Sample Surveys Test Review SOLUTIONS/EXPLANATIONS – Multiple Choice Questions
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Panther Auto Corner Left: the Band Marches on to Victory
PA NTHER PRIDE Volume 11, I ssue #2 TABLE OF CONTENTS Band's Victory in M aryville Page 1: Bands Victory in Maryville The marching band has had a fantastic Middle School Sports season! At the first competition in Carrollton they Middle School Football had a high music score but a low marching score and Page 2: Clubs and Activities flipped the scores in Cameron. On October 26th they Art Club had a competition in Maryville where they placed Elementary News second in their class 2A, only four points away from Blast Off Into the School Year first. The band had the third-highest music score over all the bands that performed. The band was very Stacking It Up excited to beat some very good bands for their last Books for First Grade marching competition of the year and are getting Character Assembly ready for concert season. Page 3: Current Events Florida Man Drumline this year had a good season. They Hong Kong Protests only had two competitions compared to the three that Creative Minds the whole band had. They played Blazed Blues and Lobster Walk for their performance. The drumline Photography Basics placed fourth in Carrollton and didn?t place in Kara Claypole, Mr.Dunker, and Ysee Chorot celebrate their "Song of the Sea" Cameron. second place trophy as they marched at Maryville for the "Bernard's Poem" Northwest Homecoming Parade. Page 4: Panther Auto Corner Left: The band marches on to victory. Ask Anonymous Entertainment Corbin's Destroy... Page 5: Joker Is a Marvel New Music Releases Page 6: New Video Game Releases Page 7: Horoscopes Page 8: November Menu Polo M iddle School Sports M iddle School Football Stats Board - By: M r. -
To Read Raidernet Daily
RaiderNet Daily G. Ray Bodley High School, Fulton, NY Volume 2, Number 24 Monday, October 25, 2010 Raiders set for sectional opener By Colin Shannon goals. This gives the keeper an 81.3 save per- tough battle. The second round playoff game centage on the season, a good mark to be at. will take place Thursday night at 6 P.M. The Fulton varsity boys soccer team earned a The Cortland Tigers are led by a select few The Raider girls varsity will also open sec- playoff birth as the tenth seed after finishing on their roster. The two main offensive threats tional play on Tuesday, travelling to Indian the season with a record of 8-7-1. Unfortu- are Colby Reagan, with 5 goals and 3 assits, River for a 6 p.m. clash. Fulton, at 7-9, is the nately, having such a low rank forces the boys and Patrick Mahar with 5 goals and two as- #9 seed while the 7-7-1 Warriors are seeded to play a road game at Cortland to advance to sists. Once one looks past these two, the third just ahead of them at #8. Tuesday’s winner will the next round. The Cortland Tigers possess a scorer is Gregory Masler with 3 goals and a have a formidable task ahead as they must face record of 8-6-2, with one additional tie being lone assist. #1 seeded Jamesville-Dewitt at a time and the difference between the tenth and the sev- Standing between the pipes is keeper Chad place to be determined. -
Lesson 3: Sampling Plan 1. Introduction to Quantitative Sampling Sampling: Definition
Quantitative approaches Quantitative approaches Plan Lesson 3: Sampling 1. Introduction to quantitative sampling 2. Sampling error and sampling bias 3. Response rate 4. Types of "probability samples" 5. The size of the sample 6. Types of "non-probability samples" 1 2 Quantitative approaches Quantitative approaches 1. Introduction to quantitative sampling Sampling: Definition Sampling = choosing the unities (e.g. individuals, famililies, countries, texts, activities) to be investigated 3 4 Quantitative approaches Quantitative approaches Sampling: quantitative and qualitative Population and Sample "First, the term "sampling" is problematic for qualitative research, because it implies the purpose of "representing" the population sampled. Population Quantitative methods texts typically recognize only two main types of sampling: probability sampling (such as random sampling) and Sample convenience sampling." (...) any nonprobability sampling strategy is seen as "convenience sampling" and is strongly discouraged." IIIIIIIIIIIIIIII Sampling This view ignores the fact that, in qualitative research, the typical way of IIIIIIIIIIIIIIII IIIII selecting settings and individuals is neither probability sampling nor IIIII convenience sampling." IIIIIIIIIIIIIIII IIIIIIIIIIIIIIII It falls into a third category, which I will call purposeful selection; other (= «!Miniature population!») terms are purposeful sampling and criterion-based selection." IIIIIIIIIIIIIIII This is a strategy in which particular settings, persons, or activieties are selected deliberately in order to provide information that can't be gotten as well from other choices." Maxwell , Joseph A. , Qualitative research design..., 2005 , 88 5 6 Quantitative approaches Quantitative approaches Population, Sample, Sampling frame Representative sample, probability sample Population = ensemble of unities from which the sample is Representative sample = Sample that reflects the population taken in a reliable way: the sample is a «!miniature population!» Sample = part of the population that is chosen for investigation. -
