...Instructor: Shanshan Ding Notes accompany the Third Edition of Statistics: The Art and Science of Learning From Data by Alan Agresti and Christine Franklin Contents CHAPTER 9: HYPOTHESIS TESTS 9.1 Elements of a Hypothesis Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9.2 Normal Hypothesis Test for Population Proportion p . . . . . . . . . . . . . . . . . . 9.3 The t-Test: Hypothesis Testing for Population Mean µ . . . . . . . . . . . . . . . . . 9.4 Possible Errors in Hypothesis Testing . . . . . . . . . . . . . . . . . . . . . . . . . . 9.5 Limitations and Common Misinterpretations of Hypothesis Testing . . . . . . . . . . 1 1 6 10 15 17 Stat 3011 Chapter 9 CHAPTER 9: HYPOTHESIS TESTS Motivating Example A diet pill company advertises that at least 75% of its customers lose 10 pounds or more within 2 weeks. You suspect the company of falsely advertising the benefits of taking their pills. Suppose you take a sample of 100 product users and find that only 5% have lost at least 10 pounds. Is this enough to prove your claim? What about if 72% had lost at least 10 pounds? Goal: 9.1 Elements of a Hypothesis Test 1. Assumptions 2. Hypotheses Each hypothesis test has two hypotheses about the population: Null Hypothesis (H0 ): Alternative Hypothesis (Ha ): 1 Stat 3011 Chapter 9 Diet Pill Example: Let p = true proportion of diet pill customers that lose at least 10 pounds. State the null and alternative hypotheses for the diet pill example...
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...Chapter 8 Statistical Inference: Estimation for Single Populations LEARNING OBJECTIVES The overall learning objective of Chapter 8 is to help you understand estimating parameters of single populations, thereby enabling you to: 1. Know the difference between point and interval estimation. 2. Estimate a population mean from a sample mean when ( is known. 3. Estimate a population mean from a sample mean when ( is unknown. 4. Estimate a population proportion from a sample proportion. 5. Estimate the population variance from a sample variance. 6. Estimate the minimum sample size necessary to achieve given statistical goals. CHAPTER TEACHING STRATEGY Chapter 8 is the student's introduction to interval estimation and estimation of sample size. In this chapter, the concept of point estimate is discussed along with the notion that as each sample changes in all likelihood so will the point estimate. From this, the student can see that an interval estimate may be more usable as a one-time proposition than the point estimate. The confidence interval formulas for large sample means and proportions can be presented as mere algebraic manipulations of formulas developed in chapter 7 from the Central Limit Theorem. It is very important that students begin to understand the difference between mean and proportions. Means can be generated by averaging some sort of measurable...
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..._____________________________________________________________________ 1. SYNOPSIS This is a continuation of Audit and Assurance 1. It intends to strengthen and enhance the students’ understanding in auditing. Among the topics that will be discussed are code of ethics, auditors’ liability and in-depth explanations on analytical procedures, computer assisted audit techniques, audit sampling, materiality and audit risk, group audit and current issues facing the auditing profession. This course will justify other activities than financial statement audit that can be performed by a public accountant like performance/operational audit, internal audit and compliance audit. 2. COURSE OBJECTIVES This course intends the student: 1. To comprehend applicable regulations, legal responsibilities and ethical standards and current issues facing the audit profession. 2. To appreciate the concepts of internal control system and the use of computer assisted audit techniques in auditing a computerised environment. 3. To understand and apply audit risk, materiality, and statistical and non statistical audit sampling techniques. 4. To be familiar with related issues in audit completion, group audit, internal audit and related audit services and other services that can be provided by the public accounting firms. 3. LEARNING OUTCOMES Upon completion of the course, students will be able to: 1. Explain the professional conduct and ethics of an auditor,...
