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1) A frequency distribution is a table that shows the number of data observations that fall into specific
intervals.
Answer: TRUE
Diff: 1
Keywords: frequency distribution
Reference: Page 23
2) Continuous data are values based on observations that can be counted and are typically represented by whole
numbers.
Answer: FALSE
Diff: 1
Keywords: discrete data
Reference: Page 24
3) Continuous data is often the result of measuring observations rather than counting them.
Answer: TRUE
Diff: 1
Keywords: continuous data
Reference: Page 24
4) Discrete data can have an infinite number of values within a specific interval.
Answer: FALSE
Diff: 2
Keywords: discrete data
Reference: Page 24
5) The only limitation in the number of continuous values within an interval is the level of precision of the
measuring instrument.
Answer: TRUE
Diff: 1
Keywords: continuous data
Reference: Page 24
6) The sum of the relative frequencies for the relative frequency distribution should be equal to or very close to
1.0 due to rounding.
Answer: TRUE
Diff: 1
Keywords: relative frequency distributions
Reference: Page 25
7) The sum of the cumulative relative frequencies for the cumulative relative frequency distribution should be
equal to or very close to 1.0 due to rounding.
Answer: FALSE
Diff: 2
Keywords: cumulative relative frequency distributions
Reference: Page 25
2-1
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall
9) The goal of constructing a frequency distribution is to identify a useful pattern in the data and often there is
more than one acceptable way to accomplish this with grouped quantitative data.
Answer: TRUE
Diff: 1
Keywords: frequency distribution, grouped quantitative data
Reference: Page 30
10) When creating a frequency distribution with grouped qualitative data and 45 data points, five classes should
be set up using the 2k > n rule.
Answer: FALSE
Diff: 1
Keywords: frequency distribution, grouped quantitative data
Reference: Page 30
11) When constructing a frequency distribution with grouped qualitative data, occasionally you will end up with
k + 1 or k — 1 classes to cover the entire data set.
Answer: TRUE
Diff: 1
Keywords: frequency distribution, grouped quantitative data
Reference: Page 31
12) Fifty employees at CSC Corporation responded to a survey asking for the number of minutes they commute
to work in the morning. Eighteen employees indicated that their commutes are 15 to less than 20 minutes. The
relative frequency for this class in a frequency distribution would be 0.18.
Answer: FALSE
Diff: 1
Keywords: frequency distribution, grouped quantitative data
Reference: Page 31
13) Fifty employees at CSC Corporation responded to a survey asking for the number of minutes they commute
to work in the morning. Management would like to know the proportion of employees whose commute is less
than 30 minutes. A cumulative relative frequency distribution using grouped data would provide the
information to answer this question.
Answer: TRUE
Diff: 1
Keywords: cumulative relative frequency distributions
Reference: Page 31
2-2
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall
14) A fast food restaurant would like to examine the wait time for customers who use the drive-thru window.
The following class boundaries are appropriate to construct a frequency distribution for this data.
Number of Minutes
0-2
2-4
4-6
6-8
Answer: FALSE
Diff: 2
Keywords: frequency distribution, grouped quantitative data
Reference: Page 31
15) Equal-size classes refer to classes for a frequency distribution using grouped quantitative data that do not
overlap.
Answer: FALSE
Diff: 1
Keywords: frequency distribution, grouped quantitative data
Reference: Page 32
16) Empty classes for a frequency distribution using grouped quantitative data result from class widths that are
too wide.
Answer: FALSE
Diff: 1
Keywords: frequency distribution, grouped quantitative data
Reference: Page 32
17) If the class sizes are not equal for a frequency distribution using grouped quantitative data, patterns in the
distribution could be misleading.
Answer: TRUE
Diff: 1
Keywords: frequency distribution, grouped quantitative data
Reference: Page 32
18) Under no circumstances should open-ended classes be used for a frequency distribution using grouped
quantitative data.
Answer: FALSE
Diff: 1
Keywords: frequency distribution, grouped quantitative data
Reference: Page 32
19) The estimated class width for a frequency distribution using grouped quantitative data should be rounded to
an integer value to make the class boundaries more readable.
Answer: TRUE
Diff: 1
Keywords: frequency distribution, grouped quantitative data
Reference: Page 30
2-3
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall
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Wi a siller snood into my head,
A gowd fan in my hand,
And maidens clad in green satins,
To be at my command?’
