This document provides a rubric to guide engineering teams in evaluating design alternatives based on selected criteria. It involves 5 steps: 1) Listing criteria, 2) Assigning priority values to criteria using an interaction matrix, 3) Normalizing the priority values, 4) Comparing alternatives in a decision matrix based on criteria rankings, 5) Analyzing the decision matrix to identify the best alternative. The rubric provides templates for the interaction matrix to assign criteria priorities, and the decision matrix to score and compare alternatives.
February League of Women Voters of McLean Co NewsletterColleen Reynolds
This month's edition features league activities including voter registration at a huge State of the Union Watch Party at ISU and upcoming educational opportunities.
GSP Consulting’s webinar presentation on grant writing and strategy to the Law Enforcement Technology Group LLC (LETG) at their user conference on October 28, 2010. Includes information on funding opportunities for law enforcement and first responder units, as well as outlines the grant process.
largely already deployed in many countries for providing secure internet on-board for passengers , and design easily train to ground radio for realtime broadband
Since the instructions for the final project are standardized and .docxedgar6wallace88877
Since the instructions for the final project are standardized and provided by the department, I thought you might appreciate some pointers and key areas of focus to help you navigate this project! Use this in conjunction with your syllabus instructions, which contain detailed content instructions.
Read the syllabus instructions VERY carefully, pay attention to the requirements embedded in the sentences. In fact, I would construct each heading and subheading (YES, use APA formatted subheadings) according to the required areas listed in your instructions. Here are some formatting directions for subheadings and a rough example for organization of your project with subheadings.
APA Headings Level Formatting Guidelines:
1 Centered, Boldface, Uppercase and Lowercase
2 Left-aligned, Boldface, Uppercase and Lowercase Heading
3 Indented, boldface, lowercase heading with a period. Begin body text after the period.
4 Indented, boldface, italicized, lowercase heading with a period. Begin body text after the period.
5 Indented, italicized, lowercase heading with a period. Begin body text after the period.
Example:
1st page is the TITLE PAGE with Running head- refer to APA guidelines
See how I used proper capitalization for my running head?
Running head: GENDER TRAINING IN THE WORKPLACE
2nd page and remaining pages... The body of your project training program and report. Look up APA formatting: double space entire body, font 12-Times New Roman, 1” margins all sides. Make sure you use proper APA citations in the text (McCarty, 2016) and that those resources are listed on the reference page, including the journal and website citations that you chose.
Introduction and Identification of Problems (1st level)
Participant Name and Problem #1
(You will do this 12 times) (2nd level subheading, left justified, paragraph begins
next line after heading-double space. I will not double space the rest of this example to save space, but don’t forget to do it! Make sure you check your settings to be a true double space-nothing less and nothing more)
Training Program: Session One (8 of these)
Session One Title (2nd level)
Gender and Hostility in the Workplace
Objectives (2nd level)
The goal of this course is to
· define gender,
· define hostility,
· identify areas of hostility…(You can use bullets and or level three subheadings to list/organize).
Problem (2nd level)
State the participants problem(s) you will address with this session
Journal articles and websites
Journal. List one or more peer review (ACADEMIC) article(s) that is relevant to the issue/problem using an APA formatted reference.
Website. List one website that is relevant to the issue/problem and put into APA formatted reference.
Activity
Create and describe an activity that will promote discussion and understanding among the participants.
Activity breakdown. (3rd level subheading). Start text after period. You might want to use this 3rd level subheadin.
CSC388 Online Programming Languages Homework 3 (due b.docxannettsparrow
CSC388 Online Programming Languages
Homework 3
(due by midnight on Sunday, April 30th)
HW3 must be submitted electronically. Your submission must include 2 files:
(a) The source code in R5RS,
(b) 1-2 page comparison of Java and Scheme. Based on the code from HW2 and HW3, write a
short comparison of Java and Scheme using the language evaluation criteria from Chapter 1.
How do they compare in terms readability, simplicity, orthogonality, and writability? For which
applications does Scheme seem better than Java, and for which applications would you prefer
Java over Scheme?