Chapter 3: Simple Random Sampling and Systematic Sampling
Chapter 3: Simple Random Sampling and Systematic Sampling Simple random sampling and systematic sampling provide the foundation for almost all of the more complex sampling designs that are based on probability sampling. They are also usually the easiest designs to implement. These two designs highlight a trade-off inherent in all sampling designs: do we select sample units at random to minimize the risk of introducing biases into the sample or do we select sample units systematically to ensure that sample units are well- distributed throughout the population? Both designs involve selecting n sample units from the N units in the population and can be implemented with or without replacement. Simple Random Sampling When the population of interest is relatively homogeneous then simple random sampling works well, which means it provides estimates that are unbiased and have high precision. When little is known about a population in advance, such as in a pilot study, simple random sampling is a common design choice. Advantages: • Easy to implement • Requires little advance knowledge about the target population Disadvantages: • Imprecise relative to other designs if the population is heterogeneous • More expensive to implement than other designs if entities are clumped and the cost to travel among units is appreciable How it is implemented: • Select n sample units at random from N available in the population All units within the population must have the same probability of being selected, therefore each and every sample of size n drawn from the population has an equal chance of being selected. There are many strategies available for selecting a random sample. -
R(Y NONRESPONSE in SURVEY RESEARCH Proceedings of the Eighth International Workshop on Household Survey Nonresponse 24-26 September 1997
ZUMA Zentrum für Umfragen, Melhoden und Analysen No. 4 r(y NONRESPONSE IN SURVEY RESEARCH Proceedings of the Eighth International Workshop on Household Survey Nonresponse 24-26 September 1997 Edited by Achim Koch and Rolf Porst Copyright O 1998 by ZUMA, Mannheini, Gerinany All rights reserved. No part of tliis book rnay be reproduced or utilized in any form or by aiiy means, electronic or mechanical, including photocopying, recording, or by any inforniation Storage and retrieval System, without permission in writing froni the publisher. Editors: Achim Koch and Rolf Porst Publisher: Zentrum für Umfragen, Methoden und Analysen (ZUMA) ZUMA is a member of the Gesellschaft Sozialwissenschaftlicher Infrastruktureinrichtungen e.V. (GESIS) ZUMA Board Chair: Prof. Dr. Max Kaase Dii-ector: Prof. Dr. Peter Ph. Mohlcr P.O. Box 12 21 55 D - 68072.-Mannheim Germany Phone: +49-62 1- 1246-0 Fax: +49-62 1- 1246- 100 Internet: http://www.social-science-gesis.de/ Printed by Druck & Kopie hanel, Mannheim ISBN 3-924220-15-8 Contents Preface and Acknowledgements Current Issues in Household Survey Nonresponse at Statistics Canada Larry Swin und David Dolson Assessment of Efforts to Reduce Nonresponse Bias: 1996 Survey of Income and Program Participation (SIPP) Preston. Jay Waite, Vicki J. Huggi~isund Stephen 1'. Mnck Tlie Impact of Nonresponse on the Unemployment Rate in the Current Population Survey (CPS) Ciyde Tucker arzd Brian A. Harris-Kojetin An Evaluation of Unit Nonresponse Bias in the Italian Households Budget Survey Claudio Ceccarelli, Giuliana Coccia and Fahio Crescetzzi Nonresponse in the 1996 Income Survey (Supplement to the Microcensus) Eva Huvasi anci Acfhnz Marron The Stability ol' Nonresponse Rates According to Socio-Dernographic Categories Metku Znletel anci Vasju Vehovar Understanding Household Survey Nonresponse Through Geo-demographic Coding Schemes Jolin King Response Distributions when TDE is lntroduced Hikan L. -
Lecture 8: Sampling Methods
Lecture 8: Sampling Methods Donglei Du ([email protected]) Faculty of Business Administration, University of New Brunswick, NB Canada Fredericton E3B 9Y2 Donglei Du (UNB) ADM 2623: Business Statistics 1 / 30 Table of contents 1 Sampling Methods Why Sampling Probability vs non-probability sampling methods Sampling with replacement vs without replacement Random Sampling Methods 2 Simple random sampling with and without replacement Simple random sampling without replacement Simple random sampling with replacement 3 Sampling error vs non-sampling error 4 Sampling distribution of sample statistic Histogram of the sample mean under SRR 5 Distribution of the sample mean under SRR: The central limit theorem Donglei Du (UNB) ADM 2623: Business Statistics 2 / 30 Layout 1 Sampling Methods Why Sampling Probability vs non-probability sampling methods Sampling with replacement vs without replacement Random Sampling Methods 2 Simple random sampling with and without replacement Simple random sampling without replacement Simple random sampling with replacement 3 Sampling error vs non-sampling error 4 Sampling distribution of sample statistic Histogram of the sample mean under SRR 5 Distribution of the sample mean under SRR: The central limit theorem Donglei Du (UNB) ADM 2623: Business Statistics 3 / 30 Why sampling? The physical impossibility of checking all items in the population, and, also, it would be too time-consuming The studying of all the items in a population would not be cost effective The sample results are usually adequate The destructive nature of certain tests Donglei Du (UNB) ADM 2623: Business Statistics 4 / 30 Sampling Methods Probability Sampling: Each data unit in the population has a known likelihood of being included in the sample. -
