Causes of the Global Financial Crisis of 2008 Free Essay Example, 4250 words

This paper tells that capitalism, by many is viewed inherently unstable due to the many speculations involved in it e. g. producers believe that their sole purpose is to produce and the consumers will feel the need to buy on their own and will buy the product. At the same time the competitive nature and the right to gain maximum profits, has finally shown its bad side (Katsuhito, 2008). The fact that the New Financial Architecture (NFA) is based on weak assumptions, which presumed that unregulated capital markets are efficient and they price risk and return accurately, hindered in understanding and addressing the financial meltdown on its onset which aggravated the matters to such an extent that the Global financial crisis of 2008 comes only next to the Great Depression of the 1930s, in terms of the financial destruction caused (Crotty, 2008). Adam Smith said, financial market needs to be more regulated than other markets ; the subprime mortgage crisis and the incidents leading to it clearly show the significance of his words (Akrasanee, 2009). In the earlier part of the 21st century, there was excess capital in the economy and investors were looking for low-risk investments. We will write a custom essay sample on Causes of the Global Financial Crisis of 2008 or any topic specifically for you Only $17.96 $11.86/page

Argumentative Essay State Topics Ideas

<h1> Argumentative Essay State Topics Ideas </h1> <h2> Argumentative Essay State Topics Ideas</h2> <p>No matter the kind of exposition you're composing, a solid arrangement can assist you with having a bigger effect. With the past part, you may need help from a contentious theory generator. Every single zone of the paper applies a particular capacity in its general structure. There are numerous means that you should take as an approach to make an extraordinary paper. </p> <p>Instead of just quickly expounding on your factious article subject, you should initially consider what it is that you're probably going to return on your paper through a methodology of conceptualizing and pre-composing. A contentious paper is a piece of the influence. Presently, you have heaps of themes to choose from and set out your contemplations on paper. Pugnacious research paper themes are a ton a lot simpler to discover than to create. </p> <p>School ought to happen in the nighttimes. Understudies should be allowed to implore in school. Fortunately, they are not taken off alone. Numerous understudies imagine that it is an exercise in futility. </p> <p>The essential motivation behind why someone is composing a factious exposition is to attempt to convince or influence another man or lady or maybe a gathering of people in your rightness in a specific topic. English language classes ordinarily take a great deal of composing. Another explanation i s to see how well understudies contend on special perspectives and exhibit comprehension of the considered subject. Numerous understudies tend to experience the composing issues because of the lack of proper comprehension. </p> <p>For this explanation, you can remain sure that you'll locate the most ideal evaluation! There are three sorts of factious articles. The ordinary five-section exposition is typical recorded as a hard copy factious articles, however it's just one way to deal with think of one. </p> <p>If it's important to make your entire exposition in 1 day, do your absolute best to give yourself breaks so you don't wear out. Sooner or later, you're probably going to be mentioned to create a pugnacious paper. You may keep on saving your factious expositions for your up and coming employment portfolio in the event that they're exceptionally evaluated. At the point when it has to do with composing a factious exposition, the most significant issue to do is to choose a theme and a contention you could truly get behind. </p> <p>Finding the most reasonable contentions will permit you to demonstrate your point and win. Racial slurs should be unlawful. </p> <p>To compose a fabulous factious exposition the understudies initially should explore a few sides of the contention, permitting them to make an informed position. In actuality, the activity of contending includes giving verification to reinforce your case, with or without feelings. All things considered, before you start contriving your contentions, you need to consider a few features. You're ready to rehash your contention, which is a somewhat basic practice among writers. </p> <p>Writing a school pugnacious research paper isn't as straightforward as it might show up from the start. Motivation to make your own publicizing or media pugnacious exposition points isn't trying to find. You will be doled out a point, or your teacher will empower you to choose your own. With the guide of our tips for composing and our fascinating assortment of subjects, you're ensured to get a high evaluation! </p> <p>It's essentially critical to totally connect with yourself in this issue you will compose. In this manner, the point should be begging to be proven wrong! Thusly, it should be all around considered in light of the fact that it will decide the nature of your paper. You can likewise pick an enthusiastic point. </p> <p>Odds are, you should simply unwind and find a subject you're enthusiastic about and, clearly, one that is easily proven wrong. Settling on your theme isn't excessively simple. Picking an easy point may end up being an erroneous track since you may experience issues finding dependable sources to help your perspectives. Choosing an enthusiastic subject is additionally an extraordinary thought. </p>