Pack all your files in a zip file. Use the following naming conventions. If your name is John
Smith, then your file name must be jsmith.zip. Homeworks which are not properly named or
packed will receive 0 points.
Write a function two-subsets in Scheme that takes a list L of positive integers (duplicates are
possible, zero is not considered a positive integer) and some auxiliary parameters of your choice.
The function two-subsets returns #t if the list L contains two subsets with equal sums of elements
and with equal numbers of elements. Otherwise (if two subsets satisfying the condition above do
not exist), the function returns #f. Assume that the list L contains at least two integers.
Note the difference from HW2: here, it is not required that the whole list be split into two subsets.
In HW3, some elements of the list could be left out from the two subsets. Therefore, every list,
which is a solution to HW2 is also be a solution to HW3. However, there are solutions to HW3
that are not solutions to HW2.
It is up to you to choose the auxiliary parameters that two-subsets takes. All auxiliary parameters
must be numeric (not lists) and should have initial values set to zero. For example, if L is ‘(1 2 3)
and if you decide to use two additional auxiliary parameters, then two-subsets must be called as
follows:
(two-subsets '(1 2 3) 0 0)
If there are three auxiliary parameters, then the function must be called:
(two-subsets '(1 2 3) 0 0 0) and so on.
Note that the function must be called two-subsets. Other names will not be accepted. The list must
precede the auxiliary parameters, which are initially set to zeroes.
There is no need to optimize your code. Try to come up with a working solution.
Examples (for the sake of illustration, two auxiliary parameters are used):
(two-subsets '(7 7) 0 0) returns #t. The two subsets are {7} and {7}.
(two-subsets '(7 7 1) 0 0) returns #t. The two subsets are {7} and {7}.
(two-subsets '(5 3 2 4) 0 0) returns #t. The two subsets are {2, 5} and {3, 4}.
(two-subsets '(5 3 21 2 4) 0 0) returns #t. The two subsets are {2, 5} and {3, 4}.
(two-subsets '(2 13 7 5 16 11) 0 0) returns #t. The two subsets are {7, 11} and
{5, 13}.
(two-subsets '(1 2 3 6 9) 0 0) returns #f.
(two-subsets '(10 4 7 102 36 6 17 54) 0 0) returns #f.
The whole solution must be packed in one recursive functio.
1.MATH 221 Statistics for Decision MakingWeek 2 iLabName.docxAlyciaGold776
1.
MATH 221 Statistics for Decision Making
Week 2 iLab
Name:_______________________
Statistical Concepts that you will learn after completing this iLab:
·
Using Excel for Statistics
·
Graphics
·
Shapes of Distributions
·
Descriptive Statistics
·
Empirical Rule
Week 2 iLab Instructions-BEGIN
Ø
Data have already been formatted and entered into an Excel worksheet.
Ø
Obtain the data file for this lab from your instructor.
Ø
The names of each variable from the survey are in the first row of the Worksheet. This row has a background color of gray to identify it as the variable names. All other rows of the Worksheet represent a certain students’ answers to the survey questions. Therefore, the rows are called observations and the columns are called variables. On page 6 of this lab, you will find a code sheet that identifies the correspondence between the variable names and the survey questions.
Ø
Follow the directions below and then paste the graphs from Excel in the grey areas for question 1 through 3. Type your answers to questions 4 through 11 where noted in the grey areas. When asked for explanations, please give thorough, multi-sentence or paragraph length explanations.
Ø
PLEASE NOTE that various versions of Excel may have slightly different formula commands. For example, some versions use =STDEV.S while other versions would use =STDEVS (without the dot before the last “S”).
Ø
The completed iLab Word Document with your responses to the 11 questions will be the ONE and only document submitted to the dropbox. When saving and submitting the document, you are required to use the following format: Last Name_ First Name_Week2iLab.
Week 2 iLab Instructions-END
Creating Graphs
1.
