College Algebra MATH 107 Spring, 2020Page 1 of 11 MA.docx
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College Algebra MATH 107 Spring, 2020 Page 1 of 11 MATH 107 FINAL EXAMINATION This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator. You must complete the exam individually. Neither collaboration nor consultation with others is allowed. Record your answers and work on the separate answer sheet provided. There are 30 problems. Problems #1–12 are Multiple Choice. Problems #13–21 are Short Answer. (Work not required to be shown) Problems #22–30 are Short Answer with work required to be shown. MULTIPLE CHOICE 1. Determine the domain and range of the piecewise function. 1. ______ A. Domain [– 4, 2]; Range [– 2, 4] B. Domain [– 2, 4]; Range [– 2, 1] C. Domain [– 2, 4]; Range [– 4 , 2] D. Domain [0, 2]; Range [– 2, 0] 2. Solve: 3 10x x+ = − 2. ______ A. No solution B. –2, 5 C. 5 D. –2 -2 2 4 -4 -2 -4 2 4 College Algebra MATH 107 Spring, 2020 Page 2 of 11 3. Determine the interval(s) on which the function is decreasing. 3. ______ A. (–1, 3) B. (–2, 4) C. (–3.6, 0) and (6.7, ) D. (–, –2) and (4, ) 4. Determine whether the graph of 2y x= + is symmetric with respect to the origin, the x-axis, or the y-axis. 4. ______ A. not symmetric with respect to the x-axis, not symmetric with respect to the y-axis, and not symmetric with respect to the origin B. symmetric with respect to the x-axis only C. symmetric with respect to the y-axis only D. symmetric with respect to the origin only 5. Solve, and express the answer in interval notation: | 5 – 6x | 13. 5. ______ A. (–, 3] [−4/3, ) B. (–, −4/3] [3, ) C. [4/3, ) D. [–4/3, 3] College Algebra MATH 107 Spring, 2020 Page 3 of 11 6. Which of the following represents the graph of 8x − 3y = 24 ? 6. ______ A. B. C. D. College Algebra MATH 107 Spring, 2020 Page 4 of 11 7. Write a slope-intercept equation for a line parallel to the line x + 7y = 9 which passes through the point (28, –3). 7. ______ A. 25y x=− + B. 1 1 7 y x= − + C. 1 3 7 y x= − − D. 1 7 7 y x= − 8. Which of the following best describes the graph? 8. ______ A. It is the graph of a function but not one-to-one. B. It is the graph of a function and it is one-to-one. C. It is not the graph of a function. D. It is the graph of an absolute value relation. . College Algebra MATH 107 Spring, 2020 Page 5 of 11 9. Write as an equivalent expression: log (x – 3) – 8 log y + log 1 9. ______ A. log( 3) log(8 ) x y − B. 2 log 8 x y − C. 8 3 log x y − D. ( )log 2 8x y− − 10. Which of the functions corresponds to the graph? 10. ______ A. ( ) 2 xf x e−= B. ( ) 2 xf x e−= + C. ( ) 2 xf x e= − D. ( ) 2xf x e−= College Algebra MATH 107 Spring, 2020 Page 6 of 11 11. Suppose that for a function f, the equation f (x) = 0 has no real-number solution. Which of the following statements MUST be tr.
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![A. Domain [– 4, 2]; Range [– 2, 4]
B. Domain [– 2, 4]; Range [– 2, 1]
C. Domain [– 2, 4]; Range [– 4 , 2]
D. Domain [0, 2]; Range [– 2, 0]
2. Solve: 3 10x x+ = − 2. ______
A. No solution
B. –2, 5
C. 5
D. –2
-2 2 4 -4
-2
-4
2
4
College Algebra MATH 107 Spring, 2020
Page 2 of 11
3. Determine the interval(s) on which the function is decreasing.
3. ______](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Math 107 Final ExaminationSummer, 20151
Math 107 College AlgebraName______________________________
Final Examination: Summer, 2015Instructor __Professor Feinstein________
Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document.
There are 30 problems.
Problems #1-12 are multiple choice. Record your choice for each problem.
Problems #13-21 are short answer. Record your answer for each problem.
Problems #22-30 are short answer with work required. When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain-text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.
You must complete the exam individually. Neither collaboration nor consultation with others is allowed. Your exam will receive a zero grade unless you complete the following honor statement.
(
Please sign (or type) your name below the following honor statement:
I have completed this
final examination
myself,
working independently and not consulting anyone except the instructor.
I have neither given nor received help on this final examination.
Name ____________
______
___
Date___________________
)
MULTIPLE CHOICE. Record your answer choices.
1.7.
2.8.
3.9.
4.10.
5.11.
6.12.
SHORT ANSWER. Record your answers below.
13.
14.
15.
16.
17.
18.
19. (a)
(b)
(c)
20. (a)
(b)
(c)
(d)
21. (a)
(b)
(c)
(d)
SHORT ANSWER with Work Shown. Record your answers and work.
Problem Number
Solution
22
Answers:
(a)
(b)
Work/for part (a) and explanation for part (b):
23
Answers:
(a)
(b)
(c)
Work for part (a):
24
Answer:
Work:
25
Answer:
Work:
26
Answers:
(a)
(b)
Work for part (a) and for part (b):
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Answer:
Work:
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Answer:
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College Algebra MATH 107 Summer, 2015, V1.4
Page 1 of 11
MATH 107 FINAL EXAMINATION
This is an open-book exam. You may refer to your text and other course materials as you work
on the exam, and you may use a calculator. You must complete the exam individually.
Neither collaboration nor consultation with others is allowed.
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College Algebra MATH 107 Spring, 2016, V4.7 Page 1 of .docx
College Algebra MATH 107 Spring, 2016, V4.7
Page 1 of 11
MATH 107 FINAL EXAMINATION
This is an open-book exam. You may refer to your text and other course materials as you work
on the exam, and you may use a calculator. You must complete the exam individually.
Neither collaboration nor consultation with others is allowed.
Record your answers and work on the separate answer sheet provided.
There are 30 problems.
Problems #1–12 are Multiple Choice.
Problems #13–21 are Short Answer. (Work not required to be shown)
Problems #22–30 are Short Answer with work required to be shown.
MULTIPLE CHOICE
1. Determine the domain and range of the piecewise function. 1. ______
A. Domain [–1, 3]; Range [–3, 1]
B. Domain [–1, 1]; Range [–1, 3]
C. Domain [–1/2, 0]; Range [–1, 0]
D. Domain [–3, 1]; Range [–1, 3]
2. Solve: 17 3x x+ = − 2. ______
A. No solution
B. −1
C. −7
D. −1, 8
2 4 -4
-2
-4
2
4
-2
College Algebra MATH 107 Spring, 2016, V4.7
Page 2 of 11
3. Determine the interval(s) on which the function is increasing. 3. ______
A. (–2, 4)
B. (–∞, –2) and (4, ∞)
C. (–3.6, 0) and (6.7, ∞)
D. (–3, 1)
4. Determine whether the graph of 7y x −= is symmetric with respect to the origin,
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A. not symmetric with respect to the x-axis, not symmetric with respect to the y-axis, and
not symmetric with respect to the origin
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C. symmetric with respect to the y-axis only
D. symmetric with respect to the origin only
5. Solve, and express the answer in interval notation: | 6 – 5x | ≤ 14. 5. ______
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College Algebra MATH 107 Spring, 2016, V4.7
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A. B.
C. D.
College Algebra MATH 107 Spring, 2016, V4.7
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7. Write a slope-intercept equation for a line parallel to the line x – 7y = 2 which passes through
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1
7
7
y x= − −
B. 7 89y x= − +
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11
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9. Express as a single logarithm: 5 log y – log (x + 1) + log 1 9. ______
A.
log(5 )
log( 1)
y
x +
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C.
5
log
1
y
x
+
D.
5 ...
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Math 107 Final ExaminationSummer, 20151
Math 107 College AlgebraName______________________________
Final Examination: Summer, 2015Instructor __________________________
Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document.
There are 30 problems.
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2.8.
3.9.
4.10.
5.11.
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SHORT ANSWER. Record your answers below.
13.
14.
15.
16.
17.
18.
19. (a)
(b)
(c)
20. (a)
(b)
(c)
(d)
21. (a)
(b)
(c)
(d)
SHORT ANSWER with Work Shown. Record your answers and work.
Problem Number
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22
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(b)
Work/for part (a) and explanation for part (b):
23
Answers:
(a)
(b)
(c)
Work for part (a):
24
Answer:
Work:
25
Answer:
Work:
26
Answers:
(a)
(b)
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Answer:
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28
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______
___
Date___________________
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2.8.
3.9.
4.10.
5.11.
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SHORT ANSWER. Record your answers below.
13.
14.
15.
16.
17.
18.
19. (a)
(b)
(c)
20. (a)
(b)
(c)
(d)
21. (a)
(b)
(c)
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Problem Number
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22
Answers:
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Answers:
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(b)
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2
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8
3
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1 of 11UMGC College Algebra MATH 107 6980 - Fall 2020 – Instruct.docx
1 of 11
UMGC College Algebra MATH 107 6980 - Fall 2020 – Instructor: Timothy J. Elsner
Page 1 of 11
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Mathematics in Montessori
MULTIPLE CHOICE
1. Determine the domain and range of the piecewise function. 1._______
A. Domain [ -5, 5]; Range [- 6, 6]
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D. Domain [- 6, 6]; Range [- 4, 5]
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B. x = 1
C. x = {-9, 1}
D. No
Solution
2 of 11
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A. symmetric with respect to the x-axis only
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B. (???? , ???????? )
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D. (−1, −????????)
3 of 11
6. Which of the following represents the graph of −3x + 5y = 15 ? __________
A. B.
C. D.
7. Write a slope-intercept equation for a line perpendicular to the line −3x + 5y = 15
which passes through the point (6, – 5).
A. y = − ????
???? ???? + ????
B. y = ????
???? ???? − ????????
C. y = − ????
???? ???? + ????
D. y = ????
???? ???? − ????????
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8. Choose what type of graph is below ? 8.___________
A. It is not a function.
B. It is a function and it is one-to-one.
C. It is a function but it is not one-to-one.
D. It is not a function and it is not one-to-one.
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A. log ( 4x+1
4x )
B. log ( 2x(2x+1)
4x )
C. log ( 4x2 - 2x)
D. log ( 2???? (2???? + 1)
????4 )
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A. f(x) = e x
B. f(x) = e x – 1
C. f(x) = log(x)
D. f(x) = log(x) – 1
5 of 11
11. Suppose that for a function f(x), that it has exactly 1 zero (or 1 X-intercept)
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A. f(x) is linear and has a positive slope.
B.
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(
Please sign (or type) your name below the following honor statement:
I have completed this
final examination
myself,
working independently and not consulting anyone except the instructor.
I have neither given nor received help on this final examination.
Name ____________
______
___
Date___________________
)
MULTIPLE CHOICE. Record your answer choices.
1.7.
2.8.
3.9.
4.10.
5.11.
6.12.
SHORT ANSWER. Record your answers below.
13.
14.
15.
16.
17.
18.
19. (a)
(b)
(c)
20. (a)
(b)
(c)
(d)
21. (a)
(b)
(c)
(d)
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Problem Number
Solution
22
Answers:
(a)
(b)
Work/for part (a) and explanation for part (b):
23
Answers:
(a)
(b)
(c)
Work for part (a):
24
Answer:
Work:
25
Answer:
Work:
26
Answers:
(a)
(b)
Work for part (a) and for part (b):
27
Answer:
Work:
28
Answer:
Work:
29
Answers:
(a)
(b)
Work for (b):
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Answer:
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College Algebra MATH 107 Summer, 2015, V1.4
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MATH 107 FINAL EXAMINATION
This is an open-book exam. You may refer to your text and other course materials as you work
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College Algebra MATH 107 Spring, 2016, V4.7 Page 1 of .docx
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Page 1 of 11
MATH 107 FINAL EXAMINATION
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MULTIPLE CHOICE
1. Determine the domain and range of the piecewise function. 1. ______
A. Domain [–1, 3]; Range [–3, 1]
B. Domain [–1, 1]; Range [–1, 3]
C. Domain [–1/2, 0]; Range [–1, 0]
D. Domain [–3, 1]; Range [–1, 3]
2. Solve: 17 3x x+ = − 2. ______
A. No solution
B. −1
C. −7
D. −1, 8
2 4 -4
-2
-4
2
4
-2
College Algebra MATH 107 Spring, 2016, V4.7
Page 2 of 11
3. Determine the interval(s) on which the function is increasing. 3. ______
A. (–2, 4)
B. (–∞, –2) and (4, ∞)
C. (–3.6, 0) and (6.7, ∞)
D. (–3, 1)
4. Determine whether the graph of 7y x −= is symmetric with respect to the origin,
the x-axis, or the y-axis. 4. ______
A. not symmetric with respect to the x-axis, not symmetric with respect to the y-axis, and
not symmetric with respect to the origin
B. symmetric with respect to the x-axis only
C. symmetric with respect to the y-axis only
D. symmetric with respect to the origin only
5. Solve, and express the answer in interval notation: | 6 – 5x | ≤ 14. 5. ______
A. [–8/5, 4]
B. (–∞, −8/5] ∪ [4, ∞)
C. (–∞, –8/5]
D. [4, ∞)
College Algebra MATH 107 Spring, 2016, V4.7
Page 3 of 11
6. Which of the following represents the graph of 8x + 3y = 24 ? 6. ______
A. B.
C. D.
College Algebra MATH 107 Spring, 2016, V4.7
Page 4 of 11
7. Write a slope-intercept equation for a line parallel to the line x – 7y = 2 which passes through
the point (14, –9). 7. ______
A.
1
7
7
y x= − −
B. 7 89y x= − +
C.
1
9
7
y x= −
D.
1
11
7
y x= −
8. Which of the following best describes the graph? 8. ______
A. It is the graph of a function and it is one-to-one.
B. It is the graph of a function and it is not one-to-one.
C. It is not the graph of a function and it is one-to-one.
D. It is not the graph of a function and it is not one-to-one.
College Algebra MATH 107 Spring, 2016, V4.7
Page 5 of 11
9. Express as a single logarithm: 5 log y – log (x + 1) + log 1 9. ______
A.
log(5 )
log( 1)
y
x +
B. ( )log 5 y x−
C.
5
log
1
y
x
+
D.
5 ...
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B.
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Math 107 Final ExaminationSummer, 20151
Math 107 College AlgebraName______________________________
Final Examination: Summer, 2015Instructor __________________________
Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document.
There are 30 problems.
Problems #1-12 are multiple choice. Record your choice for each problem.
