How to Write about Writing
A reading response is focused and brief, analyzing a piece of writing. Reading responses
require you to 1. take a position regarding the interpretation of this text, and 2. support
that position with evidence—embedded quotations--from the text.
Guidelines for responses are as follows. The response must:
include an introductory statement and a concluding statement, even in short discussion
postings
use quotes and specific examples from the text for support
be focused on the reading and stray to conversations about “the world today” or
anything else off topic
NOT SUMMARIZE the work of literature
correctly punctuate titles (see below)
Advice for writing your responses (based on common errors):
Always refer to the writer by her last name, never her first. This is a common
courtesy of formal writing.
Do not write with first-person pronouns:
It is assumed what you write is what you believe, so never write the redundant "I
think the writer means . . ." or "I believe the writer says . . ." or "I feel the last
paragraph . . . ".
Write convincingly and keep your focus on the story, not on yourself as a reader:
"The writer means . .." or "The writer says" is convincing and confident and instead
of making “I” the subject of the sentence, “the writer” is the subject of the sentence.
Do not write with second-person pronouns:
Avoid using the too-informal second-person "you" in your responses, such as "You
can see in the introduction that . . . ". Reading responses are forms of formal,
academic writing, and third-person voice is required in this type of writing: "It is
obvious in the introduction that . . . " or “The audience is aware of the narrator’s
angst . . .”.
Give legitimacy to your ideas. Always refer to the text to support your ideas by
embedding quotations (short embedded quotations are ideal) in your response.
Rules of Thumb When Writing about Writing:
1. Keep language in formal third-person voice. Using first or second voice is a shift
in person and is confusing to your reader. See below:
Singular Plural
Person Subjective Possessive Objective Person Subjective Possessive Objective
1st I my me 1st we our us
2nd you your your 2nd you your your
3rd he/she/it his/her/it Him/her/its 3rd they their them
2. Know when to italicize titles and when to put titles in quotation marks.
Long works and collections of short works are punctuated with italics
Short works and parts of long works are usually in quotation marks
Long Works: Italicize/Underline Short Works: “Quotation Marks”
Title of epic or book-length poem:
The Odyssey
Title of poem within a book of poems:
“The Raven”
Title of novel:
The Scarlet Letter
Title of short story:
“Young Goodman Brown”
Anthology of essays:
Modern Writers and Their Readers
Title of individual essay:
“The Fiction of Langston Hughes”
Title of play:
Th ...
#35816 Topic Discussion5Number of Pages 1 (Double Spaced)N.docxAASTHA76
#35816 Topic: Discussion5
Number of Pages: 1 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions: ATTACHED
I will upload the instruction
Discussion: Discuss, elaborate and give example. Please follow the instruction carefully. No running head please.
Author: (Jackson, S.L. (2017) Statistics Plain and Simple: (4th edition) - Cengage Learning)
Please use the author or refence that I provided
Instructions:
Review this week’s course materials and learning activities, and reflect on your learning so far this week. Respond to one or more of the following prompts in one to two paragraphs:
1. Provide citation and reference to the material(s) you discuss. Describe what you found interesting regarding this topic, and why.
2. Describe how you will apply that learning in your daily life, including your work life.
3. Describe what may be unclear to you, and what you would like to learn.
Reference:
Basic Probability Concepts
The Rules of Probability
Probability and the Standard Normal Distribution
Review of Key Terms
Module Exercises
Critical Thinking Check Answers
Module 8: Hypothesis Testing and Inferential Statistics
Null and Alternative Hypotheses
Two-Tailed and One-Tailed Hypothesis Tests
Type I and Type II Errors in Hypothesis Testing
Probability, Statistical Significance, and Errors
Using Inferential Statistics
Review of Key Terms
Module Exercises
Critical Thinking Check Answers
Chapter 4 Summary and Review
In this chapter you will be introduced to the concepts of probability and hypothesis testing. Probability is the study of likelihood and uncertainty. Most decisions that we make are probabilistic in nature. Thus, probability plays a critical role in most professions and in our everyday decisions. We will discuss basic probability concepts along with how to compute probabilities and the use of the standard normal curve in making probabilistic decisions.
probability The study of likelihood and uncertainty; the number of ways a particular outcome can occur, divided by the total number of outcomes.
Hypothesis testing is the process of determining whether a hypothesis is supported by the results of a research project. Our introduction to hypothesis testing will include a discussion of the null and alternative hypotheses, Type I and Type II errors, and one- and two-tailed tests of hypotheses as well as an introduction to statistical significance and probability as they relate to inferential statistics.
hypothesis testing The process of determining whether a hypothesis is supported by the results of a research study.
MODULE 7
Probability
Learning Objectives
•Understand how probability is used in everyday life.
•Know how to compute a probability.
•Understand and be able to apply the multiplication rule.
•Understand and be able to apply the addition rule.
•Understand the relationship between the standard normal c.
35813 Topic Discussion2Number of Pages 1 (Double Spaced).docxrhetttrevannion
The document discusses probability and hypothesis testing concepts. It provides examples to illustrate key probability concepts like the multiplication rule and addition rule. The multiplication rule states that the probability of a series of independent events is the product of their individual probabilities. The addition rule states that the probability of mutually exclusive events is the sum of their individual probabilities. It also defines a null hypothesis as the default hypothesis that there is no relationship or no difference between groups. The alternative hypothesis is what would be supported if the null hypothesis is rejected.
35812 Topic discussion1Number of Pages 1 (Double Spaced).docxrhetttrevannion
35812 Topic: discussion1
Number of Pages: 1 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions: Attached
I will upload the instruction
Reference: Probability and Hypothesis Testing. No running head please.
Author: (Jackson, S. L. (2017). Statistics plain and simple. (4th ed.). Boston, MA: Cengage Learning.) Please use this reference.
Question to be discuss: Discuss, elaborate and give example on the topic or question below.
****Define and share an example of a null hypothesis and an alternative hypothesis****
Basic Probability Concepts
The Rules of Probability
Probability and the Standard Normal Distribution
Review of Key Terms
Module Exercises
Critical Thinking Check Answers
Module 8: Hypothesis Testing and Inferential Statistics
Null and Alternative Hypotheses
Two-Tailed and One-Tailed Hypothesis Tests
Type I and Type II Errors in Hypothesis Testing
Probability, Statistical Significance, and Errors
Using Inferential Statistics
Review of Key Terms
Module Exercises
Critical Thinking Check Answers
Chapter 4 Summary and Review
In this chapter you will be introduced to the concepts of probability and hypothesis testing. Probability is the study of likelihood and uncertainty. Most decisions that we make are probabilistic in nature. Thus, probability plays a critical role in most professions and in our everyday decisions. We will discuss basic probability concepts along with how to compute probabilities and the use of the standard normal curve in making probabilistic decisions.
probability The study of likelihood and uncertainty; the number of ways a particular outcome can occur, divided by the total number of outcomes.
Hypothesis testing is the process of determining whether a hypothesis is supported by the results of a research project. Our introduction to hypothesis testing will include a discussion of the null and alternative hypotheses, Type I and Type II errors, and one- and two-tailed tests of hypotheses as well as an introduction to statistical significance and probability as they relate to inferential statistics.
hypothesis testing The process of determining whether a hypothesis is supported by the results of a research study.
MODULE 7
Probability
Learning Objectives
•Understand how probability is used in everyday life.
•Know how to compute a probability.
•Understand and be able to apply the multiplication rule.
•Understand and be able to apply the addition rule.
•Understand the relationship between the standard normal curve and probability.
In order to better understand the nature of probabilistic decisions, consider the following court case of The People v. Collins, 1968. In this case, the robbery victim was unable to identify his assailant. All that the victim could recall was that the assailant was female with a blonde pony tail. In addition, he remembered that she fled the scene in a yellow con.
35845 Topic Group AssignmentNumber of Pages 1 (Double Spaced.docxrhetttrevannion
35845 Topic: Group Assignment
Number of Pages: 1 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions: Attached
Please follow the instruction carefully.
I will upload the instruction
Instruction: Please fill up or answer only the last topic on the Material I attach. Fill in directly to the material I provided.
Author: Jackson, S. L. (2017). Statistics plain and simple, (4th ed.). Boston, MA: Cengage Learning.
Basic Probability Concepts
The Rules of Probability
Probability and the Standard Normal Distribution
Review of Key Terms
Module Exercises
Critical Thinking Check Answers
Module 8: Hypothesis Testing and Inferential Statistics
Null and Alternative Hypotheses
Two-Tailed and One-Tailed Hypothesis Tests
Type I and Type II Errors in Hypothesis Testing
Probability, Statistical Significance, and Errors
Using Inferential Statistics
Review of Key Terms
Module Exercises
Critical Thinking Check Answers
Chapter 4 Summary and Review
In this chapter you will be introduced to the concepts of probability and hypothesis testing. Probability is the study of likelihood and uncertainty. Most decisions that we make are probabilistic in nature. Thus, probability plays a critical role in most professions and in our everyday decisions. We will discuss basic probability concepts along with how to compute probabilities and the use of the standard normal curve in making probabilistic decisions.
probability The study of likelihood and uncertainty; the number of ways a particular outcome can occur, divided by the total number of outcomes.
Hypothesis testing is the process of determining whether a hypothesis is supported by the results of a research project. Our introduction to hypothesis testing will include a discussion of the null and alternative hypotheses, Type I and Type II errors, and one- and two-tailed tests of hypotheses as well as an introduction to statistical significance and probability as they relate to inferential statistics.
hypothesis testing The process of determining whether a hypothesis is supported by the results of a research study.
MODULE 7
Probability
Learning Objectives
•Understand how probability is used in everyday life.
•Know how to compute a probability.
•Understand and be able to apply the multiplication rule.
•Understand and be able to apply the addition rule.
•Understand the relationship between the standard normal curve and probability.
In order to better understand the nature of probabilistic decisions, consider the following court case of The People v. Collins, 1968. In this case, the robbery victim was unable to identify his assailant. All that the victim could recall was that the assailant was female with a blonde pony tail. In addition, he remembered that she fled the scene in a yellow convertible that was driven by an African American male who had a full beard. The suspect in the case fit the.
Essay On Indian Economy In Hindi. Online assignment writing service.Shannon Holt
The document provides instructions for creating an account and submitting a paper writing request on the HelpWriting.net site. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions until fully satisfied, with the guarantee of a refund for plagiarized work.
35818 Topic Discussion7Number of Pages 1 (Double Spaced).docxrhetttrevannion
- Emily scored one standard deviation above the mean on a standardized reading test.
- The normal curve can help understand this by showing that about 34% of children scored lower than Emily, and about 16% scored higher.
- A standard deviation above the mean means Emily scored higher than approximately 84% of other children who took the test.
35819 Topic Discussion8Number of Pages 1 (Double Spaced).docxrhetttrevannion
35819 Topic: Discussion8
Number of Pages: 1 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions: Attached
I will upload the instruction
Discussion: Discuss, elaborate and give example.
Author: (Jackson, S. L. (2017). Statistics Plain and Simple, 4th Edition. Cengage Learning.)
Use this author as reference. I uploaded also the full text below.
Instructions:
Emily is a fifth-grade student who completed a standardized reading test. She scored one standard deviation above the mean score.
Answer the following questions:
· How does the normal curve help you understand what this means about how Emily compares to other children who took the test? Explain how you determined your findings.
· How many children scored lower than Emily?
· How many children scored higher?
Reference:
Basic Probability Concepts
The Rules of Probability
Probability and the Standard Normal Distribution
Review of Key Terms
Module Exercises
Critical Thinking Check Answers
Module 8: Hypothesis Testing and Inferential Statistics
Null and Alternative Hypotheses
Two-Tailed and One-Tailed Hypothesis Tests
Type I and Type II Errors in Hypothesis Testing
Probability, Statistical Significance, and Errors
Using Inferential Statistics
Review of Key Terms
Module Exercises
Critical Thinking Check Answers
Chapter 4 Summary and Review
In this chapter you will be introduced to the concepts of probability and hypothesis testing. Probability is the study of likelihood and uncertainty. Most decisions that we make are probabilistic in nature. Thus, probability plays a critical role in most professions and in our everyday decisions. We will discuss basic probability concepts along with how to compute probabilities and the use of the standard normal curve in making probabilistic decisions.
probability The study of likelihood and uncertainty; the number of ways a particular outcome can occur, divided by the total number of outcomes.
