Organisations Need Strong Culture Essay

I will outline why a strong culture is required for organisations in a post-bureaucratic era. Culture â€Å"represents the totality of everyday knowledge that people use habitually to make sense of the world around them through patterns of shared meanings and understandings passed down through language, symbols, and artefacts† (Clegg 3rd Edition, 2011). It is the ‘glue’ that binds the workforce of an organisation in a post-bureaucratic organisation, which is heterarchical, meaning information flows across divisions and is more equally given to people and different managements. I will also draw upon numerous tutorial and additional readings to explore the differing opinions into the essence of culture and its importance to modern-day organisations. It is an important ingredient to success that organisations meet their objectives under a strong culture in the post-bureaucratic era, as the necessary outcomes will be achieved through a quality focused cultural organisation. Furthermore I will provide an overview of culture in the post-bureaucratic era with the assistance of Josserand (2012), and then analyse the working environment by comparing and contrasting its effectiveness with a strong culture using Rosen (1988) and Karreman, D. & Alvesson, M (2004). Lastly I will assess an organisations working situation without culture using Bolden (2006), to ultimately show that in my opinion it is clear that â€Å"organisations need strong culture† to be successful. Josserand (2012) analyses corporate alumni networks as a post-bureaucratic management practice that perpetuates an individuals’ subjectivation despite them no longer being a part of the organisation. Courpasson (2000, cited in Josserand 2012) states that â€Å"post-bureaucratic management practices are powerful soft-domination devices†. On the surface it appears as though there is equality among workers in the organization which helps produce obedience, however it’s actually a pervasive system of controls which subtly reinforces the hierarchical structure (Josserand, 2012). It’s been debated that an enterprising culture is promoted by post-bureaucratic practices. DuGay (2000, cited in Josserand 2012) further points out that it â€Å"carries humanistic values of autonomy, responsibility, flexibility, confidence, and trust, that encourages people to be empowered and to take on responsibilities†. Culture gives organisations unique identities but most importantly, I believe a positive culture benefits both employees and employers, as it creates a productive working environment and thus leads to more efficient and effective work practices. It increases the successfulness of the organisation if implemented successfully. Employing a strong culture in an organisation can be a tedious, time consuming and a difficult task, however it is a long term project to increase the organisations profitability by increasing the enjoyment and satisfaction of its’ workers. In addition workers will flourish according to Salaman & Storey (2008, cited in Josserand 2012) â€Å"by constantly achieving harder, better and faster†, which is beneficial for the employers and employers as better results are achieved. It also engrains the concept that they are â€Å"players on the same team† (Hardy, 1998, cited in Josserand 2012). The ultimate outcome is for the workers to believe they are â€Å"members of the big corporate family who they can trust as their relatives† (Casey 1999, cited in Josserand 2012). From this, they all enjoy the success of achieving the ‘family’s’ key objectives. Negative culture lacks the engagement and empowerment aspects needed by a successful organisation and achieving the key objectives in a weaker or negative cultured organisation become much more difficult and stresses the bureaucratic processes. Rosen’s (1988) article utilises the setting of an organisations Christmas party to draw out the cultural and symbolic meanings, under the guise of a supposedly innocent social event. There is a â€Å"blurring of boundary between self and organisation† (Rosen 1988), giving workers a chance to develop more personal relationships with fellow workers, which I believe is an important consideration in driving culture. However subtly it is a form of normative control which reinforces the organisations hierarchy. Nevertheless, bosses, co-workers, and inferiors in the organisation socialise in the social setting, not as â€Å"subordinates† (Rosen 1988) but as equals. This further â€Å"blurs the boundaries between that which is work and play, instrumental and moral, inside and outside† (Rosen 1988), where familial bonds are forged and comradeship created. Here, workers’ life and work become indistinguishable. Creating and maintaining a strong culture is thus beneficial for both employees and employers as they feel â€Å"belonging as family and profession† (Rosen 1988). Greater bonding among workers helps develop a sense of connection and a feeling of belonging, which therefore increases the productivity of the employees and therefore make the organisation more profitable. The Christmas party is ultimately â€Å"a collection of members forming an organic unity† (Rosen 1988), creating a culture which â€Å"encourages an informal, flexible, and dedicated membership, one not constrained by extensive rules, and one capable of accomplishing ill-defined and complex tasks† (Rosen 1988). It is the ongoing drive to succeed which continues to grow the strength of the positive culture that is continually being by a valued workforce. Karreman, D. & Alvesson, M (2004), uses the case of ‘Big Consulting’ to discuss how â€Å"organizations were stereotypically understood as bureaucracies, with very slightly refined and tightened structural cages†. Bureaucratic modes of organizing include â€Å"division of labor, hierarchy, and standardization† (Karreman, D. & Alvesson, M 2004), and these usually alienate workers as managers take no appreciation of their contribution. This negative culture that is created from alienating and disengaging workers is very difficult to transform into positive culture, and therefore weakens organisations and bureaucracies as a result. However it has changed over the past thirty years, and this stereotype has been replaced with a cliche â€Å"that organizations are becoming increasingly network based, organic, and flexible, and knit together: values, ideas, mutual adjustment, community feelings or identity† (Karreman, D. & Alvesson, M 2004). Here it is evident that a culture of positivity, teamwork and individuality has been developed. Adopting these practices has benefited ‘Big Consulting’ as it has instilled a â€Å"delivery culture and commitment to keeping deadlines at all costs† (Karreman, D. & Alvesson, M 2004). Now strength is the focus of the organisation when completing a task, as the workers have been cultured into committing themselves whole-heartedly to working together as a team to complete work projects. The culture which has been bread in this organisation can enhance an organisations reputation as evident by ‘Big Consulting’ case study where it is now known as â€Å"a reliable and trustworthy business that delivers what is promised† (Karreman, D. Alvesson, M 2004). Though Bolden, R. Gosling (2006) does not focus on culture, I will be using it to show the disadvantages and issues associated with organisations and leaders without a strong culture. The competency approach â€Å"appears to be fast becoming one of the most dominant models for management and leader ship assessment and development in the UK† (Miller et al. , 2001; Rankin, 2002, cited in Bolden, R. Gosling 2006). This approach was founded on an â€Å"objectivist view of the world that considers the worker and the work as distinct entities† (Bolden, R. Gosling 2006). Of importance – in my belief – is the fact that â€Å"the strong emphasis on individual behaviour means that outcomes are invariably attributed to the individual rather than the collective and/or contextual† (Bolden, R. Gosling 2006). This can have negative effects on the organisation as workers lack the determination and motivation because they receive near no credit for the work they’ve undertaken nor the goals they have achieved. Therefore the organisations profitability often decreases, as workers become increasingly unsatisfied and unproductive as they feel as though they are taken for granted and only known as ‘numbers’ rather than people. I have outlines why â€Å"organisations need strong culture† by providing an overview of culture in the post-bureaucratic era, and an analysis of the working environment by comparing and contrasting its’ effectiveness with and without strong culture. Josserand (2012), Rosen (1988), and Karreman, D. & Alvesson, M (2004), assisted me in showing how post-bureaucratic organisations with a strong culture focused on working together as a team benefits organisations. While I used Bolden, R.  Gosling (2006) to illustrate the negative aspects to an organisation that is hierarchical and does not take notice of employees, and the value they can often add to achieving the organisations goals. I have come to the overall conclusion that organisations do in fact need strong culture, as it increases worker moral and productivity because they are recognised and are engaged as valuable members of the organisation. This in turn benefits the organisation as its profitability increases as a positive workforce leads to positive outcomes with the goals of the organisations being achieved.

On-the-Job Training

On-the-job training (OJT) is one of the best training methods because it is planned, organized, and conducted at the employee’s worksite. OJT will generally help the students to increase their productivity and skills. It also helps the students to become a young professional. This is one of the method by which students are able to apply the theories and computations that they have learned from school. It also helps the students to acquire relevant knowledge and skills by performing in actual work setting.May 28, 2013 was my first day of internship at Ayala Multi-Purpose Cooperative located at 8th floor, 111 Paseo De Roxas Building; Paseo De Roxas corner Legaspi street Makati City.During the first day of my training, I and my classmate whom also may co-trainee were first introduced to the head officers and also to the other employees of the company then we’re given some brief information on how the company runs and what are the services they offer. After that, we’ ve been oriented on the system used by the company and how they utilize it, and the accounting procedures that they use to treat for the accounts. On the proceeding time I was first tasked to do some clerical works like filing and sorting of stock certificates of a different person from the different companies.On my training days, I was first taught by Sir Mackey which is the accounting head of Ayala Coop; he taught me how to check the total shares of the members and how to separate the terminated and active members. I was also taught on how to check and encode the new balmori codes of the members of the coop and other transactions under Sir Jennifer Luyun. Although I am only an OJT Trainee I was also entrusted by Ms. Emily Montino which is the IT head supervisor, to check the amortization schedule of the members where the types of loans are included and how much their loan is.Since I am a OJT trainee, I was supposed to undergo other business job which was I have to train at the Cus tomer Service for me to learned on how to deal  with the customers as well as to be able to apply of what I’ve learned from my customer relation subject. At the Customer Service I am under the supervision of Ms. Frances Joy De Asis and Sir Arnel Balmes whom they taught me about the loans at AMPC as well as the loan process, answering telephone calls same as answering the emails and how to check for the vouchers of the clients and most especially on how to deal with the customers. I was also entrusted by Ms. Joy in checking and encoding of the Cheque of the members whom it is for their monthly payment in their loan and also I learned how to find the and check the Official Receipt of the customers.As time went by, I learned to value intimacy and close-knit relationship with my co-trainees and superiors. I learned principles of archiving. I learned to handle my responsibilities and I also observed proper time management and act with speed and urgency.I will not forget this int ernship mostly the last day, August 30, 2013. Yes, it was the day I end my internship at Ayala Multi-Purpose Cooperative, But my success couldn’t turn into reality without the help of these following persons; my superiors, co-trainees, to my loving parents for their moral and financial supports and despite of many efforts, trials and hardships exerted during my training, I would like to dedicate all my accomplishments and success to our Almighty God for his unending blessings showered upon me.This example of my success is a great chance that I will step the victory of my life.

Leadership Style for R&D Head of Apple Essay Example | Topics and Well Written Essays - 1250 words

Leadership Style for R&D Head of Apple - Essay Example Apple is a well known name in computers, cell phone and other electronic devices. The company is best known for ties innovation in electronic devices. Their cell phone I phone 4 was named as the smartest cell phone in the world[1]. The name of Apple is associated with products that are innovative and provide a wide range of services at affordable prices. This is one reason why sales of Apple occur on a global level. The company faced some problems when it launched its I Phone 4 version. People were having problems with the antenna[2]. Now the company is preparing to launch another advance model of I Phone and it wants to make sure that problems of last year are not repeated. This is a big issue company is facing today and a Research and Development has a lot to do with it. They have to ensure through testing and retesting that all of the parts are working properly before the launch so that the company should not face embarrassment. The crisis of leadership is also a problem in Apple because its CEO Steve Jobs is a charismatic leader towards whom everyone looks up to. Now he cannot solve all the problems that employees experience and therefore many problems occur. The figure of Steve Jobs has done wonders for the company but it is important that leadership is strong at all levels.Only then an organization can function in a better way. This is lacking in the organization and this ought to change. Â  

Facial Fillers and Injectables Thesis Example | Topics and Well Written Essays - 2000 words

Facial Fillers and Injectables - Thesis Example s, aging signs like crow’s feet, marionette lines, thinning lips and furrows between the brows can be removed in as less time as your lunch hour as well. Facial fillers require incredibly less time with no trauma of going through invasive surgery. Amusingly, doctors and plastic surgeons have started wondering that they may not be doing face-lifts at all in 20 years from now. Now, with the assistance of dermal fillers, you can restore youthful fullness to your face, enjoy lusciously plump lips and bade farewell to those fine wrinkles and facial creases. However, these dermal fillers cannot help a lot with extra sagging skin, but they can bring miraculous results in a short time with lesser pressure on your pocket than a face-lift surgery. Nevertheless, these injectables are not permanent and need to be maintained and repeated as recommended by the doctors. Your plastic surgeon will assess your need better and will recommend you one or a combination of treatments for your face to get hold of the desired results. Temporary treatments require your own body fat which is later injected to your face in order to avoid any risk of allergic reactions or rejection by the body. Using this technique, temporary treatments involve dermal filler like: The canvas of the dermal filler injectables have been made considerably extensive. After many researches and observations, many types of facial filler have come in the lead. These types of dermal fillers include: This is a filler surgeons use to fill and smooth moderate to severe wrinkles and folds. It is also useful to add volume to lift and contour the facial skin. Juvederm is basically made of hyaluronic acid which is a natural substance found in our body. Hyaluronic acid helps maintain body moisture and makes up much of the support structure of your skin. This substance again contains hyaluronic acid but is generally used for moderate facial lines and wrinkles. Combined with Botox, Restylane is also used to prolong the

Outline Aristotle's definition of rhetoric as it relates to dialectic, Research Paper