Problems #13-21 are short answer. Record your answer for each problem.
Problems #22-30 are short answer with work required. When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain-text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.
.
Name _____________________Date___________________
MULTIPLE CHOICE. Record your answer choices.
1.7.
2.8.
3.9.
4.10.
5.11.
6.12.
SHORT ANSWER. Record your answers below.
13.
14.
15.
16.
17.
18.
19. (a)
(b)
(c)
20. (a)
(b)
(c)
(d)
21. (a)
(b)
(c)
(d)
SHORT ANSWER with Work Shown. Record your answers and work.
Problem Number
Solution
22
Answers:
(a)
(b)
Work/for part (a) and explanation for part (b):
23
Answers:
(a)
(b)
(c)
Work for part (a):
24
Answer:
Work:
25
Answer:
Work:
26
Answers:
(a)
(b)
Work for part (a) and for part (b):
27
Answer:
Work:
28
Answer:
Work:
29
Answers:
(a)
(b)
Work for (b):
30
Answer:
Work:
College Algebra MATH 107 Summer, 2015, V3.1
Page 1 of 11
MATH 107 FINAL EXAMINATION
This is an open-book exam. You may refer to your text and other course materials as you work
on the exam, and you may use a calculator. You must complete the exam individually.
Neither collaboration nor consultation with others is allowed.
Record your answers and work on the separate answer sheet provided.
There are 30 problems.
Problems #1–12 are Multiple Choice.
Problems #13–21 are Short Answer. (Work not required to be shown)
Problems #22–30 are Short Answer with work required to be shown.
MULTIPLE CHOICE
1. Determine the domain and range of the piecewise functi.
Software product selectionSelecting a software product for use i.docx
Software product selection
Selecting a software product for use in a healthcare facility can be a complicated and laborious process, although the things you've read this week about gathering and preparing requirements can be a terrific aid in making the task easier. Based on your experiences and the reading assignment for this week, what other activities are required in order to make the right decision about what system to purchase?
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document.
There are 30 problems.
Problems #1-12 are multiple choice. Record your choice for each problem.
Problems #13-21 are short answer. Record your answer for each problem.
Problems #22-30 are short answer with work required. When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain-text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.
You must complete the exam individually. Neither collaboration nor consultation with others is allowed. Your exam will receive a zero grade unless you complete the following honor statement.
(
Please sign (or type) your name below the following honor statement:
I have completed this
final examination
myself,
working independently and not consulting anyone except the instructor.
I have neither given nor received help on this final examination.
Name ____________
______
___
Date___________________
)
MULTIPLE CHOICE. Record your answer choices.
1.7.
2.8.
3.9.
4.10.
5.11.
6.12.
SHORT ANSWER. Record your answers below.
13.
14.
15.
16.
17.
18.
19. (a)
(b)
(c)
20. (a)
(b)
(c)
(d)
21. (a)
(b)
(c)
(d)
SHORT ANSWER with Work Shown. Record your answers and work.
Problem Number
Solution
22
Answers:
(a)
(b)
Work/for part (a) and explanation for part (b):
23
Answers:
(a)
(b)
(c)
Work for part (a):
24
Answer:
Work:
25
Answer:
Work:
26
Answers:
(a)
(b)
Work for part (a) and for part (b):
27
Answer:
Work:
28
Answer:
Work:
29
Answers:
(a)
(b)
Work for (b):
30
Answer:
Work:
College Algebra MATH 107 Spring, 2017, V3.2
Page 1 of 11
MATH 107 FINAL EXAMINATION
This is an open-book exam. You may refer to your text and other course materials as you work
on the exam, and you may use a calculator. You must complete the exam individually.
Neither collaboration nor consultation with others is allowed.
Record your answers and work on the separate .
3D Represent.docx
3D Representation
Read chapter 10 in Computer Science: note especially section 10.2. Create a 2-page document which will summarize the three steps involved in producing an image using 3D graphics. After you describe each step, give a good example of each. The examples should be different from the one given in the text.
Find a recent news article (not a tutorial or description) that relates to 3D graphics. Explain how any aspect of the news article relates to one of the steps you summarized above.
The document should be clear and concise, free from syntax and semantic errors.
Please submit the document on time please.
College Algebra MATH 107 Spring, 2017, V.1.3
Page 1 of 11
MATH 107 FINAL EXAMINATION
This is an open-book exam. You may refer to your text and other course materials as you work
on the exam, and you may use a calculator. You must complete the exam individually.
Neither collaboration nor consultation with others is allowed.
Record your answers and work on the separate answer sheet provided.
There are 30 problems.
Problems #1–12 are Multiple Choice.
Problems #13–21 are Short Answer. (Work not required to be shown)
Problems #22–30 are Short Answer with work required to be shown.
MULTIPLE CHOICE
1. Determine the domain and range of the piecewise function. 1. ______
A. Domain [– 3, 3]; Range [– 1, 3]
B. Domain [– 3, 1]; Range [– 3, 3]
C. Domain [– 1, 0.5]; Range [–1, 0]
D. Domain (–∞, 3]; Range [–1, ∞)
2. Solve: 10 3x x− = − 2. ______
A. –5, 2
B. 5/2
C. –5
D. No solution
2 4 -4
-2
-4
2
4
-2
College Algebra MATH 107 Spring, 2017, V.1.3
Page 2 of 11
3. Determine the interval(s) on which the function is increasing. 3. ______
A. (–∞, –1)
B. (– 2, 2)
C. (–∞, – 3) and (1, ∞)
D. (– 4.5, – 1) and (2.5, ∞)
4. Determine whether the graph of ( )
2
4xy −= is symmetric with respect to the origin,
the x-axis, or the y-axis. 4. ______
A. not symmetric with respect to the x-axis, not symmetric with respect to the y-axis, and
not symmetric with respect to the origin
B. symmetric with respect to the x-axis only
C. symmetric with respect to the y-axis only
D. symmetric with respect to the origin only
5. Solve, and express the answer in interval notation: | 6 – 5x | ≤ 14. 5. ______
A. (–∞, −8/5] ∪ [4, ∞)
B. (–∞, –8/5]
C. [4, ∞)
D. [–8/5, 4]
College Algebra MATH 107 Spring, 2017, V.1.3
Page 3 of 11
6. Which of the following represents the graph of 7x + 4y = 28 ? 6. ______
A. B.
C. D.
College Algebra MATH 107 Spring, 2017, V.1.3
Page 4 of 11
7. Write a slope-intercept equation for a line parallel to the line x – 3y = 5 which passes through
the point (6, –8). 7. ______
A.
1
8
3
y x= −
B.
1
10
3
y x= −
C.
1
6
3
y x= − −
...
1 of 11UMGC College Algebra MATH 107 6980 - Fall 2020 – Instruct.docx
1 of 11
UMGC College Algebra MATH 107 6980 - Fall 2020 – Instructor: Timothy J. Elsner
Page 1 of 11
MATH 107 FINAL EXAMINATION - Nov 15, 2020 - Due Tue Nov 17 11:59 pm
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may
use a calculator. You must complete the exam individually. Neither collaboration nor consultation with others is allowed.
MAKE CERTAIN YOUR SUBMITTAL IS CLEARLY READABLE. FOR THE SHORT ANSWER SECTIONS make sure your ANSWER IS CIRCLED
There are 30 problems. Problems #1–12 are Multiple Choice.
Problems #13–21 are Short Answer. (Work not required to be shown)
Problems #22–30 are Short Answer with work required to be shown. Also read:
Mathematics in Montessori
MULTIPLE CHOICE
1. Determine the domain and range of the piecewise function. 1._______
A. Domain [ -5, 5]; Range [- 6, 6]
B. Domain [- 4, 5]; Range [- 6, 6]
C. Domain [- 6, 5]; Range [- 4, 6]
D. Domain [- 6, 6]; Range [- 4, 5]
2. Solve: x = √−8x + 9 and check your solution(s) 2.________
A. x = - 9
B. x = 1
C. x = {-9, 1}
D. No
Solution
2 of 11
3. Determine the x interval(s) on which the function is increasing. 3.__________
A. (−4, 0] and [4, ∞)
B. [0, 4]
C. (−∞, 3) ∪ [−1, 5 ]
D. (−∞, −4] and [0, 4 ]
4. Determine whether the graph of Y = | x | - 3 is symmetric with respect 4. _________
to the origin, the x-axis, or the y-axis.
A. symmetric with respect to the x-axis only
B. symmetric with respect to the y-axis only
C. symmetric with respect to the origin only
D. not symmetric with respect to the x-axis, not symmetric with respect to the y-axis,
and not symmetric with respect to the origin
5. Find the solution to the inequality : | 6 – x | + 3 < 8 5. ___________
A. (????, ∞)
B. (???? , ???????? )
C. (−∞, ????) ∪ (????????, ∞)
D. (−1, −????????)
3 of 11
6. Which of the following represents the graph of −3x + 5y = 15 ? __________
A. B.
C. D.
7. Write a slope-intercept equation for a line perpendicular to the line −3x + 5y = 15
which passes through the point (6, – 5).
A. y = − ????
???? ???? + ????
B. y = ????
???? ???? − ????????
C. y = − ????
???? ???? + ????
D. y = ????
???? ???? − ????????
4 of 11
8. Choose what type of graph is below ? 8.___________
A. It is not a function.
B. It is a function and it is one-to-one.
C. It is a function but it is not one-to-one.
D. It is not a function and it is not one-to-one.
9. Express as a single logarithm: log (2x + 1) + log 2x - 4 log x 9.__________
A. log ( 4x+1
4x )
B. log ( 2x(2x+1)
4x )
C. log ( 4x2 - 2x)
D. log ( 2???? (2???? + 1)
????4 )
10. Which of the functions correspond to the graph? 10.__________
A. f(x) = e x
B. f(x) = e x – 1
C. f(x) = log(x)
D. f(x) = log(x) – 1
5 of 11
11. Suppose that for a function f(x), that it has exactly 1 zero (or 1 X-intercept)
Which of the following statements MUST true? (only one answer is correct) 11. _________
A. f(x) is linear and has a positive slope.
B.
College Algebra MATH 107 Spring, 2015, V4.8 Page 1 of .docx
This document provides instructions and requirements for a PowerPoint presentation project on a student's chosen career. The presentation must include 10-12 slides covering: an introduction of the student and research topic, an outline, background on the career path and reasons for choice, educational requirements, pay ranges in three regions, and a summary and conclusion slide. References must be in MLA format. The presentation will be graded based on inclusion of required elements, design features like themes and visual elements, transitions and animations, and correct spelling and grammar.
Math 107 final examination answers
MATH 221 Statistics for Decision Making Week 6 iLab
Click Link Below To Buy:
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Math 107 College AlgebraName Olufemi Akinyemi Final Examination F.docx
Math 107 College AlgebraName Olufemi Akinyemi Final Examination: Fall, 2019Instructor: Dr.K. Thengumthara Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document. There are 30 problems.
Problems #1-12 are multiple choice. Record your choice for each problem. Problems #13-21 are short answer. Record your answer for each problem.
Problems #22-30 are short answer with work required. When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain- text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.You must complete the exam individually. Neither collaboration nor consultation with others is allowed. Your exam will receive a zero grade unless you complete the following honor statement.
Please sign (or type) your name below the following honor statement:
I have completed this final examination myself, working independently and not consulting anyone except the instructor. I have neither given nor received help on this final examination.
NameDate
Math 107 Final Examination
Fall, 2019
1
MULTIPLE CHOICE. Record your answer choices.
1.7.
2.8.
3.9.
4.10.
5.11.
6.12.
SHORT ANSWER. Record your answers below.
13.
14.
15.
16.
17.
18.
19. (a) (b) (c)
20.(a)
(b)
(c)
(d)
21. (a) (b) (c) (d)
SHORT ANSWER with Work Shown. Record your answers and work.
Problem Number
Solution
22
Answers:
(a)
(b)
Work/for part (a) and explanation for part (b):
23
Answers:
(a)
(b)
(c)
Work for part (a):
24
Answer:
Work:
25
Answer:
Work:
26
Answers:
(a)
(b)
Work for part (a) and for part (b):
27
Answer:
Work:
28
Answer:
Work:
29
Answers: (a)
(b)
Work for (b):
30
Answer:
Work:
Research Paper Guidelines
Due Date: Nov 29th, 2019
An important activity in this course will involve writing a research paper in APA format. This is an exercise in argumentation. This paper will be between 5 - 7 pages in size single-spaced. A list of topics related to software construction are provided below. Each student will select one of the topics from the list. Most of the topics includes papers that provide necessary background. The student would then be required to research and identify at least three academic papers for and three papers against the topic. Please note these papers will be in addition to the ones listed below for the topic. You will be asked to take a position either for or against the topic and argue your position based on the literature collected. As part of your argument, you would be asked to demonstrate using coding o.
Write solution for these problems -Is targeting only mommy blo.docx
Write solution for these problems
-Is targeting only mommy bloggers is a good idea and why?
-how would J&J guarantee that these bloggers won't give a bad feedback?
-if J&J announced about their product only through social media, then how would it reach the other people who don't use social media?
-do you see any value in offering this type of incentive for the users? or, is all the benefit for the company only?
MATH 115 Precalculus Fall, 2018, V1.4
Page 1 of 7
MATH 115 FINAL EXAMINATION
This is an open-book exam. You may refer to your text and other course materials as you work
on the exam, and you may use a calculator. You must complete the exam individually.
Neither collaboration nor consultation with others is allowed.
Record your answers and work on the separate answer sheet provided.
There are 28 problems.
Problems #1–6 are Multiple Choice.
Problems #7–17 are Short Answer. (Work not required to be shown)
Problems #18–28 are Short Answer with work required to be shown.
MULTIPLE CHOICE
1. Solve | 7 – 5x | 8 and write interval notation for the solution set. 1. _______
A. (−∞, −
1
5
] ∪ [3, ∞)
B. (−∞, 3] ∪ [−
1
5
, ∞)
C. [−
1
5
, ∞)
D. [−
1
5
, 3]
2. Which of the following polynomials has a graph which exhibits the end behavior of
upward to the left and upward to the right? 2. ______
A. f (x) = x3 – 3x2 – x
B. f (x) = 3x6 + x2 – x
C. f (x) = –7x4 – x3 – 5
D. f (x) = –6x5 + x3 + 8
3. Write as an equivalent expression: 9 log x – log (y + 3) + log 1 3. _______
A.
9
log
log ( 3)
x
y +
B. ( )log 9 2x y− −
C.
9 1
log
3
x
y
+
+
D.
