Preliminary Chapter survey experiment an observational study that is not a survey

Size: px
Start display at page:

Download "Preliminary Chapter survey experiment an observational study that is not a survey"

Transcription

1 1 Preliminary Chapter P.1 Getting data from Jamie and her friends is convenient, but it does not provide a good snapshot of the opinions held by all young people. In short, Jamie and her friends are not a representative sample from the population of interest (young people). P.2 (a) This is an observational study. Patients were matched by age, sex, and race, but the investigators did not impose any treatment. They simply asked about cell phone use and recorded the responses. (b) No, the results of this study are encouraging, but cause-and-effect conclusions, like this one, must be based on experiments. P.3 (a) This is an experiment. The company uses animation for one group and a text for the other group in order to compare the performance of the two different groups. (b) The company could conclude that they have solid evidence that computer animation was more successful than a textbook for these students. If the company wants to generalize this conclusion to a broader population, e.g. all juniors at a school or all juniors in a state or all juniors in the country, then they must assume that these groups are representative samples of the population of interest. The information provided does not indicate whether or not these students were randomly selected from some larger population. If they were, then inferences to that population are reasonable. Similarly, the information provided does not indicate whether or not randomization was used to partition the students into two groups. If randomization was used, then cause and effect conclusions can be drawn. Finally, we must assume that the tests adequately assess biology concepts. P.4 (a) This type of question is best addressed with a survey by polling agencies like the Gallup Organization. They use a variety of methods to get representative samples from the entire country and have experts who can clarify the wording of particular questions to avoid bias. Wording which leads the respondent to think about economic issues would likely get a much different response than wording which leads the respondent to think about social, political, or global issues. (b) Since we are interested in comparing two different teaching methods and making an inference to all college students, an experiment is best. College students who are interested in taking accounting must be randomly selected and then those students must be randomly placed into two groups, one which will be taught in a classroom and another which will learn the same material online. Describing ideal experiments is easy, but think about the practical problems (and costs) associated with the experiment described above. (c) Since we are specifically interested in how long your teachers wait before asking a question, it would be easiest to use an observational study that is not a survey. Different lectures, labs, or discussions should be randomly selected for each teacher. During the class, simply record the amount of time the teacher waits to move on after asking each question. Since teachers have different styles, you will have to think about whether you want the same number of questions for each teacher, which would require you to observe some teachers longer than others, or whether you want to observe each teacher for the same amount of time. P.5 (a) In an observational study, people who drink alcohol would be randomly selected and then variables which measure health characteristics would be collected and compared. In an experiment, the researchers would randomly assign the treatment (type of alcohol) to the

2 2 Preliminary Chapter participants and they would be required to drink that type of alcohol. The variables which measure health characteristics would be collected and compared after a reasonable amount of time. (b) Wine drinkers tend to be wealthier, exercise more frequently, and have better eating habits than beer drinkers. P.6 Go to type employment of college students in the search box, and click on the first link for Indicator 3: Employment of College Students. A graphical summary of the percentages from 197 to 23 is provided at For a numerical summary of the percentages from 197 to 23 see (or click View Table): As you would expect, the percentages vary considerably depending on whether the undergraduates are full-time or part-time students. According to the U.S. Department of Commerce, Census Bureau, Current Population Surveys, in 23 (the most recent data available in July, 26), 47.7% of full-time college students were employed. Of these students, 29.5% worked 2 or more hours per week and 8.8% worked 35 or more hours per week. 79% of parttime college students were employed, with 7.1% of them working 2 or more hours per week and 42.8% of them working 35 or more hours per week. To answer the question directly, we will consider full-time to be 35 or more hours per week. Thus, 8.8% of full-time students and 42.8% of part-time students work full-time while they are taking classes. The percentages of students working part-time are: 38.9% ( ) for full-time students and 36.2% ( ) for part-time students. P.7 (a) A bar graph is shown below. 2 Cool Car Colors Percent of vehicles Silver White Black Medium/dark gray Color Light brown Medium/dark blue Medium red (b) The bar graph shows that consumers prefer lighter colors (silver and white) to darker colors. Silver is the most popular color (tallest bar) and medium red is the least popular color (shortest bar). The percent of vehicles with other colors is = P.8 (a) Two side-by-side bar graphs are shown below. Each graph presents a slightly different view of the same percentages.

3 What Is Statistics? 3 Comparing Car Colors Comparing Car Colors 3 3 Percent of vehicles Vehicle type Color Black Light brown Medium/dark b lue Medium/dark gray Medium/dark green Mediu m red White Silv er Percent of vehicles Color Vehicle type 5 Black Light brown Medium/dark blue Medium/dark gray Medium/dark green Medium red White Silver Black Light brown Medium/dark blue Medium/dark gray Medium/dark green Medium red White Silver (b) The graph above on the left provides an easy comparison of luxury cars with /truck/van percentages for each color. The heights of the bars are different for every color, with the biggest difference in Medium/dark gray. The graph above on the right shows the colors separately for each type of vehicle. Once again the differences in preferences are clear from the different shapes of the bars for the two types of cars. White was the most popular color for these two types of cars. The medium/dark colors were much less popular, with one exception. Medium/dark gray was a popular color (2 nd most popular) for luxury cars. P.9 (a) A dotplot for goal differential is shown below. Goal Differential (U.S. score - opponent's score) Differential 6 8 (b) The dotplot is centered around 2 with a long right tail. Only two of the 34 differentials are negative, which indicates that the U.S. women s soccer team had a very good season. The team scored at least as many goals as their opponents in 32 of 34 games. In one game they beat the other team by 8 goals, a very unusual event in soccer. P.1 (a) A dotplot for the total number of gold medals for a sample of countries is shown below.

