Free Essays on Frequency Distribution

FREQUENCY DISTRIBUTION I. Identify the problem A randomly selected group of students in a class of 35 was asked how much allowance is given to them on a per day basis. The objective is to assess how much the average student gets on a daily basis, find how many of these students fall within a specified class interval using a frequency table, and how much the majority of the students get per day. II. Data: 100 200 300 500 100 200 250 450 300 700 250 350 200 250 100 500 200 150 150 150 150 150 300 350 250 250 300 350 250 250 400 350 400 300 400 Allowances per day of a group of 35 students studying at DLSU (in Php) III. Set-up the frequency table Class interval: =1 + 3.322log35 =6.12  » 6 Class size: =(700 – 100)/6 =100 Frequency Table Class Limits Class Mark Class Frequency Cum. Frequency 100-199 149.5 8 8 200-299 249.5 11 19 300-399 349.5 9 28 400-499 449.5 4 32 500-699 549.5 2 34 700-799 749.5 1 35 IV. Computations for descriptive statistics Mean: =(8)(149.5) + (11)(249.5) + (9)(349.5) + (4)(449.5) + (2)(549.5) + (1)(749.5) 35 =Php 306.63 Median: Median class is 200-299 =200 + 100{ [ (35/2) – 8 ] / 11 } =Php 286.36 Mode: Php 250.00 Measures of Variability: a. Average Deviation = (8)|49.5-306.63| + (11)|249.5-306.63| (9)|349.5-306.63| (4)|449.5-306.63| + (2)|549.5-306.63| (1)|749.5-306.63| 3771.39 = 3771.39/35 =Php 107.54 b. Variance/Standard Deviation Class Limits Class Mark Class Frequency fixi2 fixi 100-199 149.5 8 178,802 1,196 200-299 249.5 11 684,752.75 2,744.5 300-399 349.5 9 1,099,352.25 3,145.5 400-499 449.5 4 808,201 1,798 500-699 549.5 2 603,900.5 1,099 700-799 749.5 1 561,750.25 749.5 nà ¥ fixi2 = 35(3,936,758.75) = 137,786,556.25 (à ¥fixi)2 = (10,732.50)2 = 115,186,556.25 s2 = 137,786,556.25 - 115,186,55... Free Essays on Frequency Distribution Free Essays on Frequency Distribution FREQUENCY DISTRIBUTION I. Identify the problem A randomly selected group of students in a class of 35 was asked how much allowance is given to them on a per day basis. The objective is to assess how much the average student gets on a daily basis, find how many of these students fall within a specified class interval using a frequency table, and how much the majority of the students get per day. II. Data: 100 200 300 500 100 200 250 450 300 700 250 350 200 250 100 500 200 150 150 150 150 150 300 350 250 250 300 350 250 250 400 350 400 300 400 Allowances per day of a group of 35 students studying at DLSU (in Php) III. Set-up the frequency table Class interval: =1 + 3.322log35 =6.12  » 6 Class size: =(700 – 100)/6 =100 Frequency Table Class Limits Class Mark Class Frequency Cum. Frequency 100-199 149.5 8 8 200-299 249.5 11 19 300-399 349.5 9 28 400-499 449.5 4 32 500-699 549.5 2 34 700-799 749.5 1 35 IV. Computations for descriptive statistics Mean: =(8)(149.5) + (11)(249.5) + (9)(349.5) + (4)(449.5) + (2)(549.5) + (1)(749.5) 35 =Php 306.63 Median: Median class is 200-299 =200 + 100{ [ (35/2) – 8 ] / 11 } =Php 286.36 Mode: Php 250.00 Measures of Variability: a. Average Deviation = (8)|49.5-306.63| + (11)|249.5-306.63| (9)|349.5-306.63| (4)|449.5-306.63| + (2)|549.5-306.63| (1)|749.5-306.63| 3771.39 = 3771.39/35 =Php 107.54 b. Variance/Standard Deviation Class Limits Class Mark Class Frequency fixi2 fixi 100-199 149.5 8 178,802 1,196 200-299 249.5 11 684,752.75 2,744.5 300-399 349.5 9 1,099,352.25 3,145.5 400-499 449.5 4 808,201 1,798 500-699 549.5 2 603,900.5 1,099 700-799 749.5 1 561,750.25 749.5 nà ¥ fixi2 = 35(3,936,758.75) = 137,786,556.25 (à ¥fixi)2 = (10,732.50)2 = 115,186,556.25 s2 = 137,786,556.25 - 115,186,55...