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...European Medicines Agency Evaluation of Medicines for Human Use Doc.Ref:EMEA/501324/2008 ASSESSMENT REPORT FOR FILGRASTIM RATIOPHARM International Nonproprietary Name: filgrastim Procedure No. EMEA/H/C/824 Assessment Report as adopted by the CHMP with all information of a commercially confidential nature deleted. 7 Westferry Circus, Canary Wharf, London E14 4HB, UK Tel. (44-20) 74 18 84 00 Fax (44-20) 74 18 84 16 E-mail: mail@emea.europa.eu http://www.emea.europa.eu © European Medicines Agency, 2008. Reproduction is authorised provided the source is acknowledged. TABLE OF CONTENTS 1 BACKGROUND INFORMATION ON THE PROCEDURE................................................... 3 1.1 Submission of the dossier ...................................................................................................... 3 1.2 Steps taken for the assessment of the product........................................................................ 3 2 SCIENTIFIC DISCUSSION......................................................................................................... 5 2.1 Introduction............................................................................................................................ 5 2.2 Quality aspects ....................................................................................................................... 5 2.3 Non-clinical aspects ..................................................................................................
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...utilize the knowledge that they possess. Through KM, organizations seek to acquire or create potentially useful knowledge and to make it available to those who can use it at a time and place that is appropriate for them to achieve maximum effective usage in order to positively influence organizational performance. It is generally believed that if an organization can increase its effective knowledge utilization by only a small percentage, great benefits will result. Organizational learning (OL) is complementary to KM. An early view of OL was “encoding inferences from history into routines that guide behavior” (Levitt and March, 1988, p. 319). So, OL has to do with embedding what has been learned into the fabric of the organization. 1 The Basics of Knowledge Management and Organizational Learning To understand KM and OL, one must understand knowledge, KM processes and goals and knowledge management systems (KMS). 1.1 Knowledge Knowledge is often defined as a “justified personal belief.” There are many taxonomies that specify various kinds of knowledge. The most fundamental distinction is between “tacit” and “explicit” knowledge. Tacit knowledge inhabits the minds of people and is (depending on one’s interpretation of Polanyi’s (1966)...
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...William Stallings All rights reserved. No part of this document may be reproduced, in any form or by any means, or posted on the Internet, without permission in writing from the author. -3- NOTICE This manual contains solutions to all of the review questions and homework problems in Cryptography and Network Security, Fourth Edition. If you spot an error in a solution or in the wording of a problem, I would greatly appreciate it if you would forward the information via email to ws@shore.net. An errata sheet for this manual, if needed, is available at ftp://shell.shore.net/members/w/s/ws/S. W.S. -4- TABLE OF CONTENTS Chapter 1: Chapter 2: Chapter 3: Chapter 4: Chapter 5: Chapter 6: Chapter 7: Chapter 8: Chapter 9: Chapter 10: Chapter 11: Chapter 12: Chapter 13: Chapter 14: Chapter 15: Chapter 16: Chapter 17: Chapter 18: Chapter 19: Chapter 20: Introduction ..................................................................................................5 Classical Encryption Techniques ...............................................................7 Block Ciphers and the Date Encryption Standard ................................13 Finite Fields .................................................................................................21 Advanced Encryption Standard ..............................................................28 More on Symmetric Ciphers ....................................................................33 Confidentiality Using Symmetric Encryption...
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...any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America. Printed simultaneously in Canada. Many of the designations used by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in this book, and AddisonWesley was aware of a trademark claim, the designations have been printed in initial caps or in all caps. MATLAB is a registered trademark of The MathWorks, Inc. Library of Congress Cataloging-in-Publication Data Passino, Kevin M. Fuzzy control / Kevin M. Passino and Stephen Yurkovich. p. cm. Includes bibliographical references and index. ISBN 0-201-18074-X 1. Automatic control. 2. Control theory. 3. Fuzzy systems. I. Yurkovich, Stephen. II. Title. TJ213.P317 1997 629.8’9--DC21 97-14003 CIP Instructional Material Disclaimer: The...