4 4 Preliminary Chapter Number of Gold Medals Won in 24 Summer Olympics Gold medals The overall distribution is skewed to the right with a mode of, which indicates that many countries did not win any gold medals. The United States, with 35 gold medals, is clearly unusual. The dot for the United States is way out in the right tail, and the number of U.S. gold medals is almost 4 times larger than the total for the country with the second highest number of gold medals. (b) Yes, it makes sense that the distribution is skewed to the right. Most countries win no medals or very few medals and a few countries will a lot of medals. For example, China was very close to the total U.S. count with 32 gold medals. See for complete medal counts in the 24 Olympics. P.11 Who? The individuals are the AP Statistics students who completed a questionnaire on the first day of class. What? The categorical variables are gender (female or male), handedness (right or left), and favorite type of music (classical, gospel, rock, rap, country, R&B, top 4, oldies, etc.). The quantitative variables are height (in inches), amount of time the student is expecting to spend on homework (in minutes per week), and the total value of coins in a student s pocket (in cents). Why? The data were collected for the teacher to learn more about her/his students and to provide an interesting data set for the students to analyze. Students will be able to make interesting comparisons for men versus women, lefties versus righties, rappers versus rockers, etc. When, where, how, and by whom? A teacher collected these data on the first day of class at a high school using a questionnaire. P.12 Categorical: Gender (a), Race (c), Smoker (d) Quantitative: Age (b), Systolic blood pressure (e), Level of calcium in the blood (f) P.13 Reality shows (yes or no indicating whether the student watches reality shows), Music (yes or no indicating whether the student watches music videos, concerts, or documentaries about musicians and singers), Time (the average amount of time, in minutes per day, spent watching television), Network (the average number of network programs shows, movies, sporting events, etc. watched per week on ABC, CBS, NBC, and FOX). The categorical variables are Reality shows and Music, and the quantitative variables are Time and Network. P The word fair implies that all six sides are equally likely. The chance of getting a 6 is the same as getting any one of the other five sides (1, 2, 3, 4, or 5). The probability of 1/6 means that if you roll a fair die a large number of times, you will get a 6 about 1/6 th of the time.

5 What Is Statistics? 5 P.15 The result with 14 out of 21 correct identifications is further away from what we expect (7) if the students are guessing, so it would provide more convincing evidence. Alternatively, the chance of getting 14 or more correct would be smaller than.68, the chance of getting 13 or more correct, but the chance of getting 12 or more correct is larger than.68. P.16 The chance of getting 11 or more correct is.557. (Let X = the number of correct answers, then P X 11 = 1 P( X < 11) = 1 P( X 1) =.557.) Since the ( ) students have about a 6% chance of getting 11 or more correct by simply guessing, many people would say that this event could happen by chance. The evidence is not as clear that the students can distinguish between tap and bottled water. P.17 Results will vary from student to student. One possibility is provided here. (a) A graph of the proportion of heads against the toss number is shown below..5.4 Proportion of heads Number of tosses 15 2 (b) Eight of the 2 spins were heads, so the estimated proportion of heads is 8/2 =.4 or 4%. (c) The chance of getting 8 or fewer heads if the coin is balanced so that it lands heads half of the time is Even though this proportion is below 5%, it does appear as if this result could happen by chance. (d) For a class of 3 students, each spinning a coin 2 times, a graphical display of the results is shown below..5.4 Proportion of heads Number of tosses 5 6 The number of heads out of 6 spins was 248, so the estimated proportion of heads is 248/6 =.413 or about 41%. With this many trials it is very unlikely (.125) that we would get 248 or fewer heads if the coin is balanced so that it lands heads half of the time. Thus, we would

6 6 Preliminary Chapter change our conclusion from part (c) and conclude that the chance of getting a head when spinning a coin is less than.5. P.18 (a) No, there will be variation from sample to sample so we would not expect the sample percentage to be exactly equal to the population percentage. (b) Yes, it does appear that a higher percentage of girls thought young people should abstain from sex until marriage. A difference of 64% 48% = 16% or something larger would be extremely unlikely if boys and girls thought the same way about abstinence. CASE CLOSED 1. (a) Who? The individuals are the fifty polio patients who reported steady pain. What? The variables are treatment group (active or inactive) and pain ratings (a number between and 1). Why? The data were collected to see if medical magnets reduce the pain experienced by polio sufferers. The doctors would like to make inferences to all polio patients who suffer from chronic pain. If the magnets are successful, the doctors may suggest future research on patients who suffer from other types of pain. When, where, how, and by whom? The data from this experiment were collected on recruited patients by doctors and scientists. Even though the patients were recruited, and not randomly selected, it may be reasonable to view them as a representative sample of polio patients with chronic pain. This is often the way medical studies are conducted. (b) The dotplots are shown below. Dotplot of Active, Inactive Active Inactive 2 4 Data (c) The center of the distribution is lower for patients wearing the active magnets. Overall, the ratings for patients with the active magnets tend to be lower than those for patients with the inactive magnets. The ratings have less variability for the patients who were wearing the inactive magnets. Notice that the ratings for the patients wearing the active magnets ranged from to 1, while the ratings for patients wearing the inactive magnets ranged from 4 to 1. The distribution of ratings for the inactive magnets is skewed to the left while the distribution of the ratings for the active magnets is roughly symmetric. (d) The mean pain rating for the active group is and the mean pain rating for the inactive group is The difference (inactive active) is (a) These ratings are new data to find out if the medical magnets reduce pain for these patients. (b) The doctor selected, hopefully at random, a sealed envelope from a box and the patients were required to wear the magnet selected by the doctor. Since a treatment was actively imposed, this is an experiment. (c) Chance is used to assign the patients to the treatment groups to avoid bias. Researchers do not do a good job forming identical groups when they use their