Hypothesis testing is the process of determining whether a hypothesis is supported by the results of a research project. Our introduction to hypothesis testing will include a discussion of the null and alternative hypotheses, Type I and Type II errors, and one- and two-tailed tests of hypotheses as well as an introduction to statistical significance and probability as they relate to inferential statistics.
hypothesis testing The process of determining whether a hypothesis is supported by the results of a research study.
MODULE 7
Probability
Learning Objectives
•Understand how probability is used in everyday life.
•Know how to compute a probability.
•Understand and be able to apply the multiplication rule.
•Understand and be able to apply the addition rule.
•Understand the relationship between the standard normal curve and probability.
In order to better understand the nature of probabilistic decisions, consider the following court.
Im not trying to be rude, but I have had multiple of you experts .pdfmaheshkumar12354
I'm not trying to be rude, but I have had multiple of you "experts" give me wrong answers and
explanations or just lie. I am trying to get correct answers and understand these problems so
please if you are just going to completely ignore the questions provided below and give different
answers then don't bother.
Problems to solved/answered (please use python) 1. Library of Congress - Description Expected
duration: 36 hours Problem You are working in the Library of Congress as a data entry intern.
The library is looking to overhaul some of their older works and wants to make sure that they are
correct and get some basic data from each file. As you open your assigned files, you discover
that they have all been scrambled together. The lines from each of your three texts have been
placed in random order and the only clue that you have is the identifier at the end of each line.
Each line in the scrambled file contains the line in the text file, a line number, and a three-letter
code that identifies the work. Each of these items is separated by the character. For example, it
ran away when it saw mine coming!" 164 ALC cried to the man who trundled the barrow; "bring
up alongside and help|27|TRI "Of course he's stuffed," replied Dorothy, who was still angry. 46
woo Your task is to write a program that reads each line in a text file, separates and unscrambles
the texts, and collects the basic data you'd first set out to collect. The file name is a command
line parameter. For each text, you must determine 1. Its longest line (and the corresponding line
number), 2. its shortest line (and corresponding line number), and 3. the average length of the
lines in the entire text. If there are multiple lines with the shortest or longest length, use the line
number as a tiebreaker: earlier lines are "shorter" and later lines are "longer". The average should
be rounded to the closest integer. The summary of data should be stored in a file named The
summaries should be sorted by three-letter code and should be formatted as follows:
ALC Longest line (107): "No, I didn't," said Alice: "I don't think it's at all a pity. Shortest line
(148): to." Average length: 59 woo Longest line (66): of my way. Whenever I've met a man I've
been awfully scared; but Shortest line (71): go." Average length: 58 The texts themselves should
be stored in a file named . This file should contain the three-letter code for a work followed by its
text. The lines must all be included and should be ordered and should not include line numbers or
three-letter codes. The texts should be separated by a single line with five characters. The result
should look like the following:
ALC A large rose-tree stood near the entrance of the garden: the roses growing on it were white,
but there were three gardeners at it, busily painting them red. Alice thought this a very curious
thing, and she went nearer to watch them, and just as she came up to them she heard one of them
say, "Look out now, Five! Don't go s.
#35816 Topic Discussion5Number of Pages 1 (Double Spaced)N.docxAASTHA76
#35816 Topic: Discussion5
Number of Pages: 1 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions: ATTACHED
I will upload the instruction
Discussion: Discuss, elaborate and give example. Please follow the instruction carefully. No running head please.
Author: (Jackson, S.L. (2017) Statistics Plain and Simple: (4th edition) - Cengage Learning)
Please use the author or refence that I provided
Instructions:
Review this week’s course materials and learning activities, and reflect on your learning so far this week. Respond to one or more of the following prompts in one to two paragraphs:
1. Provide citation and reference to the material(s) you discuss. Describe what you found interesting regarding this topic, and why.
2. Describe how you will apply that learning in your daily life, including your work life.
3. Describe what may be unclear to you, and what you would like to learn.
Reference:
Basic Probability Concepts
The Rules of Probability
Probability and the Standard Normal Distribution
Review of Key Terms
Module Exercises
Critical Thinking Check Answers
Module 8: Hypothesis Testing and Inferential Statistics
Null and Alternative Hypotheses
Two-Tailed and One-Tailed Hypothesis Tests
Type I and Type II Errors in Hypothesis Testing
Probability, Statistical Significance, and Errors
Using Inferential Statistics
Review of Key Terms
Module Exercises
Critical Thinking Check Answers
Chapter 4 Summary and Review
In this chapter you will be introduced to the concepts of probability and hypothesis testing. Probability is the study of likelihood and uncertainty. Most decisions that we make are probabilistic in nature. Thus, probability plays a critical role in most professions and in our everyday decisions. We will discuss basic probability concepts along with how to compute probabilities and the use of the standard normal curve in making probabilistic decisions.
probability The study of likelihood and uncertainty; the number of ways a particular outcome can occur, divided by the total number of outcomes.
Hypothesis testing is the process of determining whether a hypothesis is supported by the results of a research project. Our introduction to hypothesis testing will include a discussion of the null and alternative hypotheses, Type I and Type II errors, and one- and two-tailed tests of hypotheses as well as an introduction to statistical significance and probability as they relate to inferential statistics.
hypothesis testing The process of determining whether a hypothesis is supported by the results of a research study.
MODULE 7
Probability
Learning Objectives
•Understand how probability is used in everyday life.
•Know how to compute a probability.
•Understand and be able to apply the multiplication rule.
•Understand and be able to apply the addition rule.
•Understand the relationship between the standard normal c.
35813 Topic Discussion2Number of Pages 1 (Double Spaced).docxrhetttrevannion
The document discusses probability and hypothesis testing concepts. It provides examples to illustrate key probability concepts like the multiplication rule and addition rule. The multiplication rule states that the probability of a series of independent events is the product of their individual probabilities. The addition rule states that the probability of mutually exclusive events is the sum of their individual probabilities. It also defines a null hypothesis as the default hypothesis that there is no relationship or no difference between groups. The alternative hypothesis is what would be supported if the null hypothesis is rejected.
35812 Topic discussion1Number of Pages 1 (Double Spaced).docxrhetttrevannion
35812 Topic: discussion1
Number of Pages: 1 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions: Attached
I will upload the instruction
Reference: Probability and Hypothesis Testing. No running head please.
Author: (Jackson, S. L. (2017). Statistics plain and simple. (4th ed.). Boston, MA: Cengage Learning.) Please use this reference.
Question to be discuss: Discuss, elaborate and give example on the topic or question below.
****Define and share an example of a null hypothesis and an alternative hypothesis****
Basic Probability Concepts
The Rules of Probability
Probability and the Standard Normal Distribution
Review of Key Terms
Module Exercises
Critical Thinking Check Answers
Module 8: Hypothesis Testing and Inferential Statistics
Null and Alternative Hypotheses
Two-Tailed and One-Tailed Hypothesis Tests
Type I and Type II Errors in Hypothesis Testing
Probability, Statistical Significance, and Errors
Using Inferential Statistics
Review of Key Terms
Module Exercises
Critical Thinking Check Answers
Chapter 4 Summary and Review
In this chapter you will be introduced to the concepts of probability and hypothesis testing. Probability is the study of likelihood and uncertainty. Most decisions that we make are probabilistic in nature. Thus, probability plays a critical role in most professions and in our everyday decisions. We will discuss basic probability concepts along with how to compute probabilities and the use of the standard normal curve in making probabilistic decisions.
probability The study of likelihood and uncertainty; the number of ways a particular outcome can occur, divided by the total number of outcomes.
Hypothesis testing is the process of determining whether a hypothesis is supported by the results of a research project. Our introduction to hypothesis testing will include a discussion of the null and alternative hypotheses, Type I and Type II errors, and one- and two-tailed tests of hypotheses as well as an introduction to statistical significance and probability as they relate to inferential statistics.
hypothesis testing The process of determining whether a hypothesis is supported by the results of a research study.
MODULE 7
Probability
Learning Objectives
•Understand how probability is used in everyday life.
•Know how to compute a probability.
•Understand and be able to apply the multiplication rule.
•Understand and be able to apply the addition rule.
•Understand the relationship between the standard normal curve and probability.
In order to better understand the nature of probabilistic decisions, consider the following court case of The People v. Collins, 1968. In this case, the robbery victim was unable to identify his assailant. All that the victim could recall was that the assailant was female with a blonde pony tail. In addition, he remembered that she fled the scene in a yellow con.
35845 Topic Group AssignmentNumber of Pages 1 (Double Spaced.docxrhetttrevannion
35845 Topic: Group Assignment
Number of Pages: 1 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions: Attached
Please follow the instruction carefully.
I will upload the instruction
Instruction: Please fill up or answer only the last topic on the Material I attach. Fill in directly to the material I provided.
Author: Jackson, S. L. (2017). Statistics plain and simple, (4th ed.). Boston, MA: Cengage Learning.
Basic Probability Concepts
The Rules of Probability
Probability and the Standard Normal Distribution
Review of Key Terms
Module Exercises
Critical Thinking Check Answers
Module 8: Hypothesis Testing and Inferential Statistics
Null and Alternative Hypotheses
Two-Tailed and One-Tailed Hypothesis Tests
Type I and Type II Errors in Hypothesis Testing
Probability, Statistical Significance, and Errors
Using Inferential Statistics
Review of Key Terms
Module Exercises
Critical Thinking Check Answers
Chapter 4 Summary and Review
In this chapter you will be introduced to the concepts of probability and hypothesis testing. Probability is the study of likelihood and uncertainty. Most decisions that we make are probabilistic in nature. Thus, probability plays a critical role in most professions and in our everyday decisions. We will discuss basic probability concepts along with how to compute probabilities and the use of the standard normal curve in making probabilistic decisions.
probability The study of likelihood and uncertainty; the number of ways a particular outcome can occur, divided by the total number of outcomes.
Hypothesis testing is the process of determining whether a hypothesis is supported by the results of a research project. Our introduction to hypothesis testing will include a discussion of the null and alternative hypotheses, Type I and Type II errors, and one- and two-tailed tests of hypotheses as well as an introduction to statistical significance and probability as they relate to inferential statistics.
hypothesis testing The process of determining whether a hypothesis is supported by the results of a research study.
MODULE 7
Probability
Learning Objectives
•Understand how probability is used in everyday life.
•Know how to compute a probability.
•Understand and be able to apply the multiplication rule.
•Understand and be able to apply the addition rule.
•Understand the relationship between the standard normal curve and probability.
In order to better understand the nature of probabilistic decisions, consider the following court case of The People v. Collins, 1968. In this case, the robbery victim was unable to identify his assailant. All that the victim could recall was that the assailant was female with a blonde pony tail. In addition, he remembered that she fled the scene in a yellow convertible that was driven by an African American male who had a full beard. The suspect in the case fit the.
Essay On Indian Economy In Hindi. Online assignment writing service.Shannon Holt
The document provides instructions for creating an account and submitting a paper writing request on the HelpWriting.net site. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions until fully satisfied, with the guarantee of a refund for plagiarized work.
35818 Topic Discussion7Number of Pages 1 (Double Spaced).docxrhetttrevannion
- Emily scored one standard deviation above the mean on a standardized reading test.
- The normal curve can help understand this by showing that about 34% of children scored lower than Emily, and about 16% scored higher.
- A standard deviation above the mean means Emily scored higher than approximately 84% of other children who took the test.
35819 Topic Discussion8Number of Pages 1 (Double Spaced).docxrhetttrevannion
35819 Topic: Discussion8
Number of Pages: 1 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions: Attached
I will upload the instruction
Discussion: Discuss, elaborate and give example.
Author: (Jackson, S. L. (2017). Statistics Plain and Simple, 4th Edition. Cengage Learning.)
