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6ix9ine Granted Bail and Was Reportedly Held in Rikers' Special Unity for Safety - Duration: 1:39.
Hey guys for Complex News, I'm Natasha Martinez.
After two days behind bars, 6ix9ine has reportedly moved to the Rikers Island disease unit, not
because he's sick but because his fame put him at risk.
According to TMZ the Brooklyn rapper, whose legal name is Daniel Hernandez, was moved
to a 140 cell unit that is mostly occupied by inmates battling diseases.
The area is also used for high-profile figures or celebrities who may be at risk.
TMZ reports that the 22 year old artist was in total isolation from other inmates and
only had contact with Rikers officers.
It has not been confirmed if he received any threats during his holding.
Even though his initial request for bail was denied, the rapper's lawyers eventually convinced
Houston prosecutors to set a bail amount on Friday.
A judge decided 6ix9ine could be released once he pays $150,000.
He is required to surrender Monday in Texas, where he will make a $5,000 bail payment.
6ix9ine was arrested at JFK Airport on an outstanding warrant for a misdemeanor assault
in Houston.
The charges stem from a January incident in which he allegedly choked a 16-year-old boy
at a mall.
A day after he was taken into custody, 6ix9ine insisted he learned his lesson and would travel
to Texas.
I've been very remorseful for my lack of responsibility.
In the short time I've been incarcerated, I've learned my lesson to be more respectful.
I'm not asking you to have sympathy for me.
I'm not asking you for anything else at all.
All I ask is to please post bail for this misdemeanor case in which I promise you and
the court to take the first flight to Houston, Texas, in which I will have a legal team there
ready to speed up the process.
That's your news for now, for more on this and the rest of today's stories subscribe
to Complex on YouTube.
For Complex News, I'm Natasha Martinez.
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Community Mourns Children Killed In Fire - Duration: 2:00.
For more infomation >> Community Mourns Children Killed In Fire - Duration: 2:00. -------------------------------------------
Israelis: Why does a Jew from New York have more rights than a Palestinian born in Jaffa? - Duration: 16:16.
Ephraim Jerusalem
an actual Nazi hunter for the Simon Wiesenthal Center
Ben Tel Aviv
Why does a Jew from New York have a right to immigrate here
David Tel Aviv
but someone Palestinian whose grandfather was exiled from Jaffa
has not right like that
In Hebrew
I think it is our historic right
This is where we were created
during the Biblical period
Why? Where did Palestinians come from?
Including the occupied territories
From the Golan Height to Eilat
But why can't the Palestinians be here?
But they say historically, it belongs to them
They can say what they want
Why can a Jew from New York
move to Israel
but the son of a Palestinian born in Jaffa cannot?
Sara Azur
Because he is an Arab Israeli
No
I am saying someone in 1948
who fled or was...
Look, there are laws in this country
the parliament decides I don't decide
and they decided that it should be that way
and unless you go against it
nothing will change
If they try to change this
by running for parliament then they can debate it
but if everyone stays quiet because things are ok for them
then what do you want?
You want us to change? We only make changes when forced
We don't make changes for no reason
Right?
Why does a Jew from New York have a right to live here
Yoel Rishon Lezion
But someone born in Jaffa or his son or grandson
does not have a right to live here?
You mean someone not Jewish from Jaffa?
Yes, an Arab that let's say in 1947 left, was exiled
Firstly, the Law of Return allows every Jew anywhere in the world
there is a a law, the Law of Return
so any Jew that wants to come to Israel can come be a citizen
What you are asking about non-Jews
of course, they can live in our country
but on the condition that they have all the responsibilities
if they want all the rights
and that means everything
including serving in the army
including...
So I happen to know someone in Kuwait
Muslim
his grandfather was from Jaffa
in 1947, he left (in the war)
He wants to live in Jaffa today
He and his family
Let's say he is willing to be an Israeli, with all the responsibilities
No
Why not?
First of all, they never had a country here within our country, Israel
There wasn't a country here before
There wasn't a country here Was there a country here?
Palestine?
There wasn't
So why should he come back to.. He should come to Israel?
In another 100 years
if we live well together with whoever is living here
In a 100 years, if we are living well with who lives here
and if they won't want to kill our children
and they will love the country like any immigrant in the United States
who loves the country there
who stands during their national anthem
and waves their flag with pride...
Let's say he is willing
If he is willing, I will accept him
Bring me one person like that
that is willing
Eran Tel Aviv
I think so, yes
(I will only answer) on condition that this isn't a provocative question
This is a very provocative question
It's not my question
Then whose?
Someone from outside Israel asked this
Someone asked... (we were being moved by someone)
Anat Nofim (West Bank settlement)
I need to be able to hear you
So the question... Say whatever you want
Why does a Jew from New York have more right to live in Jaffa
than a Palestinian born in Jaffa
and thrown out in 1947?
First of all, Jews that
were born in Jaffa, were not thrown out of Jaffa
No, not Jews
An Arab born in Jaffa
was not thrown out of Jaffa
when a Jew comes from New York to Jaffa
he will see how many Arabs there are in Jaffa
But let's take someone that in 1947 left
If he left because of the war
because the Jews returned to their land
after 2000 years
that was a huge miracle for us
that after 2000 years we returned to a desolate land
we established a Jewish country
a big miracle after 2000 years
So that Arab has a problem
That's it
The Land of Israel is firstly for the Jewish people
and not for Ishmael (reference to Muslims)
But
But there are still a lot of Ishmaels...
Arabs that were born in Jaffa
and stayed in Jaffa
can come today and see
anyone, from around the world
can come see how many Arabs live in Jaffa
and live well in Jaffa
live together with the Jews and make a decent living
and develop, in schools
in universities
Everything is fine
Why does a Jew from New York have more of a right
to live in Israel
than a Palestinian whose father was born in Jaffa?
Bar Beer Sheva
Let me explain
His father, in 1947, 1948
left
and his son or grandson wants to return
Why can't he return
but a Jew from New York can return when he has no connection?
Wow, that is complicated
It's complicated because of the situation
because of how we see Palestinians
The connection they have
with our land, with our country
there is always that "anti"
I don't want to talk in concepts of right and left
but people always see it that way
I was part of Birthright
so I understand that...
What is Birthright?
The program that brings Jews here
I heard something else - Birthright
Birthright is a Jewish project
Jews outside Israel
They encourage them to move here
Can you understand a Palestinian let's say in the USA
saying he wants to return to build his home
because his grandfather had a house in Jaffa
so he wants to return
Yes, I can understand him, of course
So why can't he come?
To be Isr....
actually, he wants to be Palestinian so it is a little more complex
It is the government
There isn't more than that
Government
Do you personally... Where do you live?
I live in Beer Sheva
Let's say Palestinans want to return to Beer Sheva
those that were there before 1948
they want to return and be your neighbours
What do I think of that? - Yes
It depends
On what?
It depends, first, when you say "Palestinian"
when you say the word Palestinian in Israel the connotation of
not good
terror attacks, violence, conflict
But yes, there are those of them that want to live peaceful lives
So it depends who it is
So if it is someone who wants to live a peaceful life
and doesn't want to make terror attacks
Then it's ok
and if not...
Of course
The problem is that it is difficult to pick out who that is
Yes, you can't know
You have know idea who is who
who you can trust
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How to Make BIG Lego Man Costume from Cardboard
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How To Fix Exhaust Rattle (Strange Noise) || NS 200 || - Duration: 5:41.
If same sound is coming from your bike's exhaust as well...
than make sure that you watch the whole video.
And in this video i am gonna show you that...
how you can fix the rattling noise of your bike's exhaust.
Basically there are some filters and plates inside the exhaust...
When they broke for whatever reason....
they start hitting the walls of the exhaust...
which creates this rattling noise.
So to fix this problem we have to remove the exhaust from the bike.
The exhaust is mounted with the help of some bolts and clamps.
Two bolts are on the upper side... That's One!
The other one is on the opposite side..... Here!
And two 10 mm bolts are at the bottom...
That's one..... And that's the second one!
Than there's a 12 mm clamp at the bottom as well.
Here!
And when we will remove the exhaust than we have to move the bend pipe a little...
To do so we have to loose two 12 mm nuts which are located on the exhaust port of the cylinder head.
That's One...... And that's two on the opposite side!
So lemme quickly remove the exhaust!
Don't remove these nuts completely....
Just loose them a bit!
Just like that.... Now slide the exhaust back.... and pull it downwards....
and just take it out!
So i have removed the exhaust.
Lemme shake it and you'll be able to hear that broken part inside.
And there's one more thing which you should take care of....
while removing it..... which is.... "Mounting Hardware".
The 2 big collars/washers (whatever you wanna call them)
Goes on the top. And the 4 remaining washers goes on the bottom side.
Just like that.
Two here....
And two on the other side as well.
And for the bolts...
2 bolts are long and 2 are short...
So the long ones goes on the bottom mounts....
and the short ones goes.....
on the top mounts.... Just like that.
So keep that in mind.
So to repair the exhaust we have to take it to a gas welder....
So make sure you remove all the mounting hardware before that.
And i am back with the repaired exhaust.
So first of all the welder cut the exhaust panel....
And bent it outwards.
And when we saw the exhaust from the inside...
there was a metal sheet inside it....
which was rattling inside.
So he welded that plate in it's place...
Properly...
And then he aligned the cover back...
And welded it back.
So now let's mount the exhaust back on the bike.
First of all put all the mounting hardware back...
In the same way removed.
And if they're not sticking to the grommets (keep falling)
and you're having a hard time mounting the exhaust...
If so...
Than apply some grease on the grommets (rubber mounts) and than put the collars back...
and they won't fall off.
So the installation is the opposite of removal.
Put the muffler back inside the chassis.
Align it with the bend pipe.
Just like that.
Align the chassis mounts with the muffler mounts.
After aligning everything... tight the bolts back.
Remember! Short bolts will go on the top mounts.
And one more thing is that to remove and tight these bolts...
You'll need some special tools.
It's a universal joint which came along with my tool kit.
If you don't have such tools than you can...
go to a mechanic and get your exhaust removed.
And if you wanna buy such tools...
Than there will be a link in the description box below to buy these tools...
You can check that out if you wish.
That's Two..... and now let's mount the bottom ones.
Here you'll need the longer bolts.
That's Three!
And That's four!
And now let's tight the 12 mm clamp.
Just Like That.
And finally the last 2 bend pipe holder nuts... I have already did the one nut...
And that's the other one.
So that's how you can repair your bike's exhaust.
Thank you for watching this video guys... If this video helped you Than....
Like the video...
And if you want to see such more videos... Than SUBSCRIBE.
If you have any question or suggestion than lemme know in the comments...
Will see you soon in the next one.... til than.... baa bye!
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one piece ep 845 english subed - Duration: 19:39.
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Chapter 2 Lecture 1 - Duration: 20:56.
Hello Statistics Scholars.
This is our 1st lecture for Chapter 2 Descriptive Statistics.
This chapter covers the basics on how to describe data sets graphically and numerically.
This chapter will show you how to organize and summarize data in a useful way.
Here are the learning objectives for Chapter 2.
This is what we are going to go over and this is what you will need to know for the proctored
quiz.
