Craddock Cup

1. The Craddock Cup in its current form should be continued in order to maximize CYSL’s profits. Although it looks as though the Cup is incurring a loss, we need to analyze the relevant and irrelevant costs to truly determine the financial impact of discontinuing the cup. Although total expenses are $53,538, we need to eliminate the irrelevant, or unavoidable, costs when deciding whether the Cup should continue. In this case, the irrelevant, unavoidable costs include Rivaldo’s salary allocated to the tournament ($6,300), the field rental cost for the week ($1,200), and the rent/utilities expense for the Cup ($2,700).When these costs are added, we get $10,200 in sunk costs that cannot be avoided regardless of the continuation of the Craddock Cup. Subtracting these irrelevant costs from the total expenses of the tournament, we get $43,338 in relevant costs. When you subtract these expenses from the revenue generated by the tournament, we end up with a relevant profit of $ 6,502. This means that the CYSL is making $6,502 more than it would if it eliminated the Craddock Cup. I would therefore recommend that the Craddock Cup be continued. 2.My answer to the first question would change if the alternative to holding the Craddock Cup would be to rent the field to the Harvest Fair for $6,750. From purely a financial perspective, renting the field to the Harvest Fair would make the most sense. By doing this, the CYSL can make a $6,750 profit, excluding the allocated costs that are unavoidable and irrelevant. This is $248 more than the $6,502 they would profit by actually holding the tournament. So strictly by financial terms, it would make more sense to rent out the field in order to generate an increase in profit of $248 over the alternative of hosting the Craddock Cup. . When considering the decisions that management needs to make, it is important to consider not only the quantitative data, but also the qualitative characteristics. In this case, after cons idering the qualitative characteristics I would recommend that the CYSL continue to hold the Craddock Cup for multiple reasons. First of all, the influx of people that come to the tournament are advantageous for the nearby businesses. The economic advantages of the event would leave the town worse off than before. Also, the experience and opportunities that the Cup provides to high school soccer players are too crucial to ignore.By giving players a chance to gain recognition from college scouts and potentially get a scholarship, the tournament allows them to achieve their goals of playing college soccer. Another factor that must be discussed is the firing of the Renee Jansten. We do not know her current financial situation and would like to avoid firing anyone if at all avoidable. Lastly, the potential for future profits as the tournament gains more recognition and prestige should be enough to make CYSL keep running the Craddock Cup annually. 4. Exhibit A shows the expected financia l impact of adding 32 more teams to the schedule.Revenues would increase to $85,680 (assuming while expenses would rise to $87,806. This leads to a reported net income of -$2,126. However, if we remove the irrelevant, unavoidable costs ($10,200), we get a relevant profit of $8,074. This is $1,572 more than the $6,502 relevant profit expected from a 32-team tournament. It would therefore be in the greater interest of the CYSL to host a 64-team Craddock Cup next year. 5. The profit margin for the 32-team tournament is 3. 62% higher than the profit margin for the 64-team tournament. For the 32 team tournament, the profit margin is $6,502/$49,840=13. 5%. For the 64 team tournament, the profit margin decreases to $8,074/$85,680=9. 423%. Although the 64-team alternative has the lower profit margin, it has higher overall profits and is recommended. Exhibit A (64-Team Financials) Revenues:Calculations Registration Fees18,880Doubled T-Shirts 9,600Doubled Concessions34,560Doubled Soccer Clini c 8,640Doubled Contributions14,000Same Total Revenue85,680 Expenses: T-Shirts 3,840Doubled (Variable) Concessions17,280Doubled (Variable) Clinic 5,184Doubled (Variable) Insurance 4,608Doubled (Variable) Registration 1,500Same (Fixed)Field Rental 8,760(1200+6 fields x $210 x 6 days) Balls 864Doubled (Variable) Refs12,800Doubled (Variable) Trophies 1,800Doubled (Variable) Hotels 6,400$80x 2 nights x 15 + 4,000 Face Books 570450+(95-75)x$6 Marketing 3,2002,200+1000 CYSL Salaries18,300Same (Fixed) CYSL Rent 2,700Same (Fixed) Total Expenses87,806 Net Income:($2,126) Irrelevant/Unavoidable Expenses: Field Rental 1,200 CYSL Salaries 6,300 CYSL Rent 2,700 Total Irr. Exp. 10,200 Relevant Expenses: 87,806-10,200=77,606 Relevant Profit: Revenue85,680 Rel. Exp77,606 Rel. Profit 8,074

Learning and Development Essay

Strategic activities in organization or at work places are approaches to human resource management that provide a framework to support long term business goals and outcomes, these approaches vary in relation to the business activities itself. Schwab (1980) noted that the growing body of strategic research can be seen in two interrelated ways which are the substantive and measurement streams. The substantive stream refers to studies which emphasizes on the physiology or character of a theoretical relationship between independent and dependent variables while the measurement stream focuses on the outcome of the correlation between the underlying theoretical concept and operationalization itself (Venkatraman and Grant 1986). This academic article tries to look at more of the measurement stream in relation to training, learning and development based on previous academic articles and my own general understanding of how truly these strategic these concepts are or not. Learning training and development are human resource development activities and over time, two factors have influenced these concepts towards being part of the evolutional role of the formulating business strategy which are the centrality of information technology to business success and the sustainable competitive advantage offered by work force expertise (Swanson and Terraco 1995) Critical business issues from new marketing strategies to innovations in production technology are based on, among other factors, the performance capabilities of those expected to use these new work systems, this means that employee expertise itself has been expanded through effective programs of employee development. Therefore activities of human resource development in the work place such as learning training and development have truly been strategic by maintaining the pace with the increasingly sophisticated information and production technologies that continue to diffuse throughout vital industries of the world (swanson and terraco1994). The conceptualization of strategic human resource management as a management system which matches business concerns with human resource activities (Beer et al 1984;miles and snow 1984) have been referred to as a high performance work system(HPWS)(Bercker et al 1196) which is characterized by provision of employee development and training activities in with the business strategy(Aurthur 1994: Huselid 1995; Jackson and Schuler 1995;MacDuffie 1995) for example,selction, development and rewards involves the internal combination of procedures across the hr function. This shows the degree of emphases placed on the link between human resource activities and business need in relation to strategy (Baird and Meshoulam 1988; Lengnick-Hall and Lengnick-Hall 1988; Fisher 1989; Boxall 1992; Mabey and Iles 1993; Schuler 1992).  Successful internal integration of HR activities results in organizational benefits (Becker et al. 1996). This essay of mine attempts to show the link among learning train ing and development as a strategy to organization. Learning and development as an approach of strategy stands for how an organization make sure that the present and future learning and development activities support the achievements of its goals by improving skills and capabilities of individuals and teams.. it should be business directed, this means that it should be designed to help the attainment of business goals by promoting human capital management(Armstrong 2009). Learning can be defined as a means by which a person acquire and develop new knowledge, skills, capabilities, behaviors and attitudes† Armstrong 2011 pg 664. Honey and Mumford noted explained learning happens when people show that they know they didn’t prior to the time they are now. The enhancement of capabilities previously had which leads to skills, knowledge and attitudes through a continual process that tends to prepare people for more responsibities in the future is the act of learning. Estherby-smith et al (2000) agreed to the fact that there is a debate whether learning should be defined as change in cognition or behaviors, thus showing that researchers would agree with defining learning as a change in organizations knowledge and is a fuction of experience. Learning and development as a strategy is concerned with creating a learning culture that will encourage learning and will provide a basis for planning and implementing learning activities and programmes(Armstrong 2011) this means that for an organization to use the concept of learning as a strategy is has to imbibe the learning culture which is one that learning that is practiced from top management, line managers and employees generally as an essential way of doing things in the firm which they commit to and continuously done. A learning organization was deined by senge(1990) as one where people learn together, where collective aspiration is set free, where there is nuturinng of expansive pattern of thinking and they continuously enlarge their capabilities to create outcomes they truly desire. I have previously mentioned development with learning because both of the them are related when one think about it generally but would like to define it now in the next paragraph. i would be explaining learning and developments together as being strategic. Development can be defined as concerned withensuring that a perons ability and potential are grown and raised in the process of learning experiences or through self directed learning. Development is the end product of true learning which can be seen through changes in outcome of pre and post learning activities i. e the change from the present state of understanding and capabilitiy to a new and higher level of knowledge, skills and abilities. These processes of learning and developments wouldnot take place not to now talk of being strategic without individuals in the organization, this means that individual members are the organism through which organizational learning and development take place. The knowledge embedded in that or those individuals have to be reposited to other people in the firm to gain competitive advantage which is the whole reason for the strategy in itself which are affected by the following factors explained by Argote(2011). Firstly, the experience of the organization affects the organizational learning,this done not by characterizing experience at a gross level , but taking a fine grained approach to describing or noting its elements along with various dimensions( Argote et al 2002). the purpose of taking this approach is to be be able to tell when experience is positive or negative in relation to the processes and outcomes in order to be able to explain relationships amongst the types of experience and to design the learning experience in order to be strategic about the learning. Secondly is the process of organizational learning itself, which is conceived as having three processes: creating, retaining and transferring knowledge. Not much research has been done on creation unlike knowledge retention and transfer. Empirical research over at least the last twenty years that there would be significant difference innovative capabilities of a firm and its knowledge through it transfers within the firm (easterby et all 2008) this is key to the success of the ensuring of the strategy of the firm. This depends on characteristics of the individual that has the knowledge, recipient, attributes of the knowledge and the knowledge transfer process itself as an mportant factor to developing learning capabilities which lead to competitive advantage of the firm (Grant 1996) Another factor is the that could lad to learning being a succes is thr stratetic management it self,peopke whoput these learning and development strategy into place itself. Dynamic capabilities which is an example of strategic management are impotant concepts in relation to organisational learning and its sub process. ‘a greater understanding of how dynamic capabilities develop through organizational learning is needed† Argate 2011 pg Contextuality is also another factor that affects learning which is characterized by the situation and envitonment in which the company finds it self. Oragnisational learniong can do well in an environment which its stability varies with time or turbulent (herdberg 981) little inducement of learning occurs in an environment that’s stable while in a too turbulent environment, the organisation would not be able to interpret environmental responses(bierly and hamalainen 1995) if care is not taken,learning under ambiguity may occur which march and olsen 1975 defined as a situation where the environment is unanalysable and the learning cyle still continues and percieved as an interpretation or meaning. â€Å" Knowledge capabilities are at the heart of the effectiveness of organizations. Since the market and competitive environment of all companies is rapidly changing, the value of existing capabilities will quickly decay, resulting in a lack of competitiveness. It is imperative for organizations to focus on developing their knowledge capabilities on an ongoing basis, or they will face extinction. Organizational development must be centered on the continual enhancement of knowledge capabilities, as the foundation of organizational effectiveness in all fields† Dawson 2000. Armstrong(2009) identified the following elements needed for learning and development to be really strategic and they go follows: it should make a major contribution to the successful attainment of the organizations objective and investments: it should be integrated with and support the achievement of business and human resource strategies: it should be designed un such a way that it would achieve improvement in corporate functional and maximum development in skills and knowledge of people in the organization; equal opportunity for everyone in the organization to develop their skills and knowledge while attaining personal development through the framework of individual and self directed learning but still maintain the primary knowledge of knowing that this is dependent on the employee themselves who be guided and supported by their manager as necessary with the members of the hr department.