7 What Is Statistics? 7 subjective opinions to place individuals into treatment groups. (d) Yes. Double blind studies where the patients and the researchers do not know which treatment is being given are preferred. If a patient knew she had an inactive magnet, she would not expect her pain to be reduced. Similarly, if the doctor knew that a patient had an active magnet, she may suggest that the pain seems to be decreasing. (This sounds too obvious, but it happens in practice.) 3. (a) The graph in Figure P.7 is roughly symmetric about zero. Thus, half of the differences are above zero and half are below zero. About 5% of the time the difference will be positive. (b) It is very unlikely that the difference in mean pain ratings is greater than 4.5. In fact, none of the 1, simulated differences is greater than (a) Use the difference in the averages, 4.5. (b) Reject this claim. The medical magnets appear to substantially reduce pain for these patients. P.19 (a) Available data from family interviews and police records were used. No treatments were imposed in order to observe various responses. (b) Parental involvement, profession of parents, educational priorities, amount of reading, type of child care, participation in sports, and participation in other activities with peers are just a few other variables that may be related to the amount of TV watched. The effects of these other variables are mixed up with and cannot be separated from the effect of watching TV. This is known as confounding. P.2 From The National Highway Traffic Safety Administration web page ( click on the tab labeled Traffic Safety, then click New Drivers, and finally click Graduated Driver Licensing System. These selections will lead you to a pdf version of Traffic Safety Facts. (Note: These links were obtained in January, 27 and will almost certainly change. However, students will be able to find the information with a quick search.) The background information in this report states that A significant percentage of young drivers are involved in traffic crashes and are twice as likely as adult drivers to be in a fatal crash. Sixteen-year-old drivers have crash rates that are three times greater than 17-year-old drivers, five times greater than 18-year-old drivers, and twice the rate of 85-year-old drivers. The factors contributing to these higher crash rates include lack of driving experience and inadequate driving skills; excessive driving during night-time, higher-risk hours; risk-taking behavior; poor driving judgment and decision making; drinking and driving; and distractions from teenage passengers. Other discouraging facts are included in the report and a new licensing system is being implemented to prolong the learning process for new drivers. More statistics related to teen drivers can be found by searching or Try searches for teen driving statistics, teen fatalities, are teens safe drivers, etc. P.21 Who? The individuals are motor vehicles produced in 24. What? The categorical variables are: make and model; vehicle type; transmission type. The quantitative variables are: number of cylinders (integer count); city MPG (miles per gallon); highway MPG (miles per gallon). Why? The data were compiled to compare fuel economy. When, where, how, and by whom? A statement on reveals that

8 8 Preliminary Chapter The data included in the Department of Energy's Fuel Economy Guide are the result of vehicle testing done at the Environmental Protection Agency's National Vehicle and Fuel Emissions Laboratory in Ann Arbor, Michigan and by vehicle manufacturers themselves with oversight by EPA. P.22 (a) A bar graph showing the percent of students in each grade who said they rarely or never wore bicycle helmets is provided below. The percent for 9 th graders is just a little lower than the percents for the older students, but all four percents are very high. Percent of students who said they rarely or never wore bicycle helmets Total % Grade (b) A side-by-side bar graph showing the percent of males and females at each grade level who said they rarely or never wore bicycle helmets is provided below. Notice that the percent for males is higher than the percent for females in every grade level. However, all of the percents are above 8. Percent of students who said they rarely or never wore bicycle helmets Percents Female Male Female Male Female Male Female Male Grade P.23 There are 13 different types of cards (A, 2, 3, 4, 5, 6, 7, 8, 9, 1, J, Q, K) in a standard deck of cards. The chance of getting exactly 3 of the same type, 1 of a second type, and 1 of a third type in a hand of 5 cards is 1/5. Thus, if we kept dealing 5 card hands over and over again, the proportion of hands that would contain three of a kind approaches.2. Alternatively, we could say the percentage of hands that would contain three of a kind approaches 2%. P.24 (a) Because they were interested in the opinions of all U.S. adults and not just MLB fans who support the athletes. (b) Although there will be variation from sample to sample, we can assume that the sample obtained by the Gallup organization was representative of the entire U.S. adult population. Thus, the population percentages would be about the same as the sample percentages obtained by Gallup, 42% for probably not and 33% for definitely not. (c) No, we can not conclude that Barry Bonds is lying. These percentages reflect the opinions of U.S.

9 What Is Statistics? 9 adults, but public opinion can be much different than fact. Some day we may find out if Barry Bonds lied, but right now only Barry and a few other people know the truth! P.25 From Figure P.7, roughly 5 of the simulated differences were 2.5 or larger. Thus, the chance of getting a difference of 2.5 or something larger if there is no difference in the magnets is approximately.5. Our conclusion would remain the same; we have evidence that the active magnets relieve pain in polio patients. P.26 (a) Dotplots for both groups are shown below. The differences for the patients in the active group follow a distribution with a gap between 1 and 4. We might even stretch a bit and say that the distribution is roughly symmetric with a mean of about 5. The differences ranged from to 1. (b) The distribution of the differences for the patients in the inactive group is skewed to the right with a center slightly above 1. Many patients reported no change in their pain ratings (a difference of ) and the largest difference was 5. Active Inactive 2 4 Data (c) The average difference for the active group is and the average difference for the inactive group is The difference in these two means (inactive active) is (d) Figure P.8 shows that none of the 1, simulated differences was smaller than Thus, a difference of would be extremely unlikely if both types of magnets provided the same level of relief. We would reject the hypothesis of no treatment effect and conclude that the active magnets do provide relief for polio patients. P.27 A dotplot for the highway gas mileage for 32 model year 24 midsize cars is provided below. The distribution of MPG is roughly symmetric with a center at about 27 miles per gallon. The range is 14, 34 2, with the Chevrolet Malibu and the Honda Accord both getting the best mileage of 34 MPG. The Mercedes-Benz E5 had the worst gas mileage, 2 MPG. 24 Midsize Cars mpg

10 1 Preliminary Chapter P.28 (a) These data were probably obtained from an observational study that wasn t a survey. The organizers of the program could easily collect information from volunteers who participated in the Mozart for Minors program and were willing to share their test scores. These scores could then be compared with average scores for all students that are typically reported to school districts and parents. (b) No, we can not conclude that the Mozart for Minors program caused an increase in the students test scores. Educational background of the parents, family income, neighborhood, and many other factors may influence test scores and participation in the music program. (c) Conduct a simple comparative experiment. A large group of students completes the exams and then is randomly split into two groups. One group participates in the Mozart for Minors program and the other group does not. Ideally, the two groups will have exactly the same experiences, except for participation in the music program. This is easier said than done! After a reasonable period of time, the students take exams to measure verbal and math skills again. The averages of the changes in the scores (second exam first exam) can be compared for the two groups.

STT 231 Test 1. Fill in the Letter of Your Choice to Each Question in the Scantron. Each question is worth 2 point.