Think of these learning objectives as your road map through the chapter and your study
guide for the quiz.
Take a minute.
Hit pause button and read through these.
All right.
So, in this lecture, we will focus on "Describing Data using Tables and Graphs"
Let's begin.
So, how do we present raw data in a useful way?
As researchers, we use frequency tables and graphs.
First, let's talk about frequency tables.
Frequency Tables are used to organize data into what we call a frequency distribution.
A frequency distribution lists each category of data and the number of occurrences (or
frequency) for each category of data.
They list all possible values for a variable along with the number of observations for
each value.
A frequency table lists each category of data and the number of occurrences for each category
of data.
In other words, a frequency table shows how many observations are in each category.
The frequency represents the count of each category.
We are also interested in knowing the relative frequency of the categories.
The relative frequency is the proportion of observations within a category.
We can find the relative frequency or proportion of each category by taking the frequency in
each category and dividing it by total number of observations in the data set.
To get the percent or the percentage, we just multiply our proportion by 100.
So, here is an example of how relative frequencies are calculated.
Now, what happens if you have a larger data set or large number of categories?
We have to create what are called grouped frequency tables.
Your textbook shows you how to construct a grouped frequency table; however, for this
class, you will not need to.
I do want you to understand the advantages and disadvantages for using grouped frequency
tables.
The main advantage is that you can quickly organize and summarize large sets of data
using these tables.
The main disadvantage is that individual data are lost when categories are grouped.
The individual scores can't be retrieved.
So, here is an example of a grouped frequency table from your textbook.
What you will notice, as you can see, we have no way of knowing what the individual scores
are.
All we have is the frequency of scores in each class interval.
Once raw data are organized in a table, we can create graphs.
Creating graphs allows us to see the data and get a sense of what the data are saying
about the individuals in the study.
Usually, pictures of data result in much more powerful messages than tables and people are
more likely to remember information from a graph than they are from a table.
So, let's start with Graphs for Quantitative Data
Dotplots, Stemplots, Frequency Polygons, & Histograms are a way of summarizing or describing quantitative
variables.
Your textbook talks about Dot Plots and Stem Plots, but I am not going to go over them.
Just know that these two graphs are best used for smaller data sets, usually less than 50
observations.
And each individual score is displayed in these graphs.
We'll start with Frequency Polygons, which are graphs that summarize and describe discrete
or continuous data from grouped frequency tables.
They are a special type of line graph.
These graphs are especially useful when you want to compare distributions like this one
that looks at students' final test grades versus their final grade in the class.
This graph is very informative and relatively easy to interpret.
In this example, we can see that there is very little difference between final test
grades and final grades in the class.
Histograms are a very popular graphing tool that is used to summarize and describe discrete
or continuous data from grouped frequency tables.
They are especially useful for describing large data sets.
Histograms display the data by using vertical bars of various heights to represent the frequencies.
A histogram is constructed by drawing bars for each class of data.
The height of each bar is the frequency or relative frequency of the class.
The width of each bars is the same and the bars touch each other.
In a histogram, frequency is measured by the area of the bar.
This is going to be very important when we talk about normal distributions and z-scores
later on.
So, which graph do we use?
We've looked at different types of ways to display quantitative data – polygons,
and histograms, dot plots & stem plots in your textbook.
Which graph should you use?
The dot plot and stem plot are more useful for smaller data sets (50 or less observations)
because they retain each individual data value.
With large data sets, histograms are most useful.
Researchers have more flexibility in determining the class intervals.
And polygons are used to compare 2 different distributions or data sets.
Now let's look at Graphs for Qualitative Data
First, let's review.
What are qualitative data?
Remember that qualitative data provide measures that categorize or classify an individual.
When qualitative data are collected, we are interested in determining the number of individuals
observed within each category.
Bar charts and Pie charts are a way of summarizing and describing qualitative, nominal and ordinal,
variables.
Bar Graphs – perhaps the most common data display used by the media.
A bar graph breaks qualitative data down by group showing how many are in each group.
A bar graph represents those groups by using bars of different lengths.
A bar graph uses either the number of individuals in each category (the frequency) or the percentage,
or the relative frequency (or proportion) of the total in each category.
A bar graph is constructed by labeling each category of data on a horizontal axis and
the frequency or relative frequency of the category on the vertical axis.
Remember that the horizontal axis is your x-axis and the vertical axis is your y-axis.
Bars of equal width are drawn for each category.
The height of each bar represents the category's frequency or proportion or percent.
The bars DO NOT touch each other because the data are discrete (there is no overlap between
the categories).
Here is an example of a bar chart from your textbook.
Here are some tips for evaluating a bar graph or bar chart:
Make sure that the bars all have the same width
Take a look at the scale of the bar graph (the y-axis) and determine if it is an appropriate
representation of the information Never assume the information being presented
in the bar graph represents everything you need to know; be prepared to dig deeper if
you need to Pie charts are easy to read and can quickly
make a point.
You most likely have seen them before – they are pretty simple.
A pie chart takes qualitative data and breaks them down by group, showing the percentage
or relative frequency of individuals that fall into each group.
A pie chart is a circle divided into sections or slices.
Each section represents a category of data.
Because each individual in the group falls into one and only one category, the sum of
all the sections in the pie should be 100% or pretty close to it, subject to a bit of
rounding error, of course.
Pie charts can be created ONLY if all the categories of the variable are represented.
Here is an example of a pie chart from your textbook.
Here are some tips for evaluating a pie chart: Check to be sure the percentages add up to
100% or close to it Beware of sections of pie of the pie chart
called "other" that are larger than many of the other sections this indicates that
the researcher did not or probably did not identify all of the categories
Look for a reported total number of individuals in each group; this is a critical piece of
information needed to assess the accuracy of the pie chart – Notice the pie chart
from the textbook does not give you this information.
Pie charts should be used sparingly for 2 reasons.
First, they are best used to display statistical information when there are no more than six
categories…otherwise, the resulting chart will be too difficult to understand.
Second, pie charts are not useful when the values of each category are similar because
it is difficult to see the differences between section sizes.
Both pie charts and bar graphs are simple to construct or to create.
Which do we use and when?
If your objective is to compare the relative size of each category to one another, use
a pie chart.
The emphasis is on comparing the categories to the whole.
Bar graphs or bar charts are more useful when you want to highlight the actual data values.
The emphasis is on just comparing the different categories.
Bar graphs are more flexible and more precise than pie charts.
Now that we've talked about different types of graphs.
Let's discuss how to interpret them.
Whenever we go about describing a set of data, there are 3 main things we will always want
to know: the shape of the distribution, the typical value or measures of central tendency,
and how spread out the data are with measures of variability.
Creating a graph is just the beginning.
The purpose of the graph is to help us understand the data.
After you create a graph, always ask yourself, "What do I see?"
Graphs that display quantitative data describe the "frequency distribution of the data."
The distribution of a variable tells us what values the variable takes and how often it
takes these values.
Another way to put it, a distribution is how values of a variable are arranged by showing
their observed frequency or occurrence.
A distribution shows the pattern or shape of how data values are spread out.
With any graph of data, we always look at the overall pattern.
Are the data spread out or close together?
Do a couple of the data values seem further away than the rest of the data values?
The three main features that we use to describe the overall pattern of a distribution are
shape, center, and spread.
Let's look at shape first.
Shape of the Distribution.
Modality of a distribution will tell us the score or scores that occur most often.
Are there major peaks, single peaks, which means the distribution of data is unimodal;
double peaks, which means the distribution is bimodal; or multiple peaks, which means
the distribution is multimodal?
Oh, and by the way, no peaks means no mode.
And there are times when a distribution will have no mode.
Is the distribution or the shape symmetrical?
If it is a symmetrical or bell-shaped, then the right and left of the distribution are
approximately mirror images of each other.
Is the shape of the distribution skewed to the left or right?
Are scores piled up on one side and tapered off in a tail on the other side?
This could be a result of outliers that extend the tail of the distribution in one direction
or the other.
If the left side of the distribution extends further out, the distribution is skewed to
the left or is what we call a negative skew (the distribution has a long left tail).
When you look at the graph, you will notice that most of the data values and the peak
are on the right.
The tail of the distribution is pointed toward the left where there might be low data values
that could be outliers (or extreme scores that do not really fit with the rest of the
data).
Examples of distributions that are left skewed or have a negative skew: students' scores
on an easy test, where most students received or earned high scores and a few got low scores,
retirement age where most individuals retire at an older age and there might be some younger
folks who retire as well, another example human lifespans, most individuals are older
when they die but there are some people who die when they are younger, and so those are
all examples of negative skew or a left skew.
If the right side of the distribution extends further out, the distribution is skewed to
the right or has a positive skew (the distribution has a long right tail).
When you look at the graph, you will notice that most of the data values and the peak
are on the left.
The tail of the distribution is pointed toward the right where there might be high data values
that could be outliers (or extreme scores that again do not really fit with the rest
of the data).
Examples of distributions that are right skewed or have a positive skew: students; scores
on a difficult exam so here students earned lower scores so their scores are piled on
the left and a few of the students might have higher scores and that is pulling the tail
to the right, other examples include household income where most people are earning lower
wages and then you've got your millionaires and billionaires pulling the tail to the right,
same thing with housing prices where you have people who are buying houses most of them
are paying relatively the same amount of money for their houses.
Then, of course, you have those houses that cost millions of dollars that are pulling
that tail to the right.
Next lecture we will discuss measures of central tendency
-------------------------------------------
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For more infomation >> #TheOpenHouse - A world beset by unfortunate tweets... - Duration: 5:10:17. -------------------------------------------
Welcome Video - Duration: 1:37.
Hello Statistics Scholars.
I am your professor Maria Perser.
I know this may be strange.
I am sending you a video, but I figured you can hear me, see me, get a little feel for
who I am.
I just want everyone to know (and hopefully feel reassured) that there is a real live
person in this online course.
I promise I am going to be there to help you.
Don't be scared.
I have opened up part of our course so that you can look it over and get a sense of what
will be expected of you on a weekly basis.
Our course syllabus is also attached to this announcement and can also be accessed by clicking
on the syllabus link on the left course navigation.
Please take some time between today and next Monday to go through the Canvas Overview module
(if you are new to Canvas) and the Course Start module.
Our course textbook is an ebook that is available through Top Hat and you will receive an email
from them with information on how to purchase access to our course ebook.
If you need to purchase your textbook through the Pierce bookstore, the access codes should
be there next week.
Module 1 is going to be opened up on Sunday, July 15th at 12 am.
I am so thrilled that you have chosen to take this online statistics course and I really look forward
to getting to know all of you and working with all of you.
If you have any issues, email me and I will do my best to address your concerns.
Ciao for now!
-------------------------------------------
Chapter 1 Lecture 1 - Duration: 8:48.
Hello everyone.
Welcome to our 1st lecture for Chapter 1 An Introduction to Statistics.
This chapter introduces the basic terminology and concepts that you will need throughout
the course.
These are the objectives, the learning objectives for Chapter 1.
This is what we are going to go over and this is what you will need to know for the proctored
quiz.
Think of these learning objectives as your road map through the chapter and your study
guide for the quiz.
Take a minute.
