U.s. Honors Pre Wwi Homework - 1418 Words

Ria Anand Mr. LeRoy US History Honors 4A 23 October 2015 U.S. Honors Pre-WWI Homework 1. After expanding his territory, people regarded Otto Van Bismarck as someone who was great with expansion, but he refused to take part in any more wars so as not to shatter his land, and because he preferred peace over war. He did not want to establish a naval force because he considered himself to be a hero on land, and he did not want to have a bitter relationship with England. Additionally, after conquering Alsace and Lorraine from France, Bismarck knew that France would be plotting to get him back, so he wanted to isolate France from having any allies in order to keep them from revolting against Germany. He did this by becoming friends with other†¦show more content†¦However, because Germany was already such a powerful country, the other countries became scared of the fact that if Germany was powerful on land and sea, they would be unbeatable. They saw Germany’s naval force as a threat. (â€Å"German†). The decisions of Bismarck and Wilhelm were significant to World War I because each of their methods were so different. While maintaining most of the same goals, their approach to solving these methods caused World War I. For example, Wilhelm’s attempt to isolate France did not go as well as he had hoped and gave a completely opposite effect than what he was aiming for, as well as angering the other countries. His fumble in Morocco caused him to gain more foes and give France more allies, as well as give him a bad reputation. Additionally, by adding a naval force, he came off as a threat to the other countries. Bismarck did not want to establish a naval force, but Wilhelm’s thirst for power blinded him to make inadequate decisions. People began to develop a distrust and fear of Germany, which was what Bismarck worked to prevent (â€Å"German†). Bismarck’s and Wilhelm’s decisions on foreign policy and its execution were some of the key factors that le ad to this war. Who they chose to become allies with, and who they caused others to become allies with was one of the major causes of World War I (Dobbs). 2.

Higher Education and Poverty Reduction Among the Youth Free Essays

string(139) " engaging in a programme of study given a passion for learning in a particular subject area will seem acquaint if it is remembered at all\." HIGHER EDUCATION AND POVERTY REDUCTION AMONG THE YOUTH BY OKUNOLA, PHILIP OLAYIDE (Ph. D), ONYENE. V. We will write a custom essay sample on Higher Education and Poverty Reduction Among the Youth or any similar topic only for you Order Now E(Ph. D. )(frontisresource@yahoo. com) SUBAR, S. TAYO. ASHIRU, AL-MAHROOF OLASEEWO (sirmooree@yahoo. ca) PAPER PRESENTED AT THE 8TH REGIONAL CONFERENCE OF HIGHER EDUCATION RESEARCH POLICY NETWORK VENUE: INTERNATIONAL INSTITUTE FOR TROPICAL AGRICULTURE (IITA), IBADAN AUGUST, 2008 ABSTRACT Education in Nigeria and higher education in particular, are fundamental to the construction of a knowledge economy and worthwhile society in any nation hence, from a global perspective, economic, political, technological and social developments are increasingly driven by the advancement and application of knowledge, skills and socialization acquired in the process of this education. This paper presents an empirical study of higher education and poverty reduction among the youth using the University of Lagos, Nigeria. A total of 330 youth population comprised the sample drawn from the eight faculties on campus. Three hypotheses were formulated and tested using chi-square statistical tool at 0. 05 level of significance. The major findings are that higher education is significant in exposing the youth to talent discovery, physical and intellectual development among the youth and has high potency reduction for poverty reduction among the youth. Introduction The dawn of the 21st century has brought profound and fundamental changes to economics, technology, politics, culture, morals, social values and ethics. Globalization is the driving force in all these changes. While globalization has induced the collapse of time and space, it has also expanded opportunities and challenges for individuals and for nations and has sidelined the weak and unprepared. Anya (2002). The task of the university education will then be to empower the youths to be able to cope with the dynamics of globalization. Consequently the university must have an organic linkage with the industrial and economic environment to contribute to economic growth of the nation. Education has for long been recognized and accepted as a panacea for Nigeria’s ills and woes. Particularly so is the case of higher education. Stupendous amount of money and other resources, even though inadequate are expended on the universities annually. Unarguably al stakeholders look up to the universities as the nation’s beacon of hope, light and civilization. For this reason, besides over 50 public universities are springing up all