$500 (= $25 ´ 20 radios not stolen due to hiring 1 guard) c. 4 Chapter 4 Applied Problem 1. a. The intercept a is expected to be positive because even if no advertising is undertaken, some sales are expected to occur. b is expected to have a positive sign since Vanguard's sales are positively related to its level of advertising expenditures. Vanguard's sales should be inversely related to its rivals' expenditures on advertising, so c is expected to be negative. b. a is the sales of Bright Side detergent when neither Vanguard nor its rivals advertise.
1B You decide to save money by changing your electricity supplier. Think about the cost and the price promise. Which supplier will you choose? I would choose E-city company because is the cheapest one and they mentioned that the price will not increase on the next year. 1C All bills are shared equally between the four of you.
By how many did she fall short? She fell 4 short. 23 * 5 = 115 115 - 111= 4 [pic] 6. Evaluate: (-34 - -25) ÷ 3 (-34 - -25) ÷ 3 -9 ÷ 3 -3 [pic] 7. Use sets to solve the problem: Results of a survey of fifty students indicate that 30 like red jellybeans, 29 like green jellybeans, and 17 like both red and green jelly beans.
Part 1 Summarising and interpreting the information in the table drawn on research by Stanley Milgram. ( pg 11 of DSE 141 Assignment booklet) The table shows the predictions by college students and three experimental results one made by the original study and two variations of the experiment. Where the participant learned with co – ‘teachers’ who defy the authority figure (variation 1) and where the participant teamed with co – ‘teachers’ who obey the authority figure (variation 2). ‘Each participant went through identical experimental procedure at which the teacher stopped shocking the learner . The experiment shows that on average level of shock at which teachers refused to continue in volts (variation 2) scored the highest (380), variation 1 scored 240 and 368 by the original study the difference is relatively small with variation 2 being quite high with the predictions made of 140 by the students.
Procedural memory-the deep slow-wave stages happens in the last two hours of sleep, declarative-the same as procedural, but falls during the first two hours of sleep. He states that when we learn new skills after 24 hours of not sleeping, in a week the information will diminish. Kotler blames educators in encouraging the sleeplessness. The article also looks at the eating habits of the college students. A survey at Tufts University finds found that 50 percent of students are lots of fat and over 7o percent ate a significant amount of saturated fats.
The Majority of Employers Do Not Take into Consideration Learner Readiness or Learner Styles Broward College MAN4900 Professor 27, June 2012 Contents Abstract 3 Learner Readiness 4 Learner Styles 7 Survey Questions 10 Individual Surveys 13 Survey Results by Question 74 Analysis of Questions by Results 86 Comparison of Like Survey Questions 89 Annotated Bibliography 91 Works Cited 97 Abstract According to the trainees (learners), learner styles and readiness are not being taken into consideration when they are being trained. According to the trainers, learner styles and learner readiness are being taken into consideration. What does this mean? Fortunately or unfortunately, the people who are best to judge this are the ones who are doing the actual learning. The perception of the trainers needs to be addressed, because the trainees are the ones actually held responsible for the information being taught.
Competitor has better product (if applicable) This data was also normally distributed. 400 persons were randomly selected between the age group of 18-45 years. There is a 95% confidence that between 25.40-40.95 persons in each age group believe that MyTabs competitors have a better product. Appendix A Raw data used in the analysis n=400 age group 18-45 Age interview Yes (H1) No (H2) 18-25 72 27 45 26-30 84 51 33 31-35 95 58 37 36-40 82 52 30 41-45 67 46 21 Total 400 234 166 Appendix B Charts and Tables Appendix C Descriptive Statistics Descriptive statistics Yes (H1) No (H2) count 5 5 mean 46.80 33.20 sample standard deviation 11.86 8.84 sample variance 140.70 78.20 minimum 27 21 maximum 58 45 range 31 24 population variance 112.56 62.56 population standard deviation 10.61 7.91 standard error of the mean 5.30 3.95 confidence interval 95.% lower 36.40 25.45
Recent studies have shed some light on the topic of class size. Richard C. Schiming quotes that decade-old research suggests that there is little correlation between large classes and lower grades. In fact, in some studies, the relationship between the two has been deemed insignificant. To everyone’s surprise Bolton (1988:6) say, ‘In a very detailed study of English classes at Bakersfield College, it was found that there was no significant difference in post-test achievement scores between large classes and small class control groups in English. In fact, larger class experimental groups scored slightly better.’ The notion of a large class Does a definition for a large class exist?
According to Fleet Crama, “...there is no gas to buy, no oil to change, no smog checks, and fewer parts to break or wear out.” With cheaper prices, regardless of whether a student right out of high school is buying the vehicle or if a person with a high income rate is buying it, the price will always be lower compared to a gas vehicle. In essence, when owning an electric vehicle, people can take the money spent on a gas vehicle and use it for something else. Even though gas vehicles cost $32,000, while the average EV costs $30,000 ( according to Investing General), electric vehicles do not have to worry about the prices that come from all the costs of maintenance requirements and just the cost of the car itself. So, even though a gas vehicle is $2,000 cheaper , due to all the other requirements, gas vehicles owners will end up paying more for their car than an electric vehicle
So, I made up my mind to take an initiative to resolve this dilemma. Let’s take a look at school uniform pros and cons. Schools Uniform Pros: Let us see the pros of college uniforms (These are mostly from the PTA point of view). School uniforms are a good way to keep up a level of social equality amongst the students of public schools: The idea of knowing the social background is avoided. As such, personal biases aren’t formed and merit is the simplest deciding factor.