EMPIRICAL PROJECT
Objective: * to help students put in practice what they have learned in Econometrics I
* to teach students how to write an “economic paper”.
Steps
a) Selecting a topic
Topic areas: Macroeconomics: consumption function, investment function, demand
function, the Phillips curve…
Microeconomics: estimating production, cost, supply and demand. Data
are hard to obtain here.
Urban and Regional Economics: demand for housing, transportation…
International Economics: estimating import and export functions,
estimating purchasing power parity, estimating capital mobility…
Development Economics: measuring the determinants of per-capita
income, testing the per-capita output convergence among nations…
Labor Economics: testing theories of unionization, estimating labor force
participation, estimating wage differential among women, minorities…
Resource and Environmental Economics: estimating water pollution,
estimating the determinants of toxic emissions…
The resource journal is JEL (Journal of Economic Literature) + Internet EconLit .
b) Statement of the Problem
State clearly the problem that you are interested in (what are you trying
to achieve)
c) Review of literature
Point out (critically) what others have done concerning the topic of interest.
d) Formulation of a general model
The final model can be derived in several ways: utility maximization,
profit maximization, cost minimization, etc. The review of literature is
generally helpful to accomplish this task. In the course of deriving the model,
one must sort out clearly the dependent variable and the independent
variables. After transforming the economic model in econometric model, one
writes up the hypotheses to be tested: expected signs of the parameters and
magnitudes. To elaborate a bit, let use the following demand for some good:
Q
P
P
Y
u
be
be
o
=
+
+
+
+
a
b
g
d
where
Q
P
P
Y
and
u
be
be
o
,
,
,
represent the quantity of good of interest, the price
of that good, the price of another good (pork, etc), income and the error term,
respectively. Here
b
g
<
<>
0
0
,
depending on the nature of the good: >0
if substitute and <0 if complementary. The size of
b
depends on the nature of
product. Thus if the product is a necessity, price and income elasticities are
expected to be small.
e) Collecting Data
Sources: international, national, regional
primary or secondary.
Notes.
f) Empirical Analysis
Data analysis: outliers, level of variation…
Model estimation and hypothesis testing
g) Writing a Report
Statement of the problem: describe the problem you have studied,
the questi ...
Econometrics uses economic theory and statistical tools to quantify economic relationships and answer questions about economic data. An econometric model includes both a systematic component based on economic theory and an error term that represents unpredictable factors. Most economic data comes from non-experimental sources and is in time-series, cross-sectional, or panel form. The goal of econometrics is statistical inference like estimating parameters, predicting outcomes, and testing hypotheses using sample data. Econometric models incorporate probability distributions, random variables, and concepts like the mean, variance, and normal distribution to analyze economic data statistically.
This document discusses methods for estimating the output gap and decomposing it into observable components. It provides a unified framework by formulating most output gap estimation methods as linear filters. This allows the output gap estimate to be expressed as a weighted average of observed macroeconomic data over time. The document demonstrates how to decompose an output gap estimate into the contributions made by different data series, like output, inflation, and unemployment. It also shows how to analyze how output gap estimates are revised as new data is incorporated using this linear filter framework. The framework provides insight into which data each method uses and how it weights them to estimate an unobserved output gap.
This document discusses methods for estimating the output gap and decomposing it into observable components. It provides a unified framework by representing most estimation methods as linear filters. This allows the output gap estimate to be expressed as a weighted average of observed macroeconomic data over time. The document demonstrates how to decompose an output gap estimate into the contributions made by different data series, like output, inflation, and unemployment. It also shows how to analyze how estimates are revised as new data is incorporated. Understanding estimates as linear filters provides insight into which data drives the estimate and how sensitive it is to data revisions. The document applies these concepts to specific estimation techniques, including univariate filters, multivariate filters, VAR models, and DSGE models.
Electronic Keno Project 3 Overview and Rationale.docxShiraPrater50
Electronic Keno
Project 3
Overview and Rationale
This assignment is designed to provide you with hands-on experience in using discrete and
continuous probability distributions. In this assignment you will use technology to
generate random samples and explore the samples’ relationship with the underlying
population. Finally, you will have an opportunity to apply the Central Limit Theorem to
inferential statistics.
Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
CO2: Create distributions and graphical representation based on given data and identify
which distribution models best fit the data
CO3: Apply the theory of probability to calculate events’ likelihoods, understanding the
differences between experimental and theoretical probabilities (the Law of Large
Numbers), and calculate posterior probabilities by using the Bayes’ Law with emphasis on
applications
CO7: Interpret meaningful relationships and patterns in the data in relation to a given
business question
Assignment Summary
Read the scenario below and follow the instructions in the project description below (Parts
1 and 2) to analyze the data presented in the Excel workbook (Module 3
Project_Keno_v1.xlsx). Complete all parts in the designated Excel workbook. Submit both
the report and the Excel workbook. The Excel workbook contains all statistical work. The
report should include all your findings along with important analysis.
Project Description
The game of Keno: keno is an ancient Chinese game that has become popular in recent
years. In one electronic version of this game, a player selects 20 numbers from the set of
numbers 1 through 100. The computer then randomly draws another set of 20 numbers
from the set 1 through 100, and the player is rewarded according to how many of his
selected numbers have been matched by the 20 numbers drawn by the computer.
Part 1
Let X be the number of matches between a player’s 20 selected numbers and the 20
numbers drawn by the computer. Then X may range from 0 (no match) to 20 (all match)
and follows a hyper-geometric probability distribution.
Complete all of the following steps (a – j) in worksheet Part 1 of the Excel workbook
provided. All cells should contain formulas.
a. Construct a tabular probability distribution for X in column E of the worksheet.
b. Construct a tabular cumulative probability distribution for X in column F of the
worksheet.
c. Create a graphical probability distribution for X.
d. Create a graphical cumulative probability distribution for X.
e. Calculate the theoretical expected value (mean), the theoretical variance, and the
theoretical standard deviation of X in the spaces provided for those quantities. Interpret
those values in your Word report
f. In column M of the worksheet, use the Excel function “=RAND()” to generate 1000
random values according to the standard uniform ...
This document provides an overview of Chapter 7 from a statistics textbook. The chapter covers sampling and sampling distributions. It has 6 main learning objectives, including determining when to use sampling vs a census, distinguishing random and nonrandom sampling, and understanding the impact of the central limit theorem. The chapter outline lists 7 sections that will be covered, such as sampling, sampling distributions of the mean and proportion, and key terms. It provides examples to illustrate the central limit theorem and formulas from it.
Fall 2018 Statics Mid-Term Exam 3 Take-Home Name Please .docxmecklenburgstrelitzh
Fall 2018 Statics Mid-Term Exam 3 Take-Home Name:
Please show all free body diagrams and the corresponding equilibrium equations that you use. Neat
freehand sketches are fine. Write the general forms of the equilibrium equations (ΣFX = 0, ΣFX = 0, ΣMA =
0) first before writing out the forces and moments specific to that problem. The paper is out of 100
points, and there are 25 bonus points including the extra credit question.
1) If a 200 N force is applied on the cutting tool as shown, determine the corresponding force
acting at point E. (Hint 1: Remember that each component of a machine is a rigid body and
every component must be in equilibrium, Hint 2: Write out all the equilibrium equations for
each component first, that will direct you at how to solve for the unknown forces, Hint 3: Use
equilibrium equations that you did not use for solving as a check). (20 points)
2) Solve for all the joint forces in the following frame. The suspended bob has a mass of 100 kg.
Note that member ABDF is one monolithic member. (20 points)
3) For the beam shown below, draw the bending moment and shear force diagrams. You could
use either the short procedure shown in class, or the full calculation, either is okay. Either way,
please label the values of the bending moments and shear forces at points where the graph
changes shape. (30 points)
4) For the cable given below, the total length is given to be 35 feet. Determine the reactions at the
supports A and B, and the tension values in each of its segments. (Hint: Since the total length of
the beam is given, use pythogorean triplets to figure out the coordinates of point C, at which the
load acts). (20 points)
5) Draw the free body diagram for one simple structure (machine, frame, truss etc.) that you use in
daily life directly or indirectly. Make sure to reduce it to the most basic form possible, showing
only required geometry and joints. (2D idealization would be fine, 3D is okay too). Show the
free body diagram for the entire structure as well as the free body diagrams for each of the
component members. Make sure to include applied loads. (Examples: pliers, idealized frame of
your apartment/house, door frame, wall-mount frame for TV/Pictures etc., dining table). (20
points)
Extra Credit: Using the reactions obtained in problem 2, draw the axial force diagram, shear force
diagram, and bending moment diagram for members ABDF and ECD. (15 points)
25 kips
9 m 16 m
A B
C
The Validity of Company Valuation
Using Discounted Cash Flow Methods
Florian Steiger
1
Seminar Paper
Fall 2008
Abstract
This paper closely examines theoretical and practical aspects of the widely used discounted
cash flows (DCF) valuation method. It assesses its potentials as well as several weaknesses. A
special emphasize is being put on the valuation of companies using the DCF method.
Math 141 Exam Final Exam Name____________________.docxendawalling
The document is a math exam for Math 141. It contains 14 multi-part questions testing a variety of math concepts including factoring, functions, inequalities, sequences, series, logarithms, and optimization problems. Students must show their work, box their answers, and use scientific calculators. The exam covers domains, ranges, increasing/decreasing intervals, relative and absolute extrema of functions, zeros, asymptotes, graphing, rational zeros of polynomials, solving inequalities, volumes of boxes, sums of sequences and series, and solving word problems involving rectangles and rates of change.
Econometrics uses economic theory and statistical tools to quantify economic relationships and answer questions about economic data. An econometric model includes both a systematic component based on economic theory and an error term that represents unpredictable factors. Most economic data comes from non-experimental sources and is in time-series, cross-sectional, or panel form. The goal of econometrics is statistical inference like estimating parameters, predicting outcomes, and testing hypotheses using sample data. Econometric models incorporate probability distributions, random variables, and concepts like the mean, variance, and normal distribution to analyze economic data statistically.
This document discusses methods for estimating the output gap and decomposing it into observable components. It provides a unified framework by formulating most output gap estimation methods as linear filters. This allows the output gap estimate to be expressed as a weighted average of observed macroeconomic data over time. The document demonstrates how to decompose an output gap estimate into the contributions made by different data series, like output, inflation, and unemployment. It also shows how to analyze how output gap estimates are revised as new data is incorporated using this linear filter framework. The framework provides insight into which data each method uses and how it weights them to estimate an unobserved output gap.
This document discusses methods for estimating the output gap and decomposing it into observable components. It provides a unified framework by representing most estimation methods as linear filters. This allows the output gap estimate to be expressed as a weighted average of observed macroeconomic data over time. The document demonstrates how to decompose an output gap estimate into the contributions made by different data series, like output, inflation, and unemployment. It also shows how to analyze how estimates are revised as new data is incorporated. Understanding estimates as linear filters provides insight into which data drives the estimate and how sensitive it is to data revisions. The document applies these concepts to specific estimation techniques, including univariate filters, multivariate filters, VAR models, and DSGE models.
Electronic Keno Project 3 Overview and Rationale.docxShiraPrater50
Electronic Keno
Project 3
Overview and Rationale
This assignment is designed to provide you with hands-on experience in using discrete and
continuous probability distributions. In this assignment you will use technology to
generate random samples and explore the samples’ relationship with the underlying
population. Finally, you will have an opportunity to apply the Central Limit Theorem to
inferential statistics.
Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
CO2: Create distributions and graphical representation based on given data and identify
which distribution models best fit the data
CO3: Apply the theory of probability to calculate events’ likelihoods, understanding the
differences between experimental and theoretical probabilities (the Law of Large
Numbers), and calculate posterior probabilities by using the Bayes’ Law with emphasis on
applications
CO7: Interpret meaningful relationships and patterns in the data in relation to a given
business question
Assignment Summary
Read the scenario below and follow the instructions in the project description below (Parts
1 and 2) to analyze the data presented in the Excel workbook (Module 3
Project_Keno_v1.xlsx). Complete all parts in the designated Excel workbook. Submit both
the report and the Excel workbook. The Excel workbook contains all statistical work. The
report should include all your findings along with important analysis.
Project Description
The game of Keno: keno is an ancient Chinese game that has become popular in recent
years. In one electronic version of this game, a player selects 20 numbers from the set of
numbers 1 through 100. The computer then randomly draws another set of 20 numbers
from the set 1 through 100, and the player is rewarded according to how many of his
selected numbers have been matched by the 20 numbers drawn by the computer.
Part 1
Let X be the number of matches between a player’s 20 selected numbers and the 20
numbers drawn by the computer. Then X may range from 0 (no match) to 20 (all match)
and follows a hyper-geometric probability distribution.
Complete all of the following steps (a – j) in worksheet Part 1 of the Excel workbook
provided. All cells should contain formulas.
a. Construct a tabular probability distribution for X in column E of the worksheet.
b. Construct a tabular cumulative probability distribution for X in column F of the
worksheet.
c. Create a graphical probability distribution for X.
d. Create a graphical cumulative probability distribution for X.
e. Calculate the theoretical expected value (mean), the theoretical variance, and the
theoretical standard deviation of X in the spaces provided for those quantities. Interpret
those values in your Word report
f. In column M of the worksheet, use the Excel function “=RAND()” to generate 1000
random values according to the standard uniform ...
This document provides an overview of Chapter 7 from a statistics textbook. The chapter covers sampling and sampling distributions. It has 6 main learning objectives, including determining when to use sampling vs a census, distinguishing random and nonrandom sampling, and understanding the impact of the central limit theorem. The chapter outline lists 7 sections that will be covered, such as sampling, sampling distributions of the mean and proportion, and key terms. It provides examples to illustrate the central limit theorem and formulas from it.