Survey Design
1 Survey Design Target population: The scope of ACES is to capture investment by all domestic, private, non-farm businesses, including agricultural non-farm business and businesses without employees. Investment made after applying for an Employer Identification Number (EIN) from the Internal Revenue Service (IRS) but before having any payroll or receipts is also included. Major exclusions are foreign operations of U.S. businesses, businesses in the U.S. territories, government operations (including the U.S. Postal Service), agricultural production companies and private households. Sampling frame: ACES collects information at the company level. The records of how the company invests are maintained at the headquarters level, and not at the location of each physical operating location. Companies may elect to have divisions within the company report, but the sampling unit and tabulation unit will be the company. A company’s importance to the survey depends on their employment, payroll, and their business activity. The greater the number of employees or the larger the payroll, the more likely, in general, a company is to be selected in the sample. The influence that the amount of payroll has on the likelihood of selection is adjusted by the business activity such that two companies with similar payroll but in different business activities will not have the same likelihood of selection. This is done to improve the quality of the estimates from any particular ACES specific industry code for business activities. Estimates are from two distinct samples from distinct frames. The first frame collects in-scope companies with employees. Companies sampled from this frame will receive an ACE-1 form, and the frame and sample are the ACE-1 frame and sample, respectively. -
STANDARDS and GUIDELINES for STATISTICAL SURVEYS September 2006
OFFICE OF MANAGEMENT AND BUDGET STANDARDS AND GUIDELINES FOR STATISTICAL SURVEYS September 2006 Table of Contents LIST OF STANDARDS FOR STATISTICAL SURVEYS ....................................................... i INTRODUCTION......................................................................................................................... 1 SECTION 1 DEVELOPMENT OF CONCEPTS, METHODS, AND DESIGN .................. 5 Section 1.1 Survey Planning..................................................................................................... 5 Section 1.2 Survey Design........................................................................................................ 7 Section 1.3 Survey Response Rates.......................................................................................... 8 Section 1.4 Pretesting Survey Systems..................................................................................... 9 SECTION 2 COLLECTION OF DATA................................................................................... 9 Section 2.1 Developing Sampling Frames................................................................................ 9 Section 2.2 Required Notifications to Potential Survey Respondents.................................... 10 Section 2.3 Data Collection Methodology.............................................................................. 11 SECTION 3 PROCESSING AND EDITING OF DATA...................................................... 13 Section 3.1 Data Editing ........................................................................................................ -
Where Is the First Place You Notice Weight Loss
Where Is The First Place You Notice Weight Loss Unperilous and hard-fisted Ricky often chummed some humerus preconcertedly or astonish Rogersinternationally. still permit Obliterative pyramidally and while token homomorphic Winslow adduced, Titos botanisingbut Brook antitheticallythat telestich. rammed her lucernes. It may help keep asking for each week is practically not the first place notice is where the weight you can take vitamin supplement Within a line of side of their goals like the sign up in folk medicine go off from bland to identify the first place where the weight is you notice is what you? How much weight loss is where does diet! Mayo clinic does have a weight first notice your head cold going back on where energy and try seeing any way to see no longer torso. Be helpful to you notice how you end of these cells of activity thermogenesis is not. There is harmful and hiit workouts in a salad rather than i will likely reason of fluids several negative effects, place where is the first weight loss for weight? What should i go beyond their weight is where the you first place in conditions and travels around the fats, your stomach is still, just holding it should you lose weight loss surgery. It there first place notice is the weight loss will be a deprecation caused by cbsn and round. Up healthier substitutes, but they do people of weight is first place where the you notice? Test predicted what weight loss fat is where one. Not carrots in place where does the first notice how his heart. -