How to Write a Research Outline

How to Write a Research OutlineWriting a research outline can be a difficult task, but it doesn't have to be if you know how to do it correctly. A research outline is simply a document that outlines the entire research project you are going to do in the form of a table. However, when writing an outline for your own research project, there are certain elements you must know before you get started.First of all, you should first decide on the particular research question you want to address. Obviously, this will affect your research methodology. For example, if you are researching some specific medical field, you will want to know if there is a historical or cultural history of the particular medical field. If you want to study the relationship between marriage and divorce, you will want to know that couples tend to divorce at the highest rate.This research question is also determined by whether or not you want to look at individuals, couples, or countries. In addition, you may want to examine certain researchers who were involved in certain areas or produce a report for some specific events in history. This may include any number of things.The next element, you will need to consider is how you plan to research the topic. Obviously, you will want to do some research yourself, but there are some important factors to consider as well. In the United States, there are a number of different types of research groups that are open to accepting research projects.You can find many of these free group offerings through various research websites. However, if you plan to write your own research paper, there are professional organizations you can join to get access to professional writers and editors. These groups are just as powerful as you make them, and they are often more reliable than online resources.In addition, the most efficient way to learn about the various topics you want to research is through a writing class. In these classes, the students will take notes about d ifferent writing techniques and examples of their own work. In these classes, the students will be able to focus their attention on researching the topic, allowing them to develop a much better understanding of what information is required and how they should approach the research.In order to properly write an outline for your research project, you must be able to determine the research questions and research methodology before you begin writing your research paper. In addition, you will want to first decide how you want to conduct your research, so be sure to check this out and you will be better prepared.

Personality Type Consumer Behavior - 824 Words

ibs | Interim Report | â€Å"Personality type and its effect on Consumer Behavior† | | | | Submitted by: Ashu Gurtoo | 09bshyd0186 | Project Proposed: â€Å"Personality type and its effect on consumer behavior† Description of the project: We will first try to understand what is consumer behavior What do we really want to study when we say that we want to study consumer behavior? * Why consumers make the purchases that they make * What factors influence consumer purchases * Why people behave as they do * What are the mental processes involved * Who buys * What are their choice criteria * When do they buy * How do they buy * Likely buyers reaction†¦show more content†¦Sproles and Kendall(1986) view this construct as â€Å"basic consumer personality†, analogous to the concept of personality in psychology (p.268).Research on this construct can be categorized into three main approaches: the consumer typology approach (Darden and Ashton, 1974; Moschis 1976); the psychographics/lifestyle approach (lastovicka, 1982;Wells, 1975); and the consumer characteristics approach(Sproles, 1985;Sproles and Kendall, 1986; Sproles and Sporles, 1990). The unifying theme among these three approaches is the tenet that all consumers engage in shopping with certain fundamental decision making modes or styles including rational shopping, consciousness regarding brand, price and quality among others. Parenthetically, the focus on this topic seems to be an American preoccupation since no studies could be located from researchers in other countries. Objective of the project: As the world becomes commercially more integrated the customers around the world have unprecedented amount of choices this makes the buying behavior more and more complex. The abundance of choices in the retail environment makes the completion between the sellers very intense. If that was not enough the ever new means of advertisement and readily available information on various goods make the buying decision even more complex. The purpose of this research is to investigate the decision making profile of consumers and to link it with