Hit pause and read through these.
In this lecture, we will focus on "What is Statistics?"
Before we get into the specifics of defining Statistics and learning the basic terminology,
I want to give you a broad or "big picture" view of statistics.
So, how many of you have ever asked yourselves why people do what they do?
Or how about these questions: Do certain drugs or herbs really help with weight loss or depression or
anxiety?
What effect do violent games, or violent video games have on children?
Why do people help or not help others?
Does sleep deprivation affect cognitive functioning?
Now, how many of you have taken it a step further to see if there were answers to your
questions?
For example, using Google or a library database search?
I know I have done this quite a few times.
Those answers (depending on the source) come from research studies that used statistics.
So, what is statistics, really?
Statistics is a branch of math that focuses on designing studies, analyzing data, and
translating data into knowledge and understanding of the world around us.
It is the science of designing and conducting studies so that we can collect, organize,
summarize, analyze data, and draw conclusions from these data.
Statistical procedures, or statistics (stats), for short are used to organize, summarize,
and communicate data and then to draw conclusions about the data.
So, in essence, statistics help us make sense out of data.
The way I like to think of it is that the data have a story to tell us and it is up to us to tell
that story.
And, if someone else is telling us that story, it is our responsibility to determine how
accurate the story is.
Think of statistics as a tool that extends a basic thinking process that every one of
us uses.
You observe something; you wonder what it means or what caused it; you have an insight
or make an intuitive guess; you observe again, but now in more detail, or you try to make some
small changes to test your intuition.
Then you face the eternal problem: was your hunch confirmed or not?
What are the chances that what you observed this second time will happen again and again
so that you can announce your insight to the world as something probably true?
Statistics are a way of pursuing truth (lower case "t") truth.
At the very least, stats can tell you the likelihood that your hunch is true in this
time and place, with these sorts of people.
The truths of stats also depend on how carefully you have collected your information, but good
research design is another topic, which we will briefly discuss later in the chapter.
This pursuit of truth, or at least the concept of future likelihood, is the essence of science.
Why are statistics important?
If you are a psychologist, sociologist, economist, biologist, political scientist, or whatever
other field, you will want to find answers to your questions.
In order to do so, you will need to do three things (which are the 3 main aspects of statistics):
Designing studies, describing data, and making inferences
So let's start with designing a study or designing studies – so some of the questions you'll ask in this phase is 1. what are your research questions or
What is your research question?
What kind of study will you conduct?
How will it be conducted?
Who are you interested in studying?
How will you select your participants for your study?
How will data be collected or gathered? So, think of this phase as the what, the who, the where, the how for gathering data.
So, what are data? We are talking about data right. So what are data?
Take a minute and try to answer that question.
Data are defined as the values assigned to a specific observation or measurement.
If I'm collecting data on my dog's snoring behavior, I can do so in different ways.
I can measure how many times she snores over a 10-minute period.
I can measure the length of each snore in seconds.
I could also measure how loud each snore is with a descriptive phrase like "that one
sounded like a bear just waking up from hibernation."
In each case, I'm recording data on the same event in different ways.
We will discuss data in more detail soon.
So the second part of this is
describing data – once data are gathered, you will need to describe it by summarizing
the raw data.
You need numbers that sum up our data.
These numbers are called descriptive statistics (which is one category of stats) and are often
portrayed in graphs and charts but can also be presented as numerical summaries of the
data.
As researchers, we need to present the data in a useful way.
The third thing we do is make inferences or draw conclusions. So, we do this to find out how impressive the data are. In to do that, you
will need to use statistical procedures to analyze the data and inferential statistics, which
is the 2nd category of stats.
These statistics don't just describe or summarize the data; they allow you to make
decisions or predictions based on the data, which is what we really want to do. Yeah, it's great to describe the data, but, ultimately, we want to be able to predict what's going to happen.
So, these procedures, statistics, statistical procedures allow you to state how meaningful the findings or results are.
In this class, we will be focusing on #2 – Describing data and #3 – analyzing data and making
inferences.
Designing studies is the focus of an entirely different class in our department, or in Psychology, Psych
74 Research Methods. So, if you want to know more, you can take that class.
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Chapter 1 Lecture 4 - Duration: 18:29.
Hello everyone and Welcome back.
This is our 4th lecture for Chapter 1
In this lecture, we will continue our focus on defining basic terminology and explaining
some of the foundational concepts of statistics, specifically we are going to cover research
design and types of studies
So, let's begin with Design of Statistical Studies
In order to have valid and reliable data to analyze, researchers must begin with good
study design.
The design of the study is the most important part of research, more important than data
analysis.
For one very simple reason, no amount of analysis can fix a badly designed study.
The saying "garbage in, garbage out" is appropriate here.
This is exactly what a researcher gets if they don't design a good study.
Good research design is also very important for consumers of information.
When we read about research findings or results, we must pay attention to how studies were
set up and conducted to determine the accuracy of the results or findings.
Researchers follow steps to design and conduct research studies.
Most of you will be familiar with these steps: Step 1 Identify the population & variables
of interest.
A researcher will state a hypothesis, or tentative prediction for an observation, phenomenon,
or problem that can be tested.
In order to be testable, the variables that we are studying must be clearly defined; these
clear definitions are achieved through what we call operational definitions.
Operational definitions specify exactly how the variables in question are to be observed
and measured.
For example, if I want to study memory, I can operationally define memory as the number
of words recalled from a list.
Another example, if I want to study aggression in children, I can operationally define aggression
as the number of times one child hits or pushes another child.
In both of these examples, I can tangibly measure my variables.
In step 1, researchers must also clearly identify who their population of interest will be.
So, in my 2nd example, I would have to identify what the age are of the children I am interested
in studying.
Step 2 Develop a detailed plan for collecting data.
In this step, a researcher needs to decide how to put the hypothesis to a scientific
test.
They can choose to test their hypothesis through different methods: descriptive or experimental.
Once the method is chosen, then the researcher must make a detailed plan for carrying out
their study.
The researcher will also have to get approval through their institution's review board
to conduct their study.
Step 3 Collect the data.
Once approval is given, a researcher will collect their data through observations, interviews,
questionnaires, psychological tests, biological recordings, and so on.
Step 4 Describe data using descriptive statistics.
Once the data are gathered, a researcher uses descriptive statistics to provide graphical
and numerical summaries of the data.
If the researcher is working with population data, then there's no need for step 5.
Population data do not require inferential statistics.
Remember that inferential statistical procedures are used when we do not have population information
and we are using sample data to make predictions about a population.
So, if the researcher is working with sample data, they will go on to
Step 5 Interpret data and make decisions about the population.
In this step, a researcher uses statistical procedures to determine whether the sample
data support the hypothesis, then draws conclusions about the population based on analysis of
or evidence from the sample data.
Step 6 Identify possible errors and make recommendations.
The final step is for the researcher to identify any possible errors and make recommendations.
In all studies, there will be room for improvement.
Researchers can't think of all the possible things that can happen in a research study.
So, things happen and errors are made.
And that's okay because the research process is a learning experience.
There are two different main types of studies: experiments and descriptive studies.
It is important to know what each of these are and how they work.
Your research questions and hypotheses will determine which study is most appropriate
to use.
As consumers of information, it is also important to determine whether the appropriate study
was conducted, and whether the claims being made or the findings being reported are appropriate
for the type of study that was conducted.
We will start with experiments.
In an experimental study a treatment, procedure, or program is intentionally introduced and
a result or outcome is observed.
Researchers compare results between those who received the treatment and those who did
not.
Any study that demonstrates cause is called an experiment.
To demonstrate cause, though, an experiment must follow strict procedures to make sure
that all other possible causes are eliminated or highly unlikely.
So, researchers must control the conditions under which observations are made in order
to isolate cause-and-effect relationships.
Let's look at an example of an experiment designed to determine the effect of room temperature
on student test scores.
A sample of students was selected from a population of all undergraduates.
In one group, the room temperature was 70 degrees while students took the test (normal
temperature or what we call a "control condition or control group"); in the other group,
the room temperature was 90 degrees during the test (increased temperature in this case
or what we call "experimental condition or experimental group").
Test scores in both groups were then measured and compared.
For this study to be called an experiment, researchers must satisfy three requirements.
These requirements are the necessary steps needed that allow researchers to draw cause-and-effect
conclusions.
Here are the requirements: Manipulation of variables, Random assignment
of participants to conditions or groups, and Comparison of control condition or group
Researchers use random assignment to place participants into groups.
In order to do so, researchers manipulate or vary or change the levels of an independent
variable to create the groups.
Going back to our experiment example, the independent variable was room temperature.
Room temperature is what changes from group to group.
The researcher manipulated or changed the levels of this variable (one group worked
in a 70 degrees condition and the other group worked in a 90 degrees condition).
The researcher created those conditions.
They then assigned each student at random to experience one of those conditions, one
of the levels of room temperature.
Random assignment and manipulation ensure that characteristics of participants in each
group (like their age or study habits) are about the same in each group.
This makes it more likely that any differences between the groups will be caused by the manipulation
of room temperature and not the participant characteristics, like their age or study habits.
So, in our experiment example, researchers used random assignment (requirement #2 was
met); researchers manipulated room temperature (requirement #1 was met); and researchers
compared test scores between the experimental 90 degrees condition and the control 70 degrees
condition (requirement #3 was met).
So, our example is an experiment.
Now we've introduced some basic terminology in our scenario some of you may be familiar
with.
But in case you are not, let's quickly refresh everyone's memory.
Room temperature is our independent variable with two levels or conditions (70 degrees
as control or normal temperature and 90 degrees as experimental or increased temperature).
An independent variable is the variable that a researcher manipulates or varies to see
what changes occur or how it impacts another variable.
It is the "presumed cause."
Test scores is our dependent variable.
A dependent variable is the variable that is measured or counted in each group and is
believed to change in the presence of the independent variable.
It is the "presumed effect."
The logic of experimental studies is that if everything is held constant, then a change
in the dependent variable (test scores, in this case) was caused by the manipulation
of the independent variable (the increase in room temperature).
Or independent variable manipulation causes changes in the dependent variable is another
way of looking at it.
Now, independent and dependent variables are not the only variables that are in experiments.
We also have what are called confounding variables.
Confounding variables are those variables that researchers did not account for and might
be the reason for the changes in the dependent variable.
In our experiment scenario, a confounding variable might be the time both groups took
the test if they took it at different times of the day.
Controlled variables, however, cannot be confounding variables.
So, for our scenario, if both groups took the test at the same time, (so time is controlled
here), then time cannot explain the changes in the dependent variable.
And, therefore, time cannot be a confounding variable.
Here is another great example of confounding variables: if we want to show that smoking
causes heart issues, what are some confounding variables?
And here is our experiment scenario…you can take a minute to review what we just covered.
Now, there are times when an experiment is what we call a "quasi-experiment."
It is almost an experiment because one of the requirements is not met.
Here are two types of quasi-experiments: Non-equivalent groups where the researcher compares groups
but they cannot control who goes into which group.
For example, researchers who measured differences in multitasking behavior by sex, here, the
independent variable (sex) is pre-existing.
Participants are already male or female prior to the study.