Use this author as reference. I uploaded also the full text below.
Instructions:
Emily is a fifth-grade student who completed a standardized reading test. She scored one standard deviation above the mean score.
Answer the following questions:
· How does the normal curve help you understand what this means about how Emily compares to other children who took the test? Explain how you determined your findings.
· How many children scored lower than Emily?
· How many children scored higher?
Reference:
Basic Probability Concepts
The Rules of Probability
Probability and the Standard Normal Distribution
Review of Key Terms
Module Exercises
Critical Thinking Check Answers
Module 8: Hypothesis Testing and Inferential Statistics
Null and Alternative Hypotheses
Two-Tailed and One-Tailed Hypothesis Tests
Type I and Type II Errors in Hypothesis Testing
Probability, Statistical Significance, and Errors
Using Inferential Statistics
Review of Key Terms
Module Exercises
Critical Thinking Check Answers
Chapter 4 Summary and Review
In this chapter you will be introduced to the concepts of probability and hypothesis testing. Probability is the study of likelihood and uncertainty. Most decisions that we make are probabilistic in nature. Thus, probability plays a critical role in most professions and in our everyday decisions. We will discuss basic probability concepts along with how to compute probabilities and the use of the standard normal curve in making probabilistic decisions.
probability The study of likelihood and uncertainty; the number of ways a particular outcome can occur, divided by the total number of outcomes.
Hypothesis testing is the process of determining whether a hypothesis is supported by the results of a research project. Our introduction to hypothesis testing will include a discussion of the null and alternative hypotheses, Type I and Type II errors, and one- and two-tailed tests of hypotheses as well as an introduction to statistical significance and probability as they relate to inferential statistics.
hypothesis testing The process of determining whether a hypothesis is supported by the results of a research study.
MODULE 7
Probability
Learning Objectives
•Understand how probability is used in everyday life.
•Know how to compute a probability.
•Understand and be able to apply the multiplication rule.
•Understand and be able to apply the addition rule.
•Understand the relationship between the standard normal curve and probability.
In order to better understand the nature of probabilistic decisions, consider the following court.
Im not trying to be rude, but I have had multiple of you experts .pdfmaheshkumar12354
I'm not trying to be rude, but I have had multiple of you "experts" give me wrong answers and
explanations or just lie. I am trying to get correct answers and understand these problems so
please if you are just going to completely ignore the questions provided below and give different
answers then don't bother.
Problems to solved/answered (please use python) 1. Library of Congress - Description Expected
duration: 36 hours Problem You are working in the Library of Congress as a data entry intern.
The library is looking to overhaul some of their older works and wants to make sure that they are
correct and get some basic data from each file. As you open your assigned files, you discover
that they have all been scrambled together. The lines from each of your three texts have been
placed in random order and the only clue that you have is the identifier at the end of each line.
Each line in the scrambled file contains the line in the text file, a line number, and a three-letter
code that identifies the work. Each of these items is separated by the character. For example, it
ran away when it saw mine coming!" 164 ALC cried to the man who trundled the barrow; "bring
up alongside and help|27|TRI "Of course he's stuffed," replied Dorothy, who was still angry. 46
woo Your task is to write a program that reads each line in a text file, separates and unscrambles
the texts, and collects the basic data you'd first set out to collect. The file name is a command
line parameter. For each text, you must determine 1. Its longest line (and the corresponding line
number), 2. its shortest line (and corresponding line number), and 3. the average length of the
lines in the entire text. If there are multiple lines with the shortest or longest length, use the line
number as a tiebreaker: earlier lines are "shorter" and later lines are "longer". The average should
be rounded to the closest integer. The summary of data should be stored in a file named The
summaries should be sorted by three-letter code and should be formatted as follows:
ALC Longest line (107): "No, I didn't," said Alice: "I don't think it's at all a pity. Shortest line
(148): to." Average length: 59 woo Longest line (66): of my way. Whenever I've met a man I've
been awfully scared; but Shortest line (71): go." Average length: 58 The texts themselves should
be stored in a file named . This file should contain the three-letter code for a work followed by its
text. The lines must all be included and should be ordered and should not include line numbers or
three-letter codes. The texts should be separated by a single line with five characters. The result
should look like the following:
ALC A large rose-tree stood near the entrance of the garden: the roses growing on it were white,
but there were three gardeners at it, busily painting them red. Alice thought this a very curious
thing, and she went nearer to watch them, and just as she came up to them she heard one of them
say, "Look out now, Five! Don't go s.
Buy Custom Essays Online Get Your Custom Essay WritStacey Cruz
The document provides instructions for ordering a custom essay from the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions until fully satisfied, and the company guarantees original, high-quality content or a full refund.
This document provides instructions for how to request and complete an assignment writing request on the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied, with a refund option for plagiarism. The document promotes HelpWriting.net as providing original, high-quality content through this process.
Rhetoric, rhetorical situation, argument, intros, hooks, and thesis statementstldolan
This thesis statement is too broad. It covers family in every culture, which is too large of a topic to adequately address in a typical essay. The thesis should be narrowed to focus on a specific aspect of family within a limited scope.
STATM5A2Pulling It All TogetherDoes background music significa.docxdessiechisomjj4
STATM5A2
Pulling It All Together
Does background music significantly impact the productivity of patient registration employees?
A group of patient access registrants works in an open office environment in a hospital. A human resources (HR) manager wants to compare the productivity of this group under three conditions: with a constant background sound of music, with an unpredictable background sound of music, and with no background sound of music.
There are twenty-four registrants, and they are randomly divided into three groups. All registrants study a set of written patient registration material for 30 minutes. During this time, those in Group 1 are subject to background music at a constant volume, those in Group 2 are subject to background music with varying volumes, and those in Group 3 are not subject to any sound at all. After studying, all employees take a 10-point multiple-choice test over the material. Their scores are as follows:
Group 1—Constant Sound
Group 2—Random Sound
Group 3—No Sound
7
5
2
4
5
4
6
3
7
8
4
1
6
4
2
6
7
1
2
2
5
9
2
5
You are to analyze the collected questionnaire data using Microsoft Excel and draw conclusions to report back to the human resources (HR) manager in the form of a research report.
Following is a step-by-step assignment breakdown:
1. Develop a problem statement that incorporates the scholarly literature to support your rationale.
2. Develop a research question based on the problem statement.
3. Formulate a null and an alternative hypothesis set based on the research question.
4. Identify the independent and dependent variables and describe how they are being operationally defined in your research project. Identify the type of data being used.
5. Describe your sample using descriptive statistics.
6. Select and describe an acceptable α level for deciding whether to accept or reject the null hypothesis.
7. Select the most appropriate statistical test to test your hypothesis and explain why it is the most appropriate tool.
8. Using Microsoft Excel, conduct your statistical analysis.
9. Discuss possible limitations of the study.
10. Recommend future research directions.
11. Write a conclusion. In your conclusion, make sure you address the importance of adhering to ethical standards in developing research studies, interpreting the results, and considering who should have access to the data and knowledge gained from the research.
Need a Microsoft Excel computations and a 4-page Microsoft Word document. Utilize 4 scholarly sources.
Use the following headings to organize your paper
· Problem statement
· Research question
· Hypotheses
· Methodology
· Results
· Discussion and recommendations
· References
· Appendix (Microsoft Excel printout)
GRADING RUBRIC
Assignment Components
Proficient
Max Points
Develop a problem statement that incorporates the scholarly literature to support your rationale.
The problem statement appropriately incorporates scholarly literature.
/28 pts.Develop a research question based on.
This document provides advice on how to publish research and write effective research papers. It discusses the importance of publishing research, conceptualizing new ideas, reviewing existing literature in the field, choosing appropriate journals, understanding impact factors, citing previous work, formatting papers, and connecting ideas to tell a clear story. The overall message is that research papers should concisely communicate new findings in a way that builds on past work and advances the field.
Using Quotes In An Essay - ShortQuotes. Online assignment writing service.Brenda Potter
The document provides instructions for using an essay writing service called HelpWriting.net. It outlines a 5 step process: 1) Create an account, 2) Complete an order form providing instructions and deadline, 3) Review bids from writers and select one, 4) Review the completed paper and authorize payment, 5) Request revisions to ensure satisfaction. It emphasizes that original, high-quality content is guaranteed or a full refund will be provided.
English Language Exam Revision PowerPointMrMorrisSWA
The document provides information about the structure and scoring of the English Language Paper 1 exam. It is divided into two sections - Reading and Writing. Section A focuses on reading comprehension of 3 non-fiction source texts and comprises 1 hour and 15 minutes. Section B involves two writing tasks to inform, explain, describe, argue or persuade and takes 1 hour to complete. The document provides guidance on answering the different question types in Section A, including focusing on key details, using evidence from the texts and understanding implicit meanings.
Write The Essay For Me. 10 Tips to Write an Essay and Actually Enjoy ItErin Anderson
The document discusses Superior Mesenteric Artery Syndrome, a rare disease caused by compression of the superior mesenteric artery that can obstruct the duodenum. Compression from a body cast or spinal injury are factors that can lead to this syndrome by compressing the space between the superior mesenteric artery and abdominal aorta. Early recognition of symptoms is important as it allows for early interventions to prevent severe complications and ensure nutritional needs are met to avoid life-threatening conditions.
Write My Essay For Me | Best Essay Help In UK. About Me Paper Example Unique Short Essay Writing Help topics Examples .... What Is A Good Opening Sentence For Persuasive Essay. Esse for you: Write my essay for me. Getting Services That Can Write My Essay for Me. Essay Writing Assignment — Why Writing an Essay Is So Hard?. 006 Essay Example Write For Me As Student If You Think My ~ Thatsnotus. Write essay for me, Five Tips That Helped Me to Write My Essay. write my essay for me. How Do You Write A Short Essay About Yourself - Coverletterpedia. Write essay for_me.
Detective Ellie Koo investigates a robbery and assault at the home of a wealthy couple, Evan and Nancy Reed. They were drugged and almost died, while over $500,000 worth of jewelry, cash, and rare stamps were stolen from a hidden wall safe in their bedroom. Ellie examines the crime scene and interviews witnesses to determine who committed this crime.
DescriptionAn informative speech increases the audience members’LinaCovington707
Description
An informative speech increases the audience members’ understanding of a topic. For this speech, you will inform your audience about a significant popular culture product or personality from the last five years. “Popular culture (or "pop culture") refers to the traditions and material culture of a particular society. [In first-world countries], pop culture refers to cultural products such as music, art, literature, fashion, dance, film, cyberculture, television, and radio that are consumed by the majority of a society's population. Pop culture is those types of media that have mass accessibility and appeal” (Crossman, 2020).
This assignment requires you to design and deliver an original 4-5 minute informative speech, with supporting PowerPoint slides.
For this speech, you will inform your audience about a topic by answering the questions:
· What is the most significant popular culture product or personality from the last five years and why is that product or personality the most significant?
The ideas in your speech must be supported by evidence. A minimum of three viable, relevant, timely sources is required. For this speech, you will confine your research to newspapers from across the country. You may choose from the following online newspapers:
· “LA Times”
· “Chicago Tribune”
· “USA Today”
· “Atlanta Journal-Constitution”
· “Detroit Free Press”
· “Arizona Republic”
· “The Dallas Morning News”
· “Boston Herald”
· “New York Post”
· “The Washington Times”
POWERPOINT SPEECH WORKSHEET
Do not complete this worksheet unless you have read the instructions for this speech. You will complete this worksheet easier if you follow the speech instructions as these instructions tell you exactly how to complete this worksheet.
Name:
INSTRUCTIONS
1. Fill in the blanks to create a preparation outline. Write your preparation outline in complete and correct sentences. Refer to the sample preparation outline in our textbook for guidance.
2. The speaking notes prompts follow the preparation outline. Fill in the blanks to develop speaking notes. Refer to the sample speaking notes outline in our textbook for guidance.
PREPARATION OUTLINE
You will fill in your answers after each colon (:). Write in complete sentences.
Introduction:
Central Idea: The most significant popular culture personality from the last five years is Kim Kardashian. She has influenced and impacted the fashion industry, home décor, lifestyles, and body image.