Create a pie
chart for the variable Car Color: Select the column with the Car variable, including the title of Car Color. Click on
Insert
, and then
Recommended Charts
. It should show a clustered column and click
OK
. Once the chart is shown, right click on the chart (main area) and select
Change Chart Type
. Select
Pie
and
OK
. Click on the pie slices, right click
Add Data Labels
, and select
Add Data Callouts
. Add an appropriate title.
Copy and paste the chart here. (4 points)
2.
Create a histogram for the variable Height. You need to create a frequency distribution for the data by hand. Use 5 classes, find the class width, and then create the classes. Once you have the classes, count how many data points fall within each class.
It may be helpful to sort the data based on the
Height
variable first. Create a new worksheet in Excel by clicking on the + along the bottom of the screen and type in the categories and the frequency for each category. Then select the frequency table, click on
Insert
, then
Recommended Charts
and choose the column chart shown and click
OK
. Right click on one of the bars and select
Format Data Series
. In the pop up box, change the
Gap Width
to 0. Add an appropriate t.
Assessment 3 – Hypothesis, Effect Size, Power, and t Tests.docxcargillfilberto
Assessment 3 – Hypothesis, Effect Size, Power, and
t
Tests
Complete the following problems within this Word document. Do not submit other files. Show your work for problem sets that require calculations. Ensure that your answer to each problem is clearly visible. You may want to highlight your answer or use a different type color to set it apart.
Hypothesis, Effect Size, and Power
Problem Set 3.1: Sampling Distribution of the Mean Exercise
Criterion:
Interpret population mean and variance.
Instructions:
Read the information below and answer the questions.
Suppose a researcher wants to learn more about the mean attention span of individuals in some hypothetical population. The researcher cites that the attention span (the time in minutes attending to some task) in this population is normally distributed with the following characteristics: 20
36
. Based on the parameters given in this example, answer the following questions:
1. What is the population mean (μ)? __________________________
2. What is the population variance
? __________________________
3. Sketch the distribution of this population. Make sure you draw the shape of the distribution and label the mean plus and minus three standard deviations.
Problem Set 3.2: Effect Size and Power
Criterion:
Explain effect size and power.
Instructions:
Read each of the following three scenarios and answer the questions.
Two researchers make a test concerning the effectiveness of a drug use treatment. Researcher A determines that the effect size in the population of males is
d
= 0.36; Researcher B determines that the effect size in the population of females is
d
= 0.20. All other things being equal, which researcher has more power to detect an effect? Explain. ______________________________________________________________________
Two researchers make a test concerning the levels of marital satisfaction among military families. Researcher A collects a sample of 22 married couples (
n
= 22); Researcher B collects a sample of 40 married couples (
n
= 40). All other things being equal, which researcher has more power to detect an effect? Explain. ______________________________________________________________________
Two researchers make a test concerning standardized exam performance among senior high school students in one of two local communities. Researcher A tests performance from the population in the northern community, where the standard deviation of test scores is 110 (
); Researcher B tests performance from the population in the southern community, where the standard deviation of test scores is 60 (
). All other things being equal, which researcher has more power to detect an effect? Explain. ______________________________________________________________________
Problem Set 3.3: Hypothesis, Direction, and Population Mean
Criterion:
Explain the relationship between hypothesis, tests, and population mean.
Instructions:
Read the following and answer the questions.
February League of Women Voters of McLean Co NewsletterColleen Reynolds
This month's edition features league activities including voter registration at a huge State of the Union Watch Party at ISU and upcoming educational opportunities.
GSP Consulting’s webinar presentation on grant writing and strategy to the Law Enforcement Technology Group LLC (LETG) at their user conference on October 28, 2010. Includes information on funding opportunities for law enforcement and first responder units, as well as outlines the grant process.
largely already deployed in many countries for providing secure internet on-board for passengers , and design easily train to ground radio for realtime broadband
Since the instructions for the final project are standardized and .docxedgar6wallace88877
Since the instructions for the final project are standardized and provided by the department, I thought you might appreciate some pointers and key areas of focus to help you navigate this project! Use this in conjunction with your syllabus instructions, which contain detailed content instructions.
Read the syllabus instructions VERY carefully, pay attention to the requirements embedded in the sentences. In fact, I would construct each heading and subheading (YES, use APA formatted subheadings) according to the required areas listed in your instructions. Here are some formatting directions for subheadings and a rough example for organization of your project with subheadings.
APA Headings Level Formatting Guidelines:
1 Centered, Boldface, Uppercase and Lowercase
2 Left-aligned, Boldface, Uppercase and Lowercase Heading
3 Indented, boldface, lowercase heading with a period. Begin body text after the period.
4 Indented, boldface, italicized, lowercase heading with a period. Begin body text after the period.
5 Indented, italicized, lowercase heading with a period. Begin body text after the period.
Example:
1st page is the TITLE PAGE with Running head- refer to APA guidelines
See how I used proper capitalization for my running head?
Running head: GENDER TRAINING IN THE WORKPLACE
2nd page and remaining pages... The body of your project training program and report. Look up APA formatting: double space entire body, font 12-Times New Roman, 1” margins all sides. Make sure you use proper APA citations in the text (McCarty, 2016) and that those resources are listed on the reference page, including the journal and website citations that you chose.
Introduction and Identification of Problems (1st level)
Participant Name and Problem #1
(You will do this 12 times) (2nd level subheading, left justified, paragraph begins
next line after heading-double space. I will not double space the rest of this example to save space, but don’t forget to do it! Make sure you check your settings to be a true double space-nothing less and nothing more)
Training Program: Session One (8 of these)
Session One Title (2nd level)
Gender and Hostility in the Workplace
Objectives (2nd level)
The goal of this course is to
· define gender,
· define hostility,
· identify areas of hostility…(You can use bullets and or level three subheadings to list/organize).
Problem (2nd level)
State the participants problem(s) you will address with this session
Journal articles and websites
Journal. List one or more peer review (ACADEMIC) article(s) that is relevant to the issue/problem using an APA formatted reference.
Website. List one website that is relevant to the issue/problem and put into APA formatted reference.
Activity
Create and describe an activity that will promote discussion and understanding among the participants.
Activity breakdown. (3rd level subheading). Start text after period. You might want to use this 3rd level subheadin.
CSC388 Online Programming Languages Homework 3 (due b.docxannettsparrow
CSC388 Online Programming Languages
Homework 3
(due by midnight on Sunday, April 30th)
HW3 must be submitted electronically. Your submission must include 2 files:
(a) The source code in R5RS,
(b) 1-2 page comparison of Java and Scheme. Based on the code from HW2 and HW3, write a
short comparison of Java and Scheme using the language evaluation criteria from Chapter 1.
How do they compare in terms readability, simplicity, orthogonality, and writability? For which
applications does Scheme seem better than Java, and for which applications would you prefer
Java over Scheme?
Pack all your files in a zip file. Use the following naming conventions. If your name is John
Smith, then your file name must be jsmith.zip. Homeworks which are not properly named or
packed will receive 0 points.
Write a function two-subsets in Scheme that takes a list L of positive integers (duplicates are
possible, zero is not considered a positive integer) and some auxiliary parameters of your choice.
The function two-subsets returns #t if the list L contains two subsets with equal sums of elements
and with equal numbers of elements. Otherwise (if two subsets satisfying the condition above do
not exist), the function returns #f. Assume that the list L contains at least two integers.
Note the difference from HW2: here, it is not required that the whole list be split into two subsets.
In HW3, some elements of the list could be left out from the two subsets. Therefore, every list,
which is a solution to HW2 is also be a solution to HW3. However, there are solutions to HW3
that are not solutions to HW2.
It is up to you to choose the auxiliary parameters that two-subsets takes. All auxiliary parameters
must be numeric (not lists) and should have initial values set to zero. For example, if L is ‘(1 2 3)
and if you decide to use two additional auxiliary parameters, then two-subsets must be called as
follows:
(two-subsets '(1 2 3) 0 0)
If there are three auxiliary parameters, then the function must be called:
(two-subsets '(1 2 3) 0 0 0) and so on.
Note that the function must be called two-subsets. Other names will not be accepted. The list must
precede the auxiliary parameters, which are initially set to zeroes.
