation definit ion) ï‚ · 14.124 a,b,c,d; (correlation coefficient) ï‚ · 15.24 a,b,c,d (residual plot) ï‚ · 15.52 (regression t-test) S-26 SYLLABUS for STA-201-GS Final Project You are required to complete a final project. Please consult the Course Calendar for the due date. Project Description Statistics is about more than calculations. It is about turning data into information and using this information to understand the population. A statistician will be asked to help solve real world problems by designing a study, collecting data, analyzing the data, and writing up the results. As a final project, you will be asked to do something similar. Though the design and data collection will be done for you, you will be asked to analyze the data using the appropriate tests (ensuring the data are distributed normally) and write up the results, using statistical evidence to support your findings. Lastly, you will be asked to include recommendations, that is, apply the results to solve the real world problem. In your paper, explain why you chose each statistical test, figure, or procedure. The problem: Due to financial hardship, the Nyke shoe company feels they only need to make one size of shoes, regardless of gender or height. They have collected data on gender, shoe size, and height and have asked you to tell them if they can change their business model to include only one of shoes – regardless of height or gender of the wearer. In no more 5-10 pages (including figures), explain your recommendations, using statistical evidence to support your findings. The data found are below: Show Size 5.00 7.50 9.00 7.00 11.00 12.00 14.00 7.00 7.50 8.00 10.50 Height 63.00 70.00 70.00 64.00 72.00 72.00 76.00 66.00 71.00 68.00 71.00 Gender Female Female Female Male Male Male Male Female Female Female Male Module 5 S-27 11.00 6.50 7.00 7.50 10.00 12.00 6.50 10.50 12.00 6.00 6.50 10.00 9.50 11.50 14.00 6.50 13.50 7.00 9.50 13.00 11.00 6.00 7.00 7.50 71.00 65.00 67.00 70.00 69.00 69.00 65.00 72.00 73.00 60.00 64.00 72.00 69.00 70.00 75.00 63.00 77.00 68.00 68.00 72.00 73.00 62.00 66.00 70.00 Male Female Female Female Male Male Female Male Male Female Female Female Male Male Male Female Male Female Male Male Male Female Female Female Only use results in the paper. You may show your work in an appendix, if you would like. ï‚ · Click to view Final Project Grading Rubric. S-28 SYLLABUS for STA-201-GS