9
log
3
x
y
+
vvvv
MATH 115 Precalculus Fall, 2018, V1.4
Page 2 of 7
4. Determine the interval(s) on which the function is decreasing. 4. ______
A. (–, –3.5) (0, 3.5)
B. (– 5.3, 5.3)
C. (– 3.5, 3.5)
D. (– 2, 2)
5. Which of the functions corresponds to the graph? 5. ______
A. ( ) 1xf x e−= +
B. ( ) 2xf x e−= +
C. ( ) 2xf x e−=
D. ( ) 2 xf x e−=
MATH 115 Precalculus Fall, 2018, V1.4
Page 3 of 7
6. Which of the functions corresponds to the graph? 6. ______
A. f (x) = 3 – sin x
B. f (x) = sin x + 3
C. f (x) = 2 cos x + 1
D. f (x) = cos(2x) + 2
SHORT ANSWER:
7. Points (–9, 2) and (–5, 8) are endpoints of the diameter of a circle.
(a) What is the exact length of the diameter? (Simplify as much as possible) Answer: ________
(b) What is the center of the circle? Answer: ____________
(c) What is the equation of the circle? Answer: ___________________________
8. Find the value of the logarithm: log8 (
1
64
). Answer: ____________
9. A salesperso.
Math 107 Final ExaminationFall, 20142Math 107 College Algebra.docx
Math 107 Final ExaminationFall, 20142
Math 107 College AlgebraName______________________________
Final Examination: Fall, 2014Instructor __________________________
Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document.
There are 30 problems.
Problems #1-12 are multiple choice. Record your choice for each problem.
Problems #13-21 are short answer. Record your answer for each problem.
Problems #22-30 are short answer with work required. When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain-text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.
You must complete the exam individually. Neither collaboration nor consultation with others is allowed. Your exam will receive a zero grade unless you complete the following honor statement.
(
Please sign (or type) your name below the following honor statement:
I have completed this
final examination
myself, working independently and not consulting anyone except the instructor.
I have neither given nor received help on this final examination.
Name ____________
______
___
Date___________________
)
MULTIPLE CHOICE. Record your answer choices.
1.7.
2.8.
3.9.
4.10.
5.11.
6.12.
SHORT ANSWER. Record your answers below.
13.
14.
15.
16.
17.
18.
19. (a)
(b)
(c)
20. (a)
(b)
(c)
(d)
21. (a)
(b)
(c)
(d)
SHORT ANSWER with Work Shown. Record your answers and work.
Problem Number
Solution
22
Answer:
Work:
23
Answers:
(a)
(b)
(c)
Work for part (a):
24
Answer:
Work:
25
Answer:
Work:
26
Answers:
(a)
(b)
Work for part (a) and for part (b):
27
Answer:
Work:
28
Answer:
Work:
29
Answers:
(a)
(b)
Work for (b):
30
Answer:
Work:
Question 1
Last year Christian sold a tract of land (basis of $1 million) to Kate (an unrelated party) for $4 million, with a cash down payment of $1 million and notes for the balance. The notes carry a 7.5% rate of interest and mature annually at $1million each over three years. (Christian did not elect out of the installment method). Before any of the notes mature and when they have a fair market value of $2.8 million. Christian gives them to Grace.
a. Disregarding the interest element, what are the Federal income tax consequences of the gift?
b. Suppose that instead of making a gift. Christian dies and the notes pass to his estate. The executor sells the notes for $2.8 million. What is the Federal income tax result?
Question 2
In each of the foll ...
Math 107 Final ExaminationSpring, 20131Math 107 College Algebr.docx
Math 107 Final ExaminationSpring, 20131
Math 107 College AlgebraName______________________________
Final Examination: Spring, 2013Instructor __________________________
Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document.
There are 30 problems.
Problems #1-12 are multiple choice. Record your choice for each problem.
Problems #13-21 are short answer. Record your answer for each problem.
Problems #22-30 are short answer with work required. When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain-text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.
You must complete the exam individually. Neither collaboration nor consultation with others is allowed. Your exam will receive a zero grade unless you complete the following honor statement.
(
Please sign (or type) your name below the following honor statement:
I have completed this
final examination
myself,
working independently and not consulting anyone except the instructor.
I have neither given nor received help on this final examination.
Name ____________
______
___
Date___________________
)
MULTIPLE CHOICE. Record your answer choices.
1.7.
2.8.
3.9.
4.10.
5.11.
6.12.
SHORT ANSWER. Record your answers below.
13.
14.
15.
16.
17.
18.
19. (a)
(b)
(c)
20. (a)
(b)
(c)
(d)
21. (a)
(b)
(c)
(d)
SHORT ANSWER with Work Shown. Record your answers and work.
Problem Number
Solution
22
Answer:
Work:
23
Answers:
(a)
(b)
(c)
Work for part (a):
24
Answer:
Work:
25
Answer:
Work:
26
Answers:
(a)
(b)
Work for part (a) and for part (b):
27
Answer:
Work:
28
Answer:
Work:
29
Answers:
(a)
(b)
Work for (b):
30
Answer:
Work:
The Final Assessment
1. Identify three areas where IT could be applied to improve management of Unchained Melody Ulmus Company (UMUC).
0. _________________________
0. _________________________
0. _________________________
1. Explain how each solution would benefit the furniture outlets, specifically addressing how it could improve business intelligence (BI) and decision-making and/or overall management of the business.
0. ____________________________________________________________________________________________________________________________________________________________________________________
0. _________________________________________________________________________________________________________________________________________________ ...
This quiz is open book and open notes/tutorialoutlet
FOR MORE CLASSES VISIT
tutorialoutletdotcom
Math 107 Quiz 2 Spring 2017 OL4
Professor: Dr. Katiraie Name________________________________ Instructions: The quiz is worth 100 points. There are 10 problems, each worth 10 points. Your score
will be posted in your Portfolio with comments.
MATH 107 FINAL EXAMINATIONMULTIPLE CHOICE1. Deter.docx
The document contains a 30-question math exam covering topics like functions, graphs, equations, inequalities, logarithms, and other math concepts. It includes multiple choice, short answer, and show work questions assessing skills like domain and range, solving equations, graphing, composites, inverses, lines, maximizing profit, and more. Students must demonstrate mathematical reasoning and problem-solving abilities.
Module For Mathematics
The document provides information about algebraic expressions and polynomials. It begins by explaining that algebra uses a language of numbers, variables, and symbols to represent quantitative relationships. The document then covers topics like equivalent expressions, simplifying expressions, evaluating expressions, and different types of polynomials. It aims to help students acquire skills in performing operations with polynomials and using those skills to simplify, evaluate, and solve algebraic expressions and problems.
MODULE 5 QuizQuestion1. Find the domain of the function. E.docx
MODULE 5 Quiz
Question
1.
Find the domain of the function. Express your answer in interval notation.
a.
b.
c.
d.
2.
Indicate whether the graph is the graph of a function.
a. Function
b. Not a function
3.
Graph f(x) = |x – 1|.
a.
b.
c.
d.
4.
Determine whether the function is even, odd, or neither. f(x) = x5 + 4
a. Even
b. Odd
c. Neither
5.
Find the value of f(3) if f(x) = 4x2 + x.
a. 38
b. 39
c. 40
d. 41
6.
Use the graph of the function to estimate: (a) f(–6), (b) f(1), (c) All x such that f(x) = 3
a. (a) 4 (b) 3 (c) –5, 1
b. (a) 5 (b) 4 (c) –3, 1
c. (a) 1 (b) 2 (c) –5, 2
d. (a) 7 (b) 5 (c) –5, 6
7.
The graph of the function g is formed by applying the indicated sequence of transformations to the given function f. Find an equation for the function g. The graph of is horizontally stretched by a factor of 0.1, reflected in the y axis, and shifted four units to the left.
a.
b.
c.
d.
8.
Evaluate f(–1).
a. –1
b. 8
c. 0
d. –2
9.
Determine whether the function is even, odd, or neither. f(x) = x3 – 10x
a. Even
b. Odd
c. Neither
10.
Indicate whether the graph is the graph of a function.
a. Function
b. Not a function
11.
Determine whether the equation defines a function with independent variable x. If it does, find the domain. If it does not, find a value of x to which there corresponds more than one value of y. x|y| = x + 5
a. A function with domain all real numbers
b. A function with domain all real numbers except 0
c. Not a function: when x = 0, y = ±5
d. Not a function: when x = 1, y = ±6
12.
Graph y = (x – 2)2 + 1
a.
b.
c.
d.
13.
Find the y-intercept(s).
a. –2
b. 1, –3
c. –3
d. None
14.
Determine whether the correspondence defines a function. Let F be the set of all faculty teaching Chemistry 101 at a university, and let S be the set of all students taking that course. Students from set S correspond to their Chemistry 101 instructors.
a. A function
b. Not a function
15.
Determine whether the function is even, odd, or neither. f(x) = –4x2 + 5x + 3
a. Even
b. Odd
c. Neither
16.
Indicate whether the table defines a function.
a. Function
b. Not a function
17.
Use the graph of the function to estimate: (a) f(1), (b) f(–5),and (c) All x such that f(x) = 3
a. (a) –3 (b) –9 (c) 7
b. (a) –3 (b) –9 (c) –1
c. (a) 5 (b) –1 (c) 7
d. (a) 5 (b) –1 (c) –1
18.
Find the intervals over which f is increasing.
a. (–∞, –2], [1, ∞)
b. (–3, ∞)
c. (–∞, –3], [1, ∞)
d. None
19.
Evaluate f(4).
a. 4
b. 10
c. 5
d. –2
20.
Indicate whether the graph is the graph of a function.
a. Function
b. Not a function
21.
Sketch the graph of the function f(x) = –2x + 3.
a.
b.
22.
Find the intervals over which f is decreasing.
a. (–∞, –2), [1, ∞)
b. (–∞, –2], [1, ∞)
c. (–∞, –3), [1, ∞)
d. (–∞, –3], [1, ∞)
23.
Indicate whether the table defines a function.
a. Function
b. Not a function
24.
Indicate whether the graph is the graph of a function.
a. ...
Paper no. 4
This document provides instructions on how to evaluate algebraic expressions using a Casio fx-350ES PLUS calculator. It includes an example of evaluating the expression a2+b3 when a=4 and b=2. The steps shown are to assign the values 4 and 2 to the variables a and b using the calculator's storage function, then using the variables to calculate the expression. Exercises are provided to evaluate other algebraic expressions using the given calculator.
Paper no. 4
This document provides instructions on how to evaluate algebraic expressions using a Casio fx-350ES PLUS calculator. It includes an example of evaluating the expression a2+b3 when a=4 and b=2. The steps shown are to assign the values 4 and 2 to the variables a and b using the calculator's storage function, then using the variables to calculate the expression. Exercises are provided to evaluate other algebraic expressions using the given calculator.
Pp smi add. maths paper 1
The document provides information about the format and techniques for answering Additional Mathematics SPM Paper 1 exam questions in Malaysia. It discusses the contents and structure of the exam, including the breakdown of question types between knowledge/understanding and application skills. It also offers tips for candidates on how to effectively answer questions, including showing workings, following instructions, and presenting neat and precise solutions.
Answering Techniques Ad Maths P1
The document provides information about answering techniques for the Additional Mathematics SPM Paper 1 exam in Malaysia, including:
1) It outlines the format of Paper 1 which is an objective test consisting of 25 multiple choice questions testing knowledge and application skills.
2) It discusses effective techniques for answering questions such as starting with easier questions, showing working, and presenting neat and precise answers.
3) It provides examples of different types of questions and mistakes to avoid when answering questions involving topics like functions, quadratic equations, graphs and progressions.
WEEK 8.docx
This document contains a daily lesson log for a 7th grade mathematics class. The lesson covers algebraic expressions, properties of real numbers, linear equations, and inequalities in one variable. The lesson objectives are to differentiate between equations and inequalities, illustrate linear equations and inequalities, and find solutions to linear equations and inequalities. The lesson content includes differentiating equations and inequalities, linear equations and inequalities in one variable, and solving linear equations and inequalities. Learning resources and procedures are outlined for reviewing concepts, examples, practice, and application. Formative assessments are used to check student understanding.
Contextualized Lesson Plan in Math 7 Linear Equation in One Variable
Contextualized Lesson Plan in Math 7 Linear Equation in One VariableDepartment of Education - Philippines
This lesson plan is about solving linear equations and inequalities algebraically. Students will learn to find the solution of linear equations in one variable. They will practice translating between verbal and mathematical phrases and evaluating expressions. The lesson will review properties of equality like the reflexive, symmetric, transitive, addition, and multiplication properties. Students will learn steps to solve various types of linear equations using these properties. They will assess their understanding by solving sample equations on their own. For homework, students will solve equations and determine whether they have unique solutions, no solutions, or infinite solutions.K to 12 - Grade 8 Math Learners Module Quarter 2
Here are the completed statements based on the conclusions:
1. n(A × B) = n(B × A).
2. A × B ≠ B × A.
The key conclusions are:
1. The cardinalities of the Cartesian products A × B and B × A are equal, since n(A × B) = n(B × A).
2. However, the sets A × B and B × A are not equal, since the ordered pairs will be arranged differently, so A × B ≠ B × A.
MATH MODULE GRADE 8
The document introduces the topic of relations and functions and outlines 3 lessons that will be covered - rectangular coordinate system, representations of relations and functions, and linear functions and applications. It provides learning objectives for each lesson and examples of how concepts like slope, intercepts, and graphs will be explored. A pre-assessment with 20 multiple choice questions is also included to gauge students' prior knowledge.
MATH MODULE GRADE 8
The document introduces the key concepts that will be covered in a module on relations and functions, including the rectangular coordinate system, representations of relations and functions, and linear functions and their applications. It outlines 3 lessons that will examine how to predict the value of a quantity given the rate of change, and provides sample problems to assess students' prior knowledge on these topics before beginning the lessons.
H 2016 2018
1. The document is the question paper for a mathematics exam with 15 multi-part questions testing a variety of skills including algebra, geometry, trigonometry, and calculus.
2. The first page provides formulae that may be useful for solving problems on the exam. These include formulas for circles, vectors, trigonometric identities, derivatives, and integrals.
3. The questions cover topics like finding equations of lines and circles, solving equations, sketching graphs, vector and trigonometric calculations, and evaluating limits and derivatives. Working step-by-step through each question is required to earn full credit.
Lesson 1 8 quiz review
This document contains a review for Mrs. Labuski's math class covering lessons 1-8 on identities, operations, expressions, properties, and geometry. Students are asked to fill in blanks, write expressions, evaluate expressions, and answer questions about division, multiplication, exponents, area, perimeter, and volume. The review covers key concepts like the relationship between multiplication/division and addition/subtraction, order of operations, properties of operations, and using formulas to find geometric measures.