International Business Marketing Essay Example | Topics and Well Written Essays - 750 words

International Business Marketing - Essay Example (Tai, et al 2005). Population growth rate and FDI are considered the main factors for country selection. Examining the statistical results, it is evident that China is on the top of the list having the highest population in the world (Table 1). The average rate of population growth is a lower than in India and Indonesia, nevertheless, it is expected that in 2025 the population in China will be about 1,476.0 ml, in contrast to India which will has only 1,363.0 ml (2004 World Population Data Sheet, 2005). According to the survey, "China was the largest FDI destination in the world in 2003, overtaking the US" (FDI Confidence Index, 2004). It has stable political situation, and high rates of economic growth. In case of China, FDI is a very important feature of the economies of the developing countries. For many big Western companies, expansion of their sphere of operations through the establishment of branches in other countries is regarded as a key aspect of strategy, often more important than immediate returns on capital. Many firms are seeing their investments as lower than they would have to be in the future and as providing them with a first-mover advantage as those economies begin to grow significantly. In 2003, FDI inflows were $53.5 billion. The economic health of countries is also assessed to determine whether the macroeconomic conditions are conducive to stable economic conditions. The economic prognosis says that 40% of world's investors "expected a more positive outlook on China's economy" (FDI Confidences Index, 2004). China expects liberalization of market, and that is why all those risks will be minimized. Demographic factors, taken into account together with measures such as disposable income per head, shows that China and India are two potential markets for this product. For instance, GDP per capita growth rate is the highest in China (8.8%) in contrast to other countries included in the list (GDP per capita, 2001). The penetration strategy will be based on specific product line which has not been developed yet. The strategy will be aimed to promote luxury skin care line for pregnancy and early motherhood. Estee Lauder has not promoted this product line, but its skincare product meet high quality standards making them safe for pregnant women. Cosmetics for pregnancy is based on all natural cosmetic line (Begoun, 2006) as those proposed by Estee Lauder. This strategy is important because there are limited number of companies promote this line in China (Dowling, 2006). International expansion strategy will consist of several steps. 1.The first step (during the first year) - co-operation strategy and selection of sales agents in big cities. (This step is aimed to evaluate market potential and growth rate, as well as competition tension. Estee Lauder will sale its products through drug stores and specialized stores for pregnant women in big cities around the country). 6 month - identification of potential agencies and sellers; contracting and licensing 6 month - advertising and promotion campaign, opening a Web page After the first year of performance - evaluation and analysis of the market potential 2.The second step (during the second year) - employing sales representatives and agents in order to promote products around the country (the aim is to sell products in middle-size cities through agents, drug stores and specialized stores for women; competitive rivalry on both a price and a non-price basis. 3.The third year - to

Global Warming Essay Example | Topics and Well Written Essays - 1250 words - 3

Global Warming - Essay Example In broader terms, environmental degradation entails destruction of eco systems, over-use of natural resources and extinction of animal and plant species. Natural occurrences such as volcanoes, intense rainfall and earthquakes, may cause degradation of the environment. However, ecosystems have adapted to the effect of these natural occurrences. Moreover, in scale these effects have minimal impact compared to those because of human activities. Therefore, governments and individuals have been called upon to come together to begin acting to reduce the harm (â€Å"Definition of environmental degradation†). Currently, environmental degradation is an issue that requires immediate action because of the escalating rate at which it has been occurring, making it hard for the ecosystem to convalesce. The following include some of the human activities that have contributed to environmental degradation Pollution is considered as the major cause of ozone layer depletion owing to the release of chlorofluorocarbons- CFCs, as they rise into the troposphere causing the depletion. These coupled with acid rain and smog has led to air pollution. Industrial processes and automobiles are responsible for the release and as such, governments have been asked to tax the companies for the emissions. A rise in population has led to a strain on natural resources as needs have increased. Increase in population goes hand in hand with urbanization, which is associated with adverse environmental effects due to high levels of carbon dioxide in the atmosphere. Similarly, the higher the population the higher the lever of pollution owing to significant amounts emissions to the atmosphere. In essence, the average amount of carbon dioxide produced increases as the population grows, which increases the global temperatures. Climate change has been directly linked to poverty owing to the negative effects it has on the economic capacity of

Fast Food Nation by Eric Schlosser Essay Example | Topics and Well Written Essays - 250 words - 1

Fast Food Nation by Eric Schlosser - Essay Example He opens by setting a scene in the desert at a place where â€Å"the mountain appears beautiful and serene† and â€Å"like the backdrop of an old Hollywood western.† (1). As he unfolds the scene, he explains that this is actually Cheyenne Mountain Air Force Station , one of the most armed and heavily protected spots in the nation since it is home to the U.S. military’s spy satellite program. Yet nearly every night, someone from the station orders Domino’s pizza and has it delivered to the base’s front door. As Schlosser ends his first story with an explanation of what future archeologists might find buried in the mountain centuries from now: â€Å"Burger King wrappers, hardened crusts of Cheesy Bread, Barbeque Wing bones, and the red, white and blue of a Domino’s pizza box.† (2) This reads like a child’s bedtime story. The reader hears this beautifully described story of a mountain fortress designed to protect the nation while it sleeps. The Domino’s delivery person â€Å"winds his way up the lonely Cheyenne Mountain Road† (2) the way Little Red Riding Hood head through the forest to Grandma’s house. Then he ends it with the moral of the story: fast food tells as much about American culture as this mountain fortress, the clothes we wear, or even the Bible. The question he is asking – and will spend the rest of the book answering – is do American’s want to be defined by the lousy food they consume? By making it a story, he draws readers in to hear the answer. Another great example of Schlosser’s storytelling skills comes when he visits International Flavors & Fragrances (IFF), a company that is the world leader in manufacturing fake smells and flavorings for food. Schlosser alternates here between describing the lab in vivid and exciting detail, and explaining the not-so-appealing biological processes that comprise a human being’s sense of smell and taste. First he takes

V for vendetta Movie Review Example | Topics and Well Written Essays - 1000 words

V for vendetta - Movie Review Example Throughout the movie, V hides in a mask and carries his terroristic activities by blowing up buildings, murder and subterfuge. He rescues Evey form the hands of corrupt policemen who tries to rape her and this is a sign of how the government is rotten (Melnick, 6). This paper analysis the this film focusing on the stage of insurgency, type of insurgency in the movie, the reason behind the employment of guerrilla welfare in the movie, the insurgent strategies and tactics used in the movie and the counter-surgency strategy the government or the occupiers used. The State of Insurgency in the Film The reason behind the people in the movies forming guerrilla insurgent attacks is because they live under an oppressive government which has driven then to dire despair. The film shows several scenes of people in this state for instance some are at their front rooms or in the pub watching helplessly propaganda on the televisions. The British society in the movie is controlled by the government to extent that simple things such as butter and work of art such as painting and music which should bring pleasure to the people have been outlawed. This is meant to create a safe and peaceful society with absolutely no chaos. The government has an absolute control on the media and thus defines what news is released to the public (Melnick, 10). The people then launch several Guerrilla attacks after being instigated by V who has some grudge against the government who had tortured him in fire and also wishes to bring the dictatorial power to an end. V, through his strong rhetoric raises rebellion among the British citizens. He says that the government should fear the people and not the other way. He urges the people to remove the tyrannical government in power since they are responsible for that government being there in the first place. The attacks are therefore not directed to a presidential regime but it is to the whole system of governance. Stages in the Insurgency The insurgency n the film can be seen to be in two stages. Initially, the insurgency is in the mobile stage. This is where V carries out several independent attacks on the government without using the existing government structures. He uses this as a way of causing a revolution in the government. V walks like a shadow causing mayhem. He wears the mask of Guy Fawkes who was a well known conspirator in the 1605 Gunpowder plot which was used to bring about a revolution of the government of that time. The attack had happened on November the fifth which was remembered by many and symbolizes the 9/11 attack. He attacks the old Bailey during the seam date as the government commemorates the 605 attacks (Melnick, 7). Later, he mobilizes the other citizens against the government by showing them that it is their right to define the kind of government that rules them. The public is again inv0lved in a series of Guerilla attacks using the Guy Fawkes masks and this makes it hard for the police to track V. This stage is now called the guerilla attacks stage. It can thus be concluded that the insurgency in the movie moved from mobile war to guerrilla war stage. Type of Insurgency The type of insurgency in this movie is liberation insurgency. This is because the people seek to be liberated form a suppressive form of government not necessarily the

U.S. vs. Japan Economies Assignment Example | Topics and Well Written Essays - 250 words

U.S. vs. Japan Economies - Assignment Example Unemployment in Japan surpasses that of United States, meaning that Japan does not match U.S.A in employing labor resources in her labor market. The labor market is fundamental in triggering economic growth through employment opportunities (Katzner, 2008). In this respect, both Japan and the United States utilize their relative human resources differently. On the same note, the human resources in Japan are subject to government control, while in the United States these resources function based on demand and supply forces. Investment resources constitute another critical aspect that these two countries differ in their pursuit for economic growth. Major players in the U.S economy are private stakeholders. On the same note, both the public and private sectors coexist and complement each other in inducing economic growth (Katzner, 2008). In Japan, the government plays the primary role in mobilizing investment resources. Although the country has both private and public sectors, the private sector is relatively dominated by the public sector. In a nutshell, differences between the types of resources used by Japan and U.S.A to grow their economies are based on the source of mobilization and the positioning of human resources and the labor market in their relative