over the nooks and crannies of the country (Ejiogu and Onyene, 2006). Nigeria ‘s philosophy of education is aimed at education that foster the worth and development of the individual, for each individuals sake, and for the general development of the society there is need for empowerment so as to break the chains of poverty for necessary liberation. Are the Nigerian youths hopeful? Do they see the light? Are they civilized? The quest and agitation for the empowerment of the youth and their liberation through higher education is fast becoming almost hysterical given the often reported cases of incessant strike actions by lecturers, lack or inadequate infrastructures in the universities, brain drain, and so on, within the university system. Instance abound when university graduates are not employable in the labour market. The situation becomes worrisome and intriguing with the jet-speed rate of opening up of new universities with its attendant alleged unemployment of â€Å"unqualified† staff, and stragglers from older universities. The Concept of Higher Education and Poverty Higher education means different things to many people, but the purpose is perceived to be the same. It is the type of education that focuses on professionalization, by empowering the partaker of this level of education with skills that are not necessarily the function of formal educational process. This type of skills emanates from students’ interaction with their peers, teachers and other members of their academic community. Though these experiences that culminate into skills makes students sojourn in their academic environment a complete one, which necessitates the saying â€Å" passing through the school without the school passing through the student† The proponents of this statement are of the opinion that students who passed through the school without the school passing through them have learnt only partially regardless of their grades at the end of their academic pursuit in the university, thereby limiting their opportunities. This is corroborated by Gay 2005, who opined that poverty can only be eliminated if the students to whom implicit promises are being by urging them to attend school actually receive some tangible benefit for their years spent in school. Higher education includes teaching, research and social service activities of universities, and within the realm of teaching, it includes both the undergraduate level (sometimes referred to as tertiary education and the graduate school). Higher education generally involves work towards a degree level or foundation for degree qualification. In most developed countries a high proportion of the population (up to 50%) now enters higher education is therefore every important to national economy, both as a source of trained and educated personnel for the rest of the economy. Schofield, K. 1999. Higher education is based on theoretical expertise. It might be contrasted with higher vocational education, which concentrates on both practice and theory. Deciding to further education and attain a degree tends to improve many aspects of life. People with college degrees tend to earn more money and salary increases over the years are more substantial than for those that do not have a college degree or university degree. Additionally, people that have a college degree are less likely to go through long bouts of unemployment. However attaining certifications and/or degrees related to your field can yield better jobs and ongoing opportunities (Wikipedia, the free encyclopedia). University qualifications need to match employers’ and labour market requirements as closely as possible. Mass unemployment of university graduates is the result where university programmes and the labour market are at variance. The issue of relevance, utilitarian criteria based on prospects of income generation at completion of a programme should be uppermost in the programmes provided by universities. The idea of pursuing knowledge for its own sake or of the sake of engaging in a programme of study given a passion for learning in a particular subject area will seem acquaint if it is remembered at all. You read "Higher Education and Poverty Reduction Among the Youth" in category "Papers" (Roberts, 1999). Youth (in the developed world): like all identities, is a culturally relative manifestation whose meanings and applications are specific to certain times and manifestation whose meaning and applications are specific to certain times and locales. For those living in present-day western cultures, the term youth refers to persons who are no longer children and not yet adults. In a strictly legal sense, the term is typically applied to a person from the time of their early teens until a point between 16 and 21, after which the person is legally an adult. As an adult they are endowed priviledges such as the right to vote and consume alcohol e. c. used colloquially, however, the term generally refers to a broader, more ambiguous field of reference – from