There is no need to optimize your code. Try to come up with a working solution.
Examples (for the sake of illustration, two auxiliary parameters are used):
(two-subsets '(7 7) 0 0) returns #t. The two subsets are {7} and {7}.
(two-subsets '(7 7 1) 0 0) returns #t. The two subsets are {7} and {7}.
(two-subsets '(5 3 2 4) 0 0) returns #t. The two subsets are {2, 5} and {3, 4}.
(two-subsets '(5 3 21 2 4) 0 0) returns #t. The two subsets are {2, 5} and {3, 4}.
(two-subsets '(2 13 7 5 16 11) 0 0) returns #t. The two subsets are {7, 11} and
{5, 13}.
(two-subsets '(1 2 3 6 9) 0 0) returns #f.
(two-subsets '(10 4 7 102 36 6 17 54) 0 0) returns #f.
The whole solution must be packed in one recursive functio.
1.MATH 221 Statistics for Decision MakingWeek 2 iLabName.docxAlyciaGold776
1.
MATH 221 Statistics for Decision Making
Week 2 iLab
Name:_______________________
Statistical Concepts that you will learn after completing this iLab:
·
Using Excel for Statistics
·
Graphics
·
Shapes of Distributions
·
Descriptive Statistics
·
Empirical Rule
Week 2 iLab Instructions-BEGIN
Ø
Data have already been formatted and entered into an Excel worksheet.
Ø
Obtain the data file for this lab from your instructor.
Ø
The names of each variable from the survey are in the first row of the Worksheet. This row has a background color of gray to identify it as the variable names. All other rows of the Worksheet represent a certain students’ answers to the survey questions. Therefore, the rows are called observations and the columns are called variables. On page 6 of this lab, you will find a code sheet that identifies the correspondence between the variable names and the survey questions.
Ø
Follow the directions below and then paste the graphs from Excel in the grey areas for question 1 through 3. Type your answers to questions 4 through 11 where noted in the grey areas. When asked for explanations, please give thorough, multi-sentence or paragraph length explanations.
Ø
PLEASE NOTE that various versions of Excel may have slightly different formula commands. For example, some versions use =STDEV.S while other versions would use =STDEVS (without the dot before the last “S”).
Ø
The completed iLab Word Document with your responses to the 11 questions will be the ONE and only document submitted to the dropbox. When saving and submitting the document, you are required to use the following format: Last Name_ First Name_Week2iLab.
Week 2 iLab Instructions-END
Creating Graphs
1.
Create a pie
chart for the variable Car Color: Select the column with the Car variable, including the title of Car Color. Click on
Insert
, and then
Recommended Charts
. It should show a clustered column and click
OK
. Once the chart is shown, right click on the chart (main area) and select
Change Chart Type
. Select
Pie
and
OK
. Click on the pie slices, right click
Add Data Labels
, and select
Add Data Callouts
. Add an appropriate title.
Copy and paste the chart here. (4 points)
2.
Create a histogram for the variable Height. You need to create a frequency distribution for the data by hand. Use 5 classes, find the class width, and then create the classes. Once you have the classes, count how many data points fall within each class.
It may be helpful to sort the data based on the
Height
variable first. Create a new worksheet in Excel by clicking on the + along the bottom of the screen and type in the categories and the frequency for each category. Then select the frequency table, click on
Insert
, then
Recommended Charts
and choose the column chart shown and click
OK
. Right click on one of the bars and select
Format Data Series
. In the pop up box, change the
Gap Width
to 0. Add an appropriate t.
Assessment 3 – Hypothesis, Effect Size, Power, and t Tests.docxcargillfilberto
Assessment 3 – Hypothesis, Effect Size, Power, and
t
Tests
Complete the following problems within this Word document. Do not submit other files. Show your work for problem sets that require calculations. Ensure that your answer to each problem is clearly visible. You may want to highlight your answer or use a different type color to set it apart.
Hypothesis, Effect Size, and Power
Problem Set 3.1: Sampling Distribution of the Mean Exercise
Criterion:
Interpret population mean and variance.