Preview:
Signpost (Transition):
Main Idea #1:
(Write your first Main Idea which will identify and explain the pop culture product or personality).
(A. Support #1 for Main Idea #1. Identify and explain.):
1. (Detail for Support #1 for Main Idea #1):
2. (Detail for Support #1 for Main Idea #1):
(B. Support #2 for Main Idea #1. Give examples.):
1. (Detail for Support #2 for Main Idea #1):
2. (Detail for Support #2 for Main Idea #1):
Signpost (Transition):
Main Idea #2 ...
The document discusses the novel "The Curious Incident of the Dog in the Night-Time" and elements that make it similar to a mystery novel. It notes that the plot involves Christopher investigating who killed his neighbor's dog, shaping both the journey and his development. While not technically a detective story, the investigation provides clues and leads to the solution. The most valuable information comes from the process, not just the ending.
Essay Writing My Best Friend. My Best Friend Essay English for Students amp; ...Monique Coppedge
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The ChatGPT Cheat Sheet provides concise summaries of ChatGPT's abilities across various domains including natural language processing, code, and structured/unstructured output styles to enhance user proficiency. It also covers media types, expert prompting, and more.
The ChatGPT Cheat Sheet provides concise summaries of ChatGPT's abilities across various domains including natural language processing, code, and structured/unstructured output styles to enhance user proficiency. It also covers media types, expert prompting, and more.
The ChatGPT Cheat Sheet provides information on ChatGPT's abilities for natural language processing tasks like text generation, summarization, and question answering, as well as its uses for code, structured outputs, media, and expert prompting.
CHATGPT is a large language model chatbot developed by OpenAI. It is a powerful tool that can be used for a variety of tasks, including:
Generating text: CHATGPT can generate text in a variety of styles, including news articles, blog posts, creative writing, and even code.
Translating languages: CHATGPT can translate between over 100 languages.
Answering questions: CHATGPT can answer questions about a wide range of topics, including science, history, and current events.
Writing different kinds of creative content: CHATGPT can write different kinds of creative content, such as poems, code, scripts, musical pieces, email, letters, etc.
CHATGPT is still under development, but it has learned to perform many kinds of tasks. It is a powerful tool that can be used for a variety of purposes.
Here are some tips for using CHATGPT:
Be specific in your requests: The more specific you are in your requests, the better CHATGPT will be able to understand what you want.
Use natural language: CHATGPT is trained on a massive dataset of text, so it can understand natural language.
Be patient: CHATGPT is still under development, so it may not always be able to generate perfect results.
Overall, CHATGPT is a powerful tool that can be used for a variety of tasks. If you are looking for a chatbot that can generate text, translate languages, answer questions, or write different kinds of creative content, CHATGPT is a good option.
Course Themes Guide The English 112 course will focus o.docxmarilucorr
Course Themes Guide
The English 112 course will focus on a central theme that runs throughout the course. Students
will choose a theme, and then use this theme when completing assignments under modules 2-4.
Course Themes:
o Addiction
o Aging, death, and dying
o Body image/eating disorders
o Coming of Age
o Heterosexual gender roles: equality and civil rights
o Lesbian, gay, bisexual, and transgender roles: equality and civil rights
o Mental illness: schizophrenia, OCD, bipolar disorder
o Physical disability, impairment, and disfigurement
o Psychosis and violence
o War and Post Traumatic Stress Disorder (PTSD)
Module Two: Course Theme Literary Analysis
In Module Two, students will work on a literary analysis. To complete the analysis, course theme
will have to be paired with a fictional work (such as a fictional short story, poem, play, or film).
Below are some suggested fictional works listed under their corresponding course themes.
Author names are provided parenthetically. Most of the suggested stories/poems/plays can be
found through a quick web search. If a story is unavailable, inform the instructor so he or she
may assist you.
Addiction:
“Babylon Revisited” (F. Scott Fitzgerald)
“Sonny’s Blues” (James Baldwin)
Aging, death, and dying
“Thanatopsis” (William Cullen Bryant)
“Midterm Break” (Seamus Heaney);
“Death Be Not Proud” (John Donne)
Time Flies (David Ives)
Body image/eating disorders
“Barbie Doll” (Marge Piercy)
Wasted (Marya Hornbacher)
Coming of Age
“A&P” (John Updike)
“How Far She Went” (Mary Hood)
“Where Are You Going, Where Have You Been?” (Joyce Carol Oates)
Heterosexual gender roles: equality and civil rights
“A Work of Artifice” (Marge Piercy)
“The Curse” (Andre Dubus)
“Yellow Wallpaper” (Charlotte Perkins Gilman)
Trifles (Susan Glaspell)
Lesbian, gay, bisexual, and transgender roles: equality and civil rights
“Life After High School” (Joyce Carol Oates)
“Paul’s Case” (Willa Cather)
A Streetcar Named Desire (Tennessee Williams)
Mental illness: schizophrenia, OCD, bipolar disorder
“A Rose for Emily” (William Faulkner)
“The Tale-Tell Heart” (Edgar Allan Poe)
“Bartleby” (Herman Melville)
Physical disability, impairment, and disfigurement
“Everyday Use” (Alice Walker)
“Good Country People” (Flannery O’Connor)
“The Birthmark” (Nathaniel Hawthorne)
Psychosis and violence
“A Good Man Is Hard to Find” (Flannery O’Connor)
“The Curse” (Andre Dubus)
“The Cask of Amontillado” (Edgar Allan Poe)
“Hunters in the Snow” (Tobias Wolff)
War and Post Traumatic Stress Disorder (PTSD)
The Red Badge of Courage (Stephen Crane)
“Soldiers Home” (Ernest Hemingway)
“The Things They Carried” (Tim O’Brien)
“The Thing in the Forest” (A.S. Byatt)
Modules Three and Four: Course Theme Research
In Modules Three and Four, you will research your course themes in the social and natural
sciences. Keywords will.
This document summarizes an expert's advice on writing effective college application essays. The expert discusses different types of essays: "McEssays" that are generic and do not stand out, essays that focus too much on what the college wants to hear rather than the applicant's authentic voice, and essays that try to impress with big words but end up sounding pretentious. The expert advocates for essays that show rather than tell, provide vivid details, take risks, and convey the applicant's authentic voice. Excerpts of both weak and strong essays are provided as examples.
inglesgarantizado.com somos examinadores oficiales de toefl y sat en españa. decidimos la nota la beca de la gente en españa qu hace el examen. tambien somos preparardores
Case Study Clinical LeadersDavid Rochester enjoys his role as a C.docxPazSilviapm
Case Study: Clinical Leaders
David Rochester enjoys his role as a Clinical Leader in a palliative care setting. On a typical day David troubleshoots problems as they arise. His job responsibilities include resolving personnel issues, integrating changes in policies, and communicating patient care protocols to the nursing staff. He displays competence and confidence in trouble-shooting issues and follow-up is his specialty. During the past month, David has noticed an increase in the number of problems on the unit. He is uncertain of the origin of all of the problems. This morning, David received an email communication from the Director of Palliative Care Services, detailing several changes in clinical practices. David is certain that the timing of these changes will create more daily problems.
Respond to the following questions:
What are the characteristics of leadership does David exhibit? What are the characteristics that David must embrace to be an effective leader of a clinical microsystem?
Changing leadership styles requires deliberate steps. What key steps does David need to take to assure his success as he moves forward?
** At least
4 pages long - includes title page and references
, at least
4 SCHOLARLY REFERENCES, APA format, 12 pt font times new roman - 1" margins
**
see grading rubric attachment
.
CASE STUDY Clinical Journal Entry 1 to 2 pages A 21 month .docxPazSilviapm
CASE STUDY: Clinical Journal Entry: 1 to 2 pages
A 21 month old Caucasian baby girl was brought to clinic by her mother with complaint of her baby getting irritable, easy tired during the day and sleeps more than usual after small activities at the day care and now she just noticed her skin is pale especially around her hands and eyelids and her husband also confirmed that she did look pale. So they are here today for a checkup even though she notices no other developmental changes. Mother denies any s/s of GI bleed like tarry stool. She has been current with her immunization and has no other medical or surgical history.
Assessment
An active toddler, with recent fatigue, has increase in sleeping, mild exercise intolerance.. She is a picky eater, enjoys small chicken, pork, and some vegetables, but loves milk and drinks about seven bottles of whole milk daily.
Family history reveals mother had anemia during her pregnancy. There is no history of splenectomy, gall stones at an early age, or other anemia in the family.
Physical Examination:
Vital Signs: Temperature 37.8 degrees C, Blood Pressure 95/50 mmHg, Pulse 144 beats/minute, Respiration 18 breaths/minute , Height 85.5 cm (50th %ile), Weight 13.2 kg (75th %ile). General appearance: He is a pale appearing, active toddler.
Reflect on the patient provided who presented with a hematologic disorder during your Practicum experience. Describe your experience in assessing and managing the patient and his or her family and follow up apt . Include details of your “aha” moment in identifying the patient’s disorder. Then, explain how the experience connected your classroom studies to the real-world clinical setting.
Readings( Provide 2 more Credible , recent references)
•Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., & Blosser, C. G. (2013). Pediatric primary care (5th ed.). Philadelphia, PA: Elsevier.
Chapter 26, “Hematologic Disorders” (pp. 557–584
.
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Buy Custom Essays Online Get Your Custom Essay WritStacey Cruz
The document provides instructions for ordering a custom essay from the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions until fully satisfied, and the company guarantees original, high-quality content or a full refund.
This document provides instructions for how to request and complete an assignment writing request on the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied, with a refund option for plagiarism. The document promotes HelpWriting.net as providing original, high-quality content through this process.
Rhetoric, rhetorical situation, argument, intros, hooks, and thesis statementstldolan
This thesis statement is too broad. It covers family in every culture, which is too large of a topic to adequately address in a typical essay. The thesis should be narrowed to focus on a specific aspect of family within a limited scope.
STATM5A2Pulling It All TogetherDoes background music significa.docxdessiechisomjj4
STATM5A2
Pulling It All Together
Does background music significantly impact the productivity of patient registration employees?
A group of patient access registrants works in an open office environment in a hospital. A human resources (HR) manager wants to compare the productivity of this group under three conditions: with a constant background sound of music, with an unpredictable background sound of music, and with no background sound of music.
There are twenty-four registrants, and they are randomly divided into three groups. All registrants study a set of written patient registration material for 30 minutes. During this time, those in Group 1 are subject to background music at a constant volume, those in Group 2 are subject to background music with varying volumes, and those in Group 3 are not subject to any sound at all. After studying, all employees take a 10-point multiple-choice test over the material. Their scores are as follows:
Group 1—Constant Sound
Group 2—Random Sound
Group 3—No Sound
7
5
2
4
5
4
6
3
7
8
4
1
6
4
2
6
7
1
2
2
5
9
2
5
You are to analyze the collected questionnaire data using Microsoft Excel and draw conclusions to report back to the human resources (HR) manager in the form of a research report.
Following is a step-by-step assignment breakdown:
1. Develop a problem statement that incorporates the scholarly literature to support your rationale.
2. Develop a research question based on the problem statement.
3. Formulate a null and an alternative hypothesis set based on the research question.
4. Identify the independent and dependent variables and describe how they are being operationally defined in your research project. Identify the type of data being used.
5. Describe your sample using descriptive statistics.
6. Select and describe an acceptable α level for deciding whether to accept or reject the null hypothesis.
7. Select the most appropriate statistical test to test your hypothesis and explain why it is the most appropriate tool.
8. Using Microsoft Excel, conduct your statistical analysis.
9. Discuss possible limitations of the study.
10. Recommend future research directions.
11. Write a conclusion. In your conclusion, make sure you address the importance of adhering to ethical standards in developing research studies, interpreting the results, and considering who should have access to the data and knowledge gained from the research.
Need a Microsoft Excel computations and a 4-page Microsoft Word document. Utilize 4 scholarly sources.