physically adolescent to those in their late 20s, the United Nations, for example, defines youth as people between the ages of 15 and 24 years inclusive (United Nations Education and Scientific Children Organisation, 2002b). Poverty refers to a situation and process of serious deprivation or lack of resources and material necessary for living within a minimum standard conducive to human dignity and well being (NEST, 1991). Poverty connotes deprivation of the means of subsistence. The manifestation of poverty, i. inadequate distribution of resources, access to basic social services like education and health, food scarcity, low life expectancy, and lack of participation in decision making processes (Braun, 1999, Carrey 1999;World Bank 1999; Web et al 1992;Ravnborg, 1996). For the purpose of this paper poverty is viewed as deprivation of common necessities that determine the quality of life, which include food, clothing, shelter and safe drinking water, and may also include the deprivation of opportunities to learn, to obtain better employment to escape poverty and/or to enjoy the respect of fellow citizens. This can be measured in terms of absolute or relative poverty. Absolute poverty refers to a set standard which is consistent in over time between countries. An example of an absolute measurement would be the percentage of the population eating less food than is required to sustain the human body, which may lead to extreme poverty. United Nations 2002 report defines extreme poverty as â€Å"poverty that kills†, depriving individuals of the means to stay alive in the face of hunger, disease and environmental hazards. This is further substantiated by Moore (2007) in his report for the World Bank, that extreme poverty implies living on less than 1 dollar per day, and moderate poverty as less than $2 a day. The proportion of the developing world’s population living in extreme economic poverty fell from 28 percent in 1990 to 21 percent in 2001. Looking at the period 1981 – 2001, the percentage of the world’s population living on less than $1 per day has halved. Analysis of social aspects of poverty links conditions of scarcity to aspects of the distribution of resources and power in a society and recognizes that poverty may be a function of the diminished â€Å"capability† of people to live the kinds of lives they value. The social aspects of poverty may include lack of access to information, education, health care, or political power. Poverty may also be understood as an aspect of unequal social status and inequitable social relationships, experienced as exclusion, dependency, and diminished capacity to participate, or to develop meaningful connections with other people in society. Statement of the Problem The growth and development of this country will to a large extent be determined by quality, in character and in learning, of the products of our universities. UNESCO policy (1997) posited that basic education for all should incorporate: literacy, income generation, health care, child care, family planning, food management, union education, labour laws, civil and voting rights, peace education, environmental management, HIV/AIDS and drug awareness (UNESCO 2002). The questions are what is the hope of Nigerian youth in universities? Do they really discover their potentials having gone through the university? What then can we say are the contributions of Nigeria universities to poverty reduction among the Nigerian youth? It becomes imperative, therefore, to ascertain the potency of Nigerian higher education for poverty reduction among the youth and to proffer measures for enhancement and sustainability of youth empowerment. Methodology The study was carried out using the descriptive survey research design. The youths in University of Lagos constituted the study which comprises 500 respondents. They were diploma and 100-300 level students, from the eight faculties of the University of Lagos, Akoka campus, Lagos, Nigeria. Higher Education Potency for Poverty Reduction Questionnaire (HEPPRQ) designed by the researchers was the data-gathering instrument. It measure sure such poverty reduction potencies as talent discovery, facilitation of mind development in the youth, good leadership skills, enabling intellectual development, development of social ethics through positive interaction, exposure to entrepreneurial activities, provision of mindset for creative ideas, preparation for rendering payable service (income generation), inculcation of technological ideas for product development, self esteem mong peers, position of youth for global alignment with contemporaries in the western world and realization of the academic inclination (discipline). Colleagues affirmed the face validity and reliability of the instrument The researchers personally distributed the questionnaire to 500 respondents across the 8 faculties on campus on different occasions; some of the respondents returned the questionnaire immediat ely while others returned theirs the following day. Of the 500 copies of the questionnaire distributed, 330 (66%) usable copies were returned. However, the analysis was done using both descriptive and inferential statistics. To be precise, simple percentage and chi-square statistical tools were used. Findings Total response of the respondents was done by finding the percentages. The analysis is presented in table1. Table 1: Frequency count of responses and percentage ratings. |S/N |POTENCY INDICES |ALWAYS |OFTEN |SOMETIMES |NEVER |TOTAL | |1 |University environment and talent |200(60. 