5
‘Weel woud I like you, Lizie,’ he said,
‘And ye ware a’ my ain,
Wi a siller snood into your head,
A gowd fan in your hand,
But nane o your maidens clad in green,
To be at your command.’
6
Then but it speaks her mither dear,
Says, ‘Lizie, I maun cross you;
To gang alang wi this young man,
We’d think we had but lost you.’
7
‘O had your tongue, my mither dear,
And dinna think to break me;
For I will gang wi this young man,
If it is his will to take me.’
8
Donald M’Queen rade up the green,
On ane o Dumfermline’s horses,
And Lizie Menzie followed him,
Thro a’ her father’s forces.
9
‘O follow me, Lizie, my heart’s delight,
And follow me for you please;
Rype well the grounds o my pouches,
And ye’ll get tempting cheese.’
10
‘O wae mat worth you, Donald M’Queen!
Alas, that ever I saw thee!
The first love-token ye gae me
Was the tempting cheese o Fyvie.
11
‘O wae be to the tempting cheese,
The tempting cheese o Fyvie,
Gart me forsake my ain gudeman
And follow a footman-laddie!
12
‘But lat me drink a hearty browst,
Just sic as I did brew!
On Seton brave I turnd my back,
A’ for the sake o you.’
13
She didna wear the silken gowns
Were made into Dumbarton,
But she is to the Highlands gane,
To wear the weeds o tartan.
14
She’s casten aff the high-heeld sheen,
Made o the Turkey leather,
And she’s put on the single brogues,
To skip amo the heather.
15
Well can Donald hunt the buck,
And well can Lizie sew;
Whan ither trades begin to fail,
They can take their bowies and brew.
P. 174.
D.
1
The trooper lad cam to oor gate,
And oh! but he was weary,
He rapped at and chapped at,
Syne called for his kind deary.
2
The bonnie lass being in the close,
The moon was shining clearly,—
‘Ye’r welcome here, my trooper lad,
Ye’r welcome, my kind deary.’
3
She’s taen his horse by the bridle-reins,
And led him to the stable,
She’s gien him corn and hay to eat,
As much as he was able.
4
She’s taen the knight by the milk-white hand,
And led him to her chamber,
And gied him bread and cheese to eat,
And wine to drink his pleasure.
5
‘Bonnie lassie, I’ll lie near ye noo,
Bonnie lassie, I’ll lie near ye,
An I’ll gar a’ your ribbons reel
In the morning or I leave ye.’
6
. . . . . . .
. . . . . . .
And she put off her wee white smock,
Crying, ‘Laddie, are ye ready?’
* * * * * *
7
The first time that the trumpet played
Was, Up, up and awa, man!
The next time that the trumpet played
Was, The morn’s the battle-day, man!
8
‘Bonnie lassie, I maun leave ye noo,
Bonnie lassie, I maun leave ye;
But, if e’er I come this way again
I will ca in an see ye.’
9
Bread and cheese for gentlemen,
An corn and hay for horses;
Pipes and tobacco for auld wives,
And bonnie lads for lasses.
10
‘When will us twa meet again?
When will we meet and marry?’
‘When cockle-shells turn silver bells,
Nae langer, love, we’ll tarry.’
11
So he’s taen his auld grey cloak about him noo,
An he’s ower the mountains fairly,
Crying, ‘Fare ye weel, my bonnie lass,
Fareweel, my ain kind deary.’
Fragments.
FOOTNOTES:
[126] All the ballads in Scott’s Minstrelsy, excepting a few pieces, of which
only ‘Cospatrick’ and ‘The Bonny Hind’ require mention, were translated in
Historische und romantische Balladen der Schottischen Grenzlande,
Zwickau, 1826-7, 7 small vols, by Elise von Hohenhausen, Willibald Alexis,
and Wilhelm von Lüdemann, a work now rare, which has just come to hand.
Registering these translations here, in 53 entries, would require an
unwarrantable space.
[127] Mild Mary is an appellation which occurs elsewhere (as in No 91 E),
and Mary Hamilton and Mary mild are interchangeable in X. It is barely
worth remarking that Myle, Moil, in C, S, are merely varieties of
pronunciation, and Miles in W, an ordinary kind of corruption.