Math10 q2 mod1of8_polynomial function_v2 (1)
Here are the steps to solve this problem:
1) Complete the table of values:
x -2 -1 0 1 2 3
y = x3 – 2x2 -8 -1 0 1 4 9
2) Sketch the graphs in the coordinate planes:
3) Describe the movements of each graph:
- The graph of y = x3 – 2x2 rises from left to right as x increases. It is always increasing.
- The graph of y = x4 rises from left to right as x increases. It is always increasing. The rate of increase gets larger as x increases.
4) Identify any noticeable points:
- The graph of y = x3
Coding NotesImproving Diagnosis By Jacquie zegan, CCS, w.docx
Coding Notes
Improving
Diagnosis
By Jacquie zegan, CCS, wC
Specificity in ICD-IO Coding
VALID ICD-IO-CM/PCS (ICD-IO) codes have been required for claims reporting since October 1, 2015. But ICD-IO diagnosis coding to the correct level of specificity—a more recent requirement—continues to be a problem for many in the healthcare industry. While diagnosis code specificity has always been the goal, providers were granted a reprieve in order to facilitate implementation of ICD-IO. For the first 12 months of ICD-IO use, the Centers for Medicare and Medicaid Services (CMS) promised that Medicare review contractors would not deny claims "based solely on the specificity of the ICD-IO diagnosis code as long as the physician/practitioner used a valid code from the right family."l Commonly referred to as the "grace period," this flexibility was intended to help providers implement the ICD-IO-CM code set and was never intended to continue on in perpetuity. In fact, this CMS-granted grace period expired on October 1, 2016.2
Unfortunately, nonspecific documentation and coding persists. This is an ongoing problem, even though the official guidelines for coding and reporting require coding to the highest degree of specificity. Third-party payers are making payment determinations based on the specificity of reported codes, and payment reform efforts are formulating policies based on coded data. The significance of overreporting unspecified diagnosis codes cannot be understated. In the short term, it will increase claim denials, and in the long term it may adversely impact emerging payment models.3•4 Calculating and monitoring unspecified diagnosis code rates is critical to successfully leverage specificity
44/Journal of AHIMA April 18
in the ICD-IO-CM code set.
An ICD-IO-CM code is considered unspecified if either of the terms "unspecified" or "NOS" are used in the code description. The unspecified diagnosis code rate is calculated by dividing the number of unspecified diagnosis codes by the total number of diagnosis codes assigned. Health information management (HIM) professionals should be tracking and trending unspecified diagnosis code rates across the continuum of care.5
Acceptable use of Unspecified Diagnosis Codes Unspecified diagnosis codes have acceptable, even necessary, uses. The unspecified code rate is not an error rate, but rather an indicator of the quality of clinical documentation and a qualitative measure of coder performance and coding results. Even CMS explicitly recognizes that unspecified codes are sometimes necessary. "When sufficient clinical information is not known or available about a particular health condition to assign a more specific code, it is acceptable to report the appropriate unspecified code."6 It's also important that coding professionals use good judgment to avoid unnecessary queries for clarification of unspecified diagnoses. The official coding guidelines provide explicit guidance for appropriate uses of unspec.
CNL-521 Topic 3 Vargas Case StudyBob and Elizabeth arrive.docx
CNL-521 Topic 3: Vargas Case Study
Bob and Elizabeth arrive together for the third session. As planned, you remind the couple that the goal of today’s session is to gather information about their families of origin. Bob begins by telling you about his older sister, Katie, who is 36 and lives nearby with her three children. Katie’s husband, Steve, died suddenly last year at the age of 40 when the car he was driving hit a block wall. Elizabeth speculates that Steve was intoxicated at the time, but Bob vehemently denies this allegation. He warns Elizabeth to “never again” suggest alcohol was involved. You note Bob’s strong response and learn that his own biological father, whom his mother divorced when Bob was 3 and Katie was 5, had been an alcoholic. When asked about his father, Bob says, “His name is Tim, and I haven’t seen him since the divorce.” Bob shares that he only remembers frequently hiding under the bed with Katie to stay safe from his violent rages. He adds that 5 years after the divorce, his mother, Linda, married Noel who has been “the only dad I’ve ever known.” He insists that his sister married “a devout Christian who never touched alcohol” and attributed the 3:00 a.m. tragedy to fatigue. He adds that a few days before the accident, Katie had complained to him that her husband had been working many late nights and “just wasn’t himself.” Bob speaks fondly of his sister and confirms that they have always been “very close.”
From Elizabeth, who is 31 years old, you learn that she was adopted by her parents, Rita and Gary, who were in their late 40s at the time. They were first generation immigrants who had no family in the United States. Their biological daughter, Susan, had died 10 years earlier after Rita accidentally ran over the 5 year old while backing out of the driveway. Elizabeth surmises that her mother never fully recovered from this traumatic incident and remained distant and withdrawn throughout Elizabeth’s life. Elizabeth describes her father, Gary, as “a hard worker, smart, and always serious.” She shares that most of her family memories were of times spent with her dad in his study, surrounded by books. She states, “He could find the answer to all of my questions in one his many books.” Elizabeth describes herself as the “quiet, bookish type” and attributes her love for books to her father. Like her father in his study, Elizabeth remembers spending most of her adolescence alone in her room, reading, so she would not upset her mother. Looking back, Elizabeth tells you she recognizes her mother’s struggle with depression, “but as a kid, I thought it was me.”
You comment on the vastly different childhood experiences and normalize the potential for relationship challenges under these circumstances. Acknowledging the differences, Elizabeth remarks that Bob’s relationship with his family was one of the things that she was attracted to early in their relationship. Bob agrees with her and comments that Katie and Elizabeth.
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Math 107 College AlgebraName Olufemi Akinyemi Final Examination F.docx
Math 107 College AlgebraName Olufemi Akinyemi Final Examination: Fall, 2019Instructor: Dr.K. Thengumthara Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document. There are 30 problems.
Problems #1-12 are multiple choice. Record your choice for each problem. Problems #13-21 are short answer. Record your answer for each problem.
Problems #22-30 are short answer with work required. When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain- text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.You must complete the exam individually. Neither collaboration nor consultation with others is allowed. Your exam will receive a zero grade unless you complete the following honor statement.
Please sign (or type) your name below the following honor statement:
I have completed this final examination myself, working independently and not consulting anyone except the instructor. I have neither given nor received help on this final examination.
NameDate
Math 107 Final Examination
Fall, 2019
1
MULTIPLE CHOICE. Record your answer choices.
1.7.
2.8.
3.9.
4.10.
5.11.
6.12.
SHORT ANSWER. Record your answers below.
13.
14.
15.
16.
17.
18.
19. (a) (b) (c)
20.(a)
(b)
(c)
(d)
21. (a) (b) (c) (d)
SHORT ANSWER with Work Shown. Record your answers and work.
Problem Number
Solution
22
Answers:
(a)
(b)
Work/for part (a) and explanation for part (b):
23
Answers:
(a)
(b)
(c)
Work for part (a):
24
Answer:
Work:
25
Answer:
Work:
26
Answers:
(a)
(b)
Work for part (a) and for part (b):
27
Answer:
Work:
28
Answer:
Work:
29
Answers: (a)
(b)
Work for (b):
30
Answer:
Work:
Research Paper Guidelines
Due Date: Nov 29th, 2019
An important activity in this course will involve writing a research paper in APA format. This is an exercise in argumentation. This paper will be between 5 - 7 pages in size single-spaced. A list of topics related to software construction are provided below. Each student will select one of the topics from the list. Most of the topics includes papers that provide necessary background. The student would then be required to research and identify at least three academic papers for and three papers against the topic. Please note these papers will be in addition to the ones listed below for the topic. You will be asked to take a position either for or against the topic and argue your position based on the literature collected. As part of your argument, you would be asked to demonstrate using coding o.
Write solution for these problems -Is targeting only mommy blo.docx
Write solution for these problems
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MATH 115 Precalculus Fall, 2018, V1.4
Page 1 of 7
MATH 115 FINAL EXAMINATION
This is an open-book exam. You may refer to your text and other course materials as you work
on the exam, and you may use a calculator. You must complete the exam individually.
Neither collaboration nor consultation with others is allowed.
Record your answers and work on the separate answer sheet provided.
There are 28 problems.
Problems #1–6 are Multiple Choice.
Problems #7–17 are Short Answer. (Work not required to be shown)
Problems #18–28 are Short Answer with work required to be shown.
MULTIPLE CHOICE
1. Solve | 7 – 5x | 8 and write interval notation for the solution set. 1. _______
A. (−∞, −
1
5
] ∪ [3, ∞)
B. (−∞, 3] ∪ [−
1
5
, ∞)
C. [−
1
5
, ∞)
D. [−
1
5
, 3]
2. Which of the following polynomials has a graph which exhibits the end behavior of
upward to the left and upward to the right? 2. ______
A. f (x) = x3 – 3x2 – x
B. f (x) = 3x6 + x2 – x
C. f (x) = –7x4 – x3 – 5
D. f (x) = –6x5 + x3 + 8
3. Write as an equivalent expression: 9 log x – log (y + 3) + log 1 3. _______
A.
9
log
log ( 3)
x
y +
B. ( )log 9 2x y− −
C.
9 1
log
3
x
y
+
+
D.
9
log
3
x
y
+
vvvv
MATH 115 Precalculus Fall, 2018, V1.4
Page 2 of 7
4. Determine the interval(s) on which the function is decreasing. 4. ______
A. (–, –3.5) (0, 3.5)
B. (– 5.3, 5.3)
C. (– 3.5, 3.5)
D. (– 2, 2)
5. Which of the functions corresponds to the graph? 5. ______
A. ( ) 1xf x e−= +
B. ( ) 2xf x e−= +
C. ( ) 2xf x e−=
D. ( ) 2 xf x e−=
MATH 115 Precalculus Fall, 2018, V1.4
Page 3 of 7
6. Which of the functions corresponds to the graph? 6. ______
A. f (x) = 3 – sin x
B. f (x) = sin x + 3
C. f (x) = 2 cos x + 1
D. f (x) = cos(2x) + 2
SHORT ANSWER:
7. Points (–9, 2) and (–5, 8) are endpoints of the diameter of a circle.
(a) What is the exact length of the diameter? (Simplify as much as possible) Answer: ________
(b) What is the center of the circle? Answer: ____________
(c) What is the equation of the circle? Answer: ___________________________
8. Find the value of the logarithm: log8 (
1
64
). Answer: ____________
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Math 107 Final ExaminationFall, 20142Math 107 College Algebra.docx
Math 107 Final ExaminationFall, 20142
Math 107 College AlgebraName______________________________
Final Examination: Fall, 2014Instructor __________________________
Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document.
There are 30 problems.
Problems #1-12 are multiple choice. Record your choice for each problem.
Problems #13-21 are short answer. Record your answer for each problem.
Problems #22-30 are short answer with work required. When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain-text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.
You must complete the exam individually. Neither collaboration nor consultation with others is allowed. Your exam will receive a zero grade unless you complete the following honor statement.
(
Please sign (or type) your name below the following honor statement:
I have completed this
final examination
myself, working independently and not consulting anyone except the instructor.
I have neither given nor received help on this final examination.
Name ____________
______
___
Date___________________
)
MULTIPLE CHOICE. Record your answer choices.
1.7.
2.8.
3.9.
4.10.
5.11.
6.12.
SHORT ANSWER. Record your answers below.
13.
14.
15.
16.
17.
18.
19. (a)
(b)
(c)
20. (a)
(b)
(c)
(d)
21. (a)
(b)
(c)
(d)
SHORT ANSWER with Work Shown. Record your answers and work.
Problem Number
Solution
22
Answer:
Work:
23
Answers:
(a)
(b)
(c)
Work for part (a):
24
Answer:
Work:
25
Answer:
Work:
26
Answers:
(a)
(b)
Work for part (a) and for part (b):
27
Answer:
Work:
28
Answer:
Work:
29
Answers:
(a)
(b)
Work for (b):
30
Answer:
Work:
Question 1
Last year Christian sold a tract of land (basis of $1 million) to Kate (an unrelated party) for $4 million, with a cash down payment of $1 million and notes for the balance. The notes carry a 7.5% rate of interest and mature annually at $1million each over three years. (Christian did not elect out of the installment method). Before any of the notes mature and when they have a fair market value of $2.8 million. Christian gives them to Grace.
a. Disregarding the interest element, what are the Federal income tax consequences of the gift?
b. Suppose that instead of making a gift. Christian dies and the notes pass to his estate. The executor sells the notes for $2.8 million. What is the Federal income tax result?
Question 2
In each of the foll ...
Math 107 Final ExaminationSpring, 20131Math 107 College Algebr.docx
Math 107 Final ExaminationSpring, 20131
Math 107 College AlgebraName______________________________
Final Examination: Spring, 2013Instructor __________________________
Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document.
There are 30 problems.
Problems #1-12 are multiple choice. Record your choice for each problem.
Problems #13-21 are short answer. Record your answer for each problem.
Problems #22-30 are short answer with work required. When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain-text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.
You must complete the exam individually. Neither collaboration nor consultation with others is allowed. Your exam will receive a zero grade unless you complete the following honor statement.
(
Please sign (or type) your name below the following honor statement:
I have completed this
final examination
myself,
working independently and not consulting anyone except the instructor.
I have neither given nor received help on this final examination.
Name ____________
______
___
Date___________________
)
MULTIPLE CHOICE. Record your answer choices.
1.7.
2.8.
3.9.
4.10.
5.11.
6.12.
SHORT ANSWER. Record your answers below.
13.
14.
15.
16.
17.
18.
19. (a)
(b)
(c)
20. (a)
(b)
(c)
(d)
21. (a)
(b)
(c)
(d)
SHORT ANSWER with Work Shown. Record your answers and work.
Problem Number
Solution
22
Answer:
Work:
23
Answers:
(a)
(b)
(c)
Work for part (a):
24
Answer:
Work:
25
Answer:
Work:
26
Answers:
(a)
(b)
Work for part (a) and for part (b):
27
Answer:
Work:
28
Answer:
Work:
29
Answers:
(a)
(b)
Work for (b):
30
Answer:
Work:
The Final Assessment
1. Identify three areas where IT could be applied to improve management of Unchained Melody Ulmus Company (UMUC).
0. _________________________
0. _________________________
0. _________________________
1. Explain how each solution would benefit the furniture outlets, specifically addressing how it could improve business intelligence (BI) and decision-making and/or overall management of the business.
0. ____________________________________________________________________________________________________________________________________________________________________________________
0. _________________________________________________________________________________________________________________________________________________ ...