60%) |20(6. 06%) |110(33. 3%) | – |330 | | |discovery | | | | | | |2 |Higher education development and e |160(48. 48%) |90(27. 27%) |30(9. 09%) |50(15. 15%) |330 | | |youth’s minds | | | | | | |3 |Higher education and good leadership|190(57. 57%) |50(15. 15%) |50(15. 15%) |40(12. 12%) |330 | |4 |Higher education and intellectual |200(60. 60%) |50(15. 5%) |70(21. 21%) |10(3. 03%) |330 | | |development | | | | | | |5 |Social ethics through the university|170(51. 51%) |70(21. 21%) |80(24. 24%) |10(3. 03%) |330 | |6 |Higher education , parliamentary and |120(36. 36%) |110(33. 33%) |90(27. 27%) |10(3. 03%) |330 | | |governance process | | | | | | |7 |Entrepreneurial activities at school|110 |120(36. 6%) |80(24. 24%) |20(6. 06%) |330 | | | |(33. 33%) | | | | | |8 |University environment and mindset |170 |100(30. 30%) |50(15. 15%) |10(3. 03%) |330 | | |for creative ideas |(51. 51%) | | | | | |9 |Rendering payable service (income | 170 | 80 |40(12. 12%) |40(12. 2%) |330 | | |generation) |(51. 51%) |(24. 24%) | | | | |10 |University education and | 180 | 70 | 70 | 10 |330 | | |technological ideas |(54. 54%) |(21. 21%) |(21. 21%) |(3. 03%) | | |11 |Employment with related industries | 70 | 80 | 150 | 30 |330 | | | |(21. 1%) |(24. 24%) |(45. 45%) |(9. 09%) | | |12 |Sustenance in the face of job |110 | 90 | 110 | 20 |330 | | |scarcity |(33. 33%) |(27. 27%) |(33. 33%) |(6. 06%) | | |13 |Apart from certification, university| 190 | 120 | 20 | – |330 | | |environment and self esteem |(57. 57%) |(36. 36%) |(6. 6%) | | | |14 |Global alignment with my | 190 | 100 | 30 | 10 |330 | | |contemporaries in the western world |(57. 57%) |(30. 30%) |(9. 09%) |(3. 03%) | | |15 |Relevance of their academic | 150 | 120 | 60 | 30 |330 | | |inclination (discipline) outside |(45. 45%) |(36. 36%) |(18. 18%) |(9. 9%) | | | |their myopic perception | | | | | | Hypothesis 1 There will be no significant influence of higher education exposure on youth talent discovery. To test this hypothesis, the chi-square statistical tool was employed and tested at 0. 05 level of significance. The results are presented in table 2 below. Table 2: higher education and talent discovery. |S/N |Items |Always |Often |Sometimes |Never |Total | | |1. 200(60. 60%) |20(6. 06%) |110(33. 33%) |- |330 | | |2. |160(48. 48%) |90(27. 27%) |30(9. 09%) |50(15. 15%) |330 | | |3. |190(57. 57%) |50(15. 15%) |50(15. 15%) |40(12. 12%) |330 | | |4. |200(60. 60%) |50(15. 15%) |70(21. 21%) |10(3. 03%) |330 | | |5. |170(51. 51%) |70(21. 21%) |80(24. 24%) |10 (3. 3%) |330 | | |Column Total |920 |280 |140 |110 |1650 | | |Average Total |460(55. 75%) |140(16. 96%) |70(20. 60%) |55(6. 66%) |825 | Chi-square observed value = 52. 63 Degree of freedom = 12 Level of significance = 0. 05 Critical Value = 21. 03 The result revealed that the observed value (52. 63) is greater than the critical table value (21. 03) given 12 degree of freedom at 0. 5 level of significance. The result is therefore significant, thus giving a basis for rejection of the null hypothesis. It can then be inferred that higher education has significant influence on the exposure of youth to talent discovery. Hypothesis 2 Higher education will have no significant influence on the physical and intellectual development of the youth. To test this hypothesis, the chi-square statistical tool was employed and tested at 0. 05 level of significance. The results are presented in table 3 below. Table 3: Higher education, Physical and Intellectual Development S/N |Items |Always |Often |So metimes |Never |Total | | |6 |120(36. 36%) |110(33. 33%) |90(27. 27%) |10(3. 03%) |330 | | |7 |110(33. 33%) |120(36. 36%) |80(24. 24%) |20(6. 06%) |330 | | |8 |170(51. 51%) |100(30. 30%) |50(15. 15%) |10(3. 03%) |330 | | |9 |170(51. 1%) |80(24. 24%) |40(12. 12%) |40(12. 12%) |330 | | |10 |180(54. 54%) |70(21. 21%) |70(21. 21%) |10(3. 03%) |330 | | |Column Total |750 |480 |330 |90 |1650 | | |Average Total |375(45. 45%) |240(29. 09%) |165(20%) |45(5. 45%) |825 | From the responses of the participants in the table, it is realized that the observed chi-square (49. 6) is greater than the critical value (21. 03) at 12 degree of freedom and at 0. 05 level of significance. The result is therefore significant, thus higher education will have significant influence on physical and intellectual development of the youth. Hypothesis 3 Higher education will make significant provision of resources and materials for youths’ adequate living. To test this hypothesis, the chi-square statistical tool was employed and tested at 0. 