Security Survey Assignment Example | Topics and Well Written Essays - 1250 words

Security Survey - Assignment Example This survey also involves interviewing all employees working in the firm, day and night shifts, meeting with security officers and other law enforcing bodies in the urban area where the firm is situated (Davis, 2008). This survey, if done properly, will help the firm identify the risks, threats and plan well to reduce the security-related expenses. It will also help the firm to know areas of weakness in security issues. Since this manufacturing plant is located in the urban environment, it is important to recognize the number of risks that it might experience. These risks include theft, air and noise pollution, traffic congestion near the plant and terrorism, which is a global threat to almost all organizations. In order to reduce these risks, the firm needs to erect a tall stone fence that does not allow passer bys to see the activities carried inside the compound of the firm. In this kind of location (urban), one gate to the firm is more effective to allow easier access control. The gate should be made of a tough steel metal that cannot be destroyed easily by thieves and other employees who might intend to sneak with the company’s property. This should be done in all entrances and exits of the compound. To save time while at the access points, two entrances are more suitable to enable security officers conduct friendly security checks to the employees. This will also help the security officers identify outsiders who pretend to be staff members of the firm. The security check helps to prevent the entrance of illegal weapons such as grenades, firearms and other crude weapons that may create a massive loss to the firm. These entrances should have two security officers, both male and f emale. Disasters like fire and earthquakes are experienced in many parts of the world; therefore, emergency exits should be available in all the small and large firms to allow easier

Offer a critical analysis and commentary on Zygmunt Bauman's work. To Essay

Offer a critical analysis and commentary on Zygmunt Bauman's work. To what extent does the Holocaust Exhibition reinforces or challenges this interpretation of the 'final solution' - Essay Example Arguably, Bauman’s thesis is a vital tool in supporting the justification on connection between modernity and holocaust occurrence among sociologists. In his thesis, Bauman argues that human adoption of modernity prompted the holocaust event. The Holocaust is a historical event that spurs among generations. Bauman’s work attracts criticism and myriad controversies amongst historians and female activists. According to critics, the holocaust symbolized oppression of women obstructing efforts for females consent. The Final Solution is patented in holocaust exhibition by Bauman as an expression of efforts by humans to exercise unjustified and uncertain elements in the society. Holocaust reveals similar procedures of exclusion that were evident in the past occurrence and can still come into play today. Holocaust traces historical patterns of Nazi’s Anti-Semitic policies and its brutal implications on Jews in Europe. It features the extent to which German Nazis served Hitler’s reign as a model for exclusion, expulsion and untimely mass murder of Jews. Holocaust events triggered links to obstinate hatred of people with Anti-Semitic towards the Jews. Origin of this hatred was because of the accusation against the Jews for killing Christ, Adolf Hitler’s opinion on this accusation was a mere motive for retaliation (Poder & Jacobsen 2012, p. 98). Rise in Anti-Semitism was gradually taking away Jews rights and freedom of civilization leaving them with two-option, first choice to practice Christianity or secondly face murder if they refuse. Jews pledge for equal rights started in 1761 and was successful in 1871. Many Jews communities moved to Poland, which until date records largest number of Jews population. Destruction of the Jews appeared as an outcome of conflict and disturbance in Poland, which occurred because of earlier insight of Jews as killers of

