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(b) Interpret each of the probabilities computed in part (a). (i) P(T) This is the proportion of faculty Twitter users who use Twitter to communicate with students. This is the proportion of faculty Twitter users who use Twitter as a learning tool in the classroom. This is the proportion of faculty members who use Twitter. This is the proportion of faculty members who do not use Twitter. This is the proportion of faculty members who use Twitter and sometimes use Twitter to communicate with students. (ii) P(TG) This is the proportion of faculty Twitter users who use Twitter to communicate with students. This is the proportion of faculty Twitter users who use Twitter as a learning tool in the classroom. This is the proportion of faculty members who use Twitter. This is the proportion of faculty members who do not use Twitter. This is the proportion of faculty members who use Twitter and sometimes use Twitter to communicate with students. (iii) P(C|T) This is the proportion of faculty Twitter users who use Twitter to communicate with students. This is the proportion of faculty Twitter users who use Twitter as a learning tool in the classroom. This is the proportion of faculty members who use Twitter. This is the proportion of faculty members who do not use Twitter. This is the proportion of faculty members who use Twitter and sometimes use Twitter to communicate with students. (iv) P(L|T) This is the proportion of faculty Twitter users who use Twitter to communicate with students. This is the proportion of faculty Twitter users who use Twitter as a learning tool in the classroom. This is the proportion of faculty members who use Twitter. This is the proportion of faculty members who do not use Twitter. This is the proportion of faculty members who use Twitter and sometimes use Twitter to communicate with students. (v) P(C n T) This is the proportion of faculty Twitter users who use Twitter to communicate with students. O This is the proportion of faculty Twitter users who use Twitter as a learning tool in the classroom. O This is the proportion of faculty members who use Twitter. This is the proportion of faculty members who do not use Twitter. This is the proportion of faculty members who use Twitter and sometimes use Twitter to communicate with students.

(b) Interpret each of the probabilities computed in part (a). (i) P(T) This is the proportion of faculty Twitter users who use Twitter to communicate with students. This is the proportion of faculty Twitter users who use Twitter as a learning tool in the classroom. This is the proportion of faculty members who use Twitter. This is the proportion of faculty members who do not use Twitter. This is the proportion of faculty members who use Twitter and sometimes use Twitter to communicate with students. (ii) P(TG) This is the proportion of faculty Twitter users who use Twitter to communicate with students. This is the proportion of faculty Twitter users who use Twitter as a learning tool in the classroom. This is the proportion of faculty members who use Twitter. This is the proportion of faculty members who do not use Twitter. This is the proportion of faculty members who use Twitter and sometimes use Twitter to communicate with students. (iii) P(C|T) This is the proportion of faculty Twitter users who use Twitter to communicate with students. This is the proportion of faculty Twitter users who use Twitter as a learning tool in the classroom. This is the proportion of faculty members who use Twitter. This is the proportion of faculty members who do not use Twitter. This is the proportion of faculty members who use Twitter and sometimes use Twitter to communicate with students. (iv) P(L|T) This is the proportion of faculty Twitter users who use Twitter to communicate with students. This is the proportion of faculty Twitter users who use Twitter as a learning tool in the classroom. This is the proportion of faculty members who use Twitter. This is the proportion of faculty members who do not use Twitter. This is the proportion of faculty members who use Twitter and sometimes use Twitter to communicate with students. (v) P(C n T) This is the proportion of faculty Twitter users who use Twitter to communicate with students. O This is the proportion of faculty Twitter users who use Twitter as a learning tool in the classroom. O This is the proportion of faculty members who use Twitter. This is the proportion of faculty members who do not use Twitter. This is the proportion of faculty members who use Twitter and sometimes use Twitter to communicate with students.