Researchers cannot manipulate the variable or randomly assign participants to each level
of sex, so this study is quasi-experimental.
The other type of quasi-experiment is Pre/Post-Test where researchers measure participants at
two points in time and they cannot control what happens between the two time points.
So, for example, participants may have matured, or been affected in some way during that time
period that might affect their test scores.
In certain situations, descriptive studies are the optimal way to go.
The most common descriptive studies are polls and surveys.
When the goal is simply to find out what people think and to collect some demographic information,
for example gender, age, income, and so on, surveys and polls are best, as long as they're
designed and conducted correctly.
Descriptive studies are used when researchers are not able to manipulate or control the
variables they want to study; this lack of control means that descriptive studies can
never be used to show cause and effect relationships between variables.
So let's start with observational studies or as they are also called naturalistic observations.
These are the careful, systematic observation of behavior without direct intervention or
interference.
For example, children's spontaneous acts of aggression on a playground during recreational
activities are observed, or Jane Goodall's research with chimpanzees was naturalistic,
she observed chimpanzees in their natural environment, or Dian Fossey's research with
mountain gorillas was also naturalistic observation.
Simulation study is a "virtual" study.
Participants are put in virtual environments to see how they respond.
Researchers also use simulation studies to test phenomenon that may be difficult to test
in real world settings using physical or mathematical models.
Examples of simulation studies include flight simulators used to train pilots, driving simulators
are used to test how sleep deprivation affect reaction times, military "war games" are
used to train soldiers, and so on.
Surveys, include the use of questionnaires, personal or telephone interviews, to gather
information about specific aspects of participants' behaviors.
For example, children are given a questionnaire that describes hypothetical scenarios and
are asked about likelihood they would commit the aggressive behavior; market research are
other examples – public opinion polls are survey driven.
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Chapter 1 Lecture 2 - Duration: 14:32.
Hello everyone.
Welcome back.
This is our 2nd lecture for Chapter 1 In this lecture, we will focus on defining
basic terminology and explaining some of the foundational concepts of statistics, specifically
population versus sample; parameters versus statistics; and descriptive versus inferential
statistics. So, let's begin.
For virtually any question that you may want to investigate about the world, you have to
center your attention on subjects.
Subjects are the things or entities that we measure in a study.
Subjects could be individuals, schools, countries, days, animals, plants, exam scores, particular
groups of people, rock specimens, etc.
Examples of questions that you might ask:
What do Americans think about the president's foreign policy?
What's the prognosis for breast cancer patients taking a new experimental drug?
How many hours of studying does it take to pass a statistics course with a C or better?
In each of these examples, a question is asked.
And in each case, you can identify a specific subject that is being studied: the American
people, all breast cancer patients, and statistics students.
This group of subjects of interest that you are interested in is called a population.
Population is all subjects of interest.
The population contains all past, present, and future members of the group, so we usually
consider it to be infinitely large.
Populations can also be hard to define.
Take, for example, the research question about whether babies sleep better with music.
This is a good example of how difficult defining a population can be.
Exactly how would you define a baby?
Under 3 months old?
Under a year old?
And do you want to study babies only in the U.S, or do you want to study all babies worldwide?
The results might be different for older and younger babies, American babies and babies
from other parts of the world.
And also, are you going to observe all of the babies?
Some other examples of populations could be: all the people in a country (like census information),
students in this statistics class, all M&Ms in a bag of candy.
Can you think of your own examples of populations?
To measure an infinitely large population would take too long and cost too much money.
We, usually, do not have the time nor the resources to study an entire population.
Instead, we select a sample from the population.
A sample is a small subset of individuals selected from a population.
A sample is intended to represent the population of interest.
So, here is a way to think about samples.
How many of you have cooked or sampled someone's cooking?
Let's say, you just made soup and you want to sample some of that soup, what do you do?
Well, you stir the pot, reach in with a spoon, take out a little bit of soup, and taste it.
Then you draw a conclusion about the whole pot of soup, without actually having tasted
all of it.
If your sample is taken in a fair way (you didn't just grab all the good stuff) you
will get a pretty good idea of how the soup tastes without having to eat it all.
The sample represents the population of soup.
Here is another example of samples – how many of you have sampled ice cream flavors?
You use a small sample to make a decision about the cone or half gallon tub of ice cream
you want to buy.
The sample represents again the population of ice cream.
This is what is done in statistics.
Researchers want to find out something about a population (all individuals of interest),
but they don't have time or money to study every single subject in the population.
So what do they do?
They select a sample (a small number of subjects from that population), they study those subjects,
and use that information to draw conclusions about the whole population.
The main point is that we use sample data to generalize and make decisions about the
population we are interested in.
Be aware that the definitions of a sample and a population will depend on your perspective.
Say that we study the students in your statistics class.
If these are the only individuals we are interested in, then we have measured the population of
scores.
Or if we are interested in the population of all college students studying statistics, then
we've collected a sample of scores to represent that population.
But if we are interested in both the population of college men and college women who are studying
statistics, then the men in the class are one sample and the women in the class are
another sample, and each represents its own respective population.
So, a population is any complete group of scores that would be found in a particular
situation, and a sample is a subset of those scores that we actually measure in that situation.
The logic behind samples and populations is this: We use the scores in a sample to infer
estimate the scores we would expect to find in the population, if we could measure
them.
So if we observe that greater studying leads to better learning for a sample statistics class,
we will infer that similar scores and behaviors would be found in the population of all statistics
classes.
Because we are talking about samples and populations, we separate statistical procedures
or statistics, for short, into the two categories, which we mentioned earlier: descriptive statistics
and inferential statistics.
Now let's take a closer look at the two categories.
The main focus of descriptive statistics is to organize, summarize, and display data.
Descriptive statistics play an important role today because of the vast amount of data readily
available at our fingertips.
With a basic computer and an internet connection, we can access volumes of data in no time at
all.
Being able to accurately summarize all of this data to get a look at the "big picture,"
either graphically or numerically, is the job of descriptive statistics.
When you see descriptive, think describe.
We use descriptive stats to answer: What is the average score or typical score?
Are the scores very similar to each other or very different and spread out?
Do scores tend to increase or decrease; when or how?
Descriptive stats can result in a parameter. A parameter is a value that's usually numeric and it describes
a population of scores. They are symbolized using the Greek alphabet: µ for population
mean, 𝛔 for population standard deviation, and 𝛒 for population correlation coefficient.
Parameters are numerical summaries of a Population.
Descriptive stats can also result in a statistic. A statistic is a value, and again usually numerical, that
describes a sample of scores. Statistics are symbolized using the English alphabet: M for sample mean,
s for sample standard deviation, and r for sample correlation coefficient.
Statistic or statistics are numerical summaries of a Sample.
Statistic versus statistics. Don't get confused because these two terms are used one statistics we've talked about as statistical procedures. And now we are introducing statistic and statistics as numerical summaries for sample data. So, just remember that distinction. There is a difference between those two.
Here are some examples of Parameters: average age of all people in North America; the proportion
of students earning an A in this statistics course; the average SAT score of all graduating
seniors anywhere.
Examples of Statistics: Average age of a sample of 30 students at Pierce College;
the proportion of a sample of students in statistics courses who earn an A; the average
SAT score for every 10th exam paper. Notice the difference or distinction between the two.
To recap: The main focus of descriptive statistics is to organize, summarize and display data.
We can do this using tables, graphs, and numerical summaries.
The main focus of inferential statistics, which we have not talked about yet, is to make decisions or predictions about a population
based on data from a sample.
Inferential stats are procedures for deciding whether sample data accurately represent the
population.
Inferential procedures are for deciding whether to believe what the sample is telling us about
the scores found in the population.
Usually, population parameters cannot be measured directly or they are unknown, which is why
inferential statistics are used for estimating these parameters. The common terminology that we tend to see
is "margin of error" or that the results are "statistically significant." That usually is a clue into "oh, we're talking about inferential statistics."
So , here are some examples of Descriptive Statistics: Unemployment rate in California is 4.2 compared
to national rate of 3.9 (based on 5/2018 data) Approximately 57% of Pierce students identified
as female and 43% identified as male.
Approximately 62% of Pierce students are under 25 years old.
Here are examples of inferential statistics: Based on a recent sample, I am 95% certain
that the more hours you spend studying per day the better your statistics test scores will
be.
Based on a random survey, average salary of male employees in a particular job category across the country was higher
than the female employees' salary.
So, you can see, or hopefully you can see, the difference between examples of descriptive statistics and examples of inferential statistics. Key terminology for inferential: "based on a recent sample" "based on a random survey," right.
So, those types of terms clue you in that we're making inferences. Right, we've looked at sample data and we're
making a prediction about what's going on in the population data.
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Chapter 1 Lecture 3 - Duration: 19:30.
Hello Statistics Scholars. Welcome back. This is our 3rd lecture for Chapter 1
In this lecture, we will continue our focus on defining basic terminology and explaining
some of the foundational concepts of statistics, specifically classifying data: qualitative
versus quantitative data, levels of measurement, and defining variables
So, let's begin with data. Data are the building blocks of all statistical studies.
By definition, data are just raw facts and figures that pertain to a measurement of interest.
Data (plural) are values assigned to a specific observation or measurement. A data set is
a collection of measurements, scores, or observations. A datum (singular) is a single measurement
or observation commonly called a score or raw score.
Data are classified into two general categories: Quantitative Data, which can also be continuous
or discrete data, and Qualitative Data. Quantitative Data take on numerical values.
Quantitative data provide us information about quantities: how much or how many of something.
If scores indicate the amount of something that is present (measured or counted), then
those scores are classified as quantitative data. What might be some examples of quantitative
data? Great, some examples or quantitative data: age, # of people in household, height,
weight, salary, temperature, amount of income, etc.) These data are represented by numbers.
Because the data have numerical meaning, we can summarize them in many ways. The key features
of quantitative variables are center and spread. What that means is that we can calculate a
measure of center and a measure of spread, which we'll talk about in Chapter 2.
Quantitative data can be further classified as either continuous or discrete. Continuous
data are measured. Quantitative data are continuous if they can assume an infinite number of real
values or an infinite range of values. Continuous data can take on a range of measurements.
The key is if you measure to get the value of the data, it is continuous. Examples of
continuous data are: distance, temperature, height, volume, length, speed, amount of time
it takes to complete an assignment, etc. Discrete data are counted. Quantitative data
are discrete if they can only take one value. An example of a discrete variable would be
the score given by a judge to a gymnast or ice skater in a competition: the range 0 to
10 and the score is always given to one decimal, like a score of 8.5. The key is if you count
to get the value of the data, it is discrete. Examples of discrete data: goals scored (player
can't score 1 ½ goals); number of fatalities (can't have 59.5 fatalities or 59.75 fatalities),
number of pets, number of foreign languages spoken, runs scored in a baseball game, etc.
There was actually a famous survey done decades ago that stated American families have 2.5
children (is this realistic?). This is a good example of someone reporting data without
fully understanding the type of data they are reporting on. Number of children is a
discrete value and what should have been reported is American families have 2 to 3 children.
