Module 1.5: Testing Hypothesis - Florida Gulf Coast University
25/10/2017 · This module contains a large number of probability distributions ..
the Z-value of -5.5 really represents the number of ..
From the beginning of the twentieth century to the present, Jews have been represented in movies in very different ways. Their portrayal on screen testifies to the JewsÂ¿ diverse identities regarding a broad range of topics, from religious practice and assimilation to gender issues and body image. The module provides students with an insight into the visual perception of Jews and Judaism from different points of view. Students will learn and discuss how films have looked into Jewish life, culture and identities throughout the years. The selected films represent different genres such as melodrama, thriller and comedy, and also reflect the difference in approaches in different countries, such as cinema in the USA, the UK, France, Poland, Germany and Israel. How have Jews and Judaism been represented in films since early 20th century? The module will investigate the different visual languages used to represent Jews on screens. Each week, students will be presented with a film, which they will discuss after the screening. The films cover a wide range of genres, ideological perspectives, historical periods and geographical contexts, starting with the topic of integration and assimilation of Jews in the USA as pictured in the film The Jazz Singer (1927). The module ends with a discussion on the cinematographic representation of the Israeli-Palestinian conflict in the film Bethlehem (2013).
This module is framed with the context of managing for value and how managerial and investor interests are aligned and reflected in accounting information for value creation and market value added and value for money. This module is concerned with how accounting numbers are employed at operational, divisional and organizational levels to control and drive value creation for market value added or value for money. It is a module which is concerned with how accounting information is deployed to control and direct corporate and non-corporate organizations towards generating value on invested funds whether these are public, private or state sponsored agencies.
05/05/2005 · Module 15: Hypothesis Testing
In the two generations after the American Civil War, Americans experienced massive changes Â¿ socially, culturally and economically - as the slave-owning, cotton producing United States was transformed into the worldÂ¿s leading industrial nation. Distances were diminished as telegraph wires, steamships and railways produced an era of unprecedented globalisation.
Globalisation created new possibilities as American capitalists, producers and consumers were exposed to - and struggled over - new ways of living. The course will consider a number of themes: the impact of globalisation on the lives of ordinary American citizens; the ways in which globalisation promoted massive disparities of wealth and power in American society; how these changes played out regionally between the more industrially advanced North, the defeated South and the dynamic West. What drove these extraordinary changes that brought such affluence and influence alongside poverty and dislocation? What were, in turn, the localized as well as the globalised roots of the spectacular collapse of the 1930s?
This module examines the regulation in international law of human mobility for economic and other purposes (excluding refuge and forced migration which is studied in depth in a separate half-module).
It provides a comprehensive overview of the concepts and workings of several specialized branches of international law in relation to migration in a global context. The module will look at international labour law, international human rights law, international security and anti-terrorism instruments, and international nationality, borders and statelessness measures to provide a comprehensive overview of the different regimes concerned with the regulation of the phenomenon.
The module will start by studying the historical origins and development of international legal tools to regulate human mobility across borders, with a discussion of the available regulatory options and their ethical/philosophical underpinnings (ranging from the 'open borders' formula to 'communitarian' perspectives). The different regimes, actors and institutions playing a role in the legal administration of international migration will be examined next, with particular focus on key inter-governmental institutions (such as the ILO and the UN Special Rapporteur on the Human Rights of Migrants) and non-governmental actors (such as IOM and ICMPD) as norms entrepreneurs in this area. The study of substantive law, including relevant State practice and case law of national and international courts and Treaty bodies, will follow thereafter, following six thematic blocs: 1) labour migration, with particular focus on ILO conventions and the UN Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families; 2) human trafficking, people smuggling and the securitisation of international mobility, with special reference to the 2000 Palermo Protocols to the UN Convention against Transnational Organized Crime; 3) IDPs and conflict-related displacement, with reference to international guidelines and regional instruments on the matter (e.g. the 2012 Kampala Convention on Internal Displacement); 4) Statelessness and the regulation of nationality under international law, with special emphasis on the UN Conventions on Statelessness (the 1954 Convention relating to the Status of Stateless Persons and the 1961 Convention on the Reduction of Statelessness) and their relationship to security of residence and expulsion; 5) the role of general human rights law, as a residual category, in the regulation and administration of migration and migratory flows, with reference to the major international human rights conventions (specially the International Covenant on Civil and Political Rights and the International Covenant on Economic Social and Cultural Rights); and 6) the limits of international law, exploring emerging issues at the margins of international regulation, such as climate change, natural disasters, extreme poverty and human displacement, examining the potential of 'survival migration' (A Betts, 2013).