Outline Aristotle's definition of rhetoric as it relates to dialectic, and identify the role rhetoric plays in our present-day political process - Research Paper Example There is no denying the fact that dialectic tends to be the art that pertains to logical argumentation. To some extent even at a superficial analysis, it does seem to be true that dialectic does come out as a counterpart to rhetoric in the sense that just like rhetoric, dialectic has a lot to do with the concept of persuasion and facilitating logical arguments and proofs, and does tends to take into consideration the opposing and contradicting arguments and viewpoints pertaining to any specific issue. Yet, dialectic also tends to differ from rhetoric in many salient ways. Quiet unlike rhetoric, dialectic is primarily restricted to the notions of argumentation and the proofs and logical fallacies attendant to a given argument, and does abstain from extending a theoretical framework to the use of emotion and is seldom concerned with the audiences imminent on an argument and the carried contexts in which an argument tends to unwind. In the light of this fact it seems apparently strange that Aristotle tends to place rhetoric as being a counterpart to dialectic, when one certainly cannot doubt the fact that Aristotle was conversant with the crux of the art of dialectics that primarily happens to be to test the veracity and truth attending an argument. Thereby, by considering rhetoric to be a counterpart of dialectic Aristotle not only enjoins on the art of rhetoric with the imperative to owe allegiance to truth, but also imbues the art and science of rhetoric with salient moral and ethical implications (Gross & Walzer, 2000, p. 149). While aligning rhetoric with dialectic, Aristotle not only imbues the art of rhetoric with ethical and moral implications, but also tends to present rhetoric as a tool that is neutral, which could readily be used by individuals and groups given to moral depravity to achieve spurious ends, if rhetoric is alienated from the imperative of being truthful and

Bullying at school Article Example | Topics and Well Written Essays - 250 words

Bullying at school - Article Example Among girls, however, physical bullying is not common and they indulge more so in subtle and indirect means. Also, around 15% of students between 8 to 16 years of age had some kind of an involvement in bully-victim issues regularly. There are several myths and assumptions made regarding the issue of bullying which actually have not gotten any kind of support from researches, as stated by (Olweus, 2003). For instance, it is thought that bullying occurs in a large class or when the school is very big, when the students are competing for grades, and when a person feels insecure or lacks self-esteem. There is also a very common assumption, which is also very often used in books and movies, that victims of bullying tend to be fat, wear glasses, and talk in a very different or weird manner. None of this, however, is true and victims cannot be generalized into this category; at least not in light of the evidence that

Equality and inequality in the American society in 1830s -1840s Essay

Equality and inequality in the American society in 1830s -1840s - Essay Example During this period, inequality was manifested socially, economically, and politically. Socially, different groups of American had unequal access to wealth, power, resources, and prestige (Atack, and Passell 67). Based on your gender, race, ethnicity, age, religion, and nationality, American society accorded favor to some groups. For instance, blacks and the minority groups were subjected to slavery and workmanship. They served the upper tiers Americans under exploitation and hardship. Besides, in the labor market, American employers practiced nepotism and wage discrimination especially to the minority groups including women, blacks and Hispanics. Inequality was further practiced in political and elective sectors. The minorities especially blacks had limited participation in electoral and democratic process of the United States. They were not allowed to actively take part in the electoral process, thus denying them their rights and freedoms. On the other hand, during this period, there was income inequality in the United States. Income and resources were unevenly distributed in the society with only 1% of the top social class owning more than 78% of the limited resources and wealth (Atack, and Passell 67). Changes in the labor market Until mid-nineteenth century, American economy was agriculturally dominated. The agrarian revolution period was characterized with low wages, wage discrimination, lack of labor unions, and force labor. However, after the moving from agricultural to industrial, the marker of the united states undergone transformation. The labor market moved from ‘force labor’ to ‘free labor’. These reforms in the labor market were pioneered by the social l egislation of Franklin D. Roosevelt's New Deal. Although labor organizations and the changes in the labor market were harshly received by the employers who had strong exploitative philosophy, the reforms were very beneficial to the working forces. As a result of the reforms, exploitation, low-wage, poor working conditions, lack of workmanship protection and compensation regime ended (Altonji and David 45). Besides, work place discrimination and inequality cases were negligent. The powers of the unions were reinforced, which in turn increased the collective bargaining power of workers and increased their rights, protection, and freedom. These reforms also reduced the wage disparity based on gender, race, color, age, or nationality. However, the transformation of the labor force from manufacturing to services led to a decline in industrial productivity. Massive immigration to the U.S in 1820s-1850s In the first half of the 19th Century, United States reported an influx in the number o f immigrants especially after the Civil War. Being beginning of industrial revolution, these immigrants were of great economic benefit to the United States as the immigrants worked long-hours at a relatively low wage rate. From 1820 to 1850, approximately 23 million people migrated to the United States for a various reasons. Some came as laborers, other came to seek refuge, and others came to serve as indentured servants while a small fraction of them came to attain higher education. As a common phenomenon in human migration, the ‘pull’ and ‘push’ factors are practically behind these increased cases of immigration to the United States. The ‘push’ factors which forced the immigrants to desert their original homes included famine, poverty, wars, military drafts, crippling taxes, and unemployment

Clinical Phlebotomy Coursework Example | Topics and Well Written Essays - 1250 words

Clinical Phlebotomy - Coursework Example Collected blood is then mixed by inverting it several times and correctly labeled with the patient details. The patient is given small gauze to hold over the puncture site to arrest bleeding. Great care should be exercised when handling blood bank samples since errors in blood banking lead to undesirable transfusion reactions that can be life threatening. There is also a high likely hood of clerical errors occurring since it is a multistep process. This is because blood culture samples are time sensitive due to the nature of the infection. Specimens can only be of diagnostic value (yield positive results) when collected at a time the pathogens are in the peripheral circulation. It is at this time when the samples are ordered as STAT. Contaminated blood culture is when a positive blood culture is due to normal skin flora and not the causative pathogen. Contamination occurs during sample collection and inoculation of the sample in the culture media. This, process is to be done aseptically failure to which contamination occurs. In therapeutic drug monitoring a peak is the time point when the drug concentration is high, and it is the immediately after a dose has been administered. A trough on the other hand, is when the drug concentration is low at the end of the dosage interval. Blood samples for TDM are commonly collected during the trough phase. A fasting sample for OGTT must be collected to enable correct of the result. The test is done to confirm diabetes mellitus by determining patient’s tolerability to a standard dose of glucose given during the test. Non-fasting samples are likely to give false positive results due to pre-existing high blood glucose concentration following a meal( Medtexx Medical Corporation, 2007). I would flash the IV line on one of the arms with heparin solution to avoid thrombosis. I would then discard the first

Is spanking your child effective discipline or bad parenting Research Paper

Is spanking your child effective discipline or bad parenting - Research Paper Example e people see spanking as an outdated method of punishment or even child abuse, while others view a swat on the bottom as a parents prerogative and if done correctly can be effective. Do you agree with this? Where do we draw the line when it comes to disciplining our children? There has been a huge amount of research on the effectiveness of corporal punishment of animals, but remarkably little on the effectiveness of spanking children. This may be because almost no one feels the need to study it because everyone assumes it is effective. Study after study shows that almost 100 percent of parents with toddlers and young children do hit their children. There seems to be many reasons for the strong supporters of spanking children, but they all seem to be myths. Wikopedia: In its original sense, discipline is systematic instruction intended to train a person, in a craft, trade or other activity, or to follow a particular code of conduct of order. Often, the phrase "to discipline" carries a negative connotation. This is because enforcement of order–that is, ensuring instructions are carried out–is often regulated through some type of punishment. Spanking is the act of striking the buttocks of another person to cause temporary pain without producing physical injury. It generally involves one person striking the buttocks of another person with an open hand. When an open hand is used, spanking is referred to in some countries as slapping or smacking. More severe forms of spanking, such as switching, paddling, belting, caning, whipping, and birching, involve the use of an implement instead of a hand. It is most commonly used to discipline an infant, a child, or a teenager. It generally involves an adult – typically a parent, guardian, or teacher – striking the childs buttocks as punishment for unacceptable behavior. Some countries have outlawed the spanking of children in every setting, but many allow it at least when administered by a parent or guardian. Some

Chemistry investigation Essay Example for Free

Chemistry investigation Essay Aim: I am going to carry out an investigation measuring the rate of reaction between hydrochloric acid and magnesium. The independent variable will be the molar of the hydrochloric acid; I will be diluting it with water to change the concentration. The dependent variable could be one of four things; Temperature change, Mass loss, Gas produced using a burette or gas produced using a gas syringe. The dependent variable of the primary experiment will be decided once I have performed four preliminary experiments each with the different dependent variables. The results of these preliminaries will help me determine which factor is the most accurate to measure. Background Information: As I am planning to investigate the rate of reaction by changing the concentration of the acid I should take into consideration how the reaction is affected by concentration. If there is more of a substance in a system, there is a greater chance that molecules will collide and speed up the rate of the reaction. If there is less of something, there will be fewer collisions and the reaction will probably happen at a slower speed. As you increase the concentration of the acid, there are more acid particles in the same volume. Therefore there is a greater chance of acid particles colliding, and reacting, with particles on the surface area of the magnesium ribbon. Here is an example of how the rate of reaction will increase if the concentration gets higher:image00.png With this in mind it is clear to see that as I decrease the concentrate of the acid by adding water to it I will be decreasing the rate of reaction. There is a positive correlation between the two variables. The experiment equation that will effectively happen is: MAGNESIUM + HYDROCHLORIC ACID MAGNESIUM CHLORIDE + HYDROGEN Mg + 2HCl - MgCl2 + H2 Magnesium; Magnesium is a light, silvery-white, and fairly tough metal. It tarnishes slightly in air, and finely divided magnesium readily ignites upon heating in air and burns with a dazzling white flame. Because serious fires can occur, great care should be taken in handling magnesium metal, especially in the finely divided state. Water should not be used on burning magnesium or on magnesium fires. Hydrochloric acid; Hydrochloric acid is the aqueous solution of hydrogen chloride gas (HCl). It is a strong acid, the major component of gastric acid, and of wide industrial use. Hydrochloric acid must be handled with appropriate safety precautions because it is a highly corrosive liquid. Hydrogen; when mixed with oxygen across a wide range of proportions, hydrogen explodes upon ignition. Hydrogen burns violently in air. It ignites automatically at a temperature of 560. Another characteristic of hydrogen fires is that the flames tend to ascend rapidly with the gas in air. Magnesium chloride; this is the name for the chemical compounds with the formulas MgCl2 and its various hydrates MgCl2 (H2O) x. These salts are typical ionic halides, being highly soluble in water. The hydrated magnesium chloride can be extracted from brine or sea water. Anhydrous magnesium chloride is the principal precursor to magnesium metal, which is produced on a large scale. Preliminary experiments: Method: In this preliminary experiment I choose not to alter anything but to observe how the temperature increased within the time of the reaction. I used 10ml of hydrochloric acid and 3cm of magnesium ribbon. I carried out three repeat measurements to gain an idea of what the results would look like if compared. Evaluation of Preliminary Methods Each of the experiments above has limitations that strongly influenced the results. This has given me an idea of what degree of accuracy each method can be measured to and if they are suitable to collect data for the primary experiment. Temperature: Measuring the temperature is a simple way of seeing where the rate of reaction begins, peaks and ends. It is a clear indication to how the magnesium reacts and at what temperature. There are, however, some inaccuracies to the formation of the set up. Some of the thermal energy detected by the thermometer is sometimes transferred into the glass of the conical flask which led to an inaccurate reading. Furthermore the thermometer is slow to respond to the rise in temperature and also only gives reading in whole numbers so slight elevations in heat are difficult to read and thus inaccurate. Mass Loss: Measuring the mass at different points in the experiment provides markers to see how much magnesium and hydrochloric acid has been reacted. The electric scale I used was too sensitive to get a general reading; this affected the results severely. The mass would sometimes increase during the reaction due to a small piece of debris getting onto the scale or because a gust or air; consequentially the results were askew. Gas Produced using a burette: This is a very good way of measuring the rate of reaction. The measurements are clear and can be recorded to a decimal place which makes the results very accurate. There are some limitations, however, to using a burette. When the gas is produced it takes time for the hydrogen to travel along through the tube and up into the burette. This extends the time of the reaction slightly because not all the gas has been collected which the magnesium has been dissolved. Furthermore some amount of hydrogen have escaped the burette and simply floated to the surface of the water not being accounted for. This is a small inaccuracy but can still alter the results. Gas Produced using a gas syringe: This is a very accurate piece of equipment. It does not allow for gas to escape and records the data consistently and with speed. The only limitations in using a gas syringe are that the reading can only be reading in whole numbers and that the syringe sometimes collects water vapour as well. The water vapour, however, can be eliminating by adding an extra conical flask to the tube which collects the vapour as it is slightly cooler. The gas syringe is the most advanced piece of equipment in each of the preliminary methods and also is the most accurate in recording the data. Therefore to calculate the rate of reaction between magnesium and hydrochloric acid my dependent variable will be the gas produced using a gas syringe. Hypothesis: Now that I have determined what I am going to measure and how I can now make my prediction over what I think will be the final outcome of the experiment. Rate of reactions are all based on the collision theory. This states that the more collisions in a system, the more likely combinations of molecules will occur. As a result of this the reaction will accelerate, and the rate of that reaction will increase. The concentration of a substance will raise the number of collisions and thusly speed up the rate of reaction. On this basis I believe that if the molar of the hydrochloric acid is decreased there will be less gas produced and so the rate of reaction will slow. Here is a diagram: image07.png We can see in the figure above that if the molar is halved then there are fewer particles in the water so fewer collisions can happen. The gas produced will therefore be reduced and the overall time of the reaction will decrease. Variables Variable controlled How it is controlled Why it is controlled Concentration of Magnesium By measuring out a 3cm piece of magnesium each time I take a repeat measurement. I am measuring the concentration of the hydrochloric acid not the magnesium. Concentration of Hydrochloric acid I will start with 10ml of hydrochloric acid and replace 2ml of it with water every time I want to reduce the concentration. I want to observe what effect it will have on the rate of reaction. Water Vapour Adding an extra, cooler conical flask to collect the water vapour. I am measuring the gas produced between hydrochloric acid and magnesium; water vapour is not a product. Temperature By putting the flasks in a thermostatically controlled water bath for 5 minutes before each experiment. I am measuring the concentration and do not want the higher temperature to give the particle more energy to collide. Apparatus 500ml conical flasks- To hold the magnesium and hydrochloric acid reaction and to collect the water vapour. Conical flask bung (with hole for tubing) To allow for gas only to travel through the tubing. Glass tubing- To direct the flow of gas. 100 ml ² gas syringes- To measure the gas produced. Retort stand- To hold the gas syringe. Clamp- This is attached to the retort stand. 50 ml measuring cylinder- To measuring the hydrochloric acid accurately stop-clock- To measure the time of the reaction 10ml of Hydrochloric Acid plus varying amounts of water- To measure the concentration of the acid Magnesium ribbon (3cm per experiment) To react with the acid. Ruler and scissors – To measure and cut the magnesium ribbon. image08.png Here is a diagram: Other apparatus: image10.pngimage09.pngimage11.png image02.pngimage03.png Obtaining precise and reliable results My experimental design permits me to take very accurate measurement; however, the only fault in its design is that the syringe only measures in whole numbers. This should not pose as a problem because I will take lots of reading to compensate. I will then find the mean of easy set of results so that I can compare them accurately in addition to this I will also take the range of the results which will allow me to observe whether they overlap. The limitations of my other apparatus are common. Although my stop can measure to a 10th of a second my reaction time will be a lot slower then this. The ruler and scissors should also be taken into consideration, measuring and cutting the magnesium could cause some variation. The measuring cylinder also has to be estimated to a rough degree when pouring the hydrochloric acid. All of these small inaccuracies can add up to a large error so I need to be very consistent so each result is rounded to the same degree of accuracy. Risk assessment: during the practical various measures must be taken to ensure the experiment is carried out safely. These measures are; †¢ Always wear safety goggles (at all times) to ensure no chemicals make contact with eyes. †¢ Wear laboratory aprons to ensure there are no spillages onto clothing. †¢ Use a bench mat to stop spillages onto bench †¢ Avoid contact of acid on skin – it is corrosive. If acid does touch skin it must be immediately washed off. †¢ Hydrogen is explosive and so must not be exposed to a naked flame- ensure that Bunsen burners are nowhere near the apparatus during the experiment. †¢ Basic Laboratory Rules i.e. do not run in labs, No food or drink allowed etc. †¢ No concentration of hydrochloric acid greater than 2 molar, anything larger is dangerous.