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...†iwR÷vW© bs wW G-1 evsjv‡`k †M‡RU AwZwi³ msL¨v KZ…©cÿ KZ…©K cÖKvwkZ e„n¯úwZevi, Ryb 30, 2011 evsjv‡`k RvZxq msm` XvKv, 30†k Ryb, 2011/16B Avlvp, 1418 msm` KZ©„K M„nxZ wbgœwjwLZ AvBbwU 30†k Ryb, 2011 (16B Avlvp, 1418) Zvwi‡L ivóªcwZi m¤§wZ jvf Kwiqv‡Q Ges GZØviv GB AvBbwU me©mvavi‡Yi AeMwZi Rb¨ cÖKvk Kiv hvB‡Z‡Q t⎯ 2011 m‡bi 12bs AvBb miKv‡ii Avw_©K cÖ¯Ívevejx Kvh©KiKiY Ges KwZcq AvBb ms‡kvabK‡í cÖYxZ AvBb †h‡nZz miKv‡ii Avw_©K cÖ¯Ívevejx Kvh©KiKiY Ges wbæewY©Z D‡Ïk¨mg~n c~iYK‡í KwZcq AvBb ms‡kvab Kiv mgxPxb I cÖ‡qvRbxq ; †m‡nZz GZ`&Øviv wbgœiƒc AvBb Kiv nBj:⎯ cÖ_g Aa¨vq cÖviw¤¢K 1| mswÿß wk‡ivbvg I cÖeZ©b|⎯(1) GB AvBb A_© AvBb, 2011 bv‡g AwfwnZ nB‡e| (2) The Provisional Collection of Taxes Act, 1931 (XVI of 1931) Gi Aaxb Rb¯^v‡_© RvixK…Z †NvlYv mv‡c‡ÿ, GB AvBb 2011 m‡bi 1 RyjvB Zvwi‡L Kvh©Ki nB‡e| ( 7677 ) g~j¨ t UvKv 44.00 7678 evsjv‡`k †M‡RU, AwZwi³, Ryb 30, 2011 wØZxq Aa¨vq The Excise & Salt Act, 1944 (I of 1944) Gi ms‡kvab Act I of 1944 Gi FIRST SCHEDULE Gi ms‡kvab |⎯The Excise & Salt Act, 1944 (I of 1944) Gi FIRST SCHEDULE Gi PART II Gi cwie‡Z© GB AvB‡bi Zdwmj-1 G ewY©Z FIRST SCHEDULE Gi PART II cÖwZ¯’vwcZ nB‡e| 2| Z…Zxq Aa¨vq Customs Act, 1969 (Act IV of 1969) Gi ms‡kvab 2K| Act IV of 1969 G section 3 Gi ms‡kvab|⎯Customs Act, 1969 (Act IV of 1969), AZtci Customs Act ewjqv DwjøwLZ, Gi section 3 Gi clause (a) Gi cwie‡Z© wbgœewY©Z clause (a) Ges clause (aa) mwbœ‡ewkZ nB‡e, h_v t⎯ Ò(a) a Chief Commissioner...
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...N 1;1 ~OF CONFLICT HANDLING STYLES AND PROJECT MANAGER EFFECTIVENESS THESIS Stephen P. Wardlaw, Captain, USAF AFIT/GSM/LSY/88S-28 TC nc21A9 88 DEPARTMENT OF THE AIR FORCE AIR UNIVERSITY AIR FORCE INSTITUTE OF TECHNOLOGY Wright-Patterson Air Force Base, Ohio - .m.l i -. . . . 88 12 21 026 AFIT/GSMILSY/88S-28 CONFLICT HANDLING STYLES AND PROJECT MANAGER EFFECTIVENESS THESIS Stephen P. Wardlaw, Captain, UJSAF AFIT/GSMILSY/88S-28 Approved for public release; distribution unlimited . -! -- U II - U PU E I ~ E 1 I 1 - m . . The contents of the document are technically accurate, and no sensitive items, detrimental ideas, or deleterious information is contained therein. Furthermore, the views expressed in the document are those of the author and do not necessarily reflect the views of the School of Systems and Logistics, the Air University, the United States Air Force, or the Department of Defense. Aceession For NTIS GRA&I LTIC TAB Unannounced JustificationBy l ,i Distribution/_ AvailtbilitY Codes A-7 U ,' o Dist 1pecial L .... AFIT/GSM/LSY/88S-28 CONFLICT HANDLING STYLES AND PROJECT MANAGER EFFECTIVENESS THESIS Presented to the Faculty of the School of Systems and Logistics of the Air Force Institute of Technology Air University In Partial Fulfillment of the Requirements for the Degree of Master of Science in Systems Management ...
