How tone is created in the story Of Clay are we created Essay

Tone is the attitude the author shows towards the story. And of Clay Are We Made written by Isabel Allende is a story where the author focuses on tone through setting, characterization, conflict, theme, special techniques, and diction. Where the price of human life is nothing, and the leaders are more concerned with other problems. The story takes place in Columbia, South America. For the author talks about the natural disaster taking place, and killing many leading it to create a sad tone. â€Å"In that vast cemetery where the odor of death was already attracting vultures from far away, and where the weeping of orphans and wails of the injured filled the air. †(Page 586) Hence making it obvious that the author is sad. The characters in this story are the Narrator, Rolf Carle, and Azucena. â€Å"The girl could not move, she could barely move, but she did not seem desperate, as if an ancestral resignation allowed her to accept her fate. †(Page 589) Azucena is stuck in the mud for she is pulled downwards by the corpses of her brothers and sisters, creating a sympathetic tone. Isabel clearly creates an admiring tone, when the narrator admires Rolf Carle for staying with Azucena and tries to help her. â€Å"Azucena and Rolf were by my side; I knew everything my love did to wrest the girl from her prison and help her endure her suffering. †(Page592) Therefore, the author creates an admiring and sympathetic tone through characterization. There is a conflict between Rolf and himself, when he understands that he can no longer run away from his past. â€Å"It was impossible for Rolf to flee from himself any longer, and the visceral terror he had lived as a boy suddenly invaded him. †(Page 593) Furthermore the internal conflict that takes place in the story builds up a thoughtful tone. The Theme in this short story is about the objectivity of reporting which creates a sympathetic tone. Emphasizing on the fact that even the reporter that is considered objective has feelings, and might be affected by the events and tragedies he or she sees. â€Å"Camera had a strange effect on him, I came to realize that this fictive distance seemed to protect him from his own emotions†¦your cameras lie forgotten in a closet†(page 588) In this excerpt the narrator is describing Rolf Carle, and states that when he was on air he was a different person. The camera had a strange effect on him, but later on after Azucena’s death he seemed to change and could no longer hide his emotions. The author uses special techniques in this story to build up tone. Isabelle foreshadows Azucena’s death and creates a sad tone. â€Å"A doctor stated that she had fever but added there was little he could do: antibiotics were being reserved for cases of gangrene. † (Page 592) Isabelle’s choice of words referred to as diction; is direct and filled with the narrator’s feelings. The author Isabelle Allende creates a sympathetic, admiring, sad tone through setting, characterization, conflict, theme, foreshadowing and diction. A natural disaster kills thousands of people; an objective reporter faces himself after meeting a young girl.

Wall switches and light fixtures in a building

The wall switches come in various shapes and designs, but they generally consist of a metal conducting plate and Insulating plates to cover It. wall switches are constructed of metal faceplates that is to be made out of ferrous metals not less than 0. 76 mm in thickness or non ferrous metals not less than 1. 2 mm In thickness, and the insulating tace plates are made out ot an insulating non combustible material not less than 2. 54 mm in thickness (NFPA 2011 The light fixtures of the place usually etermines the location of the switch to help get the most efficient lighting for the place. For residential places, all the rooms light fixtures must be on a 15-amp circuit. A wall switch has to be placed near every room entry door and a receptacle has to be found every 12 feet to help operate non permanent light fixtures that cannot be operated by a switch.Closets shall have one globe covered fixture operated by a wall switch. Bathrooms require special moisture resistant light fixtures due to its damp environment also the fixtures should be covered with lenses or globes and one 20- mp circuit for bathroom outlets only (thiele, 2010). In the presence of a laundry room, the washer and dryer should have their individual 20 circuit and in case of electric dryer an Independent 240-volt circuit shall be used.The kitchen Is commonly the place with the highest number of appliances all over the home. thus it requires Its own 15-amp circuit for the lighting. Stairways needs proper lighting fixtures, a switch, mostly three-way switch, Is to be placed at the top and bottom of the stair and at every turn if necessary Hallways requires three-way switches at the two ends of the ay and four-way switches near every door throughout the hallway, hallways over 10 feet long requires a mlnlmum ot one outlet for general purposes (NFPA, 2011).Basements and garages is recommended to have three-way switches between doors and a minimum of 1 outlet is required. Outdoor lighting fixtures of a bui lding have to be protected trom weather tactors and any other exterior tactors by sealing the wires and having underground cables. Outdoor lighting shall has to be highly effcient and controlled by a switch In addition to a sensor to turn off the lights during daytime for energy saving purposes