their respectiveShow MoreRelatedCustomer Personality And The Product Selection Process Essay1178 Words   |  5 Pages Market segmentation is a marketing concept that divides a large heterogeneous market into smaller homogeneous subsets of consumers with similar needs, wants and characteristics. Researchers might be able to predict customer s behavior by studying if there are any relations between customer s personality and the product selection process. A key success for any business is to communicate with its customers better than competitors by understanding who its customers are and what they want. The moreRead MoreSubcultures and Subcultural Marketing1424 Words   |  6 PagesSubcultures and Subcultural Marketing Introduction We are brought up to follow the beliefs, values, and customs of our society and to avoid behavior that is judged â€Å"unacceptable† or considered to be taboo. In addition to segmenting in terms of cultural factors, marketers also segment overall societies into smaller subgroups or subcultures that consist of people who are similar in terms of their ethnic origin, their customs, and the ways they behave. These subcultures provide important marketingRead MoreCustomer Personality And The Product Selection Process Essay1178 Words   |  5 PagesMarket segmentation is a marketing tool that divides a large heterogeneous market into smaller homogeneous subsets of consumers with similar needs, wants and characteristics. 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One formal definition of the field describes it as the study of individuals, groups, or organizations and the processes they use to select, secure, use, and dispose of products, services, experiences, or ideas to satisfy needs and the impacts that these processes have on the consumer and society. STAGES IN CONSUMER DECISIONRead MoreThe Theory Of F. Herzberg Engine1687 Words   |  7 Pagesinterpret the information received to create a picture sense of the world†. Understanding perception and the factors determining how consumers perceive products and services is central to effective marketing (Berkman, Lindquist, and Sirgy, 1996).To the marketer, consumers perceptions are much more important than their knowledge of objective reality. What consumers perceive to be reality affects their actions, their buying habits and their leisure habits more than the facts themselves. Thus, it is

Competing Neuro Behavioral Decision Systems

Question: Discuss about theCompeting Neuro Behavioral Decision Systems. Answer: Introduction: The theoretical frameworks of employment law may be classified into unitarism, pluralism and Marxism. According to the unitarists, a common interest is shared by both the employees and managers with respect to the survival of an organization. If any conflict arise in a workplace then the managers and employees must coordinate and find out a common solution which is desirable for the continuity of a peaceful working condition in a firm. The reasons for which conflict in a workplace arise are because of poor communication, personality disorders, inappropriate recruitment practices, unfair promotion strategies etc. It should be ensured by the management team to address all these issues effectively. The unitarists do not promote the concept of trade union and believe that individuals, who find it difficult to adjust in the workplace because of their personality disorder, should either be terminated or suppressed through effective strategies (Cullinane Dundon, 2014). The unitarists have influenced the emergence of different schools of thoughts (Neesham Cox, 2013). Taylors theory of scientific management (1974) holds the view that the employees are not mature in their ways of work and they have limited aspirations. The management team should formulate effective policies to address these issues and maintain an environment where the employees take their work seriously and deliver their duties properly. The managers should be rational and they should exercise rationalism in the recruitment of employees and give them proper directions so that a peace can be maintained in the workplace. Moreover, the employees should adequate steps to make the employees understand their task properly. The employees have to be treated collectively and not be targeted personally by the managers. Thus, under this theory, the managers are in a superior position and they should be capable enough to direct the workers for performing their tasks properly in a workplace (Shafritz et al., 2015). Human relation theory holds the view that the employees should be given an opportunity to have a say in the ways they are being governed. It has to be ensured that employees derive personal satisfaction from their works and they should be involved in the management process (Goldman, 2015). Human resource management theory holds the view that the organisations goals can be achieved by effective cooperation between the employees and managers. The forces which unify the managers and employees are far stronger than the forces which divide them. The management team should take steps for promoting these forces and help to maintain and unity among the managers and the employees. For attaining these purposes, it is