Experiences of Growing up in a Single-parent Family vs. a Dual-parent Essay

Experiences of Growing up in a Single-parent Family vs. a Dual-parent Family - Essay Example Usually when a child is brought up by a mother alone then he tends to be a person with weaker self-confidence or sense of security. A child remains deprived of the feeling that he is protected. While if a child is brought up by his father alone then the child lacks sensitivity, he will always have a bit of a more strong stance to things. He will probably lack the feelings of humanity even; he might have a very hard and stiff demeanor and outlook to life. His only focus most probably would be high aspirations and more focus would be on material things and success. Therefore, to create a proper balance in the life of a child it is necessary for a child to have his father and as well as his mother to support him throughout his life. It is generally assumed that children living with single parents have a more bolder and mature outlook to life, while the ones living with both the parents usually are the ones who have a milder perspective to life and look at things with a bit more innocenc e. I wanted to gain an insight as to fact that people since time beyond have emphasized, that both parents are necessary for the child to grow as healthy, normal and a productive person. It has been seen that single mothers have been looked down upon by the society despite the fact that they work so hard to bring up their children. I had designed a single questionnaire which I utilized for all participants. There are a total of 6 participants and each of them were given ample time to think and respond. This way also any bias that might come up was reduced as people had no time pressure. I had designed the questionnaire in a very simple way, it had ten questions. In the first question it was asked whether the child lives in a single family or a dual parent family. The responses were mixed; my sample contained a better of international students I felt it might influence the answers I had. Four out of the six respondents had grown up in the dual family outfit. This means that they had both of their parents with them when they were growing. When I asked, â€Å"Whether they believed that for a child to grow up in dual family the presence of both the parents was necessary, 5 out of six respondents said, that if the child didn’t have both the parents to tuck him in bed then he is not considered to be living in a dual parent family. Kenny said, â€Å"Parents can live apart and even then raise their child as a child belonging to a dual parent family†. Laki, who had grown up in a single parent family like Kenny also said, â€Å"if the both the parents are not living together then the child does not belong to dual parent family†. I then asked, â€Å"When a child lives in single parent family, he then gets to spend some fun time with both the parents separately?†, the respondents were asked what do they think of this arrangement, Noi and others said, â€Å"They feel that child will not label that time as the quality time, and will have quite a lot of issues with adjustments.† Kenny, who himself is from a single family very explicitly said; â€Å"Such a child will be very confused and prone to have mood tantrums more often than the normal kids. The child will be divided and there will always be an aura of confusion about him†. When I asked who they felt would be the most suitable choice as a parent of the single family for the child?, amazingly except Kenny, who felt that whichever parent â€Å"qualifies† more to keep the child he or she should keep it. The rest all believed that a mother is more understanding and caring, therefore the child should stay with the mother. Xi Sun said, â€Å"

Argument by Authority Essay Example for Free

Argument by Authority Essay The first part which presents an argument by authority is the opening – â€Å"According to repeated nationwide surveys, more Doctors smoke Camels than any other cigarette! † Though it does not directly relate the authority of the doctors in cigarette smoking, it is suggesting that even doctors, who are supposed to be health conscious, are smoking, thus creating an illusion that cigarette smoking is not bad for the health. The second part is the expression â€Å"The doctor’s choice is America’s choice! † The first point may be less reliable than the second because it is just a survey and does not require much expertise as doctors. The second is more reliable although it suffers from the fallacy of argument by authority. The first statement is an appeal to anonymous authority type of argument (claiming that an argument is valid based on an opinion of an anonymous and not necessarily an expert) while the second suggests that it is a general argument from authority fallacy (claiming that the argument is valid because the opinion presented is from an expert). By stating that the doctor’s choice is America’s choice, the speaker is claiming that whatever the doctors smoke is what America smokes. It may also be categorized as hasty generalization, but what it actually does is persuade Americans to smoke Camel because doctors, as it were, are smoking Camels. References Alouette. (2007, July 26). Amusing old fashioned advertisements, cigarette ads [image]. Unsought Input. Retrieved March 3, 2009 from http://www. unsoughtinput. com/index. php/2007/06/26/amusing-old-fashioned-advertisements-cigarette-ads/ Lindsay, D. (Ed. ). (2009, January 5). A List of Fallacious Arguments. Retrieved March 3, 2009 from http://www. don-lindsay-archive. org/skeptic/arguments. html#expert

How would a Scholarship Assist Me After Graduation Essay Example for Free

How would a Scholarship Assist Me After Graduation Essay In my findings, it is not just enough to have enrichment of goal, fervency of passion and the keeping of focus, there is the place of vital impact played by pecuniary support from guardian(s) to actualize the desire. I strongly believe many brave and highly intelligent ones have been choked out of their academic dream in life after graduation. Statistical findings have unarguably revealed that financial incapability in one of the factors responsible for thwarted vision in academic excellence. I am very proud to note however, that our school is making part of her contributions in easing students’ financial burden as a responsible institution in the society. The scholarship is a gesture I really appreciate whole heartedly. I do forward this scholarship application to passionately appeal for my consideration in the grant in order to survive hardship in my future pursuit of academic excellence. See more: how to write a scholarship essay Being a promising member from a home with single mother who had lost his father as early as age five, I have only being struggling with ways out of incessant hopelessness, deprivation and unavoidable emotional abuse. I have labored assiduously with my parent to make both ends meet; during summer, I work at Boys and Girls Club to save some fund for school and trying hard to work-out element of laziness from exacerbating the poverty. Sooner after my graduation with me and my two other sisters in studying in college, the financial stress for our mother would climax. The cost of education even in a low grade school with the cheapest environment is overwhelming despite how hard I try to save. My two sisters also need optimum care to cater for their more demanding feminine nature. So huge are my worries despite the strong zeal to pursue academic excellence which I currently demonstrate in school for being among the top 10%. With the hope of scholarship aid, I look forward to a redemptive future from excellence incapacitation. In the college, the scholarship will assist to continual keep focus and meet up the grant expectation.