Fall 2018 Statics Mid-Term Exam 3 Take-Home Name Please .docxmecklenburgstrelitzh
Fall 2018 Statics Mid-Term Exam 3 Take-Home Name:
Please show all free body diagrams and the corresponding equilibrium equations that you use. Neat
freehand sketches are fine. Write the general forms of the equilibrium equations (ΣFX = 0, ΣFX = 0, ΣMA =
0) first before writing out the forces and moments specific to that problem. The paper is out of 100
points, and there are 25 bonus points including the extra credit question.
1) If a 200 N force is applied on the cutting tool as shown, determine the corresponding force
acting at point E. (Hint 1: Remember that each component of a machine is a rigid body and
every component must be in equilibrium, Hint 2: Write out all the equilibrium equations for
each component first, that will direct you at how to solve for the unknown forces, Hint 3: Use
equilibrium equations that you did not use for solving as a check). (20 points)
2) Solve for all the joint forces in the following frame. The suspended bob has a mass of 100 kg.
Note that member ABDF is one monolithic member. (20 points)
3) For the beam shown below, draw the bending moment and shear force diagrams. You could
use either the short procedure shown in class, or the full calculation, either is okay. Either way,
please label the values of the bending moments and shear forces at points where the graph
changes shape. (30 points)
4) For the cable given below, the total length is given to be 35 feet. Determine the reactions at the
supports A and B, and the tension values in each of its segments. (Hint: Since the total length of
the beam is given, use pythogorean triplets to figure out the coordinates of point C, at which the
load acts). (20 points)
5) Draw the free body diagram for one simple structure (machine, frame, truss etc.) that you use in
daily life directly or indirectly. Make sure to reduce it to the most basic form possible, showing
only required geometry and joints. (2D idealization would be fine, 3D is okay too). Show the
free body diagram for the entire structure as well as the free body diagrams for each of the
component members. Make sure to include applied loads. (Examples: pliers, idealized frame of
your apartment/house, door frame, wall-mount frame for TV/Pictures etc., dining table). (20
points)
Extra Credit: Using the reactions obtained in problem 2, draw the axial force diagram, shear force
diagram, and bending moment diagram for members ABDF and ECD. (15 points)
25 kips
9 m 16 m
A B
C
The Validity of Company Valuation
Using Discounted Cash Flow Methods
Florian Steiger
1
Seminar Paper
Fall 2008
Abstract
This paper closely examines theoretical and practical aspects of the widely used discounted
cash flows (DCF) valuation method. It assesses its potentials as well as several weaknesses. A
special emphasize is being put on the valuation of companies using the DCF method.
Math 141 Exam Final Exam Name____________________.docxendawalling
The document is a math exam for Math 141. It contains 14 multi-part questions testing a variety of math concepts including factoring, functions, inequalities, sequences, series, logarithms, and optimization problems. Students must show their work, box their answers, and use scientific calculators. The exam covers domains, ranges, increasing/decreasing intervals, relative and absolute extrema of functions, zeros, asymptotes, graphing, rational zeros of polynomials, solving inequalities, volumes of boxes, sums of sequences and series, and solving word problems involving rectangles and rates of change.
Math 141 Exam Final Exam Name____________________.docxwkyra78
Math 141 Exam Final Exam Name:_____________________________
SCIENTIFIC CALCULATORS ONLY! YOU MUST SHOW WORK FOR CREDIT!!! BOX ANSWERS!
1. [6 ea] Factor completely; simplify.
a) 12𝑥
!
" − 5𝑥
#
" − 2 b)3(4𝑥 + 5)! − 2(4𝑥 + 5) − 1
2. [4 each (a-e)] Approximate if necessary. For the given function , find/determine:
a) Domain: Range:
b) On what interval(s) is 𝑓:
i) Increasing:
ii) Decreasing:
c) ______ when ______.
d) Find any relative extrema (tell me if you have a max or min, what it is, and where it is):
e) Find any absolute extrema (tell me if you have a max or min, what it is, and where it is):
f) [2] Is 𝑓 even, odd , or neither? g) [4] What is the end behavior?
h)[4] What are the x and y- intercepts?
( )f x
( )2f - = ( ) 4f x = x =
3. [8 pts] a) Graph the function 4. [1 ea] Given 𝑔(𝑥) = −"
!
|𝑥 + 3| − 1
𝑓(𝑥) = /
2 − 𝑥, −3 ≤ 𝑥 < 1
𝑥! − 2𝑥 + 2, 𝑥 > 1
. Label 3+ points. Explain how the graph of 𝑔(𝑥) is obtained from the graph
𝑓(𝑥) = |𝑥|. (Hint: four actions=transformations)
a)
b)
c)
d)
5. [8;6] Given that
𝑓(𝑥) = #
$
, ℎ(𝑥) = log(𝑥 + 1) , 𝑗(𝑥) = !
$%"
, 𝑔(𝑥) = √𝑥 − 10
find the following and their DOMAINS. Use Interval Notation! and simplify the function when possible.
a) b)
6. [14 pts] Given 𝑅(𝑥) = &$
$#%$%"!
find:
a) Zero(s):
b) Vertical Asymptote(s):
c) Horizontal OR Slant Asymptote: d) Sketch . You do not need
specific values except for zero(s) and
asymptote. The shape needs be accurate!!!
j! f( ) x( ) ( )
( )
h x
g x
( )R x
y-
( )R xx
7. [9] Let 𝑝(𝑥) = 2𝑥' − 9𝑥! + 7.
a) List all possible rational zeros.
b) Find the remaining zeros of if one zero is −1.
8) [8] Solve the inequality 𝑥& + 2𝑥! − 3𝑥 > 0. Graph the solution on a number line and state the solutions in interval
notation.
9. [8 pts] A box with an open top is to be constructed from a rectangular piece of cardboard with dimensions inches
by inches by cutting out equal squares of side at each corner and then folding up the sides as in the figure.
Express the volume of the box as a function of and simplify completely.
( )p x
8
20 x
V x
x
x
10. [10 pts] Find for 𝑓(𝑥) = !
"#$
. Simplify!
11. [9 pts] Solve - use “zones” or sign-chart. Graph solution and express in Interval Notation.
%
"&'
≥ (
"&)
12. [8 pts] A landscape engineer has 200 feet of border to enclose a rectangular pond. What dimensions will result in the
largest pond?
( ) ( )f x h f x
h
+ -
13. a) [4 pts] Express in terms o
Assignment Week 1.docDue by 11pm June 30th Chapter 1.docxssuser562afc1
Assignment Week 1.doc
Due by 11pm June 30th
Chapter 1
Overview of Statistics
Chapter 2
Data Collection
Chapter 3
Describing Data Visually
Upload the completed assignment using the file extension format Lastname_Firstname_Week1.doc.
Assignment
(32 points due by 11 pm June 30th)
Note: You can team up with one of your classmates to complete the assignment (not more than two in a team); if you want to work on the assignment individually, that’s also fine. If you are working in teams, then only one submission is required per team; include both the team members’ last names as part of the assignment submission file name as well as in the assignment submission document.
Please provide detailed solutions to the following problems/exercises (4 problems/exercises x 8 points each):
1) What type of data (categorical, discrete numerical, or continuous numerical) is each of the following variables?
a) Length of a TV commercial.
b) Number of peanuts in a can of Planter’s Mixed Nuts.
c) Occupation of a mortgage applicant.
d) Flight time from London Heathrow to Chicago O’Hare.
2) Which measurement level (nominal, ordinal, interval, ratio) is each of the following variables? Explain.
a) Number of employees in the Walmart store in Hutchinson, Kansas.
b) Number of merchandise returns on a randomly chosen Monday at a Walmart store.
c) Temperature (in Fahrenheit) in the ice-cream freezer at a Walmart store.
d) Name of the cashier at register 3 in a Walmart store
e) Manager’s rating of the cashier at register 3 in a Walmart store.
f) Social security number of the cashier at register 3 in a Walmart store.
3) The results of a survey that collected the current credit card balances for 36 undergraduate college students are given in the file “College Credit Card.’
a) Using the 2k > n rule, construct a frequency distribution for these data.
b) Using the results from a), calculate the relative frequencies for each class.
c) Using the results from a), calculate the cumulative relative frequencies for each class.
d) Construct a histogram for these data.
4) The cost of manufacturing vehicles in Mexico is very attractive to automakers. Global carmakers build approximately 1.9 million vehicles in Mexico. Of these, nearly 76% are exported, primarily to the US. Although General Motors is the largest manufacturer in Mexico, Daimler Chrysler exports the most vehicles. Automotive analysts examine both the number of vehicles produced and the number exported (see the data file “Automotive”) to determine the potential market share of each company.
a) For the data on vehicles produced in Mexico, construct a bar chart displaying the amount produced by each company.
b) Repeat part a) using a pie-chart.
c) Construct a bar chart displaying the number of vehicles exported from Mexico.
d) Repeat part d) using a pie-chart.
e) Do you prefer the bar charts or the pie charts for displaying the data? Explain.
f) What differences do the charts reveal for the automotive ...
Due Week 10 and worth 250 pointsIn preparation for this assignme.docxjacksnathalie
Due Week 10 and worth 250 points
In preparation for this assignment, please view the Jurisville scenarios and resulting simulations from Weeks 8 through 10 in the Corrections unit.
In the scenarios and resulting simulations, Robert Donovan, a Jurisville probation officer, discusses the intricacies of probation. Kris, the defendant, is offered an intensive supervised probation plan to follow. Brennan Brooke, a senior criminologist, discusses the tailoring of the inmate to the appropriate facility. Finally, Orlando Boyce, a sergeant at the fictional Deephall correctional facility, discusses measures that could conceivably make prison life effective and thus decrease the likelihood of recidivism.
Write a three to four (3-4) page paper in which you:
1. Outline your findings from your review of the file of Kris, for whom Robert is considering probation. State whether or not your results from the file review match Robert’s. Explain two (2) instances in which your views and those of Robert are both similar and different.
2. Develop a profile of the so-called perfect candidate to participate in an intensive supervised probation program. The profile should contain at least three (3) attributes that you believe make this defendant the perfect candidate for this type of probation.
3. Defend or critique the strategy of matching the inmate to the correctional facility as a response to the legal concept of cruel and unusual punishment. Provide a rationale for your position with concrete examples.
4. Defend or critique whether programs and amenities geared to making prison life effective—which run the gamut from hiring extra officers, to counseling and therapy, to building a garden—are time and taxpayer money well spent.
5. Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
· Outline the major characteristics and purposes of prisons, including prisoners’ rights and prison society.
· Use technology and information resources to research issues in criminal justice.
· Write clearly and concisely about criminal justice using proper writing mechanics and APA style conventions.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.
MULTIPLE CHOICE. Choose the one alternative that best complete ...
This document discusses descriptive statistics and numerical measures used to describe data sets. It introduces measures of central tendency including the mean, median, and mode. The mean is the average value calculated by summing all values and dividing by the number of values. The median is the middle value when values are arranged in order. The mode is the most frequently occurring value. The document also discusses measures of dispersion like range and standard deviation which describe how spread out the data is. Examples are provided to demonstrate calculating the mean, median and other descriptive statistics.
This document provides an overview of topics to be covered in a course on statistical methods using Microsoft Excel. The course will cover descriptive statistics, statistical inference, and linear regression models. Students will learn to analyze data and present results using Excel's data analysis tools and to transfer information between Excel, Word, and PowerPoint. Recommended textbooks are provided as well as links to online statistics resources. The document concludes with instructions for setting up Excel for the data analysis components of the course.
This document provides information on various quality control tools including check sheets, Pareto diagrams, cause and effect diagrams, histograms, stratification, scatter diagrams, and control charts. It explains how to construct and interpret each tool and how they can be used to gather and analyze data to identify problems, determine causes, and evaluate solutions. The tools help quality professionals make data-driven decisions to improve processes and prevent issues.
This document provides an overview of using Stata for data management and reproducible research. It describes the Stata environment including the toolbar, command panel, review panel, results panel and variables panel. It demonstrates loading sample data using sysuse and viewing metadata about the data using describe and summary statistics using summarize. Reproducible research is facilitated by writing commands in a do-file that can be executed from the do-file editor.
This document discusses multiple regression analysis. It begins by introducing multiple regression as an extension of simple linear regression that allows for modeling relationships between a response variable and multiple explanatory variables. It then covers topics such as examining variable distributions, building regression models, estimating model parameters, and assessing overall model fit and significance of individual predictors. An example demonstrates using multiple regression to build a model for predicting cable television subscribers based on advertising rates, station power, number of local families, and number of competing stations.
IE332Engineering Statistics IINOTES· Show your work,MalikPinckney86
IE332
Engineering Statistics II
NOTES
· Show your work, charts, tables and calculations.
· Using Excel and Minitab is essential (Copy & Paste the output).
· Failure to submit the solution by the due date means you will lose 2% from the total marks daily.
· Similar solutions for any two groups mean they are cheating and both will get ZERO.
Introduction
Objectives:
1. Encourage the students to work as team.
2. Encourage the students to share their knowledge about the course.
3. Motivate the students and examine their ability to apply the statistical methods correctly.
4. Examine the students about the whole concepts and curriculum of the statistics courses in one project which integrate all the topics in one practical exam.
5. Teach the students by practice to use statistical software, such as Minitab and Excel, to analyze the data.
6. Motivate the students to ask themselves what conclusions we can draw from these results.
7. Examine the ability of the students to display their works in a form of a technical report, to organize meetings and distribute the tasks among the team members, to write the meeting minutes and to show evidences about their work.
8. Motivate the students to move from memorize the topics to the world of thinking as professional engineers.
Data:
Usually, in the engineering environment, the data are almost always samples, that have been selected from real populations by one of three ways: retrospective studies based on historical data, observational studies or designed experiments.