Teaching English As A Foreign Language

Teaching English As A Foreign Language The aim of this study is to assess the performance of the teachers of English for the first year of the secondary schools in Missalata in: the new textbook. It also investigates other factors that influence teachers presentation, such as: the time allocated to the teaching of English and the lack of important materials such as tape recorders, dictionaries and other teaching aids. The main tool through which the researcher collected data is checklists adopted from a well known figure in teaching English as a foreign language named Jack Richards. The study consists of five chapters. Chapter one looks at defining some of the concepts involved in the TEFL teaching process as well as emphasizing the role of the teacher. Chapter two examines the background to TEFL teaching in Libya. It also includes a literature review. Chapter three outlines the background to the study and introduces the learning environment of it. It also discusses the methodology of the study and looks at the applied checklist as well as the parameters used as part of the research. Chapter four analyses the collected data. The last chapter comprises the conclusion and recommendations which are thought to be helpful to improve the English language teaching in Libyan schools. Chapter one 1.1- Introduction Teaching English as a Foreign Language (TEFL) is a complicated process because it comprises a number of elements where the absence or the weakness of any one would affect the whole process. Al-Akhdar (2001: 1) says in this context The success of a course of English as a FL depends on several factors He discusses the issue of methodology in detail as one of the factors influencing the successful outcomes of the teaching operation. Another factor is to be discussed here: it is the teacher. This study examines the important role of the teacher in relation to the methodology employed. The reasons behind the important role played by the teacher in the teaching process is illustrated by the following points: 1. The teacher can compensate for any shortage of material or poor material, either by using other sources, or by tailoring the material to suit his particular class. 2. The teacher can balance the variations of the students levels. It is natural for the teacher to notice this heterogeneity in any class. It is the teacher who knows how to deal with such a situation. 3. He is also the one who deals with oversize classes (i.e. classes with more than 16 students) when it is quite difficult to carry out certain tasks and activities. Harmer (2002: 128) maintains that: In big classes, it is difficult for the teacher to make contact with the students at the back and it is difficult for the students to ask for and receive individual attention. He goes on to give reasons for the difficulty in teaching big classes by saying: big classes mean that it is not easy to have students walking around and changing pairs etc. Most importantly, big classes can be quite intimidating for inexperienced teachers. Ur (1997: 303) also lists some problems in teaching large classes such as: à ¢Ã¢â€š ¬Ã‚ ¢ Discipline à ¢Ã¢â€š ¬Ã‚ ¢ Correcting written assignments. à ¢Ã¢â€š ¬Ã‚ ¢ Effective learning for all. à ¢Ã¢â€š ¬Ã‚ ¢ Materials. à ¢Ã¢â€š ¬Ã‚ ¢ Individual awareness. à ¢Ã¢â€š ¬Ã‚ ¢ Participation. 4. It is the teachers responsibility as well to overcome the problem of the shortage of classroom timetabling. Some syllabus timing is longer than that allocated by the Education Authority. All of the above points encompass the teachers responsibilities and distinguish him as a crucial factor in the educational process. Dubin and Olshtain (1986:31) however, put it well when they said: The teacher population is the most significant factor determining success of a new thinking and what it involves in practical terms are crucial. Alien and Valette (1977: 3) also stress the important role of the teacher. They say that: The teacher is the key figure in the language course. It is the teacher who sets the tone for the learning activities. They add that: The teacher plays a prime role in effecting student progress or lack thereof. The teachers role, therefore, in creating a successful learning environment for EFL secondary school students studying in Libya is of paramount importance to the successful completion of their course. This dissertation examines the teachers role and undertakes an analysis of the complications involved and the possible solutions to these difficulties. This analysis takes the form of an evaluation of teachers lessons at secondary schools in Missalata, Libya. 1.2-Elements Involved in English Language Teaching: Before this analysis is undertaken, however, the process behind EFL teaching in general needs to be examined in some detail. This will place the teachers role in context and illustrate the overall complexity inherent In the EFL process This process according to Al-Mutawa and Kailani (1998: 6) consists of central determinants which include the pupil, the EFL teacher, the method of teaching, the teaching materials and the classroom environment. These EFL learning and teaching elements are briefly discussed from a Libyan perspective in the following section: 1. 2.1-The Pupil: There are two types of English language learners in the Libyan environment; a full time student in an academic institution (school, college or university) and those who are enrolled on private courses which are run by private language centres. The objective behind learning English at these types of language centres is either to fulfil the need of the learner himself or that of his employer for work requirements, or to develop further the learners capability in a specific field such as, English for medicine, English for engineering, etc. The difference between the two can be summarised as follows: A. The syllabus for the learner at the academic institutions is a standard one which is taught all over the country, while the syllabus for the private institutions varies from one organisation to another. B. The learners age at the academic institutions are fairly similar Whereas it can vary at the private centres. C. Private language centres care a lot about the number of learners in one class, but public classes are always oversized which in turn can affect their learning process. 1.2.2- The EFL Teacher: Each job has its own specification or what is called a job description. Accordingly it is necessary, when recruiting a teacher to fill a position in any school to match him against the requirements for the job. But what are the criteria that we can apply in this process? It is quite difficult to base the answer on a checklist of a number of criteria such as a university degree. However, Richards (2001: 209-210) points out that two main factors should be considered carefully in employing EFL teachers: 1.2.2.1- The Teachers Knowledge. In this respect he outlines the following: à ¢Ã¢â€š ¬Ã‚ ¢ practical knowledge: the teachers repertoire of classroom techniques and strategies à ¢Ã¢â€š ¬Ã‚ ¢ content of language knowledge: the teachers understanding of the subject of TESOL, e.g., pedagogical grammar, pronunciation, teaching theories, second language acquisition, as well as the specialized discourse and terminology of language teaching contextual knowledge: familiarity with the school or institutional context, school norms, and knowledge of the learners, including cultural and other relevant information à ¢Ã¢â€š ¬Ã‚ ¢ pedagogical knowledge: ability to restructure content knowledge for leaching purposes, and to plan, adapt and improvise à ¢Ã¢â€š ¬Ã‚ ¢ personal knowledge: the teachers personal beliefs and principles and his or her individual approach to teaching à ¢Ã¢â€š ¬Ã‚ ¢ reflective knowledge: the teachers capacity to reflect on and assess his or her own practice. 1.2.2.2- Teaching Skills: Teaching skills refer to knowledge or the ability to perform certain skills. A similar taxonomy is provided by McDonough and Shaw ( 1993: 297) who lists the following: Knowledge of the language system Good pronunciation Experience of living in an English-speaking country Qualifications (perhaps further training taken, or in-service development) Classroom performance Evidence of being a good colleague Length of time as a teacher Ability to write teaching materials Careful planning of lesson Same LI as students, or a sound knowledge of it Experience of a variety of teaching situations Personal qualities (outgoing, interested in learners and so on) Publications Knowledge of learning theories Wide vocabulary Ability to manage a team of teachers. In addition to the above points education authorities at all levels (planners, inspectors and headmasters) are asked to follow up and assist English language teachers in order to improve further their ability and make cope with any development that might arise. Richards (2001: 218). Lists a number of conditions to achieve and maintain good teaching standards: à ¢Ã¢â€š ¬Ã‚ ¢ Monitoring: in this respect he states that to upgrade the level of teaching, monitoring can play a major role through: group meetings, written reports, classroom visits, and student evaluations. à ¢Ã¢â€š ¬Ã‚ ¢ Observation: This can also play a part in upgrading teaching and he proposed different ways to implement this task. He suggests: self-observation, peer observation or supervisor observation. à ¢Ã¢â€š ¬Ã‚ ¢ Identification and Resolution of Problems: problems that may face the teacher should be identified well in advance and should be tackled immediately in order to be avoided in future. à ¢Ã¢â€š ¬Ã‚ ¢ Shared Planning: This task can be done through the collective work among teachers on planning a course of study. EFL teachers in Libyan secondary schools are prepared to teach a certain syllabus not teaching English. Moreover, they are not taught how to teach the new textbooks. 1.2.3-The Method of Teaching: Before discussing the different methods it is worth distinguishing between the two terms method and approach. Richards et. Al. (1985: 228) give very simple definition. They say method is: (in language teaching) a way of teaching a language which is based on systematic principles and procedures, i.e., which is an application of views on how a language is best taught and learned. They go on to say that these views include: a. The nature of language b. The nature of language learning c. goals and objectives in teaching d. the of syllabus to use e. the role of teachers f. the techniques and procedures to use As with regard to the definition of approach, Al-Mutawa and Kailani (1988: 12) say in this respect: The term approach refers to principles or assumptions underlying the process of language teaching and learning. They give the following clear example to illustrate their definition: one of the assumptions underlying descriptive linguistics is that language is a set of habits, i.e. habit formation which is acquired by the process of stimulus, response and reinforcement. Below is a discussion of the major teaching methods. 1.2.3.1- Grammar Translation Method: The history of Grammar Translation method dates back to the decades of teaching Latin in the nineteenth century. The objective behind The application of this method includes as Rivers says ( 1983: 29) an understanding of the grammar of the language and training the student to write the new language accurately by regular practice in translating from the native language. It aims at providing the student with a wide literary vocabulary It aims training the student to extract the meaning from texts in the new language by into the native language. Students are taught, according to this method, deductively by having sufficient explanations of the rules as well as long lists of vocabulary and asked to memorise them by heart in order to translate texts. The teachers role however, is exemplified in the use of the learners first language to explain the rules and the vocabulary of the targeted text and then assists the learner to translate it. (Baker and Westrup: 2000). Less emphases is made on accurate pronunciation thus listening and speaking are ignored in this method. The Grammar Translation method is known to be very useful as Baker and Westrup( 2000: 4)) point out: in teaching academic work and for passing written exams . 1.2.3.2- The Direct Method: The Direct Method was brought to existence by the end of the nineteenth centaury in rejection for the ignorance made by the Grammar Translation method to listening and speaking skills. Voices started to be heard at that time for reform and that is why the direct method was known as the Reform method. The method is also known as the Natural or the Psychological Method for the fact that it makes an analogy between the child who learns his mother tongue and the way the learner learns L2. In contrary to the Grammar Translation Method, the Direct Method stresses the need to use the target language right from the regaining and to avoid the use of the mother tongue. In this respect Rivers (1983: 32) says: This renewed emphasis on the target language as the medium of instruction in the classroom meant that correct pronunciation became an important consideration. The classroom teaching concentrates on practising the target language through the use of listening and speaking while reading and writing are considered less important. Students are encouraged to memorise phrases and dialogues. Baker and Westrup( 2000: 4) list the following limitation in learning L2 through the use of the Direct Method: à ¢Ã¢â€š ¬Ã‚ ¢ Students may not always understand what they are repeating; à ¢Ã¢â€š ¬Ã‚ ¢ Students cannot make their own responses in new and different situations; à ¢Ã¢â€š ¬Ã‚ ¢ Teachers may not be confident enough to use English throughout the lesson; à ¢Ã¢â€š ¬Ã‚ ¢ They are not so useful for advanced learners. 1.2.3.3- The Audio-lingual Method: One of the main reasons for the emergence of The Audio-lingual Method came as a result of the need of the American forces to use and understand the language of the invaded countries in the 40s and 50s. Kara (1992: 82) says in respect of the application of the Audio-lingual the Following: then being used by the American Army to train their men to understand a native speaker and speak a Language with a near-native accent. She goes on to describe the mechanical application of the method by saying: Classes were small and staffed by linguistic by linguistic experts who taught using graded materials based on structural analysis and demanded long hours of drill and active practice with native speakers as models for imitation. This method has based its grounds on the Behaviourist Psychology where the following assumptions are embedded: a) Language learning is primarily mechanical habit formation. b) Language is a form of verbal behaviour. c) Priority goes for mastering spoken first in order for the other skills to be effectively gained. d) Analogy is a better foundation for language learning than analysis, therefore pattern practice in context precedes the presentation of rules. e) Teaching language involves teaching the cultural norms of native speakers of the target language. The major criticism addressed to the Audio-lingual method is represented in Rivers (1981: 47) words as follows: If Audio-lingual training is given in a mechanical way, students may progess like well trained parrots-able to repeat whole perfectly when given a certain stimulus, but uncertain ,;t meaning of what they are saying and unable to use ::^.zed materials in contexts other than those in which they earned them. Student must be trained from the first lesson to apply what they have memorized or practiced in drills in communication situations contrived within classroom group. 