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Long Island University
Long Island University
GBA 519 – StatisticsFall 2021
Test 1
Your Name:
Multiple Choice Questions (3 Points Each). Please circle the correct answer.
1- The classification of student class designation (freshman, sophomore, junior, senior) is an example of a(n)
a. nominal random variable.
b. interval random variable.
c. ordinal random variable.
d. a parameter.
2- All calculations are permitted on what type of data?
a. Interval data
b. Nominal data
c. Ordinal data
d. All of these choices are true.
3- Data
a. is always numeric.
b. is always nonnumeric.
c. is the raw material of statistics.
d. None of the above..
4- The relative frequency of a class in a histogram is computed by
a. dividing the frequency of the class by the number of classes.
b. dividing the frequency of the class by the class width.
c. dividing the frequency of the class by the total of all frequencies.
d. None of these choices.
5- Qualitative data
a. must be numeric.
b. must be nonnumeric.
c. cannot be numeric.
d. may be either numeric or nonnumeric.
6- – Which of the following is most likely a sample as opposed to a population?
All customers of a bank
Students in a given university
Every fifth student to arrive at the book store on your campus
Registered voters in the State of Michigan
7- In a cumulative frequency distribution, the last class will always have a cumulative frequency equal to
a. One.
b. 100%.
c.
d. the total number of elements in the data set.
none of the above.
8- The upper limit of box-plots (the end of the right whisker) is
a. always greater than the largest value in the data set.
b. always smaller than the largest value in the data set.
c. always equal to the largest value in the data set.
d. none of the above.
9- The pie chart is an appropriate chart for
a. numerical data only.
b. ratio scale data only.
c. categorical data.
d. Interval data only.
10- The 60th percentile is a data value that is
a. smaller than the median.
b. between the median and the smallest value in the data set.
c. larger than the median and smaller than the largest value in the data set.
d. larger than the smallest value in the data set and smaller than the median.
(10 Points)
A survey of students was conducted to determine how they rate the quality of on-line classes. Students were asked to rate the overall quality as Excellent (E), Very Good (V), Good (G) and Poor (P). The following data were obtained:
E G G V P P V V E V
P E G G V V P P V E
P V G G G G E V P G
V V V V P P G G E V
a) What percentage of students rated the quality as Very Good?
b) Construct a bar graph of this data and provide required descriptive information for this graph.
2- (15 Points)
The ordered array below resulted from taking a sample of 25 batches of 500 computer chips and determining how many in each batch were defective.
Defects
1244556799121215
17 2021232325262727282929
a) Construct a frequency distribution and a Histogram .
b) Construct a cumulative percentage distribution and graph it (OGIVE).
3 – (15 points)
Health care issues are receiving much attention in both academic and political arenas. A sociologist recently conducted a survey of citizens over 60 years of age whose net worth is too high to qualify for Medicaid and have no private health insurance. The ages of 20 uninsured senior citizens were as follows:
73628164906668686961
75747663818286876592
a) Identify the median age of the uninsured senior citizens.
b) Determine the 5 number summary for this data.
c) Prepare a box-plot for this data.
d) Is the data skewed? Right or Left?
4- (15 Points)
Find the Z score for the following data and identify the outliers, if any.
20, 26, 24, 19, 39
5- (15 Points)
Consider the following sample:
x 12 7 8 6 6
y 22 16 12 14 10
Prepare the scatter plot.
Calculate the Covariance.
Calculate the coefficient of correlation and comment on the relationship between x and y.
Media Reflection Paper
Media Reflection Paper
Name
Institutional Affiliation
After listening to the YouTube video, the speaker shares information about a guided Math lesson for kindergarten, grade 1, and grade 2 children. The speaker basically takes the listeners through a typical Math lesson, from warming up the students for the lesson to whole group interactions to small group interactions, and finally to the reflection section. The speaker is Reagan Tunstall who takes her listeners through Math lessons and interactions with younger children (Reagan, 2018). She explains the importance of teaching students using materials set aside for each session, with the need to ensure a smooth transition from one session to the next. Reagan further encourages the use of interactive ways such as PowerPoint presentations, writing for the children to see, and engages with them individually for progress assessment to lead to ease in understanding give the young age of the students.
The most important aspects from the video are the strategies employed by the teacher, the amount of time spent on an aspect, the objectives in place, amount of interaction with the students, and the materials in use. However, the most important aspect is the preparation of the minds of the students for the next step through certain activities. The verbal and non-verbal messages are in form of the lesson taught in kid-friendly terms and the use of fun materials to learn, respectively. This encourages the students’ engagement. In the whole group setting for instance, the teacher uses pumpkin cut-outs to remind the children about October as the Halloween month, thus becoming easier for them to understand the months of the year and how to attach the cut-outs to the pieces of paper provided (Webber). This kind of engagement keeps the children more interested to learn more fun things. In the case of the small groups, noise is reduced to a minimum to help with ease in learning individually and better interaction with teachers, materials, and peers. In the same way, my interaction with children I tutor really improves when fun materials are used to introduce and reinforce concepts. Children are willing to learn in the process. With the breaking down of whole groups into small groups, children are able to know the difference between group building and individual roles, even though slowly and enjoy them in the process. They learn skills in the classroom that can be applied in real life when interacting with various groups. Feedback from the lessons is clear during assessments conducted in small groups.