05 level of significance. The results are presented in table 4 below. Table 4: Higher Education and Youth Adequate Living. S/N |Items |Always |Often |Sometimes |Never |Total | | |11 |70(21. 21%) |80(24. 24%) |150(45. 45%) |30(9. 09%) |330 | | |12 |110(33. 33%) |110(33. 33%) |110(33. 33%) |20(6. 06%) |330 | | |13 |190(57. 57%) |20(6. 06%) |20(6. 06%) |- |330 | | |14 |190(57. 57%) |30(9. 09%) |30(9. 9%) |10(3. 03%) |330 | | |15 |150(45. 45%) |120(36. 36%) |60(18. 18%) |30(9. 09%) |330 | | |Column Total |710 |510 |370 |60 |1650 | | |Average Total |355(43. 03%) |255(30. 90%) |185(22. 42%) |30(3. 63%) |825 | Chi-square observed = 195. 41 Degree of freedom = 12 Significance level = 0. 05 Critical value = 21. 03 The table above reflects that the chi-square calculated (195. 41) exceed the critical value (21. 03) at 12 degree of freedom and 0. 05 level of significance. Thus higher education provides resources and materials for youths adequate living. Results and Discussion Analysis revealed that the study population consisted of 330 participants, 210(63. 63%) were males and 120 (36. 365) females whose age ranges from 15 to 30 years. 300(90. 90%) were single and 30 (9. 09%) were married. 40 (12. 12%) were in diploma 1, 10 (3. 03%) in diploma 2, 90 (27. 27%) in 100 level, 40 (12. 12%) in 200 level and 150 (45. 45%) in 300 level respectively. Table shows the item-by-item analysis of the perception of the youth towards the potency indices of higher education concerning poverty reduction. Majority of the youth (60. 60%) who participated in the study were of the opinion that university environment enables the youth to discover their talents and higher education poses challenges that enables intellectual development in the youth. 57. 57% of the respondents were in tune with the fact that higher education inculcates good leadership skills in the youth, apart from certification, being in the university environment gives them self esteem among their contemporaries in the western world. Also 51. 51% of the respondents who are in the majority opined that they gain social ethics through positive interaction with their peers while in the university. University environment provides the youth with the mindset for creative ideas and talents developed in the university prepare them to render payable service (income generation). 48. 48% of the participants who were in the majority believed that higher education facilitates the development of youths’ mind, 45. 45% were in tune with the fact that higher education make the youth realize the relevance of their academic inclination (discipline) outside their myopic perception. Majority of the respondents (54. 54%) admit that university education inculcates technological ideas that can facilitate product development. However, 45. 45% of the respondents felt that youth only sometimes get employment with industries related to their discipline before graduation, but 21. 21% and 24. 24% of them believe that youth with university experience are always able to sustain themselves in the face of job scarcity, equal percentage the participants contends that it happens only sometimes. The findings in this study showed that: †¢ Higher education is significant in exposing the youth to talent iscovery. †¢ Higher education has significant influence on physical and intellectual development of the youth. †¢ Higher education makes significant provision of resources and materials for youths’ adequate living. The significance of higher education in exposing the youth to talent discovery is corroborated by UNESCO policy 1997, which stipulates that basic e ducation for all should incorporate: literacy, income generation, health care, child care family planning, food management, union education, labour laws, civil and voting rights, peace education, environmental management, HIV/AIDS and drug awareness. Also the finding relating to higher education having significant influence on physical and intellectual development of youth, is justified by Subar and Ashiru 2007, they opined that the students (youth) are the core input into our educational institutions and the quality of the output (students) depends largely on the provision of infrastructures capable of directly or indirectly supporting, facilitating, influencing and encouraging the development of their potentials. Therefore, the knowledge, skills, competences and attitudes students (youth) acquire for life can make them fit into the cultural, social, economic and political contexts of the society in which they live, and to work and employment. The finding that education makes significant provision of resources and materials for youth’s adequate living, emanates from the fact that youth get employment with industries related to their discipline even before graduation, youths with university experience are mostly able to sustain themselves in the face of job scarcity, apart from certification, being in the