ITT Tech MA3110 Vocab 1 Essay Example for Free

ITT Tech MA3110 Vocab 1 Essay Statistics – the science of planning studies and experiments, obtaining data, and then organizing, summarizing, presenting, analyzing, interpreting, and drawing conclusions based on the data. Population – the collection of all elements to be studied. Census – a collection of data from every member of the population Sample – a subset of members selected from a population Vocabulary 1 – Chapter 1 Section 2 Statistical Significance – an arbitrary limit where an observed difference is reasonably assumed to be due to some factor other than pure chance. Practical significance – an arbitrary limit where an observed difference is of some practical use in the real world. Vocabulary 1 – Chapter 1 Section 3 Parameter – a numerical measurement of a population characteristic. Statistic – a numerical measurement of a sample characteristic. Quantitative Data – data that consists of numbers representing counts of measurements. Categorical Data – data that can be separated into different categories that are distinguished by some nonnumeric characteristic. Discrete Data – data that has a finite number or countable number of possible values. Continuous Data – data that has an infinite number of possible values, with no gaps in the possible values. Nominal Level of Measurement – data that are qualitative only. Ordinal Level of Measurement – data that can be ordered, but computational differences are meaningless. Interval Level of Measurement – data that are ordinal level, and also having meaningful computational differences, but having no significant zero value. Ratio Level of Measurement – data that are interval level, and also having meaningful computational differences, and having a significant zero value. Vocabulary 1 – Chapter 1 Section 4 Voluntary Response Sampling – a style of sampling that incorporates non probability sampling methods in its research. Correlation – the degree to which two or more attributes or measurements on the same group of elements show a tendency to vary together. Causality – the principle that nothing can happen without being caused. Order of Questions – sometimes survey questions  are unintentionally loaded by factors of the items being considered. Nonresponse – occurs when someone either refuses to respond to a survey question or is unavailable. Missing Data – occurs when no data value is stored for the variable in an observation. Vocabulary 1 – Chapter 1 Section 5 Observational Study – observe and gather data without attempting to modify the subjects. Experiment – apply some treatment and then observe the effects of the treatment on the subjects. Simple Random Sample – a sample of n subjects that is selected in a way that makes every possible sample of size n is equally likely. Random Sample – a sample in which each individual member of a population is equally likely to be chosen. Probability Sample – a sample in which each individual member of a population has a known chance of being chosen. Systematic Sample – a sample selected by choosing a starting point in the list of subjects and then selecting every kth subject from that point on. Convenience Sample – a sample selected by choosing subjects that are most easily accessed. Stratified Sample – a sample selected by dividing the population into at least two subgroups and then choosing subjects from each subgroup. Cluster Sample – a sample selected by dividing the population into at least two subgroups, randomly selecting subgroups, and then choosing all subjects from the selected subgroups. Sampling Error – error in a statistical analysis arising from the unrepresentativeness of the sample taken.

America Needs Prayer in the Public Schools :: essays papers

America Needs Prayer in the Public Schools Education is a very valuable thing. It gives us knowledge and understanding of the world we are to someday face on our own. Yet education is always a seriously debated issue. What should be taught? What shouldn't be taught? How should we teach it? For example the issue of whether or not God should be allowed to be taught in schools is a fiercely argued subject. In an article taken from the Waukesha freeman on December 5, 1999, a public school teacher had been fired and faces up to 6 months in prison all because a little child asked him how the world got here and he replied "God put it here". The written law forbids public school teachers to refer to God or creation in any manner. The theory of creation can not be taught in class rooms because of its direct relation to the Christian religion. Religion is not to be taught in public school because it is believed that it is pushing a faith onto the kids against the parents will. Was the teacher wrong for simply sharing his view with his student? In todays world, we are quickly learning that it doesn't matter how you say it, "Jesus is always bad". It baffles me that education is so limited and pointed in one direction; They refuse to teach Christ in the schools, but yet, they happily teach the theory of evolution, the big bang theory, and basically any other means of creation the school system can find. For a country that is so worried about what their children are learning, they still struggle with the fact that there are kids that attend public schools and still can't read by their junior year in high school. The funding is non-excitant and the teachers are few. What a mess. In the Arabian countries, they too have operated there schools according to beliefs and religion. In the past four years, they have declared that women are not allowed to hold a job of any kind. Their religion states that females are to stay at home and be good house wives. According to Time magazine of June 1995, 78% of the Arabian school teachers were women.