Can the physical attractiveness of a defendant lead to differing sentences

Can the physical attractiveness of a defendant lead to differing sentences Abstract The purpose of the investigation was to see if the physical attractiveness of a defendant has an influence of the severity of prison sentences given for a crime of fraud. An opportunity sample consisting of 10 males and 10 females taken from sixth form students at school aged 16-18 was used. A crime vignette was given to participants with a photo of the physically attractive defendant or physically un attractive defendant attached. Participants had to state whether they thought the defendant was guilty or not guilty. Participants were then told that the defendants were found guilty and were asked to assign a prison term that they felt the defendant deserved. The Chi-Square and T-Test were used to analyse the results. Observed Value of T= 30.88: Critical value at p Project Brief PB1: The aim is to see if Sigall Ostroves (1975) findings that the physical attractiveness of a defendant and the nature of the crime can lead to differing sentences are applicable to this current time period. Alternative hypothesis: The more attractive defendant will receive a lower sentence for burglary than the less attractive defendant. Null Hypothesis: There will be no difference in length of sentences given to the attractive defendant and the non attractive defendant. PB2: A directional hypothesis is being used as past research by Sigall Ostroves (1975) has shown that physical attractiveness does have an effect on the length of a sentence giving to the defendant. PB3: The chosen research method will be experimental using an independent measures design. So each group will be tested in a different condition one group will be shown a picture with a physically attractive defendant and the other group will see a picture with a non attractive defendant. PB4: Advantages Confounding variables minimised Study is in a controlled environment so the variables can be manipulated Disadvantages No control of participant variables as due to individuals differences the participants may not find the pictures attractive. There maybe a social desirability bias as participants may put what they think is the norm or socially desirable rather than what they actually think. There maybe investigator and participant effects. PB5: Demand Characteristics Participants may respond in accordance to experimenters desired response i.e. the experimenter may influence the participant in the way in which he states the scenario of the crime or by subconscious gestures. Age Group Bias All participants are between the age of 16-18 so results may not be external valid as other age groups may have different results and respond differently. Participant Bias Participants may give into social norms and may no give there true opinion when rating. They may rate pictures higher or lower than they really feel. PB6: Single Blind The participants and the experimenter will be told that the study is on studying something other than what there doing so the participants and the experimenter wont be able to guess the aim of the study. Standardise Instructions All conditions of the study are given the same standardised instructions so investigator bias is eliminated. Social Desirability Bias The results will be anonymous and confidential, giving the chance for the participants a option to withdraw at any time so the participants may not feel the need to put what the experimenter may see as the norm. PB7: 5% level of significance PB8: Deception Not telling the participants the true nature of the study by using a single blind technique. This will be overcome by debriefing the participants at the end of the study to ensure that the participants are happy. Privacy The pictures will be taking from websites which are on public domains so anyone can access them. Informed Consent Participants will be asked if they want to participate and told the basic procedures as well i.e. giving the right to withdraw etc. Withdrawal Participants will be able to withdraw at any time during the study and will be told this throughout the study. Debrief The participants will be fully debriefed as to the true aims of the study has been completed after the study. Observation The participants will not be observed. Confidentially None of the participants names will be taken and they will not be observed during the study so the results will remain anonymous. Introduction The Halo effect (Dion Walster, 1972) is the tendency of a characteristic such as physical attractiveness to influence an individuals perception of persons qualities such as intelligence, social status and personal traits. Research has found that attractive people are attributed with more positive characteristics due to the Halo Effect. Dion Walster (1972) conducted an experiment called What is Beautiful is Good and found that individuals who are seen as physically attractive are assumed by particpants to have more socially desirable personalities than those who are less attractive, and it is also assumed that attractive individuals lives will be more successful and enjoyable than individuals who are less attractive. So attractive individuals are assumed to be more sociably desired. Dion et als (1972) findings indicate that stereotyping due to individuals physical attractiveness does occur as physical attractive individuals were regarded to have more socially desired qualities and p ersonalities, and were expected to have greater personal success in there life. These results have also been supported by Griddin Langlois (2006) and Feingold (1992) who found that unattractive people are perceived to hold more negative attributes. The Halo effect has been applied in research into other areas of society. For example in school or workplaces. As a study on attractiveness in school found by Clifford Walster (1973) and Landy Sigall (1974) found that two essays which had exactly the same content were marked differently. This was belived to be due to them having pictures of the students on the essays and the more attractive person received a higher grade even though the essays were the same. This shows that physical attractiveness does affect peoples way of thinking in real life settings. Another study has shown that the halo effect has an effect in job interviews as it has been found by Dipboye, Arvey, Terpstra, (1977) and Landy Sigall, (1974) that the more attractive individuals where more likely to get the jobs offered than the unattractive individuals even though they did the same on the tasks to get the interviews. Baron and Byrne (1997) found that attractive defendants are more likely to receive lighter sentences and gain the sympathy of the jurors rather than unattractive individuals. This is believed to be due to the Halo Effect What is beautiful is good. Sigall Ostrove (1975) also found that participants who were shown an attractive photo of a defendant charged with burglary recommend almost half the average sentence of those show no photo or an unattractive photo. Stewart (1980) also found that attractive defendants tended to receive lighter sentences and were less likely to receive prison sentences than unattractive individuals. These results were further supported by Efrans (1974) study as Efran (1974) found that juries were not as certain about the guilt of attractive defendants, and therefore gave them lighter sentences/ punishments. However it has been found that there were different factors which influence the sentence giving to an attractive individual. For example the attractivene ss of an individual didnt have much of an effect on sentences when the crime was seen as very serious. Sigall Ostrove (1975) also found that attractive defendants were charged with a higher average sentences when fraud was the crime rather than the unattractive individuals or defendant with no photo. Their results showed that when the crime committed wasnt related to physical attractiveness (e.g. burglary) the participants would give lighter sentences to the attractive defendant rather than to the unattractive defendant. In contrast when the crime was related to attractiveness (e.g. swindle), the physically attractive defendant would receive a worse sentence. The Halo Effect explains these findings in that when crimes are not related to attractiveness, the attractive participants may be seen as good due to the Halo Effect and positive stereotyping. For the physically attractive crimes the juror may feel that the attractive individuals used there attractiveness as a natural advantag e to further promote themselves in society. Fraud is regarded as deceitful and is related to attractiveness thus more attractive defendants would be punished more severely. Aim: This study will replicate Sigall Ostroves (1975) study to provide further support for previous findings see if the physical attractiveness of a defendant and the nature of the crime can lead to differing sentences in this current time period. Alternative hypothesis: The more attractive defendant will receive a lower sentence for burglary than the less attractive defendant. Null Hypothesis: There will be no difference in length of sentences given to the attractive defendant and the non attractive defendant. Method: Method and design In the experiment the IV is the physical attractiveness of the defendants and the DV was the judgement that the participants gave the photos of the physically attractive defendant and unattractive defendant i.e. guilty or not guilty. An independent group design is being used so one group of participants will be tested with the physically attractive photo of the defendant and the other group will be tested with the unattractive photo of the defendant. A questionnaire was given to the male participants so ratings of the photographs of the females could be collected and so the best voted picture would be used as the physically attractive defendant and the worse would be used for the unattractive defendant. Researchers One A level student collected data. Target population and sample An opportunity sample consisting of 10 males and 10 females taken from sixth form students at school. The students who were available at the time were asked to participate in the study. All participants took part in the study and none of them declined. Apparatus/materials Pilot Study Ten photographs were selected from the websites Hot or Not and RatePeople.com labelling them 1 10. All photographs were put on to A4 pieces of paper (one per page of paper). All photos were of passport shots so the defendants were looking straight at the camera and the defendants were between the ages of 20-40. This was controlled so the participants view of the defendants didnt change due to the pose the defendant was doing or because they thought the defendant was to old and frail to go to jail or to young etc. There was as little jewellery or clothing in the pictures as possible so it wouldnt distort the participants view on the pictures as it may make the participant think the defendants were more or less attractive in the photos creating extraneous variable so this was done so it was only the defendants attractiveness being taken into account. Main Study In the main study a scenario was given to participants (see Appendix 1) and the participants had to state whether they thought the defendant was guilty or not on the participant response sheet (see Appendix 2). Two photos were used in the main study from the pilot study (the best rated photo and the worst rated photo) which were used as defendants. The best voted picture was used as the physically attractive defendant and the worse was used for the unattractive defendant. An example of one of the photographs use is shown in Appendix 3. Standardised procedures Pilot Study The participants were taken into different rooms when completing the task so they werent distracted from other students. The standardised instructions (see Appendix 4) were read to participants and consent was given. Male participants were shown the photographs of the females, and the females were shown the photographs of the men. The participants were asked to rate each of the photographs on a scale of 1 10, with 10 being most attractive and 1 being not very attractive. The participants wrote their ratings on some paper with spaces for the ratings for the 10 photographs No names were asked for. An example of a participant response is shown in Appendix 5. Main Study The best rated photo and the worst rated photo were than used as defendants. The best voted picture was used as the physically attractive defendant and the worse was used for the unattractive defendant. A different set of participants where given scenarios and asked if they would give a sentence to the defendant given to them and told to right down there answer on the participant response sheet. One group was given the physically attractive photo whereas the other group was given the unattractive photo. Participants after the task were thanked and debriefed (see Appendix 6). Controls Investigator bias was minimised by using standardised instructions. The Single blind technique was used so researcher bias, participant bias and demand characteristic were avoided by asking someone else to observe the participants during the task and telling the observer not to look at the participants while theyre doing the task to avoid participant reactivity. Participant bias was avoided by telling the participants to rate members of a opposite sex because the males may find it more difficult men in terms of physical attractiveness. Ethics Informed consent was gained as participants were given standardised instructions and told that they had the right to withdraw at any time and that their answers would remain anonymous. There was minor deception as the participants werent told the aim of the study but this was dealt with as the participants were debriefed at the end of the study. The ethical issue of using photos of people without there consent was dealt with as the photos used were put on websites where the people want there photos to be rated thus are available to the public. Results: Descriptive Statistics Summary table of the data to show the total number of guilty verdicts given to physically attractive and physically non-attractive defendants. Participants had to state whether they found the defendant given to them guilty or not guilty. A bar chart was drawn to display the results visually. The raw data given is in Appendix 7. The Sentences Given To The Defendants Physically Attractive Physically Non-Attractive Guilty 7 8 Not Guilty 3 2 Bar chart to show the difference between the number of guilty verdicts given to attractive and non-attractive defendants in getting sentences or not. Summary table of the data to show mean prison sentences in months awarded to the attractive and non-attractive defendants by the participants. A bar chart was drawn to display the results visually. The raw data given is in Appendix 7. The Mean Length Of The Sentences Given To The Defendants Physically Attractive Physically Non-Attractive Average 21.9 Months = 1.8 Years 63.6 Months = 5.3 Years Bar chart to show the difference in the length of sentences given to the attractive and physically non-attractive defendants. Results: Inferential Statistics The Chi-Square Test and T-Test were used to analyse the results. The Chi-Square Test was appropriate for the data at a nominal level of measurement in a from of categories and the data collected from independent measures. Chi Square = 0.26 Degrees of freedom = 1 Critical value at p As the observed value of chi-square was smaller than the critical value at a 5% level of significance, we cannot reject the null hypothesis and so it must be retained. The T-Test was appropriate for the data that was at a interval level of measurement in the form of numerical data as the data collected was from independent measures. Observed value of T = 30.88 Degrees of freedom = 1 Critical value at p As the observed value of T is higher than the critical value of T at a 5% level of significance the null hypothesis can be rejected. Discussion Explanation of findings The findings of this investigation found that the physical attractiveness of a defendant can lead to differing sentences. Overall the physically attractive defendant received a lighter sentence than the physically unattractive defendant. The T-Test was significant at the 0.05 level of significance supporting the assumption that the Halo effect will effect peoples views on whether a defendant is guilty or innocent. Relationship to background research There has been lots of research into whether the physical attractiveness can influence an individuals perception of persons qualities. Early research such as Stewart (1980) found that attractive defendants tended to receive lighter sentences and were less likely to receive prison sentences than unattractive individuals. Baron and Byrne (1997) also found that attractive defendants are more likely to receive lighter sentences and gain the sympathy of the jurors rather than unattractive individuals. This study supports these earlier findings and in addition shows that this bias can lead to differing prison sentences being awarded to defendants even when the crime committed is the same. This could be due to the halo effect which gives the tendency of a characteristic such as physical attractiveness to influence an individuals perception of persons qualities such as intelligence, social status and personal traits. This creates beautiful stereotypes which doesnt fit with the criminal stereotype such as scars, looking dirty etc. Although the results could be because the participants generally believed that the physically attractive defendant was guilty and the physically unattractive defendant wasnt. Limitations and modifications The study lacks ecological validity as in real life the participants would be in a jury and so there would be a discussion between 12 people of varying ages on what the punishment the defendant should receive. In this experiment 6th form students were used aged between 16-18 and they made the decisions on there own rather than discussing the defendants punishment. To improve this a simulated jury could be used where the experimenter asks 12 participants to act as a jury and discuss the sentence. Due to the participant sample used there was an sample bias as the study was on an opportunity sample of 6th form students. So the results can not be generalised to the whole population. There may have also been a problem due to demand characteristics as participants may have guessed the aims of the study and may have known what results were expected and answered accordingly. Another limitation of the study was that the experimenter knew the participants, so this may have lead the participants to write down what they thought the normal answer would be and not what they actually thought. So there may have been an social desirability bias. This could be dealt with by using a different target population and sample. Another limitation of this study is that some participants didnt find the unattractive defendant guilty as they didnt believe that she would be able to get people into bed and so voted her not guilty. Some participants also stated that they didnt believe that there as enough evidence to charge the defendants. Another limitation of the study was individual differences as the study used independent measure design and some participants said they found the unattractive defendant guilty as they didnt like her whereas some participants said they found the attractive defendant guilty as she was attractive whereas some said it was because she looked more promiscuous. Another way to make future results more reliable is to do the study again but make the participants be in groups of 12 like a real jury and see if the same results are found. This will be more reliable as in a real life juries would discuss the punishment before given defendants sentences. Implications and ideas for future research To make the results more reliable a larger sample size could be used as this would mean that more data could be analysed and this may leads to different results. Also a different age range may also lead to different results as the older people may take it more seriously. The important implications of this research shows that there is a bias in sentences given to defendants and to get rid of this bias juries may have to make there decisions by just looking at the research and maybe not be able to see the defendant in court as theres a screen in front of them and there voice is changed.