American Intelligence In The Cuban Missile Crisis History Essay

American Intelligence In The Cuban Missile Crisis History Essay The Cuban Missile Crisis of October 1962 brought the world close to a nuclear confrontation between the United States, Cuba, and the Soviet Union. The Cuban missile crisis was triggered by the Soviet deployment to Cuba of medium-range and intermediate-range ballistic missiles with nuclear warheads. It was the result of a variety of things: the Cuban Revolution, the failure of the Bay of Pigs invasion, US anti-communism, the insecurity of the Soviet Union, and Cubas fear of invasion. From the start of the crisis, American intelligence monitored the islands development and was able to collect and analyze information, but it miscalculated the Soviet Unions intentions and motivation for placing nuclear missiles in Cuba. American intelligence, through human intelligence gathering methods, aerial photoreconnaissance, and signal interceptions, was able to discover Soviet missiles in Cuba, and thwart the possibility of a nuclear war. This intelligence provided the U.S with a great deal of in formation about its enemies military units, missiles, weapons and strength. The events of the Cuban Missile Crisis revealed the sophistication of the U.S. intelligence community, especially in its ability to collect and analyze information. Human Intelligence (HUMIT) obtained inside information concerning Cuba from Refugees, and important secrets transferred to U.S. Government by Soviet Colonel Oleg Penkovsky. Photographic intelligence (PHOTINT) played an exceedingly important part (the U-2 reconnaissance spy-plane) in taking internal terrestrial images of the Island. Signals intelligence (SIGINT) was used to block communication between Soviet Union and Cubans during the crisis to the advantage of the Americans. Cuban Missile Crisis Background Fidel Castro came to power after the Cuban Revolution. At first the U.S. supported Castro, but when he embraced communism, the U.S. attempted to overthrow Castros rule in Cuba. In April 1961, Americans used CIA-trained and armed Cuban exiles (La Brigada) in the Bay of Pigs invasion but failed. After the failed invasion of the Bay of Pigs, it was evident to the Castro that the U.S. would attack again, causing him to make concessions with the Soviet Union in order to defend Cuba. Consequently, Soviet Premier Nikita S. Khrushchev eagerly extended an offer of assistance to the desperate Castro and saw an opportunity to gain a strategic foothold in Americas backyard. Castro allowed the Soviet Union to place military bases on the island of Cuba, in exchange for protection against any U.S. invasion attempts. After Castros approval, Khrushchev quickly and secretly built ballistic missile installations in Cuba in the summer of 1962. When the U.S discovered ballistic missiles presence in Cuba, it elevated tension between the U.S. and the Soviet Union. When the missiles installation were discovered by intelligence, President John F. Kennedy ordered a naval quarantine (blockade) of Cuba and threatened to invade Cuba; as a result, the Soviet Union pledged to withdraw from Cuba if the U.S. did not invade and finally the Cuban Missile Crisis was resolved. The American Intelligence Role in the Pre-Cuban Missile Crisis The Cuban missile crisis started in a series of American intelligence blunders that started under the Dwight Eisenhower administration and continued into the John F. Kennedy administration. The American intelligence agency devised Operation Mongoose, which was aimed to expel the powerful Castro and his regime. The Operation Mongoose plot included economic and political destabilization, propaganda, manipulation, sabotage, assignation plots and direct assistance to anti-Castro Cubans in military training. During the Cold war, Cuban refugees provided inaccurate inside information about Cuba and Castro, and such information was able to convince the Americas Central Intelligence Agency (CIA) to initiate the covert Bay of Pigs operation on April 17th, 1961 to overthrow the Castro communist regime. Cuban exiles, trained by the CIA, staged a botched invasion at Cubas Bay of Pigs, but the CIAs planned invasion ended in complete failure due to miscalculations by the CIA and a lack of resources and support from the American military. U.S. intelligence misunderstood the nature of Fidel Castros insurgency and miscalculated the likelihood of his victory. Operation Mongoose (Bay of Pigs invasion in Cuba is a part of this operation) is also partially responsible for initiating the Cuban Missile Crisis as Cuban intelligence was able to discover that America planned to assassinate Castro through Operation Mongoose. Castro was worried about Cubas safety; on the other side, the Soviet Union was also worried about losing a valuable ally in Cuba. Moreover, the Soviets had the intention to compensate for Soviet inferiority in ICBMs (intercontinental ballistic missile) and liked to reply to the Americans with a nuclear version of tit-for-tat as noted by Khrushchevs advisor Fyodor Burlatsky: Khrushchev and Soviet Defence Minister R. Malinovsky à ¢Ã¢â€š ¬Ã‚ ¦ were strolling along the Black Sea coast. Malinovsky pointed out to sea and said that on the other shore in Turkey there was an American nuclear missile base. In a matter of six or seven minutes missiles launched from that base could devastate major centres in the Ukraine and southern Russ ia. à ¢Ã¢â€š ¬Ã‚ ¦ Khrushchev asked Malinovsky why the Soviet