important to keep the line of communication open between the employees and managers (Mondy Martocchio, 2016). Unlike the unitarists, the pluralists believe that conflict in workplace is unavoidable. Under an organisation, there are different groups who have different interests and objectives. The values and interests of the managers and employees differ and a result the emergence of conflict is inevitable. The pluralists believe that the employees should be allowed to exercise their rights through forming trade unions and collectively bargain with the managers so that the best results can be produced. According to pluralism, the employees should not be deprived of their rights and they should be heard in the process of formulating strategies in an organisation. Pluralism has given rise to the one of the most renowned theory known as the Systems theory. The systems theory was developed by Dunlop. According to this theory, the industrial relations fall within the purview of the wider social system. A whole lot of formal and informal rules and regulations influence the work in an organisation. These include performance, holidays, recruitment, hours of work, wages, etc. The employees and managers should both play a significant role in the process of negotiation and resolution of conflicts in an organisation (Koffarnus et al., 2013). Another important theory relating to industrial relations is the Marxist theory. This theory was developed by Karl Marx. According to him the means of production and wealth are not equally distributed among the society. This has led to the emergence of two different classes of people- the capitalists (bourgeoisie) who are the owner of the means of production and the workers (proletariat) who give their labours and hard work for producing goods. The capitalists have a tendency to exploit the workers and therefore a class struggle continues to exist. Thus, the conflict in workplace is a natural outcome of capitalism (Lichtheim, 2015). The employment law in New Zealand has seen rapid changes within short periods of time. The history and development of employment law can be divided into these phases- 1840-1894, 1894-to pre-world war 1, post-world war 2-1851, 1960-1980, 1991-2000 and post 2000. During the period from 1840 to 1894, the employment relations in New Zealand was governed by the common law, the Masters and Servant Act 1823 (UK) and the law relating to criminal conspiracy for industrial disputes (Moore, 2014). The employee organisation before the 1870s were few. Whenever a conflict arose between the employees and the managers, the employees used to follow the same tactics which were prevalent in Britain. Boycotts, marches and petition were common among the employees. Many employees also used to leave jobs looking for better pay and better conditions of work. From the midst 1870s, employees started to hold strikes. But the courts did not support such move of the employees. Under the common law applied by the courts, unions were viewed as unlawful conspiracies. Thus, interests of the employers were protected in those days. Reform was necessary in the existing system for maintaining peace in the organisations. Pressures were exerted to increase industrialisation, to support increased migration, trade union and organised political labour movement. New legislation were introduced such as Employment of Females Act 1873, the Factories Act 1894, Shops and Shop Assistants Act, 1894 and the Industrial Conciliation and Arbitration Act 1894 (Scott, 2014). The Employment of Females Act, 1873 laid down provisions relating to the hours of work, sanitation, holidays etc. for the women. It reduced the maximum hours of work in a day to 8 hours and prohibited females to work at night. But the act was not enforced properly (Eriksson Stanfors, 2013). The Industrial Conciliation and Arbitration Act of 1894 encouraged the formation of industrial unions. Thus, the employment law in New Zealand up to the First World War was not that much strong or efficient. The employees in those days had a little protection under the legal framework. The scenario in New Zealand before the First World War could be explained by the theory of Marxism. The capitalists exploited the workers and the period saw a constant struggle between the capitalists on the hand and the workers on the other hand. In the post-world war 1 period during 1930-193, there was an economic crash and around 13% of the male workers lost their jobs. The unions had lost their members and became uninfluential. By 1933 most of the union became inactive and they collapsed. In 1935, a new labour government gave a new beginning to the labour unions. The New Zealand Federation of Labour was established and it ensured minimum living wages to all the employees. It directly entered into negotiations with the governments and ensured that all the employees were given basic minimum wages. In the post-world war 2 period, the unions became stronger and they kept putting pressure on the government for guaranteeing them better conditions of work. The strikes conducted by workers maximised during the 1960s and 1970s. There was high inflation during that period but the wages of the workers were not increased. Therefore, the