STT 231 Test 1. Fill in the Letter of Your Choice to Each Question in the Scantron. Each question is worth 2 point. STT 231 Test 1 Fill in the Letter of Your Choice to Each Question in the Scantron. Each question is worth 2 point. 1. A professor has kept records on grades that students have earned in his class. If he

More information

Measures of the Location of the Data

Measures of the Location of the Data OpenStax-CNX module m46930 1 Measures of the Location of the Data OpenStax College This work is produced by OpenStax-CNX and licensed under the Creative Commons Attribution License 3.0 The common measures

More information

Chapters 1-5 Cumulative Assessment AP Statistics November 2008 Gillespie, Block 4

Chapters 1-5 Cumulative Assessment AP Statistics November 2008 Gillespie, Block 4 Chapters 1-5 Cumulative Assessment AP Statistics Name: November 2008 Gillespie, Block 4 Part I: Multiple Choice This portion of the test will determine 60% of your overall test grade. Each question is

More information

Student s Edition. Grade 6 Unit 6. Statistics. Eureka Math. Eureka Math

Student s Edition. Grade 6 Unit 6. Statistics. Eureka Math. Eureka Math Student s Edition Grade 6 Unit 6 Statistics Eureka Math Eureka Math Lesson 1 Lesson 1: Posing Statistical Questions Statistics is about using data to answer questions. In this module, the following four

More information

Association Between Categorical Variables

Association Between Categorical Variables Student Outcomes Students use row relative frequencies or column relative frequencies to informally determine whether there is an association between two categorical variables. Lesson Notes In this lesson,

More information

MINUTE TO WIN IT: NAMING THE PRESIDENTS OF THE UNITED STATES

MINUTE TO WIN IT: NAMING THE PRESIDENTS OF THE UNITED STATES MINUTE TO WIN IT: NAMING THE PRESIDENTS OF THE UNITED STATES THE PRESIDENTS OF THE UNITED STATES Project: Focus on the Presidents of the United States Objective: See how many Presidents of the United States

More information

Evaluating Statements About Probability

Evaluating Statements About Probability CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Evaluating Statements About Probability Mathematics Assessment Resource Service University of Nottingham

More information

MADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm

MADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm MADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm Why participate in the Science Fair? Science fair projects give students

More information

Wisconsin 4 th Grade Reading Results on the 2015 National Assessment of Educational Progress (NAEP)

Wisconsin 4 th Grade Reading Results on the 2015 National Assessment of Educational Progress (NAEP) Wisconsin 4 th Grade Reading Results on the 2015 National Assessment of Educational Progress (NAEP) Main takeaways from the 2015 NAEP 4 th grade reading exam: Wisconsin scores have been statistically flat

More information

Lesson M4. page 1 of 2

Lesson M4. page 1 of 2 Lesson M4 page 1 of 2 Miniature Gulf Coast Project Math TEKS Objectives 111.22 6b.1 (A) apply mathematics to problems arising in everyday life, society, and the workplace; 6b.1 (C) select tools, including

More information

Curriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham

Curriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia Moyer-Packenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table

More information

Mathematics Success Grade 7

Mathematics Success Grade 7 T894 Mathematics Success Grade 7 [OBJECTIVE] The student will find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. [PREREQUISITE SKILLS] Simple probability,

More information

AP Statistics Summer Assignment 17-18

AP Statistics Summer Assignment 17-18 AP Statistics Summer Assignment 17-18 Welcome to AP Statistics. This course will be unlike any other math class you have ever taken before! Before taking this course you will need to be competent in basic

More information

Earl of March SS Physical and Health Education Grade 11 Summative Project (15%)

Earl of March SS Physical and Health Education Grade 11 Summative Project (15%) Earl of March SS Physical and Health Education Grade 11 Summative Project (15%) Student Name: PPL 3OQ/P - Summative Project (8%) Task 1 - Time and Stress Management Assignment Objective: To understand,

More information

In how many ways can one junior and one senior be selected from a group of 8 juniors and 6 seniors?

In how many ways can one junior and one senior be selected from a group of 8 juniors and 6 seniors? Counting Principle If one activity can occur in m way and another activity can occur in n ways, then the activities together can occur in mn ways. Permutations arrangements of objects in a specific order

More information

4-3 Basic Skills and Concepts

4-3 Basic Skills and Concepts 4-3 Basic Skills and Concepts Identifying Binomial Distributions. In Exercises 1 8, determine whether the given procedure results in a binomial distribution. For those that are not binomial, identify at

More information

Science Fair Project Handbook

Science Fair Project Handbook Science Fair Project Handbook IDENTIFY THE TESTABLE QUESTION OR PROBLEM: a) Begin by observing your surroundings, making inferences and asking testable questions. b) Look for problems in your life or surroundings

More information

Introduction to Questionnaire Design

Introduction to Questionnaire Design Introduction to Questionnaire Design Why this seminar is necessary! Bad questions are everywhere! Don t let them happen to you! Fall 2012 Seminar Series University of Illinois www.srl.uic.edu The first

More information

Statistical Studies: Analyzing Data III.B Student Activity Sheet 7: Using Technology

Statistical Studies: Analyzing Data III.B Student Activity Sheet 7: Using Technology Suppose data were collected on 25 bags of Spud Potato Chips. The weight (to the nearest gram) of the chips in each bag is listed below. 25 28 23 26 23 25 25 24 24 27 23 24 28 27 24 26 24 25 27 26 25 26

More information

Case study Norway case 1

Case study Norway case 1 Case study Norway case 1 School : B (primary school) Theme: Science microorganisms Dates of lessons: March 26-27 th 2015 Age of students: 10-11 (grade 5) Data sources: Pre- and post-interview with 1 teacher

More information

NCEO Technical Report 27

NCEO Technical Report 27 Home About Publications Special Topics Presentations State Policies Accommodations Bibliography Teleconferences Tools Related Sites Interpreting Trends in the Performance of Special Education Students

More information

HWS Colleges' Social Norms Surveys Online. Survey of Student-Athlete Norms

HWS Colleges' Social Norms Surveys Online. Survey of Student-Athlete Norms http://www.hws.edu/alcohol/aodsurvey/hwsath/ Page 1 of 1 HWS Colleges' Social Norms Surveys Online Survey of Student-Athlete Norms Username: Password: Please Login Login http://www.hws.edu/alcohol/aodsurvey/hwsath/index.pl