Union should not have the right to do the same as America. Why, for example, should it not deploy missiles in Cuba? However, from the American perspective, installing nuclear-armed Jupiter intermediate range ballistic missiles (IRBMs) in Turkey helped secure NATOs southern flank, which also helped cement relations with Turkey, and enhanced their nuclear deterrent with the Soviet Union. The Soviet Union viewed these missiles and their threat very differently. Nevertheless, U.S. covert attempts to depose the Cuban regime seemed to provoke Cuban and Soviet defences and directly led to the deployment of the Soviet ballistic missiles in Cuba. It is true that American intelligence played a role in causing the Cuban Missile Crisis, and to a certain extent failed to estimate that Soviet leadership would deploy strategic missiles in Cuba. Furthermore, CIA agents in Cuba or the Soviet Union were incapable to provide solid indication of the Soviet missiles deployment. Some information was received from other Western intelligence organizations, CIA agents on the island and refugees, but little attention was given to the discovery of the missiles. The US military intelligence agencies with some support from Western allies tracked the Soviet arms shipping to Cuba. In July 1962, SlGlNT collectors listened to the radio messages to and from the Soviet vessels on their way to Cuba. These messages are interpreted and provided some indication about how Soviet vessels calling on Cuban ports were making false port declarations and declaring less than the known cargo-carrying capacity (Carrying heavy military weapons) , but no real conside ration is given due to insufficient evident. Satellite photographic reconnaissance was not directed against Cuba in 1962. On August 29th a U-2 spy-plane on reconnaissance over Cuba, brought back evidence that SA-2 surface-to-air (SAM) missiles has been installed around San Cristobal, but Soviet Ambassador Anatoly Dobrynin advised President Kennedys closest advisor, Attorney General Robert F. Kennedy, that the installations were entirely defensive in nature. American intelligence (COMOR-The interagency Committee on Overhead Reconnaissance) decided to send another U-2 spy-plane to take a closer look, but bad weather delayed the fight until October 14th. On September 19th, 1962 American estimators issued Special National Intelligence Estimate (SNIE 85-3-62) on The Military Build-up in Cuba but failed to estimate what the Soviet Union would do, based on insufficient evidence, Soviet intentions, and the past Soviet behaviour. In fact, Soviet intelligence performed better in the pre-crisi s period, and they were able to transport nearly 50,000 Soviet troops, 100 tactical nuclear weapons, possibly four to six nuclear naval mines and 60 nuclear warheads for the surface-to-surface missile sites in Cuba via covert action. The American Intelligence Role during the Cuban Missile Crisis For the United States, the crisis began on October 15, 1962, when photographs from a U-2 reconnaissance aircraft revealed several SS-4 nuclear missiles at San Cristobal, Cuba. The early morning of October 16th, President John Kennedy was informed of the missile installations. Kennedy immediately convened his Executive Committee (EX-COMM), a group of his twelve most important advisors (Such as CIA Director John McCone, Secretary of Defence Robert S. McNamara, National Security Adviser McGeorge Bundy) to handle the unfolding crisis. During the crisis, US intelligence was able to accurately identify the location, operational status of the missile deployment, provision of MiG-21 fighters, SA-2 antiaircraft missile systems, 11-28 light bombers, missile torpedo boats, and coastal defence cruise missiles, and the numbers of these systems. Furthermore, low level reconnaissance allowed discovering the additional military forces, in particular four Soviet augmented ground force regiments, each with 31 tanks, and with six to eight Luna rocket artillery launchers It can be seen that PHOTOINT (currently called Imint- Imaging Intelligence) or aerial reconnaissance really played a vital role in Cuban Missile Crisis. Photoreconnaissance Intelligence had done an incredible job by providing credible evidence of offensive missiles in Cuba (see pictures 1 to 3 on last page of this document, taken from U-2 spy-plane during Cuban Missile Crisis) and helped policy makers and their advisors to make decisions based on solid photograph ic evidence. As McCone indicated, aerial photography was our best means of establishing hard [firm] intelligence HUMIT was also used by interviewing refugees, collecting reports from CIA agents on island, and Soviet secret from Soviet Officer Oleg Penkovsky. American military personnel interrogated unverified refugees from Cuba on American soil, who revealed that they had personally seen a convoy of SS-4 missiles near Havana. But this was not itself sufficient due to the mass of other invalid reports during or before the crisis period. Many reports are provided from agents on the Island about suspicious military movement, possible missiles and other defensive activities in Cuba. Colonel Oleg Penkovsky, a Soviet Military Intelligence officer, the Central Intelligence Agency (CIA) and British intelligence (MI-6), all suggested that the Soviets were attempting to put missiles into Cuba but this information was not given credibility until it was subsequently confirmed through aerial reconnaissance. Oleg Penkovsky supplied 111 exposed rolls of