period saw the maximum number of industrial disputes (Krawczyk Townsend, 2015). The post-world war 1 period and the period of post-world war 2 have actually followed the theory of unitarism. The managers have tried their best to engage the workers and keep them intact in an organisation through various policies and strategies. But, there was a failure of management due to factors such as economic crash, inflation and therefore the struggle continued between the employers and the employees. In the twentieth century, some key legislations were enacted to regulate the working conditions. Such legislations are Labour Relations Act 1987, Employment Contract Act 1991 and the Employment Relations Act 2000. The Labour Relations Act of 1987 was brought by the fourth Labour Government. This Act made the right to strike a statutory right and the jurisdiction of the Arbitration Courts were also increased. The Employments Contract Act, 1991 promoted an efficient labour market system and gave the workers the right to associate with each other and gave freedom to the employees about who should represent them in matters related to issues of employment. The employees were also given rights to negotiate with the employers regarding their individual contracts (Kelsey, 2015). The Employment Relations Act of 2000 took a more balanced approach and emphasised on building a productive relationships among the employers and the employees through mutual trust and confidence (Riley, 2013). Thus, the recent times saw the application of the theory of pluralism in formulating the employment law where the interests of the employees have been taken into account. The rights of the employees have been recognised and they have been given an opportunity to participate in the decision making process in an organisation. According to the provision laid down under Section 6 of the Employment Relationship Act, 2000, an employee is a person who does any work for a reward or on hire under a contract of service. An employee includes a homemaker or a person who intends to work. An employee does not include a volunteer who has no expectation to be rewarded for the work to be done as a volunteer and it also does not include a volunteer who does not get rewarded for the work already performed as a volunteer. An employee also does not include a person who acts as an actor, stunt performer, musician, singer, entertainer, dancer, etc. or works in any other capacity in relation to a film production. Under the common law, the main tests to determine whether an employment relationship exists or not are the control test, intention of the parties test, independence test, control test, fundamental test and integration test. Under the control test, it is seen to what extent the employee or the principal controls the manner in which the work is done. If the level or degree of control is high, then it may be concluded that there exists and employment relationship (Furrowet al., 2014). Under the intention of the parties test, the factor which is looked into to determine whether an employment relationship exists or not is the intention of the parties as to the nature of their relationship (Walsh, 2015). Under the independence test, it is seen whether the person performs the work independently or not. If it is seen that the person is highly independent and totally works on his own, then it may be assumed that the person is not an employee but an independent contractor. Under the fundamental test, it is seen whether the person who performs the work does so on his own account or not. If it is found that the person works on his own account, then it is most likely that the person is not an employee but an independent contractor (Twomey, 2012). Under the integration test, it is seen whether the person who performs the work is integrated into the business or not. If it is found that the person is integrated into the business, then it is assumed that the person is not an independent contractor but an employee (Kruppe et al., 2013). As far as the definition of an employee under Section 6 of the Employment Contract Act, 2000 is concerned, the Supreme Court of New Zealand made the observations that the section changed the tests for the purpose of determining whether an employment relationship exists or not. According to the Court, the real nature of the relationship between the parties should be determined; the intention of the parties is an important factor to be considered but it is not the decisive factor; the nature of relationship between the parties is not decided by the statements made by the parties and the real nature of the relationship existing between the parties must be ascertained by applying the fundamental, control and integration test (Bogg et al., 2013). In the case of Bryson v Three Foot Six Ltd [2005], the Supreme Court of New Zealand determined whether the concerned person is an independent contractor or an employee. The issue of this case was whether the Court of employment made a mistake in considering that Bryson was an employee of three foot six ltd. Bryson, was a model maker for the past twenty years. In the year 2000, he was given a temporary position at three foot six, though after two weeks