Goal Setting Exercises to Help Dreams Become Reality

Goal Setting Exercises to Help Dreams Become Reality Goal setting is a topic that transcends the traditional curriculum. It is a key life skill that if learned and used daily can truly make a difference in your students lives. Goal setting materials are abundant, yet many students fail to receive adequate instruction in goal setting for two reasons. First, most teachers cannot afford to neglect their subject matter for several weeks, and second, purchasing textbooks with the intention of using only a single chapter on goal setting is hardly a justifiable use of limited educational funds.   Many teens need be taught to dream for themselves, for, if they are not, they are apt to accept goals foisted upon them by adults and thus miss the joy of seeing personal dreams fulfilled. Introducing Goal Setting Since visualizing the future is often difficult for teens, it is helpful to begin the unit with daydreaming. To integrate goal writing into your course, introduce the unit with material related to your content that refers to dreams or goals. This might be a poem, a story, a biographical sketch or a news article. Be sure to distinguish between dreams as sleep experiences and dreams as aspirations. Defining Goal Areas Explain to your students that it is easier to think about our lives in categories than it is to think of all aspects at once. Then ask them how they might categorize the various aspects of their lives. If they have difficulty getting started, prod them by asking them to list people and activities that are important to them and to see if they fit them into from five to eight categories. It is more important that students devise their own categories than that they create perfect classification systems. Allowing them to share ideas will help students realize that a variety of categorization schemes would work. Sample Life Categories Mental Families Physical Friends Spiritual Hobbies Sports School Dating Jobs Finding Meaning in Daydreams Once students are satisfied with their categories, ask them to select one that they would like to focus on first. (The length of this unit can easily be adjusted by the number of categories you guide students through. Care should be taken, however, that students dont work on too many categories at once.) Distribute goal dreaming worksheets. Explain to students that their goals must be only for themselves; they cannot set a goal that involves anyones behavior but their own. They are, however, to spend at least five minutes daydreaming about themselves related to this category, imagining themselves in the most wonderful ways - successful, glorious, and as perfect as imaginable. A three to five minute period of silence may be helpful for this activity. Next, ask students to describe how they imagined themselves in this daydream on the goal dreaming worksheet. Although this writing could alternatively be assigned as a journal entry, keeping this sheet with later, related goal activities may be more helpful. Students should repeat the process with one or two additional life categories. Students should then determine what part of their dream seems to call to them. They should complete, the sentences, The part of this daydream that most appeals to me is __________ because__________. Encourage students to explore their feelings fully, writing as much detail as possible because they may use some of these ideas later when they write their personal goals. When two or three goal dreaming sheets are complete, students should select the category they want to write goals for first. Getting Real The next step is to help students identify a desire from which to form a goal. To do this, they should look at the reasons certain aspects of their daydreams appeal to them as well as the daydreams themselves. For example, if a student dreamed of being a lifeguard, and decided it appealed to him because he would work outdoors, working outdoors may be more important to him than actually being a lifeguard. Thus, students should spend some time reflecting on what seems truly important. It may help to have students highlight ideas that seem really important.Then they should also examine which aspects of their daydreams seem far fetched and which seem within the realm of possibility. While it is popular wisdom that we should teach youth that they can achieve anything if they want it badly enough, badly enough is rarely translated by teens into years of dedicated work and dogged determination. Instead, youth interpret this popular wisdom as meaning that if their desire is strong enough, mi nimal effort will is all that is needed. Thus, when we present as role models, individuals who achieve unexpected accomplishments such as Christopher Reeves directing movies after nearly complete paralysis, we should always describe the grueling work that came between the goal and its fulfillment. Directing the Dream without Damaging the Dreamer Another problem created by people espousing you can do anything is the tendency to ignore the requirement for superior intelligence, which cannot be created by will power or diligence. Tackle this issue delicately so as not to discourage students from having dreams while keeping in mind that if you encourage students to set goals they have little chance of meeting you deprive them of the joys of achieving personal goals. You can help students make realistic self-assessments without hurting their feelings if you point out that people are happiest when they work and play in areas of their interests and relative strengths. Discuss the concept of multiple intelligences, letting students read the short descriptions of each type of intelligence, marking those they think are their areas of strength. This allows students with low intellectual ability to focus on an area of potential success without having to announce he is incapable of being something requiring superior intelligence. If you have time and resources for personality and interest inventories, these should be given at this time point in the unit.   