[128] In the 18th century we have ‘Derwentwater’ and ‘Rob Roy,’ both of
slight value; in the 17th ‘The Fire of Frendraught’ and ‘The Baron of
Brackley,’ both fairly good ballads, and others of some merit; but nothing in
either to be compared with ‘Mary Hamilton.’
[129] As to the “ballads” about the Maries mentioned by Knox, I conceive
that these may mean nothing more than verses of any sort to the discredit of
these ladies.
GLOSSARY
Notwithstanding every effort to make this glossary as complete as
possible, there remain not a few words and phrases with which I can do
nothing satisfactory. This is the case not only with ballads from recent
tradition, but with some that were taken down in writing three hundred
years ago or more.
At every stage of oral transmission we must suppose that some
accidental variations from what was delivered would be introduced, and
occasionally some wilful variations. Memory will fail at times; at times
the listener will hear amiss, or will not understand, and a perversion of
sense will ensue, or absolute nonsense,—nonsense which will be
servilely repeated, and which repetition may make more gross. Dr
Davidson informs me that one of his female relatives rendered ‘an echo
shrill did make’ (in Chevy Chace, 10) ‘an achish yirl did make,’ and that
he took ‘aching or frightened earl’ to be the meaning until he read the
piece. Happy are we when we are sure of the nonsense; as when, in The
Gypsy Laddie, ‘they cast their glamourie owre her’ is turned into ‘they
called their grandmother over.’ “The combination of two words into
one,” says Dr Davidson, “is not rare in Scotch, nor is the reverse process.
For example, the word ‘hypochondriac’ is turned into ‘keepach and
dreeach,’ and the two parts often used separately. ‘I’m unco keepach’
and ‘I’m unco dreeach’ are common expressions among old people.
Imagine an etymologist, ignorant of the facts, trying to discover the
etymology of ‘keepach’ or of ‘dreeach.’” Words of one or two syllables
are long enough for the simple; a laboring man of my acquaintance calls
rheumatism ‘the tism’: what are the other syllables to such, who
understand no one of the three? Learned words do not occur in ballads;
still an old native word will be in the same danger of metamorphosis.
But, though unfamiliarity naturally ends in corruption, mishearing may
have the like effect where the original phrase is in no way in fault; hence,
perhaps, ‘with a bretther a degs ye’ll clear up my nags,’ ‘a tabean briben
kame,’ ‘I’ll have that head of thine, to enter plea att my iollye,’ etc.
It must be borne in mind, however, that as to nonsense the burden of
proof rests always upon the expositor. His personal inability to dispose of
a reading is not conclusive; his convictions may be strong, but patience
and caution are his part and self-restraint as to conjectures.
It is with a strong feeling of what ‘a kindly Scot’ signifies that I offer my
thanks to many gentlemen who have favored me with comments on lists
of words submitted to them. Especial acknowledgment is due to Dr
Thomas Davidson, a native of Old Deer, who has made his home in the
United States, and to Mr William Walker, of Aberdeen. Besides these, I
have to mention with gratitude the Rev. Robert Lippe, Rev. Dr Walter
Gregor, the late Dr William Alexander, Principal Sir W. D. Geddes, Dr
James Mori, Messrs William Forbes, James Aiken, David Scott, W.
Carnie, W. Cadenhead, and William Murison, all of Aberdeenshire; Dr
James Burgess, Messrs J. Logie Robertson and William Macmath, of
Edinburgh; Professor A. F. Murison, of London, and Dr Robert Wallace,
M. P.; Professor James Cappen, Queen’s University, Kingston, Ontario;
Rev. Professor J. Clarke Murray and Principal Dr W. M. Barbour, of
Montreal; Rev. Dr Alexander McDonald, St Francis Xavier’s College,
Antigonish, N. S.; Rev. Dr Waters, of Newark, N. J. For some difficult
English words help has been given by Dr W. Hand Browne of Johns
Hopkins University, Professor Manly of Brown University, and Professor
Kittredge of Harvard College.
It will be observed that ballads in the Skene MS which were derived
from the “Old Lady’s Collection” are not glossed, but the originals,
which should be substituted for Skene’s more or less incorrect copies.
[References are usually to volume, page, and stanza.]