An Ethnographic Study of Social Change in Amish Society :: Religion Culture Heritage Papers

An Ethnographic Study of Social Change in Amish Society On March 23, 1998, I carried out an interview and field observation to confirm a previous hypothesis on Amish social change and survival. I hypothesized, based on library research and personal experience, that Amish society was not static but dynamic and affected by many factors such as economics and cultural survival. In order to check the validity of my hypothesis I arranged to spend a full Sunday (March 23, 1998), with an Amish family. I attended church services at the Westhaven Amish-Mennonite Church in New Holland, Pennsylvania, and afterward spent the day observing and interviewing with an Amish dairy farmer named Aaron and his wife Anna. They have six children and live on a dairy farm in Lancaster County Pennsylvania, which is a large farming community. I met Aaron and his family roughly four years ago while in Lancaster County with my family and since then our families have remained in close contact. Thus, to do an ethnography on the Amish, my primary informant was Aaron, som eone I was already comfortable speaking with. What I found in the process of my observation and interview was that my hypothesis on social change and survival was greatly influenced by my own secular and scientific world view. I had also underplayed the importance of certain key ideas which help to explain Amish cultural ideologies, Amish survival, Amish social change, and dynamics. I found that religion, more than I had assumed, played a crucial role in Amish survival in America. The Amish family, I also found, contributed to the rate of Social Change. Prosperity, to my surprise, played a greater part in social change than I had previously thought. In addition, I was able to establish the accuracy of other research information on Amish society that I had collected and observed. Realizing that vast cultural cleavages exist between Amish society and my own, I am not surprised, in retrospect, to find communications, as is probably common in most anthropological studies, was the most difficult aspect of my interview. The educational barrier that existed between myself and Aaron during the interview was one of the complications that I experienced. What I had not thought about before carrying out my interview with Aaron, was that he would not be familiar with Sociological, Anthropological, and Economic concepts, terms, and theories which I had learned through my college education. An Ethnographic Study of Social Change in Amish Society :: Religion Culture Heritage Papers An Ethnographic Study of Social Change in Amish Society On March 23, 1998, I carried out an interview and field observation to confirm a previous hypothesis on Amish social change and survival. I hypothesized, based on library research and personal experience, that Amish society was not static but dynamic and affected by many factors such as economics and cultural survival. In order to check the validity of my hypothesis I arranged to spend a full Sunday (March 23, 1998), with an Amish family. I attended church services at the Westhaven Amish-Mennonite Church in New Holland, Pennsylvania, and afterward spent the day observing and interviewing with an Amish dairy farmer named Aaron and his wife Anna. They have six children and live on a dairy farm in Lancaster County Pennsylvania, which is a large farming community. I met Aaron and his family roughly four years ago while in Lancaster County with my family and since then our families have remained in close contact. Thus, to do an ethnography on the Amish, my primary informant was Aaron, som eone I was already comfortable speaking with. What I found in the process of my observation and interview was that my hypothesis on social change and survival was greatly influenced by my own secular and scientific world view. I had also underplayed the importance of certain key ideas which help to explain Amish cultural ideologies, Amish survival, Amish social change, and dynamics. I found that religion, more than I had assumed, played a crucial role in Amish survival in America. The Amish family, I also found, contributed to the rate of Social Change. Prosperity, to my surprise, played a greater part in social change than I had previously thought. In addition, I was able to establish the accuracy of other research information on Amish society that I had collected and observed. Realizing that vast cultural cleavages exist between Amish society and my own, I am not surprised, in retrospect, to find communications, as is probably common in most anthropological studies, was the most difficult aspect of my interview. The educational barrier that existed between myself and Aaron during the interview was one of the complications that I experienced. What I had not thought about before carrying out my interview with Aaron, was that he would not be familiar with Sociological, Anthropological, and Economic concepts, terms, and theories which I had learned through my college education.

War and Deception - President George Bush and President Lyndon Johnson

The responsibilities of a presidential administration to the United States should be easily defined, but in many instances have come to be uncertain. There are two wars over the last century that have compromised the American reputation, as well as the integrity of our people. On these two occasions the intentions of our president have been something different than publicized to the country. The United States as a whole was deceived by two particular leaders and their administration. Through propaganda, selective speech, and exaggerated evidence, Presidents Lyndon Johnson and George W. Bush manipulated the support of the nation for their bold military actions and personal agendas. In August of 1964 there was an alleged attack by North Vietnamese torpedo boats against the United States navy while they were stationed in the Tonkin Gulf reporting intelligence information to South Vietnam. This attack was said to have occurred with no provocation from the United States. President Lyndon Johnson and his advisers decided upon immediate retaliation with air attacks. Johnson went further in asking Congress to pass a resolution that would authorize further military action. The Tonkin Gulf Resolution was passed by Congress on August seventh. This has been described by historians as a â€Å"blank check† for the Johnson and Nixon administrations (Nelson, 452). It gave the president great authority over decisions made about the war in Vietnam. Both Johnson and Nixon cited the Tonkin Gulf Resolution many times during their terms to justify further military action in Southeast Asia. In 1968, the Senate Foreign Relations Committee performed investigations that revealed that Johnson had been deceptive in gaining the support of Congress. Records and testimonies showed that the U.S. ship attacked that August day in 1964 was actually in North Vietnamese territory gathering sensitive information. It was also revealed that the administration was aware that an attack was possible while in these waters (Nelson, 452). There were also further revelations of the deception of President Johnson. In 1995, Vo Nguyen Giap, a retired Vietnamese general met with former Secretary of Defense, Robert McNamara. In this meeting, Giap repeatedly denied that the Tonkin Gulf attack had ever happened. Also, in 2001, a taped conversation between Lyndon Johnson and McNamara exposed Johnson’s o... ...nd lose respect for the United States. These actions have caused us to look like power hungry, arrogant intruders around the world. The deception of the government needs to be terminated. The foreign policy and actions of the United States needs to be made public. Citizens need to be made aware of the government’s intentions, so as to create a wider support group or to give us the right to protest and stop actions they do not agree with. Work Cited Bunch, William. â€Å"Invading Iraq not a new idea for Bush clique.† Philly Daily News. 27 January 2003. Davidson, Kenneth. â€Å"The Real Reasons America is Invading Iraq.† The Age. 20 March 2003. Ellsburg, Daniel. Secrets: A Memoir of Vietnam and the Pentagon Papers. New York: Viking Penguin, 2002. Martin, Patrick. â€Å"What happened to Iraq’s ‘weapons of mass destruction’?† International Committee of the Fourth International. 22 April 2003. Nelson, Michael. The Presidency A to Z. Washington, D.C.: Congressional Quarterly, Inc., 1998. Scheer, Christopher. â€Å"Ten Appalling Lies We Were Told About Iraq.† Alternet. 27 June 2003. â€Å"Weapons of Mass Destruction: Who Said What When.† Counter Punch. 29 May 2003.

Why Is Organ Donation Important

Why is organ transplant important The reason why I think organ donation is very important, because it gives a second chance to life to a person that is in need of an organ because they organs have start to fail and shut down. Although clinical issues such as the possibility of the recipient's body rejecting the organ have been raised, the social and legal issues—from determining how donations should be handled and who should receive them, to the black-market practice of organ trafficking—spark the most heated debates. They help save lives and also give second chances to live to many people. . History and the types of organ transplants 2. Why is it so important to become organ donor 3. Who decides who gets the Organs Transplant first I. History and types of Organ Transplant A. The first organ transplant (a skin graft) was completed in 1869. However, it was not until almost a century later, in 1954, that surgeons transplanted the first internal organ, a kidney, when a liv ing donor donated to his identical twin. B. Today, organs that can be transplanted include the kidneys, liver, heart, lungs, pancreas, intestine, and skin. C.Although some of these, such as the heart, can only be transplanted from recently deceased donors, transplant surgeons have made several advances in transplanting organs from living donors, most notably a split-liver transplant, in which a live donor shares a portion of his or her liver with the recipient—the liver being the only organ that can regenerate itself to some degree. II. Why is it so important to become organ donors A. The shortage of organs has increased the use of so-called expanded-criteria organs, or organs that used to be considered unsuitable for transplant.B If organ sales are voluntary, it's hard to fault either the buyer or the seller. But as long as the market remains underground the donors may not receive adequate postoperative care, and that puts a black mark on all proposals to legalize financial compensation. C. The world-wide shortage of organs is going to get worse before it gets better, but we do have options. Presumed consent, financial compensation for living and deceased donors and point systems would all increase the supply of transplant organs. Too many people have died already but pressure is mounting for innovation that will save lives.I think that without people becoming an organ donor that many more lives will start to fail within the next couple of years, and so more people that have been waiting on organ transplants list will start to die for from some type of organ failure. III. Who gets the organ Transplant first A. Organs are allocated (given) according to strict rules that take into account physical matching, tissue and blood type matching, medical criteria, waiting time, severity of illness, etc. The allocation system is blind to name, race, sex, and wealth. B.At the time of death, the team that coordinates donation will review medical and social historie s to determine donor suitability on a case-by-case basis. Many diseases that were once considered to exclude organ donation are no longer considered a barrier. Examples include hepatitis and diabetes. C. Age limits for organ donation no longer exist. Organs may be donated from someone as young as a newborn and as old as 90. The liver, in particular, does not age like other organs and livers are commonly donated by people in their 70's and 80's.

My Mathematics Teacher

The elder person whom I really admire and like is my mathematics teacher of high school. He is a good person who possesses a good heart. He tries to help others with his highest efforts. I knew him since high school as he was our mathematics since then. He is a short, lovely old man with round face, wearing a white color t-shirt who always smile. He has devoted his life for his students and made them educated and established. But he is a little absent-minded that he always forget the tie.I admire him for many reasons. The most important reason is he introduce me to science, especially mathematics. When I was in the second year of high school, he gave me popular books on science, mathematical texts and philosophical writings. These included Calculus, Topology, Euclidean Geometry. Another reason is that he is a good mentor who not only good at the knowledge he Is teaching, but also know how to show his students the methodology of learning thematic, and more generally,silence.He even ca n make the class very fun and interesting. In one class of Analytic Geometry when he taught us the parabolic, he even showed us a smaller version of Brussels bronze sculpture: Mencken Plus (the little boy Pee), and poured a cut of tea to show us the water curve of parabolic. I have learned many positive attitude and good thinking from him. For all those reasons and a strong bonding between us I admire him very much.