See the distinction. So, here is another way of looking at the
difference between Discrete and Continuous data. Notice here discrete data are counted
(there are 3 cones or cone 1 has 2 scoops) and continuous data are measured (cone 3 weighs
79.4 grams or cone 2 ice cream is at 8.3°F). Now, let's take a look at 2nd category of
data, Qualitative Data. Some variables cannot be measured in amounts, but a score classifies
an individual on the basis of some category. These data are called qualitative data. Qualitative
data are also known as categorical data. Each score belongs to one of a set of categories.
So what might be some examples of qualitative data? I'll give a minute to think this question.
Great. So, here's some examples gender, SSN, ID#, race, type of housing, birthplace,
college major, etc. Qualitative data place individuals into categories. Qualitative data
are descriptive information that can be observed or counted, but not measured. The key feature
of qualitative data is the percentage in each of the categories.
Here are some more examples of qualitative data: I am a bird; I am yellow, I am awesome.
As you can see each of these examples describe the object or individual in terms of its qualities.
One more quick example on data putting it all together. Data are classified into two
categories: Qualitative and Quantitative. Qualitative data provide descriptive information
and quantitative data provide numerical information. Quantitative data are further classified into
two categories: Discrete and Continuous. Discrete data are counted and continuous data are measured.
Who would have thought of so many ways to look at data? Here's another way to classify
data is by the way it is measured. This distinction is critical because it affects which statistical
procedures we can use in our analysis of the data. Numbers mean different things in different
contexts. The meaning of the number 1 on a license plate is different from the meaning
of the number 1 in a race, which is different still from the meaning of the number 1 in
a hockey score. The kind of information that scores convey depends on the level or scale
of measurement that is used in measuring the variable. There are four levels of measurement
scales: nominal, ordinal, interval, and ratio. Nominal data are qualitative only. Each score
does not actually indicate an amount; it is used for identification. This means that nominal
variables can be classified only in terms of whether the individuals belong to some
distinctively different categories. ***The key here is that nominal scales or nominal
data classify or categorize individuals. This data type does not allow us to perform any
mathematical operations, like adding or multiplying. We also cannot rank order the data in any
way from highest to lowest. Think nominal = names or labels or qualities. They identify
different categories; no concept of more or less, all we're doing is differentiating
between categories. For example, all we can say is that 2 individuals are different in
terms of category A. So, for example, they are of a different political party, but we
cannot say which one "has more" of the quality represented by the category. Typical examples
of nominal variables are gender, type of dog, eye color, hair color, city, type of residence,
ice cream flavors, fruits, phone numbers, zip codes, etc. So, hopefully, you can think
of your own examples for nominal data. Ordinal data have all the properties of nominal
data with the added feature that we can rank order the scores from highest to lowest. Ordered
set of observations; think ordinal = ranked or ordered. Ordinal data identify different
categories, but the categories have a logical order. However, we still cannot perform mathematical
operations on these data. A typical example of ordinal data are the socioeconomic status
of families. For example, we know that upper-middle is higher than middle but we cannot say that
it is, for example, 18% higher. Ordinal data are qualitative data where individuals are
placed in a specific order or in some "natural" way. Another example, behavior is ordinal
if we categorize it as 1 for Excellent; 2 for Very good; 3 for Good; 4 for Bad; & 5
for Very bad. We know that the category "excellent" is better than the category "very good,"
and that the category "very good" is better that the category "good." There is some
natural ordering here, but it is limited because we do not know by how much "excellent behavior"
is better than "very good" behavior. In its strictest sense, ordinal data are qualitative.
However, there are statisticians who argue that ordinal data are also quantitative. An
example of quantitative data could be movie ratings with 1, 2, 3, or 4 stars. However,
we still cannot claim that a 4-star movie is 4 times as good as a 1-star movie. Other
examples of ordinal data: letter grades, restaurant ratings, school rank freshmen, sophomore,
junior, senior. Hopefully, you can come with examples for ordinal data of your own.
Interval data are strictly used for quantitative data; it allows us to not only to categorize
and rank order the items that are measured, but also to quantify and compare the sizes
of differences between them. Now we get to work with the mathematical operations of addition
and subtraction when comparing values. We can also calculate average values. Interval
data identify different categories, logical order, and the distance between categories
is equal. Think interval data has constant, equal intervals. Distances between data points
are meaningful. With interval data, each score indicates an actual quantity and an equal
amount separates any adjacent scores. Even though interval data do include the number
0, it is not a true zero – it does not mean none of that variable is present. The key
here is that you can have less than zero, so interval data allow for negative numbers.
For example, temperature, as measured in degrees Fahrenheit or Celsius, involves interval data:
because 0 degrees does not mean that zero heat is present, you can have even less heat
at -1 degrees. In research, interval data are common with intelligence or personality
scores: A score of zero does not mean zero intelligence or zero personality. Other examples
of interval data…pain sensitivity, happiness, depression scores, anxiety scores, stress,
well-being, amount of money in checkbook, etc. Hopefully, you can come up with your
own examples for interval data. Ratio data also involves strictly quantitative
data. With ratio data, the scores reflect the true amount that is present. Here the
scores measure the actual amount, there is an equal unit of measurement, and 0 truly
means that none of the variable is present. The key here is that you cannot have negative
numbers because you cannot have less than nothing. In addition to all the properties
of interval data, ratio data feature an identifiable absolute zero point. The term "true zero
point" means that a 0 data value indicates the absence of the object being measured.
For example, 0 salary indicates the absence of any salary. With a true 0 point, the rules
of multiplication and division can be used to compare data. This allows us to say that
a person who is 6-feet tall is twice as tall as a 3-foot person or that a 20-year-old is
half the age of a 40-year-old. There is a fine line between interval and ratio data.
The same statistical procedures are used for interval and ratio data, which is why for
this class, we will use "scale" to identify either interval or ratio data. So, you will
not need to worry about the difference between interval & ratio data.
The next two slides graphically summarize levels of measurement. So, remember that for
this class, the levels of measurement are nominal, ordinal, and scale (we are combining
interval/ratio data). In every statistical study, questions are
asked and characteristics are observed or measured. These characteristics that are observed
or measured in a study are called variables. A variable is any characteristic, condition,
or quality that is recorded for subjects in a study. Variables are things that we measure,
control, or manipulate in research. The word variable highlights the fact that data vary.
In other words, a variable is anything that, when measured, can produce two or more different
values. Variables can be reported or classified using levels. For example, handedness can
be considered as a variable with three levels – left, right, or ambidextrous; gender can
be considered as a variable with two levels – male and female; socioeconomic status
can be considered as a variable with three levels – upper, middle, and lower class.
Variables can also be reported or classified as scores. For example, temperature, height,
speed, distance, anxiety, depression, happiness, well-being, can all be considered as variables
with many possible scores.
-------------------------------------------
Chapter 1 Lecture 5 - Duration: 11:43.
Hello and Welcome back.
This is our 5th and last lecture for Chapter 1
In this lecture, we will finish our focus on defining basic terminology and explaining
some of the foundational concepts of statistics, specifically we will cover validity, reliability,
and sampling
So, let's begin with validity and reliability
In lecture 4, we introduced the idea of good research design in order to have valid and
reliable data to analyze.
It is also very important to determine the validity and reliability of research findings
or results when we are presented with claims and those research findings.
So, let's talk about what we mean by validity and reliability.
Outside of the statistical research, validity and reliability are used interchangeably.
For research and statistics, they are different.
Validity implies accuracy of a test or measurement.
It applies to both research design and methods.
Reliability implies consistency and stability.
Validity has to do with how well a test produces data that it intends to measure.
Does a test or measurement accurately measure what it is supposed to?
For example, a bathroom scale is valid if it accurately measures weight; a personality
test is valid if it accurately measures personality; a final exam is valid if it accurately measures
students' knowledge of course material.
Reliability has to do with how well a test produces stable and similar results under
consistent conditions.
Do we get similar results if we retake the test or replicate the study?
For example, if I step on a bathroom scale 5 times and I get similar weights, then the
scale is reliable; if I take a personality test 3 times and I get similar results, then
the test is reliable; if my students take a final exam multiple times and get similar
results, then the exam is reliable.
One last thing we need to talk about to determine the accuracy of research findings or research
design.
Sampling methods – how are data obtained to support the conclusions being made?
Most of you are probably familiar with census data.
When researchers use a census, they are gathering data from all the members of a population.
When researchers use sampling, they are using data from some members of a population selected
to represent that population.
Researchers use random selection to make sure that differences among the participants are
evenly distributed.
If differences are evenly distributed, then the effects of those differences may be cancelled
out.
Random selection simply means that everyone in the population has an equal chance of being
selected for a sample.
Remember that population is all subjects of interest and sample is a subset of subjects
from that population.
The researcher determines sample size, or the number of participants selected from a
population.
Generally, larger samples have fewer issues with validity and reliability than smaller
samples.
We will see how larger samples produce more accurate findings in later chapters.
However, we also must be careful that sample size is not so large that we would find differences
no matter what.
Once a researcher determines sample size, they can obtain their sample from the population
of interest.
Random selection requires the use of some form of random sampling.
Random sampling is a probability sampling method, meaning that it relies on the laws
of probability to select a sample that can be used to make inferences to the population.
A simple random sample is defined as one in which each and every member of the population
has an equal chance of being selected.
And there are different ways to obtain a random sample.
Here a few: Simple random sample is a sampling technique.
A simple random sample is a set of n objects or subjects in a population where all possible
samples are equally likely to happen.
Here's a basic example of how to get a simple random sample using the lottery method: put
100 numbered bingo balls into a bowl (this is the population).
Select 10 bingo balls from the bowl without looking (this is the sample).
Another example is where the names of 25 employees are chosen out of a hat from a company of
250 employees.
Each of the 250 employees would be assigned a number between 1 and 250, and 25 of those
numbers would be chosen at random.
For larger populations, a manual lottery would not be feasible.
Selecting a random sample from a large population would require a computer-generated process,
where the same methodology as the lottery method is used, only the number assignments
and selections are performed by computers, not humans.
A simple random sample is chosen in a way that every set of individuals has an equal
chance to be in the selected sample.
Stratified sample is another sampling technique.
A stratified sample is used when there are identifiable subgroups in a population.
For example, a researcher could divide a population of Southern California residents by age, gender,
ethnicity, income, religion, or political party, and so on.
After a researcher divides the population into groups (or what we call strata), then
they select a simple random sample from each group or strata.
Cluster sampling is used when natural groups are present in a population.
A researcher divides the population into a set of different coherent areas then they
randomly select areas to assess.
The researcher can then test all subjects in the selected areas or they can obtain a
random sample from each selected areas.
For example, a researcher is interested in the opinions of homeless across the country.
Instead of studying a few homeless people in every town across the country, the researcher
randomly selects a number of towns and interviews a random number of homeless people in each
randomly selected town.
Systematic sampling is used when it is difficult to use a simple random sampling method.
It is used when it is easier to use every nth subject.
For example, let's say a researcher wants to interview people who go to night clubs.
The researcher wants a sample of 30 people and they know that there about 250-300 people
in the club (due to fire regulations).
So, the researcher divides 300/30 and determines that every 10th person that goes into the
night club will be interviewed.
The starting point has to be random as well.
So the researcher generates a random number between 1 and 10, and comes up with 4.