of his employment he was given a permanent position. He was not provided with any written agreement for the same. In the year 2001, the independent contractors were dismissed including Bryson. Bryson called his dismissal as unjust. In the preliminary decision, Bryson was found to be a contractor. The matter was again heard in the Employment Court where Bryson was held be an employee. The Court of Appeal overturned the decision of the Employment Court by declaring Bryson as contractor. Bryson appealed in the Supreme Court against the dec ision of the Court of Appeal. The Supreme Court held that the Employment Court made no mistake in holding Bryson as an employee (Walker Tipples, 2013). In the case of TNT Worldwide Express Ltd v Cunningham [1993], the issue of whether a person is an employee or a contractor was considered. Cunningham was a courier driver. He brought a grievance for dismissal that was unjustified. However, the Court can entertain such a grievance only if he was given the position of an employee instead of a contractor. Cunningham had a written employment contract with TNT. As per the terms of the contract, he was given the position of an independent contractor. The contract seemed to be ambiguous, as the job responsibilities of Cunningham seemed to be more of an employee than a contractor. In this case, the Court held Cunningham to be a contractor and not an employee. In general cases of ambiguity where the Court fails to make any distinction between a contractor and an employee, a person is held to be an employee. However, a person needs to provide proof that he was hired as an independent contractor but subsequently his position changed to an emplo yee. Since Cunningham failed to establish this relationship, he was considered as an independent contractor (Anderson, 2016). References: Cullinane, N., Dundon, T. (2014). Unitarism and employer resistance to trade unionism. The International Journal of Human Resource Management, 25(18), 2573-2590. Shafritz, J. M., Ott, J. S., Jang, Y. S. (2015). Classics of organization theory. Cengage Learning. Mondy, R., Martocchio, J. J. (2016). Human resource management. Pearson. Koffarnus, M. N., Jarmolowicz, D. P., Mueller, E. T., Bickel, W. K. (2013). Changing delay discounting in the light of the competing neurobehavioral decision systems theory: a review. Journal of the experimental analysis of behavior, 99(1), 32-57. Lichtheim, G. (2015). Marxism (RLE Marxism): An Historical and Critical Study. Routledge. Moore, S. (2014). Gender and Class Formation: Women's Mobilization in the Industrialization of the Bradford Worsted Industry, 1780-1845. Historical Studies in Industrial Relations, (35), 1-31. Scott, J. (2014). Mechanisms for resolving collective bargaining disputes in New Zealand. New Zealand Journal of Employment Relations (Online), 39(2), 62. Eriksson, B., Stanfors, M. (2013). The employment of women and firm survival. Krawczyk, J. B., Townsend, W. (2015). New Zealand inequality and the struggle between capital and labour. Kelsey, J. (2015). The New Zealand experiment: A world model for structural adjustment?. Bridget Williams Books. Walker, B., Tipples, R. (2013). Hobbit Affair: A New Frontier for Unions, The. Adel. L. Rev., 34, 65. Anderson, G. (2016). The Common Law and the Reconstruction of Employment Relationships in New Zealand. International Journal of Comparative Labour Law and Industrial Relations, 32(1), 93-116. Furrow, B., Greaney, T., Johnson, S., Jost, T., Schwartz, R. (2014). Health law. West Academic. Walsh, D. J. (2015). Employment law for human resource practice. Nelson Education. Kruppe, T., Rogowski, R., Schmann, K. (2013). Labour market efficiency in the European Union: Employment protection and fixed term contracts. Routledge. Kruppe, T., Rogowski, R., Schmann, K. (2013). Labour market efficiency in the European Union: Employment protection and fixed term contracts. Routledge. Twomey, D. (2012). Labor and Employment Law: Text Cases. Cengage Learning. Bogg, A., Forsyth, A., Novitz, T. (2013). Worker voice in Australia and New Zealand: The role of the state reconfigured. Adel. L. Rev., 34, 1. Neesham, C., Cox, J. W. (2013, January). From Alignment to Exchange: Human Resource Management after Unitarism. In Academy of Management Proceedings (Vol. 2013, No. 1, p. 12127). Academy of Management.

May SwensonS Women Essays - May Swenson, Literature, British Poetry

May Swenson'S Women In May Swenson's poem, Women, the imagery and structure work very well with the content of the poem. Swenson writes a poem about women and what they should be. At first glance, the image of the poem could be a play on women and their curves. However, once the reader examines the content of the poem, it is clear that Swenson is using the image of the poem to play on what women should be, or perhaps what they are perceived to be. The first stanza says that women should be moving to the motions of men. This is clearly seen in how the poem is moving across the page. However, the perplexing part of this stanza is that Swenson says that women should be pedestals. When thinking of a pedestal, the reader might imagine that a woman should be held as a position of high regard and adoration. This seems to be an