Robert and the Dog

Language was born as an instrument to communicate people, to convey messages in many ways. According to the evolution of human beings, their language has been an evolution too and during this process literature emerged with an artistic interest to express feelings, thoughts and their imagination. But, what is literature? Many theorists have tried to explain that, and we have some patterns that are typical in their texts. In the text â€Å"Robert and the dog† by Ken Saro-Wiwa you can find some of this patterns such as the human being view, the disposition to analyze stories and the literature as an aesthetic object. To begin with, the first example is the concept of man that is given by the text. This is not about the generic male or female description is about the type of person in it. In the text we can see a men that is coward, insecure and with thirst of power. You can recognize this by the description of the character in the development of the story: the thirst of power is seen in â€Å"And he always repaired there nightly to exercise authority over his wife and six children. (Saro-Wiwa, 1) the insecurity in â€Å"Robert began to feel like a human being† (Saro-Wiwa ,page 3) and the cowardice in â€Å"He gathered up all the tins of dog food, all the tins of milk, tethered the dog to the settee and walked off, out of the house and the job he had loved to do. † (Saro-Wiwa, page 5). In these cases we can see that the author invites to get into the feelings of the character, giving a description of it. This is a clear example of a literary text, because by this he is describing a man that is typical in the actual lower classes. On the second case we can see the disposition to analyze the story. The author has a particular way to describe the principal character feelings about the dog. He shows us by a image what â€Å"Robert† thinks: â€Å"And when he got home in the evening and saw his children, with distended stomachs, gamboling in the filth that simmered in a swollen stream at his door, and watched them hungrily swallow small balls of eba, he asked himself, ‘Who born dog? † Saro-Wiwa, page 3) This description is not literal; you have to deduce it, according to the text. The author is trying to transmit to the audience the comparison that â€Å"Robert† is making with the dog, but not by words, instead he is using a shocking image of his children eating like dogs. That is were literature is present, in the way of telling and describing the thoughts of the character. In any other text the comparison is literal, but not in literature. On the last example we analyze the literature a s an aesthetic object. Literature, as a written representation of art, has to follow the basic concepts of aesthetic and, among others, there is the connection between its form and it’s content to make it beautiful. So, in the analyzed story this relation is present; the form of the text uses the language beyond the importance of giving a message, it makes it alter the grammar in order to give emphasis and sound to the text: â€Å"She ensured that he was well fed with tinned food and milk and meat and bones. (Saro-Wiwa, page 3) The word â€Å"and† is used too many times, and that grammatically it is incorrect, but in literature it is not a problem. The repetition of the word â€Å"and† is a way to explain that the dog has more than Robert, and this shows that â€Å"Robert† it is prisoner of his jealousy and his thirst of power. The language and the message, the content and form make this story a work of art that traps the lectors and transmites one of the worst parts of the human being. So, to sum up the text â€Å"Robert and the Dog† by Ken Saro-Wiwa is a literary piece, because of its form and content, the way of the language is used and the message that it contains. A non literary piece of writing is less emotional, and everything is literal, you do not have to conclude anything, but in this text the author uses a very particular way of explaining the feelings and thoughts of the principal character, using the aesthetic as a way for you to interpret every situation that he goes through. Also the vision of human being that is showed in this text, reflect that is a literary piece, because the author describes a men with a poor economical situation, but he never says it, you know that just for de description. On the last the use of a shocking image makes you think about how he sees his own life. So if you connect these three reasons you can see that in a literary text the most important parts of the writing are the ones that are not written; what you can infer, the moral that leaves you and the feelings of each person, and at the end that is what every work of art wants, it is the purest purpose of literature.