1.2.3.4-The Communicative Approach: The Communicative approach first emerged in the UK in the mid to .ate 1970s. It was brought up as a result of the dissatisfaction with the structural and behaviourist methods of language teaching. This is the methodology which is currently widely used in text books not only in the West but even in our schools and training centres in Libya. Besides the preparatory and secondary schools text books, most of the oil sector and banks training centres are applying this approach in their teaching of English. The focus, in this approach, is on using language for communication while accuracy is seen as secondary. The function of language, or the way it is used, is considered more important than the form. As with regard to classroom teaching, the communicative approach gives a large proportion of class time to student-centred activities. Students are given the chance to use the language in realistic situations where they must use the language for real communication. The use of authentic materials and realia is encouraged wherever possible. The role of the teacher however, is seen as a group manager and activity leader or facilitator. In this case, he is advised to allow considerable time for the learners to work at their pace and ensures that the learners should proceed from guided to freer practice of language items. The teacher has also to encourage group and pair work. 1.2.3.5- The Eclectic Approach: Some teachers however, prefer to adopt an eclectic approach. The teacher in this case adopts some of the above mentioned methods during one single lesson. The teacher in this situation carries out a certain task in the class using grammar translation methodology and the other task performed through the audio-lingual method. In this regard Al-Mutawa and Kailani (1988: 27) say: Teachers often incorporate features of different approaches in their particular methodology. Most of the English language teachers nowadays think that teaching grammar is the objective of teaching the language. Functions and notions for them are considered as secondary targets or they are used mainly to illustrate or highlight grammar rules. 1.2.4- The Teaching Materials: Teaching materials include; textbooks, workbooks, newspapers and magazines, posters, blackboards, whiteboards, language laboratories, overhead projectors, tape recorders, videos and realia (such as real fruits, Vegetable, Kitchen objects) etc . Teachers can always try to create in the use of these materials. Some schools may lack some of above if not most. The teachers, therefore, can manage this shortage of materials. They can for example use his personal items from home or bf can seek the help of his students. 1.2.5- The Classroom Environment: Most of the classrooms in Libya are built compatible with educational specifications. That is all of the classrooms are large enough to accommodate (between 25 to 30) students in each class. They have enough windows to provide light and fresh air. The physical building itself is not enough, however. There are of course, other things complementing the physical structure such as ventilation, particularly in winter when these classes need to be warm enough, and electricity supply that is just as important. Students and teachers desks as well should be convenient. All of these compose an environment that might help create an appropriate educational atmosphere. Further to the above discussion, it is necessary for purposes of clarification to discuss other terminology that can appear confusing. Terms such as curriculum, syllabus, methodology and teaching materials are interrelated and are sometimes mistaken for one another. Since this study uses these terms very frequently, it becomes essential to define what each one of them means. 1.2.6.Curriculum: Nunan(1988:6) defines curriculum as follows: curriculum is a very general concept, which involves consideration of the whole complex of philosophical, social and administrative factors, which contribute to the planning of an educational programme. On the same line, Lim (cited in Richards 2001: 41) also includes the following parameters as part of the curriculum process: needs analysis, goal setting, syllabus design, material design, language programme design, teacher preparation, implementation of programmes in schools, monitoring, feedback and evaluation. Curriculum can be divided into three different groups: à ¢Ã¢â€š ¬Ã‚ ¢ Planned Curriculum à ¢Ã¢â€š ¬Ã‚ ¢ Implemented Curriculum à ¢Ã¢â€š ¬Ã‚ ¢ Realized Curriculum Nunan (2000) describes these stages as follows: I like to draw a distinction between the planned curriculum, the implemented curriculum, and the realized curriculum. The planned curriculum includes everything that is done prior to the delivery of instruction. The implemented curriculum refers to what happens in the moment-by-moment realities of the classroom. The realized curriculum refers to the skills and knowledge that learners actually acquire as a result of instruction. This study will be mainly dealing with the implemented curriculum. Chapter Two Literature Review 2.1.- Secondary School Syllabus (Past and Present): 2.1.1- Introduction. The teaching of English as a foreign Language has attracted great interest in Libya since the mid 40s. Imssalem( 2001: 8) said in this context: Since the start of British administration in 1943, English was introduced into the school system and has become the first foreign language. English is also currently a core subject from the first year of preparatory school to the university stage. It is also a core subject in all university colleges. The preparatory and secondary school English textbooks in Libya, however, have seen remarkable developments. These developments fall into two main stages: 2.1.2-Secondary School Syllabus Before 1996. Libya was one of the Italian colonies and it was very much affected by the Italian imperialistic policy, particularly in the field of education. In this regard, Mahaishi (1999: 9) maintained that: education was affected by the policies made by the colonisers, where they had abolished the schooling system created by the Ottoman rule during the last years of their empire. Consequently the colonisers imposed an Italian curriculum from the early education stages in order to Italianise the life of the Libyan Arab citizen through imposing the Italian language. This stage lasted nearly half a century. Afterwards, and by the start of the British administration in Libya in 1943, English language started to take its place in the Libyan school curriculum in a different way to that employed by the Italian invaders. Whereas the Italian curriculum aimed at Italianising the Libyan education system, English language during the British administration was introduced as a school subject. Other subjects such Maths, Chemistry etc, were introduced in Arabic. Moreover, education in Libya, generally, was very limited for many reasons, for example, poverty and the fact that the country was the scene of ferocious imperialistic wars between foreign forces, to the extent that John Wright (1972: 206 ) in his book The History of Libya put the rate of illiteracy at 90%. until 1964 the English Language syllabus was exemplified in English textbooks imported from Egypt. Imssalem (2001: 8) says that: The curriculum for English language teaching in Egypt was introduced into Libya by British-trained Egyptian teachers. In the late 60s, M. Gusbi in collaboration with R John produced a new syllabus, which lasted around three decades as reliable, local Material used in Libyan secondary schools. Mr. Gusbis material (Further English for Libya, Revised edition 1974) was based on the audio-lingual method, which was characterised by concentration on structure and form rather than on meaning as an objective of teaching. This approach has relied on introducing a topic, familiar to the learners culture, followed by some drills and exercises. The lessons were gradually graded in linguistic complexity, aimed at consolidating the rules in order to develop the learners linguistic competence. For instance, if you look at the exercises used in Lesson One (Gusbi and John, Seventh Impression, 1983: 4-5) only section C is different with the introduction of some comprehension questions. One finds them concentrating on grammar, for example, Section D (Make sentences from this table), Section E (Put these sentences into negative etc. With regard to the skills, the focus was only on listening and speaking in the first stages. Reading and writing, however, were postponed to the advanced stages until the first two skills were mastered. This method implies a teacher centred approach, where he/she finds himself/herself taking the big share of talking and directing as well as correcting any type of error that might arise to ensure the development of the learners accuracy. The case of the Libyan English textbook, (Further English for Libya) which was built on structural bases, was almost the same as that in some other Arab countries. Kharma and Hajjaj, (1986 : 60) describe the syllabus in the Arab Gulf States before the mid 70s by saying: With the introduction of the structural approach the syllabus continued to be thought of as materials content in terms of lexical and grammatical items, and particularly sentence patterns. At that time the Communicative approach was introduced into the curriculum in Europe and the USA. 2.1.3-Secondary School Syllabus After 1996: In order to discuss the secondary school syllabus in Libya after 1996 this section highlights the development of the communicative approach since the Libyan secondary school textbooks are now based on a communicative approach of teaching. The communicative approach came into existence by the end of 1960s and early 70s as a result of the dissatisfaction with the then current approaches and methods, such as the Grammar-Translation method, Direct method, Audio lingual method etc, that concentrated on language structure instead of the real use of the language itself as means of communication. Richards (1995: 66) in this context quoted Littlewood when he describes the communicative language teaching by saying: One of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language. This approach has incorporated the teaching of the four language skills besides grammar and vocabulary which according acknowledges the interdependence of language and communication. Thus it supersedes the previous methods in unifying these two concepts i.e. language and communication. This shift however, from merely teaching language structurally to teaching it communicatively met with different views, some in favour and others against. In China for instance, Xiao Qing Liao (10/10/2001) says: In spite of the resistance [to the introduction of the communicative approach in China], there were still many teachers in favor of CLT. Although communicative language teaching was introduced to the Libyan secondary school textbooks in 1997, which is considered relatively late, it can be said that these textbooks are improved for the following reasons: à ¢Ã¢â€š ¬Ã‚ ¢ They can be described as comprehensive multi-strand textbooks i.e. they introduce in each unit of the books; vocabulary, grammar and the four language skills listening, speaking, reading and writing. à ¢Ã¢â€š ¬Ã‚ ¢ The textbooks content of vocabulary, grammar and the four language skills serve the theme of each unit in a communicative way. The authors (Tankard and Tankard 2001:1) give an example of this point in their introduction to the First year Secondary School Textbook by saying: Unit 5 has the theme Countries and Regions. In this unit the vocabulary relates directly to the theme: the students learn new words and expressions to describe geographical regions. The grammar point covered is comparative adjectives, and the communicative functions are comparing people and things and talking about countries and regions. à ¢Ã¢â€š ¬Ã‚ ¢ The variation in the topics included in the course book supports the learners command of the language and can help him to use English in real life situations. à ¢Ã¢â€š ¬Ã‚ ¢ Contrary to the previous textbook (Further English for Libya by Gusbi and John 1970 Longman publications), which dominated the process of teaching English as a foreign language in Libyan schools for nearly three decades, the new textbook can also be considered as a dynamic one and not static. For instance, in terms of student participation, most of the tasks were set in order for the students to interact among themselves, to play certain roles or to solve a problem, whereas the old textbook concentrates mainly on grammar issues where there is no chance for group work. The possibility of performing the exercises in the old text book can only be done between the teacher and a student or one student and another. Accordingly, the chance for involving the whole class group work or pair work is not available. à ¢Ã¢â€š ¬Ã‚ ¢ The other advantage of the new textbook is represented in the use of Visual aids. The pictures are very helpful and very motivating for the learner to learn, to understand the task and accordingly participate actively in the class. For instance, in Unit Two (p. 6,7and 8) the topic is about Towns and cities in which the authors introduced the city of Bath in England as an example. At first they present an introduction about the city on page 7, supported by a map of the city using colours (red, blue and green) to show the most famous places like the museum, Post office, car park and recreational park. The objective behind the passage, in page 7, is to provide the learner with necessary vocabulary. In page 8, the picture is used for further drills of the vocabulary in listening and speaking e.g. giving and following directions. These drills are of course, supported by drawings. Besides dealing with vocabulary, listening speaking and reading, it also deals with grammar in clusively (using WH questions and demonstrative pronoun there). Pictures in the old syllabus, however, were very limited and did not serve the theme or any learning activity. In spite of this improvement of the new English Language textbook in Libya, it did not take into account the other elements of the learning and teaching process i.e. the pupil, the EFL teacher, the method of teaching applied in the Libyan schools, teaching material, and the classroom environment. So the questions that should have been posed by the authors of English for Libya (Alan and Fiona Tankard) and the Libyan educational authorities before writing the textbook could have been: à ¢Ã¢â€š ¬Ã‚ ¢ Is the teach

Comparison of the Gospels :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  When you think of Sabbath, you think of a holy day, a day of rest and relaxation for both man and animals. The word Sabbath comes from the Hebrew word meaning â€Å"day of rest†. The Sabbath day is God’s day of relaxation after he finished the creation of the earth. Matthew, Mark, and Luke each tell about the Sabbath dispute, but each gospel tells their story differently. Matthew chapter 12 begins with Jesus walking through the cornfields with his disciples when they became hungry. Because of their hunger, they plucked ears of corn and began to eat. The Pharisees disagreed with them doing this, not because they were eating someone else’s corn but for doing it on the Sabbath. They complained to their master about them doing what was against the law on the Sabbath (v 5). Jesus came to his disciples’ defense by referring to two incidents. The first incident is of David, where he and his followers ate bread that was for priest only. (v 3-4). The other incident is of the priest where they break the Sabbath by working proving that they could break one law to keep another, so Jesus could violate the Sabbath law in the interests of the Kingdom of God (v 5). He then argues that if the temple service would justify what the priests did, then the disciples doing what they did would be justified much more because they were in presence with him (v 6). Jesus goes on to say that God will have sympathy and not sacrifice meaning he will not criticize those who are not at fault. Finally, he states that â€Å"the Son of Man is lord of the Sabbath† meaning that he instituted the Sabbath because he is the Son of Man. Mark, on the other hand, is parallel to Matthew. The first difference is that Matthew says they plucked ears of corn when Mark states that they plucked heads of grain (v 23). The Pharisees for a second time want to know why they are doing what is unlawful to do on the Sabbath. Jesus defends his disciples again and gives the same example of David that Matthew did but there is a slight difference. Mark tells who the high priest is whereas Matthew says does not reveal who he is. Mark additionally states whom the Sabbath is for. By this, he said that the Sabbath was made for humankind and not humankind made for Sabbath (v 27).