Use the following headings to organize your paper
· Problem statement
· Research question
· Hypotheses
· Methodology
· Results
· Discussion and recommendations
· References
· Appendix (Microsoft Excel printout)
GRADING RUBRIC
Assignment Components
Proficient
Max Points
Develop a problem statement that incorporates the scholarly literature to support your rationale.
The problem statement appropriately incorporates scholarly literature.
/28 pts.Develop a research question based on.
This document provides advice on how to publish research and write effective research papers. It discusses the importance of publishing research, conceptualizing new ideas, reviewing existing literature in the field, choosing appropriate journals, understanding impact factors, citing previous work, formatting papers, and connecting ideas to tell a clear story. The overall message is that research papers should concisely communicate new findings in a way that builds on past work and advances the field.
Using Quotes In An Essay - ShortQuotes. Online assignment writing service.Brenda Potter
The document provides instructions for using an essay writing service called HelpWriting.net. It outlines a 5 step process: 1) Create an account, 2) Complete an order form providing instructions and deadline, 3) Review bids from writers and select one, 4) Review the completed paper and authorize payment, 5) Request revisions to ensure satisfaction. It emphasizes that original, high-quality content is guaranteed or a full refund will be provided.
English Language Exam Revision PowerPointMrMorrisSWA
The document provides information about the structure and scoring of the English Language Paper 1 exam. It is divided into two sections - Reading and Writing. Section A focuses on reading comprehension of 3 non-fiction source texts and comprises 1 hour and 15 minutes. Section B involves two writing tasks to inform, explain, describe, argue or persuade and takes 1 hour to complete. The document provides guidance on answering the different question types in Section A, including focusing on key details, using evidence from the texts and understanding implicit meanings.
Write The Essay For Me. 10 Tips to Write an Essay and Actually Enjoy ItErin Anderson
The document discusses Superior Mesenteric Artery Syndrome, a rare disease caused by compression of the superior mesenteric artery that can obstruct the duodenum. Compression from a body cast or spinal injury are factors that can lead to this syndrome by compressing the space between the superior mesenteric artery and abdominal aorta. Early recognition of symptoms is important as it allows for early interventions to prevent severe complications and ensure nutritional needs are met to avoid life-threatening conditions.
Write My Essay For Me | Best Essay Help In UK. About Me Paper Example Unique Short Essay Writing Help topics Examples .... What Is A Good Opening Sentence For Persuasive Essay. Esse for you: Write my essay for me. Getting Services That Can Write My Essay for Me. Essay Writing Assignment — Why Writing an Essay Is So Hard?. 006 Essay Example Write For Me As Student If You Think My ~ Thatsnotus. Write essay for me, Five Tips That Helped Me to Write My Essay. write my essay for me. How Do You Write A Short Essay About Yourself - Coverletterpedia. Write essay for_me.
Detective Ellie Koo investigates a robbery and assault at the home of a wealthy couple, Evan and Nancy Reed. They were drugged and almost died, while over $500,000 worth of jewelry, cash, and rare stamps were stolen from a hidden wall safe in their bedroom. Ellie examines the crime scene and interviews witnesses to determine who committed this crime.
DescriptionAn informative speech increases the audience members’LinaCovington707
Description
An informative speech increases the audience members’ understanding of a topic. For this speech, you will inform your audience about a significant popular culture product or personality from the last five years. “Popular culture (or "pop culture") refers to the traditions and material culture of a particular society. [In first-world countries], pop culture refers to cultural products such as music, art, literature, fashion, dance, film, cyberculture, television, and radio that are consumed by the majority of a society's population. Pop culture is those types of media that have mass accessibility and appeal” (Crossman, 2020).
This assignment requires you to design and deliver an original 4-5 minute informative speech, with supporting PowerPoint slides.
For this speech, you will inform your audience about a topic by answering the questions:
· What is the most significant popular culture product or personality from the last five years and why is that product or personality the most significant?
The ideas in your speech must be supported by evidence. A minimum of three viable, relevant, timely sources is required. For this speech, you will confine your research to newspapers from across the country. You may choose from the following online newspapers:
· “LA Times”
· “Chicago Tribune”
· “USA Today”
· “Atlanta Journal-Constitution”
· “Detroit Free Press”
· “Arizona Republic”
· “The Dallas Morning News”
· “Boston Herald”
· “New York Post”
· “The Washington Times”
POWERPOINT SPEECH WORKSHEET
Do not complete this worksheet unless you have read the instructions for this speech. You will complete this worksheet easier if you follow the speech instructions as these instructions tell you exactly how to complete this worksheet.
Name:
INSTRUCTIONS
1. Fill in the blanks to create a preparation outline. Write your preparation outline in complete and correct sentences. Refer to the sample preparation outline in our textbook for guidance.
2. The speaking notes prompts follow the preparation outline. Fill in the blanks to develop speaking notes. Refer to the sample speaking notes outline in our textbook for guidance.
PREPARATION OUTLINE
You will fill in your answers after each colon (:). Write in complete sentences.
Introduction:
Central Idea: The most significant popular culture personality from the last five years is Kim Kardashian. She has influenced and impacted the fashion industry, home décor, lifestyles, and body image.
Preview:
Signpost (Transition):
Main Idea #1:
(Write your first Main Idea which will identify and explain the pop culture product or personality).
(A. Support #1 for Main Idea #1. Identify and explain.):
1. (Detail for Support #1 for Main Idea #1):
2. (Detail for Support #1 for Main Idea #1):
(B. Support #2 for Main Idea #1. Give examples.):
1. (Detail for Support #2 for Main Idea #1):
2. (Detail for Support #2 for Main Idea #1):
Signpost (Transition):
Main Idea #2 ...
The document discusses the novel "The Curious Incident of the Dog in the Night-Time" and elements that make it similar to a mystery novel. It notes that the plot involves Christopher investigating who killed his neighbor's dog, shaping both the journey and his development. While not technically a detective story, the investigation provides clues and leads to the solution. The most valuable information comes from the process, not just the ending.
Essay Writing My Best Friend. My Best Friend Essay English for Students amp; ...Monique Coppedge
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The ChatGPT Cheat Sheet provides concise summaries of ChatGPT's abilities across various domains including natural language processing, code, and structured/unstructured output styles to enhance user proficiency. It also covers media types, expert prompting, and more.
The ChatGPT Cheat Sheet provides concise summaries of ChatGPT's abilities across various domains including natural language processing, code, and structured/unstructured output styles to enhance user proficiency. It also covers media types, expert prompting, and more.
The ChatGPT Cheat Sheet provides information on ChatGPT's abilities for natural language processing tasks like text generation, summarization, and question answering, as well as its uses for code, structured outputs, media, and expert prompting.
CHATGPT is a large language model chatbot developed by OpenAI. It is a powerful tool that can be used for a variety of tasks, including:
Generating text: CHATGPT can generate text in a variety of styles, including news articles, blog posts, creative writing, and even code.
Translating languages: CHATGPT can translate between over 100 languages.
Answering questions: CHATGPT can answer questions about a wide range of topics, including science, history, and current events.
Writing different kinds of creative content: CHATGPT can write different kinds of creative content, such as poems, code, scripts, musical pieces, email, letters, etc.
CHATGPT is still under development, but it has learned to perform many kinds of tasks. It is a powerful tool that can be used for a variety of purposes.
Here are some tips for using CHATGPT:
Be specific in your requests: The more specific you are in your requests, the better CHATGPT will be able to understand what you want.
Use natural language: CHATGPT is trained on a massive dataset of text, so it can understand natural language.
Be patient: CHATGPT is still under development, so it may not always be able to generate perfect results.
Overall, CHATGPT is a powerful tool that can be used for a variety of tasks. If you are looking for a chatbot that can generate text, translate languages, answer questions, or write different kinds of creative content, CHATGPT is a good option.
Course Themes Guide The English 112 course will focus o.docxmarilucorr
Course Themes Guide
The English 112 course will focus on a central theme that runs throughout the course. Students
will choose a theme, and then use this theme when completing assignments under modules 2-4.
Course Themes:
o Addiction
o Aging, death, and dying
o Body image/eating disorders
o Coming of Age
o Heterosexual gender roles: equality and civil rights
o Lesbian, gay, bisexual, and transgender roles: equality and civil rights
o Mental illness: schizophrenia, OCD, bipolar disorder
o Physical disability, impairment, and disfigurement
o Psychosis and violence
o War and Post Traumatic Stress Disorder (PTSD)
Module Two: Course Theme Literary Analysis
In Module Two, students will work on a literary analysis. To complete the analysis, course theme
will have to be paired with a fictional work (such as a fictional short story, poem, play, or film).
Below are some suggested fictional works listed under their corresponding course themes.
Author names are provided parenthetically. Most of the suggested stories/poems/plays can be
found through a quick web search. If a story is unavailable, inform the instructor so he or she
may assist you.
Addiction:
“Babylon Revisited” (F. Scott Fitzgerald)
“Sonny’s Blues” (James Baldwin)
Aging, death, and dying
“Thanatopsis” (William Cullen Bryant)
“Midterm Break” (Seamus Heaney);
“Death Be Not Proud” (John Donne)
Time Flies (David Ives)
Body image/eating disorders
“Barbie Doll” (Marge Piercy)
Wasted (Marya Hornbacher)
Coming of Age
“A&P” (John Updike)
“How Far She Went” (Mary Hood)
“Where Are You Going, Where Have You Been?” (Joyce Carol Oates)
Heterosexual gender roles: equality and civil rights
“A Work of Artifice” (Marge Piercy)
“The Curse” (Andre Dubus)
“Yellow Wallpaper” (Charlotte Perkins Gilman)
Trifles (Susan Glaspell)
Lesbian, gay, bisexual, and transgender roles: equality and civil rights
“Life After High School” (Joyce Carol Oates)
“Paul’s Case” (Willa Cather)
A Streetcar Named Desire (Tennessee Williams)
Mental illness: schizophrenia, OCD, bipolar disorder
“A Rose for Emily” (William Faulkner)
“The Tale-Tell Heart” (Edgar Allan Poe)
“Bartleby” (Herman Melville)
Physical disability, impairment, and disfigurement
“Everyday Use” (Alice Walker)
“Good Country People” (Flannery O’Connor)
“The Birthmark” (Nathaniel Hawthorne)
Psychosis and violence
“A Good Man Is Hard to Find” (Flannery O’Connor)
“The Curse” (Andre Dubus)
“The Cask of Amontillado” (Edgar Allan Poe)
“Hunters in the Snow” (Tobias Wolff)
War and Post Traumatic Stress Disorder (PTSD)
The Red Badge of Courage (Stephen Crane)
“Soldiers Home” (Ernest Hemingway)
“The Things They Carried” (Tim O’Brien)
“The Thing in the Forest” (A.S. Byatt)
Modules Three and Four: Course Theme Research
In Modules Three and Four, you will research your course themes in the social and natural
sciences. Keywords will.
This document summarizes an expert's advice on writing effective college application essays. The expert discusses different types of essays: "McEssays" that are generic and do not stand out, essays that focus too much on what the college wants to hear rather than the applicant's authentic voice, and essays that try to impress with big words but end up sounding pretentious. The expert advocates for essays that show rather than tell, provide vivid details, take risks, and convey the applicant's authentic voice. Excerpts of both weak and strong essays are provided as examples.
inglesgarantizado.com somos examinadores oficiales de toefl y sat en españa. decidimos la nota la beca de la gente en españa qu hace el examen. tambien somos preparardores
Similar to How to Write about Writing A reading response is focuse (20)
Case Study Clinical LeadersDavid Rochester enjoys his role as a C.docxPazSilviapm
Case Study: Clinical Leaders
David Rochester enjoys his role as a Clinical Leader in a palliative care setting. On a typical day David troubleshoots problems as they arise. His job responsibilities include resolving personnel issues, integrating changes in policies, and communicating patient care protocols to the nursing staff. He displays competence and confidence in trouble-shooting issues and follow-up is his specialty. During the past month, David has noticed an increase in the number of problems on the unit. He is uncertain of the origin of all of the problems. This morning, David received an email communication from the Director of Palliative Care Services, detailing several changes in clinical practices. David is certain that the timing of these changes will create more daily problems.
