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Related Concept Videos

Expected Value01:15

Expected Value

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The expected value is known as the "long-term" average or mean. This means that over the long term of experimenting over and over, you would expect this average. The expected average is represented by the symbol μ. It is calculated as follows:
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Determination of Expected Frequency01:08

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Suppose one wants to test independence between the two variables of a contingency table. The values in the table constitute the observed frequencies of the dataset. But how does one determine the expected frequency of the dataset? One of the important assumptions is that the two variables are independent, which means the variables do not influence each other. For independent variables, the statistical probability of any event involving both variables is calculated by multiplying the individual...
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Kinetics describes the rate and path by which a reaction occurs. In contrast, thermodynamics deals with state functions and describes the properties, behavior, and components of a system. It is not concerned with the path taken by the process and cannot address the rate at which a reaction occurs. Although it does provide information about what can happen during a reaction process, it does not describe the detailed steps of what appears on an atomic or a molecular level. On the other hand,...
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When developing expected outcomes for a patient care plan, the nurse should adhere to the following recommendations:
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Expected Frequencies in Goodness-of-Fit Tests01:19

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A goodness-of-fit test is conducted to determine whether the observed frequency values are statistically similar to the frequencies expected for the dataset. Suppose the expected frequencies for a dataset are equal such as when predicting the frequency of any number appearing when casting a die. In that case, the expected frequency is the ratio of the total number of observations (n)  to the number of categories (k).
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Robotic Cochlear Implantation for Direct Cochlear Access
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Bilateral Cochlear Implants: Maximizing Expected Outcomes.

Kate E Wallis, Nathan J Blum, Stephanie A Waryasz

    Journal of Developmental and Behavioral Pediatrics : JDBP
    |January 12, 2018
    PubMed
    Summary

    This case study examines a young girl with Waardenburg syndrome and hearing loss, highlighting challenges in language acquisition post-cochlear implantation. It explores factors affecting her progress and suggests treatment modifications for improved communication outcomes.

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    Cochlear Implantation in the Guinea Pig
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    Area of Science:

    • Developmental-Behavioral Pediatrics
    • Genetics
    • Audiology

    Background:

    • A 4-year-old girl with Waardenburg syndrome and bilateral sensorineural hearing loss underwent bilateral cochlear implantation at 2 years 7 months.
    • She presented with delayed language development, using approximately 20 signs and 1 spoken word pre-implantation.

    Observation:

    • Post-implantation, at 18 months, she used ~70 spoken words (English/Spanish) and numerous signs, preferring American Sign Language (ASL).
    • She followed one-step directions but struggled with two-step directions in English.
    • Language scores indicated receptive skills in the 1st percentile and expressive skills in the 5th percentile.

    Findings:

    • Contributing factors to slow language acquisition may include the complexity of Waardenburg syndrome, the bimodal language input (English/ASL), and potential gaps in early intervention.
    • Despite intensive speech and language therapy (SLT) in English with ASL interpretation, progress was limited.

    Implications:

    • Treatment plan modification is crucial, potentially involving increased ASL immersion, tailored bilingual language support, and ongoing assessment of auditory processing and language development.
    • Early and consistent individualized interventions are vital for optimizing language outcomes in children with complex communication needs and hearing loss.