A Walk to Remember by Nicholas Sparks

Life has always been filled with different challenges. Sometimes, these challenges were enough to change the way we deal with life in general. There were people who get disappointed and depressed, making their lives more miserable.And there were others, who despite of their hardships and challenges, manage to live them most of their lives striving to be the best person they can be.The novel, â€Å"A Walk to Remember†, tells the story of a seventeen year-old teenager, Landon Carter. He was one of the popular students, armed with charm and good looks, and adored by many. He lived his life by playing pranks on others, bullying them and taking people for granted. He was aimless, and was contented with the kind of life his parents could provide him with. Everything changed when he met Jamie Sullivan.Jamie was the daughter of a Baptist minister in Beaufort. She was the complete opposite of Landon. People often had a notion that Jamie was weird, for she was always quiet , holding a B ible wherever she went. Her father was strict, and never allowed her to mingle much with the people around her. Unknown to many, Jamie had cancer.The time came when Jamie and Landon had to work together in the annual Christmas play written by Jamie's father, Hegbert Sullivan. At first, both were uncomfortable working together, primarily because they had different views in life. Jamie's life was simple, and filled with dreams she wished she could accomplish someday. Landon, on the other hand, was just contented with the kind of life that he had, and aimless in life.The two were always together, making them learn more about life. Their differences have somehow bridged the gap that was placed long before they had the chance to exchange ideas. Soon after, they were in love.Landon was left in awe upon learning that Jamie was dying of Leukemia. He was desolated at first, but faced the life changing trial by fulfilling Jamie's wish list. He made Jamie feel loved and special, making her hap py all the time.In the end, Landon and Jamie were married in the church where Jamie's deceased mother was married. Jamie was initially on a wheel chair, for she was very weak. She stood up and walked towards the altar to meet Landon, and his father Hegbert, who was to officiate the wedding.The story of the novel was astounding. It made viewers feel that regardless of life's challenges, one can still find that blissful ending. The novel also showed us that regardless of our statures in life, love will prevail. In Landon and Jamie's case, both were from the opposite ends of the social strata.Landon was part of the popular kids, who played pranks on others for fun, aimless, and cared less for their education. Jamie, on the other hand,   was branded to be one of those who cared much for her academics, career driven, and timid towards others.I particular admire the part wherein Jamie told Landon not to fall in love with her. It was an awkward statement to be given by Jamie, knowing her status in school. Landon, on the other hand, took it effortlessly, knowing that he would not fall in love with a girl like Jamie. He was surprised in the end, knowing that he had done the things that he did not normally do in life. Jamie was an influential force in Landon's sudden maturity.The story itself had a typical story set for a novel-†the boy meets girl then falls in love, despising the belief of others† type. But the novel goes further than that.   With the simple plot, the author was able to incorporate to the novel the magic and lessons in life that may be learned by teenagers. He was able to take into consideration the differences in perceptions, and how people, from all walks of life can come together for one purpose.In this case, those who used to despise Jamie helped give her the best summer she can have in her lifetime. They made her feel that regardless of her illness, she can still fulfill her dreams. At the same time, she was able to live her life l ike a normal teenager, not being given the special treatment given to dying patients.

Japanese Culture Essay

social forces which influence the society and its values. Every culture has its own unique qualities not found in other cultures. Japan is no exception. It is culture is centered on the core values and traditions. They lead Japanese people to have different ways of looking at the world largely from differences in language and religion. Japanese culture determines specific way of living and social relations, cultural and religious views. History, Culture and Lifestyle Japanese history rises mistily out of the period known to archeologists as the Tomb or Tumulus period. During this important period Japan was unified under the imperial court of Yamato and became intimately involved with South Korea, pathway for many cultural elements of continental origin into Japan. Writing was one such element. Japan began to have historico-legendary records of its own and gradually moved from its protohistoric to the historic period. The main historical period were â€Å"Asoka period (522-710), Nara Period (710-784), Early Heian (784-897), Middle and Late Heian (897-1185), Kamacura period (1185-1336), Murimachi Period (1336-1393), Memoyama period (1573-1614), Edo Period (1615-1867), Meiji Restoration (1867-1911)† (Martines, 1998). During all historical period, Japanese lifestyle was influenced by political, economic and social changes, new perception of the world and religion. Japanese culture is based on unique traditions and values influenced by religion and life style. The Japanese learned to view the world from the perspective of traditional versus modern values after the Meiji Restoration in 1868 following the opening of Japan’s doors to the world. This attitudinal structure started to fall apart in 1978, and its disintegration became definite by 1988. For example, the â€Å"conquering† nature was an important value during the era of Japan’s modernization process, but it has since been replaced by the â€Å"following† nature. In the middle of the XX century, the traditional perspective of catching up with the West and categorizing what is Western and Japanese has become meaningless (Oxtoby 2001). While the industrialization process produced divergent values for Japan and the West, it also is responsible for the development of some homogeneous cultural values. Researchers found three levels of similarities: (1) frequency distribution of single variables, (2) similar impacts of age and gender on attitudes, and (3) similar structures in the way people categorize their experience (Oxtoby 2001). Modern Japanese lifestyle is influenced by industrialization and innovations coming from other countries. Thus, Japanese value their old traditions and rituals adapting them to new social environment. For instance, Japanese take off shoes inside the house, they pay 5% commission tax for purchases, they follow bath and toilette design according to norms and practices of century old traditions (Oxtoby 2001). In short, the Japanese self, characterized by its diffuse nature or collective orientation, represents a self who lost its space to be free of the omnipresence of the giri-ninja social network in Japanese society in return for being taken care of by its group. The strong sense of belonging to one’s company and family assures one materially a comfortable life at the individual level and stability and safety at the social level, making Japan relatively free of violent crimes. Such a life is stifling and meaningless to Americans even if they must pay a high price of alienating from the rest of society (Shelley, 1992). Japan managed to keep a sense of alienation to a minimum as it industrialized and urbanized by maintaining its virtually â€Å"village† mentality and social network. However, the value the Japanese gain by observing the traditional code of conducts, the giri-ninjo, is material and psychological welfare, which is provided to members of Japanese society more or less equally and fairly at the individual level, and public safety, which is provided at the collective level in Japan today. Another pair of terms often used in discussing Japanese culture is tatemae and honne. The former refers to the proper role expectation as defined by society and the second to one’s real inner feelings, however irrational they may be. Often, to act in accordance with giri is to act in conformity with the norm of a community (tatemae). The role language plays in culture cannot be underestimated, for it offers a way of organizing one’s life experience in a particular way that is shared by its speakers but not necessarily by people in other cultures (Davies and Ikeno, 2002). Family is one of the most important social institutions which keep century old traditions and human relations. In response to the traditional call for harmony, the Japanese are expected to conform to group norms. This proclivity yields situational ethics based on flexible standards (Shelley, 1992). There are no absolute criteria by which one passes judgment. The Japanese spend a disproportionately large sum of money for socializing, as embodied in semiannual gift exchanges between friends, relatives, and colleagues and after-work drinking of working men and women among co-workers and friends. Religion In Japan, nearly 100 % of the population are Buddhists and in many cases Scientists. The Japanese are, of course, not religious in the sense that they believe in God. Christians constitute about I % of the total population. Most Japanese are not very concerned with religion. They celebrate the birth of children in accordance with the Shinto rituals and bury their dead with the help of Buddhist priests. Meanwhile, they may get married in civil ceremonies, Christian churches, or other facilities. That is perhaps what makes it possible for the Japanese to accept more than one religion at the same time, an unthinkable option for monotheistic people of the West and West Asia, accustomed as they are to dialecticism. The Japanese approach the world in a diffuse fashion or inclusively. The number of Japanese with a religious faith increases with age (Davies and Ikeno, 2002). Fewer than 10 % of the Japanese in their early twenties and about 50 % of Japanese senior citizens over sixty years of age are religious. The older one becomes, the more religious one becomes. Likewise, Japan never had any revolutions such as experienced by China, France, and the United States. Revolutions are carried out by those who believe in the total destruction of the old regime and the establishment of a radically different doctrine. The Japanese seem to be incapable of totally denying their past. They are always interested in improving (kaizen) their existing system–be it via fax machine, Buddhism, or television sets. The majority of the Japanese do not take religion very seriously from the Western perspective (Oxtoby 2001). Japanese mythology distinguishes two categories of deities, the heavenly gods and the native or territorial gods. Some myths represent the heavenly deities as descending to the land of Japan to conquer or rule its autochthonous deities. The myth of land transfer in Izumo is one instance. Two generals of the heavenly gods were dispatched to Izumo to demand of O-Kuninushi, chief of the native gods and master of the territory of Japan, that he hand over sovereignty to the heavenly gods (Oxtoby 2001).

