assignment 9.4

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• 9.1 A list is a sequence
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• 9.3. Traversing a list" data-toggle="tooltip">
• 9.5. List slices' data-toggle="tooltip" >

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9.4. List operations ¶

The + operator concatenates lists:

Similarly, the * operator repeats a list a given number of times:

The first example repeats four times. The second example repeats the list three times.

Q-3: What is printed by the following statements?

• [4, 2, 8, 6, 5, 999]
• You cannot concatenate a list with an integer.
• Error, you cannot concatenate a list with an integer.
• Yes, in order to perform concatenation you would need to write alist+[999]. You must have two lists.
• [[4, 2, 8, 6, 5], 999]
• You cannot concatenate a list with an integer. This would cause an error, not create a new list.
• [4, 2, 8, 6, 5]
• This will cause an error, but alist will remain unchanged.

Q-4: What is printed by the following statements?

• Concatenation does not add the lengths of the lists.
• [1, 2, 3, 4, 5, 6]
• Concatenation does not reorder the items.
• [1, 3, 5, 2, 4, 6]
• Yes, a new list with all the items of the first list followed by all those from the second.
• Concatenation does not add the individual items.

Q-5: What is printed by the following statements?

• Repetition does not multiply the lengths of the lists. It repeats the items.
• [1, 1, 1, 3, 3, 3, 5, 5, 5]
• Repetition does not repeat each item individually.
• [1, 3, 5, 1, 3, 5, 1, 3, 5]
• Yes, the items of the list are repeated 3 times, one after another.
• Repetition does not multiply the individual items.

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9.4: Assignment- Symbolism

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Listen to a reading by the author of the poem “Alley” (or read it below) and think of possible meanings. Maybe list some of the major images.

1. Find at least 3 items that could be symbolic.

A symbol means what it actually is… and more.

For example, a cross or a crucifix is a piece of metal shaped like the letter T. But it obviously has more meaning. It can stand for Christianity, Jesus, suffering, or countless other concepts.

When explaining a symbol, be sure to tell how it relates to the poem. How does the symbol add meaning to the piece?

2. Are there enough symbols in the poem to create an allegory?

An allegory is a narrative with a series of symbols. Each symbol stands for something specific, almost like a code.

Is there enough “story” in this poem to make it a narrative? How would uncovering an allegory in this poem help reveal the meaning?

by Tom Chester (May 2000)

There are alleys in my neighborhood About a century old. They are cinders and stone. Around the fringes so little grows. Find sparse tufts of weeds. Their hearts are sinew, Pale with rock dust– Pioneers stuck on badlands.

Take the alley. Hide in the narrow memories of tarpaper. Rest in velvet bench seats Of big bodied Chevys Like innocent, rounded pin-up girls. Look away from chiseled front doors Extra-green manicured lawns White crisp siding And smooth blacktop drives.

In my alley I found an arm Of a child’s doll like a cherub- Dirty and broken, fallen to earth. I found soiled lace and feathers too In an oil can drum Not far from view.

In my alley Even angels hide When their hearts aren’t pure enough to fly On the right side Where the brethren don’t want them Round back of the house.

Take the alley A shortcut for some Who embrace the seedy, forgotten race. I jump the fence in my alley. I know my place. I travel with broken angels by night. I hide in the day and stay out of sight.

Contributors and Attributions

• Symbolism Assignment. Authored by : Thomas Chester. Provided by : Ivy Tech Community College. License : CC BY: Attribution

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Lab Assignment 9.1, 9.4

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Name:__________________________________________Date:____________________Row:________

• You are testing that the mean speed of your cable Internet connection is more than three Megabits per second. State the null and alternative hypothesis.
• A sociologist claims the probability that a person picked at random in Times Square in New York City is visiting the area is 0.83. You want to test to see if the proportion is actually less. State the null and alternative hypotheses.
• In a population of fish, approximately 42% are female. A test is conducted to see if, in fact, the proportion is less. State the null and alternative hypotheses.
• Find the P-value for each test, assume the significant level α = 0.05. State the conclusion about the null hypothesis.
• The test statistic of 𝑧 = −2.00 is abtained when testsing the claim that 𝑝 < 0.5.
• The test statistic of 𝑧 = 1.50 is abtained when testsing the claim that 𝑝 ≠ 0.25.

5. It is believed that the mean height of high school students who play basketball on the school team is 73 inches.

• State the null and alternative hypothesis.
• Use a 0.05 significance level and the p -value of 0.005 to state the conclusion about the null hypothesis.
• State the conclusion that addresses the original claim.

6. Conduct a hypothesis test to determine if the population mean time on death row is 15 years.

• Use a 0.01 significance level and the p -value of 0.02 to state the conclusion about the null hypothesis.

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