The Flaw in an Impersonal Relationship Essay -- Philosophy, Stoic

Much of the knowledge pertaining to virtue is the resulting work of Stoics, such as Plato, Aristotle, and Marcus Aurelius. Stoicism can be referred to as the foundation of Christianity however, the lack of a personal relationship with â€Å"The One† or God prevents Stoics' souls from reaching their great potential. Principally, Stoics fundamentally believed that â€Å"every event that occurs in the cosmos, from the most important to the most trivial, was fated to occur, and determined to occur† (Brennan, 235). They were fatalists. Furthermore, Stoics, as a whole, tended to view the physical and intellectual world in analytical and logical terms. In Stoicism and its Influence, R. M. Wenley makes the point that â€Å"the Stoics attempted to frame a theory of the physical universe, of the individual man as he finds himself under compulsion in this universe and, combining the two, to formulate a rule of life in conformity with Reason† (75). Consequently, Stoics wanted to achieve an other-worldly understanding of the physical and intellectual world they resided in. Moreover, the most important contribution to their central argument was that the highest good lies in virtue, and that the final purpose for man is to achieve happiness. To achieve said good, many Stoics, like Plato, believed a set, careful process primarily focused in education and meditation was necessary. Marcus Aurelius, a Roman Emperor and Stoic, believed that through â€Å"following after the things produced according to nature†, one could begin to develop a virtuous soul, as shown in his Meditations (Book III: 2). Continuing his discourse of Platonic and Aristotelian principles, in Book II, line 7, Aurelius advises his reader to â€Å"give thyself time to learn something new and good, a... ... (Romans 16: 25-27). In addition to reading these sacred texts, Christians had to abandon logic and reason and simply rely on their faith in order to achieve this happiness. In conclusion, the wisdom achieved through Stoic principles is the foundation of the Christian religion. However, the impersonal relationship central to Stoic philosophy prevents its followers from obtaining the glorious after life known to Christians. The element of reason woven into the foundation of Stoicism greatly hindered the potential of its believers. Unlike the Stoics, Christians' personal relationship with their monotheistic God not only endows them with the instructions necessary to daily life, but also eliminates all mystery regarding the after life. Christians know without a single shred of doubt that their eternal life with their monotheistic God will be full of peace and bliss.

Chad Essay -- essays research papers

Chad Chad is one of the most underdeveloped countries in the world because of its climate, geographic location, and a lack of infrastructure and natural resources. It's main cash crop that is helping it's economy is cotton, which accounts for 48% of exports.1 The industry of Chad is mainly based on processing agricultural products. It is run by a republican government and it's legal system is based on French civil law system and Chadian customary law. The recent president is Idriss Deby and head of government is Prime Minister Joseph Yodoyman Chad had gained its independence from France on August 11, 1960. Its national holiday is held on the same day every year.   Ã‚  Ã‚  Ã‚  Ã‚  The geography of Chad is mostly pastures and meadows. Chad is located in Central Africa and is between the Central African Republic and Libya. The total area is 1,259,200 km2, and the land area is 1,259,200 km2.2 The total size in area of Chad is slightly more than three times the size of California. The land boundaries of Chad are; Cameroon (1,094 km), Central African Republic (1,197 km), Libya (1,055 km), Niger (1,175 km), Nigeria (87 km), and Sudan (1,360 km).3 All of these countries total to 5,968 km. Chad is landlocked which has no coastline. It has no marital claims. The disputes between Chad and other countries is that Libya claims and occupies the 100,000 km2 Aozou Strip in the far north. The year around climate is tropical in the south, and desert in the north. The terrain is broad, arid plains in the center, desert in the north, lowlands in the south and mountains in the northwest. The natural resources are petroleum, uranium, natron, kaolin, and fish. The land use consists of arable land (2%), permanent crops (0%), meadows and pastures (36%), forest and woodland (11%), and other (51%).4 The irrigated land used is 100km2. Its environment is hot, dry, dusty harmattan winds occur in the north, drought and desertification affecting much of the south, and subject to plagues of locusts.   Ã‚  Ã‚  Ã‚  Ã‚  The people of Chad rely on agriculture for survival. The total population is 5,350,971 people. The growth rate of the population is 2.13%. The birth rate is 42.21 births / 1,000 population. The death rate is 20.93 deaths / 1,000 population. The migration rate is 0% migrants / 1,000 population. Chad's death at infancy is at a great risk at 134 deaths ... ...s. The exchange rates are communaute Financiere Africaine Francs (CFAF per US $1 - 274.06 in January 1993, 264.69 in 1992, 282.11 in 1991, 272.26 in 1990, 319.01 in 1989, and 297.85 in 1988.8 Chad's fiscal year is a calendar year.   Ã‚  Ã‚  Ã‚  Ã‚  The highways in Chad total to 31,322 km, 32 km bituminous, 7,300 km gravel and laterite, and the remainder is unimproved earth.9 Inland waterways are 2,000 km navigable. Airports total to 69. The usable airports total to 55. Permanent-surface runways total to 5 airports. The telecommunications department in Chad is a fair system of radio communication stations for intercity links; broadcast stations - 6am, 1fm, limited television service; many facilities are inoperative; 1 Atlantic Ocean INTELSAT earth station.   Ã‚  Ã‚  Ã‚  Ã‚  Chad's defense forces consist of the branches, manpower, and defense expenditures. In the branches there is the Army and the Republican Guard. In the manpower availability males age from 15 to 49, total count is 1,246,617; fit for military service 647,908; reach military age is 20 and annually 52,870.10 In defense expenditures the exchange rate conversion is $58 million and 5.6% of GDP.

Analyze Two Main Theories of Motivation Namely: Maslow’s Hierarchy of Needs Theory and Herzberg Two-Factor Theory Essay

INTRODUCTION From as early as the beginning of the 20th Century, corporations began to realize that motivated employees are a strategic necessity in the harshly competitive and fast paced market place. This new understanding or paradigm shift brought to an end the era of coercive, machine-like workplaces where employees were considered to be just another input in the production of goods and services. Hence the reason, there has been substantial research that has been done and is still being carried in the area of employee motivation and there is a general consensus that that employee motivation and company performance are positively related. The concept of motivation has been variably described by many authors, but for the purpose of this analysis, Higgins (1994) definition will be borrowed. He describes motivation as the inner force that drives individuals to accomplish personal and organizational goals. The global economic downturn has had damning effects on companies which have left many employees disengaged and demotivated and yet according to Smith (1994), companies need motivated employees for survival because motivated employees help organizations to survive even in the most turbulent of times. There has therefore never been a time when companies needed motivated employees more than this time. The purpose of this paper therefore is to analyze two main theories of motivation namely: Maslow’s hierarchy of needs theory and Herzberg  two-factor theory and how they can be applied by companies to boost workers’ satisfaction and therefore, organizational effectiveness. 2 DEFINITION OF TERMS 1. Organizational Effectiveness: There is no true consensus about the definition of this ubiquitous term. Wikipedia defines it as ‘the concept of how effective an organization is in achieving the outcomes the organization intends to produce’. 2. Employee Engagement: Is the ‘extent to which employees feel passionate about their jobs, are committed to the organization, and put discretionary effort in their work. Passion, commitment, and most importantly, discretionary effort. Engaged employees are motivated to do more than the bare minimum needed in order to keep their jobs’, Custom Insight (2011) 3. Disengagement: has two levels a) Disengaged employees: Disengaged employees don’t have an emotional commitment to their work or their place of employment, according to Entec Corporation, which has conducted employee surveys since 1966. Entec emphasizes that disengaged employees aren’t necessarily bad employees, but they just do what’s necessary to get their jobs done. They typically don’t take part in offering suggestions for improving the workplace. Entec indicates that disengaged employees usually don’t stay at work late if it’s not required, and they don’t give their jobs much thought after they finish a workday. b) Actively disengaged employees: These are the workers who undermine their jobs and employers. Actively disengaged employees can sink employee morale and performance. In such cases, employers should try to determine what’s behind active disengagement to prevent it from getting out of control. 4. Employee satisfaction: Is the extent to which employees are happy or content with their jobs and work environment. 3 MOTIVATION THEORIES: 1. MASLOW’S HIERARCHY OF NEEDS THEORY: In 1943, psychologist Abraham Maslow theorized that people have five basic needs and he further came up with a pyramid that prioritized these needs. His needs-based framework went on to become a model for both personal empowerment and workplace management, and embraces the concept that basic needs must first be satisfied before higher, unselfish goals can be pursued and achieved. Several companies have implemented the ideas of this theory with differing success levels. The theory is delved into below and examples are used to substantiate the analysis. Physiological Needs Maslow identified the core physiological needs to sustain human life as air, water, food and sleep. To perform their jobs, workers require healthy air to breathe, water to keep their systems hydrated, sustenance to fuel their bodies and adequate time to rest and recuperate between shifts, including regularly scheduled breaks. As described in his own book, â€Å"Maslow on Management (1963),† Maslow cites that when deficiencies exist in these four basic requirements for survival, people become incapable of developing any ambition, much less acting on it and achieving their full potential. In regard to a work place, this could mean furnishing a pleasant and comfortable environment for staff to work in. A company that has embraced this idea is MTN Swaziland. Their new state of the art building was not just constructed for aesthetics, but the construction was also a strategic goal with regards to their Employee Value Proposition. The building has ample work space, beautifully furnished staff canteen, gymnasium for the staff, day care center for staff children, golf course and a club house. A survey that was conducted after the relocation to these new premises showed that staff were now happier and were willing to work extra hours as it had become more comfortable for them to do so. 4 According to Dan Romaniak, the communications Manager from Hewlett-Packard’s (HP) Geographic Operations, HP attempts to retain its employees and keep them motivated by offering not only competitive salaries and benefits, but  also perks like flexible time off from work are specific examples of physiological, social and ego needs. They also provide company cars or memberships privileges at country clubs. He further mentioned that HP is also using benefits such as non-cash bonuses or additional paid time off if company goals are met. Others like managers taking employees out to lunch to reward good work or allowing them to use reserve parking spaces for performances above and beyond the norm. By offering attractive benefits and satisfying employee needs, the employers will reap the positive benefit of motivated employees a Safety Needs A safe and secure working environment reduces the threat of physical injury. When workers believe that the level of risk has been minimized and that good health and safety practices are judiciously enforced and monitored by management, they feel more comfortable and are less distracted from performing their tasks and interacting with others. Conscientious safety practices reduce absenteeism as well, which can impact productivity and morale. Security also extends to emotional well being in the workplace. An employer that provides medical benefits contributes to retirement plans and is financially solvent makes workers feel more secure about their jobs and the future. Conley (2010) writes that companies that demonstrate they care for the welfare of their workers create an atmosphere of trust which, in turn, encourages loyalty and decreases st ress. Coca cola is a typical example of a company that has harnessed the power of this theory because they understand that their success depends upon ensuring the safety of their workers. So they integrated the Coca-cola Safety Management System as part of their day to day management. This system incorporates occupational safety, quality, environment and loss prevention into a single framework. It also defines rigorous operational controls. With this in place, the company has employees that are able to work without worrying 5 about safety, thereby focusing all their energy into production. This could explain why coca-cola has remained the world’s number one brand even throughout the economic down turn.nto a single framework. Social Needs Man is a social animal and, accordingly, seeks out companionship, acceptance and  inclusion. Maslow identifies social needs as friendships, peer support and the ability to give and receive love. Podmoroff (2009) observes that the workplace offers an opportunity to be part of a team in which members share their respective knowledge, skills and unique experiences to solve problems in which they have a vested interest. Competitions, focus groups, mentoring, brainstorming sessions, after-work get-togethers and even office potlucks can make employees feel as if they are â€Å"family.† A small company that is nestled at Ezulwini is cognizant of this fact. Bethel Court Hotel has formalized daily devotion which is a crucial element to the staff. There is a special hall that is designated for such purposes. This hall is well taken care of and is well furnished. This crucial component unites the staff and makes them feel like family. Hence the reason, they are always motivated to go the extra mile with regard to their work. Esteem Needs In concert with social needs is the desire to be recognized for personal accomplishments. Maslow divides this portion of his theory into external and internal motivators. External motivators are prizes and awards bestowed for outstanding performance, elevation in status such as a coveted promotion and newfound attention and admiration from others. Internal motivators are the private goals that workers set for themselves such as beating a prior month’s sales figures and the satisfaction of experiencing self-respect for having done the right thing. Silverstein (2008), notes that fairness and consistency in the recognition process are critical. When employees know that their efforts aren’t going unnoticed by management, they take more pride in their work product. In addition, their coworkers see 6  the correlation between responsibility and reward and may endeavor to set the performance bar higher for themselves. Once again, MTN Group of companies makes a good example of how meeting esteem needs through reward and recognition can motivate staff. Their annual bonuses are not shared equally amongst staff, each staff member is rewarded a bonus in accordance with the performance appraisal score. The higher the score, the higher the bonus. Furthermore, individual annual increases are also determined by the performance of individual employees. The effect that  this has is that; throughout the year, the employees work with a mind to deliver set targets because they are aware that delivering or mot delivering has an implication on their pockets. So there is always a drive and motivation to go beyond set goals. Self-Actualization Once the quartet of physiological, safety, social and self-esteem needs are met, Maslow believed that individuals are capable of achieving their true potential and embodying truth, meaning, wisdom and justice in their words and actions. Self-actualization moves them to a higher plateau of understanding as well as a greater empathy for the needs of others. Those who achieve this ultimate state and Maslow himself speculated that it was only 2 percent of the population enjoy a greater autonomy, have a deeper sense of humility and respect for others and a better sense of distinguishing between real and fake. Maslow also tied this to the belief that the journey in whatever form it takes can be more rewarding than the actual destination. Managers can apply this to a practice of appreciating the worth of each of the individuals â€Å"traveling† with them rather than focusing so intently on the end-game that they lose all sight of human emotions. 7 2. HERZBERG’S TWO FACTOR THEORY Herzberg’s work categorized motivation into two factors as described below: a) Hygiene or extrinsic factors: these are based on the need for business to avoid unpleasantness at work. According to Riley (2012) if these are the factors are considered as inadequate by employees, then they cause dissatisfaction at work, riley further makes examples of what hygiene factors are: Company policy and administration Quality of supervision Quality of interpersonal relations Working conditions Feelings of Job security b) Motivator or intrinsic factors: are based on the individual’s need for personal growth. When they exist, motivator factors actively create job satisfaction. Riley (2012) says that if these are effective then they can motivate an individual to achieve above average performance and effort. Motivator factors include: Status Opportunity for advancement Gaining recognition Responsibility Challenging/ stimulating work Sense of personal  achievement and personal growth in a job. Apple is a major user of motivator factors. There is an outstanding creational culture within the organization which Steve Jobs as always argued that it is the main gravitational force that puts all the right and creative people together and motivates them to achieve above expectation. Although Steve Jobs was the centric force of innovation at Apple, employees were still allowed to directly contribute to their jobs by being given responsibility which they are accountable for. This job enrichment is challenging and stimulating staff not to let down their employer, but to always deliver beyond target. This practice also creates a sense of personal achievement 8 Job enlargement, rotation enrichment Another example is from HP; they create an excellent company policies and conditions of work and offer bonus incentives as increasing the hygiene factors for motivation. As a motivator, HP has implemented HP’s Educational Assistance Policy (EAP) which is very helpful for workers who want to go back to school. HP EAP policy states that â€Å"our changing business needs demands a dynamic, flexible workforce in order to maintain our competitive advantage and remain a leader in our industry. In accordance with PH’s employee development philosophy including our commitment to lifelong learning and career selfreliance, the company may provide employees with financial assistance for education relevant to meeting our business needs, Approval of financial assistance will be based on recommendation from the employee’s management and guidance from Human Resources† (HP 2003). The HP EAP can be looked at as a hygiene factor where employment security is tied to competitive realities as well as individual results and performance. Employees are responsible for ensuring that they possess the competencies required in HP’s dynamic environment which will definitely provide the grounds for employee striving to get the into the EAP and therefore getting motivated by higher qualification in the long run. Furthermore, for job posting, HP employees will receive consideration for open posting provided  the competencies the employee possesses are competitive with external talent. Additionally, employees whose jobs have been eliminated or who working where excess capacity exist should have preference in filling open positions provided there is a current and future business need for the competencies the employee possesses and the those competences are competitive. 9 Conclusion Companies cited in this paper are successfully motivating their working through application of the two content theories (Hierarchy of Needs and Two-Factor theories). It is important to note, however, that there is no single content theories which can successfully stand alone as a sole motivator. Each theory has its drawbacks – each one is deficient in one or more ways. Each of the two content theories described above fails to account for individual differences, to link motivation and needs to both satisfaction and performance, or to consider cultural and professional differences† (Schermerhorn et al., 2002, p. 159). Using only one motivational technique is a poor solution; employee needs would remain unfulfilled and, therefore, create low-performing employees. In an effort to promote the ideal model of employee motivation, MTN, Coca-Cola, Bethel Court Hotel, Apple and Hewlett-Packard are efficiently utilizing a combination of motivational strategies in order to consistently and effectively motivate their employees to perform at peak standards for the company. Motivation drives existing talents and develops new areas of interest and expertise.