In this project, however, the instructor will use the Minitab software program to generate different sets of random data, follow predetermined probability distributions, to examine how each group can deal with engineering-based problems and how can they apply the statistical methods correctly and which conclusion can they draw from them. In addition, each group will use their own collected data for one question, to be familiar with the method of collecting data.
Notes:
1. Write the solution of this project in a form of ONE report and type it by using Microsoft Word.
2. Submit the report and the Minitab file to the instructor by email before the due date.
3. Write the solutions of the questions as decimal numbers (4 digits after the decimal point for probability {e.g. 0.0000} and 2 digits after the decimal point for other numbers {e.g. 0.00} and use comma for every 3 numbers before the decimal point, i.e. period {e.g. 0,000.00}).
4. Write your comment and interpretation at the end of each question.
5. Print, scan and attach any set of data, calculation, graph, solution or output by Minitab or Excel.
6. To attach any table, figure or chart, scan, copy and paste it in the file.
7. Display evidences about conducting the experiment and attending the meetings by all the members by attach photos and meetings minutes.
Minitab Commands
To plot a normal probability plot, use
Graph > Probability Plot > Single OK
Graph Variable: ? (C?) ...
This document provides an overview of mathematical modeling. It defines mathematical modeling as using mathematical concepts and language to describe a system. The summary explains that mathematical modeling involves converting a real-world problem into a mathematical problem through interpretation, then deriving a mathematical solution and interpreting it back in terms of the real problem. It also discusses the key components, properties, types and examples of mathematical modeling, as well as its merits in fields like epidemiology, economics, and engineering. However, it notes that models are simplifications and may not replace reality.
This chapter introduces descriptive statistics. It aims to study basic statistical concepts including variables, measures of central tendency, and measures of dispersion. For measures of central tendency, it discusses how to calculate the mean, median, and mode for both ungrouped and grouped data. It also introduces how to calculate variance and standard deviation as measures of dispersion. Examples are provided to demonstrate calculating these descriptive statistics for raw data sets.
Criminal Justice Statistics: Lab 4
CRJS-3020-01 | Points: 30
Assignment Objectives
To assess your knowledge of concepts covered in the class text and lectures, as well as your practical knowledge using SPSS. Use the Intercity Youth Homicide Dataset, Codebook, and User Guide to answer the below questions.
Course Materials Covered
Correlation, Bivariate Regression
1. (7 points). You want to determine whether there is a significant relationship between the robbery rates for young adults (RA_ATR) and the density of establishments that sell alcohol (ALCDEN1) in a jurisdiction and you would like to know the strength of that relationship.
a. Visualize each variable as a graph/chart using best practices. Insert the graph/chart into this document. Also, visualize the bivariate relationship between the two variables.
b. State your hypotheses.
c. If appropriate, check whether your dependent and/or independent variables are normally distributed and explain why they are, or are not, normally distributed.
d. Run the appropriate test, and report the correct results (do not copy and paste results).
e. Finally, interpret your results. What is your explanation for the results you found?
2. (7 points). You want to determine whether there is a significant relationship between the number of juvenile homicides (JUVHOM1I) and the number of gang homicides (GANGHOM1) in a jurisdiction and you would like to know the strength of that relationship.
a. Visualize each variable as a graph/chart using best practices. Insert the graph/chart into this document. Also, visualize the bivariate relationship between the two variables.
b. State your hypotheses.
c. If appropriate, check whether your dependent and/or independent variables are normally distributed and explain why they are, or are not, normally distributed.
d. Run the appropriate test, and report the correct results (do not copy and paste results).
e. Finally, interpret your results. What is your explanation for the results you found?
3. (7 points). For the year 2006, you want to determine the percent of owner occupied households (OWNOCC) has a significant impact on the juvenile robbery rates (RA_JTR) in a jurisdiction and how changes in the percent of owner occupied household changes the expected juvenile robbery rates.
a. Visualize each variable as a graph/chart using best practices. Insert the graph/chart into this document. Also, visualize the bivariate relationship between the two variables.
b. State your hypotheses.
c. If appropriate, check whether your dependent and/or independent variables are normally distributed and explain why they are, or are not, normally distributed.
d. Run the appropriate test, and report the correct results (do not copy and paste results).
e. Finally, interpret your results. What is your explanation for the results you found?
4. (7 points). You want to determine the percent of unemployed in a community (UNEMP) has a significant impact on the number of homicides (HOM) and how ...
PREDICTIVE EVALUATION OF THE STOCK PORTFOLIO PERFORMANCE USING FUZZY CMEANS A...ijfls
The aim of this paper is to investigate the trend of the return of a portfolio formed randomly or for any
specific technique. The approach is made using two techniques fuzzy: fuzzy c-means (FCM) algorithm and
the fuzzy transform, where the rules used at fuzzy transform arise from the application of the FCM
algorithm. The results show that the proposed methodology is able to predict the trend of the return of a
stock portfolio, as well as the tendency of the market index. Real data of the financial market are used from
2004 until 2007.
This document provides an overview of machine learning concepts including supervised learning, unsupervised learning, and reinforcement learning. It discusses common machine learning applications and challenges. Key topics covered include linear regression, classification, clustering, neural networks, bias-variance tradeoff, and model selection. Evaluation techniques like training error, validation error, and test error are also summarized.
AFRICAResearch Paper AssignmentInstructionsOverview.docxSALU18
AFRICA
Research Paper Assignment
Instructions
Overview
In developing your expertise in transnational
organized crime (TOC) you will be writing a series of research papers. All
together the writing contained in all these papers combined would be quite
significant project! You will find that in some modules, the research papers
mimic our readings with respect to subject matter and some modules, the
research papers do not mimic the reading. Again, the goal of these research
papers is to stretch the depth and breadth of your knowledge. You should feel
well prepared to teach a course in TOCs after completing this course. The
research papers and PowerPoints you create could serve as the basis for such
class. Additionally, you will find that this course and the course CJUS701
Comparative Criminal Justice Systems complement each other very well.
Instructions
·
Each
research paper should be a minimum of 6 to 8 pages.
·
The
vast difference in page count is because some countries and/or crime/topics are
quite easy to study and some countries and/or crime/topics have very limited
information.
·
In
some instances, there will be a plethora of information and you must use
skilled writing to maintain proper page count.
·
Please
keep in mind that this is doctoral level analysis and writing – you are to take
the hard-earned road – the road less travelled – the scholarly road in forming
your paper.
·
The
paper must use current APA style, and the page count does not include the title
page, abstract, reference section, or any extra material.
·
The
minimum elements of the paper are listed below.
·
You
must use a
minimum
of 8 recent (some
countries/crimes/topics may have more recent research articles than others),
relevant, and academic (peer review journals preferred and professional
journals allowed if used judiciously) sources, at least 2 sources being the
Holy Bible, and one recent (some countries/crime/topics have more recent than
others) news article. Books may be used
but are considered “additional: sources beyond the stated minimums. You may use
.gov sources as your recent, relevant, and academic sources if the writing is
academic in nature (authored works). You may also use United Nations and
Whitehouse.gov documents as academic documents.
·
Again,
this paper must reflect graduate level research and writing style. If you need to go over the maximum page count
you must obtain professor permission in advance! Please reference the Research
Paper Rubric when creating your research paper.
These are minimum guidelines – you may expand the
topics covered in your papers.
1)
Begin
your paper with a
brief
analysis of the following elements:
a.
Country
analysis
i.
Introduction
to the country
ii.
People
and society of the country
iii.
What
is the basic government structure?
2)
Analyze
the nature of organized crime in the assigned area (you may narrow the scope of
your analysis through your introduction or thesis stat.
Adversarial ProceedingsCritically discuss with your classmates t.docxSALU18
Adversarial Proceedings
Critically discuss with your classmates the claim that adversarial proceedings can be distinguished as relying more on the government’s ability to prove guilt (following specific rules of criminal procedure the defendant’s guilt whereas the inquisitorial process spends more time on investigations to determine if the defendant truly committed the crime).
.
Advances In Management Vol. 9 (5) May (2016)
1
Generation Gaps: Changes in the Workplace due to
Differing Generational Values
Carbary Kelly, Fredericks Elizabeth, Mishra Bharat and Mishra Jitendra*
Management Department, Grand Valley State University, 50 Front Ave, SW Grand Rapids Michigan 49504-6424, USA
*[email protected]
Abstract
The purpose of this study is to discuss the
generational gaps that are found in the workplace
today. With multiple generations working together,
and the oldest generation having to work longer and
retire later, generational changes are occurring in the
workplace and for management. There is a lack of
communication and understanding between the
different generations caused through differing values
and goals. Younger generations are also entering
different fields than those that were popular for older
generations. There is a serious new problem in the
workplace, and it has nothing to do with downsizing,
global competition, pointy-haired bosses, stress or
greed. Instead, it is the problem of distinct
generations — the Veterans, the Baby Boomers, Gen
X and Gen Y — working together and often colliding
as their paths cross.
Individuals with different values, different ideas,
different ways of getting things done and different
ways of communicating in the workplace have always
existed. So, why is this becoming a problem now? At
work, generation differences can affect everything
including recruiting, building teams, dealing with
change, motivating, managing, and maintaining and
increasing productivity All of these ideas are
explored, discussed, and evaluated, through looking
at current research on the topic and case studies that
have been conducted not only in the United States but
around the world.
Keywords: Generation gap, workplace, values.
Introduction
Throughout the years, as the population has continued to
both grow and age, it has caused generational changes to
take place in the various aspects of life. With the changes in
the demographics of the world’s population, there have also
been changes in how each group thinks and what they
value. This not only affects the way people behave in their
personal lives, but it also affects the workplace. As
generational changes occur in the workplace, a lack of
communication has caused adisconnect to occur between
the values and goals present among the different age groups
along with newer generations choosing different career
paths.
* Author for Correspondence
In order to understand where these differences stem from,
you need to analyze how each generation is different when
it comes to their beliefs and values. So, it is best to identify
the different groups present in workplace which range from
those born in 1922 to those born in the early 1990’s.
Moving chronologically, the fi.
African-American Literature An introduction to major African-Americ.docxSALU18
African-American Literature: An introduction to major African-American writers from the earliest expressions to the present. An examination of the cultural milieu from which the writing arose, the ideological stance of each writer studied, and the styles and structure of the works considered
8 wks
.
African American Women and Healthcare I want to explain how heal.docxSALU18
African American women face unique healthcare challenges. This paper will explore how healthcare is perceived in the African American community, especially among women, and whether their concerns are justified. The paper will follow a standard structure including an introduction, abstract, literature review, methods, results, and discussion sections.
Advocacy & Legislation in Early Childhood EducationAdvocacy & Le.docxSALU18
Advocacy & Legislation in Early Childhood Education
Advocacy & Legislation in Early Childhood Education
Advocating for Early Childhood Education
Rasmussen College
COURSE#: EEC 4910
Doreen Anzalone
July 15, 2019
Advocating for Early Childhood Education
· What is advocacy?
Advocacy is how we support our children. We as teachers give advice for our children or we listen. We let the children and families know that we believe in them and we will be there for them. Teachers, admin, staff can advocate for children as long as they are in school. Advocates are also trained people and they are not lawyers. One of their responsibility is to stay up to date with the regulations of the educational laws.
· Why is advocacy important to early childhood education?
Its important to help the families because they might be vulnerable in society. We as teachers need to make sure our children and families are being heard. We as teachers need to make sure their wishes and views are being considered when it’s about their child or family. Its because we are helping the family make life decisions about their children and even their family life. Its also important to make sure we are not judging the family or having or our own personal opinions about what is going on when we are helping advocate for the family, we need to make sure we are stating the facts for the family.
· What is your role as an early childhood educator in making legislative changes?
Our role is to be able to email them or decide how to get a hold of them and let them know our questions, comments or suggestions on things that need to be changed, updated. We need to let them know so we can support our school, children, and families. It is our role as educators to stay aware of the laws. The Federal laws we need to make sure we are aware of the
· Family Education Rights & Poverty Act
· The No Child Left Behind
· Individuals with Disabilities Education Act
With these laws and many more they need to hear from schools in the United States. The federal laws mean we need to address the issues. These issues usually involve infringement of the student’s rights and they are to protect the rights. The state laws depend on the state you are in. The state laws this is where you would go if you have a problem or need to voice about
· Teacher Retirement
· Teacher evaluations
· Charter schools
· State Testing requirements
· The required learning standards
· Much more
Your school board is also a great place to help with policies and regulations and any revisions that need to be done.
· What ethical issues must early childhood education professionals consider related to advocacy and why do those issues exit?
In NAEYC the code of Ethical Conduct and in their it describes how any educator is required to act and what they do and not to do. At times as an educator as staff we tend to do what is the simplest or sometimes, we want to please others but when it comes to this, we must remember to follow our responsi.
Advertising is one of the most common forms of visual persuasion we .docxSALU18
Advertising is one of the most common forms of visual persuasion we encounter in everyday life. The influence of advertising in our society is persuasive and subtle. Part of its power comes from our habit of internalizing the intended messages of words and images without thinking deeply about them. Once we begin decoding the ways in which advertisements are constructed, once we view them critically, we can understand how, or if, they work as arguments. We may then make better decisions about whether to buy products and what factors convinced us or failed to convince us.
What are the different forms of advertising?
Modern media comes in many different formats, including print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet. Each type of media involves both content and also a device or object through which that content is delivered.