This quiz is open book and open notes/tutorialoutlet
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Math 107 Quiz 2 Spring 2017 OL4
Professor: Dr. Katiraie Name________________________________ Instructions: The quiz is worth 100 points. There are 10 problems, each worth 10 points. Your score
will be posted in your Portfolio with comments.
MATH 107 FINAL EXAMINATIONMULTIPLE CHOICE1. Deter.docx
The document contains a 30-question math exam covering topics like functions, graphs, equations, inequalities, logarithms, and other math concepts. It includes multiple choice, short answer, and show work questions assessing skills like domain and range, solving equations, graphing, composites, inverses, lines, maximizing profit, and more. Students must demonstrate mathematical reasoning and problem-solving abilities.
Module For Mathematics
The document provides information about algebraic expressions and polynomials. It begins by explaining that algebra uses a language of numbers, variables, and symbols to represent quantitative relationships. The document then covers topics like equivalent expressions, simplifying expressions, evaluating expressions, and different types of polynomials. It aims to help students acquire skills in performing operations with polynomials and using those skills to simplify, evaluate, and solve algebraic expressions and problems.
MODULE 5 QuizQuestion1. Find the domain of the function. E.docx
MODULE 5 Quiz
Question
1.
Find the domain of the function. Express your answer in interval notation.
a.
b.
c.
d.
2.
Indicate whether the graph is the graph of a function.
a. Function
b. Not a function
3.
Graph f(x) = |x – 1|.
a.
b.
c.
d.
4.
Determine whether the function is even, odd, or neither. f(x) = x5 + 4
a. Even
b. Odd
c. Neither
5.
Find the value of f(3) if f(x) = 4x2 + x.
a. 38
b. 39
c. 40
d. 41
6.
Use the graph of the function to estimate: (a) f(–6), (b) f(1), (c) All x such that f(x) = 3
a. (a) 4 (b) 3 (c) –5, 1
b. (a) 5 (b) 4 (c) –3, 1
c. (a) 1 (b) 2 (c) –5, 2
d. (a) 7 (b) 5 (c) –5, 6
7.
The graph of the function g is formed by applying the indicated sequence of transformations to the given function f. Find an equation for the function g. The graph of is horizontally stretched by a factor of 0.1, reflected in the y axis, and shifted four units to the left.
a.
b.
c.
d.
8.
Evaluate f(–1).
a. –1
b. 8
c. 0
d. –2
9.
Determine whether the function is even, odd, or neither. f(x) = x3 – 10x
a. Even
b. Odd
c. Neither
10.
Indicate whether the graph is the graph of a function.
a. Function
b. Not a function
11.
Determine whether the equation defines a function with independent variable x. If it does, find the domain. If it does not, find a value of x to which there corresponds more than one value of y. x|y| = x + 5
a. A function with domain all real numbers
b. A function with domain all real numbers except 0
c. Not a function: when x = 0, y = ±5
d. Not a function: when x = 1, y = ±6
12.
Graph y = (x – 2)2 + 1
a.
b.
c.
d.
13.
Find the y-intercept(s).
a. –2
b. 1, –3
c. –3
d. None
14.
Determine whether the correspondence defines a function. Let F be the set of all faculty teaching Chemistry 101 at a university, and let S be the set of all students taking that course. Students from set S correspond to their Chemistry 101 instructors.
a. A function
b. Not a function
15.
Determine whether the function is even, odd, or neither. f(x) = –4x2 + 5x + 3
a. Even
b. Odd
c. Neither
16.
Indicate whether the table defines a function.
a. Function
b. Not a function
17.
Use the graph of the function to estimate: (a) f(1), (b) f(–5),and (c) All x such that f(x) = 3
a. (a) –3 (b) –9 (c) 7
b. (a) –3 (b) –9 (c) –1
c. (a) 5 (b) –1 (c) 7
d. (a) 5 (b) –1 (c) –1
18.
Find the intervals over which f is increasing.
a. (–∞, –2], [1, ∞)
b. (–3, ∞)
c. (–∞, –3], [1, ∞)
d. None
19.
Evaluate f(4).
a. 4
b. 10
c. 5
d. –2
20.
Indicate whether the graph is the graph of a function.
a. Function
b. Not a function
21.
Sketch the graph of the function f(x) = –2x + 3.
a.
b.
22.
Find the intervals over which f is decreasing.
a. (–∞, –2), [1, ∞)
b. (–∞, –2], [1, ∞)
c. (–∞, –3), [1, ∞)
d. (–∞, –3], [1, ∞)
23.
Indicate whether the table defines a function.
a. Function
b. Not a function
24.
Indicate whether the graph is the graph of a function.
a. ...
Paper no. 4
This document provides instructions on how to evaluate algebraic expressions using a Casio fx-350ES PLUS calculator. It includes an example of evaluating the expression a2+b3 when a=4 and b=2. The steps shown are to assign the values 4 and 2 to the variables a and b using the calculator's storage function, then using the variables to calculate the expression. Exercises are provided to evaluate other algebraic expressions using the given calculator.
Paper no. 4
This document provides instructions on how to evaluate algebraic expressions using a Casio fx-350ES PLUS calculator. It includes an example of evaluating the expression a2+b3 when a=4 and b=2. The steps shown are to assign the values 4 and 2 to the variables a and b using the calculator's storage function, then using the variables to calculate the expression. Exercises are provided to evaluate other algebraic expressions using the given calculator.
Pp smi add. maths paper 1
The document provides information about the format and techniques for answering Additional Mathematics SPM Paper 1 exam questions in Malaysia. It discusses the contents and structure of the exam, including the breakdown of question types between knowledge/understanding and application skills. It also offers tips for candidates on how to effectively answer questions, including showing workings, following instructions, and presenting neat and precise solutions.
Answering Techniques Ad Maths P1
The document provides information about answering techniques for the Additional Mathematics SPM Paper 1 exam in Malaysia, including:
1) It outlines the format of Paper 1 which is an objective test consisting of 25 multiple choice questions testing knowledge and application skills.
2) It discusses effective techniques for answering questions such as starting with easier questions, showing working, and presenting neat and precise answers.
3) It provides examples of different types of questions and mistakes to avoid when answering questions involving topics like functions, quadratic equations, graphs and progressions.
WEEK 8.docx
This document contains a daily lesson log for a 7th grade mathematics class. The lesson covers algebraic expressions, properties of real numbers, linear equations, and inequalities in one variable. The lesson objectives are to differentiate between equations and inequalities, illustrate linear equations and inequalities, and find solutions to linear equations and inequalities. The lesson content includes differentiating equations and inequalities, linear equations and inequalities in one variable, and solving linear equations and inequalities. Learning resources and procedures are outlined for reviewing concepts, examples, practice, and application. Formative assessments are used to check student understanding.
Contextualized Lesson Plan in Math 7 Linear Equation in One Variable
Contextualized Lesson Plan in Math 7 Linear Equation in One VariableDepartment of Education - Philippines
This lesson plan is about solving linear equations and inequalities algebraically. Students will learn to find the solution of linear equations in one variable. They will practice translating between verbal and mathematical phrases and evaluating expressions. The lesson will review properties of equality like the reflexive, symmetric, transitive, addition, and multiplication properties. Students will learn steps to solve various types of linear equations using these properties. They will assess their understanding by solving sample equations on their own. For homework, students will solve equations and determine whether they have unique solutions, no solutions, or infinite solutions.K to 12 - Grade 8 Math Learners Module Quarter 2
Here are the completed statements based on the conclusions:
1. n(A × B) = n(B × A).
2. A × B ≠ B × A.
The key conclusions are:
1. The cardinalities of the Cartesian products A × B and B × A are equal, since n(A × B) = n(B × A).
2. However, the sets A × B and B × A are not equal, since the ordered pairs will be arranged differently, so A × B ≠ B × A.
MATH MODULE GRADE 8
The document introduces the topic of relations and functions and outlines 3 lessons that will be covered - rectangular coordinate system, representations of relations and functions, and linear functions and applications. It provides learning objectives for each lesson and examples of how concepts like slope, intercepts, and graphs will be explored. A pre-assessment with 20 multiple choice questions is also included to gauge students' prior knowledge.
MATH MODULE GRADE 8
The document introduces the key concepts that will be covered in a module on relations and functions, including the rectangular coordinate system, representations of relations and functions, and linear functions and their applications. It outlines 3 lessons that will examine how to predict the value of a quantity given the rate of change, and provides sample problems to assess students' prior knowledge on these topics before beginning the lessons.
H 2016 2018
1. The document is the question paper for a mathematics exam with 15 multi-part questions testing a variety of skills including algebra, geometry, trigonometry, and calculus.
2. The first page provides formulae that may be useful for solving problems on the exam. These include formulas for circles, vectors, trigonometric identities, derivatives, and integrals.
3. The questions cover topics like finding equations of lines and circles, solving equations, sketching graphs, vector and trigonometric calculations, and evaluating limits and derivatives. Working step-by-step through each question is required to earn full credit.
Lesson 1 8 quiz review
This document contains a review for Mrs. Labuski's math class covering lessons 1-8 on identities, operations, expressions, properties, and geometry. Students are asked to fill in blanks, write expressions, evaluate expressions, and answer questions about division, multiplication, exponents, area, perimeter, and volume. The review covers key concepts like the relationship between multiplication/division and addition/subtraction, order of operations, properties of operations, and using formulas to find geometric measures.
Math10 q2 mod1of8_polynomial function_v2 (1)
Here are the steps to solve this problem:
1) Complete the table of values:
x -2 -1 0 1 2 3
y = x3 – 2x2 -8 -1 0 1 4 9
2) Sketch the graphs in the coordinate planes:
3) Describe the movements of each graph:
- The graph of y = x3 – 2x2 rises from left to right as x increases. It is always increasing.
- The graph of y = x4 rises from left to right as x increases. It is always increasing. The rate of increase gets larger as x increases.
4) Identify any noticeable points:
- The graph of y = x3
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This quiz is open book and open notes/tutorialoutlet
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MATH 107 FINAL EXAMINATIONMULTIPLE CHOICE1. Deter.docx
MATH 107 FINAL EXAMINATIONMULTIPLE CHOICE1. Deter.docx
MODULE 5 QuizQuestion1. Find the domain of the function. E.docx
MODULE 5 QuizQuestion1. Find the domain of the function. E.docx
Contextualized Lesson Plan in Math 7 Linear Equation in One Variable
Contextualized Lesson Plan in Math 7 Linear Equation in One Variable
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Coding NotesImproving Diagnosis By Jacquie zegan, CCS, w.docx
Coding Notes
Improving
Diagnosis
By Jacquie zegan, CCS, wC
Specificity in ICD-IO Coding
VALID ICD-IO-CM/PCS (ICD-IO) codes have been required for claims reporting since October 1, 2015. But ICD-IO diagnosis coding to the correct level of specificity—a more recent requirement—continues to be a problem for many in the healthcare industry. While diagnosis code specificity has always been the goal, providers were granted a reprieve in order to facilitate implementation of ICD-IO. For the first 12 months of ICD-IO use, the Centers for Medicare and Medicaid Services (CMS) promised that Medicare review contractors would not deny claims "based solely on the specificity of the ICD-IO diagnosis code as long as the physician/practitioner used a valid code from the right family."l Commonly referred to as the "grace period," this flexibility was intended to help providers implement the ICD-IO-CM code set and was never intended to continue on in perpetuity. In fact, this CMS-granted grace period expired on October 1, 2016.2
Unfortunately, nonspecific documentation and coding persists. This is an ongoing problem, even though the official guidelines for coding and reporting require coding to the highest degree of specificity. Third-party payers are making payment determinations based on the specificity of reported codes, and payment reform efforts are formulating policies based on coded data. The significance of overreporting unspecified diagnosis codes cannot be understated. In the short term, it will increase claim denials, and in the long term it may adversely impact emerging payment models.3•4 Calculating and monitoring unspecified diagnosis code rates is critical to successfully leverage specificity
44/Journal of AHIMA April 18
in the ICD-IO-CM code set.
An ICD-IO-CM code is considered unspecified if either of the terms "unspecified" or "NOS" are used in the code description. The unspecified diagnosis code rate is calculated by dividing the number of unspecified diagnosis codes by the total number of diagnosis codes assigned. Health information management (HIM) professionals should be tracking and trending unspecified diagnosis code rates across the continuum of care.5
Acceptable use of Unspecified Diagnosis Codes Unspecified diagnosis codes have acceptable, even necessary, uses. The unspecified code rate is not an error rate, but rather an indicator of the quality of clinical documentation and a qualitative measure of coder performance and coding results. Even CMS explicitly recognizes that unspecified codes are sometimes necessary. "When sufficient clinical information is not known or available about a particular health condition to assign a more specific code, it is acceptable to report the appropriate unspecified code."6 It's also important that coding professionals use good judgment to avoid unnecessary queries for clarification of unspecified diagnoses. The official coding guidelines provide explicit guidance for appropriate uses of unspec.
CNL-521 Topic 3 Vargas Case StudyBob and Elizabeth arrive.docx
CNL-521 Topic 3: Vargas Case Study
Bob and Elizabeth arrive together for the third session. As planned, you remind the couple that the goal of today’s session is to gather information about their families of origin. Bob begins by telling you about his older sister, Katie, who is 36 and lives nearby with her three children. Katie’s husband, Steve, died suddenly last year at the age of 40 when the car he was driving hit a block wall. Elizabeth speculates that Steve was intoxicated at the time, but Bob vehemently denies this allegation. He warns Elizabeth to “never again” suggest alcohol was involved. You note Bob’s strong response and learn that his own biological father, whom his mother divorced when Bob was 3 and Katie was 5, had been an alcoholic. When asked about his father, Bob says, “His name is Tim, and I haven’t seen him since the divorce.” Bob shares that he only remembers frequently hiding under the bed with Katie to stay safe from his violent rages. He adds that 5 years after the divorce, his mother, Linda, married Noel who has been “the only dad I’ve ever known.” He insists that his sister married “a devout Christian who never touched alcohol” and attributed the 3:00 a.m. tragedy to fatigue. He adds that a few days before the accident, Katie had complained to him that her husband had been working many late nights and “just wasn’t himself.” Bob speaks fondly of his sister and confirms that they have always been “very close.”
From Elizabeth, who is 31 years old, you learn that she was adopted by her parents, Rita and Gary, who were in their late 40s at the time. They were first generation immigrants who had no family in the United States. Their biological daughter, Susan, had died 10 years earlier after Rita accidentally ran over the 5 year old while backing out of the driveway. Elizabeth surmises that her mother never fully recovered from this traumatic incident and remained distant and withdrawn throughout Elizabeth’s life. Elizabeth describes her father, Gary, as “a hard worker, smart, and always serious.” She shares that most of her family memories were of times spent with her dad in his study, surrounded by books. She states, “He could find the answer to all of my questions in one his many books.” Elizabeth describes herself as the “quiet, bookish type” and attributes her love for books to her father. Like her father in his study, Elizabeth remembers spending most of her adolescence alone in her room, reading, so she would not upset her mother. Looking back, Elizabeth tells you she recognizes her mother’s struggle with depression, “but as a kid, I thought it was me.”