Tennessee V. Garner Essay - 813 Words

Name: Tennessee v. Garner Citation: No. 83-1035, 83-1070 (1985) Facts: On October 3, 1974, Memphis Police Officers Hymon and Wright were dispatched to answer a prowler inside call. When the police arrived at the scene, a neighbor gestured to the house where she had heard glass breaking and that someone was breaking into the house. While one of the officer radioed that they were on the scene, the other officer went to the rear of the house hearing a door slam and saw someone run across the backyard. The suspect, Edward Garner stopped at a 6-feet-high fence at the edge of the yard and proceeded to climb the fence as the police officer called out police, halt. The police officer figured that if Garner made it over the fence he†¦show more content†¦It dismissed the claims against the defendants as being the mayor and Officer Hymon and the Police Department as being the director for lack of evidence. Hymons actions were then concluded to being constitutional by being under the Tennessee statute. The Court of Appeals affirmed with regar d to Hymon, finding that he had acted accordingly to the Tennessee statute. The Court of Appeals then reversed and remanded. It reasoned that the killing of a fleeing suspect is seizure under the Fourth Amendment, and is therefore constitutional only if actions are reasonable. In this case the actions were found not to be reasonable. Officers cannot use deadly force unless they have probable cause that the suspect poses a serious threat to the officer or has committed a felony. Issue: Garner, the suspects father brought forth that his unarmed son was wrongfully shot by a police officer as his son was fleeing from the burglary of an unoccupied house. He proposed a wrongful death action under the federal civil rights statute against the police officer who fired the shot, the police department and others. Decision: The Court of Appeals reversed and filed a petition for certiorari. The Supreme Court held that: (1) apprehension by use of deadly force is a seizure subject to the Fourth Amendments reasonableness requirement; (2) deadly force may not be used unless it is necessary to prevent the escape and the officer has probable cause to believe that the suspect poses aShow MoreRelatedTennessee V. Garner Case1303 Words   |  6 PagesSupreme Court case in 1914 called Weeks v. United States, this amendment began to have more value for criminal defendants and their families (The Fourth Amendment and the â€Å"Exclusionary Rule†). For instance, one Supreme Court case known as Tennessee v. Garner that was argue on October 30, 1984 and decided upon on March 27, 1985, (Tennessee v. Garner) caused a large amount of controversy because it involved several different aspects such as, following Tennessee laws, the Fourth Amendment, and the statutoryRead MoreThe Death Of Tennessee V Garner1 400 Words   |  6 PagesSidney Hildebrandt Tennessee V Garner On the night of October 3rd, 1974 at approximately 10:45 p.m. Edward Garner was shot by Officer Hymon in an attempt to stop him from escaping a crime scene. Garner died on the operating table due to the gunshot wound on the back of his head. His crime was burglary and he was found with a mere ten dollars and a purse. The case was argued on October 30th, 1984 and a decision was made on March 27th, 1985. The father of Edward Garner believed his son’s constitutionalRead More Tennessee v. Garner 1985 Essay802 Words   |  4 PagesName:  Ã‚  Ã‚  Ã‚  Ã‚  Tennessee v. Garner Citation:  Ã‚  Ã‚  Ã‚  Ã‚  No. 83-1035, 83-1070 (1985) Facts:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  On October 3, 1974, Memphis Police Officers Hymon and Wright were dispatched to answer a â€Å"prowler inside call.† When the police arrived at the scene, a neighbor gestured to the house where she had heard glass breaking and that someone was breaking into the house. While one of the officer radioed that they were on the scene, the other officer went to the rear of the house hearing a door slam and saw someoneRead MoreTennessee V. Garner 1985908 Words   |  4 PagesTennessee v. Garner 1985 was a case that was the deciding factor that made it no longer acceptable for a police officer to use deadly force to inhibit a criminal from fleeing the scene. The only way that an officer would be able to do this is if the criminal was showing that they were going to be a greater threat if they were not dealt with immediately than they would be if they were just to continue pursuit of the person. This was a change to the old common law that if a criminal was trying to escapeRead MoreThe Amendment Of The United States Constitution1767 Words   |  8 Pagesconsidered constitutional or unconstitutional. For example in the 1984 Supreme Court case of Tennessee v. Garner, 471 U.S. 1 (1985) where a Tennessee officer shot and killed a fleeing un armed black man. Here is the Supreme Court’s ruling on the case it reasoned that the killing of a fleeing suspect is a seizure under the Fourth Amendment, and is therefore constitutional only if reasonable. The Tennessee statute failed as applied to this case because it did not adequately limit the use of deadlyRead MorePolice Reform : 1960s And Today s Society1732 Words   |  7 PagesMapp argued that the search was unconstitutional because her fourth amendment rights had been violated. Her case (Mapp v. Ohio) went all the way to the United States Supreme Court. â€Å"The U.S Supreme Court ruled in a 5-3 vote in favor of Mapp. The high court said evidence seized unlawfully, without a search warrant, could not be used in criminal prosecutions in state court (Mapp v. Ohio Podcast).† This led to protection from unreasonable search and seizure may not be used in criminal prosecutionsRead MoreThe Reasonableness Of A Deadly Force Seizure811 Words   |  4 PagesIn 1985 the U.S. Supreme Court ruling in Tennessee v. Garner severely restricted the circumstances under which law enforcement officers may use deadly force to arrest a suspect. In assessing the reasonableness of a deadly force seizure per the fourth amendment, the Court ruled that the need for a police intrusion had to be weighed against its risks, and determined that common law any-fleeing-felon statutes were unconstitutional. In a narrative give the facts, issues, and court holdings. (ncjrs.govRead MorePolice Profiling And The Media1325 Words   |  6 Pagespast year regarding black suspects being shot and killed by white police officers. One case happened in South Carolina and the other in Illinois. After investigating and finding facts I will then compare both cases to the Supreme Court case: Tennessee v. Garner 1985, and determine what case is the most alike to it and why. Walter Scott Case and Outcome On April 4, 2015 in North Charleston, South Carolina, 50-year-old Walter Scott was shot and killed by Michael Slager, an officer of the North CharlestonRead MoreCj 499-01 Unit 3 Crime Scenario Analysis1733 Words   |  7 Pagesgovernmental interest at stake. The Supreme Court has stated that this involves the inception (How it all started in the first place), the manner of force used (what did the officer do), and the duration (how long was the action) (Graham v Connor, 1989; Tennessee v Garner, 1985). In analyzing the above listed scenario, the information provided by the alleged victim to the officer includes three alleged crimes. These alleged crimes include First Degree Robbery RCW 9A.56.200, Assault II with a Weapon RCWRead MoreEssay on Use of Force in Law Enforcement2254 Words   |  10 Pages2010, p. 123). Graham v. Connor 1989 The appropriate use of force will vary from officer to officer because the courts do not look at every officer the same way, â€Å"The reasonableness of a particular use of force must be judged from the perspective of a reasonable officer on the scene, and its calculus must embody an allowance for the fact that police officers are often forced to make split-second decisions about the amount of force necessary in a particular situation† (Graham v. Connor 1989). This