More information

Paper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier. Monday 6 June 2011 Afternoon Time: 1 hour 30 minutes

Paper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier. Monday 6 June 2011 Afternoon Time: 1 hour 30 minutes Centre No. Candidate No. Paper Reference 1 3 8 0 1 F Paper Reference(s) 1380/1F Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier Monday 6 June 2011 Afternoon Time: 1 hour

More information

Algebra 2- Semester 2 Review

Algebra 2- Semester 2 Review Name Block Date Algebra 2- Semester 2 Review Non-Calculator 5.4 1. Consider the function f x 1 x 2. a) Describe the transformation of the graph of y 1 x. b) Identify the asymptotes. c) What is the domain

More information

Using Proportions to Solve Percentage Problems I

Using Proportions to Solve Percentage Problems I RP7-1 Using Proportions to Solve Percentage Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by

More information

Like much of the country, Detroit suffered significant job losses during the Great Recession.

Like much of the country, Detroit suffered significant job losses during the Great Recession. 36 37 POPULATION TRENDS Economy ECONOMY Like much of the country, suffered significant job losses during the Great Recession. Since bottoming out in the first quarter of 2010, however, the city has seen

More information

Mathacle PSet Stats, Concepts in Statistics and Probability Level Number Name: Date:

Mathacle PSet Stats, Concepts in Statistics and Probability Level Number Name: Date: 1 st Quarterly Exam ~ Sampling, Designs, Exploring Data and Regression Part 1 Review I. SAMPLING MC I-1.) [APSTATSMC2014-6M] Approximately 52 percent of all recent births were boys. In a simple random

More information

Lab 1 - The Scientific Method

Lab 1 - The Scientific Method Lab 1 - The Scientific Method As Biologists we are interested in learning more about life. Through observations of the living world we often develop questions about various phenomena occurring around us.

More information

Global School-based Student Health Survey (GSHS) and Global School Health Policy and Practices Survey (SHPPS): GSHS

Global School-based Student Health Survey (GSHS) and Global School Health Policy and Practices Survey (SHPPS): GSHS Global School-based Student Health Survey () and Global School Health Policy and Practices Survey (SHPPS): 08/2012 Overview of Agenda Overview of the Manual Roles and Responsibilities Personnel Survey

More information

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. Ch 2 Test Remediation Work Name MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. Provide an appropriate response. 1) High temperatures in a certain

More information

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Texas Essential Knowledge and Skills (TEKS): (2.1) Number, operation, and quantitative reasoning. The student

More information

Quantitative Research Questionnaire

Quantitative Research Questionnaire Quantitative Research Questionnaire Surveys are used in practically all walks of life. Whether it is deciding what is for dinner or determining which Hollywood film will be produced next, questionnaires

More information

The Evolution of Random Phenomena

The Evolution of Random Phenomena The Evolution of Random Phenomena A Look at Markov Chains Glen Wang glenw@uchicago.edu Splash! Chicago: Winter Cascade 2012 Lecture 1: What is Randomness? What is randomness? Can you think of some examples

More information

Left, Left, Left, Right, Left

Left, Left, Left, Right, Left Lesson.1 Skills Practice Name Date Left, Left, Left, Right, Left Compound Probability for Data Displayed in Two-Way Tables Vocabulary Write the term that best completes each statement. 1. A two-way table

More information

Contents. Foreword... 5

Contents. Foreword... 5 Contents Foreword... 5 Chapter 1: Addition Within 0-10 Introduction... 6 Two Groups and a Total... 10 Learn Symbols + and =... 13 Addition Practice... 15 Which is More?... 17 Missing Items... 19 Sums with

More information

National Survey of Student Engagement Spring University of Kansas. Executive Summary

National Survey of Student Engagement Spring University of Kansas. Executive Summary National Survey of Student Engagement Spring 2010 University of Kansas Executive Summary Overview One thousand six hundred and twenty-one (1,621) students from the University of Kansas completed the web-based

More information

JUNIOR HIGH SPORTS MANUAL GRADES 7 & 8

JUNIOR HIGH SPORTS MANUAL GRADES 7 & 8 JUNIOR HIGH SPORTS MANUAL GRADES 7 & 8 The purpose of this Junior High Sports Manual is to clarify the rules and regulations for seventh and eighth grade girls athletics for the member schools of the Iowa

More information

NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE)

NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) 2008 H. Craig Petersen Director, Analysis, Assessment, and Accreditation Utah State University Logan, Utah AUGUST, 2008 TABLE OF CONTENTS Executive Summary...1

More information

The following shows how place value and money are related. ones tenths hundredths thousandths

The following shows how place value and money are related. ones tenths hundredths thousandths 2-1 The following shows how place value and money are related. ones tenths hundredths thousandths (dollars) (dimes) (pennies) (tenths of a penny) Write each fraction as a decimal and then say it. 1. 349

More information

Shyness and Technology Use in High School Students. Lynne Henderson, Ph. D., Visiting Scholar, Stanford

Shyness and Technology Use in High School Students. Lynne Henderson, Ph. D., Visiting Scholar, Stanford Shyness and Technology Use in High School Students Lynne Henderson, Ph. D., Visiting Scholar, Stanford University Philip Zimbardo, Ph.D., Professor, Psychology Department Charlotte Smith, M.S., Graduate

More information

The lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design.

The lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design. Name: Partner(s): Lab #1 The Scientific Method Due 6/25 Objective The lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design.