You comment on the vastly different childhood experiences and normalize the potential for relationship challenges under these circumstances. Acknowledging the differences, Elizabeth remarks that Bob’s relationship with his family was one of the things that she was attracted to early in their relationship. Bob agrees with her and comments that Katie and Elizabeth.
Cognitive and Language Development Milestones Picture Book[WLO .docx
Cognitive and Language Development Milestones Picture Book
[WLO: 1] [CLO: 1]
Prior to beginning work on this assignment,
Review Chapters 6, 7, and 9 of your text.
Review the cognition and language development milestones from the Centers for Disease Control and Prevention on the web page
Basic Information (Links to an external site.)
.
Identify one age-group that you will discuss:
Infancy: Birth to 12 months
Toddler: 1 to 3 years
Early childhood: 4 to 8 years
Review and download the
Cognitive and Language Development Milestones Picture Book Template.
The purpose of this assignment is to creatively demonstrate an understanding of developmental milestones as they pertain to cognition and language development.
Part 1:
Based on the required resources above, create a children’s picture book using
StoryJumper (Links to an external site.)
that tells a story about a child’s typical day. Your story must incorporate at least four cognitive and four language development milestones for the age-group you have selected. Your story can be about a fictional child or can be based on a real child. Watch the video,
StoryJumper Tutorial (Links to an external site.)
, for assistance in using StoryJumper.
To complete this assignment, you must
Create a children’s picture book using StoryJumper.
Identify at least four cognitive development milestones appropriate to the age-group selected.
Distinguish at least four language development milestones appropriate to the age-group selected.
Discuss a typical day appropriate to the age-group selected.
Part 2:
Open the
Cognitive and Language Development Milestones Picture Book Template
and complete the following items:
Provide the link to the StoryJumper picture book you created in Part 1.
Indicate which age-group your picture book will discuss.
List at least four cognitive development milestones that are included in your picture book.
List at least four language development milestones that are included in your picture book.
Submit your Word document to Waypoint.
The Cognitive and Language Development Milestones Picture Book:
Must be eight to 10 pages of text in length (not including title page, images, and references page) and formatted according to APA style as outlined in the Ashford Writing Center’s
APA Style (Links to an external site.)
Must include a separate title page with the following:
Title of picture book
Student’s name
Course name and number
Instructor’s name
Date submitted
Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s
Citing Within Your Paper (Links to an external site.)
Must include a separate references page or slide that is formatted according to APA style as outlined in the Ashford Writing Center. See the
Formatting Your References List (Links to an external site.)
resource in the Ashford Writing Center for specifications.
CHAPTER 6 SUMMARY
Piaget’s Cognitive-Developmental Theory.
Codes of (un)dress and gender constructs from the Greek to t.docx
Codes of (un)dress and gender constructs
from the Greek to the Roman world
he
By 6th c. BC: Greek male and female dress codes firmly established
Archaic kouros
and kore statues
demonstrate how
the body was
used in the
naturalization of
gender
constructs
The naked male
body in the
classical period:
the Doryphoros as
a heroic athlete-
warrior citizen
Male sexuality: conditions by the patriarchal ideology of
domination, it restricted sexual expression and freedom
in homosexual
relations
and heterosexual
relations
In the classical
period,
while the naked
male body was
idealized and
heroized,
the female naked
body was always
sexualized and
objectified.
Centauromachy (late 5th c.
Bassae): the Greek female is
defenseless and sexualized
(must be defended by Greek
men).
Gendered
nakedness in
mythological
scenes:
the Greek
male is
always
heroized
Amazonomachy (4th c.
Halikarnassos): the non-
Greek female is wild and
sexualized (must be
dominated by Greek men).
Aphrodite (Roman Venus): at first fully dressed
The gradual disrobing of Aphrodite in monumental statues, late 5th to
4th c. BC (Roman copies)
“Venus Genetrix”,
original late 5th c. BC
“Venus of Capua”,
original 4th c. BC
Aphrodite of Knidos,
original 4th c. BC
Late 5th c. onwards: minor goddesses were also represented sexualized in
statues, but only Aphrodite appeared entirely naked by the 4th c. BC.
Nike (Victory), late
5th c., Olympia.
Aphrodite of Knidos by
Praxiteles, 4th c. (Roman copy)
Aphrodite “Beautiful
Buttocks”, Roman
copy (Greek ca. 300).
Doryphoros and
Aphrodite of Knidos
(Knidia or Knidian
Aphrodite), Roman
copies.
What main
differences do you
observe?
Was her nakedness
really threatening to
patriarchy (Andrew
Stewart)?
Or, in what ways
was her nakedness
aligned with
patriarchal ideology?
Could she have been
empowering for
women?
The traditional visual
presence of a divine
statue at the far end of
a rectangular temple
was very different
(Olympian Zeus)
Aphrodite of Knidos was displayed in an unusual temple (round plan), so as to
be seen from all sides, like a beautiful object.
The original
Aphrodite of
Knidos is lost.
Numerous
Roman copies
of the Knidian
Aphrodite exist
(with variations
in details).
“Colonna
Venus” Vatican
Museums.
“Ludovisi
Venus”,
Palazzo
Altemps, Rome
(only the torso
is ancient, the
rest is 17th-c,
restoration.)
Capitoline Venus, Rome
Medici Venus, Florence
Variations on the
“Venus pudica” type,
Greek Hellenistic
originals, Roman
copies.
Are they more modest
or also more shamed?
Latin pudore: modesty,
chastity, shame.
Greek aidos: shame,
modesty
(aidion=vagina)
There is no male “pudicus”
type in Greco-Roman
sculpture.
These unequal gender
constructs are still around
today,
to the detriment of all of us!
There is no male
“pudicus” type in Greco-
Roman sculpture.
An effec.
Coding Assignment 3CSC 330 Advanced Data Structures, Spri.docx
Coding Assignment 3
CSC 330: Advanced Data Structures, Spring 2019
Released Monday, April 15, 2019
Due on Canvas on Wednesday, May 1, at 11:59pm
Overview
In this assignment, you’ll implement another variant of a height-balancing tree known as a
splay tree. The assignment will also give you an opportunity to work with Java inheritance;
in particular, the base code that you’ll amend is structured so that your SplayTree class
extends from an abstract class called HeightBalancingTree, which gives a general template
for how a height-balancing tree should be defined.
As always, please carefully read the entire write-up before you begin coding your submission.
Splay Trees
As mentioned above, a splay tree is another example of a height-balancing tree — a binary
search tree that, upon either an insertion or deletion, modifies the tree through a sequence
of rotations in order to reduce the overall height of the tree.
However, splay trees differ from the other height-balancing trees we’ve seen (AVL trees,
red-black trees) in terms of the type of guarantees that they provide. In particular, recall
that both AVL trees and red-black trees maintain the property that after any insertion or
deletion, the height of the tree is O(log n), where n is the number of elements in the tree.
Splay trees unfortunately do not provide this (fairly strong) guarantee; namely, it is possible
for the height of a splay tree to become greater than O(log n) over a sequence of insertions
and deletions.
Instead, splay trees provide a slightly weaker (though still meaningful) guarantee known as
an amortized bound, which is essentially just a bound on the average time of a single opera-
tion over the course of several operations. In the context of splay trees, one can show that
over the course of, say, n insertions to build a tree with n elements, the average time of each
of these operations is O(log n) (but again, keeping in mind it is possible for any single one
of these operations to take much longer than this).
Showing this guarantee is beyond the scope of this course (although the details of the analy-
sis can be found in your textbook). Instead, in this assignment, we will just be in interested
1
r splay:
N
root
root
2
1
1
2
l splay:
N
1
2
rr splay:
N
N
N
ll splay:
rl splay:
1
2
N
lr splay:
Figure 1: Illustration of the six possible cases for on a given step of a splay operation.
in writing an implementation of a splay tree in Java that is structured using inheritance.
Splay Tree Insertions and Deletions
To insert or delete an element from the tree, splay trees use the same approach as the other
height-balancing trees we’ve discussed in class — first we insert/deletion an element using
standard BST procedures, and then perform a “height-fixing” procedure that rebalances the
tree. Thus, what distinguishes each of these height-balancing trees from one another is how
they define their height-fixing procedures.
To fix the tree after both inser.
CodeZipButtonDemo.javaCodeZipButtonDemo.java Demonstrate a p.docx
CodeZip/ButtonDemo.javaCodeZip/ButtonDemo.java// Demonstrate a push button and handle action events.
import java.awt.*;
import java.awt.event.*;
import javax.swing.*;
publicclassButtonDemoimplementsActionListener{
JLabel jlab;
JTextField jtf;
ButtonDemo(){
// Create a new JFrame container.
JFrame jfrm =newJFrame("A Button Example");
// Specify FlowLayout for the layout manager.
jfrm.setLayout(newFlowLayout());
// Give the frame an initial size.
jfrm.setSize(220,90);
// Terminate the program when the user closes the application.
jfrm.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE);
// Make two buttons.
JButton jbtnUp =newJButton("Up");
JButton jbtnDown =newJButton("Down");
// Create a text field.
jtf =newJTextField(10);
// Add action listeners.
jbtnUp.addActionListener(this);
jbtnDown.addActionListener(this);
// Add the buttons to the content pane.
jfrm.add(jbtnUp);
jfrm.add(jbtnDown);
jfrm.add(jtf);
// Create a label.
jlab =newJLabel("Press a button.");
// Add the label to the frame.
jfrm.add(jlab);
// Display the frame.
jfrm.setVisible(true);
}
// Handle button events.
publicvoid actionPerformed(ActionEvent ae){
if(ae.getActionCommand().equals("Up")){
jlab.setText("You pressed Up.");
FileClock clock1=newFileClock(jtf);
Thread thread1=newThread(clock1);
thread1.start();
}
else
jlab.setText("You pressed down. ");
}
publicstaticvoid main(String args[]){
// Create the frame on the event dispatching thread.
SwingUtilities.invokeLater(newRunnable(){
publicvoid run(){
newButtonDemo();
}
});
}
}
CodeZip/CBDemo.javaCodeZip/CBDemo.java// Demonstrate check boxes.
import java.awt.*;
import java.awt.event.*;
import javax.swing.*;
publicclassCBDemoimplementsItemListener{
JLabel jlabSelected;
JLabel jlabChanged;
JCheckBox jcbAlpha;
JCheckBox jcbBeta;
JCheckBox jcbGamma;
CBDemo(){
// Create a new JFrame container.
JFrame jfrm =newJFrame("Demonstrate Check Boxes");
// Specify FlowLayout for the layout manager.
jfrm.setLayout(newFlowLayout());
// Give the frame an initial size.
jfrm.setSize(280,120);
// Terminate the program when the user closes the application.
jfrm.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE);
// Create empty labels.
jlabSelected =newJLabel("");
jlabChanged =newJLabel("");
// Make check boxes.
jcbAlpha =newJCheckBox("Alpha");
jcbBeta =newJCheckBox("Beta");
jcbGamma =newJCheckBox("Gamma");
// Events generated by the check boxes
// are handled in common by the itemStateChanged()
// method implemented by CBDemo.
jcbAlpha.addItemListener(this);
jcbBeta.addItemListener(this);
jcbGamma.addItemListener(this);
// Add checkboxes and labels to the content pane.
jfrm.add(jcbAlpha);
jfrm.add(jcbBeta);
jfrm.add(jcbGamma);
jfrm.add(jlabChanged);
jfrm.add(jlabSelected);
// Display the frame.
jfrm.setVisible(true);
}
// This is the handler for the check boxes..
CoevolutionOver the ages, many species have become irremediably .docx
Coevolution
Over the ages, many species have become irremediably linked. Whether in the context of an arms race or cooperation to conquer new ecosystems, they have no choice but to evolve together . According to Paul Ehrlich and Peter Raven, who introduced the term in 1964, "Coevolution is the evolution of two or more entities caused by the action between these entities of reciprocal selective factors. Organizations must therefore influence each other (Thompson, 1989). Coevolution relates to this week’s theme by the how natural selection affects the ecosystem. The book compares coevolution to an ecological arm race (Bensel & Turk, 2014). One example is a case of bats as stated in the book and their use of echolocation to be able to find insects. One insect that tries to outsmart it is a tiger moth which blocks out and jam’s the bats signal with a high frequency clicks and the bat fly’s erratically to confuse the moth. This is important in adaptation and of evolution of any new biological species. There are two kinds of interactions that happen that can lead to competitive coevolution. One interactions is predation in which one organism kills another organism. The second one is parasitism in which one organism benefits by damaging but not killing another organism.
This term affects living things and the physical world because if we didn’t have the natural selection all our ecosystem who would be extinct including human beings. Many recent studies state that environmental changes have messed with the balance between interacting species and leading to their extinction. When we use the three models of coevolution such as competition, predation, mutualism in organizing and synthesizing ways to modify species interaction when there is climate change in favoring one species over another. Coevolution reduces the effects of climate change and leads to lowering chances in extinction. By getting an understanding of our nature of coevolution in how they interact with different species and our communities interact and respond to the changing climate.
We as human kind must take action and not let our natural system and ecosystem suffer because of our greed for economic growth (Cairns, 2007). We must also be careful of our matriac consumption and forget about ecological and sustainability ethics. (Cairns, 2007). Humans need to take action to better take care of our ecosystem and environment. Morowitz (1992) stated in this journal, “Sustained life is a property of an ecological system rather than a single organism or species.” There are no species that can exist without the ecological life support system even humans (Cairns, 2007). We need to put more effort in taking care of our environment by creating more organizations in getting our communities involved. In achieving sustainability they must guide through ecological and sustainability ethics. There are many challenges that will come but with achieving sustainable use of our planet our environment will .
Coding Component (50)Weve provided you with an implementation .docx
Coding Component (50%)
We've provided you with an implementation of an unbalanced binary search tree. The tree implements an ordered dynamic set over a generic comparable type T. Supported operations include insertion, deletion, min, max, and testing whether a value is in the set (via the exists method). Because it's a set, duplicates are not allowed, and the insert operation will not insert a value if it is already present.
We have implemented the BST operations in a recursive style. For example, inserting a value into a tree recurses down the tree seeking the correct place to add a new leaf. Each recursive call returns the root of the subtree on which it was called, after making any modifications needed to the subtree to perform the insertion. Deletion is implemented similarly.