Important questions arising from this video would be, “How often is the material completed during each lesson?” and “How does the teacher get to balance between the whole group and small group sessions, in light of the various understanding capacities of children?” I find that these questions are important for a highly interactive class, and more so, students who easily communicate their thoughts given the settings and mode of learning (Webber). One more question would be linked to the need to understand how the relationships between children, their peers, and teachers generally improve the relationships with their parents and other people. How they communicate may also be determined by such class interactions, therefore, these questions help give a better picture of the type of communicator that the child grows up to be.
To summarize, I really liked the video, mostly because it gives an understanding of how various settings affect a child’s understanding and how best to improve their group and individual interactions. I chose the video because there is a greater difficulty in trying to explain concepts to children, especially given their young age, and this video helps describe how to reduce this difficulty (Webber). I liked the ideas and concepts put forward because I got see the lesson through students’ eyes, and the video helped me identify the types of materials that I ought to use with my students, and how best to consider timing in that regard. They become better communicators with the right learning environment.
References
Reagan Tunstall. (2018, Mar 17). Guided Math Start to Finish Video. YouTube. https://www.youtube.com/watch?v=xUbLCBSTUA0.
Katie Webber. “Unit 1: Basics of Communication & Perception.”
Katie Webber. “Unit 2: Verbal, Nonverbal and Listening.”
Katie Webber. “Unit 3: Interpersonal, Conflict & Relationships.”
Katie Webber. “Unit 4: Small Group, Organizational, & Professional Communication.”
Media Perceptions Individual Paper
Media Perceptions Individual Paper
Student’s name
Institution of affiliation
Instructor
Course
Date
Media Perceptions Individual Paper
Media perceptions has evolved from the time social networks were only for a chosen few to the present time whereby literally everyone has access to social media. Social media for example Instagram and Facebook are so common and some people actually depend on them for a living as they do their business and other activities that earn them money through the social media. These people are likely to be positive about social media (Neier, & Zayer, 2015). Other people view social media as a destruction to their normal life. This is because for some people social media has influenced their lives negatively and maybe they have been addicted to social media, in the process of getting out of the addiction they had to develop different methods through which they could prevent social media from destroying their lives and one of the major methods is through having a negative attitude. Therefore, different people have different media perceptions for their different reasons. This paper discusses these perceptions in relation to the different lifestyles people live and how social media affects them.
American students are one of the groups which is known to consume media at a very high rate. This is because students are majorly adolescents and young adults. This is the age which is associated with social media because of its desire to be liked and to connect with people who are like minded. This is basically the cultural context of the presentation we did and it gives a clarity about the role of social media in our lives (Graham, & Avery, 2013). Media and media perception is a topic which is very important for any member of the society to engage in because it covers a great deal of area in our lives and it gives us a way forward as society so as to utilize the resources around us and specifically social media effectively and in the right way for our advantage. The use of social media in the United States has improved over the years and from the first time when social media was introduced in the early 2000s very few people were concerned. The major way of communicating way through phone calls and even earlier than that there were phone booths. Social media at first was seen as a way of basically communicating from one person to another (Diga, & Kelleher, 2009). With time it began to incorporate a lot of other features aside from communicating. For example, some social media sites like Instagram and basically all social media platforms are being used for advertisement by different people.
Therefore, with this historical context it is easy to understand the place of social media right now as it has developed from being sites for basic communication to sites whereby people can even meet their dating partners or make friends whom they will never meet physically. the issue is important to the current society because even though social media has been good all through and a lot of people have got a lot of benefits from social media, it has some adverse effects and some people have already suffered from that (Freberg et al, 2011; Moreno et al, 2015). Therefore, it is an important topic for any society because the society needs to know how to use social media in the right manner and prevent any misuse of the social media and social networks. China for example has advanced this by restricting the usage of Chinas form of TikTok for underage individuals. They stated that children were spending excessive amount of time on TikTok and that was not heathy.
Personally social media is a great place to have fun, make new friends, see trending activities and issues and at the same time receive news about different things in different parts of the world. Therefore, social media has been good and helpful to me for a long period of time and I am positive about it. Social justice in relation to issues of social justice has a lot of work to do towards improvement. A lot of people have been posting their achievements on social media and they never post their mistakes or their negativities (Zhao et al, 2016). This means that social media feels like a place of happy people full of achievements and some people actually get carried away by this. Social justice issues come into this because even though social media portrays itself this way, it is actually not true and a lot of other people who do not have anything positive to post about themselves are left out or even start blaming themselves when compare themselves with the others I social media. However, this is not always true and it is a great problem in the current society as societal justice is not served by inclusion of everyone but rather only a small number of people. This is the case with Instagram mainly because it is mainly used for photos and selfie sharing.