So, starting with the 4th person that enters the club, every 10th person is interviewed.
The 4th person, then the 14th person, then the 24th, 34th, and so on.
The last sampling method is convenience sampling.
Convenience sampling is when a researcher just uses people who are available, people
in the street, people they know, people they work with, customers, and so on.
Most experiments conducted at universities select available and willing students, a convenience
sample.
Pollsters who interview people as they exit their polling place use convenience sampling.
Internet surveys or public opinion polls also use convenience sampling.
Convenience sampling makes it really difficult to generalize to a population.
So, now we've finished Chapter 1.
There's a lot of information for Chapter 1.
So, make sure you review it more than once and you should be ready to take the quiz for
Chapter 1.
-------------------------------------------
王祖藍公布妻子懷孕，半個娛樂圈送祝福，鄧超的評論讓網友炸了鍋 - Duration: 4:11.
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赵丽颖版楚乔传第三部第七集第八集 - Duration: 10:19.
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For more infomation >> 胡歌经纪人被开除，因私自签定协议，导致胡歌陷入信任危机 - Duration: 5:32. -------------------------------------------
MARIE MOORE LIBRA ASTROLOGY/ TAROT JULY 16,2018 WEEKLY HOROSCOPE - Duration: 6:17.
hi this is the weekly horoscope for Libra for the week of July 16 2018 hello
my Care Bears I am still collaborating with ASTROJAR.COM you can find them
and the link in the description box below down there also I am available for
readings this week you can also find that in the link in the description box
below show your love and support help your girl grow by liking subscribing and
sharing and thank you for everyone who has I am still trying to work on 100,000
subscribers so if you haven't subscribed yet but you've been watching show your
support insects subscribe alright and like this video so this week on the 16th
dimos here in the sign of cancer is forming a water trine with the 2nd 6th
and 10th house so for some of you your emotional self is dictating your money
situation this week and also your emotions are dictating what you do or do
not do this week so for some of you you can you can go for a bit upper
depression or you can be a bit lazy with this energy so discipline may be needed
at this time you feel things in very intensely so this could be also a great
time for the power of prayer faith consciousness and to delve into the law
of attraction and when you do this you can find yourself getting out of certain
situations this week because if you are positive affirmations with this energy
then we have a t-square happening here with the 5th 8th and 11th house with
Palace now in the sign of Leo so whoever has to leave your life at this time let
them leave your life love can be fragile at this time or you can be working on
your relationship with this energy so try not to be so critical or picky or
Aniki with love try to be more about the bigger picture this can be being honest
about what you don't like about the other person or you can be too critical
of what they are doing with this energy as well then Jupiter here is semi sex
tiling Miranda this week in the 1st and 2nd house you can shock or surprise
others in a good way because you're able to see outside the box this is a great
time for problem solving you're very creative with this energy you can be
changing the game with the media or the social media this week as well
it's a very exciting time for communications for you guys with this
energy then we have cheer on our peers semi sextile pallas this week you can
be playing the waiting game when it comes to your turn with promotions or
when it comes to new projects that you have started you can be a bit more
patient for the good things to come into your life and you know that your turn is
coming up at this time so this is hard work and perseverance and just working
through your certain situations at this time for some of you you're playing the
waiting game and you're patiently waiting your turn
this week for certain things - to come up for others of you this is knowing
that your time is coming up and you just watching and waiting for your turn for
others of you this can be getting a promotion at work or being trained on
certain things at this time to let you know that your time is coming with this
energy for others of you can be watching other people grow and you know through
them do you know that your time your time is coming your first car to come up
with is the nine of Wands this is dealing with your insecurities and
doubts so be careful with the emotional conversation that you have in your mind
at this time you can be overthinking things with this energy as well or
certain people in your life now can be making you feel a bit insecure because
they're not giving you the emotional validation that you need the four of
cups I feel like certain people also are living vicariously through you or trying
to tell you what to do at this time what you're not liking the Empress card
there's somebody you can be very nurturing or very much to Giver in your
relationship so be careful with that giving energy the fool card deals with
new beginnings with this energy and a blase blase kind of attitude and kind of
doing your own thing at this time the king of Wands I feel for some of you
this can be someone in your life kind of stuck in their way
thinking or you not getting along with this person at this time as well the ten
of swords I feel that things will turn will change so be patient with this
energy the eight of Wands does bring about travelling this week for some of
you for others of you this can be good news coming up the world card I feel
like with the world card in the full card it's gonna be a fabulous week for
you with this energy this is certain things working in your favor or are you
getting your way with certain things this could be some wins or victories
coming up the temperance card have patience that everything will work
itself out for others of you can be working on yourself the queen of Wands I
feel like this energy is very giving to you with this energy there's lots of
camp there's lots of changes will not changes there's lots of communications
going on first so maybe this could be a great time for media or social media for
others of you this could be dealing with computers and technology this week and
receiving a lot of communications back and forth with this energy for others of
you this is a very creative time for you and you can get very inspired for some
of you could be working on your social media page this week the tower card does
talk of a move happening and this bring about changes this week for some of you
the knight of cups bringing blessings onto the universe this week and the
seven of wands I feel like with this energy here you're very calm you're very
persuasive with this energy and you're able to bring people to your side of an
argument or have people be on your team with this energies or your communication
skills this week are very powerful and you do defend your old ideas that you
have here and you are converting people to team care-bear this week as well I
love you my Care Bear please make sure to LIKE subscribe and share kisses mwah
-------------------------------------------
For more infomation >> MARIE MOORE LIBRA ASTROLOGY/ TAROT JULY 16,2018 WEEKLY HOROSCOPE - Duration: 6:17.-------------------------------------------
We Won A $10,000 Wedding! - Duration: 8:51.
What's going on guys? So before we start this video, make sure to leave a Like and
Subscribe to the channel if you're new. And if you like what you see here and
you want to know more about our community, or you want to learn Japanese,
or you just want to get day-to-day life stuff here in Japan, make sure to check
my Discord! Links in the description down below. I love talking to everybody there,
and I'm sure I would love talking to you, so feel free to check it out. Anyway, with
all that being said, let's just get straight into the video. So for those of
you who don't know, my wife Mari likes to apply for a lot of, like, competitions and
stuff -- much like an old lady! I can't really complain too much because we have
actually won things in the past before; I've made videos on that in the past. But
generally, we don't really win anything. That's why it was a super shocker when
she told me that she had applied for a free ten thousand dollar wedding, and she
won! Side bar for those wondering. Mari and I've been married for about a year
and a half now, but we still haven't had our wedding yet...Yeah. But-but yeah, she
told me that she applied for this thing and that she won. Now, I'm a really
skeptical person. I'm just a skeptic by nature, and I was a business major before
I dropped out, so when she told me that some company was wanting to give us ten
grand for free, I was like...I wasn't really buying it. Where's the catch? You
know? And I'll be the first to admit that after about two weeks of her telling me
this, I was still really, really skeptical. But, you know, she showed me the website,
and she showed me some of the the pictures and stuff. And I'll admit, it did
look pretty legit. Apparently this giveaway had something to do with, like,
some sort of promotion this hotel was doing. And so before we actually got to
win the wedding, we had to go meet them in person. You know, for me that was
actually a good thing because that kind of closed some of my doubts.
As you can see, it was raining that day, and unfortunately we didn't have an
umbrella. We forgot to bring one, and yeah. Not only that, the company was very, very
far away from where we lived. So yeah, expensive train fees, all just to see if
this company was legitimate or not. I don't know, I think it took us about two
or three hours to get there, but when we did, we went in there
soaking wet, and we kind of dried off for a little bit, and then they let us into
the back where they wanted to "talk business". I say it a lot because it's
true, but I wasn't sure if I was allowed to record in there. You know, Japan kind
of frowns on that sort of thing, to be honest. I did record though, as you can,
you know, obviously see! Uh and yeah, it looked like a normal wedding agency. So
we sat down, and I'm not sure if the custom carriers over outside of Japan but in
Japanese wedding agencies, they'll bring you something to drink before it all
gets started. At least in my mind, that kind of legitimized things a little bit.
I've been to other Japanese wedding agencies since I've been married to Mari,
and they've all brought us something to drink, so. So we ended up sitting down and
talking with them for a little while, and eventually they wanted to show us around.
We had kind of told them what we wanted -- what we would have liked. But apparently
they had a bunch of options and they wanted to show us
"Oh my gosh."
Hmm...
"Oh my gosh..."
Japanese: When you enter the chapel...um, it'll be this way...
Japanese: This is amazing!
"Jesus!"
Japanese: When you enter, the light will pop up!
Japanese: I'll introduce you to the garden first!
Japanese: Today is rainy unfortunately, so it may be hard to imagine. But when it's sunny...
After looking at the wedding chapel and some of the other, like, waiting areas and
stuff, the lady wanted to show us the reception rooms. Something that I should
throw in is that the reception rooms weren't included in the wedding plan
that we won. That would be extra if we decided to do that. Again, I thought that
was pretty odd. Why would you even show us that? But like I said, I was a business
guy, and I just assumed, "Oh, okay. Well, she's up-selling us." And you know, I'll be
the first to admit they had quite a bit of variety, and all the rooms looked
really beautiful! But again, we didn't really want to spend extra. So after
everything was said and done, she had led us back to the main room or whatever. We
sat down, and she went and got us some more drinks again, trying to schmooze us
I guess. So the lady came back with our drinks she pulled out her little book,
and she started going over some of the numbers. After about five or ten minutes,
Mari and I told her that we would think about it, and then we left. And well..."Okay
Mari. So what's the catch? What-what-what was it?"
"The price is like, uh $17,000."
""Weren't we supposed to get a $10,000 wedding?"
"Yeah, it was like...uh..."
"It was..."
"...$5,000."
"We got."
"We got a $5,000 off wedding. Okay, so can you explain for everybody
watching why this (was) $17,000?"
"You know, the only...the only give us (the) church."
"Yeah."
"Church? Wedding? Just (the) wedding!"
"The chapel? Yeah."
"Yeah, chapel."
"They only gave us a chapel."
"Okay."
"Not (the) reception."
"Yeah."
"Reception is expensive."
"Yeah."
"That's why!"
"So we're paying for the reception?"
"Yeah!"
"And can you--"
"All the money is for (the) reception."
"But $17,000? And, like..."
"You know, that's a little different than what they said for a $10,000 wedding! Can you
explain the the customs here in Japan for a wedding?"
"Custom?"
"Like to bring money?"
"Yeah, in Japan there is a manner that people bring-people bring some money. Like
$3,000 each person."
"$3,000? You mean $300?"
"Oh, sorry!"
"$300!"
"Yeah."
"Um, so if...what...it said we had to bring like 60 people to our wedding right?"
"Yeah."
"And if all 60 people brought $300, that would be enough to cover
the cost of the wedding, right?"
"Mmmm."
"But if they didn't-"
"It'll be, like, uh, $18,000."
"But if they didn't..."
"Then..."
"I'm sure they will!"
"Yeah, we'll see! What do you think? Are you still interested in this place?"
"I'm still interested...in this place..."
"But?"
"But, you know, money is always a problem."
"Yeah."
"Okay."
"I guess that's, uh, that's what it is."
"That's what it is."
So yeah, as it turns out, they weren't gonna give us a free ten thousand dollar wedding. It
was only gonna be five thousand dollars! And it wasn't five thousand dollars
towards the free wedding, it was five thousand dollars off! Like Mari said, in
the clip, they were only gonna let us use the chapel for free, and we had to bring
60 people as per one of the requirements. Also, if I remember correctly, we couldn't
just use the chapel. We had to use, like, some of the other rooms as well!
Thus the $17,000 price tag! You know, I don't like to be the kind of guy that
judges too quickly. Maybe when the company was deciding how to market this,
they just worded it really, really poorly! And hey, maybe Mari and I misread it. Um,
you know, anything's possible. I kind of doubt that though, because we did reread
the page several, several times. But yeah, at the end of it, I guess we'll just have
to chalk this one up to my skepticism. Anyway, I hope you liked the video, and
until next time, I'll see you in the next video. Peace!
You know, Japan has a really strange obsession with, uh, with pens. But I think, I
think I know what they're trying to get across.
Thiccccccccccc.
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For more infomation >> We Won A $10,000 Wedding! - Duration: 8:51.-------------------------------------------
ホンダ新型軽バン、「ダブルビッグ大開口＆フルフラット」の N-VAN ...126万7920円より - Duration: 5:34.
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DIY SCHOOL SUPPLIES for Back to School 2018 ( INDONESIA ) - Duration: 4:56.
hey guys welcome back to my channel
so today I'm going to make
another back to school school supplies DIY
if you haven't watched my recent back to school videos
you can click the i button up here
and ya guys without further do just let's get on to the video
cut your carboard
to about 15 cm x 3 cm
after that wrap it with a cute paper
you can use wrapping paper or anything else
I'm using the origami washi paper
I cut the paper to about 15 cm x 7 cm
use glue stick to glue them together
and then I put this two donuts back and forth on the top of the bookmark
lastly, stick the "test" text
taddaaa, and you're done
I also made another bookmarks
pineapple and popsicle
so if I see a pineapple pop up inside my book, there must be a homework!
first, cut out the foam paper into small triangles
line the bottom of the triangle with green
give it some space and leave them white
color the rest red
use a liner or drawing pen to make the watermelon seeds detail
and lastly, glue it to the paper clip
cut the printed diagonal stripes pattern
wrap it to your pencil
use some cotton to make the cotton candy
because I'm using the facial cotton
so I need to make it looks like the regular cotton
put some glue on the top of your pencil
and then stick those cotton on
you can also color the cotton if you want to make the cotton candy more colorful
use your hand to shape it more natural
clipboard that I'm using can also be used as a whiteboard
draw anything on the clipboard using your black permanent marker
use acetone to erase them
it will become grey
to make the marble effect
just tap tap your clipboard with tissue that has acetone on it
do the same thing all over
and ya guys that's all for today's
I hope you guys like it
and if you watched till here
bye
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Fortnite Android Official Trailer From China|Fortnite Android. - Duration: 4:40.
For more infomation >> Fortnite Android Official Trailer From China|Fortnite Android. - Duration: 4:40. -------------------------------------------
If It Fits, It Sits || Bookshelf Tour [CC] - Duration: 18:49.
Hey, YouTube, it's Kathy. Recently, I asked on Instagram stories, because I have
that question feature now, what kind of BookTube videos you guys wanted to see,
and everybody seemed to want to have a Bookshelf Tour, to which I replied, "I do
not have fancy bookshelves; are you still actually interested?" and everybody said
yes... so that's what we're doing today. I've never done a bookshelf tour before
because they're not anything fancy, they're not anything great to look at,
but people like to know what's on everybody's shelves so I am definitely
willing to do this. To begin with, I'm going to give you a little bit of
context about the space I'm living in, then I'll show you the four different
shelves that I have in this space. And I'm not going to go through every single
book, but I will show you every single shelf, and if there's anything on a shelf
that I feel particularly interested in talking about, I will. If there's anything
you see on a shelf that you want me to talk about, let me know down in the
comments below. Especially if you put a time signature - that'll be really helpful
for me to figure out what you're pointing at and then I can definitely
talk to you about it. I just figured that if I pull out every single book, that's
either going to be a super long video, 'cause I'll feel like I need to say
something about it, which becomes problematic when we get to books that I
haven't read yet but I just have, because I have probably about 80 of those.
Also, it's the middle of Summer and is really hot, so I'm really glad that I'm really
only going to be on camera for this part, because I'm already sweaty. I had to turn
off my fan. Now, the reason why we have some weird lighting and this is not my
usual filming setup is because I didn't see a need to move all of my furniture
around for just this opening bit, and it's going to be kind of interesting to
just kind of show you the space I live in, because... I live in a bachelor suite
with another human. So there's not a ton of space.
So what I'm going to do first is take you on the mini tour of this apartment,
because that's all you can really get in this apartment because it's very small,
and that will give you an idea as to why I have very mismatched bookshelves,
because, you know, I don't have all that much money, and I don't have that much
space for bookshelves, which becomes readily apparent when we get to the
section of books that's just living on the floor. But I believe that is all the
preamble I needed, so give me one second and I'll show you around the space.
So this is roughly the angle you were just looking at, and yes that is a TV where I
usually sit. When I make videos, I need to move this [tv], and then I also need to
move this [couch], and I have to do a lot of things to just basically make it so I
can film against this wall that I think is super pretty and has a lot of really
interesting things on it such as this photo of me when I was 16.
This photo is called Stage Fright. What you're seeing right now is pretty much
the whole space. I'm going to walk you through the front door and show you
basically everything, except for the bathroom because it's kind of a mess
right now and you guys know what a bathroom looks like. Let's hope the
other people that live in this house that's been converted into four units
aren't in the hallway right now.... Here we go.
There's the YouTube wall. There's the bed. That door over there is to the bathroom,
and we have a closet, and this is our kitchen. So it's pretty little. There are
books represented though. Like I've mentioned, I own four bookcases. One was a
Christmas present from my parents the year that I moved into this apartment,
which will be five years ago in October. Two of the bookcases we found on the
side of the road, and they happen to match each other, but we got them at
separate time, so it's just interesting that they're the same bookcase but two
separate acquisitions. And then the [fourth] one, my room I picked up at a yard sale.
I think what I'm going to do is just number them one to four, and then go
through that way. So we have number one right here, number two right here, number
three right here, and number four. We're gonna set this on a tripod so this video
is much more easy to watch, and just go through what's on each of these shelves.
Also, fun fact, there are things on my bookshelves that aren't books and aren't
cute bookish merch because we have limited storage and that's just where
things ended up sitting, so I'm gonna have to move some of that stuff to show
you the actual books. All right so bookshelf number one, shelf
number one only really has three books on it. We have Ramona Blue, which is
amazing. We have Heartless, which I haven't read
yet but my roommate definitely threw across the room to kill a spider the
other day, so I found it on the floor when I got home. And then we also have
Sorcerer to the Crown, which I also haven't read yet but would really like
to. Also you're gonna see a bunch of random brand names on boxes and
obviously not spon. Again, very few books on this shelf, as
well, but obviously Battlestar Galactica is amazing and everyone should know
about it, anyway, so I'm totally okay we've seen my roommates box out of that.
And the last shelf on this bookcase, surprise, surprise, is another kind of
overflow place. The most interesting things on this shelf would be a giant
Shakespeare, which you'll see much more Shakespeare in this tour, especially on
the next shelf because it's primarily my roommate stuff. Also of note on this
shelf are a few copies of a book that I wrote, and obviously I'm one of the few
people that actually purchase copies of, um, but, you know, that exists in the world.
I wrote it in 24 days. It's a thing. Also, here is our first example of the
floor being used as a bookshelf. This is the shelf that my roommate actually paid
for, and this one has a lot of Shakespeare over here [right] because he was an
acting major. We actually met at university because we were both studying
theatre, and then I ran away to Europe, and then I came back and then we reconnected.
Over here [left] we have some Patrick Rothfuss, which I haven't read
yet because I want the third one to come out so I don't have to reread the first
two when the third one comes out. Other items a note on the shelf that could be
of interest are this book which I actually haven't read, but is from the
Harry Potter Alliance. They have an Apparating Library and this is one of
their books that I picked up at VidCon. There's also something on the shelf that
is not actually a book, but looks like a book. Here's a potentially embarrassing
thing to show you - this is my grad portrait from 2004. Here's the second and
middle shelf on that bookcase, and this is a mixture of his stuff and my stuff.
On the left, you have his stuff; all of those Harry Potter books are his. He doesn't
have a complete series because he's just picked them up at yard sales. Something
of note on this bookcase is this book, which was written by a friend of ours and we
each own a copy, so this is my roommate's copy, and my copy is on the third
bookcase. And items have note on this bookcase include Radio Silence, which is
one of my favorite books of all time, and it was a cover buy because this is gorgeous.
Also two out of three of Becky Albertalli's books are right here,
right next to an Adam Silveira book, and I'm very excited for the book they wrote
together. I have an [e]arc and I need to read it. And then all of the Becky
Chamber books in the Wayfarer series, because I just read this as an arc, and
it's real good, guys. I'm very excited for it to come out so, you know, that means
other people got to read it and we get to talk about it. And then we have this
bottom shelf, which is again a little bit of roommate's Shakespeare type stuff, and
school type stuff up until about here. And then all here we have some books I
haven't read before. I did start reading Americana and then Chimamanda Ngozi Adiche
said some transphobic things, so I stopped reading it. This one might be
amusing to you - it's called How to Be [A] Canadian, and it's written by a friend of
mine and his brother, who are Canadian humans. And my cookbook collection, which
is funny because I don't cook, but I like cookbooks. You may have heard of My Drunk Kitchen.
You may have heard of Thug Kitchen. This Vegan Zombie book is great,
because it's kind of a comic book style format, and the vegan food is what I eat,
so there's that. This one is the first in a series written by a friend of mine who
lives in Germany, and his books are amazing, and I just want him to cook for
me all the freaking time. This is by far the most difficult shot to set up because
this is a very tall bookcase - I'm here for scale - and my tripod is very short, so
you're on top of the table and a tripod right now. In any case, this is more of a shelf
where we put random things on it. This is the camera that I had before the camera
I'm currently using, and it's basically its twin but a different colour and
doesn't shoot HD. Items of interests on this shelf include... I have a quite a few
different Stephen King's. We've got one here, we've got some of the Dark Tower
graphic novels because I love The Dark Tower. In fact, if I can move these
without absolutely destroying everything... yes, right there is the Dark Tower series,
which I'm a big fan of, and I have to just pretend that movie it just doesn't
exist, because it wasn't the Dark Tower. It was basically just a Harry Potter ripoff.