Your job is to add the functionality needed to keep the tree balanced using the AVL property. In particular, you will need to
· augment the tree to maintain the height of each of its subtrees, as discussed in Studio;
· compute the balance at the root of a subtree (which is the height of the root's left subtree minus that of its right subtree);
· implement the AVL rebalancing operation, along with the supporting rotation operations; and
· call the height maintenance and rebalancing operations at the appropriate times during insertion and deletion.
Code Outline
There are two main source code files you need to consider, both in the avl package:
· TreeNode.java implements a class TreeNode that represents a node of a binary search tree. It holds a value (the key of the node) along with child and parent pointers. It has a height data member that is currently not used for anything. You should not modify this file, but you need to understand its contents.
· AVLTree.java implements an ordered set as a binary search tree made out of TreeNode objects.
The AVLTree class provides an interface that includes element insertion and deletion, as well as an exists() method that tests whether a value is present in the set. It also offers min() and max() methods. These methods all work as given for (unbalanced) BSTs, using the algorithms we discussed in lecture.
To implement the AVL balancing method, you will need to fill in some missing code to maintain the height of each subtree and perform rebalancing. Look for the 'FIXME' tags in AVLTree.java to see which methods you must modify.
Height Maintenance
You'll need to set the height data member each time a new leaf is allocated in the tree. You can then maintain the height as part of insertion or deletion using the incremental updating strategy you worked out in Studio 10, Part C.
The update procedure updateHeight() takes in a node and updates its height using the heights of its two subtrees. It should run in constant time.
You'll need to call updateHeight() wherever it is needed – in insertion, deletion, and perhaps elsewhere.
Rebalancing
You must implement four methods as part of AVL rebalancing:
· getBalance() computes the balance fact.
Codes of Ethics Guides Not Prescriptions A set of rules and di.docx
Codes of Ethics: Guides Not Prescriptions A set of rules and directives that would result in efficient and ethical professional practice would be something clearly welcomed by student and professional alike. However, as should be clear by now, such prescriptions or recipes for professional practice do not exist, nor does every client and every professional condition provide clear-cut avenues for progress. Professional practice is both complex and complicated. The issues presented are often confounded and conflicting. The process of making sense of the options available and engaging in the path that leads to effective, ethical practice cannot be preprogrammed but rather needs to be fluid, flexible, and responsive to the uniqueness of the client and the context of helping. The very dynamic and fluid nature of our work with clients prohibits the use of rigid, formulaic prescriptions or directions. Never is this so obvious as when first confronted with an ethical dilemma. Consider the subtle challenges to practice decisions presented in Case Illustration 7.1. The case reflects a decision regarding the release of information and the potential breach of confidentiality. The element confounding the decision, as you will see, is that the client was deceased and it was the executrix of the estate providing permission to release the information to a third party.
Case Illustration 7.1 Conditions for Maintaining Confidentiality While all clinicians have been schooled in the issue of confidentiality and the various conditions under which confidentiality must be breached (e.g., prevention of harm to self or another), the conditions of maintenance of confidentiality can be somewhat blurred when the material under consideration is that of a client who is now deceased. Consider the case of Dr. Martin Orne, MD, PhD. Dr. Orne was a psychotherapist who worked with Anne Sexton, a Pulitzer Prize winner. Following the death of Ms. Sexton, an author, Ms. Middlebrook, set out to write her biography. In doing her research, Ms. Middlebrook discovered that Dr. Orne had tape-recorded a number of sessions with Ms. Sexton in order to allow her to review the sessions, and he had not destroyed the tapes following her death. Ms. Middlebrook approached Linda Gray Sexton, the daughter of the client and the executrix of the estate, seeking permission to access these tapes of the confidential therapy sessions as an aid to her writing. The daughter granted permission for release of the therapeutic tapes. A number of questions could be raised around this case, including the ethics of tape-recording or the ethics of maintenance of the tapes following the death of the client. However, the most pressing issue involves the conditions under which confidentiality should be maintained. The challenge here is, should Dr. Orne release the tapes in response to the daughter’s granting of permission, or does his client have the right to confidentiality even beyond the grave? As noted, t.
Codecademy Monetizing a Movement 815-093 815-093 Codecademy.docx
Codecademy: Monetizing a Movement? 815-093
815-093 Codecademy: Monetizing a Movement?
Codecademy: Monetizing a Movement? 815-093
9-815-093
RE V : OCT OB E R 1 4 , 2 0 1 5
JEFFREY J. BU SSGANG
LISA C. MA ZZANTI
Codecademy: Monetizing a Movement?
We’re a movement to make education more of a commodity. We’re not just a for-profit company. Our mission would get tainted if we charged consumers for content. We need to be authentic.
— Zach Sims, Cofounder and CEO
Zach Sims and Ryan Bubinski sat in the Codecademy headquarters, an exposed-brick fourth-floor office near Madison Square Park in New York City. In 2011, while in their early twenties, the two had founded Codecademy, an open-platform, online community to teach users to code. By 2014, they had a total of 24 million unique users and a library of over 100,000 lessons. The company had raised a total of $12.5 million in funding and was, on many fronts, an overwhelming success. However, there were still no revenues. The company’s website stated, “Codecademy is free and always will be.”1
The founders, along with the board, had decided that 2014 would be a year of experimentation with different monetization strategies. By June, the cofounders had preliminarily tested two monetization models. The first charged companies for training employees offline on coding skills, a service that the training departments of these companies paid an annual fee to receive. The second monetization model focused on a labor marketplace to match Codecademy users with jobs that corporations and recruiters were seeking to fill.
But 2014 had also been busy in other arenas for the 25-employee company. In April, the company launched a redesign of its website, because, as the Codecademy blog announced, “it quickly became apparent that if we wanted to grow and mature as a brand, we required a thorough redesign of our entire product.”2 The next month, the company announced that they were opening an office in London to work with the British education system and also had forged partnerships with foundations and government bodies in Estonia, Argentina, and France.
As Sims and Bubinski huddled in their glass-walled conference room, they tried to focus on the task at hand—to narrow down their ideas and eventually decide on a viable business model. The two reviewed early results from both experiments to prepare for the upcoming board meeting where they planned to present their findings and propose next steps. The employee-training experiments had yielded promising initial results but would require hiring a sales force, offline instructors, and some content customization to scale. The labor marketplace model promised less friction in scaling but represented a more crowded market opportunity.
Senior Lecturer Jeffrey J. Bussgang and Case Researcher Lisa C. Mazzanti (Case Research & Writing Group) prepared this case. It was reviewed and approved before publication by a company designate. Funding for the develo.
Code switching involves using 1 language or nonstandard versions of .docx
Code switching involves alternating between languages or language varieties based on context. The document asks for a 175+ word response about a personal experience with code switching, including why it was done and potential benefits and consequences, as well as the outcome.
Code of Ethics for the Nutrition and Dietetics Pr.docx
This document presents the Code of Ethics for the Nutrition and Dietetics Profession, which establishes the principles and ethical standards that guide nutrition and dietetics practitioners. It contains 4 main principles: competence, integrity, professionalism, and social responsibility. The code applies general ethical guidelines and standards for common practice situations to protect clients, patients, and the public. It also requires practitioners to abide by the code and report any perceived violations.
Code of Ethics for Engineers 4. Engineers shall act .docx
Code of Ethics for Engineers
4. Engineers shall act for each employer or client as faithful agents or
trustees.
a. Engineers shall disclose all known or potential conflicts of interest
that could influence or appear to influence their judgment or the
quality of their services.
b. Engineers shall not accept compensation, financial or otherwise,
from more than one party for services on the same project, or for
services pertaining to the same project, unless the circumstances are
fully disclosed and agreed to by all interested parties.
c. Engineers shall not solicit or accept financial or other valuable
consideration, directly or indirectly, from outside agents in
connection with the work for which they are responsible.
d. Engineers in public service as members, advisors, or employees
of a governmental or quasi-governmental body or department shall
not participate in decisions with respect to services solicited or
provided by them or their organizations in private or public
engineering practice.
e. Engineers shall not solicit or accept a contract from a governmental
body on which a principal or officer of their organization serves as
a member.
5. Engineers shall avoid deceptive acts.
a. Engineers shall not falsify their qualifications or permit
misrepresentation of their or their associates’ qualifications. They
shall not misrepresent or exaggerate their responsibility in or for the
subject matter of prior assignments. Brochures or other
presentations incident to the solicitation of employment shall not
misrepresent pertinent facts concerning employers, employees,
associates, joint venturers, or past accomplishments.
b. Engineers shall not offer, give, solicit, or receive, either directly or
indirectly, any contribution to influence the award of a contract by
public authority, or which may be reasonably construed by the
public as having the effect or intent of influencing the awarding of a
contract. They shall not offer any gift or other valuable
consideration in order to secure work. They shall not pay a
commission, percentage, or brokerage fee in order to secure work,
except to a bona fide employee or bona fide established commercial
or marketing agencies retained by them.
III. Professional Obligations
1. Engineers shall be guided in all their relations by the highest standards
of honesty and integrity.
a. Engineers shall acknowledge their errors and shall not distort or
alter the facts.
b. Engineers shall advise their clients or employers when they believe
a project will not be successful.
c. Engineers shall not accept outside employment to the detriment of
their regular work or interest. Before accepting any outside
engineering employment, they will notify their employers.
d. Engineers shall not attempt to attract an engineer from another
employer by false or misleading pretenses.
e. Engineers shall not promote their own interest at the expense of the
dignity and integr.
Coder Name Rebecca Oquendo .docx
Coder Name: Rebecca Oquendo
Coding Categories:
Episode
Aggressive Behavior
Neutral Behavior
Virtuous Behavior
Aggressive Gaming
Neutral Gaming
Virtuous Gaming
An older peer began using slurs or derogatory language
An older peer suggested that the team should cheat
The child witnessed an older peer intentionally leave out another player
An older player suggested that they play a different game
The child lost the game with older players on their team
The child witnessed an older player curse every time a mistake was made
Index:
· In this case aggressive behavior would constitute as mimicking older members undesired behaviors or becoming especially angry or agitated in game. A neutral behavior would be playing as they usually would not mimicking older player’s behaviors or trying to fit in to their more aggressive styles. A virtuous behavior would be steering the game away from aggression, voicing an opinion about the excessive aggression, or finding a way to express their gaming experience in a positive way. The same can be applied for the similar categories in “gaming”.
· Each category can be scaled from 1-7 in which way the child’s dialogue tended to be behavior and gaming wise with a 1 indicating little to no effort in that direction and a 7 indicating extreme effort in that category.
1. What are the different types of attributes? Provide examples of each attribute.
2. Describe the components of a decision tree. Give an example problem and provide an example of each component in your decision making tree
3. Conduct research over the Internet and find an article on data mining. The article has to be less than 5 years old. Summarize the article in your own words. Make sure that you use APA formatting for this assignment.
Questions from attached files
1. Obtain one of the data sets available at the UCI Machine Learning Repository and apply as many of the different visualization techniques described in the chapter as possible. The bibliographic notes and book Web site provide pointers to visualization software.
2. Identify at least two advantages and two disadvantages of using color to visually represent information.
3. What are the arrangement issues that arise with respect to three-dimensional plots?
4. Discuss the advantages and disadvantages of using sampling to reduce the number of data objects that need to be displayed. Would simple random sampling (without replacement) be a good approach to sampling? Why or why not?
5. Describe how you would create visualizations to display information that describes the following types of systems.
a) Computer networks. Be sure to include both the static aspects of the network, such as connectivity, and the dynamic aspects, such as traffic.
b) The distribution of specific plant and animal species around the world fora specific moment in time.
c) The use of computer resources, such as processor time, main me.
Codes of Ethical Conduct A Bottom-Up ApproachRonald Paul .docx
Codes of Ethical Conduct: A Bottom-Up Approach
Ronald Paul Hill • Justine M. Rapp
Received: 18 January 2013 / Accepted: 12 December 2013 / Published online: 1 January 2014
� Springer Science+Business Media Dordrecht 2013
Abstract Developing and implementing a meaningful
code of conduct by managers or consultants may require a
change in orientation that modifies the way these precepts
are determined. The position advocated herein is for a
different approach to understanding and organizing the
guiding parameters of the firm that requires individual
reflection and empowerment of the entire organization to
advance their shared values. The processes involved are
discussed using four discrete stages that move from the
personal to the work team and to the unit to the full
company, followed by the board of directors’ evaluation.
The hoped-for end product is dynamic, employee-driven,
codes of conduct that recognize the systemic and far-
reaching impact of organizational activities across internal
and external stakeholders. Operational details for and some
issues associated with its implementation are also provided.
Keywords Code of conduct � Employee-driven
approaches � Bottom-up development
Corporation, Be Good! Frederick (2006)
That managers and employees are capable of both ethical
and unethical behaviors due to individual and internal
corporate culture factors cannot be denied (Ashforth and
Anand 2003; Treviño and Weaver 2003; Treviño et al.
2006). Over the last decade, as diverse organizational
stakeholders began exerting more pressure on firms to
eliminate unethical conduct, the field of management has
witnessed a proliferation of research on ethics and ethical
behavior in organizations (Elango et al. 2010; Gopala-
krishnan et al. 2008; O’Fallon and Butterfield 2005; Tre-
viño et al. 2006).
However, recent ethical failures, as well as continuous
ethical challenges that organizations face, have led scholars
to conclude that predicting ethical dilemmas is difficult a
priori: ‘‘It is only, when we look back on our conduct over
the long run that we may find ourselves guilty of moral
laxity’’ (Geva 2006, p. 138). What underlies this particular
situation is the inability of organizational elites to monitor
and implement initiatives within today’s complex business
entities (Martin and Eisenhardt 2010; Uhl-Bien et al.
2007). Accordingly, more dynamic approaches to business
ethics is needed, one that spans ‘‘both the individual and
organizational levels’’ of concern (Gopalakrishnan et al.
2008, p. 757).
As a consequence and in reaction to neoclassical eco-
nomics, managers and their employees are expected to go
beyond dictates imposed by the law and marketplace to
fulfill larger responsibilities (Stark 1993). This expectation
is accomplished through adoption of a stakeholder per-
spective that is infused with empathy for people, groups,
and communities that may be impacted by the actions of
business.
CNL-530 Topic 2 Sexual Response Cycle ChartMasters and John.docx
CNL-530 Topic 2: Sexual Response Cycle Chart
Masters and Johnson's Human Sexual Response Cycle
Kaplan's Three Stages of Sexual Response
Detailed Description of Phases:
Detailed Description of Phases:
Similarities:
Differences:
© 2017. Grand Canyon University. All Rights Reserved.