Respond to the following questions:
What are the characteristics of leadership does David exhibit? What are the characteristics that David must embrace to be an effective leader of a clinical microsystem?
Changing leadership styles requires deliberate steps. What key steps does David need to take to assure his success as he moves forward?
** At least
4 pages long - includes title page and references
, at least
4 SCHOLARLY REFERENCES, APA format, 12 pt font times new roman - 1" margins
**
see grading rubric attachment
.
CASE STUDY Clinical Journal Entry 1 to 2 pages A 21 month .docxPazSilviapm
CASE STUDY: Clinical Journal Entry: 1 to 2 pages
A 21 month old Caucasian baby girl was brought to clinic by her mother with complaint of her baby getting irritable, easy tired during the day and sleeps more than usual after small activities at the day care and now she just noticed her skin is pale especially around her hands and eyelids and her husband also confirmed that she did look pale. So they are here today for a checkup even though she notices no other developmental changes. Mother denies any s/s of GI bleed like tarry stool. She has been current with her immunization and has no other medical or surgical history.
Assessment
An active toddler, with recent fatigue, has increase in sleeping, mild exercise intolerance.. She is a picky eater, enjoys small chicken, pork, and some vegetables, but loves milk and drinks about seven bottles of whole milk daily.
Family history reveals mother had anemia during her pregnancy. There is no history of splenectomy, gall stones at an early age, or other anemia in the family.
Physical Examination:
Vital Signs: Temperature 37.8 degrees C, Blood Pressure 95/50 mmHg, Pulse 144 beats/minute, Respiration 18 breaths/minute , Height 85.5 cm (50th %ile), Weight 13.2 kg (75th %ile). General appearance: He is a pale appearing, active toddler.
Reflect on the patient provided who presented with a hematologic disorder during your Practicum experience. Describe your experience in assessing and managing the patient and his or her family and follow up apt . Include details of your “aha” moment in identifying the patient’s disorder. Then, explain how the experience connected your classroom studies to the real-world clinical setting.
Readings( Provide 2 more Credible , recent references)
•Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., & Blosser, C. G. (2013). Pediatric primary care (5th ed.). Philadelphia, PA: Elsevier.
Chapter 26, “Hematologic Disorders” (pp. 557–584
.
CASE STUDY 5Exploring Innovation in Action The Dimming of the Lig.docxPazSilviapm
CASE STUDY 5
Exploring Innovation in Action: The Dimming of the Light Bulb
In the beginning….
God said let there be light. And for a long time this came from a rather primitive but surprisingly effective method – the oil lamp. From the early days of putting simple wicks into congealed animal fats, through candles to more sophisticated oil lamps, people have been using this form of illumination. Archaeologists tell us this goes back at least 40,000 years so there has been plenty of scope for innovation to improve the basic idea! Certainly by the time of the Romans, domestic illumination – albeit with candles – was a well-developed feature of civilised society.
Not a lot changed until the late eighteenth century when the expansion of the mining industry led to experiments with uses for coal gas – one of which was as an alternative source of illumination. One of the pioneers of research in the coal industry – Humphrey Davy – invented the carbon arc lamp and ushered in a new era of safety within the mines, but also opened the door to alternative forms of domestic illumination and the era of gas lighting began.
But it was not until the middle of the following century that researchers began to explore the possibilities of using a new power source and some new physical effects. Experiments by Joseph Swann in England and Moses Farmer in the USA (amongst others) led to the development of a device in which a tiny metal filament enclosed within a glass envelope was heated to incandescence by an electric current. This was the first electric light bulb – and it still bears more than a passing resemblance to the product found hanging from millions of ceilings all around the world.
By 1879 it became clear that there was significant commercial potential in such lighting – not just for domestic use. Two events occurred during that year which were to have far-reaching effects on the emergence of a new industry. The first was that the city of Cleveland – although using a different lamp technology (carbon arc) – introduced the first public street lighting. And the second was that patents were registered for the incandescent filament light bulb by Joseph Swann in England and one Thomas Edison in the USA.
Needless to say the firms involved in gas supply and distribution and the gas lighting industry were not taking the threat from electric light lying down and they responded with a series of improvement innovations which helped retain gas lighting’s popularity for much of the late nineteenth century. Much of what happened over the next 30 years is a good example of what is sometimes called the ‘sailing ship effect’. That is, just as in the shipping world the invention of steam power did not instantly lead to the disappearance of sailing ships but instead triggered a whole series of improvement in that industry, so the gas lighting industry consolidated its position through incremental product and process innovations.
But electric lighting was also improving and th.
Case Study 2A 40 year-old female presents to the office with the c.docxPazSilviapm
Case Study 2
A 40 year-old female presents to the office with the chief complaint of diarrhea. She has been having
recurrent episodes of abdominal pain, diarrhea, and rectal bleeding
.
She has lost 9 pounds
in the last month. She takes no medications, but is allergic to penicillin. She describes her life as
stressful,
but manageable. The physical exam reveals
a pale middle- aged
female in no acute distress. Her weight is 140 pounds (down from 154 at her last visit over a year ago), blood pressure of
94/60 sitting and 86/50
(orthostatic positive). standing, heart rate of 96 and regular without postural changes, respiratory rate of 18, and O2 saturation 99%. Further physical examination reveals:
Skin: w/d, no acute lesions or rashes
Eyes: sclera clear,
conj pale
Ears: no acute changes
Nose: no erythema or sinus tenderness
Mouth:
membranes pale,
some slight painful ulcerations
, right buccal mucosa,
tongue beefy red,
teeth good repair ( signs and symptoms of
Vitamin B12 deficiency
anemia)
Neck: supple, no thyroid enlargement or tenderness, no lymphadenopathy
Cardio: S1 S2 regular, no S3 S4 or murmur
Lungs: CTA w/o rales, wheezes, or rhonchi
Abdomen: scaphoid,
BS hyperactive
(due to diarrhea),
generalized tenderness
,
rectal +occult
blood
Post
APA format
1.
an explanation of the differential diagnosis (
Crohn disease
)
for the patient in the case study that you selected.
2.
Describe the role the patient history and physical exam (information from above) played in the diagnosis (of
Crohn disease
)
3.
Then, suggest potential treatment options based on your patient diagnosis (
Crohn disease
).
important information highlighted above
.
Case Study Horizon Horizon Consulting Patti Smith looked up at .docxPazSilviapm
Case Study
Horizon
Horizon Consulting Patti Smith looked up at the bright blue Carolina sky before she entered the offices of Horizon Consulting. Today was Friday, which meant she needed to prepare for the weekly status report meeting. Horizon Consulting is a custom software development company that offers fully integrated mobile application services for iPhone ™ , Android ™ , Windows Mobile ® and BlackBerry ® platforms. Horizon was founded by James Thrasher, a former Marketing executive, who quickly saw the potential for digital marketing via smartphones. Horizon enjoyed initial success in sports marketing, but quickly expanded to other industries. A key to their success was the decline in cost for developing smartphone applications which expanded the client base. The decline in cost was primarily due to learning curve and ability to build customized solutions on established platforms. Patti Smith was a late bloomer who went back to college after working in the restaurant business for nine years. She and her former husband had tried unsuc-cessfully to operate a vegetarian restaurant in Golden, Colorado. After her di-vorce, she returned to University of Colorado where she majored in Management Information Systems with a minor in Marketing. While she enjoyed her marketing classes much more than her MIS classes, she felt the IT know- how acquired would give her an advantage in the job market. This turned out to be true as Horizon hired her to be an Account Manager soon after graduation. Patti Smith was hired to replace Stephen Stills who had started the restaurant side of the business at Horizon. Stephen was “ let go” according to one Account Manager for being a prima donna and hoarding resources. Patti’s clients ranged from high- end restaurants to hole in wall Mom and Pop shops. She helped de-velop smartphone apps that let users make reservations, browse menus, receive alerts on daily specials, provide customer feedback, order take- out and in some cases order delivery. As an Account Manager she worked with clients to assess their needs, develop a plan, and create customized smartphone apps. Horizon appeared to be a good fit for Patti. She had enough technical training to be able to work with software engineers and help guide them to produce client-ready products. At the same time she could relate to the restaurateurs and enjoyed working with them on web design and digital marketing. Horizon was organized into three departments: Sales, Software Development, and Graphics, with Account Managers acting as project managers. Account Managers generally came from Sales, and would divide their time between proj-ects and making sales pitches to potential new clients. Horizon employed a core group of software engineers and designers, supplemented by contracted pro-grammers when needed. The first step in developing a smartphone application involved the Account Manager meeting with the client to define the requirements and vision for the application. .
Case Study EvaluationBeing too heavy or too thin, having a disabil.docxPazSilviapm
Case Study Evaluation
Being too heavy or too thin, having a disability, being from a family with same-sex parents, having a speech impediment, being part of a low socioeconomic class—each of these is enough to marginalize (placing one outside of the margins of societal expectations) a child or adolescent. When children and adolescents are marginalized, they often experience consequences like lower self-esteem, performing poorly in school, or feeling depressed and anxious. In order for social workers to help facilitate positive change for their clients, they must be aware of the issues that can affect their healthy development. For this Discussion, review the case study Working With the Homeless Population: The Case of Diane and consider the issues within her environment that serve to place her outside of the margins of society.
Post by Day 3
a brief explanation of the issues that place Diane outside of the margins of society. Be sure to include an explanation about how these issues may have influenced her social development from infancy through adolescence. Also explain what you might have done differently had you been Diane’s social worker. Please use the Learning Resources to support your answer.
.
Case Study Disney Corporation1, What does Disney do best to connec.docxPazSilviapm
Case Study Disney Corporation
1, What does Disney do best to connect with its core customers?
2. What are the risks and benfits of expanding Disney brand in new ways?
must use APA format
Reference at least 3 Peer reviewed journals
textbook
Kotler P & Keller KL Marketing management
.
Case Study 3 Exemplar of Politics and Public Management Rightly Un.docxPazSilviapm
Case Study 3: Exemplar of Politics and Public Management Rightly Understood
Read Case Study 3 in the textbook and respond to the following questions:
What were the chief elements of John Gaus' administrative ecology that Robertson drew upon to run Los Angeles Bureau of Street Services?
Explain how these elements were critical to achieving his goals?
Were there any elements of Arnstein's ladder of participation in the discharge of street services function?
.
Case Study 2 Structure and Function of the Kidney Rivka is an ac.docxPazSilviapm
Rivka played beach volleyball on a hot day without drinking water and became dehydrated. Her body stopped sweating and she felt dizzy. When in a state of dehydration, the kidneys' glomerular filtration rate decreases due to low blood pressure. The juxtaglomerular apparatus would secrete renin to constrict the afferent arteriole and raise the glomerular filtration rate. Aldosterone increases sodium reabsorption in the distal convoluted tubule, which would help Rivka restore her sodium and water levels. A specific gravity test of Rivka's urine would likely show a higher than normal level, indicating her kidneys were concentrating her urine due to dehydration
Case Study 2 Plain View, Open Fields, Abandonment, and Border Searc.docxPazSilviapm
Case Study 2: Plain View, Open Fields, Abandonment, and Border Searches as They Relate to Search and Seizures
Due Week 6 and worth 100 points
Officer Jones asked the neighborhood’s regular trash collector to put the content of the defendant’s garbage that was left on the curb in plastic bags and to turn over the bags to him at the end of the day. The trash collector did as the officer asked in order to not mix the garbage once he collected the defendant’s garbage. The officer searched through the garbage and found items indicative of narcotics use. The officer then recited the information that was obtained from the trash in an affidavit in support of a warrant to search the defendant’s home. The officer encountered the defendant at the house later that day upon execution of the warrant. The officer found quantities of cocaine and marijuana during the search and arrested the defendant on felony narcotics charges.
Write a one to two (1-2) page paper in which you:
Identify the constitutional amendment that would govern Officer Jones’ actions.
Analyze the validity and constitutionality of officer’s Jones’ actions.
Discuss if Officer Jones’ actions were justified under the doctrines of plain view, abandonment, open fields, or border searches.
