Theory of sampling is based on: ?->(Show Answer!)

1. Theory of sampling is based on:

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MCQ-> Answer questions on the basis of information given in the following case. MBA entrance examination comprises two types of problems: formula - based problems and application - based problem. From the analysis of past data, Interesting School of Management (ISM) observes that students good at solving application - based problems are entrepreneurial in nature. Coaching institutes for MBA entrance exams train them to spot formula - based problems and answer them correctly, so as to obtain the required overall cut - off percentile. Thus students, in general, shy away from application - based problem and even those with entrepreneurial mind - set target formula - based problems. Half of a mark is deducted for every wrong answer.ISM wants more students with entrepreneurial mind - set in the next batch. To achieve this, ISM is considering following proposals: I. Preparing a question paper of two parts, Parts A and Part B of duration of one hour each. Part A and Part B would consist of formula - based problems and application - based problems, respectively. After taking away Part A, Part B would be distributed. The qualifying cut - off percentile would be calculated on the combined scores of two parts. II. Preparing a question paper comprising Part A and Part B. While Part A would comprise formula - based problems, Part B would comprise application - based problems, each having a separate qualifying cut - off percentile. III. Assigning one mark for formula - based problems and two marks for application based problems as an incentive for attempting application - based problems. IV. Allotting one mark for formula - based problems and three marks for application - based problem, without mentioning this is the question paper. Which of the following proposal (or combination of proposals) is likely to identify students with best entrepreneurial mind - set?....

MCQ-> Our propensity to look out for regularities, and to impose laws upon nature, leads to the psychological phenomenon of dogmatic thinking or, more generally, dogmatic behaviour: we expect regularities everywhere and attempt to find them even where there are none; events which do not yield to these attempts we are inclined to treat as a kind of `background noise’; and we stick to our expectations even when they are inadequate and we ought to accept defeat. This dogmatism is to some extent necessary. It is demanded by a situation which can only be dealt with by forcing our conjectures upon the world. Moreover, this dogmatism allows us to approach a good theory in stages, by way of approximations: if we accept defeat too easily, we may prevent ourselves from finding that we were very nearly right.It is clear that this dogmatic attitude; which makes us stick to our first impressions, is indicative of a strong belief; while a critical attitude, which is ready to modify its tenets, which admits doubt and demands tests, is indicative of a weaker belief. Now according to Hume’s theory, and to the popular theory, the strength of a belief should be a product of repetition; thus it should always grow with experience, and always be greater in less primitive persons. But dogmatic thinking, an uncontrolled wish to impose regularities, a manifest pleasure in rites and in repetition as such, is characteristic of primitives and children; and increasing experience and maturity sometimes create an attitude of caution and criticism rather than of dogmatism.My logical criticism of Hume’s psychological theory, and the considerations connected with it, may seem a little removed from the field of the philosophy of science. But the distinction between dogmatic and critical thinking, or the dogmatic and the critical attitude, brings us right back to our central problem. For the dogmatic attitude is clearly related to the tendency to verify our laws and schemata by seeking to apply them and to confirm them, even to the point of neglecting refutations, whereas the critical attitude is one of readiness to change them - to test them; to refute them; to falsify them, if possible. This suggests that we may identify the critical attitude with the scientific attitude, and the dogmatic attitude with the one which we have described as pseudo-scientific. It further suggests that genetically speaking the pseudo-scientific attitude is more primitive than, and prior to, the scientific attitude: that it is a pre-scientific attitude. And this primitivity or priority also has its logical aspect. For the critical attitude is not so much opposed to the dogmatic attitude as super-imposed upon it: criticism must be directed against existing and influential beliefs in need of critical revision – in other words, dogmatic beliefs. A critical attitude needs for its raw material, as it were, theories or beliefs which are held more or less dogmatically.Thus, science must begin with myths, and with the criticism of myths; neither with the collection of observations, nor with the invention of experiments, but with the critical discussion of myths, and of magical techniques and practices. The scientific tradition is distinguished from the pre-scientific tradition in having two layers. Like the latter, it passes on its theories; but it also passes on a critical attitude towards them. The theories are passed on, not as dogmas, but rather with the challenge to discuss them and improve upon them.The critical attitude, the tradition of free discussion of theories with the aim of discovering their weak spots so that they may be improved upon, is the attitude of reasonableness, of rationality. From the point of view here developed, all laws, all theories, remain essentially tentative, or conjectural, or hypothetical, even when we feel unable to doubt them any longer. Before a theory has been refuted we can never know in what way it may have to be modified.In the context of science, according to the passage, the interaction of dogmatic beliefs and critical attitude can be best described as:
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MCQ-> Analyze the following passage and provide appreciate answers for the questions that follow. Ideas involving the theory probability play a decisive part in modern physics. Yet we will still lack a satisfactory, consistence definition of probability; or, what amounts to much the same, we still lack a satisfactory axiomatic system for the calculus of probability. The relations between probability and experience are also still in need of clarification. In investigating this problem we shall discover what will at first seem an almost insuperable objection to my methodological views. For although probability statements play such a vitally important role in empirical science, they turn out to be in principle impervious to strict falsification. Yet this very stumbling block will become a touchstone upon which to test my theory, in order to find out what it is worth. Thus, we are confronted with two tasks. The first is to provide new foundations for the calculus of probability. This I shall try to do by developing the theory of probability as a frequency theory, along the lines followed by Richard von Mises, But without the use of what he calls the ‘axiom of convergence’ (or ‘limit axiom’) and with a somewhat weakened ‘axiom of randomness’ The second task is to elucidate the relations between probability and experience. This means solving what I call the problem of decidability statements. My hope is that the investigations will help to relieve the present unsatisfactory situation in which physicists make much use of probabilities without being able to say, consistently, what they mean by ‘probability’.The statement, “The relations between probability and experience are still in need of clarification” implies that:
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MCQ->ISM conducts a common entrance examination every year. This year, the question paper would comprise 60 questions with an equal mix of formula - based problems and application - based problems. All questions would carry equal marks. Balaji is appearing for the examination. Before, appearing for the examination he gets the following information from coaching institutes: I. Application - oriented problems take more time to solve in an examination hall. II. Chances of silly mistakes would be low in application - based problems. III. ISM would assist the students with bank loans to start a new venture. IV. Options are generally con fusing for formula - based problems. V.‘Practice makes a man perfect’ can apply only to formula - based problems. VI. Students get very good campus jobs. Based on above information, which of the following options would help him to be better prepared for the examination?....