In Instagram some people do not get the chance to be included since they feel that they are not good enough and no matter what they do they will never be good enough. Therefore, this is a social justice issue whereby whatever is posted is seen as a destruction and lack of inclusion. Women express themselves more on social media and men tend to shy away from this expression. Straight people also express themselves more than the LGBTQ community members and even when one of them expresses themselves there is always a high chance that they will be ridiculed and negative comments made about them (Lau, 2017). Because of this, social justice is not served as some people are excluded and no matter how much they try to fit in and fight for their inclusion, most members of the society do not see this and they never accept to accommodate people who are different to them. However this can be seen as an issue of not just social media inclusion but actually as an issue within our physical communities as it is what we believe in that we express. It is just made worse in social media because people cannot be noticed and therefore, they are true in what they express.
Participation in this class has contributed a lot towards understanding some social constructions and issues which affect people. Specifically in the project we did, I managed to understand the social issues which present themselves through social media and how they can be deal with. Our group focused on how these challenges that are faced within social media can be dealt with. However, a person cannot deal with something they do not know or understand (Valkenburg, 2017). Therefore, the suggestions of the group towards understanding the issue of social media perceptions and helping people is through carrying out a survey. The challenges that present themselves are to be addressed through the survey and the online platform for people to express themselves.
The online platform would enable a person to express themselves and try to explain the different issues which impact them in their social media interactive life. The online platform would be open to everyone and anonymous accounts can be used to send in messages about their experiences in social media (Wang et al, 2011). Through listening to the people express themselves not only will perceptions about social media be obtained but actually the problems which face people in social media are analyzed and understood and therefore the challenges can be dealt with through different ways for example involving the right institutions in dealing with the problems and watching online hate and malice to prevent it and therefore provide a safe place for everyone to co-exist (Wood, 2011). The theory used for this paper was self-persuasion theory which states that individuals should be encouraged and motivated to change their beliefs and behaviors and attitudes. This is majorly in relation to the issues which present themselves in social media and especially when people are unable to relate effectively with the issues occurring and how negatively they affect them. The chosen theoretical perspective is important since the people who have issues like low self-esteem among other issues are being encouraged to get away from their issues and become better.
Our action is setting up and online platform that can be used by anyone anonymously to express themselves and through their expression way forward can be decided (Chan-Olmsted et al, 2013). However the basic method of dealing with the expected results from the online platform is through the theoretical perspective which states that the people who have challenges and issues will be encouraged to get away from them and become better people. Through this social justice can be achieved in that people will be highly involved in better relations within the social platforms.
References
Chan-Olmsted, S. M., Cho, M., & Lee, S. (2013). User perceptions of social media: A comparative study of perceived characteristics and user profiles by social media. Online journal of communication and media technologies, 3(4), 149-178.
Moreno, Á., Navarro, C., Tench, R., & Zerfass, A. (2015). Does social media usage matter? An analysis of online practices and digital media perceptions of communication practitioners in Europe. Public relations review, 41(2), 242-253.
Freberg, K., Graham, K., McGaughey, K., & Freberg, L. A. (2011). Who are the social media influencers? A study of public perceptions of personality. Public relations review, 37(1), 90-92.
Zhao, X., Lampe, C., & Ellison, N. B. (2016, May). The social media ecology: User perceptions, strategies and challenges. In Proceedings of the 2016 CHI conference on human factors in computing systems (pp. 89-100).
Graham, M., & Avery, E. J. (2013). Government public relations and social media: An analysis of the perceptions and trends of social media use at the local government level. Public Relations Journal, 7(4), 1-21.
Diga, M., & Kelleher, T. (2009). Social media use, perceptions of decision-making power, and public relations roles. Public Relations Review, 35(4), 440-442.
Neier, S., & Zayer, L. T. (2015). Students’ perceptions and experiences of social media in higher education. Journal of Marketing Education, 37(3), 133-143.
Wang, Q., Chen, W., & Liang, Y. (2011). The effects of social media on college students. MBA Student Scholarship, 5(13), 1548-1379.
Lau, W. W. (2017). Effects of social media usage and social media multitasking on the academic performance of university students. Computers in human behavior, 68, 286-291.
Wood , J. (2011). Gendered Media – University of Delaware. Gendered Media: The influence of Media on Views of Gender . Retrieved December 4, 2021, from https://www1.udel.edu/comm245/readings/GenderedMedia.pdf.
Valkenburg. (2017). Understanding Self-Effects in Social Media. Human Communication Research, 43(4), 477–490. https://doi.org/10.1111/hcre.12113