Statistics Chapter 12 Solutions

CHAPTER 12: TESTS FOR TWO OR MORE SAMPLES WITH CATEGORICAL DATA 1. When testing for independence in a contingency table with 3 rows and 4 columns, there are ________ degrees of freedom. a) 5 b) 6 c) 7 d) 12 ANSWER: b TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, degrees of freedom 2. If we use the [pic] method of analysis to test for the differences among 4 proportions, the degrees of freedom are equal to: a) 3. b) 4. c) 5. d) 1. ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, degrees of freedom . If we wish to determine whether there is evidence that the proportion of successes is higher in group 1 than in group 2, the appropriate test to use is a) the Z test. b) the [pic]test. c) both of the above d) none of the above ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions 4. If we wish to determine whether there is evidence that the proportion of successes is the same in group 1 as in group 2, the appropriate test to use is a) the Z test. b) the [pic]test. c) both of the above d) none of the above ANSWER: TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions 5. In testing a hypothesis using the [pic] test, the theoretical frequencies are based on the a) null hypothesis. b) alternative hypothesis. c) normal distribution. d) none of the above. ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, properties TABLE 12-1 A study published in the American Journal of Public Health was conducted to determine whether the use of seat belts in motor vehicles depends on ethnic status in San Diego County.A sample of 792 children treated for injuries sustained from motor vehicle accidents was obtained, and each child was classified according to (1) ethnic status (Hispanic or non-Hispanic) and (2) seat belt usage (worn or not worn) during the accident. The number of children in each category is given in t he table below. | |Hispanic |Non-Hispanic | |Seat belts worn |31 |148 | |Seat belts not worn |283 |330 | . Referring to Table 12-1, which test would be used to properly analyze the data in this experiment? a) test for independence. b) test for difference between proportions. c) ANOVA F test for interaction in a 2 x 2 factorial design. d) test for goodness of fit. ANSWER: a TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test of independence 7. Referring to Table 12-1, the calculated test statistic is a) -0. 9991. b) -0. 1368. c) 48. 1849. d) 72. 8063. ANSWER: c TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, test statistic 8.Referring to Table 12-1, at 5% level of significance, the critical value of the test statistic is a) 3. 8415. b) 5. 9914. c) 9. 4877. d) 13. 2767. ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, critical value 9. Referring to Table 12-1, at 5% level of significance, there is sufficient evidence to conclude t hat the a) use of seat belts in motor vehicles is related to ethnic status in San Diego County. b) use of seat belts in motor vehicles depends on ethnic status in San Diego County. c) use of seat belts in motor vehicles is associated with ethnic status in San Diego County. ) all of the above ANSWER: d TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test of independence, decision, conclusion TABLE 12-2 Many companies use well-known celebrities as spokespersons in their TV advertisements. A study was conducted to determine whether brand awareness of female TV viewers and the gender of the spokesperson are independent. Each in a sample of 300 female TV viewers was asked to identify a product advertised by a celebrity spokesperson. The gender of the spokesperson and whether or not the viewer could identify the product was recorded. The numbers in each category are given below. |Male Celebrity |Female Celebrity | |Identified product |41 |61 | |Could not identify |109 |89 | 10. Referri ng to Table 12-2, which test would be used to properly analyze the data in this experiment? a) test for independence. b) test for difference between proportions. c) ANOVA F test for main treatment effect. d) test for goodness of fit. ANSWER: a TYPE: MC DIFFICULTY: ModerateKEYWORDS: chi-square test of independence 11. Referring to Table 12-2, the calculated test statistic is a) -0. 1006. b) 0. 00. c) 5. 9418. d) 6. 1194. ANSWER: c TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, test statistic 12. Referring to Table 12-2, at 5% level of significance, the critical value of the test statistic is a) 3. 8415. b) 5. 9914. c) 9. 4877. d) 13. 2767. ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, critical value 13. Referring to Table 12-2, the degrees of freedom of the test statistic are a) 1. b) 2. c) 4. ) 299. ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, degrees of freedom 14. Referring to Table 12-2, at 5 % level of significance, the conclusion is that a) brand awareness of female TV viewers and the gender of the spokesperson are independent. b) brand awareness of female TV viewers and the gender of the spokesperson are not independent. c) brand awareness of female TV viewers and the gender of the spokesperson are related. d) both (b) and (c) ANSWER: d TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test of independence, decision, conclusion TABLE 12-3A computer used by a 24-hour banking service is supposed to randomly assign each transaction to one of 5 memory locations. A check at the end of a day’s transactions gave the counts shown in the table to each of the 5 memory locations, along with the number of reported errors. |Memory Location: |1 |2 |3 |4 |5 | |Number of Transactions: |82 |100 |74 |92 |102 | |Number of Reported Errors: |11 |12 |6 |9 |10 |The bank manager wanted to test whether the proportion of errors in transactions assigned to each of the 5 memory locations differ. 15. Referring to Table 12-3, which test would be used to properly analyze the data in this experiment? a) test for independence b) test for difference between proportions c) ANOVA F test for main treatment effect d) test for goodness of fit ANSWER: b TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions 16. Referring to Table 12-3, the degrees of freedom of the test statistic is a) 4. b) 8. c) 10. d) 448. ANSWER: a TYPE: MC DIFFICULTY: EasyKEYWORDS: chi-square test for difference in proportions, degrees of freedom 17. Referring to Table 12-3, the critical value of the test statistic at 1% level of significance is a) 7. 7794. b) 13. 2767. c) 20. 0902. d) 23. 2093. ANSWER: b TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, critical value 18. Referring to Table 12-3, the calculated value of the test statistic is a) -0. 1777. b) -0. 0185. c) 1. 4999. d) 1. 5190. ANSWER: c TYPE: MC DIFFICULTY: Moderate KEYWORDS: c hi-square test for difference in proportions, test statistic 19. Referring to Table 12-3, at 1% level of significance ) there is sufficient evidence to conclude that the proportions of errors in transactions assigned to each of the 5 memory locations are all different. b) there is insufficient evidence to conclude that the proportions of errors in transactions assigned to each of the 5 memory locations are all different. c) there is sufficient evidence to conclude that the proportion of errors in transactions assigned to each of the 5 memory locations are not all the same. d) there is insufficient evidence to conclude that the proportion of errors in transactions assigned to each of the 5 memory locations are not all the same.ANSWER: d TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, decision, conclusion 20. Moving companies are required by the government to publish a Carrier Performance Report each year. One of the descriptive statistics they m ust include is the annual percentage of shipments on which a $50 or greater claim for loss or damage was filed. Suppose two companies, Econo-Move and On-the-Move, each decide to estimate this figure by sampling their records, and they report the data shown in the following table. |Econo-Move |On-the-Move | |Total shipments sampled |900 |750 | |Number of shipments with a claim [pic] $50 |162 |60 | The owner of On-the-Move is hoping to use these data to show that the company is superior to Econo-Move with regard to the percentage of claims filed. Which test would be used to properly analyze the data in this experiment? a) test for independence b) test for goodness of fit ) ANOVA F test for main treatment effect d) test for the difference between proportions ANSWER: d TYPE: MC DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions 21. The Wall Street Journal recently ran an article indicating differences in the perception of sexual harassment on the job between men and women. The article claimed that women perceived the problem to be much more prevalent than did men. One question asked to both men and women was: â€Å"Do you think sexual harassment is a major problem in the American workplace? † Some 24% of the men, compared to 62% of the women, responded â€Å"Yes. Assuming W designates women’s responses and M designates men’s, what hypothesis should The Wall Street Journal test in order to show that its claim is true? a) H0: pW – pM [pic] 0 versus H1: pW – pM < 0 b) H0: pW – pM [pic] 0 versus H1: pW – pM > 0 c) H0: pW – pM = 0 versus H1: pW – pM [pic] 0 d) H0: (W – (M [pic] 0 versus H1: (W – (M > 0 ANSWER: b TYPE: MC DIFFICULTY: Easy KEYWORDS: Z test for difference in two proportions, form of hypothesis 22. The Wall Street Journal recently ran an article indicating differences in perception of sexual harassment on the job between men and women.The article claimed that women perceived the problem to be much more prevalent than did men. One question asked to both men and women was: â€Å"Do you think sexual harassment is a major problem in the American workplace? † Some 24% of the men, compared to 62% of the women, responded â€Å"Yes. † Suppose that 150 women and 200 men were interviewed. For a 0. 01 level of significance, what is the critical value for the rejection region? a) 7. 173 b) 7. 106 c) 6. 635 d) 2. 33 ANSWER: d TYPE: MC DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, critical value 23.The Wall Street Journal recently ran an article indicating differences in perception of sexual harassment on the job between men and women. The article claimed that women perceived the problem to be much more prevalent than did men. One question asked to both men and women was: â€Å"Do you think sexual harassment is a major problem in the American workplace? † Some 24% of the men, compared to 62% of the wome n, responded â€Å"Yes. † Suppose that 150 women and 200 men were interviewed. What is the value of the test statistic? a) 7. 173 b) 7. 106 c) 6. 635 d) 2. 33 ANSWER: a TYPE: MC DIFFICULTY: ModerateKEYWORDS: Z test for difference in two proportions, test statistic 24. The Wall Street Journal recently ran an article indicating differences in perception of sexual harassment on the job between men and women. The article claimed that women perceived the problem to be much more prevalent than did men. One question asked to both men and women was: â€Å"Do you think sexual harassment is a major problem in the American workplace? † Some 24% of the men, compared to 62% of the women, responded â€Å"Yes. † Suppose that 150 women and 200 men were interviewed. What conclusion should be reached? a) Using a 0. 1 level of significance, there is sufficient evidence to conclude that women perceive the problem of sexual harassment on the job as being much more prevalent than do men. b) There is insufficient evidence to conclude with at least 99% confidence that women perceive the problem of sexual harassment on the job as being much more prevalent than do men. c) There is no evidence of a significant difference between the men and women in their perception. d) More information is needed to draw any conclusions from the data set. ANSWER: a TYPE: MC DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, decision, conclusion 5. A powerful women’s group has claimed that men and women differ in attitudes about sexual discrimination. A group of 50 men (group 1) and 40 women (group 2) were asked if they thought sexual discrimination is a problem in the United States. Of those sampled, 11 of the men and 19 of the women did believe that sexual discrimination is a problem. Which of the following are the appropriate null and alternative hypotheses to test the group’s claim? a) H0: pW – pM [pic] 0 versus H1: pW – pM < 0 b) H0: pW – pM [pic] 0 versus H1: pW – pM > 0 c) H0: pW – pM = 0 versus H1: pW – pM [pic] 0 ) H0: (W – (M [pic] 0 versus H1: (W – (M > 0 ANSWER: c TYPE: MC DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, form of hypothesis 26. A powerful women’s group has claimed that men and women differ in attitudes about sexual discrimination. A group of 50 men (group 1) and 40 women (group 2) were asked if they thought sexual discrimination is a problem in the United States. Of those sampled, 11 of the men and 19 of the women did believe that sexual discrimination is a problem. Find the value of the test statistic. a) Z = – 2. 55 b) Z = – 0. 85 c) Z = – 1. 05 d) Z = – 1. 20ANSWER: a TYPE: MC DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, test statistic 27. A powerful women’s group has claimed that men and women differ in attitudes about sexual discrimination. A gro up of 50 men (group 1) and 40 women (group 2) were asked if they thought sexual discrimination is a problem in the United States. Of those sampled, 11 of the men and 19 of the women did believe that sexual discrimination is a problem. If the p value turns out to be 0. 035 (which is NOT the real value in this data set), then a) at [pic] = 0. 05, we should fail to reject H0. ) at [pic] = 0. 04, we should reject H0. c) at [pic] = 0. 03, we should reject H0. d) None of the above would be correct statements. ANSWER: b TYPE: MC DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, decision, conclusion TABLE 12-4 A few years ago, Pepsi invited consumers to take the â€Å"Pepsi Challenge. † Consumers were asked to decide which of two sodas, Coke or Pepsi, they preferred in a blind taste test. Pepsi was interested in determining what factors played a role in people’s taste preferences. One of the factors studied was the gender of the consumer.Below are the re sults of analyses comparing the taste preferences of men and women, with the proportions depicting preference for Pepsi. Males: n = 109, pSM = 0. 422018Females: n = 52, pSF = 0. 25 pSM – pSF = 0. 172018Z = 2. 11825 28. Referring to Table 12-4, to determine if a difference exists in the taste preferences of men and women, give the correct alternative hypothesis that Pepsi would test. a) H1: [pic] b) H1: [pic] c) H1: pM – pF [pic] 0 d) H1: pM – pF = 0 ANSWER: c TYPE: MC DIFFICULTY: Easy KEYWORDS: Z test for difference in two proportions, form of hypothesis 29.Referring to Table 12-4, suppose Pepsi wanted to test to determine if the males preferred Pepsi more than the females. Using the test statistic given, compute the appropriate p-value for the test. a) 0. 0171 b) 0. 0340 c) 0. 2119 d) 0. 4681 ANSWER: a TYPE: MC DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, p-value 30. Referring to Table 12-4, suppose Pepsi wanted to test to determine if the males preferred Pepsi less than the females. Using the test statistic given, compute the appropriate p-value for the test. a) 0. 0170 b) 0. 0340 c) 0. 9660 d) 0. 9830 ANSWER: d TYPE: MC DIFFICULTY: ModerateKEYWORDS: Z test for difference in two proportions, p-value 31. Referring to Table 12-4, suppose that the two-tailed p-value was really 0. 0734. State the proper conclusion. a) At [pic] = 0. 05, there is sufficient evidence to indicate the proportion of males preferring Pepsi differs from the proportion of females preferring Pepsi. b) At [pic] = 0. 10, there is sufficient evidence to indicate the proportion of males preferring Pepsi differs from the proportion of females preferring Pepsi. c) At [pic] = 0. 05, there is sufficient evidence to indicate the proportion of males preferring Pepsi equals the proportion of females preferring Pepsi. ) At [pic] = 0. 08, there is insufficient evidence to indicate the proportion of males preferring Pepsi differs from the proportion of f emales preferring Pepsi. ANSWER: b TYPE: MC DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, decision, conclusion TABLE 12-5 The following Excel output contains the results of a test to determine if the proportions of satisfied guests at two resorts are the same or different. |Hypothesized Difference |0 | |Level of Significance |0. 5 | |Group 1 | |Number of Successes |163 | |Sample Size |227 | |Group 2 | |Number of Successes |154 | |Sample Size |262 | |Group 1 Proportion |0. 18061674 | |Group 2 Proportion |0. 58778626 | |Difference in Two Proportions |0. 130275414 | |Average Proportion |0. 648261759 | |Test Statistic |3. 00875353 | |Two-Tailed Test | |Lower Critical Value |-1. 59961082 | |Upper Critical Value |1. 959961082 | |p-Value |0. 002623357 | 32. Referring to Table 12-5, allowing for 0. 