Use at least two (2) quality references.
Note:
Wikipedia and other Websites do not qualify as academic 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:
Research and analyze procedures governing the process of arrest through trial.
Critically debate the Constitutional safeguards of key Amendments with specific attention to the 4th, 5th, 6th, and 14th Amendments.
Describe the difference between searchers, warrantless searches, and stops.
Write clearly and concisely about the criminal procedure using proper writing mechanics.
.
Case Study 2 Collaboration Systems at Isuzu Australia LimitedDue .docxPazSilviapm
Case Study 2: Collaboration Systems at Isuzu Australia Limited
Due Week 7 and worth 150 points
Read the case study in Chapter 12 titled “Collaboration Systems at Isuzu Australia Limited”.
Write a two to three (2-3) page paper in which you:
Summarize the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
Identify the platform that IAL chose as an online portal and content management system, and describe the main reason(s) why IAL chose such a specific platform.
Discuss the significant attributes of a wiki, and describe the overall manner in which IAL uses wikis for its internal collaboration.
Speculate on the main challenges that IAL could face when implementing groupware, and suggest one (1) step that IAL could take in order to mitigate the challenges in question.
Use at least three (3) quality reference.
Note:
Wikipedia and other Websites do not qualify as academic 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.
Points: 150
Case Study 2: Collaboration Systems at Isuzu Australia Limited
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Summarize the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
Weight: 20%
Did not submit or incompletely summarized the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
Insufficiently summarized the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
Partially summarized the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
Satisfactorily summarized the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
Thoroughly summarized the main reason(s) that prompted Isuzu Australia Limited (IAL) to use collaboration technologies.
2. Identify the platform that IAL chose as an online portal and content management system, and describe the main reason(s) why IAL chose such a specific platform.
Weight: 20%
Did not submit or incompletely identified the platform that IAL chose as an online portal and content management system; did not submit or incompletely described the main reason(s) why IAL chose such a specific platform.
Insufficiently identified the platform that IAL chose as an online portal and content management system; insufficiently described the main reason(s) why IAL chose such a specific platform.
Partiall.
Case FormatI. Write the Executive SummaryOne to two para.docxPazSilviapm
Case
Format
I.
Write the Executive Summary
One to two paragraphs in length
On cover page of the report
Briefly identify the major problems facing the manager/key person
Summarize the recommended plan of action and include a brief justification of the recommended plan
II. Statement of the Problem
State the problems facing the manager/key person
Identify and link the symptoms and root causes of the problems
Differentiate short term from long term problems
Conclude with the decision facing the manager/key person
III. Causes of the Problem
Provide a detailed analysis of the problems; identify in the Statement of the Problem
In the analysis, apply theories and models from the text and/or readings
Support conclusions and /or assumptions with specific references to the case and/or the readings
IV. Decision Criteria and Alternative
Solution
s
Identify criteria against which you evaluate alternative solutions (i.e. time for implementation, tangible costs, acceptability to management)
Include two or three possible alternative solutions
Evaluate the pros and cons of each alternative against the criteria listed
Suggest additional pros/cons if appropriate
V. Recommended
.
Case Study #2 Diabetes Hannah is a 10-year-old girl who has recentl.docxPazSilviapm
Case Study #2: Diabetes Hannah is a 10-year-old girl who has recently been diagnosed with Type 1 Diabetes Mellitus. She is a 4th grade student at Hendricks Elementary School. Prior to her diagnosis, Hannah was very involved in sports and played on the girls’ volleyball team. Her mother is concerned about how the diagnosis will affect Hannah.
Write a 2 page paper discussing the following points relating to the case study patient you selected:
● Include a definition of the actual disease or condition.
● The signs and symptoms of the disease.
● Identify the factors that could have caused or lead to the particular disease or condition (Pathogenesis).
● Describe body system changes as a result of the disease process.
● Discuss the economic impact of the chronic disease.
● Include a title and reference page (these do not count towards the 2 page requirement).
● The paper should be in APA format.
● At least two professional references (other than your text) must be included.
.
case scenario being used for this discussion postABS 300 Week One.docxPazSilviapm
case scenario being used for this discussion post:
ABS 300 Week One Assessment Scenario Donna, age 14, had consistently been a B+/A- student throughout elementary school and the beginning of middle school. However, in the 8th grade, she started demonstrating difficulty understanding some of her work. Increased difficulties were noted when she was required to work with abstract concepts rather than rely on rote memorization. Donna had always been fascinated with flowers, and she could remember the details of hundreds of different species of wild and domestic flower she encountered. Donna’s classmates and cousins thought she was odd, and her mother said that Donna was frequently picked on—at times without even realizing she was being made fun of. Donna was described as a confused and socially awkward girl who tended to keep to herself. The incident that led to her first psychological evaluation occurred after one of her classmates teased her repeatedly over several days to the point of making Donna upset. Donna decided to write a threatening note to the student as a warning for him to stop. The note included details of which species of flowers would be found growing on top of the place he would be buried. The boy’s parents brought the note to the principal and Donna was suspended from school and charged with terroristic threatening. The school ordered a psychological evaluation and risk assessment before they allowed her to return to school. Donna was observed to have awkward mannerisms, and she smiled at what appeared to be inappropriate times, for example, when she was talking about the teasing at school. She made very poor eye contact in ways that were atypical for her culture, and she had a difficult time staying on topic, frequently shifting the topic of conversation onto her interest in flower. Donna’s intelligence was found to be in the upper limits of the average range on the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). The Gilliam Asperger's Disorder Scale as rated by Donna and her mother together was in the clinically significant range, with her largest deficits being reflected in her social interactions scale. There were also deficits noted in pragmatic skills, restricted patterns of behavior, and cognitive patterns. Problems were also noted with reciprocal social interaction skills, communication skills, and stereotyped behaviors, interests, and activities. Donna's QEEG results showed multiple abnormalities. Her right parietal-temporal lobe showed excessively slow activity. This is an area important for facial recognition and empathy. She also had excessive mid-line frontal hi-beta, something that is often seen in those with mental rigidity and obsessive thinking. Multiple problems in coherence were noted, reflecting cognitive inefficiency in her mental processing. Excessive connectivity was noted in the frontal lobes areas and there were excessive disconnections between her frontal lobes and the central and bac.
Case Study #2Alleged improper admission orders resulting in mor.docxPazSilviapm
Case Study #2:
Alleged improper admission orders resulting in morphine overdose and death
There were multiple co-defendants in this claim who are not discussed in this scenario. Monetary amounts represent only the payments made on behalf of the nurse practitioner. Any amounts paid on behalf of the co-defendants are not available. While there may have been errors/negligent acts on the part of other defendants, the case, comments, and recommendations are limited to the actions of the defendant; the nurse practitioner.
The decedent patient (plaintiff) was a 72 year old woman who had been receiving hospital care for acute back pain resulting from a fall. Her past history included chronic pain management and end-stage renal disease for which she received hemodialysis. She was to be transferred to the co-defendant nursing facility for reconditioning and physical therapy prior to returning to her home.
The nurse practitioner (defendant) was on-call at the time of the patient’s transfer, and the nursing facility contacted her and read the orders to the defendant nurse practitioner over the telephone. The defendant nurse practitioner questioned the presence of two morphine orders for different dosages with both dosages administered twice daily. She instructed the nurse to clarify the correct morphine dosage with the transferring hospital’s pharmacist and to admit the patient only after the pharmacist clarified and approved the morphine orders. The defendant nurse practitioner had no further communication with the facility and no other involvement in the patient’s care. The facility nurse telephoned the hospital pharmacist who approved both morphine orders, and the patient was admitted to the nursing facility.
During the first evening and full day of her nursing facility stay, documentation revealed the patient to be alert and oriented. On the second day, she was found by nursing staff without vital signs. Despite immediate chest compressions and EMS additional resuscitation measures, the patient was pronounced dead. The autopsy results listed the cause of death as morphine intoxication. Surprisingly, the patient also had an elevated blood alcohol level (equal to drinking three to four alcoholic beverages). Because the source of the alcohol could not be identified, the medical examiner was unable to rule out accident, suicide or homicide and classified the manner of death as undetermined.
Resolution
Defense experts
presented testimony that
the nurse practitioner’s actions to be within the standard of care.
Defense experts
testimony was
that the patient’s final morphine blood levels, even considering her renal disease, could not have resulted from the amount of morphine ordered, administered and recorded in the patient’s health information record. The elevated morphine and alcohol levels led experts to the opinion that the patient may have ingested morphine and alcohol from a source other than the nursing facility.
Plaintiffs did not pres.
Case Study 1Denise is a sixteen-year old 11th grade student wh.docxPazSilviapm
Case Study 1
Denise is a sixteen-year old 11th grade student who started using marijuana and drinking at fourteen and has used heroin regularly for the past six months. Denise stopped attending school in January and hangs out with her friends. She lives at home with her mother and younger brother, but comes and goes and often isn’t seen by her mother for four or five days at a stretch. When Denise was fifteen, her mother, with the assistance of a school-based addiction treatment counselor, was able to get her enrolled in outpatient treatment to address her alcohol and marijuana use. Denise participated in the program and reduced her alcohol and marijuana use. The outpatient program diagnosed Denise with depression and mild anxiety, and she was prescribed medication. Denise seemed to be regaining her health, and she started high school classes in the fall. However, her mother began to notice troubling patterns of more serious drug use in November and was unable to get Denise to resume treatment at her outpatient program.
Denise’s mother now wants to have her daughter assessed for enrollment in a residential treatment program. She is afraid of the people her daughter hangs out with and does not want her son to be influenced by his sister’s friends and drug use. Denise recently had a scare about her heroin use when one of her friends suffered an overdose and barely survived. She agreed to go for an assessment at a residential program. The program agreed that Denise needed residential treatment and received authorization from the Medicaid managed care organization to provide services for a short length of stay. After three days in treatment, during which she was treated with suboxone to help her withdrawal, Denise began to resist care. She has decided to leave the program against medical advice and her mother’s wishes.
Questions:
Does alcohol and drug use uniquely affect an adolescent’s ability to make decisions about medical care for addiction; and, if so, should clinical and legal standards take this factor into consideration?
What if Denise had been arrested for drug possession with intent to distribute, placed in the juvenile justice system, and required to attend residential treatment. How should clinical care decisions and concepts of autonomy be addressed in the legal framework for juvenile justice drug treatment?
.
Case AssignmentI. First read the following definitions of biodiver.docxPazSilviapm
Case Assignment
I. First read the following definitions of biodiversity:
In Jones and Stokes Associates' “Sliding Toward Extinction: The State of California's Natural Heritage,” 1987:
Natural diversity, as used in this report, is synonymous with
biological diversity
...To the scientist, natural diversity has a variety of meanings. These include:
The number of different native species and individuals in a habitat or geographical area;
The variety of different habitats within an area;
The variety of interactions that occur between different species in a habitat; and
The range of genetic variation among individuals within a species.
In D. B. Jensen, M. Torn, and J. Harte, “In Our Own Hands: A Strategy for Conserving Biological Diversity in California,” 1990:
Biological diversity, simply stated, is the
diversity of life
...As defined in the proposed U.S. Congressional Biodiversity Act, HR1268 (1990), “
biological diversity means the full range of variety and variability within and among living organisms and the ecological complexes in which they occur, and encompasses ecosystem or community diversity, species diversity, and genetic diversity
.”
Genetic diversity
is the combination of different genes found within a population of a single species, and the pattern of variation found within different populations of the same species. Coastal populations of Douglas fir are genetically different from Sierra populations. Genetic adaptations to local conditions such as the summer fog along the coast or hot summer days in the Sierra result in genetic differences between the two populations of the same species.
Species diversity
is the variety and abundance of different types of organisms which inhabit an area. A ten square mile area of Modoc County contains different species than does a similar sized area in San Bernardino County.
Ecosystem diversity
encompasses the variety of habitats that occur within a region, or the mosaic of patches found within a landscape. A familiar example is the variety of habitats and environmental parameters that constitute the San Francisco Bay-Delta ecosystem: grasslands, wetlands, rivers, estuaries, fresh and salt water.