TEAM TASK:
As a team you are going to Review Chapter 4: Visual Rhetoric: Thinking About Images as Arguments. You will
be assigned a Section of the Chapter (written, visual, unfit, political, caricature, photography-maps graphs charts ) and as a Team you willResearch
the content of that Chapter Area (you will see topic page overlap ) and implement the following:
You will look at and interpret a media campaign or advertisement. Focus on social or ethical aspects * Seek to find one or more of the FALLACY TYPES identified Chapter 9 pages 363- 380. Include this information in your findings. Consider and incorporate as many of the following 16 categories :
The objectives: What role does the ad play in the economy?
The audience: Is it targeted to a group that could be considered vulnerable?
Effectiveness: Does it promote something that is socially desirable?
Role in marketing mix: What role does the ad play in the economy?
Image, product differentiation and branding: Is the ad misleading?
Other promotion factors
The unique selling proposition.
The basis for the appeal(s).
How would you make improvements?
The creative philosophy
The slogan
Secondary or supporting points or claims
The tone or mood and manner: Is the ad misleading?
Type of presenter
The motivational appeal: Does it promote something that is socially desirable?
Executional style
Each TEAM will develop a
15 minute class presentation
about their researched area. You have
options to use
power points, maps, videos, and other resources that will help educate your audience about your research.
Your Presentation should include:
A Power Point, the media piece or some type of visual presentation~~
A Question and Answer {Q & A} & Interactive session, quiz,.
Adult Health 1 Study GuideSensory Unit Chapters 63 & 64.docxSALU18
Adult Health 1 Study Guide
Sensory Unit
Chapters 63 & 64
Remember that assigned textbook readings should be supplemental to reviewing & studying the Powerpoint presentations. Answers to these study guide questions can be obtained from the textbook chapters, Powerpoint presentations, as well as class lectures & in-class activities.
Chapter 63: Assessment & Management of Patients with Eye & Vision Disorders
Conditions to Know
: Glaucoma, Cataracts, Retinal Detachment, Macular Degeneration, Conjunctivitis, Eye trauma
· Know the basic structures & functions of the eye – lens, pupil, iris, cornea, conjunctiva, retina, and sclera
· Questions to ask patients regarding issues with the eyes/vision – Chart 63-1
· Snellen Chart is used to assess visual acuity – 20/20 is considered perfect vision (patient can read line 20 of chart while standing 20 feet away) – this is tested in each eye
1. What are some of the most common causes of blindness?
2. What is responsible for the damage to the optic nerve in patients diagnosed with glaucoma?
3. Glaucoma can lead to what primary complication if not treated properly?
4. What are the differences between open-angle & closed-angle glaucoma?
5. What are the primary signs & symptoms of glaucoma?
6. What are the primary treatment goals for patients with glaucoma?
7. What is the first line treatment of glaucoma? What medication teaching points would you want to include in your patient education?
8. What are some common risk factors for the development of cataracts? See Chart 63-7.
9. What are the primary signs & symptoms of cataracts?
10. The most common treatment for cataracts is outpatient surgery, in which the lens affected by the cataract is replaced with a man-made one. Explain the pre and post-operative nursing management & education that is needed for patients undergoing cataract surgery. See Chart 63-8.
11. Retinal detachment is considered a medical emergency. What happens during retinal detachment?
12. What are some symptoms of retinal detachment?
13. Macular degeneration is the most common cause of vision loss in people > 60 years old. What is macular degeneration?
14. What are some risk factors for dry macular degeneration?
15. What are some signs and symptoms of macular degeneration?
16. Nursing management for patients diagnosed with macular degeneration focus on safety & supportive measures. What are some accommodations we should make or educate patients on regarding how to help improve their vision & ADLs when they have this condition?
17. Conjunctivitis is also called “pink eye”. What are the different types of conjunctivitis and what are some symptoms of this condition? Are any of these types considered contagious?
18. What are some teaching points to include when educating a patient diagnosed with viral conjunctivitis? See Chart 63-11.
19. Explain the emergency nursing treatment needed when a patient presents with eye trauma.
Chapter 64: Assessment & Manag.
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1. [6 ea] Factor completely; simplify.
a) 12𝑥
!
" − 5𝑥
#
" − 2 b)3(4𝑥 + 5)! − 2(4𝑥 + 5) − 1
2. [4 each (a-e)] Approximate if necessary. For the given function , find/determine:
a) Domain: Range:
b) On what interval(s) is 𝑓:
i) Increasing:
ii) Decreasing:
c) ______ when ______.
d) Find any relative extrema (tell me if you have a max or min, what it is, and where it is):
e) Find any absolute extrema (tell me if you have a max or min, what it is, and where it is):
f) [2] Is 𝑓 even, odd , or neither? g) [4] What is the end behavior?
h)[4] What are the x and y- intercepts?
( )f x
( )2f - = ( ) 4f x = x =
3. [8 pts] a) Graph the function 4. [1 ea] Given 𝑔(𝑥) = −"
!
|𝑥 + 3| − 1
𝑓(𝑥) = /
2 − 𝑥, −3 ≤ 𝑥 < 1
𝑥! − 2𝑥 + 2, 𝑥 > 1
. Label 3+ points. Explain how the graph of 𝑔(𝑥) is obtained from the graph
𝑓(𝑥) = |𝑥|. (Hint: four actions=transformations)
a)
b)
c)
d)
5. [8;6] Given that
𝑓(𝑥) = #
$
, ℎ(𝑥) = log(𝑥 + 1) , 𝑗(𝑥) = !
$%"
, 𝑔(𝑥) = √𝑥 − 10
find the following and their DOMAINS. Use Interval Notation! and simplify the function when possible.
a) b)
6. [14 pts] Given 𝑅(𝑥) = &$
$#%$%"!
find:
a) Zero(s):
b) Vertical Asymptote(s):
c) Horizontal OR Slant Asymptote: d) Sketch . You do not need
specific values except for zero(s) and
asymptote. The shape needs be accurate!!!
j! f( ) x( ) ( )
( )
h x
g x
( )R x
y-
( )R xx
7. [9] Let 𝑝(𝑥) = 2𝑥' − 9𝑥! + 7.
a) List all possible rational zeros.
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( )p x
8
20 x
V x
x
x
10. [10 pts] Find for 𝑓(𝑥) = !
"#$
. Simplify!
11. [9 pts] Solve - use “zones” or sign-chart. Graph solution and express in Interval Notation.
%
"&'
≥ (
"&)
12. [8 pts] A landscape engineer has 200 feet of border to enclose a rectangular pond. What dimensions will result in the
largest pond?
( ) ( )f x h f x
h
+ -
13. a) [4 pts] Express in terms o
Assignment Week 1.docDue by 11pm June 30th Chapter 1.docxssuser562afc1
Assignment Week 1.doc
Due by 11pm June 30th
Chapter 1
Overview of Statistics
Chapter 2
Data Collection
Chapter 3
Describing Data Visually
Upload the completed assignment using the file extension format Lastname_Firstname_Week1.doc.
Assignment
(32 points due by 11 pm June 30th)
Note: You can team up with one of your classmates to complete the assignment (not more than two in a team); if you want to work on the assignment individually, that’s also fine. If you are working in teams, then only one submission is required per team; include both the team members’ last names as part of the assignment submission file name as well as in the assignment submission document.
Please provide detailed solutions to the following problems/exercises (4 problems/exercises x 8 points each):
1) What type of data (categorical, discrete numerical, or continuous numerical) is each of the following variables?
a) Length of a TV commercial.
b) Number of peanuts in a can of Planter’s Mixed Nuts.
c) Occupation of a mortgage applicant.
d) Flight time from London Heathrow to Chicago O’Hare.
2) Which measurement level (nominal, ordinal, interval, ratio) is each of the following variables? Explain.
a) Number of employees in the Walmart store in Hutchinson, Kansas.
b) Number of merchandise returns on a randomly chosen Monday at a Walmart store.
c) Temperature (in Fahrenheit) in the ice-cream freezer at a Walmart store.
d) Name of the cashier at register 3 in a Walmart store
e) Manager’s rating of the cashier at register 3 in a Walmart store.
f) Social security number of the cashier at register 3 in a Walmart store.
3) The results of a survey that collected the current credit card balances for 36 undergraduate college students are given in the file “College Credit Card.’
a) Using the 2k > n rule, construct a frequency distribution for these data.
b) Using the results from a), calculate the relative frequencies for each class.
c) Using the results from a), calculate the cumulative relative frequencies for each class.
d) Construct a histogram for these data.
4) The cost of manufacturing vehicles in Mexico is very attractive to automakers. Global carmakers build approximately 1.9 million vehicles in Mexico. Of these, nearly 76% are exported, primarily to the US. Although General Motors is the largest manufacturer in Mexico, Daimler Chrysler exports the most vehicles. Automotive analysts examine both the number of vehicles produced and the number exported (see the data file “Automotive”) to determine the potential market share of each company.
a) For the data on vehicles produced in Mexico, construct a bar chart displaying the amount produced by each company.
b) Repeat part a) using a pie-chart.
c) Construct a bar chart displaying the number of vehicles exported from Mexico.
d) Repeat part d) using a pie-chart.
e) Do you prefer the bar charts or the pie charts for displaying the data? Explain.
f) What differences do the charts reveal for the automotive ...
Due Week 10 and worth 250 pointsIn preparation for this assignme.docxjacksnathalie
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In preparation for this assignment, please view the Jurisville scenarios and resulting simulations from Weeks 8 through 10 in the Corrections unit.
In the scenarios and resulting simulations, Robert Donovan, a Jurisville probation officer, discusses the intricacies of probation. Kris, the defendant, is offered an intensive supervised probation plan to follow. Brennan Brooke, a senior criminologist, discusses the tailoring of the inmate to the appropriate facility. Finally, Orlando Boyce, a sergeant at the fictional Deephall correctional facility, discusses measures that could conceivably make prison life effective and thus decrease the likelihood of recidivism.
Write a three to four (3-4) page paper in which you:
1. Outline your findings from your review of the file of Kris, for whom Robert is considering probation. State whether or not your results from the file review match Robert’s. Explain two (2) instances in which your views and those of Robert are both similar and different.
2. Develop a profile of the so-called perfect candidate to participate in an intensive supervised probation program. The profile should contain at least three (3) attributes that you believe make this defendant the perfect candidate for this type of probation.
3. Defend or critique the strategy of matching the inmate to the correctional facility as a response to the legal concept of cruel and unusual punishment. Provide a rationale for your position with concrete examples.
4. Defend or critique whether programs and amenities geared to making prison life effective—which run the gamut from hiring extra officers, to counseling and therapy, to building a garden—are time and taxpayer money well spent.
5. Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
· Outline the major characteristics and purposes of prisons, including prisoners’ rights and prison society.
· Use technology and information resources to research issues in criminal justice.
· Write clearly and concisely about criminal justice using proper writing mechanics and APA style conventions.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.
MULTIPLE CHOICE. Choose the one alternative that best complete ...
This document discusses descriptive statistics and numerical measures used to describe data sets. It introduces measures of central tendency including the mean, median, and mode. The mean is the average value calculated by summing all values and dividing by the number of values. The median is the middle value when values are arranged in order. The mode is the most frequently occurring value. The document also discusses measures of dispersion like range and standard deviation which describe how spread out the data is. Examples are provided to demonstrate calculating the mean, median and other descriptive statistics.
This document provides an overview of topics to be covered in a course on statistical methods using Microsoft Excel. The course will cover descriptive statistics, statistical inference, and linear regression models. Students will learn to analyze data and present results using Excel's data analysis tools and to transfer information between Excel, Word, and PowerPoint. Recommended textbooks are provided as well as links to online statistics resources. The document concludes with instructions for setting up Excel for the data analysis components of the course.
This document provides information on various quality control tools including check sheets, Pareto diagrams, cause and effect diagrams, histograms, stratification, scatter diagrams, and control charts. It explains how to construct and interpret each tool and how they can be used to gather and analyze data to identify problems, determine causes, and evaluate solutions. The tools help quality professionals make data-driven decisions to improve processes and prevent issues.
This document provides an overview of using Stata for data management and reproducible research. It describes the Stata environment including the toolbar, command panel, review panel, results panel and variables panel. It demonstrates loading sample data using sysuse and viewing metadata about the data using describe and summary statistics using summarize. Reproducible research is facilitated by writing commands in a do-file that can be executed from the do-file editor.
This document discusses multiple regression analysis. It begins by introducing multiple regression as an extension of simple linear regression that allows for modeling relationships between a response variable and multiple explanatory variables. It then covers topics such as examining variable distributions, building regression models, estimating model parameters, and assessing overall model fit and significance of individual predictors. An example demonstrates using multiple regression to build a model for predicting cable television subscribers based on advertising rates, station power, number of local families, and number of competing stations.
IE332Engineering Statistics IINOTES· Show your work,MalikPinckney86
IE332
Engineering Statistics II
NOTES
· Show your work, charts, tables and calculations.
· Using Excel and Minitab is essential (Copy & Paste the output).
· Failure to submit the solution by the due date means you will lose 2% from the total marks daily.
· Similar solutions for any two groups mean they are cheating and both will get ZERO.
Introduction
Objectives:
1. Encourage the students to work as team.
2. Encourage the students to share their knowledge about the course.
3. Motivate the students and examine their ability to apply the statistical methods correctly.
4. Examine the students about the whole concepts and curriculum of the statistics courses in one project which integrate all the topics in one practical exam.
5. Teach the students by practice to use statistical software, such as Minitab and Excel, to analyze the data.
6. Motivate the students to ask themselves what conclusions we can draw from these results.
7. Examine the ability of the students to display their works in a form of a technical report, to organize meetings and distribute the tasks among the team members, to write the meeting minutes and to show evidences about their work.
8. Motivate the students to move from memorize the topics to the world of thinking as professional engineers.
Data:
Usually, in the engineering environment, the data are almost always samples, that have been selected from real populations by one of three ways: retrospective studies based on historical data, observational studies or designed experiments.
In this project, however, the instructor will use the Minitab software program to generate different sets of random data, follow predetermined probability distributions, to examine how each group can deal with engineering-based problems and how can they apply the statistical methods correctly and which conclusion can they draw from them. In addition, each group will use their own collected data for one question, to be familiar with the method of collecting data.
Notes:
1. Write the solution of this project in a form of ONE report and type it by using Microsoft Word.
2. Submit the report and the Minitab file to the instructor by email before the due date.
3. Write the solutions of the questions as decimal numbers (4 digits after the decimal point for probability {e.g. 0.0000} and 2 digits after the decimal point for other numbers {e.g. 0.00} and use comma for every 3 numbers before the decimal point, i.e. period {e.g. 0,000.00}).
4. Write your comment and interpretation at the end of each question.
5. Print, scan and attach any set of data, calculation, graph, solution or output by Minitab or Excel.
6. To attach any table, figure or chart, scan, copy and paste it in the file.
7. Display evidences about conducting the experiment and attending the meetings by all the members by attach photos and meetings minutes.
Minitab Commands
To plot a normal probability plot, use
Graph > Probability Plot > Single OK
Graph Variable: ? (C?) ...
This document provides an overview of mathematical modeling. It defines mathematical modeling as using mathematical concepts and language to describe a system. The summary explains that mathematical modeling involves converting a real-world problem into a mathematical problem through interpretation, then deriving a mathematical solution and interpreting it back in terms of the real problem. It also discusses the key components, properties, types and examples of mathematical modeling, as well as its merits in fields like epidemiology, economics, and engineering. However, it notes that models are simplifications and may not replace reality.
This chapter introduces descriptive statistics. It aims to study basic statistical concepts including variables, measures of central tendency, and measures of dispersion. For measures of central tendency, it discusses how to calculate the mean, median, and mode for both ungrouped and grouped data. It also introduces how to calculate variance and standard deviation as measures of dispersion. Examples are provided to demonstrate calculating these descriptive statistics for raw data sets.
Criminal Justice Statistics: Lab 4
CRJS-3020-01 | Points: 30
Assignment Objectives
To assess your knowledge of concepts covered in the class text and lectures, as well as your practical knowledge using SPSS. Use the Intercity Youth Homicide Dataset, Codebook, and User Guide to answer the below questions.
Course Materials Covered
Correlation, Bivariate Regression
1. (7 points). You want to determine whether there is a significant relationship between the robbery rates for young adults (RA_ATR) and the density of establishments that sell alcohol (ALCDEN1) in a jurisdiction and you would like to know the strength of that relationship.
a. Visualize each variable as a graph/chart using best practices. Insert the graph/chart into this document. Also, visualize the bivariate relationship between the two variables.
b. State your hypotheses.
c. If appropriate, check whether your dependent and/or independent variables are normally distributed and explain why they are, or are not, normally distributed.
d. Run the appropriate test, and report the correct results (do not copy and paste results).
e. Finally, interpret your results. What is your explanation for the results you found?
2. (7 points). You want to determine whether there is a significant relationship between the number of juvenile homicides (JUVHOM1I) and the number of gang homicides (GANGHOM1) in a jurisdiction and you would like to know the strength of that relationship.
a. Visualize each variable as a graph/chart using best practices. Insert the graph/chart into this document. Also, visualize the bivariate relationship between the two variables.
b. State your hypotheses.
c. If appropriate, check whether your dependent and/or independent variables are normally distributed and explain why they are, or are not, normally distributed.
d. Run the appropriate test, and report the correct results (do not copy and paste results).
e. Finally, interpret your results. What is your explanation for the results you found?
3. (7 points). For the year 2006, you want to determine the percent of owner occupied households (OWNOCC) has a significant impact on the juvenile robbery rates (RA_JTR) in a jurisdiction and how changes in the percent of owner occupied household changes the expected juvenile robbery rates.
a. Visualize each variable as a graph/chart using best practices. Insert the graph/chart into this document. Also, visualize the bivariate relationship between the two variables.
b. State your hypotheses.
c. If appropriate, check whether your dependent and/or independent variables are normally distributed and explain why they are, or are not, normally distributed.
d. Run the appropriate test, and report the correct results (do not copy and paste results).
e. Finally, interpret your results. What is your explanation for the results you found?
4. (7 points). You want to determine the percent of unemployed in a community (UNEMP) has a significant impact on the number of homicides (HOM) and how ...
PREDICTIVE EVALUATION OF THE STOCK PORTFOLIO PERFORMANCE USING FUZZY CMEANS A...ijfls
The aim of this paper is to investigate the trend of the return of a portfolio formed randomly or for any
specific technique. The approach is made using two techniques fuzzy: fuzzy c-means (FCM) algorithm and
the fuzzy transform, where the rules used at fuzzy transform arise from the application of the FCM
algorithm. The results show that the proposed methodology is able to predict the trend of the return of a
stock portfolio, as well as the tendency of the market index. Real data of the financial market are used from
2004 until 2007.
This document provides an overview of machine learning concepts including supervised learning, unsupervised learning, and reinforcement learning. It discusses common machine learning applications and challenges. Key topics covered include linear regression, classification, clustering, neural networks, bias-variance tradeoff, and model selection. Evaluation techniques like training error, validation error, and test error are also summarized.
Similar to EMPIRICAL PROJECTObjective to help students put in practice w.docx (14)
AFRICAResearch Paper AssignmentInstructionsOverview.docxSALU18
AFRICA
Research Paper Assignment
Instructions
Overview
In developing your expertise in transnational
organized crime (TOC) you will be writing a series of research papers. All
together the writing contained in all these papers combined would be quite
significant project! You will find that in some modules, the research papers
mimic our readings with respect to subject matter and some modules, the
research papers do not mimic the reading. Again, the goal of these research
papers is to stretch the depth and breadth of your knowledge. You should feel
well prepared to teach a course in TOCs after completing this course. The
research papers and PowerPoints you create could serve as the basis for such
class. Additionally, you will find that this course and the course CJUS701
Comparative Criminal Justice Systems complement each other very well.
Instructions
·
Each
research paper should be a minimum of 6 to 8 pages.
·
The
vast difference in page count is because some countries and/or crime/topics are
quite easy to study and some countries and/or crime/topics have very limited
information.
·
In
some instances, there will be a plethora of information and you must use
skilled writing to maintain proper page count.
·
Please
keep in mind that this is doctoral level analysis and writing – you are to take
the hard-earned road – the road less travelled – the scholarly road in forming
your paper.
·
The
paper must use current APA style, and the page count does not include the title
page, abstract, reference section, or any extra material.
·
The
minimum elements of the paper are listed below.
·
You
must use a
minimum
of 8 recent (some
countries/crimes/topics may have more recent research articles than others),
relevant, and academic (peer review journals preferred and professional
journals allowed if used judiciously) sources, at least 2 sources being the
Holy Bible, and one recent (some countries/crime/topics have more recent than
others) news article. Books may be used
but are considered “additional: sources beyond the stated minimums. You may use
.gov sources as your recent, relevant, and academic sources if the writing is
academic in nature (authored works). You may also use United Nations and
Whitehouse.gov documents as academic documents.
·
Again,
this paper must reflect graduate level research and writing style. If you need to go over the maximum page count
you must obtain professor permission in advance! Please reference the Research
Paper Rubric when creating your research paper.
These are minimum guidelines – you may expand the
topics covered in your papers.
1)
Begin
your paper with a
brief
analysis of the following elements:
a.
Country
analysis
i.
Introduction
to the country
ii.
People
and society of the country
iii.
What
is the basic government structure?
2)
Analyze
the nature of organized crime in the assigned area (you may narrow the scope of
your analysis through your introduction or thesis stat.
Adversarial ProceedingsCritically discuss with your classmates t.docxSALU18
Adversarial Proceedings
Critically discuss with your classmates the claim that adversarial proceedings can be distinguished as relying more on the government’s ability to prove guilt (following specific rules of criminal procedure the defendant’s guilt whereas the inquisitorial process spends more time on investigations to determine if the defendant truly committed the crime).
.
Advances In Management Vol. 9 (5) May (2016)
1
Generation Gaps: Changes in the Workplace due to
Differing Generational Values
Carbary Kelly, Fredericks Elizabeth, Mishra Bharat and Mishra Jitendra*
Management Department, Grand Valley State University, 50 Front Ave, SW Grand Rapids Michigan 49504-6424, USA
*[email protected]
Abstract
The purpose of this study is to discuss the
generational gaps that are found in the workplace
today. With multiple generations working together,
and the oldest generation having to work longer and
retire later, generational changes are occurring in the
workplace and for management. There is a lack of
communication and understanding between the
different generations caused through differing values
and goals. Younger generations are also entering
different fields than those that were popular for older
generations. There is a serious new problem in the
workplace, and it has nothing to do with downsizing,
global competition, pointy-haired bosses, stress or
greed. Instead, it is the problem of distinct
generations — the Veterans, the Baby Boomers, Gen
X and Gen Y — working together and often colliding
as their paths cross.
Individuals with different values, different ideas,
different ways of getting things done and different
ways of communicating in the workplace have always
existed. So, why is this becoming a problem now? At
work, generation differences can affect everything
including recruiting, building teams, dealing with
change, motivating, managing, and maintaining and
increasing productivity All of these ideas are
explored, discussed, and evaluated, through looking
at current research on the topic and case studies that
have been conducted not only in the United States but
around the world.
Keywords: Generation gap, workplace, values.
Introduction
Throughout the years, as the population has continued to
both grow and age, it has caused generational changes to
take place in the various aspects of life. With the changes in
the demographics of the world’s population, there have also
been changes in how each group thinks and what they
value. This not only affects the way people behave in their
personal lives, but it also affects the workplace. As
generational changes occur in the workplace, a lack of
communication has caused adisconnect to occur between
the values and goals present among the different age groups
along with newer generations choosing different career
paths.
* Author for Correspondence
In order to understand where these differences stem from,
you need to analyze how each generation is different when
it comes to their beliefs and values. So, it is best to identify
the different groups present in workplace which range from
those born in 1922 to those born in the early 1990’s.
Moving chronologically, the fi.
African-American Literature An introduction to major African-Americ.docxSALU18
African-American Literature: An introduction to major African-American writers from the earliest expressions to the present. An examination of the cultural milieu from which the writing arose, the ideological stance of each writer studied, and the styles and structure of the works considered
8 wks
.
African American Women and Healthcare I want to explain how heal.docxSALU18
African American women face unique healthcare challenges. This paper will explore how healthcare is perceived in the African American community, especially among women, and whether their concerns are justified. The paper will follow a standard structure including an introduction, abstract, literature review, methods, results, and discussion sections.
Advocacy & Legislation in Early Childhood EducationAdvocacy & Le.docxSALU18
Advocacy & Legislation in Early Childhood Education
Advocacy & Legislation in Early Childhood Education
Advocating for Early Childhood Education
Rasmussen College
COURSE#: EEC 4910
Doreen Anzalone
July 15, 2019
Advocating for Early Childhood Education
· What is advocacy?
Advocacy is how we support our children. We as teachers give advice for our children or we listen. We let the children and families know that we believe in them and we will be there for them. Teachers, admin, staff can advocate for children as long as they are in school. Advocates are also trained people and they are not lawyers. One of their responsibility is to stay up to date with the regulations of the educational laws.
· Why is advocacy important to early childhood education?
Its important to help the families because they might be vulnerable in society. We as teachers need to make sure our children and families are being heard. We as teachers need to make sure their wishes and views are being considered when it’s about their child or family. Its because we are helping the family make life decisions about their children and even their family life. Its also important to make sure we are not judging the family or having or our own personal opinions about what is going on when we are helping advocate for the family, we need to make sure we are stating the facts for the family.
· What is your role as an early childhood educator in making legislative changes?
Our role is to be able to email them or decide how to get a hold of them and let them know our questions, comments or suggestions on things that need to be changed, updated. We need to let them know so we can support our school, children, and families. It is our role as educators to stay aware of the laws. The Federal laws we need to make sure we are aware of the
· Family Education Rights & Poverty Act
· The No Child Left Behind
· Individuals with Disabilities Education Act
With these laws and many more they need to hear from schools in the United States. The federal laws mean we need to address the issues. These issues usually involve infringement of the student’s rights and they are to protect the rights. The state laws depend on the state you are in. The state laws this is where you would go if you have a problem or need to voice about
· Teacher Retirement
· Teacher evaluations
· Charter schools
· State Testing requirements
· The required learning standards
· Much more
Your school board is also a great place to help with policies and regulations and any revisions that need to be done.
· What ethical issues must early childhood education professionals consider related to advocacy and why do those issues exit?
In NAEYC the code of Ethical Conduct and in their it describes how any educator is required to act and what they do and not to do. At times as an educator as staff we tend to do what is the simplest or sometimes, we want to please others but when it comes to this, we must remember to follow our responsi.
Advertising is one of the most common forms of visual persuasion we .docxSALU18
Advertising is one of the most common forms of visual persuasion we encounter in everyday life. The influence of advertising in our society is persuasive and subtle. Part of its power comes from our habit of internalizing the intended messages of words and images without thinking deeply about them. Once we begin decoding the ways in which advertisements are constructed, once we view them critically, we can understand how, or if, they work as arguments. We may then make better decisions about whether to buy products and what factors convinced us or failed to convince us.
What are the different forms of advertising?
Modern media comes in many different formats, including print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet. Each type of media involves both content and also a device or object through which that content is delivered.
TEAM TASK:
As a team you are going to Review Chapter 4: Visual Rhetoric: Thinking About Images as Arguments. You will
be assigned a Section of the Chapter (written, visual, unfit, political, caricature, photography-maps graphs charts ) and as a Team you willResearch
the content of that Chapter Area (you will see topic page overlap ) and implement the following:
You will look at and interpret a media campaign or advertisement. Focus on social or ethical aspects * Seek to find one or more of the FALLACY TYPES identified Chapter 9 pages 363- 380. Include this information in your findings. Consider and incorporate as many of the following 16 categories :
The objectives: What role does the ad play in the economy?
The audience: Is it targeted to a group that could be considered vulnerable?
Effectiveness: Does it promote something that is socially desirable?
Role in marketing mix: What role does the ad play in the economy?
Image, product differentiation and branding: Is the ad misleading?
Other promotion factors
The unique selling proposition.
The basis for the appeal(s).
How would you make improvements?
The creative philosophy
The slogan
Secondary or supporting points or claims
The tone or mood and manner: Is the ad misleading?
Type of presenter
The motivational appeal: Does it promote something that is socially desirable?
Executional style
Each TEAM will develop a
15 minute class presentation
about their researched area. You have
options to use
power points, maps, videos, and other resources that will help educate your audience about your research.
Your Presentation should include:
A Power Point, the media piece or some type of visual presentation~~
A Question and Answer {Q & A} & Interactive session, quiz,.
Adult Health 1 Study GuideSensory Unit Chapters 63 & 64.docxSALU18
Adult Health 1 Study Guide
Sensory Unit
Chapters 63 & 64
Remember that assigned textbook readings should be supplemental to reviewing & studying the Powerpoint presentations. Answers to these study guide questions can be obtained from the textbook chapters, Powerpoint presentations, as well as class lectures & in-class activities.
Chapter 63: Assessment & Management of Patients with Eye & Vision Disorders
Conditions to Know
: Glaucoma, Cataracts, Retinal Detachment, Macular Degeneration, Conjunctivitis, Eye trauma
· Know the basic structures & functions of the eye – lens, pupil, iris, cornea, conjunctiva, retina, and sclera
· Questions to ask patients regarding issues with the eyes/vision – Chart 63-1
· Snellen Chart is used to assess visual acuity – 20/20 is considered perfect vision (patient can read line 20 of chart while standing 20 feet away) – this is tested in each eye
1. What are some of the most common causes of blindness?
2. What is responsible for the damage to the optic nerve in patients diagnosed with glaucoma?
3. Glaucoma can lead to what primary complication if not treated properly?
4. What are the differences between open-angle & closed-angle glaucoma?
5. What are the primary signs & symptoms of glaucoma?
6. What are the primary treatment goals for patients with glaucoma?
7. What is the first line treatment of glaucoma? What medication teaching points would you want to include in your patient education?
8. What are some common risk factors for the development of cataracts? See Chart 63-7.
9. What are the primary signs & symptoms of cataracts?
10. The most common treatment for cataracts is outpatient surgery, in which the lens affected by the cataract is replaced with a man-made one. Explain the pre and post-operative nursing management & education that is needed for patients undergoing cataract surgery. See Chart 63-8.
11. Retinal detachment is considered a medical emergency. What happens during retinal detachment?
12. What are some symptoms of retinal detachment?
13. Macular degeneration is the most common cause of vision loss in people > 60 years old. What is macular degeneration?
14. What are some risk factors for dry macular degeneration?
15. What are some signs and symptoms of macular degeneration?
16. Nursing management for patients diagnosed with macular degeneration focus on safety & supportive measures. What are some accommodations we should make or educate patients on regarding how to help improve their vision & ADLs when they have this condition?
17. Conjunctivitis is also called “pink eye”. What are the different types of conjunctivitis and what are some symptoms of this condition? Are any of these types considered contagious?
18. What are some teaching points to include when educating a patient diagnosed with viral conjunctivitis? See Chart 63-11.
19. Explain the emergency nursing treatment needed when a patient presents with eye trauma.
Chapter 64: Assessment & Manag.
Advertising Campaign Management Part 3Jennifer Sundstrom-F.docxSALU18
The document discusses parameters for effective advertising campaigns, including goals, media selection, slogans, consistency, duration, and the creative brief. It provides details on each parameter and explains that carefully planning these elements is important for successful campaigns. It also covers implications of advertising management globally and working with external agencies.
Adopt-a-Plant Project guidelinesOverviewThe purpose of this.docxSALU18
Adopt-a-Plant Project guidelines
Overview:
The purpose of this project is for you to choose a plant, conduct online research into the biology of the plant, and communicate what you have learned. You will be preparing an annotated bibliography on the plant you choose. The entire project is worth 50 points
Annotated Bibliography (50 points)
You will prepare an annotated bibliography with a list of the top 10 most interesting facts about your plant.
· Each fact should be paraphrased (i.e. written in your own words, no quotations allowed).
· Then tell me why this is interesting to you – make connections to your life or to currents issues in our world.
· Finally, give a full citation and tell me why you think this is a reliable, trustworthy source. Use this libguide to help you come up with reasons why your source is trustworthy.
· At least one of your sources should be from a peer-reviewed, science journal article.
Here is an example:
Fact 1: Taxol is a chemotherapy agent derived from the bark of the Pacific Yew Tree. The chemical itself is derived from a fungal endophtye within the bark. I thought this was very interesting, because the Pacific Yew tree is native to the state of Washington, and my aunt Jane received Taxol while undergoing chemotherapy for ovarian cancer. I also thought it was interesting because of the mutualistic relationship between the plant and the fungus.Citation: Plant natural products from cultured multipotent cells
Roberts, Susan; Kolewe, Martin. Nature Biotechnology28.11 (Nov 2010): 1175-6.
This is a reliable source because it is published in a peer-reviewed science journal article, written by two PhDs that are providing a review of the current literature on the topic
To complete the assignment, you should first choose a plant, gather articles discussing your plant, read the articles sufficiently enough to discuss the plant, and finally write the annotated bibliography. You are expected to produce original work, and any plagiarism will receive a zero. The paper should be double-spaced, and typed in 12 point font size, with normal margins. The instructions for how to properly cite your sources are at the end of this handout.
*** Reminder: The scientific name of a plant should always be typed in italics, with the first letter of the Genus capitalized. For ex.: Digitalis lanata. When you search for information on your plant online, make sure to use the scientific name, which will bring back a wider variety of results
The bibliography is worth 50 points and will be graded on:
1. Effort
• Quality of references
•Depth/breadth/quality of material covered
2. Following directions/ requirements
I will use the following rubric to grade your bibliography:
Research, Critical Reading and Documentation
Balanced, authoritative sources; correctly cited sources; effectively integrated outside sources. Most sources from science journals
10 pts
Effective sources, correctly cited, Could have a few more.
ADM2302 M, N, P and Q Assignment # 4 Winter 2020 Page 1 .docxSALU18
ADM2302 M, N, P and Q Assignment # 4
Winter 2020 Page 1
Assignment # 4
Decision Analysis and Project Scheduling
ADM2302 students are reminded that submitted assignments must be typed (i.e. can NOT be hand
written), neat, readable, and well-organized. Assignment marks will be adjusted for sloppiness, poor
grammar, spelling, for technical errors as well as if you submit a PDF file.
The assignment is to be submitted electronically as a single Word Document file via Brightspace by
Friday April 3rd prior to 23:59. Front page of the Word document has to include title of the assignment,
course code and section, student name and student number. Second page is the individual/group
statement of integrity that must be signed.
E-mail questions related to the assignment should be sent to the Teaching Assistant or posted on the
Brightspace course website “Discussion page” (viewed by all).
Section M: Parisa Keshavarz ([email protected])
Section N: : Niki Khorasanizadeh ([email protected])
Section P: Makbule Kandakoglu ([email protected])
Section Q: Afshin Kamyabniya ([email protected])
Problem 1: Payoffs/Decision Table (13 points)
A small building contractor has recently experienced two successive years in which work opportunities
exceeded the firm’s capacity. The contractor must now make a decision on capacity for next year.
Estimated profits (in $ thousands) under each of the two possible states of nature are as shown in the
table below.
NEXT YEAR’S DEMAND
Alternative Low High
Do nothing
Expand
Subcontract
$50**
20
40
$60
80
70
** Profit in $ thousands.
Which alternative should be selected if the decision criterion is:
a. The optimistic approach? (3 points)
b. The conservative approach? (3 points)
c. Minimize the regret? (7 points)
Problem 2: Payoffs/Decision Table (15 points)
Dorothy Stanyard has three major routes to take to work. She can take Tennessee Street the entire way,
she can take several back streets to work, or she can use the expressway. The traffic patterns are,
however, very complex. Under good conditions, Tennessee Street is the fastest route. When Tennessee
is congested, one of the other routes is preferable. Over the past two months, Dorothy has tried each of
route several times under different traffic conditions. This information is summarized in minutes of
travel time to work in the following table:
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
ADM2302 M, N, P and Q Assignment # 4
Winter 2020 Page 2
No Traffic Congestion
(Minutes)
Mild Traffic
Congestion
(Minutes)
Severe Traffic
Congestion
(Minutes)
Tennessee Street
Back roads
Expressway
15
20
30
30
25
30
45
35
30
In the past 60 days, Dorothy encountered severe traffic congestion 10 days and mild traffic congestion
20 days. Assume that the past 60 days are typical of traffi.
Adlerian-Based Positive Group Counseling Interventions w ith.docxSALU18
This summarizes an Adlerian-based positive group counseling program for emotionally troubled youth that integrated positive psychology interventions. The 12-week program used interventions from positive psychotherapy curriculum to increase positive emotion, engagement, and meaning by emphasizing strengths. Sessions focused on identifying signature strengths, cultivating strengths through goals, developing gratitude, processing good and bad memories, and expressing forgiveness as a way to increase social interest. The positive interventions aligned well with Adlerian principles of emphasizing strengths, social interest, and encouragement to help youth overcome problems.
After completing the assessment, my Signature Theme Report produ.docxSALU18
After completing the assessment, my Signature Theme Report produced the following results: Communication, Relator, Individualization, Consistency, and Strategic. When I first saw the themes presented, I was a little skeptical at first but after reading the detailed descriptions I felt like it made a lot of sense and mirrored a lot of what I had already thought about myself.
A core value that I would like to continue to strengthen would be the value of acceptance. One of my top five themes was relator which explained that I have a comfortability with gravitating towards people I already know and building relationships from there. I don’t have issues with making new relationships, but I can see that sometimes I close myself off initially to embracing new ones. With acceptance, you have to understand that there are some situations you can control and some that you can’t but embracing the latter can lead to new experiences that could be beneficial (Riley, 2021). Another core value that I would like to improve upon would be calmness. This fits in well with my theme of consistency. While I am a firm believer of things being fair and consistent, I can get easily upset when things don’t balance out like they are expected to. I know that working on being calm in tense situations will help me adapt easier when things don’t always work out as they should.
One of the strengths that I would like to embrace fully and continue to improve upon is communication. It was no surprise to me that communication was at the top of my list for my themes. When I am in a position of leadership at work, I make it a priority to keep my staff updated on everything that is going on for that night and it is something I expect from my charge nurse when I am working the floor also. A communicator is only effective when they are aware of their style of communicating and how others perceive or respond to it (Marshall & Broome, 2021). As a communicator I know that I can always work on how I communicate non-verbally and with body language especially. The other strength that I would like to continue to work on is of being strategic. The report explained that the strategic theme fit me because I am able to sort through the clutter and find the best route when I am trying to accomplish something. I really believe this about myself because when I have a task I need to accomplish, whether I am in a leader position or not, I will break everything down and reorganize it to make sure I have come up with the best solution. I feel like the best way to do something is the way that makes it concise and without a lot of excess getting in the way.
A characteristic of mine that I would like to strengthen would be that of instinct. My theme of individualization points out that I have an instinct about others and how they work and function. I have always felt that I easily read people and can get a sense of who they truly are and for example in the workplace how they are as a staff member. S.
After careful reading of the case material, consider and fully answe.docxSALU18
After careful reading of the case material, consider and fully answer the following questions:
1. What were the primary reasons for changing the current system at Butler?
2. What role did Butler's IS department play?
3. List the objectives of the pilot. Were there any problems?
4. Do you think Butler made the right decision to utilize this new technology? What implications does this decision hold for Butler's IT department in the long run?
NOTE: Butler refers to it's IT department as IR. You may consider these two acronyms as synonymous (i.e. IT = IS = IR for purposes of this assignment)
.
Affluent
Be unique to
Conform
Debatable
Dominant
Enforce
Ethnic
Internalize
Rank
Restrict
You will write your own sentences using each of the vocabulary words. The sentence
must be an
original sentence
created by you, AND it must use the vocabulary word correctly.
Your sentence
MUST
demonstrate that you understand the meaning of the word.
.
Advanced persistent threats (APTs) have been thrust into the spotlig.docxSALU18
Advanced persistent threats (APTs) have been thrust into the spotlight due to their advanced tactics, techniques, procedures, and tools. These APTs are resourced unlike other types of cyber threat actors.
Your chief technology officer (CTO) has formed teams to each develop a detailed analysis and presentation of a specific APT, which she will assign to the team.
.
Your report should use
The Cybersecurity Threat Landscape Team Assignment Resources
to cover the following five areas:
Part 1: Threat Landscape Analysis
Provide a detailed analysis of the threat landscape today.
What has changed in the past few years?
Describe common tactics, techniques, and procedures to include threat actor types.
What are the exploit vectors and vulnerabilities threat actors are predicted to take advantage of?
Part 2: APT Analysis
Provide detailed analysis and description of the APT your group was assigned. Describe the specific tactics used to gain access to the target(s).
Describe the tools used. Describe what the objective of the APT was/is. Was it successful?
Part 3: Cybersecurity Tools, Tactics, and Procedures
Describe current hardware- and software-based cybersecurity tools, tactics, and procedures.
Consider the hardware and software solutions deployed today in the context of defense-in-depth.
Elaborate on why these devices are not successful against the APTs.
Part 4: Machine Learning and Data Analytics
Describe the concepts of machine learning and data analytics and how applying them to cybersecurity will evolve the field.
Are there companies providing innovative defensive cybersecurity measures based on these technologies? If so, what are they? Would you recommend any of these to the CTO?
Part 5: Using Machine Learning and Data Analytics to Prevent APT
Describe how machine learning and data analytics could have detected and/or prevented the APT you analyzed had the victim organization deployed these technologies at the time of the event. Be specific.
Part 6: Ethics in Cybersecurity.
Ethical issues are at the core of what we do as cybersecurity professionals. Think of the example of a cyber defender working in a hospital. They are charged with securing the network, medical devices, and protecting sensitive personal health information from unauthorized disclosure. They are not only protecting patient privacy but their health and perhaps even their lives. Confidentiality, Integrity, Availability - the C-I-A triad - and many other cybersecurity practices are increasingly at play in protecting citizens in all walks of life and in all sectors. Thus, acting in an ethical manner is one of the hallmarks of cybersecurity professionals.
Do you think the vulnerability(ies) exploited by the APT constitutes an ethical failure by the defender? Why or why not?
For the APT scenario your group studied, were there identifiable harms to privacy or property? How are these harms linked to C-I-A? If not, what ethically si.
Advanced persistent threatRecommendations for remediation .docxSALU18
Advanced persistent threat
Recommendations for remediation of the threat
Research the use of network security controls associated to your threat and industry
Do Not use topics network security,VPN,FIREWALL,ETC
10-12 pages. Double spaced APA style
At least 10 REFERENCES
5 ATLEASt PEER REVIEWED SCHOLARLY
.
Adultism refers to the oppression of young people by adults. The pop.docxSALU18
Adultism refers to the oppression of young people by adults. The popular saying "children should be seen and not heard" is used as a way to remind a child of his or her place and reaffirm the adult's power in the relationship. The saying suggests that children's voices are not as important or as valid as an adult's and they should remain quiet. Children are often relegated to subordinate positions due to socially constructed beliefs about what they can or cannot accomplish or what they should or should not do; this in turn compromises youth's self-determination. This oppression is further highlighted when considering the intersection of age with race, ethnicity, socioeconomic status, and sexual orientation. You will be asked to consider all of these when reviewing the Logan case and Parker case.
By Day 3
Post
an analysis of the influence of adultism in the Logan case. Then, explain how gender, race, class, and privilege interact with adultism to influence the family's discourse related to Eboni's pregnancy as well as other family dynamics.
.
ADVANCE v.09212015
•
APPLICANT DIVERSITY STATEMENT IN FACULTY SEARCH PROCESS
FREQUENTLY ASKED QUESTIONS
1) How does University of California define “diversity?”
A: The academic senate adopted in 2009 the following broad definition of diversity:
Diversity - defining features of California past, present and future - refers to a variety of
personal experiences, values, and worldviews that arise from differences of culture and
circumstance. Such differences include race, ethnicity, gender, age, religion, language,
abilities/disabilities, sexual orientation, socioeconomic status, geographic region and more.
2) Why does UC Irvine expect a diversity statement from applicants for faculty positions?
A: UC Irvine’s commitment to inclusive excellence is integral to our ascendancy among globally
preeminent universities. It provides applicants with an opportunity to discuss how their past or
future contributions will advance this enduring campus commitment. For more information,
please see the Provost’s memo on Inclusive Excellence.
3) Is the diversity statement consistent with University of California policy?
A: Yes. APM 210.1-d, which governs appointment, appraisal and promotion, recommends that
faculty be both encouraged and rewarded for activity that promotes inclusive excellence:
“The University of California is committed to excellence and equity in every facet of its mission.
Teaching, research, professional and public service contributions that promote diversity and
equal opportunity are to be encouraged and given recognition in the evaluation of the
candidate's qualifications. These contributions to diversity and equal opportunity can take
a variety of forms including efforts to advance equitable access to education, public
service that addresses the needs of California's diverse population, or research in a
scholar's area of expertise that highlights inequities.”
4) Is UC Irvine alone among UC campuses in adopting this statement?
A: No. UC San Diego adopted this statement in 2010.
5) How will applicants learn about the diversity statement expectation?
A: Per Provost Gillman’s memo of June 2014, all ads for faculty positions will include the following
sentence: “Applicants are encouraged to share how their past and/or potential contributions to
diversity, equity and inclusion will advance UC Irvine’s commitment to inclusive excellence.”
6) How do applicants provide their diversity statement?
A: There is a dedicated field in UC Recruit for applicants to submit their diversity statement.
7) If an applicant does not provide a diversity statement, will his or her application be considered
incomplete?
A: Yes
http://www.provost.uci.edu/news/InclusiveExcellence.html
http://www.ucop.edu/academic-personnel/_files/apm/apm-210.pdf
http://www.provost.uci.edu/news/Diversity-Statement-June-2014.html
ADVANCE v.09212015
8) What are the components of a diversity statement?
.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
EMPIRICAL PROJECTObjective to help students put in practice w.docx
1. EMPIRICAL PROJECT
Objective: * to help students put in practice what they have
learned in Econometrics I
* to teach students how to write an “economic
paper”.
Steps
a) Selecting a topic
Topic areas: Macroeconomics: consumption function,
investment function, demand
function, the Phillips curve…
Microeconomics: estimating production, cost, supply and
demand. Data
are hard to obtain here.
Urban and Regional Economics: demand for housing,
transportation…
International Economics: estimating import and export
functions,
estimating purchasing power parity,
estimating capital mobility…
Development Economics: measuring the determinants of per-
capita
income, testing the per-capita output
convergence among nations…
Labor Economics: testing theories of unionization, estimating
labor force
participation, estimating wage differential
among women, minorities…
Resource and Environmental Economics: estimating water
pollution,
estimating the determinants of toxic
emissions…
The resource journal is JEL (Journal of Economic
Literature) + Internet EconLit .
b) Statement of the Problem
2. State clearly the problem that you are interested in (what
are you trying
to achieve)
c) Review of literature
Point out (critically) what others have done concerning the
topic of interest.
d) Formulation of a general model
The final model can be derived in several ways: utility
maximization,
profit maximization, cost minimization, etc. The review of
literature is
generally helpful to accomplish this task. In the course of
deriving the model,
one must sort out clearly the dependent variable and the
independent
variables. After transforming the economic model in
econometric model, one
writes up the hypotheses to be tested: expected signs of the
parameters and
magnitudes. To elaborate a bit, let use the following
demand for some good:
Q
P
P
Y
u
be
be
o
=
+
+
+
+
4. if substitute and <0 if complementary. The size of
b
depends on the nature of
product. Thus if the product is a necessity, price and income
elasticities are
expected to be small.
e) Collecting Data
Sources: international, national, regional
primary or secondary.
Notes.
f) Empirical Analysis
Data analysis: outliers, level of variation…
Model estimation and hypothesis testing
g) Writing a Report
Statement of the problem: describe the problem you have
studied,
the questions you have asked, and the broad
hypothesis
you have tested.
Review of Literature: summarize the relevant literature.
Formulation of a general model: describe the initial model
you formulated and
point out the difference between your model
and those reviewed
in the RL. (If a model done by previous
research is used, state so.)
Data Sources and Description: Present a table of variable
names and their
definitions. Specify the source of data and
attach a copy of raw
data.
Model Estimation and Hypothesis Testing. Present the
regression results in tables
5. with relevant statistics. (for eg
heteroscedasticity, causality, VAR, OLS, unit root,…)
Interpretation of the Results and Conclusion. Present some
concluding remarks
regarding the study and put it in perspective
with other studies.
Limitation of the Study and Possible Extension. Recognize
the limitations of the
study. Limitations might be due to
inadequate data, lack of
appropriate software package, etc.
Acknowledgments
ReferencesUNIVERSITY OF THE WEST INDIES
CAVE HILL CAMPUS
FACULTY OF SOCIAL SCIENCES
DEPARTMENT OF ECONOMICS
ECON 3049 ECONOMETRIC I
ASSIGNMENT # 2
A. CONCEPTS
1. Explain the sample properties of estimators.
2. Provide (and explain) advantages and disadvantages of the
following
data settings: (a) time-series data; (b) cross-sectional data;
(c) panel data
3. Explain the relationship between the normal distribution,
chi-square, Student’s t,
6. and Fisher’s F distributions.
4. Compare (and contrast) the following methods of
estimation: method of moments,
least squares method and maximum likelihood.
B. PROOFS AND EMPIRICAL QUESTIONS
5. Table 2.1 below presents the data for money supply and
retail price index for
Barbados from 1972 to 2001. Let
t
y
be the retail price index and
t
x
the money
supply E "money supply" .
(a) Fitting the data to the following model
30
,...,
3
,
7. 2
,
1
=
+
+
=
t
t
u
t
x
t
y
b
a
obtain the estimated coefficients, RSSE "RSS" (residual sum of
squares), standard errors, t and F statistics. (State the method
you use to obtain the statistics and any assumptions of interest).
Use any appropriate computer software package
(b) By how much does the retail price index increase as a result
of a one unit increase in the money supply?
(c) Compute and interpret the corresponding elasticity from
(b).
(d) Suppose that the above linear model is replaced by the
following log-linear
model:
30
8. ,...,
3
,
2
,
1
=
+
+
=
t
t
u
t
x
Ln
t
y
Ln
b
a
Compute the slope and the elasticity. Comment on the
difference between the latter elasticity and that obtained in (c).
(e) Compute and interpret the slope and the elasticity in each of
the following:
Log-lin
:
t
u
10. u
t
x
t
y
+
+
=
)
/
1
(
b
a
Table 2.1: Money Supply and Price Index in Barbados, 1972-
2001.
Year
Money Supply
(BDS $000)
Retail Price Index
(1994=100)
Year
Money Supply
(BDS $000)
Retail Price Index
(1994=100)
14. u
Y
S
+
+
=
b
a
where
S
is saving,
Y
stands for income,
u
is the error term and
t
is the time index. Fitting data to the above saving model using
OLS gives the following results:
Table 2.2: Saving (S) and Income (Y) Relationship: OLS
Results, 1970-2000
Variable
Coefficient
Std. Error
t-Statistic
Prob.
15. Constant
-648.1236
118.1625
-5.485018
0.0000
Y
0.084665
0.004882
17.34164
0.0000
R-squared
0.912050
Mean dependent var
1250.323
Adjusted R-squared
0.909017
F-statistic
300.7324
RSS
1778203.
Prob(F-statistic)
0.000000
Note: Variables are in 1,000 US dollar.
(a) Interpret the results assuming all the assumptions of CLM
hold.
(b) Derive the consumption function results. Which assumption
do you use if any?
(c) Show that the residual sum of squares (RSS) remains the
same.
(d) Show that the corresponding standard errors of estimators
are the same in both models.
16. (e) Compare the values of
2
R
from the two models.
Mamingi(2005, 8)
7. Consider the following four data sets
Data Set:
Variable
1-3
X
1
Y
2
y
3
Y
4
x
4
Y
Observation
1
10.0
19. 4.82
7.26
6.42
8.0
7.91
11
5.0
5.68
4.74
5.73
8.0
6.89
a. Plot the four data sets and run the four regressions of y on x.
b. Comment on the results by paying special attention to the
issue of outliers (use statistics to detect outliers: i.e.,
studentized residuals)
c. Run the regression for data set 4 without observation # 8.
Comment on the results.
(Maddala, 1992,89-90)
8. Consider the following table related to gross national
income per capita and gross
domestic investment per capita for Gabon in the period
1973 – 1993.
Table 2.3: Per Capita Gross National Income and Per Capita
Gross Investment for Gabon in US dollar 1973-1993
Year
Gni
Gdi
Year
Gni
Gdi
22. Gdi: Gross domestic investment per capita in 1987 US dollars.
(a)
Fit the following two regressions to the above data:
EMBED Equation.3
t
t
t
u
Gdi
b
c
Gni
+
+
=
t
t
t
e
Gdi
L
LGni
+
+
=
d
g
23. where variables in the first regression are defined as in Table
2.3. and in the second, variables are defined in logarithm forms;
u and e represent the error terms.
(b). Assuming that the assumptions of the classical linear
model are fulfilled, compute
and interpret the elasticities from the two models. Which
elasticity do you prefer?
9. Suppose that a researcher, using data on class size (CS) and
average test scores from
100 third-grade classes estimates the OLS regression,
)
21
.
2
(
)
4
.
20
(
5
.
11
08
.
0
2
82
.
5
4
.
24. 520
^
=
=
-
=
SER
R
CS
TS
a. A classroom has 22 students. What is the regression’s
prediction for that classroom’s average test score?
b. Last year a classroom had 19 students, and this year it has 23
students. What is the regression’s prediction for the change in
the classroom average test score?
c. Construct a 95% confidence interval for
1
b
, the regression slope coefficient.
d. Test
.
0
1
:
0
=
b
H
25. Do you reject the null hypothesis at the 5% level of
significance? At the 1% level?
e. The sample average class size across the 100 classrooms is
21.4. what is the sample average of the test scores across the
100 classrooms?
Stock and Watson (2003, 132-133).
10. Table 2.4. contains the ACT and the GPA (grade point
average) for eight
college students. GPA is based on a four-point scale and has
been rounded to one digit after the decimal.