France and French culture Essay

Despite the recent backlash against France and French culture in the past few years, as well as there being no shortage of jokes on television and on the radio at the expense at the France, the truth is that if it were not for the French and their involvement during the American Revolution, America would not have gained their independence from Great Britain. This assertion, despite the fact that historians do not like to play the game of â€Å"what if,† the large majority agree on this point. Historians from Gore Vidal, Stephen Ambrose and David McCullough all agree that had it not been for the assistance of France, America would not gave gained their independence. The â€Å"bear† is Great Britain. An aggressive pursuit of imperialism on behalf of Great Britain in the late 18th and throughout the 19th centuries had not been seen since the end of the Roman Empire. The reasons for France’s involvement in the American Revolution might have been more a question of revenge against Britain than the involvement of spreading democracy throughout the world as France itself would experience only 10 years after their initial entrance into the war with their own French Revolution. When the French entered on the side of colonists, the war was going badly in general. There had been a number of victories for the Colonists but America’s only hope that a sustained war, brought on by implementing guerilla tactics would eventually lead to a tiring of the British troops. Also, it was the entire motivatation of the Colonists to get France on their side. Ben Franklin was pressing the French constantly for their help during this time. Also, it was not out of a coincidence that Franklin was chosen and not others since Franklin were adored by the French. Thomas Jefferson also was instrumental as well in getting France involved on the side of the Colonists. It is also not a coincidence that France was being targeted for their help. They, along with Great Britain, were the powers in the world at that time. That is why such a statement as â€Å"Daddy and I killed the Bear† is accurate and correct. The bear is Great Britain. They did not conquer 1/3 of the world by being nice. â€Å"Daddy† is France and the child is America. â€Å"Daddy† is usually the stronger of the two and is more established. He is responsible for the care and well being of the child and helps the child to grow and to mature until eventually, the child exceeds the father in stature, independence and strength. However, the child would not be allowed to grow if not for the effort exerted on the part of the father. A father who neglects his son and does not raise him up in a proper way and the chances increase exponentially, for that child to fail to fully realize his full potential. The very same occurred in this instance and therefore, the aforementioned statement is accurate and carried a great deal of weight and validity.