More information

Probability and Statistics Curriculum Pacing Guide

Probability and Statistics Curriculum Pacing Guide Unit 1 Terms PS.SPMJ.3 PS.SPMJ.5 Plan and conduct a survey to answer a statistical question. Recognize how the plan addresses sampling technique, randomization, measurement of experimental error and methods

More information

End-of-Module Assessment Task

End-of-Module Assessment Task Student Name Date 1 Date 2 Date 3 Topic E: Decompositions of 9 and 10 into Number Pairs Topic E Rubric Score: Time Elapsed: Topic F Topic G Topic H Materials: (S) Personal white board, number bond mat,

More information

An Introduction to Simio for Beginners

An Introduction to Simio for Beginners An Introduction to Simio for Beginners C. Dennis Pegden, Ph.D. This white paper is intended to introduce Simio to a user new to simulation. It is intended for the manufacturing engineer, hospital quality

More information

Broward County Public Schools G rade 6 FSA Warm-Ups

Broward County Public Schools G rade 6 FSA Warm-Ups Day 1 1. A florist has 40 tulips, 32 roses, 60 daises, and 50 petunias. Draw a line from each comparison to match it to the correct ratio. A. tulips to roses B. daises to petunias C. roses to tulips D.

More information

Redirected Inbound Call Sampling An Example of Fit for Purpose Non-probability Sample Design

Redirected Inbound Call Sampling An Example of Fit for Purpose Non-probability Sample Design Redirected Inbound Call Sampling An Example of Fit for Purpose Non-probability Sample Design Burton Levine Karol Krotki NISS/WSS Workshop on Inference from Nonprobability Samples September 25, 2017 RTI

More information

How to make your research useful and trustworthy the three U s and the CRITIC

How to make your research useful and trustworthy the three U s and the CRITIC How to make your research useful and trustworthy the three U s and the CRITIC Michael Wood University of Portsmouth Business School http://woodm.myweb.port.ac.uk/sl/researchmethods.htm August 2015 Introduction...

More information

the conventional song and dance formula is kept in 21st century H istory Movies, filmmakers are now moving towards

the conventional song and dance formula is kept in 21st century H istory Movies, filmmakers are now moving towards Websites that help with history homework. While it's easy to understand that different platforms allow you to connect with different audiences, plenty of businesses get overwhelmed by the thought of managing

More information

Improving Conceptual Understanding of Physics with Technology

Improving Conceptual Understanding of Physics with Technology INTRODUCTION Improving Conceptual Understanding of Physics with Technology Heidi Jackman Research Experience for Undergraduates, 1999 Michigan State University Advisors: Edwin Kashy and Michael Thoennessen

More information

EDEXCEL FUNCTIONAL SKILLS PILOT. Maths Level 2. Chapter 7. Working with probability

EDEXCEL FUNCTIONAL SKILLS PILOT. Maths Level 2. Chapter 7. Working with probability Working with probability 7 EDEXCEL FUNCTIONAL SKILLS PILOT Maths Level 2 Chapter 7 Working with probability SECTION K 1 Measuring probability 109 2 Experimental probability 111 3 Using tables to find the

More information

Arizona s College and Career Ready Standards Mathematics

Arizona s College and Career Ready Standards Mathematics Arizona s College and Career Ready Mathematics Mathematical Practices Explanations and Examples First Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS State Board Approved June

More information

TIMSS Highlights from the Primary Grades

TIMSS Highlights from the Primary Grades TIMSS International Study Center June 1997 BOSTON COLLEGE TIMSS Highlights from the Primary Grades THIRD INTERNATIONAL MATHEMATICS AND SCIENCE STUDY Most Recent Publications International comparative results

More information

United states panel on climate change. memorandum

United states panel on climate change. memorandum United states panel on climate change memorandum Welcome to the U.S. Convention on Climate Change. Each of you is a member of a delegation (interest group) at an upcoming meeting to debate and vote on

More information

Engineers and Engineering Brand Monitor 2015

Engineers and Engineering Brand Monitor 2015 Engineers and Engineering Brand Monitor 2015 Key Findings Prepared for Engineering UK By IFF Research 7 September 2015 We gratefully acknowledge the support of Pearson in delivering this study Contact

More information

African American Male Achievement Update

African American Male Achievement Update Report from the Department of Research, Evaluation, and Assessment Number 8 January 16, 2009 African American Male Achievement Update AUTHOR: Hope E. White, Ph.D., Program Evaluation Specialist Department

More information

If a measurement is given, can we convert that measurement to different units to meet our needs?

If a measurement is given, can we convert that measurement to different units to meet our needs? HS Chemistry POGIL Activity Version 2 Topic: Measurement: Scientific Mathematics Why? In this activity we will see that it is possible to look at a situation from several points of view, or to take measurements

More information

Testing for the Homeschooled High Schooler: SAT, ACT, AP, CLEP, PSAT, SAT II

Testing for the Homeschooled High Schooler: SAT, ACT, AP, CLEP, PSAT, SAT II Testing for the Homeschooled High Schooler: SAT, ACT, AP, CLEP, PSAT, SAT II Does my student *have* to take tests? What exams do students need to take to prepare for college admissions? What are the differences

More information

Level 1 Mathematics and Statistics, 2015

Level 1 Mathematics and Statistics, 2015 91037 910370 1SUPERVISOR S Level 1 Mathematics and Statistics, 2015 91037 Demonstrate understanding of chance and data 9.30 a.m. Monday 9 November 2015 Credits: Four Achievement Achievement with Merit

More information

Chapter 9: Conducting Interviews

Chapter 9: Conducting Interviews Chapter 9: Conducting Interviews Chapter 9: Conducting Interviews Chapter Outline: 9.1 Interviewing: A Matter of Styles 9.2 Preparing for the Interview 9.3 Example of a Legal Interview 9.1 INTERVIEWING:

More information

Thesis-Proposal Outline/Template

Thesis-Proposal Outline/Template Thesis-Proposal Outline/Template Kevin McGee 1 Overview This document provides a description of the parts of a thesis outline and an example of such an outline. It also indicates which parts should be

More information

Airplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group.

Airplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group. Airplane Rescue: Social Studies LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group. 2010 The LEGO Group. Lesson Overview The students will discuss ways that people use land and their physical

More information

Global School-based Student Health Survey. UNRWA Global School based Student Health Survey (GSHS)

Global School-based Student Health Survey. UNRWA Global School based Student Health Survey (GSHS) UNRWA Global School based Student Health Survey (GSHS) 21 UNRWA school Health services ü New entrant's medical examination ü Screening: for vision and hearing impairment, for thyroid enlargement and for

More information

By Merrill Harmin, Ph.D.