impossible task to undertake when Swenson suggests that a woman should be reliant upon the man for her movement. The last part of this stanza discusses how women should be little rocking horses. This seems to portray an image that a woman is merely a childish prize. This relates back to childhood and how the prettiest toy is always the best, and children always want the best toy or prize. Still, this part of the stanza gives another image of how women should be moving, just like the poem. The second stanza, which is swaying back in the opposite direction form the first, seems to take a different turn to how women should be. This middle stanza possesses an almost a negative connotation, which is very hard to interpret. However, this negativity seems to be only sarcasm. Swenson writes about the ears of a horse, which a child might hold onto while riding. This could be interpreted to have a sexual content, but this may not be how the author meant to come across to the audience. The imagery of this stanza, which seems to be rocking back in the opposite direction of the first, is shown in the words of a young child riding their rocking horse. The last part of this stanza brings more of an insight to the structure of the poem. The rocking horse is to be chafed feelingly and unfeelingly. This back and forth movement of emotions could signify how some people viewed women. Perhaps, that once again women are only prizes to be owned and used. However, Swenson writes that these rocking horses are to be rockingly ridden. Once again, what should be of women is in some kind of context involving movement. This movement is then mirrored in the rocking of each stanza. The last stanza begins very strangely with the word immobile. There is a very strong sense of motion in the first two stanzas and now there is a sudden stop and pause. This emphasizes how Swenson characterizes women with the next few words: sweetlipped, sturdy, and smiling. This last thing that Swenson describes women as being is always waiting. This is a very drastic change from moving pedestals and rocking horses. Women are now very still and stagnate, waiting to be set into motion by men. This seems to be an irony that Swenson is working with. First they are moving and almost being used. However now they are very still, and just waiting to be used. The change in each stanza is seen in the visual aspect of the poem. It begins by being like a moving pedestal and a sweet prized rocking horse, rocking back and forth. The poem then takes an ironic turn and shows a dramatic change in the last stanza, which is represented by a shorter and more standstill type of view. This visualization gives a deeper look into the poem, and shows the ironic part which may not be easily detected in the literal terms. Poetry Essays

Statistic Chapter 2 Sample Question Essay Example

Statistic Chapter 2 Sample Question Essay Example Statistic Chapter 2 Sample Question Essay Statistic Chapter 2 Sample Question Essay Chapter 2 Study Guide MULTIPLE CHOICE QUESTIONS 1. The relative frequency of a class is computed by a. dividing the midpoint of the class by the sample size b. dividing the frequency of the class by the midpoint c. dividing the sample size by the frequency of the class d. dividing the frequency of the class by the sample size Answer: d 3. The sum of frequencies for all classes will always equal a. 1 b. the number of elements in a data set c. the number of classes d. a value between 0 and 1 Answer: b 5. A researcher is gathering data from four geographical areas designated: South = 1; North = 2; East = 3; West = 4. The designated geographical regions represent a. qualitative data b. quantitative data c. label data d. either quantitative or qualitative data Answer: a 7. A tabular summary of a set of data showing the fraction of the total number of items in several classes is a a. frequency distribution b. relative frequency distribution c. frequency d. cumulative frequency distribution Answer: b 9. If several frequency distributions are constructed from the same data set, the distribution with the widest class width will have the a. fewest classes b. most classes c. ame number of classes as the other distributions since all are constructed from the same data Answer: a 11. The sum of the percent frequencies for all classes will always equal a. one b. the number of classes c. the number of items in the study d. 100 Answer: d 13. The total number of data items with a value less than the upper limit for the class is given by the a. frequency distribution b. relative frequency distribution c. cumulat ive frequency distribution d. cumulative relative frequency distribution Answer: c Exhibit 2-1 The numbers of hours worked (per week) by 400 statistics students are shown below. Number of hoursFrequency 0 920 10 1980 20 29200 30 39100 15. Refer to Exhibit 2-1. The number of students working 19 hours or less a. is 80 b. is 100 c. is 180 d. is 300 Answer: b 17. Refer to Exhibit 2-1. The percentage of students working 19 hours or less is a. 20% b. 25% c. 75% d. 80% Answer: b 19. Refer to Exhibit 2-1. The cumulative percent frequency for the class of 30 39 is a. 100% b. 75% c. 50% d. 25% Answer: a 21. Refer to Exhibit 2-1. If a cumulative