film, 99 percent of which were legible. An estimated 10, 000 pages of intelligence reports were produced from his information, which included the top secret operating manuals for the SS-4 and SS-5 missiles. Information from Penkovsky-provided documents was compared with the U-2 photography, and analysts were able to identify positively the specific missiles being placed in Cuba and determine on a daily basis the stage of construction of each missile site. This information was critical in enabling the President to know how much time he had to determine and apply a policy of diplomatic and military pressure against Khrushchev before having to take direct military action. Colonel Oleg Penkovskys role in the Cuban missile crisis has been portrayed as of pre-eminent importance to the outcome, and described as Humints best source of information during the crisis. It is true that SIGINT provided no warning of the presence of Soviet nuclear-armed intermediate and medium-range ballistic missiles in Cuba prior to their discovery by U-2 reconnaissance aircraft. The Oxford, officially known as a Technical Research Ship (TRS), proved to be the largest producer of SIGINT during the Cuban Missile Crisis. The collected communications from SIGINT provided a great quantity of information which, when combined with the photographs from the U2 over-flights, provided a very good picture of what was happening in Cuba. SIGINT also helped during the midst of the crisis, to intercept and triangulate messages and sent to the Command Centre for interpretation, then used by the US government to make further decision and predict future actions of the Soviet Union and Cuba. Another type of intelligence that was used for the first time was the SOSUS (underwater sound surveillance system). SOSUS plus patrol aircraft was extensively and successfully used during the Cuban Missile Crisis and proved to be an important aspect of U.S intelligence in detecting any possible Soviet submarine movement (especially Soviet Foxtrot class submarines). à ¢Ã¢â€š ¬Ã‚ ªAfter analyzing all the evidence from different sources of the intelligence and having an intense policy debate with the Executive Committee group members, Kennedy imposed a naval quarantine around Cuba. On October 22, Kennedy publicly announced the discovery of the ballistic missile installations and his decision to quarantine (blockade) the island to prevent Soviet ships from carrying further missile equipment to the island. He also proclaimed that any nuclear missile launched from Cuba would be regarded as an attack on the United States by the Soviet Union and demanded that the Soviets remove all of their offensive weapons from Cuba. Later, on the 26th EX-COMM heard from Khrushchev that the Soviets agreed to remove the ballistic missiles from Cuba, if the U.S. would guarantee not to invade Cuba. On October 27th, tension increased when a U-2 was shot down over Cuba and Khrushchev demanded the removal of U.S. missiles in Turkey in exchange for Soviet missiles in Cuba. But Attorney General Robert Kennedy suggested ignoring the second letter and contacted Soviet Ambassador Anatoly Dobrynin to tell him of the U.S. agreement with the first (not to invade Cuba). Finally, on October 28th, Khrushchev announced that he would dismantle the installations and return the missiles to the Soviet Union. Further negotiations were held to implement the October 28 agreement and it continued in November. Again American intelligence helped to provide evidence to the American government that the Soviets turned their ships back, a fact first learned from SIGINT from radio messages, and soon the Soviets dismantled and withdrew the missil es. The U.S. Navy also played a pivotal role in this crisis, demonstrating the critical importance of naval forces to national defence. Surface and submarine units moved into place to attack any ship crossing the declared line in the quarantine operation. A week of intensive face-off and direct communications between President Kennedy and Soviet leader Nikita Khrushchev finally made it possible to alleviate the crisis. The American government and the Communist Bloc both considered the crisis over. Conclusion In summary, Espionage has been, and always be a central source of information to support national defense. The performance of US intelligence in the Cuban Missile Crisis was generally good, in some respects outstanding, albeit with a few shortcomings. From the beginning, American Intelligence made all possible efforts to collect, analyze and monitor the Soviet activities and arms build-up in Cuba, but erroneously underestimated the Soviet leaders intention to station nuclear weapons in Cuba. Moreover, the use of U-2 aircraft for aerial photoreconnaissance over the interior of Cuba, Cuban refugee interrogations, and Soviet secrets (manuals for the SS-4 and SS-5 missiles) provided by Penkovskys espionage, gave the U.S. excellent intelligence coverage of the status of missile site construction and readiness. American intelligence community worked well during the crisis, and helped policy makers, senior intelligence estimators and analyst to make better decisions and evaluate Soviet reac tions based on intelligence-provided evidence. The CIA played a leading role in backing up the EXComm. Intelligence organizations of the army, navy, and air force provided backup to the military planners. Overall, American Intelligence role in Cuban Missile Crisis was good and helped government to resolve crisis.