By Merrill Harmin, Ph.D. Inspiring DESCA: A New Context for Active Learning By Merrill Harmin, Ph.D. The key issue facing today s teachers is clear: Compared to years past, fewer students show up ready for responsible, diligent

More information

MGF 1106 Final Exam Review / (sections )

MGF 1106 Final Exam Review / (sections ) MGF 1106 Final Exam Review / (sections ---------) Time of Common Final Exam: Place of Common Final Exam (Sections ----------- only): --------------- Those students with a final exam conflict (with another

More information

Tap vs. Bottled Water

Tap vs. Bottled Water Tap vs. Bottled Water CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 1 CSU Expository Reading and Writing Modules Tap vs. Bottled Water Student Version 2 Name: Block:

More information

How the Guppy Got its Spots:

How the Guppy Got its Spots: This fall I reviewed the Evobeaker labs from Simbiotic Software and considered their potential use for future Evolution 4974 courses. Simbiotic had seven labs available for review. I chose to review the

More information

Cara Jo Miller. Lead Designer, Simple Energy Co-Founder, Girl Develop It Boulder

Cara Jo Miller. Lead Designer, Simple Energy Co-Founder, Girl Develop It Boulder Cara Jo Miller Lead Designer, Simple Energy Co-Founder, Girl Develop It Boulder * Thank you all for having me tonight. * I m Cara Jo Miller - Lead Designer at Simple Energy & Co-Founder of Girl Develop

More information

Executive Guide to Simulation for Health

Executive Guide to Simulation for Health Executive Guide to Simulation for Health Simulation is used by Healthcare and Human Service organizations across the World to improve their systems of care and reduce costs. Simulation offers evidence

More information

Office of Institutional Effectiveness 2012 NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) DIVERSITY ANALYSIS BY CLASS LEVEL AND GENDER VISION

Office of Institutional Effectiveness 2012 NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) DIVERSITY ANALYSIS BY CLASS LEVEL AND GENDER VISION Office of Institutional Effectiveness 2012 NATIONAL SURVEY OF STUDENT ENGAGEMENT (NSSE) DIVERSITY ANALYSIS BY CLASS LEVEL AND GENDER VISION We seek to become recognized for providing bright and curious

More information

Undergraduates Views of K-12 Teaching as a Career Choice

Undergraduates Views of K-12 Teaching as a Career Choice Undergraduates Views of K-12 Teaching as a Career Choice A Report Prepared for The Professional Educator Standards Board Prepared by: Ana M. Elfers Margaret L. Plecki Elise St. John Rebecca Wedel University

More information

EMPLOYMENT APPLICATION Legislative Counsel Bureau and Nevada Legislature 401 S. Carson Street Carson City, NV Equal Opportunity Employer

EMPLOYMENT APPLICATION Legislative Counsel Bureau and Nevada Legislature 401 S. Carson Street Carson City, NV Equal Opportunity Employer EMPLOYMENT APPLICATION Legislative Counsel Bureau and Nevada Legislature 401 S. Carson Street Carson City, NV 89701-4747 Equal Opportunity Employer Read Instructions Before Proceeding I am applying for

More information

Name Class Date. Graphing Proportional Relationships

Name Class Date. Graphing Proportional Relationships Name Class Date Practice 5-1 Graphing Proportional Relationships 5-1 Graphing Proportional Relationships 1. An electronics store has a frequent shopper program. The buyer earns 4 points for every movie

More information

Simple Random Sample (SRS) & Voluntary Response Sample: Examples: A Voluntary Response Sample: Examples: Systematic Sample Best Used When

Simple Random Sample (SRS) & Voluntary Response Sample: Examples: A Voluntary Response Sample: Examples: Systematic Sample Best Used When Simple Random Sample (SRS) & Voluntary Response Sample: In statistics, a simple random sample is a group of people who have been chosen at random from the general population. A simple random sample is

More information

Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators

Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators May 2007 Developed by Cristine Smith, Beth Bingman, Lennox McLendon and

More information

12- A whirlwind tour of statistics

12- A whirlwind tour of statistics CyLab HT 05-436 / 05-836 / 08-534 / 08-734 / 19-534 / 19-734 Usable Privacy and Security TP :// C DU February 22, 2016 y & Secu rivac rity P le ratory bo La Lujo Bauer, Nicolas Christin, and Abby Marsh

More information

Field Experience Management 2011 Training Guides

Field Experience Management 2011 Training Guides Field Experience Management 2011 Training Guides Page 1 of 40 Contents Introduction... 3 Helpful Resources Available on the LiveText Conference Visitors Pass... 3 Overview... 5 Development Model for FEM...

More information

Cincinnati Country Day Middle School Parents Athletics Handbook

Cincinnati Country Day Middle School Parents Athletics Handbook Cincinnati Country Day Middle School Parents Athletics Handbook 8/14/2016 Table of Contents: Introduction:... 1 CCDS Motto, Character Virtues, and Code of Conduct:... 1 7th & 8th Grade Athletic Code:...

More information

Build on students informal understanding of sharing and proportionality to develop initial fraction concepts.

Build on students informal understanding of sharing and proportionality to develop initial fraction concepts. Recommendation 1 Build on students informal understanding of sharing and proportionality to develop initial fraction concepts. Students come to kindergarten with a rudimentary understanding of basic fraction

More information

American Journal of Business Education October 2009 Volume 2, Number 7

American Journal of Business Education October 2009 Volume 2, Number 7 Factors Affecting Students Grades In Principles Of Economics Orhan Kara, West Chester University, USA Fathollah Bagheri, University of North Dakota, USA Thomas Tolin, West Chester University, USA ABSTRACT

More information

Cooper Upper Elementary School

Cooper Upper Elementary School LIVONIA PUBLIC SCHOOLS http://cooper.livoniapublicschools.org 215-216 Annual Education Report BOARD OF EDUCATION 215-16 Colleen Burton, President Dianne Laura, Vice President Tammy Bonifield, Secretary

More information

MATH Study Skills Workshop

MATH Study Skills Workshop MATH Study Skills Workshop Become an expert math student through understanding your personal learning style, by incorporating practical memory skills, and by becoming proficient in test taking. 11/30/15