75% probability of committing a Type I error, what are the decision and conclusion on testing whether there is any difference in the proportions of satisfied guest s in the two resorts? a.Do not reject the null hypothesis; there is enough evidence to conclude that there is significant difference in the proportions of satisfied guests at the two resorts. b. Do not reject the null hypothesis; there is not enough evidence to conclude that there is significant difference in the proportions of satisfied guests at the two resorts. c. Reject the null hypothesis; there is enough evidence to conclude that there is significant difference in the proportions of satisfied guests at the two resorts. d.Reject the null hypothesis; there is not enough evidence to conclude that there is significant difference in the proportions of satisfied guests at the two resorts. ANSWER: c TYPE: MC DIFFICULTY: Easy KEYWORDS: Z test for difference in two proportions, decision, conclusion 33. Referring to Table 12-5, if you want to test the claim that â€Å"Resort 1 (Group 1) has a higher proportion of satisfied guests than Resort 2 (Group 2),† the p-value of the test will be a) 0. 00262. b) 0. 00262/2. c) 2*(0. 00262). d) 1-(0. 00262/2). ANSWER: bTYPE: MC DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, p-value 34. Referring to Table 12-5, if you want to test the claim that â€Å"Resort 1 (Group 1) has a lower proportion of satisfied guests than Resort 2 (Group 2),† you will use a) a t test for the difference in two proportions. b) a Z test for the difference in two proportions. c) a [pic] test for the difference in two proportions. d) a [pic] test for independence. ANSWER: b TYPE: MC DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportionsTABLE 12-6 One criterion used to evaluate employees in the assembly section of a large factory is the number of defective pieces per 1,000 parts produced. The quality control department wants to find out whether there is a relationship between years of experience and defect rate. Since the job is repetitious, after the initial training period, any improvement due t o a learning effect might be offset by a loss of motivation. A defect rate is calculated for each worker in a yearly evaluation. The results for 100 workers are given in the table below. | |Years Since Training Period | | | |< 1 Year |1 – 4 Years |5 – 9 Years | | |High |6 |9 |9 | |Defect Rate: |Average |9 |19 |23 | | |Low |7 |8 |10 | 5. Referring to Table 12-6, which test would be used to properly analyze the data in this experiment to determine whether there is a relationship between defect rate and years of experience? a) [pic]test for independence in a two-way contingency table b) [pic]test for equal proportions in a one-way table c) ANOVA F test for main treatment effect d) Z test for the difference in two proportions ANSWER: a TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test of independence 36. Referring to Table 12-6, find the rejection region necessary for testing at the 0. 5 level of significance whether there is a relationship between defect rate and ye ars of experience. a) Reject H0 if [pic] > 16. 919. b) Reject H0 if [pic] > 15. 507. c) Reject H0 if [pic] > 11. 143. d) Reject H0 if [pic] > 9. 488. ANSWER: d TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, critical value 37. Referring to Table 12-6, what is the expected number of employees with less than 1 year of training time and a high defect rate? a) 4. 17 b) 4. 60 c) 5. 28 d) 9. 17 ANSWER: c TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test of independence, contingency table, properties 8. Referring to Table 12-6, what is the expected number of employees with 1 to 4 years of training time and a high defect rate? a) 12. 00 b) 8. 64 c) 6. 67 d) 6. 00 ANSWER: b TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test of independence, contingency table, properties 39. Referring to Table 12-6, of the cell for 1 to 4 years of training time and a high defect rate, what is the contribution to the overall [pic] statistic for the independence test? a) 0. 36 b) 0. 1296 c) 0. 015 d) 0. 0144 ANSWER: c TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test of independence, contingency table, properties 0. Referring to Table 12-6, a test was conducted to determine if a relationship exists between defect rate and years of experience. Which of the following p-values would indicate that defect rate and years of experience are dependent? Assume you are testing at [pic] = 0. 05. a) 0. 045 b) 0. 055 c) 0. 074 d) 0. 080 ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, p-value, decision TABLE 12-7 A corporation randomly selects 150 salespeople and finds that 66% who have never taken a self-improvement course would like to take such a course.The firm did a similar study 10 years ago in which 60% of a random sample of 160 salespeople wanted to take a self-improvement course. The groups are assumed to be independent random samples. Let p1 and p2 represent the true proportion of workers who would like to attend a self-impro vement course in the recent study and the past study, respectively. 41. Referring to Table 12-7, if the firm wanted to test whether this proportion has changed from the previous study, which represents the relevant hypotheses? a) H0: p1 – p2 = 0 versus H1: p1 – p2 [pic] 0 b) H0: p1 – p2 [pic] 0 versus H1: p1 – p2 = 0 ) H0: p1 – p2 [pic] 0 versus H1: p1 – p2 > 0 d) H0: p1 – p2 [pic] 0 versus H1: p1 – p2 < 0 ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, Z test for difference in two proportions 42. Referring to Table 12-7, if the firm wanted to test whether a greater proportion of workers would currently like to attend a self-improvement course than in the past, which represents the relevant hypotheses? a) H0: p1 – p2 = 0 versus H1: p1 – p2 [pic] 0 b) H0: p1 – p2 [pic] 0 versus H1: p1 – p2 = 0 c) H0: p1 – p2 [pic] 0 versus H1: p1 – p2 > 0 ) H0 : p1 – p2 [pic] 0 versus H1: p1 – p2 < 0 ANSWER: c TYPE: MC DIFFICULTY: Easy KEYWORDS: Z test for difference in two proportions, form of hypothesis 43. Referring to Table 12-7, what is the unbiased point estimate for the difference between the two population proportions? a) 0. 06 b) 0. 10 c) 0. 15 d) 0. 22 ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: point estimate 44. Referring to Table 12-7, what is/are the critical value(s) when performing a Z test on whether population proportions are different if [pic] = 0. 05? a) [pic] 1. 645 b) [pic] 1. 96 c) -1. 96 d) [pic] 2. 8 ANSWER: b TYPE: MC DIFFICULTY: Easy KEYWORDS: Z test for difference in two proportions, critical value 45. Referring to Table 12-7, what is/are the critical value(s) when testing whether population proportions are different if [pic] = 0. 10? a) [pic] 1. 645 b) [pic] 1. 96 c) -1. 96 d) [pic] 2. 08 ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: Z test for difference in two proportions, critical value 46. Referring to Table 12-7, what is/are the critical value(s) when testing whether the current population proportion is higher than before if [pic] = 0. 05? a) [pic]1. 645 b) + 1. 45 c) [pic]1. 96 d) + 1. 96 ANSWER: b TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, critical value 47. Referring to Table 12-7, what is the estimated standard error of the difference between the two sample proportions? a) 0. 629 b) 0. 500 c) 0. 055 d) 0 ANSWER: c TYPE: MC DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, standard error 48. Referring to Table 12-7, what is the value of the test statistic to use in evaluating the alternative hypothesis that there is a difference in the two population proportions? ) 4. 335 b) 1. 96 c) 1. 093 d) 0 ANSWER: c TYPE: MC DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, chi-square test for difference in proportions, test statistic 49. Referring to Table 12-7, the company tests at the 0. 05 level to determine whether the population proportion has changed from the previous study. Which of the following is most correct? a) Reject the null hypothesis and conclude that the proportion of employees who are interested in a self-improvement course has changed over the intervening 10 years. ) Do not reject the null hypothesis and conclude that the proportion of employees who are interested in a self-improvement course has not changed over the intervening 10 years. c) Reject the null hypothesis and conclude that the proportion of employees who are interested in a self-improvement course has increased over the intervening 10 years. d) Do not reject the null hypothesis and conclude that the proportion of employees who are interested in a self-improvement course has increased over the intervening 10 years. ANSWER: b TYPE: MC DIFFICULTY: ModerateKEYWORDS: Z test for difference in two proportions, chi-square test for difference in proportions, decision, conclusion 50. True or Fal se: In testing the difference between two proportions, we may use either a one-tailed chi-square test or two-tailed Z test. ANSWER: True TYPE: TF DIFFICULTY: Easy KEYWORDS: Z test for difference in two proportions, chi-square test for difference in proportions 51. True or False: The squared difference between the observed and theoretical frequencies should be large if there is no significant difference between the proportions.ANSWER: False TYPE: TF DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, properties 52. True or False: A test for the difference between two proportions can be performed using the chi-square distribution. ANSWER: True TYPE: TF DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions 53. True or False: A test for whether one proportion is higher than the other can be performed using the chi-square distribution. ANSWER: False TYPE: TF DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions 54.True or False: When using the [pic] tests for independence, one should be aware that expected frequencies that are too small will lead to too big a Type I error. ANSWER: True TYPE: TF DIFFICULTY: Difficult KEYWORDS: chi-square test of independence, properties, assumption 55. True or False: If we use the chi-square method of analysis to test for the difference between proportions, we must assume that there are at least 5 observed frequencies in each cell of the contingency table. ANSWER: False TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test of independence, properties, assumption 6. If we wish to determine whether there is evidence that the proportion of successes is higher in Group 1 than in Group 2, and the test statistic for Z = +2. 07, the p-value is equal to ______. ANSWER: 0. 0192 TYPE: FI DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, p-value TABLE 12-8 The dean of a college is interested in the proportion of graduates from his college who have a job offer on graduation day. He is particularly interested in seeing if there is a difference in this proportion for accounting and economics majors.In a random sample of 100 of each type of major at graduation, he found that 65 accounting majors and 52 economics majors had job offers. If the accounting majors are designated as â€Å"Group 1† and the economics majors are designated as â€Å"Group 2,† perform the appropriate hypothesis test using a level of significance of 0. 05. 57. Referring to Table 12-8, the hypotheses the dean should use are: a) H0: p1 – p2 = 0 versus H1: p1 – p2 [pic] 0. b) H0: p1 – p2 [pic] 0 versus H1: p1 – p2 = 0. c) H0: p1 – p2 [pic] 0 versus H1: p1 – p2 > 0. d) H0: p1 – p2 [pic] 0 versus H1: p1 – p2 < 0.ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, Z test for difference in two proportions, form of hypothesis 58. Referring to Table 12-8, the null hypot hesis will be rejected if the test statistic is ________. ANSWER: Z > 1. 96 or < -1. 96 or [pic] > 3. 841 TYPE: FI DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, Z test for difference in two proportions, critical value 59. Referring to Table 12-8, the value of the test statistic is ________. ANSWER: Z = 1. 866 or [pic] = 3. 4806 TYPE: FI DIFFICULTY: ModerateKEYWORDS: chi-square test for difference in proportions, Z test for difference in two proportions, test statistic 60. Referring to Table 12-8, the p-value of the test is ________. ANSWER: 0. 0621 TYPE: FI DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, Z test for difference in two proportions, p-value 61. True or False: Referring to Table 12-8, the null hypothesis should be rejected. ANSWER: False TYPE: TF DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, Z test for difference in two proportions, decision 62.True or False: Referring to Table 12-8, th e same decision would be made with this test if the level of significance had been 0. 01 rather than 0. 05. ANSWER: True TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, Z test for difference in two proportions, decision 63. True or False: Referring to Table 12-8, the same decision would be made with this test if the level of significance had been 0. 10 rather than 0. 05. ANSWER: False TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, Z test for difference in two proportions, decision TABLE 12-9A quality control engineer is in charge of the manufacture of computer disks. Two different processes can be used to manufacture the disks. He suspects that the Kohler method produces a greater proportion of defects than the Russell method. He samples 150 of the Kohler and 200 of the Russell disks and finds that 27 and 18 of them, respectively, are defective. If Kohler is designated as â€Å"Group 1† and Russell is designated as â€Å"Group 2,† perform the appropriate test at a level of significance of 0. 01. 64. Referring to Table 12-9, the hypotheses that should be tested are: a) H0: p1 – p2 = 0 versus H1: p1 – p2 [pic] 0. ) H0: p1 – p2 [pic] 0 versus H1: p1 – p2 = 0. c) H0: p1 – p2 [pic] 0 versus H1: p1 – p2 > 0. d) H0: p1 – p2 [pic] 0 versus H1: p1 – p2 < 0. ANSWER: c TYPE: MC DIFFICULTY: Easy KEYWORDS: Z test for difference in two proportions, form of hypothesis 65. Referring to Table 12-9, the null hypothesis will be rejected if the test statistic is ________. ANSWER: Z > 2. 33 TYPE: FI DIFFICULTY: Easy KEYWORDS: Z test for difference in two proportions, critical value 66. Referring to Table 12-9, the value of the test statistic is ________. ANSWER: 2. 49 TYPE: FI DIFFICULTY: ModerateKEYWORDS: Z test for difference in two proportions, test statistic 67. Referring to Table 12-9, the p-value of the test is ________. ANSWER: 0. 0064 TYPE: FI DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, p-value 68. True or False: Referring to Table 12-9, the null hypothesis should be rejected. ANSWER: True TYPE: TF DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, decision 69. True or False: Referring to Table 12-9, the same decision would be made with this test if the level of significance had been 0. 05 rather than 0. 01. ANSWER: True TYPE: TF DIFFICULTY: ModerateKEYWORDS: Z test for difference in two proportions, decision 70. True or False: Referring to Table 12-9, the same decision would be made if this had been a two-tailed test at a level of significance of 0. 01. ANSWER: False TYPE: TF DIFFICULTY: Moderate KEYWORDS: Z test for difference in two proportions, decision TABLE 12-10 The director of transportation of a large company is interested in the usage of her van pool. She considers her routes to be divided into local and non-local. She is particularly intereste d in learning if there is a difference in the proportion of males and females who use the local routes.She takes a sample of a day's riders and finds the following: | |Male |Female |Total | |Local |27 |44 |71 | |Non-Local |33 |25 |58 | |Total |60 |69 |129 | She will use this information to perform a chi-square hypothesis test using a level of significance of 0. 05. 71. Referring to Table 12-10, the test will involve _________ degree(s) of freedom. ANSWER: 1TYPE: FI DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, degrees of freedom 72. Referring to Table 12-10, the overall or average proportion of local riders is __________. ANSWER: 0. 550 TYPE: FI DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, properties 73. Referring to Table 12-10, the expected cell frequency in the Male/Local cell is __________. ANSWER: 33. 02 TYPE: FI DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, contingency table, properties 74 . Referring to Table 12-10, the expected cell frequency in the Female/Non-Local cell is __________.ANSWER: 31. 02 TYPE: FI DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, contingency table, properties 75. Referring to Table 12-10, the critical value of the test is _________. ANSWER: 3. 841 TYPE: FI DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, critical value 76. Referring to Table 12-10, the value of the test statistic is _________. ANSWER: 4. 568 TYPE: FI DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, test statistic 77. True or False: Referring to Table 12-10, the null hypothesis will be rejected.ANSWER: True TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, decision 78. True or False: Referring to Table 12-10, the decision made suggests that there is a difference between the proportion of males and females who ride local versus non-local routes. ANSWER: Tru e TYPE: TF DIFFICULTY: Median KEYWORDS: chi-square test for difference in proportions, conclusion TABLE 12-11 Four surgical procedures are currently used to install pacemakers. If the patient does not need to return for follow-up surgery, the operation is called a â€Å"clear† operation.A heart center wants to compare the proportion of clear operations for the 4 procedures, and collects the following numbers of patients from their own records: | |Procedure | | | |A |B |C |D |Total | |Clear |27 |41 |21 |7 |96 | |Return |11 |15 |9 |11 |46 | |Total |38 |56 |30 |18 |142 They will use this information to test for a difference among the proportion of clear operations using a chi-square test with a level of significance of 0. 05. 79. Referring to Table 12-11, the test will involve _________ degrees of freedom. ANSWER: 3 TYPE: FI DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, degrees of freedom 80. Referring to Table 12-11, the overall or average proportion of clear operations is __________. ANSWER: 0. 