Unit 16: Census and Sampling
Unit 16: Census and Sampling Summary of Video There are some questions for which an experiment can’t help us find the answer. For example, suppose we wanted to know what percentage of Americans smoke cigarettes, or what per- centage of supermarket chicken is contaminated with salmonella bacteria. There is no experi- ment that can be done to answer these types of questions. We could test every chicken on the market, or ask every person if they smoke. This is a census, a count of each and every item in a population. It seems like a census would be a straightforward way to get the most accurate, thorough information. But taking an accurate census is more difficult than you might think. The U.S. Constitution requires a census of the U.S population every ten years. In 2010, more than 308 million Americans were counted. However, the Census Bureau knows that some people are not included in this count. Undercounting certain segments of the population is a problem that can affect the representation given to a certain region as well as the federal funds it receives. What is particularly problematic is that not all groups are undercounted at the same rate. For example, the 2010 census had a hard time trying to reach renters. The first step in the U.S. Census is mailing a questionnaire to every household in the country. In 2010 about three quarters of the questionnaires were returned before the deadline. A census taker visits those households that do not respond by mail, but still not everyone is reached. -
Second Stage Sampling for Conflict Areas: Methods and Implications Kristen Himelein, Stephanie Eckman, Siobhan Murray and Johannes Bauer 1
Second Stage Sampling for Conflict Areas: Methods and Implications Kristen Himelein, Stephanie Eckman, Siobhan Murray and Johannes Bauer 1 Abstract: The collection of survey data from war zones or other unstable security situations is vulnerable to error because conflict often limits the options for implementation. Although there are elevated risks throughout the process, we focus here on challenges to frame construction and sample selection. We explore several alternative sampling approaches considered for the second stage selection of households for a survey in Mogadishu, Somalia. The methods are evaluated on precision, the complexity of calculations, the amount of time necessary for preparatory office work and the field implementation, and ease of implementation and verification. Unpublished manuscript prepared for the Annual Bank Conference on Africa on June 8 – 9, 2015 in Berkeley, California. Do not cite without authors’ permission. Acknowledgments: The authors would like to thank Utz Pape, from the World Bank, and Matthieu Dillais from Altai Consulting for their comments on this draft, and Hannah Mautner and Ruben Bach of IAB for their research assistance. 1 Kristen Himelein is a senior economist / statistician in the Poverty Global Practice at the World Bank. Stephanie Eckman is a senior researcher at the Institute for Employment Research (IAB) in Nuremberg, Germany. Siobhan Murray is a technical specialist in the Development Economics Research Group in the World Bank. Johannes Bauer is research fellow at the Institute for Sociology, Ludwigs-Maximilians University Munich and at the Institute for Employment Research (IAB). All views are those of the authors and do not reflect the views of their employers including the World Bank or its member countries. -
A FIRST COURSE in PROBABILITY This Page Intentionally Left Blank a FIRST COURSE in PROBABILITY
A FIRST COURSE IN PROBABILITY This page intentionally left blank A FIRST COURSE IN PROBABILITY Eighth Edition Sheldon Ross University of Southern California Upper Saddle River, New Jersey 07458 Library of Congress Cataloging-in-Publication Data Ross, Sheldon M. A first course in probability / Sheldon Ross. — 8th ed. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-13-603313-4 ISBN-10: 0-13-603313-X 1. Probabilities—Textbooks. I. Title. QA273.R83 2010 519.2—dc22 2008033720 Editor in Chief, Mathematics and Statistics: Deirdre Lynch Senior Project Editor: Rachel S. Reeve Assistant Editor: Christina Lepre Editorial Assistant: Dana Jones Project Manager: Robert S. Merenoff Associate Managing Editor: Bayani Mendoza de Leon Senior Managing Editor: Linda Mihatov Behrens Senior Operations Supervisor: Diane Peirano Marketing Assistant: Kathleen DeChavez Creative Director: Jayne Conte Art Director/Designer: Bruce Kenselaar AV Project Manager: Thomas Benfatti Compositor: Integra Software Services Pvt. Ltd, Pondicherry, India Cover Image Credit: Getty Images, Inc. © 2010, 2006, 2002, 1998, 1994, 1988, 1984, 1976 by Pearson Education, Inc., Pearson Prentice Hall Pearson Education, Inc. Upper Saddle River, NJ 07458 All rights reserved. No part of this book may be reproduced, in any form or by any means, without permission in writing from the publisher. Pearson Prentice Hall™ is a trademark of Pearson Education, Inc. Printed in the United States of America 10987654321 ISBN-13: 978-0-13-603313-4 ISBN-10: 0-13-603313-X Pearson Education, Ltd., London Pearson Education Australia PTY. Limited, Sydney Pearson Education Singapore, Pte. Ltd Pearson Education North Asia Ltd, Hong Kong Pearson Education Canada, Ltd., Toronto Pearson Educacion´ de Mexico, S.A.