I also have my John Green books right here, and the book with probably
the funniest title on this shelf is: Ballad of the Whisky Robber: A True
Story of Bank Heists, Ice Hockey, Transylvanian Pelt Smuggling,
Moonlighting Detectives, and Broken Hearts. This is a true story! Oh, yes it's
right in the title, but it is - Dr. Horrible, no! Yeah he's okay, he's okay. Wouldn't want to damage
him right before the 10 year anniversary. Here's the second shelf right under that
on,e obviously, 'cause you can see that. I like how they're very bent from all
the things that I have put on them. I actually at one point had to reinforce
these because these were just put on basically on top of dowels and I had to
go through and reinforce every single one with brackets. On this shelf, we don't
actually have a lot of books. we have The Travel Book, which has interesting facts
about all the countries, but behind that we have stacks of DVDs and some CDs and
my bookmarks all live in there, and then various greeting cards that people have
sent me throughout the years, and this thing from Monroe's, which is a local
bookstore, which is a really cool bookstore, actually. Google it - the
building is fascinating; it used to be a bank. And then of course we have Firefly,
and unfortunately we have Con Man, which is an absolute dumpster fire, and I'll
link a video with my friend Monica because ... I wanted to love this so bad,
and it was just terrible. Moving one shelf down, and we get to
another shelf that is actually mostly books - hooray!
So there are some fun things on the shelves I have The Hobbit, and The Lord
of the Rings series, which I have never read, because there's a lot of just
talking about leaves falling off trees and I just can't get through it. Like a
true Canadian, I have some Canadian Tire money, which I tend to actually use as a
bookmark so that can go up in the bookmark spot. Here's some books I
borrowed from my best friend two years ago and haven't gotten through because I
went away on a trip, came back forgot I was reading this series, so I should, you
know, read them. I am the one person that she's fine with just having her books
for years and not giving them back. Here are some postcards from that time I went
to Russia. Hiding behind that stack of books, we have some more Stephen King and
the Welcome to Night Vale books, and Felicia Day's book. Oh my goodness, if you
have never read this book [Quiet], and you're an introvert, or you care about humans who
are introverts - which is, you know, a lot of us - read this book. You will understand
us much better. Also like a true Canadian, I have an of Green Gables which we
actually picked up on a family trip to P.E.I. when I was about 11, from this house,
because it actually exists. It is the author's house, and it was adorable.
Oh, and like I mentioned ,my friend Andrew Bailey's other book - my copy, the one that
has been read in the house. My roommate doesn't read. Here, by far, is my biggest
shelf of books, and then also just other random things like more recipes I have
never used in my entire life. There are actually quite a few interesting items
of note. You might notice that I have not only this copy of Jen Campbell's
recent book, but also this one, because this one was an ARC, and this is the
finished copy, and - actually her paperback is now on sale, so if you want a copy of
this, go look for it in places. We also have Queens of Geek, which I loved so much
I had to go and buy my own copy after last year's BookTube-a-thon. Here is
another book written by a friend of mine, and as you will note in the background
here, these are all original Nancy Drew books. They are entirely stacked all the
way down there, all the way down here, and there's some over here as well, and it's
actually worth tearing down a small bit of this case to show you I have the
complete works of William Shakespeare myself, also Oscar Wilde, but then this is
kind of fun and interesting to basically only me. These are my personal
copies of my book. This is the first proof. I did I didn't really like the
colour scheme. This is the second one I did, and it was okay but I liked the
lighter blue better, and then this is my own final copy of my book. I will never
actually ever read these because I hate reading my own work and that's why I
need a copy editor, or an editor at all. I just like that I have them. Oh, also of
note on this shelf these these are books I wrote in the second grade. I actually
read a couple of these books on the podcast Grown Ups Read Things They Wrote as Kids,
but here's one of them. I'm not going to read the whole thing for you
but it's especially hilarious to me. It's from 1993, and it's dedicated to my mom and
dad, and that is interesting for reasons you'll see in just a second. So basically,
what you're missing on these two pages is there's two friends swimming in the
ocean. I guess they're dinosaurs? And there's a monster that wants to eat them
so they run up on land, and then there's a t-rex that wants to eat them, so he
chases them but they get away, and then when they get home they find out that
their parents have died, because reasons? I don't know. I just really like that
this book about parents dying is dedicated to mom and dad. And then this
bottom shelf is almost entirely a junk shelf. There's, like, memory type crap in
here. There's ,like, no actual novels. I believe this is a scrapbook of theatre
things I've done. These are yearbooks from junior high and high school, and I
believe this is my baby book. So this is full of some precious things,
like I'm pretty sure there's a lock of my hair and possibly a tooth in here, but
it also has wonderful things, like these dance photographs from when I was very
little. Look at how little and adorable and fucking great I look. That... that's
cute; I look like I have a mullet, but it was the 80's so that's fine. Mom is
freaking cute, and I remember this truck. We had this truck when we moved to BC.
Apparently I have an immunization record in here, as well, I guess that's
important, and apparently I had the chickenpox in 1988, so good to know.
This is basically the face my dad makes anytime you take his photo.
Oh, here's the money shot. I'm not entirely sure why this turned into
things I have on my shelf and not books I have on my shelf tour but we're gonna
go with it. I hope you're entertained. Now I need to move my exercise bike back
where I'm currently sitting, so I can get to the next bookshelf. So this is the top
of the fourth and final bookshelf in our house, but I just wanted to show you the
books that live on top of the bookshelf because I ran out of shelf space,
obviously. Though some of these are here because they're just freaking huge and I
have nowhere else to put them, and then some of them are recent acquisitions or
books that are my favourite book in the entire world,
and I just don't have a space on my shelves but I like having them here,
because I love them. Also, these are three bookmarks that I got for my
birthday from my friend Paige and I absolutely love them and they live on
top of the stack. Inside of this one I also stole a couple of bookmarks from
Haslam's, while I was in St Pete, because that book store was great.
Other bookish things on this top shelf include this sample pack of candles - all
of these are literary themed candles - and then also this haunted hotel candle,
which I have not tried yet because I'm waiting for an appropriate season to do so.
Many of these ones I've actually tried during my weekly tradition, which is
where I sit in my bathtub and drink and read a book. First shelf on this bookcase
only has one book and it's the Hitchhiker's Guide to the Galaxy. This is
the bookcase that's right next to where the television usually lives, except for
when I'm filming videos, so it just makes sense that video games would be here.
This is our penultimate shelf, and most of these books are books I actually
haven't read before. This is kind of where I try to keep most of them,
although they do just flood all over the apartment. The books on the shelf that
I've actually read are the first of the Inkheart books, which is Inkheart.
I've also read Handmaid's Tale and I've also read Girl Reading,m but everything else on
this shelf is something I have not read before. That is actually a lie; I have
read Sweeney Todd or The String of Pearls, which not many people know was
written anonymously. And our very last shelf on the tour, but not our very last
stop on the tour, is again mostly things I haven't read before. Let me see if I've
actually read any of these... I've read some of Save the Cat, which is about
screenwriting and storytelling, and I have read The 13 and 1/2 Lives of Captain Bluebear,
which is an absolute brick of a book, but it happened and I did it, but
many of these things are things that I either got for free or I picked up for
really cheap at book sales. Yes, I'm still on the floor in front of that bookcase.
My fan has been off for, like, an hour and I am super ho,t but there is one more
place that I store books, so I guess I should show them to you, even though
they're definitely not on a bookcase. So this is my side of the bed; try not to
judge how messy it is. So on the table I tend to keep books that I've taken out
from the library, books that I intend to read soon, or I've borrowed or things
that I'm currently reading. Also I do have a Kobo in there. That Kobo is
probably about ten years old, though, so it loses battery pretty quickly. And then
next to that, I have this stack of books here. A couple of those are colouring
books, but other than that these are all ARCs that I've gotten through work and I
have read none of them, which is a real shame because things like Space Opera - I
was dying to read it as soon as it came out, and other priorities happened.
And that's right: we're doing the outro, again, from my floor because it's too hot.
So there you go. There is my very not fancy bookshelf tour. Because we have limited
space, and I live with another person, basically my books are cats: if they fits,
they sits. Like I said at the beginning, if you have any questions about any of
the books you saw in this video, please let me know down below, and I am more
than happy to answer questions. Something else I'm kind of interested in knowing
is was this a useful exercise for you guys? And I asked that from the
perspective of these are just very, in my opinion, normal bookshelves of people
that don't have the money to one collect as many books as they would love to
collect, and to don't have a space or money to store them in beautiful,
aesthetically pleasing ways, so although I love seeing
beautiful bookshelves and that gives me life, I'm hoping that there's at least a
couple of people out there that feel better about their bookshelves for not
being perfect. I'd also be really interested to know
what your bookshelves look like down below. Let me know if you've been able to
make them an aesthetically beautiful thing, or if you're kind of haphazard
like I am. So thank you to Instagram, and specifically Rogan, for making me do this
video. If you're not already following me on that platform, all of my social media
is linked down below, so you should follow me so that you can be the reason
why I do things like turn off my fan for an hour and a half and sit in my apartment
in a black shirt, really stinkin' hot, because this was actually really fun,
even though I have, you know, that slightest bit of worry about the fact
that I don't have beautiful shelves. Snd last but not least, if you've read any of
the things that you saw in this video and you want to talk about it, let me
know down in the comments below. On the way down with the comments, if you hit
that Subscribe button, that would be very nice of you. You can like and share this
as you see fit, and I will see you very soon. Bye!
[outro music]
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✅ 김상중, 유병언 다룬 이유? "한 사람의 죽음이..." - Duration: 4:00.
[M 오토데일리 박요한 기자] 김상중이 유병언 죽음에 대 다룬 이유를 밝혔다. 14일 방송된 SBS '그것이 고 싶다'에서는 유병언의 죽음에 대한 의혹을 다뤘다
이날 유병언 시체가 발견된 마을의 주민들은 시체 발견 시기와 시체 부패 시기에 대해 의문을 자아내며 해당 시체가 유병언이 아니라고 주장했다
한 주민은 "18일 동안 사람이 그렇게 빨리 썩나? 견된 변사체가 유병언이 아니다. 시신도 날짜도 다르다"고 장했다
그러나 '그것이 알고 싶다' 측은 유병언 회장이 사망 다고 결론 내렸다. 진행자 김상중은 "2014년 6월 2일 전남 순천 매실밭에서 발견된 변사체는 유병언 회장이 다"고 밝혔다
김상중은 방송 말미 "이번 방송을 결정한 건, 그 죽 이 미스터리가 된 이유를 파헤치기 위해서다"고 말했다
이어 "한 가지 확실한 건 한 사람의 죽음이 도구로 사용 선 안 된다는 것이다. 특정한 목적, 수단이 되어서는 안 다"라고 강조했다
앞서 '그것이 알고 싶다' 제작진은 "유 회장의 죽음 대해 들어온 제보 건수만 100건이 넘을 만큼, 그의 사 당시 상황과 사인에 대한 의혹 내지 음모론이 멈추지 않고 있다"고 전했다
제작진은 지난 6월 20일부터 트위터와 이메일 등을 해 유 회장 관련 제보를 받아왔다
저작권자 © M오토데일리 무단전재 및 재배포 금지 박요한 기자 다른기사 보기
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독도가 일본에 점령 당했을때 우리나라의 대응전략 - Duration: 4:03.
For more infomation >> 독도가 일본에 점령 당했을때 우리나라의 대응전략 - Duration: 4:03. -------------------------------------------
How to increase Battery life on android|Improve battery life kannada - Duration: 4:13.
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