university environment gives the youth self esteem among their peers, higher education positions youth for global alignment with their contemporaries in the western world and education makes the youth realize the relevance of the relevance of their academic inclination (discipline) utside their myopic perception. Conclusion ? From the foregoing, it is permissible to justify the above stated with the statement of the National Association of Colleges and Employers, â€Å"there have been steady increases in college job placement†. This means that not only are college graduates more likely to find good jobs, but they progress after college. Ashiru and Owodiong 2008 declared that the absolute position of the university graduate is declining as more educated workers are displacing less educated workers in the same job, this shows that the Nigerian youth should advance academically, this challenge to the youth is evidenced by the continuous increases in entry point requirement for jobs, for instance a degree certificate is required to teach in a secondary school, while doctoral degree is required to lecture in the university. The dawn of the 21st century has brought profound and fundamental changes to economics, technology, politics, culture, morals, social values and ethics through globalization. This globalization has induced the collapse of time and space; it has also expanded opportunities and challenges for the individual and for the nations and has sidelined the weak and the unprepared. Recommendations Government and university authorities should ensure that university programmes and labour market are not at variance on the issue of relevance, utilitarian criteria based on prospects of income generation should be uppermost in the programmmes provided by the universities. ? Universities must have an organic linkage with the industrial and economic environment to contribute to economic growth. ? Acquisition of higher education should be encouraged among the youth, through scholarship awards for those who lack the resources in continuing heir education. ? Government should encourage enrollment expansion in tertiary institutions, which will avail more people the opportunity to higher education, hence empowerment through skill acquisition and enhanced intellectuality and human capital development that will necessitate innovative ideas for job creation, employment and economic advancement. ? University authorities should integrate entrepreneurial skills into academic programmes of students for rounded preparation for the world of work. Entrepreneurial Development Programme (EDP) should be provided in all faculties to enable undergraduates develop and market products and services relevant to their areas of study. REFERENCES Anya, A. O. (2002), â€Å"Science, Oil and the Future of Nigeria Economy†, The Guardian (Lagos), Wednesday, March 13, p. 16. Ashiru, A. O. and Owodiong-Idemeko, N. L. (2008). Higher Education and the Millennium Development Goals. Lagos: Unpublished M. Ed. Thesis. Braun, J. V. ,Teklu, T. and Webb P. (1999). Famine in Africa: Causes, Responses, and Preventions. IFPRI Food Policy Statement No. 28: Washington, D. C. Carney, D. (1999) ‘Approaches to Sustainable Livelihoods for the Rural Poor’. ODI Poverty Briefing, 2, January 1999. London: Overseas Development Institute. Carney, D. (1998) Sustainable Rural Livelihoods: What contributions can we make? Department for International Development, London. David, E. B. , David C. and Kevin C (2006). Higher Education and Poverty in Sub-Saharan Africa. Havard:Havard School of Public Health. David, M. (2007) (ed. ): The World Bank: Development, Poverty, and Hegemony. University of Kwazulu: National Press. Ejiogu, A. and Onyene V. E. (2006). Deepening Corporate Integrity in the University System, Lagos El-Khawas, Elaine. (2001). Today’s universities: responsive, resilient, or rigid? Higher Education Policy, 14, 241-248. Hartnett, Teresa. (2000). Financing trends and expenditure patterns in Nigerian federal universities: an update. Unpublished report. Washington, D. C. : The World Bank. 85 pages. John, Gay. (2005): Higher Education in Europe. Vol. 30, Nos 3-4. Jerry D. S. (March 6, 2005). The End of Poverty Time. Retrieved August 7, 2007. ww. wikipedia. org. James, A. (2003) (ed. ): Highly Affected Rarely Considered: The International Youth Parliament Commission’s Report on the Impact of Globalization on the Young People: Oxfam Community Abroad. Krebs, W. A. (1994). Australian English Dictionary, Australia: Harper Collins Publishers Moore, K. A. , Jekielek, S. M. , Hair, E. C. Scarupa, H. J. (2007). Mentoring: A Promising Strategy fo r Youth Development. Child Trends Research Brief. Retrieved May 4, 2008 from: http://www. childtrends. org/Files//Child_Trends-2002_02_01_RB_Mentoring. df Moore McBride, A. , Benitez, C. , Sherraden, M. (2003a) The forms and nature of civic service: A global assessment, research report. St. Louis: Centre for Social Development, Washington University. Ross, D. and P. Roberts. (1999). Income and Child Well-Being: A New Perspective on the Poverty Debate. Ottawa: Canadian Council on Social Development. Saint, Hartnett, and Strassner (2004). Higher Education in Nigeria: A Status Report, U. S. A. : World Education News and Reviews. Volume 17, Issue 13. Retrieved from htt//:www. wes. rg/Ewnr/04 Sept/feature. htm Subar S. T. and Ashiru A. O. (2007): Technology Education and National Development: The Place of Infrastructure, a Paper Presented at NAEAP International Conference 2007,University of Lagos, Nigeria. UNESCO(1997): 50 Years for Education. France. Paris: UNESCO UNESCO. (2000). World Education Report 2000. Paris: UNESCO. 