Remember, although most of us would love to teach a unit on goal setting that includes a variety of assessments, career exploration, goal writing, scheduling, and self-reinforcement is ideal, most of us also have packed curriculums. Nevertheless, if students spend a few hours practicing goal writing in many different classes together, perhaps, we can teach students how to make their dreams come true. Once students have summarized results of various assessments  on a summary sheet or have simply decided which is their area of strength on a list of multiple intelligences, and they have chosen one of the goals they want to work on first, they are ready to learn to write a specific, personal goal. General goals are just the first step in making dreams come true. Once students have established general goals and have identified what appeals to them, they should be taught to write specific goals the way winners do. Suggestions for Teaching Students to Write Specific Goals Students will have to be coaxed to state their goals positively and are likely to argue that they cant say they will accomplish a particular goal because they are not sure that they can. Tell them that, despite their reservations, it is essential that they use the words, I will... since the wording will affect their belief in their ability to meet the goal. Be insistent on this, even to the point of saying they will not get credit for the assignment unless they follow your directions.At first, some students will have difficulty translating a general goal to one that is specific and measurable. Class discussion is very helpful both for learning how to be specific and seeing a variety of possible goals. Have students suggest ways that that various goal could be measured for students who are having difficulty. This might also be done in cooperative learning teams.Estimating completion dates troubles many students. Tell them just to estimate a reasonable time that it should take to accom plish their goal and to be honest with themselves about when they plan to actually begin working on it. Since estimating the completion of big goals involves completion of steps or sub-goals, have students list the steps and the length of time they estimate is needed for each. This list will be used later to make a Gantt chart. Have students hold off on beginning to work on the goal for a week to give you time to teach scheduling and reward techniques. After listing the many steps required to reach a goal, some students may decide it is too much bother. It is helpful at this point to have them write the benefits they expect to derive from completing their goal. These usually involve feelings about themselves. Be sure students are still enthusiastic about their goal. If they cant regain their original enthusiasm, have them start over with a new goal.If the goal involves various steps, creating a Gantt chart is helpful and fun for students whether they use project software or fill in a chart by hand. Some students have trouble with the concept of putting time units across the top, so be sure to walk around and check each students column headings. You may want to check your software to see if you have any project management programs since they probably can be used to make Gantt charts. The examples of Gantt charts found on the Internet are not clearly marked, so you may want to show students a simpler one done by hand or with software that makes grids such as Microsoft Word or Microsoft Excel. Better yet, if you could use a project management software since it is likely to be a strong motivator. Once students have learned to write specific goals and to schedule sub goals on a Gantt chart, they should be ready for a lesson on self-motivation and maintaining momentum. Focusing on Whats Next Once students have made goals, sub-goals and a schedule for completion, they are ready for the real work: Changing their own behavior. Since telling students that they are beginning a difficult task can be discouraging, you will have to use your professional judgment to decide when to discuss the difficulties people encounter when they attempt to develop new patterns of behavior. Helping them to see this opportunity as a challenge that successful people master may help. Focusing on people who have overcome major challenges in their lives could also lead nicely into a unit on heroes. Begin the lesson this third goal lesson by asking students to review their goal dreaming worksheet for the goal area they are working on and their goal writing worksheet. Then lead students through the steps on the worksheet Maintaining Motivation and Momentum.