More information

Atlanta Police Study Guide

Atlanta Police Study Guide Atlanta Police Study Guide If you are looking for the ebook Atlanta police study guide in pdf form, then you have come on to the loyal site. We presented the utter variation of this book in doc, txt, epub,

More information

The Talent Development High School Model Context, Components, and Initial Impacts on Ninth-Grade Students Engagement and Performance

The Talent Development High School Model Context, Components, and Initial Impacts on Ninth-Grade Students Engagement and Performance The Talent Development High School Model Context, Components, and Initial Impacts on Ninth-Grade Students Engagement and Performance James J. Kemple, Corinne M. Herlihy Executive Summary June 2004 In many

More information

The Teenage Brain and Making Responsible Decisions About Sex

The Teenage Brain and Making Responsible Decisions About Sex Rvsd 2/1/12 Lesson Goals Review What We Know About the Teenage Brain Review the Decision Making Model Discuss the Role that Values play in Supporting Good Decision Making Understand How Emotions Can Interfere

More information

Segmentation Study of Tulsa Area Higher Education Needs Ages 36+ March Prepared for: Conducted by:

Segmentation Study of Tulsa Area Higher Education Needs Ages 36+ March Prepared for: Conducted by: Segmentation Study of Tulsa Area Higher Education Needs Ages 36+ March 2004 * * * Prepared for: Tulsa Community College Tulsa, OK * * * Conducted by: Render, vanderslice & Associates Tulsa, Oklahoma Project

More information

The Efficacy of PCI s Reading Program - Level One: A Report of a Randomized Experiment in Brevard Public Schools and Miami-Dade County Public Schools

The Efficacy of PCI s Reading Program - Level One: A Report of a Randomized Experiment in Brevard Public Schools and Miami-Dade County Public Schools The Efficacy of PCI s Reading Program - Level One: A Report of a Randomized Experiment in Brevard Public Schools and Miami-Dade County Public Schools Megan Toby Boya Ma Andrew Jaciw Jessica Cabalo Empirical

More information

Alberta Police Cognitive Ability Test (APCAT) General Information

Alberta Police Cognitive Ability Test (APCAT) General Information Alberta Police Cognitive Ability Test (APCAT) General Information 1. What does the APCAT measure? The APCAT test measures one s potential to successfully complete police recruit training and to perform

More information

Transportation Equity Analysis

Transportation Equity Analysis 2015-16 Transportation Equity Analysis Each year the Seattle Public Schools updates the Transportation Service Standards and bus walk zone boundaries for use in the upcoming school year. For the 2014-15

More information

2005 National Survey of Student Engagement: Freshman and Senior Students at. St. Cloud State University. Preliminary Report.

2005 National Survey of Student Engagement: Freshman and Senior Students at. St. Cloud State University. Preliminary Report. National Survey of Student Engagement: Freshman and Senior Students at St. Cloud State University Preliminary Report (December, ) Institutional Studies and Planning National Survey of Student Engagement

More information

Math Grade 3 Assessment Anchors and Eligible Content

Math Grade 3 Assessment Anchors and Eligible Content Math Grade 3 Assessment Anchors and Eligible Content www.pde.state.pa.us 2007 M3.A Numbers and Operations M3.A.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among

More information

Physical Versus Virtual Manipulatives Mathematics

Physical Versus Virtual Manipulatives Mathematics Physical Versus Free PDF ebook Download: Physical Versus Download or Read Online ebook physical versus virtual manipulatives mathematics in PDF Format From The Best User Guide Database Engineering Haptic

More information

learning collegiate assessment]

learning collegiate assessment] [ collegiate learning assessment] INSTITUTIONAL REPORT 2005 2006 Kalamazoo College council for aid to education 215 lexington avenue floor 21 new york new york 10016-6023 p 212.217.0700 f 212.661.9766

More information

An Empirical Analysis of the Effects of Mexican American Studies Participation on Student Achievement within Tucson Unified School District

An Empirical Analysis of the Effects of Mexican American Studies Participation on Student Achievement within Tucson Unified School District An Empirical Analysis of the Effects of Mexican American Studies Participation on Student Achievement within Tucson Unified School District Report Submitted June 20, 2012, to Willis D. Hawley, Ph.D., Special

More information

CHAPTER 4: REIMBURSEMENT STRATEGIES 24

CHAPTER 4: REIMBURSEMENT STRATEGIES 24 CHAPTER 4: REIMBURSEMENT STRATEGIES 24 INTRODUCTION Once state level policymakers have decided to implement and pay for CSR, one issue they face is simply how to calculate the reimbursements to districts

More information

The number of involuntary part-time workers,

The number of involuntary part-time workers, University of New Hampshire Carsey School of Public Policy CARSEY RESEARCH National Issue Brief #116 Spring 2017 Involuntary Part-Time Employment A Slow and Uneven Economic Recovery Rebecca Glauber The

More information

Chapter 8. Graphing, Probability and Statistics

Chapter 8. Graphing, Probability and Statistics Chapter 8 Graphing, Probability and Statistics Table of Contents Before We Begin Categories to be taught...159 Graphing, probability, statistics...160 Graphing has already begun...160 We already know......161

More information

Probability estimates in a scenario tree

Probability estimates in a scenario tree 101 Chapter 11 Probability estimates in a scenario tree An expert is a person who has made all the mistakes that can be made in a very narrow field. Niels Bohr (1885 1962) Scenario trees require many numbers.

More information

Edexcel GCSE. Statistics 1389 Paper 1H. June Mark Scheme. Statistics Edexcel GCSE

Edexcel GCSE. Statistics 1389 Paper 1H. June Mark Scheme. Statistics Edexcel GCSE Edexcel GCSE Statistics 1389 Paper 1H June 2007 Mark Scheme Edexcel GCSE Statistics 1389 NOTES ON MARKING PRINCIPLES 1 Types of mark M marks: method marks A marks: accuracy marks B marks: unconditional

More information

How to Design Experiments

How to Design Experiments September 14, 2015 1 www.learning4doing.com TABLE OF CONTENTS Lesson 1 - Experiments, Data, and Measurement 3 1.1 - The Experiment 3 1.2 - Data, Primary Data, Secondary Data 4 1.3 - Data: Quantitative,

More information