Table 2.4. GPA and ACT results
Student
GPA
ACT
1
2.8
21
2
3.4
24
3
3.0
26
4
3.5
27
5
3.6
29
6
3.0
26. 25
7
2.7
25
8
3.7
30
(a) Estimate the relationship between GPA and ACT using
OLS; that is, obtain:
ACT
GPA
1
ˆ
0
ˆ
^
b
b
+
=
Comment on the direction of the relationship. Does the
intercept have a useful
interpretation. How much higher is the GPA predicted to be if
the ACT is increased by five points?
(e) What is the predicted value of GPA when ACT=20?
(f) How much of the variation in GPA for these eight students is
explained by ACT? Explain.
(Woolridge, 2006, 67).
30. 1983
3.7
6.3
1996
119.8
126.4
1984
6.8
8.1
1997
115.9
138.6
Source: Statistical Institute of Jamaica XE "Jamaica" ,
Statistical Abstract (various issues).
Note: IM: Import Price Index (1995=100); CPI: Consumer
Price Index (1995=100).
UNIVERSITY OF THE WEST INDIES
CAVE HILL CAMPUS
FACULTY OF SOCIAL SCIENCES
DEPARTMENT OF ECONOMICS
ECON 3049 ECONOMETRICS I
ASSIGNMENT #3
A. CONCEPTS
1. Discuss the following statement: multiple regression is more
useful than simple regression in quantifying economic
relationships.
2. Write a careful essay on
stat
31. F
R
R
-
the
and
2
,
2
. Include the issue of modeling in your essay.
3. The zero-one values attributed to a dummy variable in a
model are meaningless per se. Comment on the statement.(If
necessary, use a model to back up your arguments.)
B. PROOFS AND RELATED QUESTIONS
4. Suppose we have the following regression
u
X
Y
+
=
b
where Y is nx1, X is an nxk
matrix, ( is a kx1 vector and u is an nx1 vector of errors.
(a) Prove that R2 is the square of the single correlation
between Y and
.
32. (b) Show that while the OLS estimator of ( attains the
Cramer-Rao MVB, the
estimator of (2 does not.
(c) Prove that the OLS estimator
)
/(
ˆ
'
ˆ
2
ˆ
k
n
u
u
-
=
s
and the ML estimator of (2
are both consistent.
5. Consider the following regression model
U
X
Y
33. +
=
b
where Y is an n x 1 vector of observations on the dependent
variable, X is an n x k matrix of explanatory variables
including the vector column of ones,
b
is a k x 1 vector of parameters and U is an n x 1 vector of
disturbances. Moreover, the number of observations, n, is equal
to the number of parameters, k.
(a) What is the implication of
k
n
=
in terms of
X
?
(b) Derive
b
ˆ
, the OLS estimator of
.
34. b
(c) Derive
,
ˆ
Y
the predicted values of Y. Comment on the result.
(d) Derive
.
2
R
Comment on the result.
(e) Derive the F-statistic. Comment on the result.
(f) What major issue does this regression imply?
6. The LR, W, and LM are the F test equivalent in large
samples. Show why these
tests follow a chi-square distribution with the number of
restrictions as the number of degrees of freedom, rather than an
F distribution.
7. You are given the following information:
12
ˆ
40. D
= first difference operator; u = error term.
Using data for Barbados in the period 1973 to 1998 and OLS,
they obtained the following results
181067
.
0
)
(
007
.
1
685
.
0
152
.
0
097
.
1
158
.
0
058
.
0
45. covariance matrix of estimators.
(a) test the significance of each slope coefficient.
(b) The monetary approach predicts that
.
1
6
-
=
g
Test the latter hypothesis.
(c) Test the hypothesis that
.
6
5
g
g
=
(d) Two further regressions , based on the original specification
were computed for the subperiods 1973 to 1985 and 1986 to
1998 yielding residuals sum of squares of 0.100101 and
0.050142, respectively. Test the hypothesis that the coefficients
are identical in the two periods.
(e) Write a concise report on the results of the exercise.
9.
A production function is specified as
46. Yi = (1 + (2 X2i + (3 X3i + (i
where Yi = log output, X2i = log labour input and X3i = log
capital input. The data refer to a sample of 23 firms, and the
observations are measured as deviations from the sample means
(a) Estimate (2, (3, their standard errors, and R2.
(b) What does the hypothesis H0: (2 + (3 = 1 mean? Test it.
(c) Suppose now that you wish to impose a prior restriction that
(2 + (3 = 1. What is the least squares estimates of (2 and its
standard error? What is the value of R2 in this case? Compare
these results with those obtained in (a) and comment.
10. Consider the following CLM
t
t
t
t
e
Z
X
Y
+
+
+
=
2
1
0
47. a
a
a
where Y is the dependent variable, X and Z are the
independent variables, and
e is a well behaved error term.
(a) Test the assumption
2
1
a
a
-
=
using two variants of the t-test.
(b) Test the above hypothesis using the F-test.
11. Gasoline sales in a regional market are modeled by the
following regression
equation, estimated with quarterly data:
where Q is sales, P is price, Y is disposable income, and the
are quarterly dummy
48. variables. The expected paths of P and Y for the next year are
as follows:
Quarter
1
2
3
4
P
110
116
122
114
Y
100
102
104
103
(a) Carefully interpret the results of the model.
(b) Calculate the sales of gasoline to be expected in each
quarter of the year.
(c) Suppose another researcher proposes to use the same data
to estimate an equation of the same form, except she wishes to
employ dummy variables
Write down the equation that will come from her calculation.
(d) Yet another investigator proposes to suppress the intercept
and use all four seasonal
dummies. Write down the results of his estimation.
49. 12. Suppose that a researcher, using wage data on 250 randomly
selected male workers and 280 female workers, estimates the
OLS regression,
)
84
.
0
(
)
18
.
0
(
10
.
3
,
06
.
0
2
,
79
.
2
68
.
12
^
=
=
+
=
50. SER
R
Male
Wage
where wage is measured in $/hour and Male is a binary variable
that is equal to o ne if the person is male and 0 if the person is a
female. Define the wage gender gap as the difference in mean
earnings between men and women.
a. What is the estimated gender gap?
b. Is the estimated gender gap significantly different from
zero?
c. in the sample, what is the mean wage of women? Of men?
d. Another researcher uses the same data, but regress Wages on
Female (1 if female and 0 if not). What are the regression
estimated calculated from this regression?
L
L
L
L
=
=
+
=
SER
R
Female
Wage
,
2
,
51. ^
(Woolridge, 2006)
UNIVERSITY OF THE WEST INDIES
CAVE HILL CAMPUS
FACULTY OF SOCIAL SCIENCES
DEPARTMENT OF ECONOMICS
ECON 3049 ECONOMETRICS I
ASSIGNMENT #5
A. ESSAYS
1. Write a concise note on each of the following:
a. Heteroscedasticity
b. Autocorrelation
c. Multicollinearity
6. Although the DW test statistic is the most popular test for
autocorrelation, it has
several limitations. Discuss these limitations and
provide some alternatives.
7. Outline the Hendry’s approach to model selection (one page
maximum).
4. Write a short note on tests of nonnested hypothesis.
5. Write a concise note on the identification problem in
52. simultaneous equations models.
B. PROOFS AND EMPIRICAL QUESTIONS
2. From the regression
where Y is an n x 1 vector of observations, X is an n x k
nonstochastic matrix of exploratory variables including the
vector of ones,
is an n x 1 vector of disturbances and
I
uu
E
2
)
'
(
s
=
.
a. Provide and Explain four factors that affect the accuracy of
.
ˆ
b
b. Provide and explain three possible causes of wrong signs
associated occasionally with some components of
53. .
ˆ
b
c. Suppose the existence of a competing model
e
Z
Y
+
=
g
where variables and parameters are defined similarly as above
and
.
X
Z
¹
Suppose in both cases, the errors are well-behaved.
(i) Explain whether the J test proposed by Davidson and
MacKinnon can be applied to discriminate between the two
models.
(ii) If yes, explain its implementation and provide its
limitations.
3. Applying OLS to data on expenditure on clothing (Y), total
expenditure (
) and the
54. price of clothing (
) yields the following results:
where variables are measured in arbitrary units and (.)
are standard errors.
a. Evaluate the results on a priori economic criteria
b. Evaluate the statistical significance of the results (
c. Test for the first order autocorrelation using the Durbin-
Watson d statistic. Does a significant d necessarily mean
presence of autocorrelation ? (Be as explicit as possible in your
answer).
d. A regression of
on
yields
and
55. Conduct a test for omitted variables (you must provide the
name of the test).
e. A regression of
on
where
represents the residuals from the original regression, yields
and
Conduct a test for heteroscedasticity (you must provide the
name of the test).
4. An investigator has specified two models and proposes to use
them in some empirical work with macroeconometric time
series data
Model 1.
where
are jointly dependent variables and
56. and
are predetermined variables.
Model 2.
where
and
are jointly dependent variables and
and
are predetermined variables
a. Assess the identifiability of the parameters that appear as
coefficients with the above models (treating the models
separately).
b. Obtain the reduced form equation for
57. in model 1 and the reduced-form equation for
in model 2.
c. Assess the identifiability of the two-equation model
comprising the reduced-form equation for
and the reduced-form equation
in model 2 (using the rank condition).
5. Consider the simple Keynesian model of income
determination:
Consider the following demand and supply model for money:
Demand for money:
t
t
t
t
d
t
u
P
R
Y
M
1
59. M
s
t
d
t
=
=
where M=money, Y=income, R=rate of interest, P=price, u:
stochastic disturbance term.
Assume that R and P are predetermined,
0
)
(
=
u
E
with
I
u
u
E
ij
j
i
s
=
)'
(
(the errors in the different equations are contemporaneously
correlated but are independent over time).
61. f) Suppose we modify the supply function by adding the
following explanatory variables:
1
-
t
Y
and
.
1
-
t
M
What happens to the identification problem?
10. Consider the following model:
t
t
t
t
t
u
X
X
Y
Y
1
2
63. 21
=
+
+
+
g
g
b
b
where the Y’s are endogenous variables and the X’s exogenous
variables.
Study the identifiability of each equation using the following
restrictions:
(a)
;
1
11
=
b
;
1
12
11
=
+
g
g
.
1
,
65. g
11. Consider the following two-equation model capturing the
labour market in Barbados
for the period 1970-1996:
t
t
t
t
t
t
t
t
t
u
Lbnisee
T
Lbwager
lblabor
u
Lbniscor
Lbgdp
Lbwager
lblabor
2
4
3
2
1
1
4
3
66. 2
1
+
+
+
+
=
+
+
+
+
=
b
b
b
b
a
a
a
a
where variables are logarithms of variables defined as in Table
1 with the exception of the trend T. Use a 10% level of
significance throughout.
The first equation of the system represents labour demand and
the second, labour supply. Lblabor and Lbwager are the
endogenous variables of the model.
(a) In this system the left hand side variables are the same. Why
is this so?
(b) Is the system complete? Why or why not?
(c) What are the expected signs of the parameters of the model?
67. (d) Study the identification of the model.
Table 1: Some Labour Statistics for Barbados, 1970 - 1996
Year
BLABOR
BWAGE
BWAGER
BGDP
BNISCOR
BNISEE
1970
83.600
30.6
1.159091
627.600
85.71
100.00
1971
83.300
35.3
1.188552
629.500
100.00
100.00
1972
83.400
39.4
1.238994
637.600
100.00
100.00
1973
84.600
43.1
1.158602
72. 105.600
181.0
0.881637
834.700
253.57
266.70
1995
110.100
181.0
0.871030
858.900
253.57
266.70
1996
114.400
181.0
0.850964
903.600
253.57
266.70
Sources:
Downes, A. and McLean, W. (1988,115-35) and Central Bank of
Barbados, Annual Statistical Digest, 1998.
Note:
Blabor = Barbados labor employment in thousands; bwage:
Barbados wage index; Bwager: Barbados real wage index
(bwage/consumer price index); Bgdp=Barbados gross domestic
product at constant prices in millions of Barbados dollars;
Bniscor: index of contributions of employers to national
insurance scheme; Bnisee: index of contributions of employees
to national insurance scheme
(e) Obtain the OLS estimates of the parameters. Fully comment
on the results.
73. (f) Obtain the ILS estimates of the parameters.
(g) Obtain the 2SLS estimates of the parameters. Fully
comment on the results (e.g., compare these results with those
obtained with OLS).
(h) What are the total effect, the direct effect and the indirect
effect of GDP on labour.
12. Consider the following model for joint determination of
unemployment rate, price
inflation and wage inflation:
t
t
t
t
u
T
AD
w
1
3
2
1
0
+
+
+
+
=
b
b
76. t
w
is wage inflation (rate of change of wages);
Prodt is productivity defined as gdp/total employment;
ADt is rate of change of aggregate demand (gdp growth);
T is time trend;
(a) Tentatively explain the presence of the variable “T” in the
inflation equation.
(b) Study the identifiability of each equation and of the system.
(c) What are the additional restrictions to make the system (i)
triangular; (ii) fully recursive.
Consider the following data for Barbados:
Table 2: Data for Simultaneous Determination of Price
Inflation, Wage Inflation and Unemployment Rate: The Case of
Barbados, 1975-1996
Obs
p
(%)
81. Same as Table 1
Note:
w
:
wage inflation computed as 100*[Log (wage) – Log(wage(-1))].
p
:
price inflation computed as 100*[Log (CPI)-Log(CPI(-1))].
UN:
unemployment rate in %.
AD:
GDP growth as 100*[ LOG(GDP)-LOG(GDP(-1))];
PROD:
productivity as the ratio of real GDP to Labor employment;
(d) Estimate the model by all appropriate methods. Comment
on the results.
Use a 10% level of significance throughout.
(e) Test for the endogeneity of inflation rate in the
unemployment rate equation.
Nlandu
Mamingi, Ph.D.
51