The necessary analysis to decide whether to invest in Target Case Study

The necessary analysis to decide whether to invest in Target - Case Study Example Target Plc is not a new name in the retail, food and ingredients industry and is considered analogous to quality and premium branding. The company is a diversified conglomerate having five major strategic segments which are sugar, agriculture, retail, grocery and ingredients. As per the latest financial statements of the company for the annual year 2012, the company is operating in almost all of the major cities of the United States. The vision and mission statement of the company is to achieve strong leadership in the course of business which is sustainable and long lasting. The company always strives to provide quality products to the individuals and other consumers and to become a necessary brand in the people’s day to day active life. Financial Highlight [Annual report Target, 2012 , Pg2] As apparent form the above financial highlight, the company presents a strong financial outlook and appears to be a lucrative company for the investors to invest in. The company has vario us revenue centers through which the company generates most of its revenues. During the financial year 2012, the highest earning revenue center for the company was heath, beauty and households which constituted about 25% of the total revenue of the company. Evaluation of American Retail Market The growth in the American retail market for the financial year 2012 saw an escalation as compared to the previous financial years. During every quarter of the financial year, the retail industry in USA experienced a growth of 1%. The analysts are of the view that this particular growth in the industry is a definite positive sign if it is compared to the last two financial years. The retailing conditions in the past two years remained quite adverse for the companies but now the situation appears fruitful and lucrative for the companies. A Comparison of financial year 2012 with the financial year of 2011 presents that fact that the volume of sales in the retail industry in USA increased by 2.7 percent. Changes in reported retail sales between August 2011 and August 2012 standard reporting periods (by size of business)       Pre-dominantly food Non-specialized pre-dominantly non-food Textile, clothing and footwear House-hold goods Other non-food Non-store retailing Pre-dominantly automotive fuel Total All Retailing including automotive fuel                               increase 107 32 138 72 375 64 23 811 All decrease 97 33 104 77 306 46 50 713    Total 204 65 242 149 681 110 73 1524                               Large increase 66 32 110 42 158 30 n.a. 438 decrease 56 33 73 47 107 19 n.a. 335    Total 122 65 183 89 265 49 n.a. 773 Small increase 41 n.a. 28 30 217 34 23 373 and decrease 41 n.a. 31 30 199 27 50 378 medium Total 82 n.a. 59 60 416 61 73 751 [Ons.gov (1999) Retail Sales: August, 2012] With respect to the sports merchandise business, there were certain hardships that were faced by the retailer. During the year 201 2, costs of both cotton and fuel increased, particularly of fuel which resulted in an escalation in the manufacturing cost of the merchandise. Target has in place an import team which constantly monitors the fluctuation in prices of cotton. For the purpose of reducing the cost of fuel, the retailers are now acquiring the help from the

Gloal corporate strategy Essay Example | Topics and Well Written Essays - 3000 words

Gloal corporate strategy - Essay Example It has been estimated that Asia will witness the highest growth in the retail food market. To become market leaders, Walmart, Carrefour and Tesco have adopted several innovation strategies which have ultimately helped them to become global leaders. Walmart’s growth under the leadership of Lee Scoot needs special mention as the company has made significant breakthroughs after he became the company’s CEO in 2000. Kapner S., February 2009, Changing Of The Guard At Wal-Mart, Cable News Network: A Time Warner Company, [Online], Available: http://money.cnn.com/2009/02/17/news/companies/kapner_scott.fortune/index.htm, [2 May 2009] 21 The Unending Woes Of Lee Scott, January 2007, Cable News Network: A Time Warner Company, [Online], Available: http://money.cnn.com/magazines/fortune/fortune_archive/2007/01/22/8397972/ , [2 May 2009] 23 Carrefour has grown to become one of the global food retail giants by expanding both domestically and internationally. It started off by entering into joint ventures with the local companies. The company was the first to introduce the concept of hypermarkets and its first international foray was marked by setting hypermarkets in Brazil in the year 1975. (Holtreman A, n.d). Carrefour and Promodes merged forces in 1999 to form the largest food retailer within Europe. This merger made them the second largest global retailer with their presence stretched to cover almost 26 countries. (Merger Carrefour – Promodà ¨s, n.d.) This merger promised to have an overall beneficial effect on the business of the two merged entities. The aftereffects of the merger were supposed to benefit the stakeholders of the company at large. Suppliers would be able to reap the advantages of increased export opportunities and customers would be able to get their hands on an array of new products. This deal was mainly drafted by Carrefour to save itself from falling prey to Walmart, the leading US food retail giant, as the latter

