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Dwnload Full Business Statistics in Practice 8th Edition Bowerman Test Bank PDF
Dwnload Full Business Statistics in Practice 8th Edition Bowerman Test Bank PDF
Dwnload Full Business Statistics in Practice 8th Edition Bowerman Test Bank PDF
https://testbankfan.com/download/business-statistics-in-practice-8th-edition-bowerma
n-test-bank/
1. A stem-and-leaf display is a graphical portrayal of a data set that shows the data set's overall
pattern of variation.
TRUE
AACSB: Reflective Thinking
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 02-05 Construct and interpret stem-and-leaf displays.
Topic: Stem-and-Leaf Displays
2. The relative frequency is the frequency of a class divided by the total number of measurements.
TRUE
AACSB: Reflective Thinking
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 02-03 Summarize quantitative data using frequency distributions, histograms, frequency polygons, and ogives.
Topic: Graphically Summarizing Qualitative Data
TRUE
AACSB: Reflective Thinking
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 02-01 Summarize qualitative data by using frequency distributions, bar charts, and pie charts.
Topic: Graphically Summarizing Qualitative Data
4. Stem-and-leaf displays and dot plots are useful for detecting outliers.
TRUE
AACSB: Reflective Thinking
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 02-04 Construct and interpret dot plots.
Learning Objective: 02-05 Construct and interpret stem-and-leaf displays.
Topic: Dot Plots
Topic: Stem-and-Leaf Displays
FALSE
6. When looking at the shape of the distribution using a stem-and-leaf, a distribution is skewed to
the right when the left tail is shorter than the right tail.
2-1
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
7. When we wish to summarize the proportion (or fraction) of items in a class, we use the frequency
distribution for each class.
FALSE
This is the definition for relative frequency. Frequency distribution shows actual counts of
items in a class.
8. When establishing the classes for a frequency table, it is generally agreed that the more classes
you use the better your frequency table will be.
FALSE
TRUE
AACSB: Reflective Thinking
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 02-03 Summarize quantitative data using frequency distributions, histograms, frequency polygons, and ogives.
FALSE
Frequency tables include frequencies, relative frequency, and percent frequency. Cross-
tabulation tables include row and column percentages.
AACSB: Reflective Thinking
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 02-01 Summarize qualitative data by using frequency distributions, bar charts, and pie charts.
Learning Objective: 02-03 Summarize quantitative data using frequency distributions, histograms, frequency polygons, and ogives.
Topic: Graphically Summarizing Qualitative Data
Topic: Graphically Summarizing Quantitative Data
11. When constructing any graphical display that utilizes categorical data, classes that have
frequencies of 5 percent or less are usually combined together into a single category.
2-2
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
TRUE
AACSB: Reflective Thinking
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 02-02 Construct and interpret Pareto charts.
Topic: Graphically Summarizing Qualitative Data
12. In a Pareto chart, the bar for the "Other" category should be placed to the far left of the chart.
FALSE
The bar to the far left of the Pareto chart will be the category with the highest frequency.
AACSB: Reflective Thinking
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 02-02 Construct and interpret Pareto charts.
Topic: Graphically Summarizing Qualitative Data
13. In the first step of setting up a Pareto chart, a frequency table should be constructed of the
defects (or categories) in decreasing order of frequency.
TRUE
AACSB: Reflective Thinking
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 02-02 Construct and interpret Pareto charts.
Topic: Graphically Summarizing Qualitative Data
14. It is possible to create different interpretations of the same graphical display by simply using
different captions.
TRUE
AACSB: Reflective Thinking
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 02-08 Recognize misleading graphs and charts.
Topic: Misleading Graphs and charts
15. Beginning the vertical scale of a graph at a value different from zero can cause increases to look
more dramatic.
TRUE
AACSB: Reflective Thinking
Blooms: Remember
Difficulty: 2 Medium
Learning Objective: 02-08 Recognize misleading graphs and charts.
Topic: Misleading Graphs and charts
TRUE
AACSB: Reflective Thinking
Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 02-07 Examine the relationships between variables by using scatter plots.
Topic: Scatter Plots
2-3
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
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[256]Ib., p. 165.
[257]“Modern Abyssinia,” p. 224.
[258]Compare, e.g., his remark on p. 223, “They have any
amount of pluck,” with Parkyns’s comments quoted on p. 24 of
this book.
[259]E.g. p. 222.
[260]Ib., p. 216.
[261]Eyre and Spottiswoode.
[262]Cf. p. 308.
[263]Mr. Wylde describes the Ras as “by far the cleverest and
most enlightened man that the country possesses.” He is a
possible successor to the Abyssinian throne.
[264]Colonel Rochfort’s Report.
APPENDIX
LEPIDOPTERA.
NYMPHALIDAE.
Danainae: Limnas chrysippus (Linn.) ♀. The ground
colour of the pale tint characteristic of
1
Oriental specimens and usually replaced by
a much darker shade in African.
Danainae: L. chrysippus (Linn.) var. alcippus (Cram.) ♂♂.
2
Typical.
Nymphalinae: 1 Neptis agatha (Cram.).
1 Precis cebrene (Trim.).
PAPILIONIDAE.
Pierinae: 1 Catopsilia florella (Fabr.) ♂.
2 Colias electra (Linn.) ♂ ♀.
Terias brigitta (Cram.) ♂ ♂ ♀.
3
Dry season forms; not extreme.
3 Eronia leda (Boisd.) ♂ ♀ ♀.
One of these females has an orange apical
patch on the forewing, almost as distinct as
that of the male.
1 Pinacopteryx sp. ?
A female, rather worn; simulating Mylothris
agathina ♀.
Probably a new species, but being in poor
condition and a single specimen it would not
be advisable to describe it.
1 Belenois severina (Cram.) ♀. Dry season form.
1 Phrissura sp. ♂.
A male, of the P. sylvia group. This form of
Phrissura has not previously been recorded
from any part of East Africa.
Papilioninae: 8 Papilio demodocus (Esp.).
HYMENOPTERA.
1 Dorylus fimbriatus (Shuck.) ♂.
COLEOPTERA.
LAMELLICORNIA.
Scarabaeidae: Oniticellus inaequalis (Reiche).
1
Only known from Abyssinia.
Cetoniidae: 1 Pachnoda abyssinica (Blanch.).
1 Pachnoda stehelini (Schaum).
Both Abyssinian species.
PHYTOPHAGA.
Cassididae: 1 Aspidomorpha punctata (Fab.).
HETEROMERA.
Cantharidae: 2 Mylabris, probably a new species.
NEUROPTERA.
1 Nemoptera, probably a new species.
ORTHOPTERA.
Acridiidae: 1 Cyrtacanthacris
sp.
1 Phymateus brunneri? (Bolivar).
1 Phymateus leprosus (Fab.).
1 Petasia anchoreta (Bolivar).
Mantidae: 1 Sphodromantis bioculata (Burm.).
1 Chiropus aestuans? (Sauss.).
In addition to the above, Dr. Hayes presented three insects
captured by him at Gedaref in the Soudan, including a pair of a
magnificent new species of Buprestid beetle of the genus
Sternocera, taken in coitu. This species has recently been described,
from Dr. Hayes’ specimen and two others in the British Museum, by
Mr. C. O. Waterhouse, who has given it the name Sternocera druryi
(“Ann. Mag. Nat. Hist.” Oct., 1904, p. 247). The third insect is an
example of a Cantharid beetle, which does great damage to the
crops at Gadarif. Its determination as Mylabris hybrida (Bohem.) is
therefore a matter of some importance.
THE END
(Large-size)
LAKE TSANA
(Large-size)
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