Symbols and Symbolism Essay - Symbolism in The Great Gatsby :: Great Gatsby Essays

Symbolism in The Great Gatsby         Ã‚   F. Scott Fitzgerald's The Great Gatsby tells of a man's attempt to regain his long lost love and the happiness he once had in life by way of wealth and material possessions.   Jay Gatsby is representative of the American man   because he believes that with great wealth comes great happiness.   This is evidenced throughout the novel by way of Gatsby himself, through the portrayal of the Buchanans, and through the use of the word green which symbolizes hope, renewal, and promise.      Ã‚   The character Jay Gatsby is the most symbolic element of the story due to Fitzgerald's details about Gatsby's entire life.   Gatsby who was the son of poor farmers was determined to better his life.   As Gatsby's father later showed Nick,   when Gatsby was a child he had laid out a detailed plan on how to run his life.   This plan he felt would make him more successful in life.   By the time Gatsby left to join Dan Cody, he had already set himself apart from his old way of life, hence his name change.   Gatsby leaving his old life to start a new and more successful one parallels almost identically to those of the early colonist who left their old cultures and traditions in search of a new and more prosperous life in America.      Ã‚  Ã‚  Ã‚   During his army days, Gatsby falls in love with the well-to-do Daisy.   He falsely allows her to believe he can support her but when she realizes he can not she marries Tom Buchanan, a man who is able to care for her financially.   Not until he loses her does Gatsby realize that the time with Daisy was the happiest of his life.   Realizing that only with money can he regain Daisy's affection, for years he runs dishonorable businesses to become rich in hope that one day   his wealth will bring her back.   This hope of happiness through money is believed in by countless Americans today, no matter what the problem, people believe that wealth and material possessions can make things right.      Ã‚  Ã‚  Ã‚   Along with Gatsby's life being a symbol on its own, his discovery that once he had Daisy in his arms the enchantment that surrounded her disappeared parallels the belief that Americans have, that wealth brings happiness.

Non Financial Compensation

â€Å"Satisfied minds perform well† . Non Financial compensation which is not in the form of direct pay has great influence on employees motivation, performance and job satisfaction. Time is as precious as money and that encouraged many employees to request for a flexible benefits like flextime, compressed work week, telecommuting, part time work, job sharing, modified retirement. According to a nationwide survey of U. S. workers release by Gallup Organization and Carlson Marketing Group(Mondy, R. Wayne (2010), Human Resource Management (9th ed. ) ) indicates that nearly every seven out of ten employees say nonmonetary forms of recognition provide the best motivation and satisfaction which is directly related to the raise in company profits. The work life balance is a key factor for many employers in attracting and retaining the talented employees. This paper focuses on workplace flexibility at SSM IHT(Integrated health Technologies), which include flextime, compressed work we ek, telecommuting and part time work.SSM IHT provides Information technology services to the SSM Health Care organization which has group of hospitals in four states. Workplace flexibility plays a major role in daily lives of the employees here. Providing flexible work time for employees allows them to work at their most productive time, flextime. This creates healthy atmosphere and motivates employees to perform well. Everyone has preferences and commitments towards work & life, some prefers to work 4 days a week, by compressing the 40 regular hours, than the regular five days a week and spend remaining time with their familys.A 56 years old female employee at SSM IHT starts her work daily at 6am and ends day at 5pm, she works 10 hours a day for four days in a week and takes a day off either Friday or Monday, that way she wants to spend quality time with her family and also help her handicapped aunt. Her situation is a perfect example for a flextime and compressed workweek. However this flexibility has disadvantages, it adds extra load on other employees when she is not at work.Telecommuting is an essential way of doing the work from any remote location using computers which are connected through internet to their office, it is called as Work From Home(WFH) here at SSM IHT. Most of the Information technology service providers now provide telecommuting. At SSM IHT employees are provided with option of working from home more than a day , on some special cases they have provided WFH all five days a week for some employees. Telecommuting provides more flexibility and encourages employees to have work-life balance.Mainly during disasters and bad weathers SSM encourages employees to stay home and work, that way safety of the employees are addressed effectively by the organization and at the same time daily services are not interrupted. Also telecommuting addresses the challenge of ever growing work force and office space, this also saves the employees travel expenc es and promotes greener planet. Part-Time work employees work for less hours than full time work employees, usually students and parents with children prefer to work part time.Employees utilize this flexibility when they want to spend time in managing their personal business or managing their children. A manager of SAP Finance and BW ,who is parent of three children, opted to go from fulltime to part-time and only works from Tuesday to Thursday, she wanted to spend more time with children in educating them. This flexibility made her to stay back at this organization. In Summary, Non monetary benefits like workplace flexibility provide satisfaction and motivate employees at SSM IHT to perform well which increases the productivity.Due to these flexibilities employee retention is very high at SSM IHT where many employees are working for more than 20 years. Like every coin has two sides, these flexibilities also have its own pitfalls which adds extra load on employees, who has to take u p the tasks in their absence, results in extra fatigue. But these flexibilities enhances the organizations image and encourages new employees towards this organization.