676 TYPE: FI DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, properties 81.Referring to Table 12-11, the expected cell frequency for the Procedure A/Clear cell is __________. ANSWER: 25. 69 TYPE: FI DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, contingency table, properties 82. Referring to Table 12-11, the expected cell frequency for the Procedure D/Return cell is __________. ANSWER: 5. 83 TYPE: FI DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, contingency table, properties 83. Referring to Table 12-11, the critical value of the test is ________. ANSWER: 7. 815 TYPE: FI DIFFICULTY: EasyKEYWORDS: chi-square test for difference in proportions, critical value 84. Referring to Table 12-11, the value of the test statistic is _________. ANSWER: 7. 867 TYPE: FI DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, test statistic 85 . True or False: Referring to Table 12-11, the null hypothesis will be rejected. ANSWER: True TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, decision 86. True or False: Referring to Table 12-11, the decision made suggests that the 4 procedures all have different proportions of clear operations.ANSWER: False TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, conclusion 87. True or False: Referring to Table 12-11, the decision made suggests that the 4 procedures do not all have the same proportion of clear operations. ANSWER: True TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, conclusion TABLE 12-12 The director of admissions at a state college is interested in seeing if admissions status (admitted, waiting list, denied admission) at his college is independent of the type of community in which an applicant resides.He takes a sample of recent admissions decisions and form s the following table: | |Admitted |Wait List |Denied |Total | |Urban |45 |21 |17 |83 | |Rural |33 |13 |24 |70 | |Suburban |34 |12 |39 |85 | |Total |112 |46 |80 |238 |He will use this table to do a chi-square test of independence with a level of significance of 0. 01. 88. Referring to Table 12-12, the test will involve _________ degrees of freedom. ANSWER: 4 TYPE: FI DIFFICULTY: Easy KEYWORDS: chi-square test of independence, degrees of freedom 89. Referring to Table 12-12, the critical value of the test is _________. ANSWER: 13. 277 TYPE: FI DIFFICULTY: Easy KEYWORDS: chi-square test of independence, critical value 90. Referring to Table 12-12, the expected cell frequency for the Admitted/Urban cell is _________. ANSWER: 39. 06TYPE: FI DIFFICULTY: Moderate KEYWORDS: chi-square test of independence, contingency table, properties 91. Referring to Table 12-12, the value of the test statistic is _________. ANSWER: 12. 624 TYPE: FI DIFFICULTY: Moderate KEYWORDS: chi-square test of indep endence, test statistic 92. True or False: Referring to Table 12-12, the null hypothesis will be rejected. ANSWER: False TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test of independence, decision 93. True or False: Referring to Table 12-12, the p-value of this test is greater than 0. 01. ANSWER: TrueTYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test of independence, p-value 94. True or False: Referring to Table 12-12, the decision made suggests that admissions status at the college is independent of the type of community in which an applicant resides. ANSWER: True TYPE: TF DIFFICULTY: Easy KEYWORDS: chi-square test of independence, conclusion 95. True or False: Referring to Table 12-12, the same decision would be made with this test if the level of significance had been 0. 005. ANSWER: True TYPE: TF DIFFICULTY: Easy KEYWORDS: chi-square test of independence, decision 6. True or False: Referring to Table 12-12, the same decision would be made with this test if the level o f significance had been 0. 05. ANSWER: False TYPE: TF DIFFICULTY: Easy KEYWORDS: chi-square test of independence, decision 97. True or False: Referring to Table 12-12, the null hypothesis claims that â€Å"there is no association between admission status at the college and the type of community in which an applicant resides. † ANSWER: True TYPE: TF DIFFICULTY: Easy KEYWORDS: chi-square test of independence, form of hypothesis, conclusion 98.True or False: Referring to Table 12-12, the alternative hypothesis claims that â€Å"there is some connection between admission status at the college and the type of community in which an applicant resides. † ANSWER: True TYPE: TF DIFFICULTY: Easy KEYWORDS: chi-square test of independence, form of hypothesis, conclusion 99. True or False: The chi-square test of independence requires that the number of expected frequency in each cell to be at least 5. ANSWER: False TYPE: TF DIFFICULTY: Easy KEYWORDS: chi-square test of independence, assumption 100.True or False: The chi-square test of independence requires that the number of expected frequency in each cell to be at least 1. ANSWER: True TYPE: TF DIFFICULTY: Easy KEYWORDS: chi-square test of independence, assumption TABLE 12-13 Parents complain that children read too few story books and watch too much television nowadays. A survey of 1,000 children reveals the following information on average time spent watching TV and average time spent reading story books: | |Average time spent reading story books | |Average time pent watching TV |Less than 1 hour |Between 1 and 2 hours |More than 2 hours | |Less than 2 hours |90 |85 |130 | |More than 2 hours |655 |32 |8 | 101. Referring to Table 12-13, how many children in the survey spent less than 2 hours watching TV and more than 2 hours reading story books, on average? a) 8 b) 130 c) 175 d) 687 ANSWER: bTYPE: MC DIFFICULTY: Easy KEYWORDS: contingency table, properties 102. Referring to Table 12-13, how many children in the survey spent less than 2 hours watching TV and no more than 2 hours reading story books, on average? a) 8 b) 130 c) 175 d) 687 ANSWER: c TYPE: MC DIFFICULTY: Easy KEYWORDS: contingency table, properties 103. Referring to Table 12-13, if the null hypothesis of no connection between time spent watching TV and time spent reading story books is true, how many children watching less than 2 hours of TV and reading no more than 2 hours of story books, on average, can we expect? ) 35. 69 b) 227. 23 c) 262. 91 d) 969. 75 ANSWER: c TYPE: MC DIFFICULTY: Difficult KEYWORDS: chi-square test of independence, contingency table, properties 104. Referring to Table 12-13, if the null hypothesis of no connection between time spent watching TV and time spent reading story books is true, how many children watching less than 2 hours of TV and reading more than 2 hours of story books, on average, can we expect? a) 42. 09 b) 155. 25 c) 262. 92 d) 987. 75 ANSWER: a TYPE: MC DIFFICULTY: Moderate KEYWORDS : chi-square test of independence, contingency table, properties 105.Referring to Table 12-13, to test whether there is any relationship between average time spent watching TV and average time spent reading story books, the value of the measured test statistic is a) -12. 59. b) 1. 61. c) 481. 49. d) 1,368. 06. ANSWER: c TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test of independence, test statistic 106. Referring to Table 12-13, suppose we want to constrain the probability of committing a Type I error to 5% when testing whether there is any relationship between average time spent watching TV and average time spent reading story books.The critical value will be a) 5. 991. b) 7. 378. c) 12. 592. d) 14. 449. ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, critical value 107. Referring to Table 12-13, we want to test whether there is any relationship between average time spent watching TV and average time spent reading story books. Suppose the valu e of the test statistic was 164 (which is not the correct answer) and the critical value was 19. 00 (which is not the correct answer), then we could conclude that a) there is a connection between time spent reading story books and time spent watching TV. ) there is no connection between time spent reading story books and time spent watching TV. c) more time spent reading story books leads to less time spent watching TV. d) more time spent watching TV leads to less time spent reading story books. ANSWER: a TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test of independence, decision, conclusion TABLE 12-14 Recent studies have found that American children are more obese than in the past. The amount of time children spend watching television has received much of the blame.A survey of 100 ten-year-olds revealed the following with regards to weights and average number of hours a day spent watching television. We are interested in testing whether the average number of hours spent watc hing TV and weights are independent at 1% level of significance. |Weights |TV Hours |Total | | |0-3 |3-6 |6+ | | |More than 10 lbs. verweight |1 |9 |20 |30 | |Within 10 lbs. of normal weight |20 |15 |15 |50 | |More than 10 lbs. underweight |10 |5 |5 |20 | |Total |31 |29 |40 |100 | 108.Referring to Table 12-14, if there is no connection between weights and average number of hours spent watching TV, we should expect how many children to be spending 3-6 hours, on average, watching TV and are more than 10 lbs. underweight? a) 5 b) 5. 8 c) 6. 2 d) 8 ANSWER: b TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, contingency table, properties 109. Referring to Table 12-14, if there is no connection between weights and average number of hours spent watching TV, we should expect how many children to be spending no more than 6 hours, on average, watching TV and are more than 10 lbs. nderweight? a) 5. 8 b) 6. 2 c) 8 d) 12 ANSWER: d TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi- square test of independence, contingency table, properties 110. Referring to Table 12-14, how many children in the survey spend more than 6 hours watching TV and are more than 10 lbs. overweight? a) 1 b) 9 c) 20 d) 40 ANSWER: c TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, contingency table, properties 111. Referring to Table 12-14, how many children in the survey spend no more than 6 hours watching TV and are more than 10 lbs. underweight? a) 5 ) 10 c) 15 d) 20 ANSWER: c TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, contingency table, properties 112. Referring to Table 12-14, the value of the test statistic is a) 8. 532. b) 15. 483. c) 18. 889. d) 69. 744. ANSWER: c TYPE: MC DIFFICULTY: moderate KEYWORDS: chi-square test of independence, test statistic 113. Referring to Table 12-14, the critical value of the test will be a) 6. 635. b) 13. 277. c) 14. 860. d) 21. 666. ANSWER: b TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of indep endence, critical value 114.Referring to Table 12-14, suppose the value of the test statistic was 30. 00 (which is not the correct value) and the critical value at 1% level of significance was 10. 00 (which is not the correct value), which of the following conclusions would be correct? a) We will accept the null and conclude that the average number of hours spent watching TV and weights are independent. b) We will reject the null and conclude that the average number of hours spent watching TV and weights are independent. c) We will accept the null and conclude that the average number of hours spent watching TV and weights are not independent. ) We will reject the null and conclude that the average number of hours spent watching TV and weights are not independent. ANSWER: d TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test of independence, decision, conclusion 115. Referring to Table 12-14, which of the following statements is correct? a) We can accept the null for any level of significance greater than 0. 005 b) We can reject the null for any level of significance greater than 0. 005. c) We can accept the null for any level of significance smaller than 0. 005 d) We can reject the null for any level of significance smaller than 0. 05. ANSWER: b TYPE: MC DIFFICULTY: Difficult KEYWORDS: chi-square test of independence, decision 116. Referring to Table 12-14, the degrees of freedom of the test statistic are a) 1. b) 2. c) 4. d) 9. ANSWER: c TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test of independence, degrees of freedom 117. True or False: Referring to Table 12-14, the test is always a one-tailed test. ANSWER: True TYPE: TF DIFFICULTY: Easy KEYWORDS: chi-square test of independence, properties Table 12-15 According to an article in Marketing News, fewer checks are being written at grocery store checkout stands than in the past.To determine whether there is a difference in the proportion of shoppers who paid by check over three consecutive years at a 0 . 05 level of significance, the results of a survey of 500 shoppers during three consecutive years are obtained and presented below. | |Year | |Check Written |Year 1 |Year 2 |Year 3 | |Yes |225 |175 |125 | |No |275 |325 |375 | 118.Referring to Table 12-15, what is the expected number of shoppers who paid by check in year 1 if there was no difference in the proportion of shoppers who paid by check over the three years? ANSWER: 175 TYPE: PR DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, properties 119. Referring to Table 12-15, what is the expected number of shoppers who did not pay by check in year 3 if there was no difference in the proportion of shoppers who paid by check over the three years? ANSWER: 325 TYPE: PR DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, properties 20. Referring to Table 12-15, what is the form of the null hypothesis? a) [pic] b) [pic] c) [pic] d) [pic] ANSWER: a TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-squ are test for difference in proportions, forms of hypothesis 121. Referring to Table 12-15, what is the form of the alternative hypothesis? a) [pic] b) [pic] c) [pic] d) [pic] not all [pic] are the same ANSWER: d TYPE: MC DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, forms of hypothesis 122. True or False: Referring to Table 12-15, the assumptions needed to perform the test are satisfied. ANSWER:True TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, assumption 123. Referring to Table 12-15, what are the degrees of freedom of the test statistic? ANSWER: 2 TYPE: PR DIFFICULTY: Easy KEYWORDS: chi-square test for difference in proportions, degrees of freedom 124. Referring to Table 12-15, what is the value of the test statistic? ANSWER: 43. 96 TYPE: PR DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, test statistic 125. Referring to Table 12-15, what is the critical value? ANSWER: 5. 99 TYPE: PR DIFFICULTY: EasyKEYWORDS: chi-square test for difference in proportions, critical value 126. Referring to Table 12-15, what is the p-value of the test statistic? ANSWER: 2. 9E-10 or smaller than 0. 005 TYPE: PR DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, p-value 127. True or False: Referring to Table 12-15, the null hypothesis cannot be rejected. ANSWER: False TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, decision 128. Referring to Table 12-15, what is the correct conclusion? a) There is enough evidence that the proportions are all different in the 3 years. ) There is not enough evidence that the proportions are all different in the 3 years. c) There is enough evidence that at least two of the proportions are not equal. d) There is not enough evidence that at least two of the proportions are not equal. ANSWER: c TYPE: MC DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, conclusion 129. Referring to Table 12-15, what is the value of the critical range for the Marascuilo procedure to test for the difference in proportions between year 1 and year 2 using a 0. 05 level of significance? ANSWER: 0. 0754 TYPE: PR DIFFICULTY: DifficultKEYWORDS: chi-square test for difference in proportions, Marascuilo procedure, critical value 130. Referring to Table 12-15, what is the value of the critical range for the Marascuilo procedure to test for the difference in proportions between year 1 and year 3 using a 0. 05 level of significance? ANSWER: 0. 0722 TYPE: PR DIFFICULTY: Difficult KEYWORDS: chi-square test for difference in proportions, Marascuilo procedure, critical range 131. Referring to Table 12-15, what is the value of the critical range for the Marascuilo procedure to test for the difference in proportions between year 2 and year 3 using a 0. 5 level of significance? ANSWER: 0. 0705 TYPE: PR DIFFICULTY: Difficult KEYWORDS: chi-square test for difference in proportion s, Marascuilo procedure, critical value 132. True or False: Referring to Table 12-15, there is sufficient evidence to conclude that the proportions between year 1 and year 2 are different at a 0. 05 level of significance. ANSWER: True TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, Marascuilo procedure, decision, conclusion 133.True or False: Referring to Table 12-15, there is not sufficient evidence to conclude that the proportions between year 1 and year 3 are different at a 0. 05 level of significance. ANSWER: False TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, Marascuilo procedure, decision, conclusion 134. True or False: Referring to Table 12-15, there is sufficient evidence to conclude that the proportions between year 2 and year 3 are different at a 0. 05 level of significance. ANSWER: True TYPE: TF DIFFICULTY: Moderate KEYWORDS: chi-square test for difference in proportions, Marascuilo procedure, decision conclusion