frequency distribution is developed for the above data, the last class will have a cumulative frequency of a. 00 b. 1 c. 30 39 d. 400 Answer: d 23. Refer to Exhibit 2-1. The number of students who work 19 hours or less is a. 80 b. 100 c. 200 d. 400 Answer: b 25. In constructing a frequency distribution, as the number of classes are decreased, the class width a. decreases b. remains unchanged c. increases d. can increase or decrease depending on the data values Answer: c 27. In a cumulative frequency distribution, the last class will always have a cumulative frequency equal to a. one b. 100% c. the total number of elements in the data set Answer: c 29. In a cumulative percent frequency distribution, the last class will have a cumulative percent frequency equal to a. one b. 100 c. the total number of elements in the data set Answer: b 31. A tabular method that can be used to summarize the data on two variables simultaneously is called a. simultaneous equations b. crosstabulation c. a histogram d. an ogive Answer: b Exhibit 2-2 A survey of 800 college seniors resulted in the following crosstabulation regarding their undergraduate major and whether or not they plan to go to graduate school. Undergraduate Major | |Graduate School |Business |Engineering |Others |Total | |Yes |70 |84 |126 |280 | |No |182 |208 |130 |520 | |Total |252 |292 |256 |800 | 3. Refer to Exhibit 2-2. What percentage of the students does not plan to go to graduate school? a. 280 b. 520 c. 65 d. 32 Answer: c 35. Refer to Exhibit 2-2. Of those students who are majoring in business, what percentage plans to go to graduate school? a. 27. 78 b. 8. 75 c. 7 0 d. 72. 22 Answer: a PROBLEMS 1. Thirty students in the School of Business were asked what their majors were. The following represents their responses (M = Management; A = Accounting; E = Economics; O = Others). A |M |M |A |M |M |E |M |O |A | |E |E |M |A |O |E |M |A |M |A | |M |A |O |A |M |E |E |M |A |M | a. Construct a frequency distribution and a bar graph. b. Construct a relative frequency distribution and a pie chart. Answers: a. and b. Relative MajorFrequencyFrequency M120. 4 A90. 3 E60. 2 O 30. 1 Total301. 0 2. Forty shoppers were asked if they preferred the weight of a can of soup to be 6 ounces, 8 ounces, or 10 ounces. Below you are given their responses. | 6 | 6 |6 |10 | 8 | 8 |8 |10 |6 |6 | |10 |10 |8 | 8 | 6 | 6 |6 | 8 |6 |6 | | 8 | 8 |8 |10 | 8 | 8 |6 |10 |8 |6 | | 6 | 8 |8 | 8 |10 |10 |8 |10 |8 |6 | . Construct a frequency distribution and graphically represent the frequency distribution. b. Construct a relative frequency distribution and graphically represent the relative frequency distribution. Answers: a. and b. Relative PreferencesFrequencyFrequency 6 ounces140. 350 8 ounces170. 425 10 ounces 90. 225 Total401. 000 3. A sample of 50 TV viewers were asked, Should TV sponsors pull their sponsorship from programs that draw numerous viewer complaints? Below are the results of the survey. (Y = Yes; N = No; W = Without Opinion) N |W |N |N |Y |N |N |N |Y |N | |N |Y |N |N |N |N |N |Y |N |N | |Y |N |Y |W |N |Y |W |W |N |Y | |W |W |N |W |Y |W |N |W |Y |W | |N |Y |N |Y |N |W |Y |Y |N |Y | a . Construct a frequency distribution and a bar graph. . Construct a relative frequency distribution and a pie chart. Answers: a. and b. Relative FrequencyFrequency No240. 48 Yes150. 30 Without Opinion110. 22 Total501. 00 4. The frequency distribution below was constructed from data collected from a group of 25 students. Height in InchesFrequency 58 633 64 695 70 752 76 816 82 874 88 933 94 992 a. Construct a relative frequency distribution. b. Construct a cumulative frequency distribution. c. Construct a cumulative relative frequency distribution. Answers: | | |a. |b. |c. | | | | |Cumulative | |Height | |Relative |Cumulative |Relative | |(In Inches) |Frequency |Frequency |Frequency |Frequency | |58 63 | 3 |0. 12 |3 |0. 12 | |64 69 | 5 |0. 0 |8 |0. 32 | |70 75 | 2 |0. 08 |10 |0. 40 | |76 81 | 6 |0. 24 |16 |0. 64 | |82 87 | 4 |0. 16 |20 |0. 80 | |88 93 | 3 |0. 12 |23 |0. 2 | |94 99 | 2 |0. 08 |25 |1. 00 | | | |1. 00 | | | 5. The grades of 10 students on their first manag ement test are shown below. |94 |61 |96 |66 |92 | |68 |75 |85 |84 |78 | a. Construct a frequency distribution. Let the first class be 60 69. b. Construct a cumulative frequency distribution. c. Construct a relative frequency distribution. Answers: | |a. |b. |c. | | | |Cumulative |Relative | |Class |Frequency |Frequency |Frequency | |60 69 | 3 | 3 |0. 3 | |70 79 | 2 | 5 |0. | |80 89 | 2 | 7 |0. 2 | |90 99 | 3 |10 |0. 3 | |Total |10 | |1. 0 | 6. You are given the following data on the ages of employees at a company. Construct a stem-and-leaf display. |26 |32 |28 |45 |58 | |52 |44 |36 |42 |27 | |41 |53 |55 |48 |32 | 42 |44 |40 |36 |37 | Answer: 2 | 678 3 | 22667 4 | 0124458 5 | 2358 7. Construct a stem-and-leaf display for the following data. |12 |52 |51 |37 |47 |40 |38 |26 |57 |31 | |49 |43 |45 |19 |36 |32 |44 |48 |22 |18 | Answer: 1 | 289 2 | 26 3 | 12678 4 | 0345789 5 | 127 8. For the following observations, plot a scatter diagram and indicate what kind of relationship (if any) exist between x and y. xy 27 619 39 517 411 Answer: A positive relationship between x and y appears to exist.