178 pp. UNESCO. (2002b). Universal Declaration on Cultural Diversity. Paris: UNESCO,1,(7-59). World Bank. (1996). Nigeria: Poverty in the midst of plenty. Washington, D. C. The World Bank. World Bank. 1999). World development report: knowledge for development. Washington, D. C. : The World Bank. 251 pages. World Bank. (2002a). World development indicators. Washington, D. C. : The World Bank. 212 pages. World Bank. (2002b). Constructing knowledge societies: new challenges for tertiary education. Washington, D. C. : The World Bank. 164 pages. Webb, P. , von Braun, J. and Yohannes, Y. 1992. Famine in Ethiopia: Policy Implications of coping failure at national and household levels. International Food Policy Research Institute, Washington, D. C. How to cite Higher Education and Poverty Reduction Among the Youth, Papers

Qnt 561 Week2 Essay Example For Students

Qnt 561 Week2 Essay Central Limit Theorem and Confidence Intervals Problem Sets Tiffany Blount QNT 561 September 7, 2010 Michelle Barnet University of Phoenix Central Limit Theorem and Confidence Intervals Problem Sets Chapter 8 Exercises: 21. What is sampling error? Could the value of the sampling error be zero? If it were zero, what would this mean? * Sampling error is the difference between the statistic estimated from a sample and the true population statistic. It is not impossible for the sampling error to not be zero. If the sampling error is zero then the population is uniform. For example if I were evaluating the ethnicities of a populations and everyone is the population was Black then taking any sample would give me the true proportion of 100% Black. 22. List the reasons for sampling. Give an example of each reason for sampling. * The population size is too large and costly for making the study feasible in reasonable period. For example, if I want to know how watching the violent shows on television affects the behavior of children, it won’t be realistic to study each child in the population, so I would use sampling. * Only estimation of particular section of population is required For example, if I want to take an example of nation which is combined unit of states. I can choose the random samples of states which can be further divided into smaller units like cities. These cities can be clustered into smaller areas for observation. Researchers can define his pattern of selecting the sample data until data condition of observation is fully satisfied. * It is not possible to study the entire population and accessibility of them is time consuming and difficult For Example, if I wanted to prepare a list of all the customers from a chain of hardware stores. This would be a tedious task. But it is convenient to choose a subset of stores in stage one of cluster sampling which can be used for interviewing the customers from those stores in the second stage of cluster sampling. 34. Information from the American Institute of Insurance indicates the mean amount of life insurance per household in the United States is $110,000. This distribution follows the normal distribution with a standard deviation of $40,000. A. If we select a random sample of 50 households, what is the standard error of the mean? * Standard error of the sample mean = ? /vn == 40000/v50 = 5656. 85 B. What is the expected shape of the distribution of the sample mean? * Since sample size is greater than 50, it should be normally distributed according to the Central Limit Theorem. C. What is the likelihood of selecting a sample with a mean of at least $112,000? * z = (X ? ) / ? x, Where X is a normal random variable, ? is the mean, and ? is the standard deviation. P(X 112000) = P(z (112000 –110000)/5656. 85) = P(z0. 3535) = 0. 5 – P (0z0. 3535) = 0. 5 – 0. 1368 = 0. 3632. D. What is the likelihood of selecting a sample with a mean of more than $100,000? P(X 100000) = P (z (100000 – 110000)/5656. 85) = P (z –1. 7677) = 0. 5+ P (–1. 7677 z 0) = 0. 5 + P (0 z 1. 7677) =0. 5 + 0. 4616 = 0. 9616. E. Find the likelihood of selecting a sample with a mean of more than $100,000 but less than $112,000. * P (100000 X 112000) = P(X 100000) – P(X 112000) = 0. 9616 – 0. 3632 =0. 