Marketing strategies and tools that affect hotel sales Literature review

Marketing strategies and tools that affect hotel sales - Literature review Example In most of the business organizations, marketing communication strategies are found to be in integrated form in the sense that it combines several aspects together. Just like has the broad area of marketing itself, marketing communication also has a mix. Under a marketing communications mix, different elements of communications are incorporated in different quantities to form a campaign. A marketing communications mix comprises of elements like sales promotion, publicity, advertising, direct marketing, e-marketing, branding, and sponsorships and so on. All these elements are generally referred to as marketing communications tools. One wants to become successful financially for this all spheres of business, such as in hotel industry, should have their own respective strategies through which they will carry out their plans. This chapter is based on the effective differences and similarities between the product based and the service based marketing. Along with detail discussion of certa in terms and concepts, we shall also provide you with some samples on target advertisement, which will be created by us to examine group marketing and leisure. Lastly, what we shall do is to check on the areas where there shall be future prospect and growth opportunities may exist. (Imrie and Fyall, 2001; Dev, Zhou, Brown and Agarwal, 2009; Leong, 2008; Bell, 1993; ).... The Differences between Marketing and Sales Sales and marketing are both critical concepts and very important. The involvement of marketing is more. Marketing process includes sales, but marketing is a long-term process and is strategic in nature. The target market includes some specific activities of sale present in the market plan. Advertisements forms the most common part of strategies oriented in tangible marketing. If you have the advertisement setup in an effective condition, the foundations for the department of sales are laid then for the business. Well, this is true that advertisement forms only a single entity, a large, albeit internal part of marketing. (Sin et al. 2006) The Four P’s of Marketing – the Marketing Mix The definition of marketing mix is given as factors, which play an influential role in the process of sales. If they are combined with each other then they become a strategy, which are thereby controllable as marketing tools. These marketing tools are designed for the creation of demand for the various services and products. (Dev etc al, 2007) Product: the tangible as well as the intangible aspects are featured or designed. Place: the process of accessibility of the various hospitability products in the defined area. Promotion: effectiveness on the masses of the various products or the ability to sales in a proper way Price: every target market has a rate to pay for the product as well as the hotel prices, banquets and other areas for negotiation (where one receives management services). (Oh and Pizam, 2008; Bowie and Buttle, 2004) You will get to see it in figure 1, which deals with various ways and techniques these suggested four P’s work in the field to yield the most out of the market

Throw away All Fears Except the Fear of God Personal Statement - 4

Throw away All Fears Except the Fear of God - Personal Statement Example I actually hated myself for this, but I just could not help myself being what I am, a silly fool perhaps to others, but for me, I am just doing my best to live up to God’s expectations. In a span of twenty years, I helped my sister pay her debts, I rescued my brother, also from his debts, I made his children my scholars, one in high school and one in college, taking up Nursing, I loaned two friends to the tune of $14,000.00, and I had not been paid up to now, I contributed to the weekly dialysis of my brother for almost two years, and many more dole-outs, that I should say, they are countless. The bottom line is, my total debt had reached a staggering high of 50 thousand Dollars, which I figured, were already impossible to erase, considering I have no extra income, and the value of the assets that I had acquired is not even close to 30 thousand Dollars. My faith in the Good Lord Jesus Christ kept me going. Every night I still get a restful sleep, because I believe tomorrow is another day. The only process I have used, to deal with the most difficult situation in my life was to throw away all my fears, except my fear of hurting my God. When we truly understand how mu ch God loves us, what can we be possibly afraid of? For God has not given us a spirit of fear and timidity, but of power, love and self-discipline (2 Timothy 1:7, NLT). When I said I should not be afraid, I meant there must be solutions to all our problems. I had to throw away my fear of facing my problem After having decided to throw away my fear of not being able to pay everyone, I resolved to change. I realized that I can always help people, if not financially, then in other ways, such as spending the time to listen to their worries and help them find solutions. I can still prove to my God that He can use me to bring about His Glory to everyone.  

No topic Essay Example | Topics and Well Written Essays - 250 words - 48

No topic - Essay Example The steps taken by Hitler that started the World War II were attempts to the terms created by the treaty of Versailles. The treaty of Versailles weakened Germany by creating economic problems, reducing Germanys trade with other nations and causing unemployment and Germany. The treaty of Versailles took German territory after which it imposed an unpopular government on Germany. Hitler was fighting to change all these problems caused by the treaty of Versailles when he took the actions that led to the World War II. Hitler wanted to remove the democratic government and make Germany powerful both economically and militarily. Hitler also wanted to make Germany powerful geographically and unite the Germans. Most Germans wanted to reverse the effects of the World War I treaty. Therefore, Hitler gained much support from the German people. The desire to remove the Treaty of Versailles and restore Germany led to the rise of Hitler and fascism in Germany. If the delegates who created the treaty of Versailles wanted peace in Europe, they would have been more concerned with the future of Europe rather than punishing Germany. The treaty of Versailles was very towards Germany and made Hitler and the German people to rise against it thus resulting to World War II (Kitchen par.