Ch8 Test Bank

b. The probability for any individual value of a continuous random variable is zero, but for discrete random variables it is not. c. Probability for continuous random variables means finding the area under a curve, while for discrete random variables it means summing individual probabilities. d. All of these choices are true. ANS:DPTS:1REF:SECTION 8. 1 2. Which of the following is always true for all probability density functions of continuous random variables? a. The probability at any single point is zero. b. They contain an uncountable number of possible values. c. The total area under the density function f(x) equals 1. d. All of these choices are true. ANS:DPTS:1REF:SECTION 8. 1 3. Suppose f(x) = 0. 25. What range of possible values can X take on and still have the density function be legitimate? a. [0, 4] b. [4, 8] c. [? 2, +2] d. All of these choices are true. ANS:DPTS:1REF:SECTION 8. 1 4. The probability density function, f(x), for any continuous random variable X, represents: a. ll possible values that X will assume within some interval a ? x ? b. b. the probability that X takes on a specific value x. c. the height of the density function at x. d. None of these choices. ANS:CPTS:1REF:SECTION 8. 1 5. Which of the following is true about f(x) when X has a uniform distribution over the interval [a, b]? a. The values of f(x) are different for various values of the random variable X. b. f(x) equals one for each possible value of X. c. f(x) equals one divided by the length of the interval from a to b. d. None of these choices. ANS:CPTS:1REF:SECTION 8. 1 6. The probability density function f(x) for a uniform random variable X defined over the interval [2, 10] is a. 0. 125 b. 8 c. 6 d. None of these choices. ANS:APTS:1REF:SECTION 8. 1 7. If the random variable X has a uniform distribution between 40 and 50, then P(35 ? X ? 45) is: a. 1. 0 b. 0. 5 c. 0. 1 d. undefined. ANS:BPTS:1REF:SECTION 8. 1 8. The probability density function f(x) of a random variable X that has a uniform distribution between a and b is a. (b + a)/2 b. 1/b ? 1/a c. (a ? b)/2 d. None of these choices. ANS:DPTS:1REF:SECTION 8. 1 9. Which of the following does not represent a continuous uniform random variable? . f(x) = 1/2 for x between ? 1 and 1, inclusive. b. f(x) = 10 for x between 0 and 1/10, inclusive. c. f(x) = 1/3 for x = 4, 5, 6. d. None of these choices represents a continuous uniform random variable. ANS:CPTS:1REF:SECTION 8. 1 10. Suppose f(x) = 1/4 over the range a ? x ? b, and suppose P(X 4) = 1/2. What are the values for a and b? a. 0 and 4 b. 2 and 6 c. Can be any range of x values whose length (b ? a) equals 4. d. Cannot answer with the information given. ANS:BPTS:1REF:SECTION 8. 1 11. What is the shape of the probability density function for a uniform random variable on the interval [a, b]? a. A rectangle whose X values go from a to b. b. A straight line whose height is 1/(b ? a) over the range [a, b]. c. A continuous probability density function with the same value of f(x) from a to b. d. All of these choices are true. ANS:DPTS:1REF:SECTION 8. 1 TRUE/FALSE 12. A continuous probability distribution represents a random variable having an infinite number of outcomes which may assume any number of values within an interval. ANS:TPTS:1REF:SECTION 8. 1 13. Continuous probability distributions describe probabilities associated with random variables that are able to assume any finite number of values along an interval. ANS:FPTS:1REF:SECTION 8. 1 14. A continuous random variable is one that can assume an uncountable number of values. ANS:TPTS:1REF:SECTION 8. 1 15. Since there is an infinite number of values a continuous random variable can assume, the probability of each individual value is virtually 0. ANS:TPTS:1REF:SECTION 8. 1 16. A continuous random variable X has a uniform distribution between 10 and 20 (inclusive), then the probability that X falls between 12 and 15 is 0. 30. ANS:TPTS:1REF:SECTION 8. 1 17. A continuous random variable X has a uniform distribution between 5 and 15 (inclusive), then the probability that X falls between 10 and 20 is 1. . ANS:FPTS:1REF:SECTION 8. 1 18. A continuous random variable X has a uniform distribution between 5 and 25 (inclusive), then P(X = 15) = 0. 05. ANS:FPTS:1REF:SECTION 8. 1 19. We distinguish between discrete and continuous random variables by noting whether the number of possible values is countable or uncountable. ANS:TPTS:1REF:SECTION 8. 1 20. In practice, we frequently use a continuous distribution to approximate a discrete one when the number of values the variable can assume is countable but very large. ANS:TPTS:1REF:SECTION 8. 1 21. Let X represent weekly income expressed in dollars. Since there is no set upper limit, we cannot identify (and thus cannot count) all the possible values. Consequently, weekly income is regarded as a continuous random variable. ANS:TPTS:1REF:SECTION 8. 1 22. To be a legitimate probability density function, all possible values of f(x) must be non-negative. ANS:TPTS:1REF:SECTION 8. 1 23. To be a legitimate probability density function, all possible values of f(x) must lie between 0 and 1 (inclusive). ANS:FPTS:1REF:SECTION 8. 1 24. The sum of all values of f(x) over the range of [a, b] must equal one. ANS:FPTS:1REF:SECTION 8. 1 25. A probability density function shows the probability for each value of X. ANS:FPTS:1REF:SECTION 8. 1 26. If X is a continuous random variable on the interval [0, 10], then P(X 5) = P(X ? 5). ANS:TPTS:1REF:SECTION 8. 1 27. If X is a continuous random variable on the interval [0, 10], then P(X = 5) = f(5) = 1/10. ANS:FPTS:1REF:SECTION 8. 1 28. If a point y lies outside the range of the possible values of a random variable X, then f(y) must equal zero. ANS:TPTS:1REF:SECTION 8. 1 COMPLETION 29. A(n) ____________________ random variable is one that assumes an uncountable number of possible values. ANS:continuous PTS:1REF:SECTION 8. 1 30. For a continuous random variable, the probability for each individual value of X is ____________________. ANS: zero 0 PTS:1REF:SECTION 8. 1 31. Probability for continuous random variables is found by finding the ____________________ under a curve. ANS:area PTS:1REF:SECTION 8. 1 32. A(n) ____________________ random variable has a density function that looks like a rectangle and you can use areas of a rectangle to find probabilities for it. ANS:uniform PTS:1REF:SECTION 8. 1 33. Suppose X is a continuous random variable for X between a and b. Then its probability ____________________ function must non-negative for all values of X between a and b. ANS:density PTS:1REF:SECTION 8. 1 34. The total area under f(x) for a continuous random variable must equal ____________________. ANS: 1 one PTS:1REF:SECTION 8. 1 35. The probability density function of a uniform random variable on the interval [0, 5] must be ____________________ for 0 ? x ? 5. ANS: 1/5 0. 20 PTS:1REF:SECTION 8. 1 36. To find the probability for a uniform random variable you take the ____________________ times the ____________________ of its corresponding rectangle. ANS: base; height height; base length; width width; length PTS:1REF:SECTION 8. 1 37. You can use a continuous random variable to ____________________ a discrete random variable that takes on a countable, but very large, number of possible values. ANS:approximate PTS:1REF:SECTION 8. 1 SHORT ANSWER 38. A continuous random variable X has the following probability density function: f(x) = 1/4, 0 ? x ? 4 Find the following probabilities: a. P(X ? 1) b. P(X ? 2) c. P(1 ? X ? 2) d. P(X = 3) ANS: a. 0. 25 b. 0. 50 c. 0. 25 d. 0 PTS:1REF:SECTION 8. 1 Waiting Time The length of time patients must wait to see a doctor at an emergency room in a large hospital has a uniform distribution between 40 minutes and 3 hours. 39. {Waiting Time Narrative} What is the probability density function for this uniform distribution? ANS: f(x) = 1/140, 40 ? x ? 180 (minutes) PTS:1REF:SECTION 8. 1 40. {Waiting Time Narrative} What is the probability that a patient would have to wait between one and two hours? ANS: 0. 43 PTS:1REF:SECTION 8. 1 41. {Waiting Time Narrative} What is the probability that a patient would have to wait exactly one hour? ANS: 0 PTS:1REF:SECTION 8. 1 42. {Waiting Time Narrative} What is the probability that a patient would have to wait no more than one hour? ANS: 0. 143 PTS:1REF:SECTION 8. 1 43. The time required to complete a particular assembly operation has a uniform distribution between 25 and 50 minutes. a. What is the probability density function for this uniform distribution? b. What is the probability that the assembly operation will require more than 40 minutes to complete? c. Suppose more time was allowed to complete the operation, and the values of X were extended to the range from 25 to 60 minutes. What would f(x) be in this case? ANS: a. f(x) = 1/25, 25 ? x ? 50 b. 0. 40 c. f(x) = 1/35, 25 ? x ? 60 PTS:1REF:SECTION 8. 1 44. Suppose f(x) equals 1/50 on the interval [0, 50]. a. What is the distribution of X? b. What does the graph of f(x) look like? c. Find P(X ? 25) d. Find P(X ? 25) e. Find P(X = 25) f. Find P(0 X 3) g. Find P(? 3 X 0) h. Find P(0 X 50) ANS: a. X has a uniform distribution on the interval [0, 50]. b. f(x) forms a rectangle of height 1/50 from x = 0 to x = 50. c. 0. 50 d. 0. 50 e. 0 f. 0. 06 g. 0. 06 h. 1. 00 PTS:1REF:SECTION 8. 1 Chemistry Test The time it takes a student to finish a chemistry test has a uniform distribution between 50 and 70 minutes. 45. {Chemistry Test Narrative} What is the probability density function for this uniform distribution? ANS: f(x) = 1/20, 50 ? x ? 70 PTS:1REF:SECTION 8. 1 46. {Chemistry Test Narrative} Find the probability that a student will take more than 60 minutes to finish the test. ANS: 0. 50 PTS:1REF:SECTION 8. 1 47. {Chemistry Test Narrative} Find the probability that a student will take no less than 55 minutes to finish the test. ANS: 0. 75 PTS:1REF:SECTION 8. 1 48. {Chemistry Test Narrative} Find the probability that a student will take exactly one hour to finish the test. ANS: 0 PTS:1REF:SECTION 8. 1 49. {Chemistry Test Narrative} What is the median amount of time it takes a student to finish the test? ANS: 60 minutes PTS:1REF:SECTION 8. 1 50. {Chemistry Test Narrative} What is the mean amount of time it takes a student to finish the test? ANS: 60 minutes PTS:1REF:SECTION 8. 1 Elevator Waiting Time In a shopping mall the waiting time for an elevator is found to be uniformly distributed between 1 and 5 minutes. 1. {Elevator Waiting Time Narrative} What is the probability density function for this uniform distribution? ANS: f(x) = 1/4, 1 ? x ? 5 PTS:1REF:SECTION 8. 1 52. {Elevator Waiting Time Narrative} What is the probability of waiting no more than 3 minutes? ANS: 0. 50 PTS:1REF:SECTION 8. 1 53. {Elevator Waiting Time Narrative} What is the probability that the elevator arrives in the first minute and a half? ANS: 0. 125 PTS:1REF:SECTION 8. 1 54. {Elevator Waiting Time Narrative} What is the median waiting time for this elevator? ANS: 3 minutes PTS:1REF:SECTION 8. 