The Importance of Male Characters to Kate Chopin Essay -- Kate Chopin

The Importance of Male Characters to Kate Chopin Why and how does she use them? Kate Chopin is an author who examines the position of women in 19th century Louisiana. She describes their plight, living in a society designed by men, one that confines women’s behavior. It was imperative for Kate Chopin to highlight her male characters, as they ultimately are responsible for her heroines’ actions. The â€Å"Awakening† and â€Å"Desiree’s Baby† are two examples that deal with the issues resulting from a male dominant society, though the stories vary in their approach. Men and marriage are however the common factors that symbolize the obstacles that Kate Chopin’s women face. In â€Å"The Awakening† Edna, the main character enjoys being married at first but later she finds it to be very limiting and oppressive. A free spirit by nature, she rebels against her husband and the life that he stands for. She hates the implications that women in her society â€Å"belong† to men, and that their place is at home doing domestic chores and raising children. This impression is reinforced when Kate Chopin lets the reader view the situation through Edna’s eyes, saying that women are regarded â€Å"as one looks at a valuable piece of property†¦Ã¢â‚¬  (p.11) Furthermore, men decide women’s role in life declaring that â€Å"if it is not a (woman’s) place to look after children, who on earth was it?† (p.15) This role is so precisely defined, ensuring that women will stay within the walls of the house with their families. Marriage was the process by which men gained total control over women. The author indicates that a marriage at that period of time was not always carefully planned but was rather a spontaneous and passionate act. For example, Edna’s â€Å"ma... ... was arrogant and overconfident of himself and his heritage, and was sure that the fault was Desiree’s never questioning his own ancestry. By jumping to conclusions he never gave her a chance to explain herself to him. At the end, Desiree who had been overwhelmed and desperate drowned herself and her baby. Kate Chopin developed her female characters as reaction to male attitudes. She used men, marriage and the rules by which women were confined to demonstrate her point. She described men as the ones who placed obstacles in women’s way, created social rules and put restrictions that confined their lives. These boundaries were at times physical but almost always emotional, and eliciting defiant behavior and reactions from the women involved. Placed by men, these limitations helped in shaping the female character of Kate Chopin’s heroines in her stories.