LETTER OF APPEAL Essay Example | Topics and Well Written Essays - 1500 words

LETTER OF APPEAL - Essay Example Respect Sir, I basically belong to the part of the world that is often characterized by the conventional professions and money making sources. These primarily include professions like business studies, engineering, medicine and other commonly tested and practiced professions. In such environments there is little margin for experimenting or going for professions that are little tested and little known. Before I put my case, I hereby state that I am not writing to question the system of immigration in the incumbent country nor do I plan to challenge it through the claims that I may make. I am here only to seek your professionally motivating and sympathetic consideration into the personal reasons which forced me into skipping classes and breaching the original terms of visa where it was conditioned to attending the classes and completing my degree as per initial undertaking. I will also attribute the reason for the overall debacle to the immaturity and hastiness from my end, believing that the dropping out will make my parents realize instead of considering the repercussions and the possible consequences and I hold myself directly responsible for it and do not blame the law, the institution or any other individual affiliated in the entire conundrum that is at hand. To start with the particularity of my case I render an unconditional apology for having violated the original conditions and thereby request a revisiting into the case with possible grant of a fresh visa or nullifying of the decision reached as a result of the acts committed in the light of skipping classes originally. Giving a history of my family, my sister is enrolled in the field of medicine study and she is going well with her goals and there are no records of her dropping out or any other event therefore I can indirectly assure through her practices and her presence ,that if I am given a chance to follow my desired goals, it will allow me delivering the goods as per expectations and conditions

The Exorcist Essay Example | Topics and Well Written Essays - 1000 words - 1

The Exorcist - Essay Example "Purposefully raw and profane, this novel still has the extraordinary ability to literally shock us into forgetting that it is 'just a story'. The Exorcist remains a truly unforgettable reading experience." - Stanley Wiater. The book tells the story of what happens when the actress finds her child behaving most peculiarly; after extensive medical examinations and visits to the psychiatrist, the mother decides that the child is possessed, and the child then begins talking in strange voices, shrieking and committing obscenities and violently abusing herself and any one who approaches her. The Exorcist explored areas and realms of fear in numerous different ways. The clash between good and evil was depicted incredibly emotionally and graphically in this novel, and the significantly obvious religious motives in the film caused incredibly controversy among most of the overall audience, while the Catholic Church in fact embraced the strength of the film's religious overtones. The perhaps most explored forms of fear which are depicted in fact take place between Regan and herself - Regan and Regan with the demon speaking from within her; such as when she speaks a language which both her mother and the priest claim, quite obviously, that she herself would never have known. At first the priest does not want to do an exorcism,... Both men come off as incredibly strong, faithful individuals, but when Priest Karras hears Regan tell him of his mother's death, he becomes incredibly frightened. He asks Regan's mother as he's leaving the house whether there was any way Regan could have known of his mother's death, to which she replied, "Not at all. Why'd you ask" "It's not important good night." Responded Karras. This shows how although Karras is obviously fearful, understanding and realizing for sure at this point that Regan is possessed, he does not want to put any further strain on the mother, and rather than telling her, he leaves and consoles in himself, understanding now what he has to do. The exorcism itself is incredibly lengthy, and unexplainably ruthless, putting Karras to most likely the greatest challenge and testament of his life. Each person in the novel is put through their own test of fears and strengths, although all end up with positive resolutions. There is certainly a significant validity to the exploration of such fears as these, and in regards to whether or not the novel 'goes too far'; basically depends on the reader's opinion. I believe that the novel does not go too far, but rather shows an occurrence in life - whether based on an actual event or not - which must be taken in great seriousness and understanding. The issue of faith, strength, and belief in a higher power are all explored heavily in this novel, and yet each exploration is truly helpful in its own way. When Karras reenters Regan's bedroom near the end of the novel, and sees Merrin's face down on her bed and realizes that he is dead, he loses control, grabbing Regan and throwing her to th e floor, shaking her and nearly strangling her in his fury. This is

INTERDISCIPLINARY TEAMWORK Essay Example | Topics and Well Written Essays - 500 words

INTERDISCIPLINARY TEAMWORK - Essay Example The team also exhibits features of positive interdependence and promote of interaction when applying my emotional intelligence. This interdependence points to the imperative role of my emotional intelligence in ascertaining the effectiveness and functionality of the team, as well as the quality of the project outcome underway (Luca and Tarricone, n.d.). Members of the team get better advice on ways to enact approaches that help with collaboration when working under the influence of my emotional intelligence (McCallin and Bamford, 2007). Lastly, members of the team undergo processes more comprehensive for learning through project collaboration and experience when working under the influence of my emotional intelligence (Druskat et al., 2013). As a result, it would be beneficial for the team when I use my emotional intelligence to assign duties or set up a cooperative setting for completing a given project. Nathaniel Faatoafe is right about the importance of considering personality differences within a team. Personalities determine emotions, which in turn influence the input offered by each team member, and the project’s future. Marvin Lopez reply about the realizing a team’s strong points and weaknesses bent on individuality differences amongst its members is convincing. I think Lopez offers a compelling view of informing tea member’s about one’s potential to assist in the advancement of the team through emotional intelligence. Braquel Jackson is so categorical about the role of emotional intelligence in teamwork that he outlines its relationships with trust and personality differences. I think such a response offers an objective point of communication in a team. Cassandra Burton’s response is unique in the sense that she offers a personal account of the important role of emotional intelligence in a team. Burton sheds

Public Relations for Non-Profit Organization Essay

Public Relations for Non-Profit Organization - Essay Example Therefore the media should take at least six weeks before handing over the message to the media to be publicized, this timing normally include preparing, distribution and deciding on the method that is effective enough to reach the public. 1 On the effective methods to be applied, the media person may apply the following methods: Community Calendars and Public Service Announcements, under this, calendars are mainly used to promote respective events in the society these events are always of general interests for all non- profit organisations, for them to be listed in the medias schedule, they should be written earlier before the particular event is practiced. While the Public Service Announcements are normally easy to read since they require little rewriting. Theses announcements should be organized in a manner that will be able to make the audience retain the message. In case of an electronic media, the information should be typed and double spacing should be provided including the phonetic pronunciations for the unknown words, it should also indicate who will be conducting the event, the venue, the nature of the event, and the date of the event. One should consider the opinions of the editorial staff of the media house on the issue that would be used to create interest to the public. Under this case, if anyone comes up with an opposing view, then he is given an opportunity to rebut the issue. For the announcement to be productive it should therefore be brief, accurate and clear on the message that the practitioner intends to communicate to the public.2 The director of the association should therefore seek promotion of the association, to enable them generate a positive image through media coverage by the use of publications and broadcasts which will afterwards influence the public in financing the agency. As a director you should then ensure that the following strategies are applied in the association; Public relations- this is normally defined as, the process of correcting the reputation of the organisation to the targeted audiences with the current issues of the association. This normally involves the evaluation of public and personal opinions over a particular issue, formulation of procedures related to communication between the association and the audiences, and coordination of communication programs within and without the particular departments of the association. The use of public relations is, to enhance a positive media coverage thus increasing the awareness of the organisation to the public; therefore the Windwill Housing Association should use the following tactics in achieving this goal: Writing News Releases: This should involve framing of the issue which should be written with a journalistic angle, this should be used to inform the public about the financial problem under which its headline should be Attractive, thus grabbing the readers attention, its paragraphs should contain relevant information about the subject matter including the who, what, when, why and where questions this release should also be able to describe the history of the associatio

RESEARCH ON YOUTH CULTURE MOST INVARIABLY TENDS TO ROMANTICISE OR Essay

RESEARCH ON YOUTH CULTURE MOST INVARIABLY TENDS TO ROMANTICISE OR OVER-POLITICISE INSTANCES OF YOUTHFUL RESISTANCE. DISCUSS WITH REFERENCE TO Thornton, S, C - Essay Example There is not one monolithic youth culture that defines all young people. Popular youth culture embraces a diversity of sub-cultures or â€Å"tribes† such as skaters, druggies, snobs, band geeks, Satanists, Jesus freaks, techno-goths, computer dweebs, blacks, Latinos and white trash. Groups distinguish themselves by dress, style, music, body modification practices, race, ethnicity, and language. (Hines, 1999) Thus a researcher, who intends to study the ethnic, racial, political, cultural, sociological or linguistic aspect of a subculture, often ends up in analysing one of the factors and tend to romanticise or over-politicise these aspects. Subcultures were one of the major fields of inquiry at the Birmingham Centre for Contemporary Cultural Studies in the 1970s, and this overview will take as its starting point Resistance Through Rituals, the BCCCS’s 1976 collection of working papers on the subject. In the introduction, the authors acknowledge their debt to the interactionist sociological approach to deviant behaviour, and especially to Howard Becker’s 1963 book Outsiders. Here, Becker’s theoretical work on art worlds and on deviance intersect in the classic study of freelance dance band musicians, whose â€Å"culture and way of life [were] sufficiently bizarre and unconventional for them to be labeled [sic] as outsiders by more conventional members of the community† (Outsiders 79). Becker builds an intricate ethnographic analysis around the values encoded in the concept of â€Å"hipness† (as opposed to â€Å"square† society) and the way such values are made to operate tactica lly within the subculture. This study, published in 1963, is part of the corpus referred to by Gelder and Thornton as the â€Å"Chicago school† whose themes (male urban opposition to ‘mainstream’ commercial and moral values) clearly prefigure the main preoccupations of the British cultural studies