Descriptive Statistics: Tabular and Graphical Presentations

chapter 2 Chapter 2 Descriptive Statistics: Tabular and Graphical Presentations Learning Objectives 1. Learn how to construct and interpret summarization procedures for qualitative data such as : frequency and relative frequency distributions, bar graphs and pie charts. 2. Learn how to construct and interpret tabular summarization procedures for quantitative data such as: frequency and relative frequency distributions, cumulative frequency and cumulative relative frequency distributions. . Learn how to construct a dot plot, a histogram, and an ogive as graphical summaries of quantitative data. 4. Learn how the shape of a data distribution is revealed by a histogram. Learn how to recognize when a data distribution is negatively skewed, symmetric, and positively skewed. 5. Be able to use and interpret the exploratory data analysis technique of a stem-and-leaf display. 6. Learn how to construct and interpret cross tabulations and scatter diagrams of bivariate data.Solutions: 1. |Class | Frequency |Relative Frequency | |A |60 |60/120 = 0. 50 | |B | 24 |24/120 = 0. 20 | |C | 36 |36/120 = 0. 30 | | |120 | 1. 00 | 2. a. 1 – (. 22 + . 18 + . 40) = . 20 b.. 20(200) = 40 c/d. Class |Frequency |Percent Frequency | |A |. 22(200) = 44 | 22 | |B |. 18(200) = 36 | 18 | |C |. 40(200) = 80 | 40 | |D |. 20(200) = 40 | 20 | |Total |200 |100 | 3. a. 360 ° x 58/120 = 174 ° b. 360 ° x 42/120 = 126 ° c. [pic] d. [pic] 4. a. The data are qualitative. b. | |Percent Frequency | |Newspaper |Frequency | | |Liberty Times |24 |48 | |China Times |15 |30 | |United Daily News |7 |14 | |Apple Daily |4 |8 | |Total: |50 |100 | c. [pic] [pic] d. Liberty Times has the largest market share.China Times is second. 5. a. |Name |Frequency |Relative Frequency |Percent Frequency | |Chan |10 |. 200 |20. 0% | |Chang |7 |. 140 |14. 0% | |Lee |8 |. 160 |16. 0% | |Liu |7 |. 140 |14. 0% | |Wang |12 |. 240 |24. % | |Young |6 |. 120 |12. 0% | | |50 |1. 000 |100. 0% | b. [pic] c. Chan. 200 x 360 = 72 . 0( Chang. 140 x 360 = 50. 4( Lee. 160 x 360 = 58. 6( Liu. 140 x 360 = 50. 4( Wang. 240 x 360 = 86. 4( Young. 120 x 360 = 43. 2( [pic] d. Most common: Wang, Chan, and Lee 6. a. |Book |Frequency |Percent Frequency | |7 Habits |10 | |16. 6 | | |Millionaire |16 | |26. 67 | | |Motley |9 | |15. 00 | | |Dad |13 | |21. 67 | | |WSJ Guide |6 | |10. 00 | | |Other |6 | |10. 00 | | |Total: |60 | |100. 00 | |The Ernst & Young Tax Guide 2000 with a frequency of 3, Investing for Dummies with a frequency of 2, and What Color is Your Parachute? 2000 with a frequency of 1 are grouped in the â€Å"Other† category. b. The rank order from first to fifth is: Millionaire, Dad, 7 Habits, Motley, and WSJ Guide. c. The percent of sales represented by The Millionaire Next Door and Rich Dad, Poor Dad is 48. 33%. 7. |Rating |Frequency |Relative Frequency | |Outstanding |19 |0. 8 | |Very Good |13 |0. 26 | |Good |10 |0. 20 | |Average | 6 |0. 12 | |Poor | 2 |0. 04 | | |50 |1. 00 | Management should be plea sed with these results. 64% of the ratings are very good to outstanding. 84% of the ratings are good or better.Comparing these ratings with previous results will show whether or not the restaurant is making improvements in its ratings of food quality. 8. a. |Position |Frequency |Relative Frequency | |Pitcher |17 |0. 309 | |Catcher | 4 |0. 073 | |1st Base | 5 |0. 091 | |2nd Base | 4 |0. 073 | |3rd Base | 2 |0. 36 | |Shortstop | 5 |0. 091 | |Left Field | 6 |0. 109 | |Center Field | 5 |0. 091 | |Right Field | 7 |0. 127 | | |55 |1. 000 | b. Pitchers (Almost 31%) c. 3rd Base (3 – 4%) d. Right Field (Almost 13%) e. Infielders (16 or 29. 1%) to Outfielders (18 or 32. 7%) 9. a/b. Starting Time | Frequency |Percent Frequency | |7:00 |3 | |15 | | |7:30 |4 | |20 | | |8:00 |4 | |20 | | |8:30 |7 | |35 | | |9:00 |2 | |10 | | | |20 | |100 | | c. Bar Graph [pic] d. [pic] . The most preferred starting time is 8:30 a. m.. Starting times of 7:30 and 8:00 a. m. are next. 10. a. The data refer to quality levels from 1 â€Å"Not at all Satisfied† to 7 â€Å"Extremely Satisfied. † b. |Rating |Frequency |Relative Frequency | |3 |2 | 0. 03 | |4 |4 | 0. 07 | |5 |12 | 0. 20 | |6 |24 | 0. 40 | |7 |18 | 0. 0 | | |60 | 1. 00 | c. Bar Graph [pic] d. The survey data indicate a high quality of service by the financial consultant. The most common ratings are 6 and 7 (70%) where 7 is extremely satisfied. Only 2 ratings are below the middle scale value of 4. There are no â€Å"Not at all Satisfied† ratings. 11. |Class |Frequency |Relative Frequency |Percent Frequency | | | | | | |12-14 |2 |0. 50 |5. 0 | |15-17 | 8 |0. 200 | 20. 0 | |18-20 |11 |0. 275 | 27. 5 | |21-23 |10 |0. 250 | 25. 5 | |24-26 | 9 |0. 225 | 22. 5 | |Total |40 |1. 000 |100. | 12. |Class |Cumulative Frequency |Cumulative Relative Frequency | |less than or equal to 19 |10 | . 20 | |less than or equal to 29 |24 | . 48 | |less than or equal to 39 |41 | . 82 | |less than or equal to 49 |48 | . 6 | |less t han or equal to 59 |50 |1. 00 | 13. [pic] [pic] 14. a. [pic] b/c. |Class |Frequency |Percent Frequency | | 6. 0 – 7. 9 |4 | 20 | | 8. 0 – 9. 9 | 2 | 10 | |10. 0 – 11. 9 | 8 | 40 | |12. 0 – 13. 9 | 3 | 15 | |14. 0 – 15. | 3 | 15 | | |20 |100 | 15. a/b. |Waiting Time |Frequency |Relative Frequency | |0 – 4 |4 |0. 20 | |5 – 9 | 8 |0. 40 | |10 – 14 | 5 |0. 25 | |15 – 19 | 2 |0. 10 | |20 – 24 | 1 |0. 5 | |Totals |20 |1. 00 | c/d. |Waiting Time |Cumulative Frequency |Cumulative Relative Frequency | |Less than or equal to 4 |4 |0. 20 | |Less than or equal to 9 |12 |0. 60 | |Less than or equal to 14 |17 |0. 5 | |Less than or equal to 19 |19 |0. 95 | |Less than or equal to 24 |20 |1. 00 | e. 12/20 = 0. 60 16. a. The histogram is shown below. [pic] The histogram clearly shows that the annual household incomes are skewed to the right. And, of course, if annual household incomes are skewed to the right, so are annual incomes. This makes sense because the vast majority of annual incomes are less than NT$1,000,000.But, there are a few individuals with very large incomes. b. The histogram for the age is given. [pic] The histogram shows that the distribution of age is skewed to the left. This is to be expected. It is our experience that there are frequently a few very low ages causing such a pattern to appear. c. The histogram for the data in Exercise 11 is given. d. [pic] e. This histogram is skewed to the left slightly, but we would probably classify it as roughly symmetric. 17. a. |Amount (NT$ ‘000) |Frequency |Relative Frequency | |Less than 56 |3 |. 2 | |56-75 |5 |. 20 | |76-95 |11 |. 44 | |96-115 |4 |. 16 | |116-135 |1 |. 04 | |136 and more | 1 |. 04 | | |25 |1. 00 | b. Histogram [pic] The distribution has a roughly symmetric shape. c.The largest group spends NT$76-NT$95 per year on books and magazines. There are more in the NT$56 to NT$75 range than in the NT$96 to NT$115 range. 18. a. Lowest s alary: NT$29,300 Highest salary: NT$37,800 b. |Salary (NT$100s) |Frequency |Relative |Percent Frequency | | | |Frequency | | |293-307 |4 |0. 09 |9 | |308-322 |5 |0. 11 |11 | |323-337 |9 |0. 0 |20 | |338-352 |17 |0. 38 |38 | |353-367 |7 |0. 16 |16 | |368-382 |3 |0. 07 |7 | |Total |45 |1. 00 |100 | c. Proportion NT$33,700 or less: 18/45. d. Percentage more than NT$35,200: 10/45 [pic] e. The distribution is skewed slightly to the left, but is roughly symmetric. 19. a/b. Number |Frequency |Relative Frequency | |140 – 149 | 2 |0. 10 | |150 – 159 | 7 |0. 35 | |160 – 169 | 3 |0. 15 | |170 – 179 | 6 |0. 30 | |180 – 189 | 1 |0. 05 | |190 – 199 | 1 |0. 05 | |Totals |20 |1. 0 | c/d. |Number |Cumulative Frequency |Cumulative Relative Frequency | |Less than or equal to 149 | 2 |0. 10 | |Less than or equal to 159 | 9 |0. 45 | |Less than or equal to 169 |12 |0. 60 | |Less than or equal to 179 |18 |0. 0 | |Less than or equal to 189 |19 |0. 95 | |Less than o r equal to 199 |20 |1. 00 | e. [pic] 20. a. The percentage of people 39 or less is 12. 2 + 14. 2 + 17. 1 + 16. 2 = 59. 7. b. The percentage of the population over 39 years old is 16. 3 + 10. 9 + 6. 7 + 4. 7 + 1. 7 = 40. 3 c. The percentage of the population that is between 20 and 59 years old inclusively is 17. 1 + 16. 2 + 16. 3 + 10. = 60. 5 d. The percentage less than 30 years old is 12. 2 + 14. 2 + 17. 1 = 43. 5. So there are (. 435) (22,689,122) = 9,869,768. 07 people less than 30 years old. e. An estimate of the number of retired people is (. 047 + . 017) (22,689,122) = 1,452,103. 81 21. a/b. |Computer Usage | |Relative Frequency | |(Hours) |Frequency | | |0. 0 |- |2. 9 |5 |0. 10 | |3. 0 |- |5. 9 |28 |0. 56 | |6. 0 |- |8. |8 |0. 16 | |9. 0 |- |11. 9 |6 |0. 12 | |12. 0 |- |14. 9 |3 |0. 06 | | |Total |50 |1. 00 | c. [pic] d. [pic] e. The majority of the computer users are in the 3 to 6 hour range. Usage is somewhat skewed toward the right with 3 users in the 12 to 15 hour range. 22. |5 |7 8 | |6 |4 5 8 | |7 |0 2 2 5 5 6 8 | 8 |0 2 3 5 | 23. Leaf Unit = 0. 1 |6 |3 | |7 |5 5 7 | |8 |1 3 4 8 | |9 |3 6 | |10 |0 4 5 | |11 |3 | 24. Leaf Unit = 10 |11 |6 | |12 |0 2 | |13 |0 6 7 | |14 |2 2 7 | |15 |5 | |16 |0 2 8 | 17 |0 2 3 | 25. | 9 |8 9 | |10 |2 4 6 6 | |11 |4 5 7 8 8 9 | |12 |2 4 5 7 | |13 |1 2 | |14 |4 | |15 |1 | 26. a. 100 shares at $50 per share |1 |0 3 7 7 | |2 |4 5 5 | |3 |0 0 5 5 9 | |4 |0 0 0 5 5 8 | |5 |0 0 0 4 5 5 |This stem-and-leaf display shows that the trading prices are closely grouped together. Rotating the stem-and-leaf display counter clockwise shows a histogram that is slightly skewed to the left but is roughly symmetric. b. 500 shares traded online at $50 per share. |0 |5 7 | |1 |0 1 1 3 4 | |1 |5 5 5 8 | |2 |0 0 0 0 0 0 | |2 |5 5 | |3 |0 0 0 | |3 |6 | 4 | | |4 | | |5 | | |5 | | |6 |3 | This stretched stem-and-leaf display shows that the distribution of online trading prices for most of the brokers for 500 shares are lower than the trading pr ices for broker assisted trades of 100 shares. There are a couple of outliers. York Securities charges $36 for an online trade and Investors National charges much more than the other brokers: $62. 50 for an online trade. 27. 4 |1 3 6 6 7 | |5 |0 0 3 8 9 | |6 |0 1 1 4 4 5 7 7 9 | |7 |0 0 0 1 3 4 4 5 5 6 6 6 7 8 8 | |8 |0 1 1 3 4 4 5 7 7 8 9 | |9 |0 2 2 7 | or |4 |1 3 | |4 |6 6 7 | |5 |0 0 3 | |5 |8 9 | 6 |0 1 1 4 4 | |6 |5 7 7 9 9 | |7 |0 0 0 1 3 4 4 | |7 |5 5 6 6 6 7 8 8 | |8 |0 1 1 3 4 4 | |8 |5 7 7 8 9 | |9 |0 2 2 | |9 |7 | 28. a. |0 |5 8 | |1 |1 1 3 3 4 4 | |1 |5 6 7 8 9 9 | |2 |2 3 3 3 5 5 | |2 |6 8 | |3 | | 3 |6 7 7 9 | |4 |0 | |4 |7 8 | |5 | | |5 | | |6 |0 | b. |2000 P/E Forecast | |Percent Frequency | | |Frequency | | |5 – 9 |2 |6. 7 | | |10 – 14 |6 |20. 0 | | |15 – 19 |6 |20. 0 | | |20 – 24 |6 |20. | | |25 – 29 |2 |6. 7 | | |30 – 34 |0 |0. 0 | | |35 – 39 |4 |13. 3 | | |40 – 44 |1 |3. 3 | | |45 – 49 |2 |6. 7 | | | 50 – 54 |0 |0. 0 | | |55 – 59 |0 |0. 0 | | |60 – 64 |1 |3. 3 | | |Total |30 |100. 0 | | 29. a. [pic] b. [pic] c. [pic] d.Category A values for x are always associated with category 1 values for y. Category B values for x are usually associated with category 1 values for y. Category C values for x are usually associated with category 2 values for y. 30. a. [pic] b. There is a negative relationship between x and y; y decreases as x increases. 31. a. Row Percentages: | |Household Income (NT$ ‘000) | | |Age |Under 999 |1,000-1,499 |1,500-1,999 |2,000-2,499 |2,500-2,999 |3,000 or more |Total | |Under 34 |27. 6 |30. 54 |21. 01 |12. 99 |4. 93 |2. 76 |100. 00 | |35-44 |20. 90 |31. 32 |21. 49 |10. 48 |8. 79 |7. 03 |100. 00 | |45-54 |16. 00 |29. 17 |19. 24 |19. 87 |6. 83 |8. 88 |100. 00 | |55-64 |23. 73 |19. 26 |20. 01 |14. 46 |8. 81 |13. 73 |100. 00 | |65 or more |70. 57 |18. 37 |4. 42 |2. 4 |0. 74 |2. 96 |100. 00 | |Total |27. 70 |27. 32 |18. 27 |13. 05 |6. 51 |7. 15 |100. 00 | There are seven percent frequency distributions in this table with row percentages. The first six give the percent frequency distribution of income for each age level. The total row provides an overall percent frequency distribution for household income. Both of the two rows (age 35-44 and age 55- 64) have more percentage in the cells and descended in order of larger income.The second row is the percent frequency distribution for households headed by age 35-44. The fourth row is the percent frequency distribution for households headed by age 55-64. b. The percentage of heads of households by age 35-44 earning NT$2,500,000 or more is 8. 79% + 7. 03% = 15. 82%. The percentage of heads of households by age 55-64 earning $75,000 or more is 8. 81% + 13. 73% = 22. 54%. c. The percent frequency histograms are shown below. [pic] No. The histogram can not tell us any relationship between household income and age. 32. a. Column Percentages: |Household Income ($1000s) | | |Educa tion Level |Under 24. 9 |25. 0-49. 9 |50. 0-74. 9 |75. 0-99. 9 |100 or More |Total | |Not H. S. Graduate |32. 70 |14. 82 |8. 27 |5. 02 |2. 53 |15. 86 | |H. S. Graduate |35. 74 |35. 56 |31. 48 |25. 39 |14. 47 |30. 78 | |Some College |21. 17 |29. 77 |30. 25 |29. 2 |22. 26 |26. 37 | |Bachelor's Degree |7. 53 |14. 43 |20. 56 |25. 03 |33. 88 |17. 52 | |Beyond Bach. Deg. |2. 86 |5. 42 |9. 44 |14. 74 |26. 86 |9. 48 | |Total |100. 00 |100. 00 |100. 00 |100. 00 |100. 00 |100. 00 | There are six percent frequency distributions in this table of column percentages. The first five columns give the percent frequency distributions for each income level.The percent frequency distribution in the â€Å"Total† column gives the overall percent frequency distributions for educational level. From that percent frequency distribution we see that 15. 86% of the heads of households did not graduate from high school. b. The column percentages show that 26. 86% of households earning over $100,000 were h eaded by persons having schooling beyond a bachelor's degree. The row percentages show that 39. 72% of the households headed by persons with schooling beyond a bachelor's degree earned $100,000 or more. These percentages are different because they came from different percent frequency distributions. c.Compare the â€Å"under 24. 