Instructions:
Read the information below and answer the questions.
Suppose a researcher wants to learn more about the mean attention span of individuals in some hypothetical population. The researcher cites that the attention span (the time in minutes attending to some task) in this population is normally distributed with the following characteristics: 20
36
. Based on the parameters given in this example, answer the following questions:
1. What is the population mean (μ)? __________________________
2. What is the population variance
? __________________________
3. Sketch the distribution of this population. Make sure you draw the shape of the distribution and label the mean plus and minus three standard deviations.
Problem Set 3.2: Effect Size and Power
Criterion:
Explain effect size and power.
Instructions:
Read each of the following three scenarios and answer the questions.
Two researchers make a test concerning the effectiveness of a drug use treatment. Researcher A determines that the effect size in the population of males is
d
= 0.36; Researcher B determines that the effect size in the population of females is
d
= 0.20. All other things being equal, which researcher has more power to detect an effect? Explain. ______________________________________________________________________
Two researchers make a test concerning the levels of marital satisfaction among military families. Researcher A collects a sample of 22 married couples (
n
= 22); Researcher B collects a sample of 40 married couples (
n
= 40). All other things being equal, which researcher has more power to detect an effect? Explain. ______________________________________________________________________
Two researchers make a test concerning standardized exam performance among senior high school students in one of two local communities. Researcher A tests performance from the population in the northern community, where the standard deviation of test scores is 110 (
); Researcher B tests performance from the population in the southern community, where the standard deviation of test scores is 60 (
). All other things being equal, which researcher has more power to detect an effect? Explain. ______________________________________________________________________
Problem Set 3.3: Hypothesis, Direction, and Population Mean
Criterion:
Explain the relationship between hypothesis, tests, and population mean.
Instructions:
Read the following and answer the questions.
Answer the questions below, following the Submission Requirements .docxjustine1simpson78276
Answer the questions below, following the Submission Requirements as specified at the end of the assessment.
Assessment Concepts
Question
Concept
Question 1
SPSS: One-Variable Chi Square
Question 2
SPSS: One-Variable Chi Square
Question 3
Chi-Square as a Test of Independence
Question 4
SPSS: Two-Variable Chi-Square
Question 5
Measures of Effect Size
Question 6
Power and the Factors Affecting It
Question 7
Power and the Factors Affecting It
Question 8
Correlational Studies
Question 9
Correlation: Relationship Direction
Question 10
SPSS: Scatterplot
Question 11
SPSS: Pearson r
Question 12
SPSS: Pearson r
Question 1
Complete the following steps:
1. Open the SPSS file assessment5a.sav linked in the Resources under the Required Resources heading.
2. At the top of the screen, click on Data, then select Weight Cases.
3. Click on Weight Cases By, click on Count, then click on the arrow next to Frequency Variable to send it over to the Test Variable box.
4. On the toolbar, click Analyze, then Nonparametric Tests, then Legacy Dialogs, the Chi Square.
5. Click on Favorite Color, then click on the arrow to send to the Test Variable List window.
6. Under Expected Values, select Value, then enter the following four values in order: 43, 58, 253, 414.
7. Click OK and copy and paste the output to your Word document.
Question 2
There are 218 first graders in an elementary school. Of these first graders, 86 are boys, and 132 are girls. School-wide, there are 753 boys and 1063 girls. The principal would like to know if the gender ratio in first grade reflects the gender ratio across the school.
Complete the following:
1. Identify the null hypothesis.
2. What are the degrees of freedom (df)?
3. Complete the table (complete in SPSS and paste the output into your Word document):
Question 2
Men
Women
Number Observed
Number Expected
Number Observed
Number Expected
4. Calculate χ² in SPSS and paste the output into your Word document.
5. Can you reject the null hypothesis at α = .05?
Question 3
You recently read a magazine article stating that professionals who attended college online tend to earn higher salaries than professionals who attended brick-and-mortar universities. Identify this study's two variables.