Music: the Medicine of the Mind

Music can have effects on the human brain that are hard to exaggerate. For instance, a mere snippet of song can trigger one’s memories so vividly. A tune can induce emotions ranging from unabashed joy to deep sorrow and can drive listeners into states of patriotic fervour or religious frenzy–to say nothing of its legendary ability to soothe the savage beast. The study of how music affects the mind and the interconnection between music and the physical and mental health of human beings has been a subject of interest for many.Music is known to speed the recovery of health ailments and has a calming effect on the mind. Music helps fight anxiety and has a soothing effect on the brain. Music may affect the brain/mind by increasing creativity and problem solving skills; concentration and memory; and speeding up healing. Music increases creativity and problem-solving skills. Music enhances creativity, by positively impacting the right side of the brain where most of oneâ€℠¢s creative thought is situated and triggering brain centres which deal with enhancing creativity.For example, according to the article â€Å"Healing by Music Therapy – Ragas† From the online magazine: ‘Akhand Jyoti’, certain ragas (A pattern of notes in Indian music that have characteristic intervals, rhythms, and embellishments, used as a basis for improvisation) activate the chakras of the body, thus giving the individual an added advantage in other creative tasks. Additionally, music increases spatial and abstract reasoning skills required in tackling problems, solving puzzles and decision-making.Moreover, according to Eric H. Chudler, Ph. D. , a lecturer at the Washington University Faculty of Music, â€Å"the brain responds to the â€Å"Mozart Effect†; listening to classical music for a period of 10 minutes appears to increase your creative abilities. † Therefore, listening to Mozart's music positively affects the spatial-temporal reaso ning, simply put; it ‘makes one smarter’. Furthermore, music increases concentration levels and improves memory.According to the online article â€Å"The Brain on Music† by the neurologist Dr. Ellen Weber; â€Å"Classical music, such as Haydn and Mozart, often improves concentration and memory when played in the background. † Hence, music helps increase your concentration levels a great deal. In addition, music has a calming effect on the mind, so, the calmer the mind, the easier it is to focus and concentrate. Additionally, music has been found to increase memory levels of Alzheimer's and dementia patients.The silence between two musical notes triggers brain cells which are responsible for the development of sharp memory. Flute music, and instruments like the santoor and sarod are recommended for the enhancement of concentration and memory. Also, classical music improves the ability to recall what's retained in the brain in the form of memory. Strong beat s cause the brain waves to resonate in synch with the beat, thus, leading to increased levels of concentration and increased mental alertness. Moreover, music acts as a catalyst in the healing process.According to the online article â€Å"Music and the Healing Process† from the Thorburn Associates Acoustic and Technology Consultants website, â€Å"There is also significant research that music can be used in medicine to help manage pain, reduce anxiety†¦Ã¢â‚¬  Hence, music is an effective distraction from pain and suffering of the sick and injured, however, music not only diverts the mind from pain, but also helps bring about certain chemical changes in the brain, such as, enabling one’s mind to secrete endorphins that speed up the process of healing.As a result, music therapy is recommended for patients of high blood pressure, heart diseases and even cancer, so, music may be considered as therapeutic in pain management. Therefore, listening to melodious, comfort ing music is sure to have a positive effect on the physical and mental well-being of patients. If not cure every ailment, music definitely creates hope in the minds of patients – a hope to recover. And when nothing else works, only hope does. To sum up, increased creativity and problem solving skills; concentration and memory levels; and speedy healing, are the effects music has on the mind/brain.Music really affects the human mind a great deal. So much so, that it influences one’s physical and mental state. Music aids in the speedy recovery of ailments by diverting the mind away from the pain as well as through chemical changes in the brain brought about by music which catalyse the healing process. In addition music calms the mind, helps fight anxiety and has a soothing effect on the brain, thus, increasing one’s concentration and memory levels. Lastly, through triggering brain centres and stimulation of the right side of the brain, music enhances an individual ’s creativity and problem-solving skills.

Candide s 3 Nightmares Church, People, And Government

Candide’s 3 Nightmares: Church, People, and Government In Candide, Voltaire writes about a guy named Candide, he has faced and achieved many things in his life. As the story progresses, you will see that Candide has the opportunity to travel often while enduring many adversities on his journey to reconnect with the woman of his dreams, Cunà ©gonde, whom he planned to marry. Candide describes her as, â€Å"Her daughter, Cunà ©gonde was a buxom girl of seventeen with a fresh, rosy complexion altogether seductive† (Voltaire 19). Throughout the story, it is seen that the people of the towns, along with the government and the churches he would visit, mistreated Candide. Voltaire’s compilation of events endured by Candide on his voyage to find his first true love, Cunà ©gonde, shows a difficult task. Candide struggles through the voyage are halted by encounters with the people, churches, and government. The people that Candide encountered, there were some good, and some were corrupted. Although the bad out ways the good, Candi de is able to reconnect with people, while also creating relationships with others than assist on the voyage. On the journey Candide was able to run into an old teacher, Panglos, who came along and helped him get through much of everything until he was hung by a government who felt he was a threat. When it comes to people Voltaire places significant emphasizes on the corruption of people, especially when talking about man because it could be seen that he believes,