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...Copyright Convention. Nevertheless, short excerpts from them may be reproduced without authorization, on condition that the source is indicated. For rights of reproduction or translation, application should be made to ILO Publications (Rights and Permissions), International Labour Office, CH-1211 Geneva 22, Switzerland, or by email: pubdroit@ilo.org. The International Labour Office welcomes such applications. Libraries, institutions and other users registered with reproduction rights organizations may make copies in accordance with the licences issued to them for this purpose. Visit www.ifrro.org to find the reproduction rights organization in your country. Global Employment Trends 2012 / International Labour Office – Geneva: ILO, 2012 1 v. ISBN 978-92-2-124924-5 (print) ISBN 978-92-2-124925-2 (web pdf) International Labour Office employment / unemployment / labour force participation / economic recession / developed countries / developing countries 13.01.3 Also available in French, Tendances mondiales de l’emploi 2012 (978-92-2-224924-4), Geneva, 2012, and Spanish, Tendencias Mundiales del Empleo 2012 (978-92-2-324924-3), Geneva, 2012. ILO Cataloguing in Publication Data The designations employed in ILO publications, which are in conformity with United Nations practice, and the presentation of material therein do not imply the expression of any opinion whatsoever on the part of the International Labour Office concerning the legal status of any country, area or territory...
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...ANDREAS JOHNSON Host Country Effects of Foreign Direct Investment ANDREAS JOHNSON Host Country Effects of Foreign Direct Investment The Case of Developing and Transition Economies JIBS Dissertation Series No. 031 JIBS Dissertation Series No. 031 ANDREAS JOHNSON Host Country Effects of Foreign Direct Investment The Case of Developing and Transition Economies This thesis consists of four individual essays and an introductory chapter. While independent from each other, these essays share some common properties. They are all empirical and focus on the interaction between inflows of foreign direct investment (FDI) and host country characteristics. The primary focus of the thesis lies in how inflows of FDI affect developing and transition economies. Macro-level data are used in all essays. The first essay analyses the FDI inflows that the transition economies of Eastern Europe have attracted and tries to find determinants of these inflows. The following two essays compare the effect of FDI between developing and developed economies. The second essay studies the relationship between corruption in the host country and the volume of FDI inflows. The third essay explores the effect of FDI inflows on host country economic growth. The fourth and final essay analyses the relationship between FDI and trade, focusing on the link between FDI flows and host country exports in eight East Asian economies. ISSN 1403-0470 ISBN 91-89164-64-4 ANDREAS JOHNSON Host Country Effects...
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...Solutions to Odd-Numbered End-of-Chapter Exercises * Chapter 2 Review of Probability 2.1. (a) Probability distribution function for Y Outcome (number of heads) | Y 0 | Y 1 | Y 2 | Probability | 0.25 | 0.50 | 0.25 | (b) Cumulative probability distribution function for Y Outcome (number of heads) | Y 0 | 0 Y 1 | 1 Y 2 | Y 2 | Probability | 0 | 0.25 | 0.75 | 1.0 | (c) . Using Key Concept 2.3: and so that 2.3. For the two new random variables and we have: (a) (b) (c) 2.5. Let X denote temperature in F and Y denote temperature in C. Recall that Y 0 when X 32 and Y 100 when X 212; this implies Using Key Concept 2.3, X 70oF implies that and X 7oF implies 2.7. Using obvious notation, thus and This implies (a) per year. (b) , so that Thus where the units are squared thousands of dollars per year. (c) so that and thousand dollars per year. (d) First you need to look up the current Euro/dollar exchange rate in the Wall Street Journal, the Federal Reserve web page, or other financial data outlet. Suppose that this exchange rate is e (say e 0.80 Euros per dollar); each 1 dollar is therefore with e Euros. The mean is therefore e C (in units of thousands of Euros per year), and the standard deviation is e C (in units of thousands of Euros per year). The correlation is unit-free, and is unchanged. 2.9. | | Value of Y | Probability Distribution of X | | | 14 | 22 | 30 | 40 | 65 | | | Value of X | 1 | 0.02 | 0.05 | 0.10 | 0...