Question 4
Complete the following steps:
1. Open the SPSS file assessment5b.sav linked in the Resources under the Required Resources heading.
2. At the top of the screen, click on Data, then select Weight Cases.
3. Click on Weight Cases By, click on Count, then click on the arrow next to Frequency Variable to send it over to the Test Variable box.
4. On the toolbar, click Analyze, then Descriptive Statistics, then Crosstabs.
5. Click on Team Placement, then click on the arrow to send to the Rows window.
6. Click on Gender, then click on the arrow to send to the Columns window.
7. Click on the Statistics button, then check the box for Chi-Square. Click Continue.
8. Click on the Cells button, then check the box for Expected. Click Continue.
9. Click OK, and.
Elementary Data Analysis with MS Excel_Day-5Redwan Ferdous
This event took place on 16th September 2020. This was arranged by EMK Center (Makerlab). The title was 'Elementary Data Analysis with MS Excel', where very basic data analysis with MS excel was discussed.
In Day-5, Hypothesis, Statistics, Regression Analysis, T-Test, Z-test, P-Test, ANOVA, Goal Seek, Pivot Chart, Dashboard, Slicer, Solver, Data Analysis Toolpak, and peripheral items were discussed.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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4 evaluation rubric
1. Design Step 4: Engineering Analysis — Evaluating Alternatives Rubric 1
Evaluating Alternatives Rubric
Step 1: List Criteria
a) Your team should make a list of all the criteria you can think of to compare your design solutions. In other words, what are the
important design considerations? Some possibilities are:
weight time to produce availability of materials
size cost to produce environmental impact
appearance ease of use safety
b) Make a list of eight criteria on the back of this page or another sheet of paper.
Step 2: Assign Priority Values to Criteria
a) Complete the interaction matrix (page 2) by listing the criteria both in rows down the left and columns across the top. Don’t worry
about filling out the “ROW TOTAL,” “COLUMN TOTAL,” or “NORMALIZED VALUE” yet.
b) Now choose a facilitator within your team, and have this person poll the entire team for their opinions of the relative importance of
one criterion over another. For example, the first blank cell on the top left tallies the number of people who feel that Criterion 1 is
more important than Criterion 2. Let’s say you have five people in your team, and three people feel that Criterion 1 is more
important than Criterion 2. Then you would write the number “3” in this first blank cell on the top left. You would then write a “2” in
the off-diagonal cell—the one that ranks Criterion 2 against Criterion 1.
c) Add the number across the rows for each criterion and write this number in the “ROW TOTAL” cell.
d) Add the “ROW TOTAL” numbers down the column to find the “COLUMN TOTAL.”
Step 3: Normalize the Priority Values
a) To get a better feel for the relative priority values, you can “normalize” the values, which means to calculate each value as a
proportion of a total that equals 1.
b) To normalize the priority values, divide each “ROW TOTAL” by the “COLUMN TOTAL” and write this number in the
corresponding “NORMALIZED VALUE” cell.
3. Design Step 4: Engineering Analysis — Evaluating Alternatives Rubric 3
Step 4: Compare Alternative Designs
a) Order the normalized criteria values from largest to smallest. This puts the most important criteria at the top of the list.
b) Write each criterion and its corresponding normalized criteria value in the decision matrix (page 4).
c) Now, rank each alternative design concept according to how well the group feels that concept could satisfy each of the design
criteria identified. Use a consistent scale (for example 0 – 5). A ranking of 0 means that the team feels the design concepts does
not meet the criterion at all. A 5 means that the team feels the design concepts meets the criterion perfectly.
d) Write these ranked values in the gray cells below each design alternative.
e) Multiply each ranked value by the normalized criterion value and write this number to the right of the ranked value for each design
alternative.
f) Sum these multiplied values and write them in the corresponding “TOTAL” cell.
Step Five:Analyze Results
a) The design alternative with the highest value (as shown in the “TOTALS” row) is the alternative that best meets the selected
criteria. Design alternatives with significantly lower values can be discarded. The design alternative with the highest score may be
selected, or you can select the alternative that received the highest score for the majority of the categories.
b) Which is the design alternative with the highest value?
c) Which idea will you proceed to design?