1 Ch8 Test Bank b. The probability for any individual value of a continuous random variable is zero, but for discrete random variables it is not. c. Probability for continuous random variables means finding the area under a curve, while for discrete random variables it means summing individual probabilities. d. All of these choices are true. ANS:DPTS:1REF:SECTION 8. 1 2. Which of the following is always true for all probability density functions of continuous random variables? a. The probability at any single point is zero. b. They contain an uncountable number of possible values. c. The total area under the density function f(x) equals 1. d. All of these choices are true. ANS:DPTS:1REF:SECTION 8. 1 3. Suppose f(x) = 0. 25. What range of possible values can X take on and still have the density function be legitimate? a. [0, 4] b. [4, 8] c. [? 2, +2] d. All of these choices are true. ANS:DPTS:1REF:SECTION 8. 1 4. The probability density function, f(x), for any continuous random variable X, represents: a. ll possible values that X will assume within some interval a ? x ? b. b. the probability that X takes on a specific value x. c. the height of the density function at x. d. None of these choices. ANS:CPTS:1REF:SECTION 8. 1 5. Which of the following is true about f(x) when X has a uniform distribution over the interval [a, b]? a. The values of f(x) are different for various values of the random variable X. b. f(x) equals one for each possible value of X. c. f(x) equals one divided by the length of the interval from a to b. d. None of these choices. ANS:CPTS:1REF:SECTION 8. 1 6. The probability density function f(x) for a uniform random variable X defined over the interval [2, 10] is a. 0. 125 b. 8 c. 6 d. None of these choices. ANS:APTS:1REF:SECTION 8. 1 7. If the random variable X has a uniform distribution between 40 and 50, then P(35 ? X ? 45) is: a. 1. 0 b. 0. 5 c. 0. 1 d. undefined. ANS:BPTS:1REF:SECTION 8. 1 8. The probability density function f(x) of a random variable X that has a uniform distribution between a and b is a. (b + a)/2 b. 1/b ? 1/a c. (a ? b)/2 d. None of these choices. ANS:DPTS:1REF:SECTION 8. 1 9. Which of the following does not represent a continuous uniform random variable? . f(x) = 1/2 for x between ? 1 and 1, inclusive. b. f(x) = 10 for x between 0 and 1/10, inclusive. c. f(x) = 1/3 for x = 4, 5, 6. d. None of these choices represents a continuous uniform random variable. ANS:CPTS:1REF:SECTION 8. 1 10. Suppose f(x) = 1/4 over the range a ? x ? b, and suppose P(X 4) = 1/2. What are the values for a and b? a. 0 and 4 b. 2 and 6 c. Can be any range of x values whose length (b ? a) equals 4. d. Cannot answer with the information given. ANS:BPTS:1REF:SECTION 8. 1 11. What is the shape of the probability density function for a uniform random variable on the interval [a, b]? a. A rectangle whose X values go from a to b. b. A straight line whose height is 1/(b ? a) over the range [a, b]. c. A continuous probability density function with the same value of f(x) from a to b. d. All of these choices are true. ANS:DPTS:1REF:SECTION 8. 1 TRUE/FALSE 12. A continuous probability distribution represents a random variable having an infinite number of outcomes which may assume any number of values within an interval. ANS:TPTS:1REF:SECTION 8. 1 13. Continuous probability distributions describe probabilities associated with random variables that are able to assume any finite number of values along an interval. ANS:FPTS:1REF:SECTION 8. 1 14. A continuous random variable is one that can assume an uncountable number of values. ANS:TPTS:1REF:SECTION 8. 1 15. Since there is an infinite number of values a continuous random variable can assume, the probability of each individual value is virtually 0. ANS:TPTS:1REF:SECTION 8. 1 16. A continuous random variable X has a uniform distribution between 10 and 20 (inclusive), then the probability that X falls between 12 and 15 is 0. 30. ANS:TPTS:1REF:SECTION 8. 1 17. A continuous random variable X has a uniform distribution between 5 and 15 (inclusive), then the probability that X falls between 10 and 20 is 1. . ANS:FPTS:1REF:SECTION 8. 1 18. A continuous random variable X has a uniform distribution between 5 and 25 (inclusive), then P(X = 15) = 0. 05. ANS:FPTS:1REF:SECTION 8. 1 19. We distinguish between discrete and continuous random variables by noting whether the number of possible values is countable or uncountable. ANS:TPTS:1REF:SECTION 8. 1 20. In practice, we frequently use a continuous distribution to approximate a discrete one when the number of values the variable can assume is countable but very large. ANS:TPTS:1REF:SECTION 8. 1 21. Let X represent weekly income expressed in dollars. Since there is no set upper limit, we cannot identify (and thus cannot count) all the possible values. Consequently, weekly income is regarded as a continuous random variable. ANS:TPTS:1REF:SECTION 8. 1 22. To be a legitimate probability density function, all possible values of f(x) must be non-negative. ANS:TPTS:1REF:SECTION 8. 1 23. To be a legitimate probability density function, all possible values of f(x) must lie between 0 and 1 (inclusive). ANS:FPTS:1REF:SECTION 8. 1 24. The sum of all values of f(x) over the range of [a, b] must equal one. ANS:FPTS:1REF:SECTION 8. 1 25. A probability density function shows the probability for each value of X. ANS:FPTS:1REF:SECTION 8. 1 26. If X is a continuous random variable on the interval [0, 10], then P(X 5) = P(X ? 5). ANS:TPTS:1REF:SECTION 8. 1 27. If X is a continuous random variable on the interval [0, 10], then P(X = 5) = f(5) = 1/10. ANS:FPTS:1REF:SECTION 8. 1 28. If a point y lies outside the range of the possible values of a random variable X, then f(y) must equal zero. ANS:TPTS:1REF:SECTION 8. 1 COMPLETION 29. A(n) ____________________ random variable is one that assumes an uncountable number of possible values. ANS:continuous PTS:1REF:SECTION 8. 1 30. For a continuous random variable, the probability for each individual value of X is ____________________. ANS: zero 0 PTS:1REF:SECTION 8. 1 31. Probability for continuous random variables is found by finding the ____________________ under a curve. ANS:area PTS:1REF:SECTION 8. 1 32. A(n) ____________________ random variable has a density function that looks like a rectangle and you can use areas of a rectangle to find probabilities for it. ANS:uniform PTS:1REF:SECTION 8. 1 33. Suppose X is a continuous random variable for X between a and b. Then its probability ____________________ function must non-negative for all values of X between a and b. ANS:density PTS:1REF:SECTION 8. 1 34. The total area under f(x) for a continuous random variable must equal ____________________. ANS: 1 one PTS:1REF:SECTION 8. 1 35. The probability density function of a uniform random variable on the interval [0, 5] must be ____________________ for 0 ? x ? 5. ANS: 1/5 0. 20 PTS:1REF:SECTION 8. 1 36. To find the probability for a uniform random variable you take the ____________________ times the ____________________ of its corresponding rectangle. ANS: base; height height; base length; width width; length PTS:1REF:SECTION 8. 1 37. You can use a continuous random variable to ____________________ a discrete random variable that takes on a countable, but very large, number of possible values. ANS:approximate PTS:1REF:SECTION 8. 1 SHORT ANSWER 38. A continuous random variable X has the following probability density function: f(x) = 1/4, 0 ? x ? 4 Find the following probabilities: a. P(X ? 1) b. P(X ? 2) c. P(1 ? X ? 2) d. P(X = 3) ANS: a. 0. 25 b. 0. 50 c. 0. 25 d. 0 PTS:1REF:SECTION 8. 1 Waiting Time The length of time patients must wait to see a doctor at an emergency room in a large hospital has a uniform distribution between 40 minutes and 3 hours. 39. {Waiting Time Narrative} What is the probability density function for this uniform distribution? ANS: f(x) = 1/140, 40 ? x ? 180 (minutes) PTS:1REF:SECTION 8. 1 40. {Waiting Time Narrative} What is the probability that a patient would have to wait between one and two hours? ANS: 0. 43 PTS:1REF:SECTION 8. 1 41. {Waiting Time Narrative} What is the probability that a patient would have to wait exactly one hour? ANS: 0 PTS:1REF:SECTION 8. 1 42. {Waiting Time Narrative} What is the probability that a patient would have to wait no more than one hour? ANS: 0. 143 PTS:1REF:SECTION 8. 1 43. The time required to complete a particular assembly operation has a uniform distribution between 25 and 50 minutes. a. What is the probability density function for this uniform distribution? b. What is the probability that the assembly operation will require more than 40 minutes to complete? c. Suppose more time was allowed to complete the operation, and the values of X were extended to the range from 25 to 60 minutes. What would f(x) be in this case? ANS: a. f(x) = 1/25, 25 ? x ? 50 b. 0. 40 c. f(x) = 1/35, 25 ? x ? 60 PTS:1REF:SECTION 8. 1 44. Suppose f(x) equals 1/50 on the interval [0, 50]. a. What is the distribution of X? b. What does the graph of f(x) look like? c. Find P(X ? 25) d. Find P(X ? 25) e. Find P(X = 25) f. Find P(0 X 3) g. Find P(? 3 X 0) h. Find P(0 X 50) ANS: a. X has a uniform distribution on the interval [0, 50]. b. f(x) forms a rectangle of height 1/50 from x = 0 to x = 50. c. 0. 50 d. 0. 50 e. 0 f. 0. 06 g. 0. 06 h. 1. 00 PTS:1REF:SECTION 8. 1 Chemistry Test The time it takes a student to finish a chemistry test has a uniform distribution between 50 and 70 minutes. 45. {Chemistry Test Narrative} What is the probability density function for this uniform distribution? ANS: f(x) = 1/20, 50 ? x ? 70 PTS:1REF:SECTION 8. 1 46. {Chemistry Test Narrative} Find the probability that a student will take more than 60 minutes to finish the test. ANS: 0. 50 PTS:1REF:SECTION 8. 1 47. {Chemistry Test Narrative} Find the probability that a student will take no less than 55 minutes to finish the test. ANS: 0. 75 PTS:1REF:SECTION 8. 1 48. {Chemistry Test Narrative} Find the probability that a student will take exactly one hour to finish the test. ANS: 0 PTS:1REF:SECTION 8. 1 49. {Chemistry Test Narrative} What is the median amount of time it takes a student to finish the test? ANS: 60 minutes PTS:1REF:SECTION 8. 1 50. {Chemistry Test Narrative} What is the mean amount of time it takes a student to finish the test? ANS: 60 minutes PTS:1REF:SECTION 8. 1 Elevator Waiting Time In a shopping mall the waiting time for an elevator is found to be uniformly distributed between 1 and 5 minutes. 1. {Elevator Waiting Time Narrative} What is the probability density function for this uniform distribution? ANS: f(x) = 1/4, 1 ? x ? 5 PTS:1REF:SECTION 8. 1 52. {Elevator Waiting Time Narrative} What is the probability of waiting no more than 3 minutes? ANS: 0. 50 PTS:1REF:SECTION 8. 1 53. {Elevator Waiting Time Narrative} What is the probability that the elevator arrives in the first minute and a half? ANS: 0. 125 PTS:1REF:SECTION 8. 1 54. {Elevator Waiting Time Narrative} What is the median waiting time for this elevator? ANS: 3 minutes PTS:1REF:SECTION 8. 1