Kenya education Essay Example for Free

Kenya education Essay An Overview of the Kenyan Education System: Issues and Obstacles to Learning Posted by Lee-Anne Benoit on April 27th 2013 I’m back again with an outline of what I’ve learned about the Kenyan Education system from the diverse experiences that I’ve had. You’ll notice this blog is slightly more academic in nature, but I felt that it was important to find research to back up my own observations. Education is perceived as one of the principal motivating factors behind national economic development and it is one of the most effective ways in which individuals can ever hope to achieve better opportunities and a higher standard of living in Kenya. For these reasons Kenya has invested heavily into its education system over the past twenty years. It is my primary objective in this blog to express all that I have learned about the primary and secondary education systems in Kenya in the short 12 weeks that I have been here. I discuss the structure of primary and secondary schools, the implementation of universal free primary education (FPE), limited and equitable access to education, obstacles to learning within the classroom, special needs education and inclusion. My understanding is derived from my experiences visiting and working at eleven different public and private schools in Kenya, two Masters courses in Special Needs Education that I audited, academic journal articles as well as several discussions and conversations that I have had with various individuals related to the field of education. Structure of Primary and Secondary Education To begin, I’d like to outline what I have learned about the structure of primary and secondary schooling in Kenya. I have gained most of my insight from visiting nine different public and private schools in Nairobi and Mombasa. During these visits I was able to tour each school, observe classes, and interact with administrators, teachers, and students. What follows is an account of some of the pertinent information that I have gathered. Children begin primary classes around the age of three years old. They enter a nursery program for roughly two years before commencing Standard 1. Depending on their final KCPE (Kenyan Certificate of Primary Education) examination marks at the end of Standard 8, students may or may not qualify to attend a secondary high school. Secondary school in Kenya has four levels, forms 1 – 4 and is completed only when students finish their KCSE (Kenyan Certificate of Secondary Education) examinations. Again, student grades play a key role in determining whether or not students are able to attend university. Due to the ethnic diversity in Kenya (42 different tribes), children begin school speaking a variety of languages. Because of this, all students study their subject material predominantly in Kiswahili up until Standard 3 in a homeroom classroom. It is not until Standard 4 students are immersed in English and must follow a strict timetable of up to 10 lessons a day. The subjects taught in the primary grades include Math, English, Kiswahili, Science, Social Studies and Christian Religious Studies. Depending on the location of the school, students may study Islam. Looking through the Kenyan Primary Education curriculum documents, I noticed that art and music were indeed included in the syllabus. However, after inquiring after this, I discovered that art and music have been cut from the timetable due of the cost and perceived unimportance of the subject material. From the little experience I have, it seems as though the degree to which children are allowed to express themselves creatively through art and music depends largely on the school and classroom teachers. From personal observation I can say with confidence that the approach to education in Kenya is largely teacher centered and by the book. Teachers strictly adhere to the Kenyan syllabus for both primary and secondary students and textbooks are a teacher’s primary resource during lessons. Standardized examinations are the sole assessment techniques that I have noted being used in regular classrooms thus far to report student progress. Students in every grade level must complete these standardized examinations at the end of each term, including students in preprimary programs. Grades are critical indicators of success and failure in the lives of students for they ultimately determine whether or not one is able to advance to secondary school. As I mentioned earlier, students must complete their KCP examinations at the end of standard 8. These are national, standardized exams in all subject areas and are worth a total of 400 marks. Students must achieve a minimum of 250 marks if they wish to enter secondary school. In order to graduate High School students must complete their KCSE examinations, and achieve high grades if they wish to enter university. I would like to point out that Kenyan teachers have excellent classroom management. Most of the students that I have observed are incredibly well behaved and show a level of focus and respect that I have not seen on such a large scale before. I am impressed by teacher’s classroom control especially considering the large class sizes that they handle on a daily basis. I attribute this classroom control to the use of corporal punishment, which is considered to be the norm in Kenya. It has also been argued that students’ passivity in the classroom dates back to British colonial days and has been an aid and a challenge in encouraging students to take responsibility for their learning (Ackers and Hardman, 2001). Universal Free Primary Education Another key point that warrants discussion is the implementation of FPE, Universal Free Primary Education, in Kenya. Many of the challenges that the Education system currently faces are directly linked to the implementation of FPE. G. J. Cheserek and V. K.  Mugalavai argue that the main problems facing the education system are, â€Å"issues of access, equity, quality, relevance and efficiency in the management of educational resources,† (2012, 473). The following discussion will elaborate on such issues. As of January 2003, the NARC government established the FPE program to satisfy the pledge it made during the 2002 general elections in order to provide opportunities to disadvantaged children (Makori). This project was a great success in terms of the increased enrollment of disadvantaged children. More than 1.5 million children enrolled in public schools across the country, (Makori). However, the country was not yet prepared to accommodate such a large increase as can be seen by such drastic consequences. Few primary schools were built to accommodate the influx of students, which led to over crowding and congested classrooms. There was a shortage of teachers at the time, which led to the employment of unqualified teachers (Makori). Schools lost revenue from the lack of tuition fees, which led to a strain on teaching materials and resources as well as limited physical facilities (Makori). Lastly, teachers’ challenges increased as their class sizes grew. Although Primary School tuition fees have been abolished, several factors continue to impede access to education in Kenya. Many parents still cannot afford to pay for school uniforms, textbooks, transport, meals and supplies, without which students cannot attend school (Glennerster and Kremer, 2011). These fees are especially difficult for marginalized children such as females, orphans, and the financially underprivileged. Poor health and the inability to seek medical attention also impede many children’s access to education and negatively affect their academic performance, (Glennerster and Kremer, 2011). Many children cannot attend school due to intestinal worms, malaria, and other health concerns such as malnutrition, which can seriously affect their cognitive development. A teacher at the Kiambui Primary School informed me that many of the students arrived at school without having eaten breakfast and who did not bring lunches. Many teachers, despite their low salaries, felt obligated to bring food for the most needy. Lastly, there is an issue of distance and transportation. For some, transportation is unaffordable and the distance to school is too great to walk, which renders the possibility of attending school impossible (Glennerster and Kremer, 2011). Despite advancements in accessing primary education, access to secondary education has remained quite low in comparison. There are a number of reasons that account for this. For instance, secondary schools still require tuition payments. Although these fees have been reduced, it is still quite expensive for many. Distance also plays a major role for some in accessing education. As of 2011 there were approximately 26, 000 primary schools and 6, 500 secondary schools spread across the country, which meant that many communities did not have a nearby high school (Glennerster and Kremer, 2011). Poor KCPE examinations scores at the end of Standard 8 also create a barrier in accessing Secondary School. 2004 KCPE results show that a much higher percentage of students from private schools qualify for secondary school than public school, which has led to an overrepresentation of private school graduates attending top Kenyan Secondary Schools (Glennerster and Kremer, 2011). The quality of primary education, so it seems, acts as a serious barrier to obtaining secondary education. Finally, there is limited space in secondary school so parents and students alike must compete for placement in one if not one of the elite National schools. Yet another interesting point to note is that FPE does not enable all children equitable access to quality education; the key word here being ‘quality. ’ There is an alarming difference between the quality of education that public schools offer vs. that of private schools as noted earlier. After visiting both private and public schools I can attest to the difference. The five private schools that I visited had a low teacher to student ratio, more resources and materials for students, an adequate amount of desks for their student body, as well as electricity and running water. On the contrary, some of the public schools that I visited had class sizes of 60 to 80 students, limited electricity, insufficient textbooks and desks for students. There is much speculation that the poor performance of public school graduates on the KCPE examinations is due to a number of specific factors. For example, because of the increased enrollment in primary schools in 2003, teachers had to contend with extraordinarily large class sizes made up of a diverse range of students whose preparedness varied. Circumstances such as these diminish a teacher’s ability to differentiate their instruction and give individualized attention. Resources and materials are spread thin and mobility within classrooms becomes limited. It is thought that this large influx of â€Å"first generation learners† has contributed to declining test scores in the public school system (Glennerster and Kremer, 2011). It is also thought that poor performance in primary schools is perpetuated by an increasing stratification between public and private schools. This disparity becomes all the more clear when considering the disparity between the KCPE scores of public and private school graduates (Glennerster and Kremer, 2011). Under qualified teachers has also been stated as a factor as well as corruption. Obstacles to Learning Within the Classroom â€Å"For Kenya to be internationally competitive and economically viable, the Republic of Kenya requires an education system that will produce citizens who are able to engage in lifelong learning, learn new skills quickly, perform more non – routine tasks, capable of more complex problem-solving, take more decisions, understand more about what they are working on, require less supervision, assume more responsibility, have more vital tools, have better reading culture, quantitative analysis, reasoning and expository  skills† (Cheserek and Mugalavai, 2012, 472). As this statement explains, Kenya needs a strong education system that will train individuals to meet the growing economic needs of society. However, as discussed previously, evidence shows that students in public primary schools are achieving significantly lower their private school counterparts. There are a number of factors that can account for this disparity, which directly relate to the quality of primary education and the interactions between teacher and pupil. In 2001, Jim Ackers and Frank Hardman conducted a study on classroom interactions in primary schools in Kenya and found that the predominant teaching style was characterized by the ‘transmission of knowledge’ and was teacher focused in nature. Students were motivated to participate but answered preplanned, ‘closed’ questions and lessons often involved a high degree of choral response and repetition of memorized information (Ackers and Hardman, 2001). They go on to write that, â€Å"there were few examples of interaction between teacher and pupils that extended or even encouraged higher order thinking because of the domination of the recitation mode, where typically the teacher asks a series of pre-planned questions, initiates all the topics, and rarely interacts with the substance of the pupils’ answers except to evaluate them†(Ackers and Hardman, 2001, 12). Interestingly enough, this literature mirrors my own observations. I also noted the predominance of a rote learning style of teaching while visiting a number of primary schools. The teachers that I observed lectured on a topic for a large portion of a lesson and then questioned students to see what they were able to absorb. I did not observe any inter pupil interactions or discussions during class time. Rather, students spent the remainder of the class silently copying notes and answering questions from the board. I observed this pattern across multiple subjects and classrooms. Acker and Hardman point out that impediments to learning also include a lack of teaching resources and poor physical conditions of classroom spaces (2001). From what I have noted, the blackboard and student textbooks are the primary teaching aids in a lot of schools. Another obstacle to learning within primary grades is the size of the class. In many cases, teachers can have upwards to 80 students at a time in a regular sized classroom, which creates a congested environment. In such cases it is virtually impossible for a single teacher to meet the needs of every individual learner. Differentiation becomes ineffectual, as does mobility within the classroom. Resources are spread thin and many struggling learners are overlooked. In addition to overcrowded classrooms, teachers face many challenges, which in turn affect student performance. Firstly, they are under a great deal of pressure to teach all of the curriculum outcomes in order to prepare students for their examinations. Combined with a lack of funding and classroom space, teachers are at a loss when it comes to planning creative lessons. Secondly, teachers face a strong tradition of teaching practice that is both historically and culturally embedded. Attitudes towards change can be stubborn, making transformation a slow process. Thirdly, teachers lack an appropriate amount of support and assistance within the classroom as well as opportunities for professional development. As it stands, resource and literacy programs are virtually non-existent in schools, and the government cannot afford to pay for assistants within the classroom. Few primary schools can even afford a library. Fourthly, and in part due to distance, there are barriers to communication between home and school, which negatively impacts student progress. Lastly, primary school teachers work for very low wages, which can be demotivating for some, ultimately affecting their professional pedagogical practice. For many teachers and students alike, school can be a truly sink or swim endeavor. Special Needs Education and Inclusion My insight into special needs education derives from two sources. Firstly, I have audited two Masters level courses on special needs education in Kenya entitled Guidance and Counseling of Special Needs students and Issues and Problems in Special Needs