Directed Independent Adult Learning Essay

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

Against Health Maitance Organizations Essays - Managed Care

Against Health Maitance Organizations Essays - Managed Care Against Health Maitance Organizations Throughout history, America has always strived for freedom and quality of life. Wars were fought and people died to preserve these possessions. We are now in a time where we may see these ideals crumble like dust in the wind. Health Maintenance Organizations, HMOs are currently depriving millions of people from quality health acre and freedom of choice. This is occurring because people who are enrolled in HMOs are unable to choose the doctor that they want. Also patients lose the quality of care because HMOs interfere with the health care providers decisions. The Health Maintenance Organization has been proven to sometimes interfere with physicians exercise of sound medical judgement and avoid covering necessary medical care, causing members to either pay out of their own pockets or go without (Schlossman). This means that the insurance company does not really care about you. The insurance company only cares about how much money it has to spend on you as a person and if you need a type of special care that cost money either you can pay for it your self or just go without the care that is needed. This interference often compromises the patients ability to have freedom of choice in selecting a provider and to get the best quality for their health care needs. This freedom of choice is the ability to choice the doctor that you want as a doctor. Yet instead HMOs pick the doctor for you. All over the United States HMOs have denied patients the medical care which they need. In Charlotte, North Carolina, for example, a boy named Ethan Bedrick was born with cerebral palsy. His doctors said that in order for him to be able to ever walk, he would need extensive therapy. Yet according to HMO policy, patients are only allowed a maximum of fifteen therapy sessions per year; therefore, his health plan said NO. The HMO said no when a little boy said please help. This proves why HMOs frequently deprive patients of the optimum quality of life. This little boys future of being able to walk was crushed by an insurance company that was so money grubbing greedy that it could not stretch the rule for this case. Since the boys therapy is not being paid for the HMOs gets a bonus in their paycheck. They took the money that was supposed to go to the therapy and put it into their pockets. An epidemic has occurred in most senior citizens lives. Since January 1, 1999 440,000 senior citizens have lost their HMO privileges. In essence, HMOs decided to arbitrarily eliminate the senior citizen plan. The sad reality is that many members who subscribed to these particular HMOs for its senior citizens package are out of luck and without medical coverage. For many people over the age of 65 who once had HMO benefits are now scrambling to find a new insurance. There are people like Allen Martin from New York, who is over the age of 65. Due to a severe disease his kidneys do not work. As a result he needs dialysis, (which is when the waste material is flushed out of the body) three times a week. This process is extremely expensive costing hundreds of dollars each time and what was once paid for by the HMO, but now he has to find some way to pay for it on his own. In many cases doctors are unable to tell a patient the limitations of their particular HMO and how it interferes with the ability to provide good medicine. This is called the gag rule. These gag rules do not allow the doctors to say anything bad or against HMOs. Also the rules restrain doctors from telling the patient certain things that HMOs do not pay for such as special procedures that might benefit the patients condition. Doctors who work with HMOs have to sign a contract. This contract states that a doctor is unable to tell patients certain things. Yet in frequent cases doctors have felt limited by their contract with HMOs. This is because they want to tell patients important facts, but are unable to because of the contract. If the doctors break