5984. Chapter 9 Exercises 32. A state meat insp ector in Iowa has been given the assignment of estimating the mean net weight of packages of ground chuck labeled â€Å"3 pounds. † Of course, he realizes that the weights cannot be precisely 3 pounds. .u80a2a5bd209d716b52be0e3053bab94b , .u80a2a5bd209d716b52be0e3053bab94b .postImageUrl , .u80a2a5bd209d716b52be0e3053bab94b .centered-text-area { min-height: 80px; position: relative; } .u80a2a5bd209d716b52be0e3053bab94b , .u80a2a5bd209d716b52be0e3053bab94b:hover , .u80a2a5bd209d716b52be0e3053bab94b:visited , .u80a2a5bd209d716b52be0e3053bab94b:active { border:0!important; } .u80a2a5bd209d716b52be0e3053bab94b .clearfix:after { content: ""; display: table; clear: both; } .u80a2a5bd209d716b52be0e3053bab94b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u80a2a5bd209d716b52be0e3053bab94b:active , .u80a2a5bd209d716b52be0e3053bab94b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u80a2a5bd209d716b52be0e3053bab94b .centered-text-area { width: 100%; position: relative ; } .u80a2a5bd209d716b52be0e3053bab94b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u80a2a5bd209d716b52be0e3053bab94b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u80a2a5bd209d716b52be0e3053bab94b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u80a2a5bd209d716b52be0e3053bab94b:hover .ctaButton { background-color: #34495E!important; } .u80a2a5bd209d716b52be0e3053bab94b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u80a2a5bd209d716b52be0e3053bab94b .u80a2a5bd209d716b52be0e3053bab94b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u80a2a5bd209d716b52be0e3053bab94b:after { content: ""; display: block; clear: both; } READ: Objectives Of A Co Operative Society Commerce EssayA sample of 36 packages reveals the mean weight to be 3. 01 pounds, with a standard deviation of 0. 03 pounds. a. What is the estimated population mean? * 3. 01. b. Determine a 95 percent confidence interval for the population mean. * 3. 01  ± 1. 96*0. 03/sqrt(36)= 3. 0002 , 3. 0198 34. A recent survey of 50 executives who were laid off from their previous position revealed it took a mean of 26 weeks for them to find another position. The standard deviation of the sample was 6. 2 weeks. Construct a 95 percent confidence interval for the population mean. Is it reasonable that the population mean is 28 weeks? Justify your answer. z = 1. 96 (from a table) N = 50 sd = 6. 2 mean = 26 * 26 1. 96*6. 2/sqrt(50) to 26 + 1. 96*6. 2/sqrt(50)=24. 281 to 27. 719; The value of 28 weeks in not inside that confidence interval, so it is not reasonable that the population mean is 28 weeks. 46. As a condition of employment, Fashion Industries applicants must pass a drug test. Of the last 220 applicants 14 failed the test. Develop a 99 percent confidence interval for the proportion of applicants that fail the test. Would it be reasonable to conclude that more than 10 percent of the applicants are now failing the test? In addition to the testing of applicants, Fashion Industries randomly tests its employees throughout the year. Last year in the 400 random tests conducted, 14 employees failed the test. Would it be reasonable to conclude that less than 5 percent of the employees are not able to pass the random drug test? 1st: z = 2. 5758 p = 14/220 p z*sqrt(p*(1-p)/N) to p + z*sqrt(p*(1-p)/N) 14/220 2. 5758*sqrt(14/220*(1-14/220)/220) to 14/220 + 2. 5758*sqrt(14/220*(1-14/220)/220) * 0. 212 to 0. 1060; 10% is within that interval, so yes, it is reasonable 2nd: z = 2. 5758 p = 14/400 p z*sqrt(p*(1-p)/N) to p + z*sqrt(p*(1-p)/N) 14/400 2. 5758*sqrt(14/400*(1-14/400)/400) to 14/220 + 2. 5758*sqrt(14/400*(1-14/400)/400) * 0. 01133 to 0. 05866899; No, its not reasonable to assume that less than 5% fail the test, since the interval goes higher than 5%. Discussion Question 5 Chapter 3 5. You have bee n approached by the editor of Gentlemen’s Magazine to carry out a research study. The magazine has been unsuccessful in attracting shoe manufacturers as advertisers. When the sales force tried to secure advertising from shoe manufacturers, they were told men’s clothing stores are a small and dying segment of their business. Since Gentlemen’s Magazine goes chiefly to men’s clothing stores, the manufacturers reasoned that it was, therefore, not a good vehicle for their advertising. The editor believes that a survey (via mail questionnaire) of men’s clothing stores in the United States will probably show that these stores are important outlets for men’s shoes, and are not declining in importance as shoe outlets. He asks you to develop a proposal for the study and submit it to him. Develop the management-research question hierarchy that will help you to develop a scientific proposal. * 1st determine our management dilemma. How can we get shoe manufacturers to purchase advertising from Gentlemen’s Magazine? * 2nd determine the management questions. Do men’s clothing stores provide an important outlet for men’s shoes? Do shoe manufacturers provide a profitable sales source? * 3rd determine the research questions. What volume of sales does men’s shoes provide to men’s clothing stores? What profits do men’s shoe manufacturers provide to Gentlemen’s Magazine?