Sampling and Measures of Central Tendency and Dispersion Introduction: Overall Job Satisfaction (OJS) was the variable selected for this exercise because it lends itself to measures of central tendency and dispersion. The data are quantitative and continuous in nature. Data Selected: The instructions for the exercise suggested a sample of approximately 30 individuals from one of eight variables. There were 288 measures of OJS. Every ninth individual was selected resulting in thirty-two
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3.1 Measures of Central Tendency (Page 1 of 16) 3.1 Measures of Central Tendency Mean‚ Median and Mode a. mean‚ x = Example 1 b. ! x = sum of the entries n number of entries Find the mean of 26‚ 18‚ 12‚ 31‚ 42 The median is the middle value of an ordered set of data. If there is an even number of data values‚ then the median is the mean of the two middle values. Example 2 Find the median of 25‚ 30‚ 37‚ 21‚ 38 Example 3 Find the median of 3‚ 7‚ 9‚ 4‚ 8‚ 2‚ 6‚ 5 c. The mode is the
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1 Measures of Central Tendency “Measures of central tendency (averages) are statistical constants which enable us to figure out in a single effort the significance of the whole.” (Prof Bowley) The main objectives of measure of central tendency are To reduce data in a single value. To make easy comparisons between data. There are different types of averages; each has its own business applications. 1. Arithmetic Mean 2. Median 3. Mode 4. Geometric Mean 5. Harmonic Mean 1.1 Arithmetic
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Subject: Math – Measures of Central Tendency Grade: 6th GLE Standard: Mathematics - Data and Probability. 2. Select and use appropriate statistical methods to analyze data. A. Describe and analyze data - find the range and measures of center‚ including median‚ mode‚ and mean. Materials: - Bag of mixed candy‚ or something comparable the students can sort and count - Whiteboard/blackboard - Computer and display ability - Legal sized paper or construction paper Objectives/Learning Targets:
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How there is head and tail for a coin‚ there is both positive and negative impact of western culture on India and especially on Indian youth‚ In past in India men were our traditional dresses‚ but now it is entirely changed‚ now the Indian youth moving with jeans‚ t-shirts‚ minis‚ micros‚ etc.‚ here we can proud of that western culture‚ it bringing us with the fast moving world. But when we consider the pubs‚ it is the thing to be strictly punished. In pubs both men and women are in drastic stage
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ON “Use of Central Tendency and Dispersion in Business Decision” Course Title: Business Statistics Course Code: STS201 Submitted To: Mr. Raihanul Hasan Senior Lecturer Submitted By: Date of submission: 26-12-12 BBA PROGRAM STATE UNIVERSITY OF BANGLADESH We can use single numbers called “Summary Statistics’ to describe characteristics of a data set. Two of these characteristics are particularly important to decision makers: 1. Central tendency 2. Dispersion
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the international markets provides an opportunity for one country to trade with other country from external market which fix the problem of insufficient domestic demand. For example‚ Khan uses the case of Indoneisa’s economic crisis to describe the merit of an international market can help to function the export of import in one country since the markets between Japan and Indonesia helped to solve the economic crisis in Indonesia. What markets do not do well? Even though Markets can allocate
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| MERITS | DEMERITS | | 1.The laptop along with references and notes is |1. because | |with you always and the internet libraries and |of its integrated design‚ laptop computer has | |other website have tools that help students’
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Measures Of Central Tendency: Mean Medium Mode Mode instead of mean… Categorical variables‚ words not numbers Measures of Dispersion: Standard Deviation‚ Range‚ and Variables Range = Largest number minus smallest number SD = Average Distance from the Mean (Most frequently used) Variance: Fat & Skinny Distributions: Skewness – measure of the lack of symmetry‚ or the lopsidedness of a distribution. One “tail” of the distribution is longer than another. Kurtosis: has to do
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Ed255 Week 6 CURRICULUM PROCESS: MODELS OF CURRICULUMDEVELOPMENT Curriculum development has been looked at in two ways. These are basically‘process’ and ‘product’. As the terms imply ‘process’ is concerned with the methodsand means ‘how’ whereas the ‘product’ looks at the outcomes‚ the end product‘what’. There are two approaches that have been developed: normative anddescriptive. The first approaches are called normative – Objectives (Tyler 1949) and the rational(Taba 1962 and Wheeler 1967) because
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