9† percent frequency distributions to the â€Å"Total† percent frequency distributions. We see that for this low income level the percentage with lower levels of education is lower than for the overall population and the percentage with higher levels of education is higher than for the overall population. Compare the â€Å"100 or more† percent frequency distribution to â€Å"Total† percent frequency distribution. We see that for this high income level the percentage with lower levels of education is lower than for the overall population and the percentage with higher levels of education is higher than for the overall population.Fr om the comparisons here it is clear that there is a positive relationship between household incomes and the education level of the head of the household. 33. a. The crosstabulation of condition of the greens by gender is below. | |Green Condition | | |Gender |Too Fast |Fine |Total | |Male |35 | 65 |100 | |Female |40 | 60 |100 | |Total |75 |125 |200 |The female golfers have the highest percentage saying the greens are too fast: 40%. b. 10% of the women think the greens are too fast. 20% of the men think the greens are too fast. So, for the low handicappers, the men have a higher percentage who think the greens are too fast. c. 43% of the woman think the greens are too fast. 50% of the men think the greens are too fast. So, for the high handicappers, the men have a higher percentage who think the greens are too fast. . This is an example of Simpson's Paradox. At each handicap level a smaller percentage of the women think the greens are too fast. But, when the crosstabulations are aggr egated, the result is reversed and we find a higher percentage of women who think the greens are too fast. The hidden variable explaining the reversal is handicap level. Fewer people with low handicaps think the greens are too fast, and there are more men with low handicaps than women. 34. a. | |EPS Rating | | | |Sales/Margins/ROE |0-19 |20-39 |40-59 |60-79 |80-100 |Total | |A | | | |1 |8 |9 | |B | |1 |4 |5 |2 |12 | |C |1 | |1 |2 |3 |7 | |D |3 |1 | |1 | |5 | |E | |2 |1 | | |3 | |Total |4 |4 |6 |9 |13 |36 | b. | | |EPS Rating | | | |Sales/Margins/ROE |0-19 |20-39 |40-59 |60-79 |80-100 |Total | |A | | | |11. 11 |88. 89 |100 | |B | |8. 33 |33. 33 |41. 67 |16. 67 100 | |C |14. 29 | |14. 29 |28. 57 |42. 86 |100 | |D |60. 00 |20. 00 | |20. 00 | |100 | |E | |66. 67 |33. 33 | | |100 | Higher EPS ratings seem to be associated with higher ratings on Sales/Margins/ROE. Of those companies with an â€Å"A† rating on Sales/Margins/ROE, 88. 89% of them had an EPS Rating of 80 or higher. Of the 8 companies with a â€Å"D† or â€Å"E† rating on Sales/Margins/ROE, only 1 had an EPS rating above 60. 35. a. | |Industry Group Relative Strength | | | |Sales/Margins/ROE |A |B |C |D |E |Total | |A |1 |2 |2 |4 | |9 | |B |1 |5 |2 |3 |1 |12 | |C |1 |3 | |2 |1 |7 | |D |1 | |1 |1 |2 |5 | |E | |1 |2 | | |3 | |Total |4 |11 |7 |10 |4 |36 | | | | | | | | | b/c. The frequency distributions for the Sales/Margins/ROE data is in the rightmost column of the crosstabulation.The frequency distribution for the Industry Group Relative Strength data is in the bottom row of the crosstabulation. d. Once the crosstabulation is complete, the individual frequency distributions are available in the margins. 36. a. [pic] b. One might expect stocks with higher EPS ratings to show greater relative price strength. However, the scatter diagram using this data does not support such a relationship. The scatter diagram appears similar to the one showing â€Å"No Apparent Relationship† in the text. 37. a. The crosstabulation is shown below: | |Speed |   | |Position |4-4. 49 |4. 5-4. 99 |5-5. 49 |5. 5-5. 9 |Grand Total | |Guard | | |12 |1 |13 | |Offensive tackle | |2 |7 |3 |12 | |Wide receiver |6 |9 | | |15 | |Grand Total |6 |11 |19 |4 |40 | b. There appears to be a relationship between Position and Speed; wide receivers had faster speeds than offensive tackles and guards. c. The scatter diagram is shown below: [pic] d. There appears to be a relationship between Speed and Rating; slower speeds appear to be associated with lower ratings. In other words,, prospects with faster speeds tend to be rated higher than prospects with slower speeds. 38. a. |Vehicle |Frequency |Percent Frequency | F-Series |17 |34 | |Silverado |12 |24 | |Taurus |8 |16 | |Camry |7 |14 | |Accord |6 |12 | |Total |50 |100 | b. The two top selling vehicles are the Ford F-Series Pickup and the Chevrolet Silverado. c. 39. a/b. |Industry |Frequency |Percent Frequency | |Beverage |2 |10 | |Chemicals | 3 | 15 | |Electronics | 6 | 30 | |Food | 7 | 35 | |Aerospace | 2 | 10 | |Totals: |20 |100 | . 40. a. Response |Frequency |Percent Frequency | |Accuracy |16 |16 | |Approach Shots |3 |3 | |Mental Approach |17 |17 | |Power |8 |8 | |Practice |15 |15 | |Putting |10 |10 | |Short Game |24 |24 | |Strategic Decisions | 7 | 7 | |Total |100 |100 | b. Poor short game, poor mental approach, lack of accuracy, and limited practice. 41. a/b/c/d. Book Value | |Relative Frequency |Cumulative Frequency |Cumulative | |per Share |Frequency | | |Relative Frequency | |0. 00-5. 99 | 3 |0. 10 | 3 |0. 10 | |6. 00-11. 99 | 15 |0. 50 |18 |0. 60 | |12. 00-17. 99 | 9 |0. 30 |27 |0. 90 | |18. 00-23. 99 | 2 |0. 07 |29 |0. 97 | |24. 00-29. 99 | 0 |0. 00 |29 |0. 7 | |30. 00-35. 99 | 1 |0. 03 |30 |1. 00 | |Total |30 |1. 00 | | | e. The histogram shown below shows that the distribution of most of the book values is roughly symmetric. However, there is one outlier (General Motors). 42. a. |Closing Price |Frequency |Rel ative Frequency | |0 – 9 7/8 |9 |0. 225 | |10 – 19 7/8 |10 |0. 250 | |20 – 29 7/8 | 5 |0. 25 | |30 – 39 7/8 |11 |0. 275 | |40 – 49 7/8 | 2 |0. 050 | |50 – 59 7/8 | 2 |0. 050 | |60 – 69 7/8 | 0 |0. 000 | |70 – 79 7/8 | 1 |0. 025 | |Totals |40 |1. 000 | b. |Closing Price |Cumulative Frequency |Cumulative Relative Frequency | |Less than or equal to 9 7/8 |9 |0. 25 | |Less than or equal to 19 7/8 |19 |0. 475 | |Less than or equal to 29 7/8 |24 |0. 600 | |Less than or equal to 39 7/8 |35 |0. 875 | |Less than or equal to 49 7/8 |37 |0. 925 | |Less than or equal to 59 7/8 |39 |0. 975 | |Less than or equal to 69 7/8 |39 |0. 75 | |Less than or equal to 79 7/8 |40 |1. 000 | c. [pic] d. Over 87% of common stocks trade for less than $40 a share and 60% trade for less than $30 per share. 43. a. | | |Relative Frequency | |Exchange |Frequency | | |American |3 |0. 15 | |New York |2 |0. 10 | |Over the Counter |15 |0. 75 | | |20 |1. 00 | b. Earn ings Per Share | |Relative Frequency | | |Frequency | | |0. 00 – 0. 19 |7 |0. 35 | |0. 20 – 0. 39 |7 |0. 35 | |0. 40 – 0. 59 |1 |0. 05 | |0. 60 – 0. 79 |3 |0. 15 | |0. 80 – 0. 99 |2 |0. 10 | | |20 |1. 00 | Seventy percent of the shadow stocks have earnings per share less than $0. 40. It looks like low EPS should be expected for shadow stocks. | | | |Price-Earning Ratio | |Relative Frequency | | |Frequency | | |0. 00 – 9. 9 |3 |0. 15 | |10. 0 – 19. 9 |7 |0. 35 | |20. 0 – 29. 9 |4 |0. 20 | |30. 0 – 39. 9 |3 |0. 15 | |40. 0 – 49. 9 |2 |0. 10 | |50. 0 – 59. 9 |1 |0. 05 | | |20 |1. 00 |P-E Ratios vary considerably, but there is a significant cluster in the 10 – 19. 9 range. 44. | | |Relative Frequency | |Income ($) |Frequency | | |18,000-21,999 |13 |0. 255 | |22,000-25,999 |20 |0. 392 | |26,000-29,999 |12 |0. 235 | |30,000-33,999 |4 |0. 078 | |34,000-37,999 |2 |0. 039 | |Total |51 |1. 000 | 45. a. 0 |8 9 | |1 |0 2 2 2 3 4 4 4 | |1 |5 5 6 6 6 6 7 7 8 8 8 8 9 9 9 | |2 |0 1 2 2 2 3 4 4 4 | |2 |5 6 8 | |3 |0 1 3 | b/c/d. |Number Answered Correctly | |Relative Frequency |Cumulative Frequency | | |Frequency | | | |5 – 9 |2 |0. 50 |2 | |10 – 14 | 8 |0. 200 |10 | |15 – 19 |15 |0. 375 |25 | |20 – 24 | 9 |0. 225 |34 | |25 – 29 | 3 |0. 075 |37 | |30 – 34 | 3 |0. 075 |40 | |Totals |40 |1. 000 | | e. Relatively few of the students (25%) were able to answer 1/2 or more of the questions correctly.The data seem to support the Joint Council on Economic Education’s claim. However, the degree of difficulty of the questions needs to be taken into account before reaching a final conclusion. 46. a/b. [pic] c. It is clear that the range of low temperatures is below the range of high temperatures. Looking at the stem-and-leaf displays side by side, it appears that the range of low temperatures is about 20 degrees below the range of high temperatures. d. There are two stems showing high temperatures of 80 degrees or higher. They show 8 cities with high temperatures of 80 degrees or higher. e. Frequency |Temperature |High Temp. |Low. Temp. |30-39 |0 |1 | |40-49 |0 |3 | |50-59 |1 |10 | |60-69 |7 |2 | |70-79 |4 |4 | |80-89 |5 |0 | |90-99 |3 |0 | |Total |20 |20 | 47. a. b. There is clearly a positive relationship between high and low temperature for cities. As one goes up so does the other. 48. a. | |Satisfaction Score | | | |Occupation |30-39 |40-49 |50-59 |60-69 |70-79 |80-89 |Total | |Cabinetmaker | | |2 |4 |3 |1 |10 | |Lawyer |1 |5 |2 |1 |1 | |10 | |Physical Therapist | | |5 |2 |1 |2 |10 | |Systems Analyst | |2 |1 |4 |3 | |10 | |Total |1 |7 |10 |11 |8 |3 |40 | b. | | |Satisfaction Score | | | |Occupation |30-39 |40-49 |50-59 |60-69 |70-79 |80-89 |Total | |Cabinetmaker | | |20 |40 |30 |10 |100 | |Lawyer |10 |50 |20 |10 |10 | |100 | |Physical Therapist | | |50 |20 |10 |20 |100 | Systems Analyst | |20 |10 |40 |30 | |100 | c. Each row o f the percent crosstabulation shows a percent frequency distribution for an occupation. Cabinet makers seem to have the higher job satisfaction scores while lawyers seem to have the lowest. Fifty percent of the physical therapists have mediocre scores but the rest are rather high. 49. a. [pic]b. There appears to be a positive relationship between number of employees and revenue. As the number of employees increases, annual revenue increases. 50. a. | | |Fuel Type | | | |Year Constructed |Elec |Nat.Gas |Oil |Propane |Other |Total | |1973 or before | 40 |183 |12 |5 | 7 |247 | |1974-1979 | 24 | 26 | 2 |2 | 0 | 54 | |1980-1986 | 37 | 38 | 1 |0 | 6 | 82 | |1987-1991 | 48 | 70 | 2 |0 | 1 |121 | |Total |149 |317 |17 |7 |14 |504 | b. |Year Constructed |Frequency |Fuel Type |Frequency | |1973 or before |247 | Electricity |149 | |1974-1979 | 54 | Nat.Gas |317 | |1980-1986 | 82 | Oil | 17 | |1987-1991 |121 | Propane | 7 | |Total |504 | Other | 14 | | | |Total |504 | c. Crosstabulation of Colum n Percentages | | |Fuel Type | | |Year Constructed |Elec |Nat. Gas |Oil |Propane |Other | |1973 or before | 26. 9 | 57. 7 | 70. 5 | 71. 4 | 50. 0 | |1974-1979 | 16. 1 | 8. 2 | 11. 8 | 28. 6 | 0. 0 | |1980-1986 | 24. 8 | 12. 0 | 5. 9 | 0. 0 | 42. 9 | |1987-1991 | 32. 2 | 22. 1 | 11. 8 | 0. 0 | 7. 1 | |Total |100. 0 |100. 0 |100. 0 |100. 0 |100. 0 | d. Crosstabulation of row percentages. | |Fuel Type | | | |Year Constructed |Elec |Nat. Gas |Oil |Propane |Other |Total | |1973 or before |16. 2 |74. 1 |4. 9 |2. 0 |2. 8 |100. 0 | |1974-1979 |44. 5 |48. 1 |3. 7 |3. 7 |0. 0 |100. 0 | |1980-1986 |45. 1 |46. 4 |1. 2 |0. 0 |7. 3 |100. 0 | |1987-1991 |39. 7 |57. 8 |1. 7 |0. 0 |0. 8 |100. 0 | e. Observations from the column percentages crosstabulation For those buildings using electricity, the percentage has not changed greatly over the years.For the buildings using natural gas, the majority were constructed in 1973 or before; the second largest percentage was constructed in 1987-1991. Most of t he buildings using oil were constructed in 1973 or before. All of the buildings using propane are older. Observations from the row percentages crosstabulation Most of the buildings in the CG&E service area use electricity or natural gas. In the period 1973 or before most used natural gas. From 1974-1986, it is fairly evenly divided between electricity and natural gas. Since 1987 almost all new buildings are using electricity or natural gas with natural gas being the clear leader. 51. a. Crosstabulation for stockholder's equity and profit. | |Profits ($000) | | | |Stockholders' Equity ($000) |0-200 |200-400 |400-600 |600-800 |800-1000 |1000-1200 |Total | |0-1200 |10 |1 | | | |1 |12 | |1200-2400 |4 |10 | | |2 | |16 | |2400-3600 |4 |3 |3 |1 |1 |1 |13 | |3600-4800 | | | | |1 |2 |3 | |4800-6000 | |2 |3 |1 | | |6 | |Total |18 |16 |6 |2 |4 |4 |50 | b. Crosstabulation of Row Percentages. | | |Profits ($000) | | | |Stockholders' Equity ($1000s) |0-200 |200-400 |400-600 |600-800 |800-1000 |10 00-1200 |Total | |0-1200 |83. 33 |8. 33 |0. 00 |0. 00 |0. 00 |8. 33 |100 | |1200-2400 |25. 00 |62. 50 |0. 00 |0. 00 |12. 50 |0. 0 |100 | |2400-3600 |30. 77 |23. 08 |23. 08 |7. 69 |7. 69 |7. 69 |100 | |3600-4800 | |0. 00 |0. 00 |0. 00 |33. 33 |66. 67 |100 | |4800-6000 |0. 00 |33. 33 |50. 00 |16. 67 |0. 00 |0. 00 |100 | c. Stockholder's equity and profit seem to be related. As profit goes up, stockholder's equity goes up. The relationship, however, is not very strong. 52. a. Crosstabulation of market value and profit. | |Profit ($1000s) | | | |Market Value ($1000s) |0-300 |300-600 |600-900 |900-1200 |Total | |0-8000 |23 |4 | | |27 | |8000-16000 |4 |4 |2 |2 |12 | |16000-24000 | |2 |1 |1 |4 | |24000-32000 | |1 |2 |1 |4 | |32000-40000 | |2 |1 | |3 | |Total |27 |13 |6 |4 |50 | b. Crosstabulation of Row Percentages. | | |Profit ($1000s) | | | |Market Value ($1000s) |0-300 |300-600 |600-900 |900-1200 |Total | |0-8000 |85. 19 |14. 81 |0. 00 |0. 00 |100 | |8000-16000 |33. 33 |33. 33 |16. 67 | 16. 67 |100 | |16000-24000 |0. 00 |50. 00 |25. 00 |25. 0 |100 | |24000-32000 |0. 00 |25. 00 |50. 00 |25. 00 |100 | |32000-40000 |0. 00 |66. 67 |33. 33 |0. 00 |100 | c. There appears to be a positive relationship between Profit and Market Value. As profit goes up, Market Value goes up. 53. a. Scatter diagram of Profit vs. Stockholder's Equity. [pic] b. Profit and Stockholder's Equity appear to be positively related. 54. a. Scatter diagram of Market Value and Stockholder's Equity. [pic] b. There is a positive relationship between Market Value and Stockholder's Equity. ———————– [pic] [pic] [pic]