© 2014. Grand Canyon University. All Rights Reserved.
.
Code#RE00200012002020MN2DGHEType of Service.docx
Code#RE00200012002020MN2DGHE
*****************
Type of Service
Presentation task- Attack Vector
Solution
s Step 14: Submit the Presentation
Project Title/Subject
Attack Vector
.
CODE OF ETHICSReview the following case study and address the qu.docx
CODE OF ETHICS
Review the following case study and address the questions that follow:
General Hospital’s staff aggregated its infection rate data for comparison purposes with four other hospitals in the community. The staff members were aware that the data was flawed. They presented a false perception that General Hospital’s postoperative infection rates were lower than those of peer hospitals. The comparison data was published in the local newspaper. The Jones family, believing the data to be correct and concerned about the number of deaths related to hospital-acquired infections, relied on the data in selecting General Hospital as their preferred hospital.
Tasks:
Describe how organizational and professional codes of ethics were violated in this case.
Describe what role an organization’s ethics committee could play in addressing this or similar issues.
400 words APA format
.
cocaine, conspiracy theories and the cia in central america by Craig.docx
cocaine, conspiracy theories and the cia in central america by Craig Delaval
Delaval is a freelance writer and filmmaker and was a production assistant for "Drug Wars." This article was edited by Lowell Bergman, series reporter for "Drug Wars."
Since its creation in 1947 under President Harry Truman, the CIA has been credited with a number of far-fetched operations. While some were proven - the infamous LSD mind-control experiments of the 1950s - others, like the assassination of John F. Kennedy and the crash of the Savings and Loans industry, have little or no merit.
In 1996 the agency was accused of being a crack dealer.
A series of expose articles in the San Jose Mercury-News by reporter Gary Webb told tales of a drug triangle during the 1980s that linked CIA officials in Central America, a San Francisco drug ring and a Los Angeles drug dealer. According to the stories, the CIA and its operatives used crack cocaine--sold via the Los Angeles African-American community--to raise millions to support the agency's clandestine operations in Central America.
The CIA's suspect past made the sensational articles an easy sell. Talk radio switchboards lit up, as did African-American leaders like U.S. Rep. Maxine Waters, D-Los Angeles, who pointed to Webb's articles as proof of a mastermind plot to destroy inner-city black America.
One of the people who was accused in the San Jose Mercury-News of being in the midst of the CIA cocaine conspiracy is one of the most respected, now retired, veteran D.E.A. agents, Robert "Bobby" Nieves.
"You have to understand Central America at that time was a haven for the conspiracy theorists. Christic Institute, people like Gary Webb, others down there, looking to dig up some story for political advantage," Nieves said. "No sexier story than to create the notion in people's minds that these people are drug traffickers."
But in the weeks following publication, Webb's peers doubted the merit of the articles. Fellow journalists at the Washington Post, New York Times and Webb's own editor accused him of blowing a few truths up into a massive conspiracy.
Amongst Webb's fundamental problems was his implication that the CIA lit the crack cocaine fuse. It was conspiracy theory: a neat presentation of reality that simply didn't jibe with real life. Webb later agreed in an interview that there is no hard evidence that the CIA as an institution or any of its agent-employees carried out or profited from drug trafficking.
Still, the fantastic story of the CIA injecting crack into ghettos had taken hold. In response to the public outcry following Webb's allegations--which were ultimately published in book form under the title Dark Alliance--the CIA conducted an internal investigation of its role in Central America related to the drug trade. Frederick Hitz, as the CIA Inspector General-- an independent watchdog approved by Congress--conducted the investigation. In October 1998, the CIA released a declassifie.
Code of EthicsThe Code of Ethical Conduct and Statement of Com.docx
Code of Ethics
The Code of Ethical Conduct and Statement of Commitment, approved by NAEYC’s Governing Board in 1989, revised in 2005, and reaffirmed and updated in 2011, includes a section of ethical responsibilities to families, articulating 15 specific principles governing actions and the following nine ideals:
1. To be familiar with the knowledge base related to working effectively with families and to stay informed through continuing education and training
2. To develop relationships of mutual trust and create partnerships with the families served
3. To welcome all family members and encourage them to participate in the program (See Figure 4-14.)
4. To listen to families, acknowledge and build on their strengths and competencies, and learn from families as we support them in their task of nurturing children
5. To respect the dignity and preferences of each family and to make an effort to learn about its structure, culture, language, customs, and beliefs
6. To acknowledge families’ child-rearing values and their right to make decisions for their children
7. To share information about children’s education and development with families and to help them understand and appreciate the current knowledge base of the early childhood education profession
8. To help family members enhance their understanding of their children and support the continuing development of their skills as parents
9. To participate in building support networks for families by giving them opportunities to interact with program staff, other families, community resources, and professional services (NAEYC, 2005, 2011)
Figure 4-14.
© Cengage Learning®
One of the ideals of the revised code of ethics is to welcome all family members and encourage them to participate in their children’s school.
Code of Ethics
The Code of Ethical Conduct and Statement of Commitment, approved by NAEYC’s
Governing Board in 1989, revised in 2005, and reaffirmed and updated in 2011, includes a
section of ethical responsibilities to families, articulating 15 specific principles governing
actions and the following nine ideals:
1.
To be familiar with the knowledg
e base related to working effectively with families
and to stay informed through continuing education and training
2.
To develop relationships of mutual trust and create partnerships with the families
served
3.
To welcome all family members and
encourage them to participate in the program
(See Figure 4
-
14.)
4.
To listen to families, acknowledge and build on their strengths and competencies, and
learn from families as we support them in their task of nurturing children
5.
To respect the dignity and pref
erences of each family and to make an effort to learn
about its structure, culture, language, customs, and beliefs
6.
To acknowledge families’ child
-
rearing values and their right to make decisions for
their children
7.
To share information about children’s educ
ation and development with families and
to help them.
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The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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College Algebra MATH 107 Spring, 2020Page 1 of 11 MA.docx
- 1. College Algebra MATH 107 Spring, 2020 Page 1 of 11 MATH 107 FINAL EXAMINATION This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator. You must complete the exam individually. Neither collaboration nor consultation with others is allowed. Record your answers and work on the separate answer sheet provided. There are 30 problems. Problems #1–12 are Multiple Choice. Problems #13–21 are Short Answer. (Work not required to be shown) Problems #22–30 are Short Answer with work required to be shown. MULTIPLE CHOICE 1. Determine the domain and range of the piecewise function. 1. ______
- 2. A. Domain [– 4, 2]; Range [– 2, 4] B. Domain [– 2, 4]; Range [– 2, 1] C. Domain [– 2, 4]; Range [– 4 , 2] D. Domain [0, 2]; Range [– 2, 0] 2. Solve: 3 10x x+ = − 2. ______ A. No solution B. –2, 5 C. 5 D. –2 -2 2 4 -4 -2 -4 2 4 College Algebra MATH 107 Spring, 2020 Page 2 of 11 3. Determine the interval(s) on which the function is decreasing. 3. ______
- 3. A. (–1, 3) B. (–2, 4) C. (– D. (– – 4. Determine whether the graph of 2y x= + is symmetric with respect to the origin, the x-axis, or the y-axis. 4. ______ A. not symmetric with respect to the x-axis, not symmetric with respect to the y-axis, and not symmetric with respect to the origin B. symmetric with respect to the x-axis only C. symmetric with respect to the y-axis only D. symmetric with respect to the origin only 5. Solve, and express the answer in interval notation: | 5 – 6x | A. (– B. (– D. [–4/3, 3]
- 4. College Algebra MATH 107 Spring, 2020 Page 3 of 11 6. Which of the following represents the graph of 8x − 3y = 24 ? 6. ______ A. B. C. D. College Algebra MATH 107 Spring, 2020 Page 4 of 11 7. Write a slope-intercept equation for a line parallel to the line x + 7y = 9 which passes through the point (28, –3). 7. ______ A. 25y x=− + B. 1 1 7 y x= − + C. 1
- 5. 3 7 y x= − − D. 1 7 7 y x= − 8. Which of the following best describes the graph? 8. ______ A. It is the graph of a function but not one-to-one. B. It is the graph of a function and it is one-to-one. C. It is not the graph of a function. D. It is the graph of an absolute value relation. . College Algebra MATH 107 Spring, 2020 Page 5 of 11 9. Write as an equivalent expression: log (x – 3) – 8 log y + log 1 9. ______ A.
- 7. D. ( )log 2 8x y− − 10. Which of the functions corresponds to the graph? 10. ______ A. ( ) 2 xf x e−= B. ( ) 2 xf x e−= + C. ( ) 2 xf x e= − D. ( ) 2xf x e−= College Algebra MATH 107 Spring, 2020 Page 6 of 11 11. Suppose that for a function f, the equation f (x) = 0 has no real-number solution. Which of the following statements MUST be true? 11. ______ A. f is an invertible function. B. The graph of f is a horizontal line. C. f has no x-intercept. D. f has no y-intercept. 12. The graph of y = f (x) is shown at the left and the graph of y = g(x) is shown at the right. (No
- 8. formulas are given.) What is the relationship between g(x) and f (x)? 12. ______ y = f (x) y = g(x) A. g(x) = f (x) – 4 B. g(x) = f (x) + 4 C. g(x) = f (x + 4) D. g(x) = f (x – 4) 2 4 -2-4 -2 -4 2 4 2 4 -2-4 -2 -4 2 4
- 9. College Algebra MATH 107 Spring, 2020 Page 7 of 11 SHORT ANSWER: 13. Multiply and simplify: (8 − i)(5 + 7i). Write the answer in the form a + bi, where a and b are real numbers. Answer: ________ 14. Solve, and write the answer in interval notation: 7 0 9 x x − − . Answer: ________ temperature T of the soup t minutes after it is placed in the room is given by T(t) = 70 + 105 e – 0.075 t
- 10. Find the temperature of the soup 18 minutes after it is placed in the room. (Round to the nearest degree.) Answer: ________ 16. Find the value of the logarithm: 4 1 log 64 . Answer: ________ 17. Solve: 4 97 49x+ = . Answer: ________ 18. Suppose $4,700 is invested in an account at an annual interest rate of 5.2% compounded continuously. How long (to the nearest tenth of a year) will it take the investment to double in size? Answer: ________ 19. Let f (x) = x2 − 10x + 23. (a) Find the vertex. Answer: ________ (b) State the range of the function. Answer: ________
- 11. (c) On what interval is the function decreasing? Answer: ________ College Algebra MATH 107 Spring, 2020 Page 8 of 11 20. Consider the polynomial P(x), shown in both standard form and factored form. 3 21 7 7 1 ( ) 5 ( 1)( 3)( 5) 3 3 3 3 P x x x x x x x= − + − − = − + − − (a) Which sketch illustrates the end behavior of the polynomial function? Answer: ________ (b) State the zeros of the function. Answer: ________________ (c) State the y-intercept. Answer: ________________ (d) State which graph below is the graph of P(x). Answer: ________ GRAPH A GRAPH B GRAPH C GRAPH D A. B. C. D.
- 12. vvvv vvvv vvvv vvvv College Algebra MATH 107 Spring, 2020 Page 9 of 11 21. Let 4 )( 2 − = x x xf . (a) State the domain. Answer: _________________ (b) State the horizontal asymptote. Answer: _________________ (c) State the vertical asymptote(s). Answer: _________________ (d) Which of the following represents the graph of 4 )(
- 13. 2 − = x x xf ? Answer: ______________ GRAPH A. GRAPH B. GRAPH C. GRAPH D. College Algebra MATH 107 Spring, 2020 Page 10 of 11 SHORT ANSWER, with work required to be shown, as indicated. 22. Let xxf −= 9)( and g(x) = x + 1. g f
- 14. . Show work. (b) Find the domain of the quotient function g f . Explain. 23. Points (–3, 2) and (1, 6) are endpoints of the diameter of a circle. (a) What is the length of the diameter? Give the exact answer, simplified as much as possible. Show work. (b) What is the center point C of the circle? (c) Given the point C you found in part (b), state the point symmetric to C about the x-axis. 24. Find the equation for a line which passes through the points (–7, 4) and (–9, 8). Write the equation in slope-intercept form. Show work. 25. A salesperson earns a base salary of $1,650 per month and a commission of 5.3% on the amount of sales made. If the salesperson has a paycheck of $3425.50 for one month, what was the amount of sales for the month? Show work. 26. Let f (x) = 5x2 – 3 and g(x) = x – 4.
- 15. work. (b) Find ( ) ( 1)f g −o . Show work. 27. Find the exact solutions and simplify as much as possible: 9x2 + 10 = 20x. Show work. 28. Given the function 1 ( ) 3 7 f x x= − , find a formula for the inverse function. Show work. College Algebra MATH 107 Spring, 2020 Page 11 of 11 29. The Travel Time bus company has determined that when x tourists are given a particular bus tour, the profit P (in dollars) is given by P(x) = –0.25 x2 + 25.50x – 220 (a) What is the company’s profit if 32 tourists are given the tour? (b) How many tourists should be given the tour in order to maximize the company’s profit? Show work.
- 16. 30. Solve: 2 7 12 0 6 36 x x x + + = + − . Show work. Math 107 Final ExaminationSpring 20201 Math 107 College AlgebraName______________________________ Final Examination: Spring, 2020Instructor: Irene Doo Answer Sheet Instructions: This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator. Record your answers and work in this document. There are 30 problems. Problems #1-12 are multiple choice. Record your choice for each problem. Problems #13-21 are short answer. Record your answer for each problem. Problems #22-30 are short answer with work required. When
- 17. requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain-text formatting or an equation editor, or you may hand- write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages. You must complete the exam individually. Neither collaboration nor consultation with others is allowed. Your exam will receive a zero grade unless you complete the following honor statement. Please sign (or type) your name below the following honor statement: I have completed this final examination myself, working independently and not consulting anyone except the instructor. I have neither given nor received help on this final examination. Name _____________________Date___________________ MULTIPLE CHOICE. Record your answer choices. 1.7. 2.8. 3.9. 4.10. 5.11. 6.12. SHORT ANSWER. Record your answers below. 13. 14. 15.
- 18. 16. 17. 18. 19. (a) (b) (c) 20. (a) (b) (c) (d) 21. (a) (b) (c) (d) SHORT ANSWER with Work Shown. Record your answers and work. Problem Number
- 19. Solution 22 Answers: (a) (b) Work/for part (a) and explanation for part (b):
- 22. 26 Answers: (a) (b) Work for part (a) and for part (b):
- 23. 27 Answer: Work:
- 24. 28 Answer: Work:
- 26. 30 Answer: Work: