Should Medicaid and HMOs Be Allowed to Join Forces

First of all what is the definition of cost efficiency and quality or improvement quality? This is mainly looked at the cost per unit of output, when it comes to health care then one must measure the cost, I believe that to have an efficient Medicaid program we must have one that has better outcome for a given level of spending, it must be assessed by comparing spending and also the outcome of Medicaid programs. Hmos has the most restrictive form of health insuarance, whereby they restrict their subscribers choices to doctors and hospital in their networks,I think if the hmos join forces it would help if at first they are given choices of at least two or three hmos to choose from ,in return this should help Medicaid /medicare patient s have a choice of choosing their provider. Alot of states have contractwithprivate insurers to enroll medicaind recipients in managed care plans, this is to help reduce the expenses and also trying to the coordination care. From different website I found out that Medicaid hmo provide solidhealthcoverage, some have motivated Medicaid plans,which in return improve the care,butin reality majority ofmedicaid HMOs do not report comprehensive performance results that tends to be campaired accress the country in return this leaves the tax payers with a lack of objectives. I think what the plans need to do is to start planning and also reporting thoroughly so as to pay a the consummers and taxpayers better. I still believe that the physicians are participating less and less when it comes to mandatory HMO program for Medicaid beneficiaries, As we know traditional medicare HMO are very similar to the medicare managed care that exsisted before..

“Structural and Semantic Properties of Phraseological Units”

, ?. ?. : â€Å"Structural and semantic properties of phraseological units† IV -48 : . ?. ?. – 2011 Plan Introduction 1. Problems with the definition of phraseological units. The groups of phraseological units according their meaning 2. Ways of forming of phraseological units 3.Semantic structure of phraseological units Conclusions References Introduction Phraseological units, or idioms, as they are called by most western scholars, represent what can probably be described as the most picturesque, colourful and expressive part of the language’s vocabulary. If synonyms can be figuratively referred to as the tints and colours of the vocabulary, then phraseology is a kind of picture gallery in which are collected vivid and amusing sketches of the nation’s customs, traditions and prejudices, recollections of its past history, scraps of folk songs and fairy-tales.Quotations from great poets are preserved here alongside the dubious pearls of philistine wisdom and crude slang witticisms, for phraseology is not only the most colourful but probably the most democratic area of vocabulary and draws its resources mostly from the very depths of popular speech. Our abstract is devoted to the problem of defining the phraseological units and to their structural and semantic features. We try to analyze the works of different scholars, which researched these questions and to systematize their conclusions. Problems with the definition of phraseological units.The groups of phraseological units according their meaning In modern linguistics, there is considerable confusion about the terminology associated with these word-groups. Most Russian and Ukrainian scholars use the term â€Å"phraseological unit†, which was first introduced by Academician V. V. Vinogradov whose contribution to the theory of Russian phraseology cannot be overestimated. The term â€Å"idiom†, widely used by western scholars, has comparativ ely recently found its way into Russian and Ukrainian phraseology but is applied mostly to only a certain type of phraseological unit as it will be clear from further explanations.There are some other terms denoting more or less the same linguistic phenomenon: set-phrases, phrases, fixed word-groups, collocations. The confusion in the terminology reflects insufficiency of positive or wholly reliable criteria by which phraseological units can be distinguished from â€Å"free† word-groups. It should be pointed out at once that the â€Å"freedom† of free word-groups is relative and arbitrary. Nothing is entirely â€Å"free† in speech as its linear relationships are governed, restricted and regulated, on the one hand, by requirements of logic and common sense and, on the other, by the rules of grammar and combinability.One can speak of a black-eyed girl but not of a black-eyed table (unless in a piece of modernistic poetry where anything is possible). Also, to say t he child was glad is quite correct, but a glad child is wrong because in Modern English glad is attributively used only with a very limited number of nouns (e. g. glad news), and names of persons are not among them. Free word-groups are so called not because of any absolute freedom in using them but simply because they are each time built up anew in the speech process where as idioms are used as ready-made units with fixed and constant structures.So we can give the definition of each type of unit given above to use them correctly. First of all, set-phrases imply that the basic criterion of differentiation is stability of the lexical components and grammatical structure of word-groups. The term â€Å"word-equivalent† stresses not only semantic but also functional inseparability of certain word-groups, their aptness to function in speech as single words. A collocation is two or more words that often go together. These combinations just sound â€Å"right† to native Englis h speakers, who use them all the time.On the other hand, other combinations may be unnatural and just sound â€Å"wrong†. Look at these examples: the fast train – the quick train; fast food – quick food The term â€Å"idioms† generally implies that the essential feature of the linguistic units under consideration is idiomaticity or lack of motivation. Uriel Weinreich expresses his view that an idiom is a complex phrase, the meaning of which cannot be derived from the meanings of its elements. He developed a more truthful supposition, claiming that an idiom is a subset of a phraseological unit.Ray Jackendoff and Charles Fillmore offered a fairly broad definition of the idiom, which, in Fillmore’s words, reads as follows: â€Å"†¦an idiomatic expression or construction is something a language user could fail to know while knowing everything else in the language†. Chafe also lists four features of idioms that make them anomalies in the tra ditional language unit paradigm: ? non-compositionality; ? ansformational defectiveness; ? ungrammaticality; ? frequency asymmetry.Generally speaking, the term â€Å"idiom†, both in our country and abroad, is mostly applied to phraseological units with completely transferred meanings, that is, to the ones in which the meaning of the whole unit does not correspond to the current meanings of the components. According to the type of meaning phraseological units may be classified into: (classification given by Ryzhkova) ? Idioms; ? Semi-idioms; ? Phraseomatic units. Idioms are phraseological units with a transferred meaning. They can be completely or partially transferred: red tape.Semi-idioms are phraseological units with two phraseosemantic meanings: terminological and transferred: chain reaction, to lay down the arms. Phraseomatic units are not transferred at all. Their meanings are literal: the begging of the end; pins and needles. As we can see there is no one specific defin ition for such phenomenon as phraseological units. Different scholars make their own suggestions, which are worth to be considered. We’ve outlined the main of them which are necessary to know dealing with this problem in the process of studying of the English language.Ways of forming of phraseological units As we deal with the structure of phraseological units it’s necessary to pay attention to the classification given by A. V. Koonin. He distinguishes the groups of phraseological units according to the way they are formed. Primary ways of forming phraseological units are those when a unit is formed on the basis of a free word-group: a) Most productive in Modern English is the formation of phraseological units by means of transferring the meaning of terminological word-groups, e. . in cosmic technique we can point out the following phrases: â€Å"launching pad† in its terminological meaning is â€Å" †, in its transferred meaning – â€Å" †, â€Å"to link up† – â€Å"?’ † in its transformed meaning it means – â€Å"†. b) A large group of phraseological units was formed from free word-groups by transforming their meaning, e. g. â€Å"granny farm† –  «  », â€Å"Trojan horse† – â€Å"’ †. ) Phraseological units can be formed by means of alliteration, e. g. â€Å"a sad sack† – â€Å" †, â€Å"culture vulture† – â€Å", †, â€Å"fudge and nudge† – â€Å"†. d) They can be formed by means of expressiveness, especially it is characteristic for forming interjections, e. g. â€Å"My aunt! †, â€Å"Hear, hear! † etc e) They can be formed by means of distorting a word group, e. g. â€Å"odds and ends† was formed from â€Å"odd ends†. f) They can be formed by using archaisms, e. g. in brown study† means â€Å"in gloomy meditation† where b oth components preserve their archaic meanings, g) They can be formed by using a sentence in a different sphere of life, e. g. â€Å"that cock won’t fight† can be used as a free word-group when it is used in sports (cock fighting), it becomes a phraseological unit when it is used in everyday life, because it is used metaphorically; h) They can be formed when we use some unreal image, e. g. â€Å"to have butterflies in the stomach† – â€Å"†, â€Å"to have green fingers† – â€Å" † etc. ) i) They can be formed by using expressions of writers or politicians in everyday life, e. g. â€Å"corridors of power† (Snow), â€Å"American dream† (Alby) â€Å"locust years† (Churchil), â€Å"the winds of change† (M? Millan). Secondary ways of forming phraseological units are those when a phraseological unit is formed on the basis of another phraseological unit; they are: a) Conversion, e. g. â€Å"to vote with o ne’s feet† was converted into â€Å"vote with one’s feet†. b) Changing the grammar form, e. g. â€Å"Make hay while the sun shines† is transferred into a verbal phrase – â€Å"to make hay while the sun shines†. ) Analogy, e. g. â€Å"Curiosity killed the cat† was transferred into â€Å"Care killed the cat†. d) Contrast, e. g. â€Å"cold surgery† – â€Å"a planned before operation† was formed by contrasting it with â€Å"acute surgery†; â€Å"thin cat† – â€Å"a poor person† was formed by contrasting it with â€Å"fat cat†. e) Shortening of proverbs or sayings e. g. from the proverb â€Å"You can’t make a silk purse out of a sow’s ear† by means of clipping the middle of it the phraseological unit â€Å"to make a sow’s ear†. f) Borrowing phraseological units from other languages, either as translation loans, e. . â€Å"living spaceâ €  (German), â€Å"to take the bull by the horns† (Latin) or by means of phonetic borrowings â€Å"meche blanche† (French), â€Å"corpse d’elite† (French), â€Å"sotto voce† (Italian) etc. Phonetic borrowings among phraseological units refer to the bookish style and are not used very often. A. V. Koonin distinguishes such types of the phraseological units according the principles given above: 1) Nominative: â€Å"a hard nut to crack†. They are subdivided into: ? Substantive: â€Å"crocodile tears†; ? Adjective: â€Å"as mad as a hatter†; â€Å"as cool as a cucumber†; ?Adverbial: â€Å"by & by†; â€Å"to & fro†; ? Verbal: â€Å"to live like a lord†. 2) Nominative-communicative: â€Å"the ice is broken†; 3) Interjectional & modal – emotions, feelings: â€Å"Oh, my eye! † (= â€Å"Oh, my God! †); â€Å"as sure as eggs is eggs† (â€Å", 2?2†); 4) Communicativ e – proverbs, sayings: â€Å"There is no smoke without fire†. This classification is called structural-semantic one and the phraseological units are grouped depending on the components they are formed by and on the meaning these units express. Semantic structure of phraseological unitsThe semantic structure of phraseological units by professor V. N. Teliya is formed by semantic ultimate constituents called macrocomponents of meaning. There are the following principal macrocomponents in the semantic structure of phraseological units: 1. Denotational (descriptive) macrocomponent contains the information about the objective reality, it is the procedure connected with categorization, i. e. the classification of phenomena of the reality, based on the typical idea about what is denoted by a phraseological unit (about denotatum). 2.Evaluational macrocomponent contains the information about the value of what is denoted by a phraseological unit, i. e. what value the speaker see s in this or that object / phenomenon of reality – the denotatum. The rational evaluation may be: a) positive: a home from home – â€Å"a place or situation where one feels completely happy and at ease†; b) negative: the lion’s den – â€Å"a place of great danger†; c) neutral: in the flesh – â€Å"in bodily form†. 3. Motivational macrocomponent correlates with the notion of the inner form of phraseological unit.The notion â€Å"motivation of a phraseological unit† can be defined as the aptness of â€Å"the literal reading† of a unit to be associated with the denotational and evaluational aspects of meaning. For example, the literal reading of the phraseological unit to have broad shoulders is physical strength of a person. The idea is indicative of a person’s strength becomes the base for transference and forms the meaning of â€Å"being able to bear the full weight of one’s responsibilities†. . Emotive macrocomponent is the contents of subjective modality expressing feeling-relation to what is denoted by a phraseological unit within the range of approval / disapproval, for example, a leading light in something – â€Å"a person who is important in a particular group† (spoken with approval), to lead a cat and dog life – â€Å"used to describe a husband and wife who quarrel furiously with each other most of the time† (spoken with disapproval). . Stylistic macrocomponent points to the communicative register in which a phraseological unit is used and to the social-role relationships between the participants of communication: a) formal: sick at heart – â€Å"very sad†; b) informal: be sick to death – â€Å"to be angry and bored because something unpleasant has been happening for too long†; c) neutral: pass by on the other side – â€Å"to ignore a person who needs help†. 6.Grammatical macrocomponent contains the information about all possible morphological and syntactic changes of a phraseological unit, for instance, to be in deep water = to be in deep waters; to take away smb’s breath = to take smb’s breath away; Achilles’s heel = the heel of Achilles. 7. Gender macrocomponent may be expressed explicitly, i. e. determined by the structure and / or semantics of a phraseological unit, and in that case it points out to the class of objects denoted by the phraseological unit: men, women, people (both men and women).For instance, compare the phraseological units every Tom, Dick and Harry meaning â€Å"every or any man† and every Tom, Dick and Sheila which denotes â€Å"every or any man and woman†. Gender macrocomponent may be expressed implicitly and then it denotes the initial (or historical) reference of a phraseological unit, for example, to wash one’s dirty linen in public – â€Å"discuss or argue about one’s personal affairs in public†. The implicit presence of the gender macrocomponent in this phraseological unit is conditioned by the idea about traditional women’s work (cf. with Ukrainian: ? ).The implicit gender macrocomponent is defined within the range of three conceptual spheres: masculine, feminine, intergender. Compare, for instance, the implicitly expressed intergender macrocomponent in to feel like royalty meaning â€Å"to feel like a member of the Royal Family, to feel majestic† and its counterparts, i. e. phraseological units with explicitly expressed gender macrocomponent, to feel like a queen and to feel like a king. So the semantic structure of phraseological unit is a complex formation with different denotative, significant and connotative aspects of meaning.The denotative aspect of phraseological meaning is the word subject named by this unit 1) relation between a lexical unit and an extralanguage subject or phenomena, 2) subject denotation; the significant aspect is a phraseological unit concept; a reflection of certain object concept in human consciousness; the connotative aspect is emotionally-expressive side and stylistic colouring of phraseological unit; additional word content, its stylistic colouring that superpose upon the main word meaning and convey emotionally-expressive and estimative attitude of the speaker to the denoted object.Correlation of these aspects in different types of phraseological units is different. One of the aspects may prevail and it causes certain influence of a phraseological unit on the communicative process. In comparative phraseological units significant and connotative aspects predominate. The communicative contribution of phraseological units of this type is fixed with the help of certain object determination, in which they carry pragmatic characteristic defined by emotionally-expressive factor of their meaning. Conclusions Phraseological units are very specific part of any language.It should be noted, however , that no proper scientific investigation of English phraseology has been attempted until quite recently. English and American linguists as a rule confine themselves to collecting various words, word-groups and sentences presenting some interest either from the point of view of origin, style, usage, or some other feature peculiar to them. These units are habitually described as idioms, but no attempt has been made to investigate these idioms as a separate class of linguistic units or a specific class of word-groups. We systematized the observations of A. V. Koonin, V. N. Teliya, G.Antrushyna connected with the structural and semantic properties of the phraseological units. Using their works we defined several classifications according the ways of forming and according semantic structure. For example, the types of the phraseological units distinguished by A. V. Koonin: 1) Nominative (with subgroups); 2) Nominative-communicative; 3) Interjectional & modal; 4) Communicative. All classi fications mentioned above exist simultaneously and describes the main features of the phraseological units: 1) Integrity (or transference) of meaning: means that none of the idiom components is eparately associated with any referents of objective reality, and the meaning of the whole unit cannot be deduced from the meanings of its components; 2) Stability (lexical and grammatical) means that no lexical substitution is possible in an idiom in comparison with free or variable word-combinations (with an exception of some cases when such substitutions are made by the author intentionally). The experiments conducted in the 1990s showed that the meaning of an idiom is not exactly identical to its literal paraphrase given in the dictionary entry.That is why we may speak about lexical flexibility of many units if they are used in a creative manner. Lexical stability is usually accompanied by grammatical stability which prohibits any grammatical changes; 3) Separability means that the struct ure of an idiom is not something indivisible, certain modifications are possible within certain boundaries. Here we meet with the so-called lexical and grammatical variants. To illustrate this point we shall give some examples: â€Å"as hungry as a wolf (as a hunter)†, â€Å"as safe as a house (houses)†. 4) Expressivity and emotiveness means that idioms are also characterized by stylistic colouring.In other words, they evoke emotions or add expressiveness. On the whole phraseological units, even if they present a certain pattern, do not generate new phrases. They are unique. Interlanguage comparison, the aim of which is the exposure of phraseological conformities, forms the basis of a number of theoretical and applied trends of modern linguistic research, including the theory and practice of phraseography. But the question of determining the factors of interlanguage phraseological conformities as the main concept and the criterion of choosing phraseological equivalents and analogues as the aspect concepts is still at issue.The analysis of special literature during the last decades shows that the majority of linguists consider the coincidence of semantic structure, grammatical (or syntactical) organization and componential (lexeme) structure the main criteria in defining the types of interlanguage phraseological conformities / disparities with the undoubted primacy of semantic structure. References 1. ?. ?. / ?. ?. – ?. , 1963. – 208 ?. 2. ?. ?. : . / ?. ?. , ?. ?. , ?. ?. – ?. , 1999. – 288 ?. 3. ?. ?. : . - ? . . / ?. ?. – ?. : . , 1986. – 295 ?. 4. . . . / [ ?. ?. ]. – ?. : - , 2006. – 784?. 5. ?. ?. ? / ?. ?. // . ? . – ?. , 1977. – ?. 140 – 161. 6. ?. ?. : - ? . . / ?. ?. , ?. ?. , ?. ?. , ?. ?. – ?. : . , 1979. – 169 ?. 7. ?. ?. : . . - ? - . . / ?. ?. – ?. : , 1989. – 126 ?. 8. ?. ?. - / ?. ?. – ?. : – , 2005. – 1210 ?. 9. ?. ?. /   ?. ?. – ?. : , 1972. – 288 ?. 10. Arnold I. V. The English Word / Arnold I. V. – M. : , 1986. – 296 ?.

Dean College Essay

During my year at Dean College, apart from putting efforts in enhancing my academic performance, I had been working as a peer tutor in the Learning Center. The Learning Center provides materials and information to enhance students’ learning skills, ability and their knowledge on the content of subjects. My role is to offer content assistance in the areas of Economics, English and Mathematics, but would often cross-tutor in several other areas such as Criminal Justice, writing, and general study skills. Experiencing the success in assisting other students and receiving good feedbacks had gained me a really joyful work experience as a peer tutor. I had a relatively different idea of being a peer tutor, since students usually went to the learning center for quick review on their essays which were due shortly. I had been working hard in marketing strategies, whereas creating an atmosphere of a place that they can spare their time here to concentrate, a place where combine the characteristics of library and private tutors. In this place, they can concentrate on their studies, with rich resources like computer stations, printers and reference books. Moreover, to make them feel more comfortable, they won’t feel like they are being tagged as doing bad on academics, since tutors no longer wear staff tags. They will feel more confidence on themselves in this way. I think that it is essential to create a certain sort of relationship right off the bat with the person you are tutoring. It is important to make the student feel that we are also students that are continually learning and also willing to contribute out ideas and point of view with them. There is a major difference between a peer tutor and a teacher. I believe that peer tutors do not judge and on top of that, they do not give out grades! It is also easier for tutors to come out and say that they do not know all the answers. Many times, a student can have trouble in class but never address these questions to their teachers for many different reasons. One of them could be because they are afraid of talking in front of a larger group of students. Another reason could be because they might feel that their question is stupid. These reasons could inhibit a student from learning and understanding the material. I think that as a peer tutor, I am able to help these students on a one-on-one basis. I think that my experiece gained from this job is very meaningful and has helped me a lot in the way to communicate with others in a more positive and encouraging way. Helping others makes me feel more satisfied with my performance and has definitely given me a lot more confidence that I can assist others even though I may have shortcomings. These students learn something from me as a peer tutor and on the other hand, I learn a lot of things from the students who have sought for my help.

See below Essay Example | Topics and Well Written Essays - 500 words - 1

See below - Essay Example Such teams help individual members of the team better understand the project goals, and the team becomes capable of solving very challenging and complex problems that are well beyond the capability of the best employee working alone (Katzenbach and Smith 1994). The manager has to be ready to contribute to team-based activities in important ways and to feel free to voice their views without fear of creating unmanageable conflict. The main elements of management style involve high performance communication, time and performance management, good conflict resolution skills and situational decision-making. A high-performance team needs a situational leader able to respond effectively to changing conditions and conflict situations. The leader should have excellent communication skills and cultural knowledge. This systems view suggests that leaders can and do change high performance teams by mutually reinforcing and amplifying stimuli within their systems. Directing and coaching, supporting and delegating should be the core of diversity management and team building. The challenge for the leader is to be a source of comfort for high performance team members. Working with people from different social classes and racial groups, the leader should be perceptible and flexible, permissive and strong (Zweifel, 2003). His personal qualities and behavior should motivate employees to follow established rules and procedures, maintain mutual understanding and

Lesson Plan Observation Essay Example | Topics and Well Written Essays - 500 words

Lesson Plan Observation - Essay Example Each student will initiate a conversation like this, â€Å"Hello, my name is Mario. I’m interested in listening to music. What are you interested in?† and the other person would say, â€Å"Hello Mario, I’m Luiji. I’m interested in dancing:. They are given two character cards, therefore they must find a good reason. The students joined in the small talk and demonstrated command of relevant conversational conventions and degree of politeness required from the conversational partners with unequal status, i.e. teacher and students. Students were able to identify the key phrases from Unit 4 when presented with textbook CD recording. They were able to reproduce the content of repetition drill in their conversations with classmates. By the end of the role play all students found their conversational partners using conversational patterns to elicit information about things other students are interested in. The lesson is aimed at developing speaking skills that focus on the exchange of information. In language education this function of human interaction is referred to as â€Å"talk as transaction† (Richards, 2008, p.21). The activities suggested in the lesson shift the focus from the social function of conversation, e.g. small talk or presenting oneself, to what is said and done, i.e. the content of interaction, e.g. things students are interested in. Following suggestions outlined by J.C. Richards in Teaching Listening and Speaking, the teacher can help students to understand the theme and objectives of the task by brainstorming ideas with the class, using pictures that illustrate key vocabulary of Unit 4 to introduce the topic. At the stage of brainstorming students can predict the content of the textbook CD recording or share ideas on the types of interests people may have. To keep track of student ideas teacher writes the words on the board. After students listen to the recording they discuss its content (in pairs or

Immigration Essay Example | Topics and Well Written Essays - 1500 words

Immigration - Essay Example Nevertheless, the political and social significance of immigration goes clear of numbers as immigration engrosses populace, and not just the factors of production but also the dreams, hopes, frustrations, human interests and plans. As such, immigrants are n active force that drives the novel international realities both in their host countries and their native countries. In actual fact, immigration has turned out to be a key force that shapes global reality. Immigration is a dominant force with regard to both cultural and social interaction and change in the host nations. It offers the immigrants considerable opportunities to enable them to progress. Immigration is also an issue that has significantly dissimilar developmental impacts on both the native and host nations. The worldwide population has, therefore, recognized the aforementioned facts in their considerations on immigration and as a consequence has acknowledged the requirement to set up a more rational political rejoinder t o the trend. This paper is, therefore, written with the objective of bringing out the differences in immigration patterns between the United States of America and other countries across the globe. In doing so, the paper will look at aspects such as the difference in immigration policies between the USA and other countries and also the differences in opportunities offered to immigrants in USA and other countries. Immigration in the USA and Canada One of the notable differences between the national policies on immigration between Canada and the United States of America is that while Canada has been actively involved in soliciting for immigrants for several years, the United States of America has put up several restrictions aimed at limiting immigration into the country Dalmia. Dalmia further observes that the Canadian public has consistently shown support for immigration as was seen in a poll whose outcome indicated that only a third of Canadians considered immigration as a problem an d not an opportunity. This was far much lower than all the nations that had been surveyed. However, the Canadians showed concern on â€Å"brain wastage† and making sure that alien credential were accurately acknowledged and recompensed in the job markets. In concurrence with the above statement, Dalmia acknowledges that unlike the United States that only elects natives to leadership and political positions, Canada offers immigrants opportunities in both political and leadership positions. For instance, during the 2011 parliamentary elections, approximately 11 percent of all the individuals elected to the Canadian parliament were immigrants. He further maintains that this is not a coincidence as just about 20 percent of Canadians are immigrants. On the other hand, the United States of America limits immigrants from participating in elections and holding political offices. That is, the policies do not allow immigrants to vote or vie political offices such as congress, presidenc y and senate. In observing the difference of opinions on immigrations between Canadians and Americans, Dalmia noted that there are two key reasons as per why Canadians are tolerant to immigration while

Homework 5 Speech or Presentation Example | Topics and Well Written Essays - 500 words

Homework 5 - Speech or Presentation Example 2) Historically, the average amount of time to assemble an electronic component on a production line has been 14 minutes. The supervisor of this production line is interested in determining whether this is no longer true. Assume that assembly time is normally distributed with a known population standard deviation of 3.4 minutes. The supervisor times the assembly of 25 randomly chosen components, and finds that the average time to assemble is 12.6 minutes. Is there sufficient evidence to suggest that the population mean assembly time is not 14 minutes at the 1% level of significance? What is the p-value? 3) The manufacturer of a new chewing gum asserts that at least 80% of dentists prefer their type of gum. An independent consumer research firm decides to test their claim. The findings of a sample of 200 dentists indicate that 76% of respondents actually prefer the manufacturers gum. At the 5% level, is there sufficient evidence to suggest that the population proportion of dentists who prefer the manufacturers gum is less than 80%? What is the p-value? 4) A college professor is interested in determining the relationship between the number of hours a student sleeps prior to an exam and a students exam grade. The joint distribution is assumed bivariate normal. The professor draws a random sample of four students and records each students exam grade and hours of sleep preceding the exam. These data are found in the table below. The professor runs a simple regression, but has misplaced her regression output. Recognizing that Exam Grade is the dependent variable and Hours of Sleep is the sole independent variable, she asks you to perform the