A
a’, aa, aw, all.
a’=every. a’man, I, 68, 27; II, 71, 16; 75, 13; 193, 24; IV, 46, 5,
6; 235, 10; V, 169, 6; 221, 10; 224, 22; 237, 8; 239, 36; 260 b, 5.
a’body, V, 273 a.
a, abridgment of have, I, 315, 11; III, 215, 10; 440, 13; 441, 26;
V, 55, 26; 79, 33; 213, 10; 224, 28; 251, 36.
a=he, III, 54, 3, 7.
a=I, in the phrase a wat (a wait, a wite, etc.), II, 159, 11, 16, 19;
160, 10-16, 19; III, 299, 9: I know, verily, assuredly. II, 230, 6:
used by a mere trick, with hardly a meaning. a’s, V, 266, 9: I’s,
I shall, will.
a=of: III, 91, 2; 93, 36; 298, 59; 307, 10; 308, 12, 24; 309, 40 (a
trusti tre?); 349, 37, 39; 464, 11; IV, 504, 27.
a=on. a grefe, III, 69, 268. a blode (ablode), I, 244, 9; V, 288 b,
v. 16. a row, III, 117, 24.
a=one: I, 126, 4; 326, 7; 327, 24.
a=ae, one single: V, 256 b, 2; 257, 6, 15; 278, 26. a warst, V,
215, 6. V, 239, 36: one and the same. See ae.
a=to. abound, II, 109, 20: to go. a dee, 110, 25: to do. So,
perhaps, abee.
a be, abe, a bee, abee, a beene (with let), I, 356, D b 4; II, 29,
5; 108, 5; 159, 25; 185, 27; III, 455, 4, 8; V, 229, 35: be. let abee
with, IV, 96 f., D 9, 13. let abee of, IV, 97, E 4, 5; 98, 15; 99, 14,
15.
ban, band, bande, bond, IV, 388, 7: band. IV, 388, 11: bond.
ban, I, 55, 12: bound (pret.).
band(e), III, 430, 8; 431, 7: bond, compact.
band-dogs, bandoggs, III, 123, 16; 125, 31; 126, B b 31; c 31:
dogs that are kept chained (on account of their fierceness).
banded, IV, 388, 7: bound, secured with bands.
bane, I, 285, 33; III, 92, 7: destruction, death.
bane. saddle of the bane (MS. bone), I, 468, 13; bouer o bane,
II, 185, 31: meaning probably the royal bone of I, 466, 10. See
roelle bone.
bane-fire, II, 146, 23; 331, 17: bonfire.
bang, II, 438, 4: may be any implement for banging; it is
sometimes stick, here strap (in should be wi).
bang, IV, 85, 5: emend to hang.
bangisters, IV, 37, 7; 38, 9: people violent and regardless of
law.
banis, III, 78, 453: slayers, murderers.
banished, III, 401, 15: possibly with the meaning banned, but
the ordinary sense does well enough.
bank, sea-bank, IV, 229, 3, 7: shore (?).
bankers, I, 334, 9: carpets, tapestries for benches.
banket, III, 446 b: banquet.
banneret, II, 395, N 1: banner-bearer (see B 1; E 1; I 1; K 1;
M 1; P 1).
barck, bark, II, 239, 1: birk, birch.
barelins, II, 212, 12: barely.
bargain, III, 181, 13: brawl, fight.
barker, V, 78, 11; 80, 43, 49, etc.; 82, 20: tanner.
barking, I, 109, C 10: who uses bark, as a tanner.
barm, I, 243, 7: lap.
barn-well thrashing, II, 322, 8: the well has no sense, and has
probably been caught from 9, at the far well washing. To be
dropped.
barn, barne, II, 437, 85; IV, 141, 17; V, 114, 10; 267, 3: (A. S.
bearn) child. III, 308, 14: (A. S. beorn) man, fighting man.
baron, I, 293, 2; 294 f., 5, 9, 23, 28: simply knight, and that, in
all cases but the first, vaguely.
barras, oer the, IV, 372, 6: beyond the barriers (as 374, A b,
after 5).
barrine, bairn.
base-court, III, 470 b: lower or outer court.
bassonet, basnet, basnit, III, 298, 51, 52; 308 f., 29, 32: a light
helmet, shaped like a skull-cap.
bat, but.
batit, baited.
batts, blows, burden of, III, 465, 20: all the blows (beating) he
can bear.
baubee, bawbee, III, 268, 6; 269, D 6; 270, 4, 5; V, 242 b, 5:
halfpenny.
baube, II, 132, 30: babe.