Extract a number of samples in each group, n1 and n2.
The aim of this module is to ensure that students have an appreciation of the underlying economics employed in antitrust and merger enforcement. This module seeks to give students a thorough grounding in the essentials of economic analysis in competition law and to prepare students for issues likely to arise in the enforcement of competition legislation. Although this is an advanced module, no previous knowledge of the subject is required. In addition, the module does not require prior knowledge of economics or advanced mathematics. The module takes a very practical approach with a number of case studies and always with an eye to the real world implications of the use of economics in competition enforcement. Guest lecturers will provide their practical experience and the challenges they face in the use of economics in competition enforcement.
This module concerns the legal mechanisms for protecting human rights at the level of the European Convention on Human Rights. Following a brief introduction to the philosophical motivations for protecting human rights, and some historical background, students will examine the procedures in place at the Council of Europe level and consider possible reforms. Students will also examine substantive human rights law, detailed consideration will be given to the right to life (Art.2), freedom from torture (Art.3), the right to respect for private life (Art.8), freedom of religion (Art.9) and freedom of expression (Art.10). Problem questions will be solved utilising Convention case law, and critiques made of current jurisprudence. The course will conclude with an assessment of the European system as compared to the legal protection of human rights at the national level.
05/05/2005 · The hypothesis: H0: µ = 13.6 in
The assumptions: Random sample from a normal distribution with = 0.
Module 1 .4 covered one of ..
Chomsky’s Modularity Hypothesis – Is There an Innate Language Module
This modules discusses the concepts of hypothesis testing, including α-level, p-values, and statistical power
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03/02/2017 · By reviewing the results of the Test Hypothesis Using t-Test module, you can ..
New Listings, Number Theory Web
The dissertation offers students an opportunity to develop and demonstrate their research, creative practice and writing skills while engaging with a topic suggested by their work on the core and option modules. It provides a preparation for doctoral research in English, Creative Writing and related fields. The topic must be feasible, academically sound, and related to the concerns of the programme. The dissertation must develop an appropriate scholarly or creative methodology and demonstrate an advanced understanding of historical and/or theoretical issues involved in the study or composition of poetry. It must also demonstrate an ability to analyse and present complex evidence and to shape and sustain a coherent, persuasive critical
argument at masters level. It must observe appropriate stylistic and bibliographic conventions.
Students will submit a dissertation, which can be constituted either of a conventional scholarly essay of 15,000 words, or a creative portfolio consisting of the student's own poems with a critical commentary. Such a portfolio should be a maximum of 20 pages and/or (in the case of performed dissertations), a time-length of a maximum of 30 minutes for an audio or video recording, along with a 4,000 word commentary. In the commentary, students will be expected to apply their learning from other, non-core modules, including Poetry at Work, to their own practice. The commentary must illuminate what they have done, but it need not
make their own poems its primary topic. The approach taken by the commentary will be developed in ooperation with students' academic supervisor, but for example, it may be a literary-critical reflection on the historical development of a poetic tactic, and an explanation of its relation to their own work; or a reflection on the context, transmission and mediation of poetry, particularly if the piece is situated or performed. All students, whether they are producing a critical dissertation or a commentary, will be expected to demonstrate secondary reading, argument and thought about other poets.
Resource: Against All Odds: Inside Statistics
In this module, the students will learn how modern compilers work. A compiler is a tool for translating computer programs written in a higher-level programming language (such as Java or C) to a lower-level language or machine code. Major components of a compiler are lexical and syntactic analysis, semantic analysis, code generation and optimization. The module will provide an introduction to a range of concepts in programming language design and implementation, including runtime organization, memory management, assembler, linker, loader, static vs dynamic types and scopes, compilers vs interpreters, just-in-time compilation, bootstrapping, data-flow analysis, and link-time optimizations. The coursework includes 3-5 programming assignments, each of which builds a different component of the compiler. The students are encouraged to work in small teams. At the end of the semester, each team will have implemented a working (albeit simple) compiler from basic blocks and templates provided. Most students find it very rewarding experience.
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