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...End-of-Chapter Exercises * Chapter 2 Review of Probability 2.1. (a) Probability distribution function for Y Outcome (number of heads) | Y 0 | Y 1 | Y 2 | Probability | 0.25 | 0.50 | 0.25 | (b) Cumulative probability distribution function for Y Outcome (number of heads) | Y 0 | 0 Y 1 | 1 Y 2 | Y 2 | Probability | 0 | 0.25 | 0.75 | 1.0 | (c) . Using Key Concept 2.3: and so that 2.3. For the two new random variables and we have: (a) (b) (c) 2.5. Let X denote temperature in F and Y denote temperature in C. Recall that Y 0 when X 32 and Y 100 when X 212; this implies Using Key Concept 2.3, X 70oF implies that and X 7oF implies 2.7. Using obvious notation, thus and This implies (a) per year. (b) , so that Thus where the units are squared thousands of dollars per year. (c) so that and thousand dollars per year. (d) First you need to look up the current Euro/dollar exchange rate in the Wall Street Journal, the Federal Reserve web page, or other financial data outlet. Suppose that this exchange rate is e (say e 0.80 Euros per dollar); each 1 dollar is therefore with e Euros. The mean is therefore e C (in units of thousands of Euros per year), and the standard deviation is e C (in units of thousands of Euros per year). The correlation is unit-free, and is unchanged. 2.9. | | Value of Y | Probability Distribution of X | | | 14 | 22 | 30 | 40 | 65 | | | Value of X | 1 | 0.02...
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...Applied Statistical Methods Larry Winner Department of Statistics University of Florida February 23, 2009 2 Contents 1 Introduction 1.1 Populations and Samples . . . . . . . . . . . 1.2 Types of Variables . . . . . . . . . . . . . . . 1.2.1 Quantitative vs Qualitative Variables 1.2.2 Dependent vs Independent Variables . 1.3 Parameters and Statistics . . . . . . . . . . . 1.4 Graphical Techniques . . . . . . . . . . . . . 1.5 Basic Probability . . . . . . . . . . . . . . . . 1.5.1 Diagnostic Tests . . . . . . . . . . . . 1.6 Exercises . . . . . . . . . . . . . . . . . . . . 7 7 8 8 9 10 12 16 20 21 25 25 29 29 29 32 32 32 32 32 35 35 37 38 38 39 40 42 42 44 48 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Random Variables and Probability Distributions 2.1 The Normal Distribution . . . . . . . . . . . . . . . . . . 2.1.1 Statistical Models . . . . . . . . . . . . . . . . . 2.2 Sampling Distributions and the Central Limit Theorem 2.2.1 Distribution of Y . . . . . . . . . . . . . . . . . . 2.3 Other Commonly Used Sampling Distributions . . . . . 2.3.1 Student’s...
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...Answers 1. a) The passages says that, idealism is the epistemological doctrine that nothing can be directly known outside of the minds of thinking beings, which does not mean that nothing at all can be known outside the mind. 2. d) The passage says that, Hegel asserts that the twin aims of philosophy are to account for the contradictions apparent in human experience and also simultaneously to resolve and preserve these contradictions by showing their compatibility at a higher level of examination. 3. d) The topic idealism falls under the branch of philosophy and it is also a theory. 4. d) Hegel admitted that his ideas were not new to that of the existing ones and that he merely felt he needed to complete them. Explanation for questions 5 to 7: Correct Answer: ABA ‘Since’ indicates a consequence. Since they failed to conquer (subjugate) the tribes, they built a wall to keep out, or ‘exclude’ the tribes. The question at the end suggests that this attempt was misguided (or overoptimistic’) as no wall can ‘deter’ the determined. The word ‘deter’ is also better than the other options as the wall was to exclude the natives not to conquer or limit them. Explanation for Questions 8 to 10: Correct Answer: BDD. You need to know that ‘bantering’ means ‘playful’. So, although the talk seemed playful, it actually masked bad feeling. Here we have a ‘good word’ followed by ‘bad word’ situation. Hence we choose ‘amicable’ for the good word, and ‘antagonism’ for the bad. The first...
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