MATLAB: An Introduction with Applications
MATLAB: An Introduction with Applications
6th Edition
ISBN:9781119256830
Author:Amos Gilat
Publisher:Amos Gilat
Chapter1: Starting With Matlab
Section: Chapter Questions
Problem 1P
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(b) Interpret each of the probabilities computed in part (a). (i) P(T) This is the proportion of faculty Twitter users who use Twitter to communicate with students. This is the proportion of faculty Twitter users who use Twitter as a learning tool in the classroom. This is the proportion of faculty members who use Twitter. This is the proportion of faculty members who do not use Twitter. This is the proportion of faculty members who use Twitter and sometimes use Twitter to communicate with students. (ii) P(TC) This is the proportion of faculty Twitter users who use Twitter to communicate with students. This is the proportion of faculty Twitter users who use Twitter as a learning tool in the classroom. This is the proportion of faculty members who use Twitter. This is the proportion of faculty members who do not use Twitter. This is the proportion of faculty members who use Twitter and sometimes use Twitter to communicate with students. (iii) P(C|T) This is the proportion of faculty Twitter users who use Twitter to communicate with students. This is the proportion of faculty Twitter users who use Twitter as a learning tool in the classroom. This is the proportion of faculty members who use Twitter. This is the proportion of faculty members who do not use Twitter. This is the proportion of faculty members who use Twitter and sometimes use Twitter to communicate with students. (iv) P(L|T) This is the proportion of faculty Twitter users who use Twitter to communicate with students. This is the proportion of faculty Twitter users who use Twitter as a learning tool in the classroom. This is the proportion of faculty members who use Twitter. This is the proportion of faculty members who do not use Twitter. This is the proportion of faculty members who use Twitter and sometimes use Twitter to communicate with students. (v) P(C n T) This is the proportion of faculty Twitter users who use Twitter to communicate with students. This is the proportion of faculty Twitter users who use Twitter as a learning tool in the classroom. This is the proportion of faculty members who use Twitter. This is the proportion of faculty members who do not use Twitter. This is the proportion of faculty members who use Twitter and sometimes use Twitter to communicate with students.
Transcribed Image Text:(b) Interpret each of the probabilities computed in part (a). (i) P(T) This is the proportion of faculty Twitter users who use Twitter to communicate with students. This is the proportion of faculty Twitter users who use Twitter as a learning tool in the classroom. This is the proportion of faculty members who use Twitter. This is the proportion of faculty members who do not use Twitter. This is the proportion of faculty members who use Twitter and sometimes use Twitter to communicate with students. (ii) P(TC) This is the proportion of faculty Twitter users who use Twitter to communicate with students. This is the proportion of faculty Twitter users who use Twitter as a learning tool in the classroom. This is the proportion of faculty members who use Twitter. This is the proportion of faculty members who do not use Twitter. This is the proportion of faculty members who use Twitter and sometimes use Twitter to communicate with students. (iii) P(C|T) This is the proportion of faculty Twitter users who use Twitter to communicate with students. This is the proportion of faculty Twitter users who use Twitter as a learning tool in the classroom. This is the proportion of faculty members who use Twitter. This is the proportion of faculty members who do not use Twitter. This is the proportion of faculty members who use Twitter and sometimes use Twitter to communicate with students. (iv) P(L|T) This is the proportion of faculty Twitter users who use Twitter to communicate with students. This is the proportion of faculty Twitter users who use Twitter as a learning tool in the classroom. This is the proportion of faculty members who use Twitter. This is the proportion of faculty members who do not use Twitter. This is the proportion of faculty members who use Twitter and sometimes use Twitter to communicate with students. (v) P(C n T) This is the proportion of faculty Twitter users who use Twitter to communicate with students. This is the proportion of faculty Twitter users who use Twitter as a learning tool in the classroom. This is the proportion of faculty members who use Twitter. This is the proportion of faculty members who do not use Twitter. This is the proportion of faculty members who use Twitter and sometimes use Twitter to communicate with students.
A report describes results of a survey of nearly 2000 college faculty. The report indicates the following. • 30.3% reported that they use Twitter and 69.7% said that they did not use Twitter. • Of those who use Twitter, 39.1% said they sometimes use Twitter to communicate with students. Of those who use Twitter, 27.5% said that they sometimes use Twitter as a learning tool in the classroom. Consider the chance experiment that selects one of the study participants at random and define the following events. T = event that selected faculty member uses Twitter C = event that selected faculty member sometimes uses Twitter to communicate with students L = event that selected faculty member sometimes uses Twitter as a learning tool in the classroom
Transcribed Image Text:A report describes results of a survey of nearly 2000 college faculty. The report indicates the following. • 30.3% reported that they use Twitter and 69.7% said that they did not use Twitter. • Of those who use Twitter, 39.1% said they sometimes use Twitter to communicate with students. Of those who use Twitter, 27.5% said that they sometimes use Twitter as a learning tool in the classroom. Consider the chance experiment that selects one of the study participants at random and define the following events. T = event that selected faculty member uses Twitter C = event that selected faculty member sometimes uses Twitter to communicate with students L = event that selected faculty member sometimes uses Twitter as a learning tool in the classroom
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