Education. Secondly, I have worked for a short time at a private special needs school entitled Bright Hills. In addition to Bright Hills, I have also visited three different ‘Special Units’ in public schools: Kaimbui Primary School, Kilimani Primary School, and Muchatha Primary School. I would like to share some of the pertinent information that I have learned. According to my own personal experience and research, special needs education is predominantly segregated from general education classes. Many primary and secondary schools have classes termed ‘Special Units. ’ These classes are home to students who have a wide range of learning needs, which â€Å"cannot† be met by regular classroom teachers. I have been told that Special Units are inclusive in the sense that all students who have a disability or a special need share a common learning space. It is the role of the special education teacher to tackle the challenging task of differentiating lessons for many students who have varying degrees of learning dependency. Many of the students of Bright Hills Special Needs School are taught the regular primary school curriculum. However, other special needs students are given vocational training, which I observed at the Kiambui Special Unit and the Deaf and Blind Unit at the Kilimani Primary School. Learning skills such as beading and weaving give students the potential to earn a livelihood outside of school and become productive members of society. Although the Kenyan Minister of Education approved a policy in 2009 that supports the equitable access to quality education and training of learners with special needs, special needs education still faces many challenges. The factors that hinder the provision of education for special needs learners include vague guidelines that describe the implementation of an inclusive policy, insufficient data on children with special needs, ineffective assessment tools, curriculum, and a lack of qualified professionals, (Lynch, McCall, Douglas, McLinden, Mogesa, Mwaura, Njoroge, 2011). Many of the discussions in which I participated in my class: Issues and Problems in Special Needs Education mirrored this argument. Major issues that were discussed include the stigmatization of persons with disabilities, a lack of funding to equip teachers with the resources, materials and support required to meet learners needs, a lack of curriculum adaptations, differentiation, appropriate methodology and qualified personnel, inappropriate and biased assessment measures and the misdiagnosis of learning disabilities, which leads to the misplacement of Students in Special Units. I have also had several discussions concerning the implementation of inclusive educational practices within Kenyan Schools. Many of my classmates believe that inclusion is indeed the way forward in reforming the issues inherent in special needs education. Others however, believe that inclusive education is too ambitious a reform to make. Dr. Mary Runo stated in a lecture that she is not certain that inclusive education is what Kenya presently needs. Rather, the focus of reform should be on government policy and persistent negative attitudes towards disabilities. Although inclusive practices are in a fledgling state in Kenya, there are a few successful cases. Take for example the Kilimani Primary School, which is the only school in Nairobi that incorporates the hearing and visually impaired into general classrooms. Numerous supports are provided to students such as braillers, translators, adaptations, and individual assistance. The Kilimani School also has a segregated Special Unit for those who are deaf or blind as well as a Special Unit specifically for those who are deaf and blind, both of which are well equipped with qualified and dedicated teachers as well as a diverse range of teaching aids and resources. It is common practice for a Primary school to pull struggling students out of the regular classroom and place them in a Special Unit for a short time until they can successfully transition back into a regular classroom. The Kyangoma Primary School has 68 special needs learners, the majority of which study in a Special Unit. However, students who have physical disabilities or are highly functioning cognitively are integrated into general classrooms in order to follow the regular school curriculum. Although integration does not equate inclusion, it is evidence that there is a growing acceptance of inclusive practices. Overall, I would argue that special needs learners are segregated from regular classrooms for the most part and that levels of inclusive practice vary from school to school, depending on financial resources, teachers’ attitudes, and community support. Conclusion It is difficult to articulate all that I have learned about the Kenyan education system in the past twelve weeks, as my experiences have been diverse and I have come to understand the cultural context within which this system works. The education system in Kenya has been undergoing considerable change since the induction of Universal Free Primary Education in 2003. Despite the many deep rooted and interconnected problems that impede equitable access to quality education, reformation is high on the government’s list of priorities. One thing that I can confidently attest to is the unquestionable confidence and positivity that I have encountered in many Kenyans who strongly believe in the advancement of the education system. Kenya’s future is bright as long as these discussions continue and individuals strive to make change. References Ackers, J. , Hardman, F. (2001). Classroom Interaction in Kenyan Primary Schools. Compare, 31(2), 245-61. Cheserek, G. , Mugalavai, V. (2012). Challenges and Reforms Facing Kenyan Education System in the 21st Century: Integrating the Principles of Vision 2030 and Constitution 2010. Journal Of Emerging Trends In Educational Research Policy Studies, 3(4), 471-478. Glennerster, R. , Kremer, M. , Mbiti, I. , Takavarasha, K. (2011). Access and Quality in the Kenyan Education System: A Review of the Progress, Challenges and Potential. Retrieved from: http://www. povertyactionlab. org/sites/default/files/publications/Access%20and%20Quality%20in%20the%20Kenyan%20Education%20System%202011. 06. 22. pdf KENPRO (2010). Challenges Facing Inclusive Education in Regular Primary Schools in Kenya. KENPRO Online Papers Portal. Retrieved from: www. kenpro. org/papers. Lynch, P. , McCall, S. , Douglas, G. , McLinden, M. , Mogesa, B. , Mwaura, M. , †¦ Njoroge, M. (2011). Inclusive Educational Practices in Kenya: Evidencing Practice of Itinerant Teachers Who Work with Children with Visual Impairment in Local Mainstream Schools. International Journal Of Educational Development, 31(5), 478-488. Makori, A. Implementation of universal primary education in Kenya: An analysis of its impact and progress towards achieving the EFA goal in Kisii District. Retrieved from: http://www. kaeam. or. ke/articles/vol1/makorifulltext. pdf Category: Uncategorized // 16 Comments  » 16 Responses to â€Å"An Overview of the Kenyan Education System: Issues and Obstacles to Learning† 1. women fashion show 2013 // June 25th 2013 Someone essentially help to make critically posts I would state. That is the very first time I frequented your website page and so far? I surprised with the analysis you made to create this particular publish incredible. Fantastic task! 2. Graham Mulligan // July 3rd 2013 Lee-Anne, thank you for this post. I concur with everything you describe regarding the current state of Primary Education in Kenya. Although there is much hope for change, there are enormous challenges ahead. I wonder what specific improvements can be made, especially in the many isolated and impoverished public primary schools. I am currently planning a short visit to do teacher training in some of these schools. Do you have any suggestions for me? cheers Graham 3. Rahab // July 4th 2013 Your observations are very insightful and on point. It is rather disturbing that all education activities in the Kenyan system end up creating bottle necks at some point or other. What are your suggestions on making the system create paths for learners graduating from the various levels of the system? How can the system encourage student creativity and participation both in school and out of school? Is there hope that the Kenya education system will ever become learner centered rather than content and teacher centered? 4. desigual sale // July 17th 2013 Someone essentially help to make critically articles I might state. That is the first time I frequented your web page and to this point? I amazed with the analysis you made to make this actual put up extraordinary. Wonderful job! 5. Evelyn Corrado // July 17th 2013 Very insightful paper for my study; I am researching on how we can move from teacher centered approach in Kenyan education into student focused, where students can creatively use their reasoning minds, work together to problems solve and bring in their daily experiences into learning.. i agree learning molds the Kenyan society and if problem solving conflict resolution is not enhanced in schools, no wonder the ethnic conflicts in Kenya society God-father system where minority rule and the rest can’t challenge it, for lack of confidence . 6. Alice Wawira // July 29th 2013 This is quite helpful and you have done great job. Just check: KCPE mark is 500 not 400. The public schools suffer a lot of deficiency ranging from teachers to resources. If only teachers were enough something like 1:25-35 which is the current proposal to the education ministry; enough classrooms and resources, I don’t think the syllabus would be a problem however wide. I’m inclined to believe so because the private schools and the well-established national schools manage to cover the syllabus long before the end of fourth year in secondary and end of eigth year in primary. The discipline exhibited by the students in the classroom as you explained is one major strength in these schools and as such, it would be quite helpful even in content coverage. Kenya is becoming gradually aware of SEN and some progress has been made. I would however wish that we borrowed a leaf from the international system where children with SEN are allowed to sit special exams and even have assistants in classroom and during exams. In Kenya, almost all the times they sit the same exam only that special consideration and provisions(like brille and additional time) are given during and after the national exams. The worst is when a child in hospital or one who has just given birth is allowed to sit the same exam as any other in good health. News has it that computers will come in handy for the hearing-impaired and this will be great. Fantastic job you have done. Having worked in the Kenyan system and in the international as well, I can’t fail to see the flaws in the former and I hope to do something about it only that for now, I have no idea where to start. 7. Leonard Kiarago // August 2nd 2013 Indeed, Kenya has a long way to go before the government is able to provide ‘quality education’; however, we must agree that there is some progress despite the obstacles. Kenya has the resources, the manpower and the capacity to provide the young generation with quality education. Kenya has highly qualified professionals produced by top universities all over the world, unfortunately when it comes to policy development and decision making, that is left to politicians leading to wrong policies being implemented without consideration for need assessment or putting priorities right. Take, for example, the issue of laptops for every kid joining primary school; is that really a priority for the Kenyan kids? Even in developed countries like the UK the government doesn’t provide laptops/computers to every single kid, instead schools have a computer lab used during IT lessons or for lessons requiring some research. Instead of considering building and equipping more classrooms as well as recruiting more teachers, the government is thinking about laptops for schools some of which kids learn under trees and with no electricity or teachers who have basic IT knowledge. The subject of how inclusive education should be implemented is a controversial one because even in developed countries like UK, they still  maintain special schools because inclusive practice is not just a matter of closing special schools and taking children with SEN to mainstream schools. How do you put a child with special needs in a class of 80 kids and call that inclusive education? For inclusive education to be successful there must be availability of resources and manpower as well as change of attitude by those who consider themselves ‘normal’. How that can be possible in a country divided through tribal and ethnic affiliations remains a big issue. If Kenyans cannot accommodate fellow Kenyans from a different tribe, how can they accommodate those perceived to be ‘abnormal’? What is most worrying is that any time you listen to news or read newspapers, the most likely headline to find is about a certain politician from a given community attacking another one from a different community instead of engaging in constructive politics. The article posted a few days ago in daily nation in which a governor was threatening to shut down schools just because they were built on the boundary by a neighbouring county leader is a good example of what I mean: http://www. nation. co. ke/News/Leader-orders-schools-shut-in-boundary-row/-/1056/1930912/-/view/printVersion/-/khd48cz/-/index. html ‘A society’s treatment of those who are weak and dependent is one critical indicator of its social progress’. This was an observation by Kirk, Gallagher and Anastasiow (1997) who in their study of children with special needs noted that social attitudes towards the education and care of children with special needs reflect the general cultural attitudes concerning the obligations of a society to its citizens. The problem with the provision of education in Kenya can only be solved if the government allowed professionals to contribute to policies related to their field of expertise and to set aside funds for research so that policies can be validated through research to avoid implementing policies, which are politically driven. (Kiarago is a doctoral researcher at the University of Birmingham) 8. Pierre Varly // August 19th 2013 thanks a lot for your excellent article full of infos and very well structured. i have a blog on education in the developping countries where i could publish the article also if you agree. 9. Isaac Maluki // August 22nd 2013 Thank you for your good report. Kindly tell me, how many students qualify for university education in Kenya but do not make it for lack of school fees? 10. Amen K. Rahh // October 3rd 2013 Thank you for this insightful blog. I would however like to point out the roll of ICT and the growing impact online learning is having on learning in schools. With the introduction of laptops for primary school students, the Government seems to understand the survival of the failing education system is depended on IT solutions. http://www. cc-gate. com as well as the CCK are working on online content and tutoring coming in the future. 11. Edy // November 5th 2013 Hi, I found this blog a few days ago as I was looking for some research into the Kenyan education system. You have done wonderful analysis. However, one correction to your information is that Swahili is not the predominant teaching tool for Nursery-Std 4 pupils. In fact, and to the contrary, English is widely used to instruct children because apart from Swahili, all other disciplines, Math and Science included cannot be feasibly administered in Swahili. 12. John muema // November 7th 2013 these is true and i urge the government to employ more teachers 13. Agesa Akufa // November 9th 2013 This is a good, well researched and articulated work. just a point of correction, the kcpe marks total to 500 not 400. otherwise it is an impresive that will many researchers especially university students. if the government can take into account this piece of work then we should expect to see enormous steps taking root in the educational system. of course, steps to spin the country foward. i salute you! 14. THOMAS ODENY //.