.
Case and questions are In the attchmentExtra resources given.H.docxPazSilviapm
Case and questions are In the attchment
Extra resources given.
Helpful resources:
Gentile, M. C. (2010). Keeping your colleagues honest.
Harvard Business Review
,
88
(3), 114-117
Nash, L. (1981). Ethics without the sermon.
Harvard Business Review
.
59
(6), 78-79,
.
Case C Hot GiftsRose Stone moved into an urban ghetto in order .docxPazSilviapm
Case C: "Hot" Gifts
Rose Stone moved into an urban ghetto in order to study strategies for survival used by low-income residents. During the first six months of research, Stone was gradually integrated into the community through invitations (which she accepted) to attend dances, parties, church functions, and family outings, and by "hanging out" at local service facilities (laundromats, health centers, recreation centers, and so on). She was able to discern that there were two important survival tactics used by the community residents which she could not engage in: the first was a system of reciprocity in the exchange of goods and services (neither of which she felt she had to offer), and the second was outright theft of easily pawned or sold goods (clothing, jewelry, radios, TVs, and so on).
One night, a friend from the community stopped by "for a cup of coffee" and conversation. After they had been talking for about two hours, Stone's friend told her that she had some things she wanted to give her. The friend went out to her car and returned with a box of clothing (Stone's size) and a record player. Stone was a bit overwhelmed by the generosity of the gift and protested her right to accept such costly items. Her friend laughed and said, "Don't you worry, it's not out of my pocket," but then she became more serious and said, "Either you are one of us or you aren't one of us. You can't have it both ways. "
Stone's Dilemma: Suspecting that the items she was being offered were probably "hot" (e.g., stolen), she was afraid that if she wore the clothes in public, or had the record player in her apartment, she would be arrested for "accepting stolen goods." At the same time, she knew that "hot" items were often given to close friends when it was observed that they could use them. Still, this implied that there would be reciprocal giving (not necessarily in kind) at a later date. So, should she accept or refuse the proffered gifts?
.
Case Assignment must be 850 words and use current APA format with a .docxPazSilviapm
Case Assignment must be 850 words and use current APA format with a cover page, 1” margins, 12-point font, content, in-text citations, and a references page (the word count does not include the questions, cover page, or references page). No abstract is required; simply type the questions as a heading and respond. In addition, you must incorporate 4 scholarly research articles in your response.
Question 8 and 9 of the attached document
·
.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Write about Writing A reading response is focuse
1. How to Write about Writing
A reading response is focused and brief, analyzing a piece of
writing. Reading responses
require you to 1. take a position regarding the interpretation of
this text, and 2. support
that position with evidence—embedded quotations--from the
text.
Guidelines for responses are as follows. The response must:
even in short discussion
postings
fic examples from the text for support
“the world today” or
anything else off topic
2. Advice for writing your responses (based on common errors):
This is a common
courtesy of formal writing.
-person pronouns:
It is assumed what you write is what you believe, so never write
the redundant "I
think the writer means . . ." or "I believe the writer says . . ." or
"I feel the last
paragraph . . . ".
Write convincingly and keep your focus on the story, not on
yourself as a reader:
"The writer means . .." or "The writer says" is convincing and
confident and instead
of making “I” the subject of the sentence, “the writer” is the
subject of the sentence.
-person pronouns:
Avoid using the too-informal second-person "you" in your
responses, such as "You
3. can see in the introduction that . . . ". Reading responses are
forms of formal,
academic writing, and third-person voice is required in this type
of writing: "It is
obvious in the introduction that . . . " or “The audience is aware
of the narrator’s
angst . . .”.
support your ideas by
embedding quotations (short embedded quotations are ideal) in
your response.
Rules of Thumb When Writing about Writing:
1. Keep language in formal third-person voice. Using first or
second voice is a shift
in person and is confusing to your reader. See below:
Singular Plural
Person Subjective Possessive Objective Person Subjective
Possessive Objective
1st I my me 1st we our us
4. 2nd you your your 2nd you your your
3rd he/she/it his/her/it Him/her/its 3rd they their them
2. Know when to italicize titles and when to put titles in
quotation marks.
with italics
marks
Long Works: Italicize/Underline Short Works: “Quotation
Marks”
Title of epic or book-length poem:
The Odyssey
Title of poem within a book of poems:
“The Raven”
Title of novel:
The Scarlet Letter
Title of short story:
“Young Goodman Brown”
Anthology of essays:
Modern Writers and Their Readers
Title of individual essay:
“The Fiction of Langston Hughes”
Title of play:
5. The Importance of Being Ernest
Title of skit or monologue:
“The Madman’s Lament”
Title of film:
Bull Durham
Title of television series:
Seinfeld
Title of episode in television series:
“The Jimmy”
Title of magazine:
The New Yorker
Title of article in magazine:
“Tea-Sipping Sloth”
Title of newspaper:
The Dallas Morning-News
Title of article in newspaper:
“Dallas Girl Goes Global”
Title of Pamphlet:
MLA Documentation: Educating Educators
Title of handout:
“Parts of Speech, Parts of Sentences”
6. SAS File Folder/AHCA_INP_SAMP_1.sav
__MACOSX/SAS File Folder/._AHCA_INP_SAMP_1.sav
SAS Arrays
(Help in doing repetitive operations)
Question
Is there a difference in the receipt of coronary artery bypass
surgery between men and women with ischemic heart disease?
Procedure
Sub-setting the ‘qtr1’ SAS file.
Taking a sample of 5000 records and only a few variables.
Selecting only ICD-9 codes 410.00 to 414.99 (Ischemic heart
disease).
Identifying how many persons had bypass graphs (the usual
way).
Using the SAS Array to do the same thing
Taking a Sample and Selecting the Variables
We will use a number of commands to do this.
Proc surveyselect to select our survey of 10,000 records.
Use the ‘if’ statement to select only those with ischemic heart
disease (ICD-9 codes 410.00 to 414.99) and who are residents
of the state of Florida.
Use the keep statement to keep only a limited number of records
for this example.
7. Proc Survey Select
In this procedure we established a library called ‘phc’.
Then via a simple random sample we selected a sample of
10,000 records.
Selecting Records
So here we established a new data set called ihd (ischemic heart
disease).
We restricted records to those for whom the principal diagnosis
was between 410.00 and 414.99.
And we keep only 33 variables and 206 records (for this
example the result was a vastly reduced file size.
Identifying Bypass Procedures
The procedure code for a bypass graph is between 36.10 and
36.20.
So, we want to know if this code is present in any of the
procedure codes from prinproc to othproc30 (that’s 31 places)
Currently there are 35 records where the principal procedure
code is bypass graph.
So, What’s Next
The logical thing would be to write code to identify bypass
codes in each of the 31 variables.
We use if-then statements (many of them).
8. THIS IS A LOT OF CODE AND PLENTY OF
OPPORTUNITIES……………………………………………………
……....FOR A MISTAKE.
Results?
OR
We can use an array to do repetitive operations.
ARRAYS are constructed in the data step.
Because of the repetitive nature of the array process a ‘do loop’
is required.
Structure
An array must have a name.
An array must be told how many times to repeat a command.
An array must be told what the command is.
An array must be told to end.
To repeat our 31 commands to identify 37 records with a bypass
graph we shall use an array.
The Array
What is here?
Our variable for having a graph is called cabg2 and set the
original value to ‘0’. Everyone is coded ‘0’ initially.
We then tell SAS that the name of the array is graph and that
there are 31 variables to be analyzed.
Then we tell SAS to assign a ‘1’ to the cabg2 if the condition on
line 60 are met.
9. SAS will do this for each of the 31 variables (1 prinproc and 30
othproc).
Then we tell SAS to end.
Then we tell SAS to drop the variable called ‘i’. If we don’t
it’s no biggie. ‘I’ will be a variable on our datafile.
10 LINES OF CODE VS. 34!
Result
So, Back to Our Original Question
Is there a difference in the receipt of bypass graphs by gender?
Let’s first format our variables.
Then we run our code.
Ta Da, The Answer
Week 6 Homework and data dictionary:
1. Download the file ‘AHCA_INP_SAMP_1 to your OnDemand
data library.
a. Import the file into SAS
b. Create a new data file for only those records where the
principal diagnosis code is ‘41000’ to ‘41499’ and keeping the
following variables: sex ethnicity race age payer prindiag
10. othdiag1-othdiag30- prinproc othproc1-othproc30.
2. Using the if-then-else statements create a zero-one dummy
variable (0= did not get it and 1 for got it) for cardiac
catheterization where the code for cardiac catheterization
(CATH) is ‘3720’ to ‘3723’ for the first 11procedures (prinproc
and othproc1 othproc10.)
3. Create a zero-one raceeth variable for Non-Hispanic White
(0), Non-Hispanic Black (1), and Hispanic (2).
4. Write formats for CATH and RACEETH.
5. Produce a formatted table comparing receipt of cardiac
catheterization for the three race/ethnicity groups. Ask for a
ChiSq statistic
6. Write a short explanation of the table.
7. Redo number 2 using an array. How many people got the
cardiac catheterization?
FOR EACH OF THE STEPS PLEASE COPY AND PASTE THE
SAS CODE AND THE LOG INTO A WORD DOCUMENT
Patient Sex
sex
An alpha character code identifying the gender of the patient at
admission. A required entry.
M – Male
F – Female
U – Unknown
Patient Ethnicity
11. ethnicity
The patient’s ethnicity background shall be reported as one
choice from the following list
of alternatives. A required entry.
E1 – Hispanic or Latino. A person of Mexican, Puerto Rican,
Cuban, Central or South
American or other Spanish culture or origin, regardless of
race.
E2 – Non-Hispanic or Latino. A person not of any Spanish
culture or origin.
E7 – Unknown
Patient Race
race
A single digit code identifying the patient’s racial background.
A required entry.
1 – American Indian or Alaska Native
2 – Asian
3 – Black or African American
4 – Native Hawaiian or Other Pacific Islander
5 – White
6 – Other
7 – Unknown
Prindiag code for Ischemic Heart Disease 41000 to 41499
Prinproc code for percutaneous transluminal angioplasty
(PTCA) is ‘3601’, ‘3602’ and ‘3605’
Prinproc code for cardiac bypass graph (CABG) is ‘3610’ to
12. ‘3620’.
The Miseducation of the American Boy
Why boys crack up at rape jokes, think having a girlfriend is
“gay,” and still can’t cry—and why we need to give them new
and better models of masculinity
Anthony Blasko
Story by Peggy Orenstein
JANUARY/FEBRUARY 2020 ISSUE of The Atlantic
I knew nothing about Cole before meeting him; he was just a
name on a list of boys at a private school outside Boston who
had volunteered to talk with me (or perhaps had had their arm
twisted a bit by a counselor). The afternoon of our first
interview, I was running late. As I rushed down a hallway at the
school, I noticed a boy sitting outside the library, waiting—it
had to be him. He was staring impassively ahead, both feet
planted on the floor, hands resting loosely on his thighs.
My first reaction was Oh no.
It was totally unfair, a scarlet letter of personal bias. Cole
would later describe himself to me as a “typical tall white
athlete” guy, and that is exactly what I saw. At 18, he stood
more than 6 feet tall, with broad shoulders and short-clipped
hair. His neck was so thick that it seemed to merge into his
jawline, and he was planning to enter a military academy for
college the following fall. His friends were “the jock group,”
he’d tell me. “They’re what you’d expect, I guess. Let’s leave it
at that.” If I had closed my eyes and described the boy I
imagined would never open up to me, it would have been him.
But Cole surprised me. He pulled up a picture on his phone of
his girlfriend, whom he’d been dating for the past 18 months,
describing her proudly as “way smarter than I am,” a feminist,
13. and a bedrock of emotional support. He also confided how he’d
worried four years earlier, during his first weeks as a freshman
on a scholarship at a new school, that he wouldn’t know how to
act with other guys, wouldn’t be able to make friends. “I could
talk to girls platonically,” he said. “That was easy. But being
around guys was different. I needed to be a ‘bro,’ and I didn’t
know how to do that.”
Whenever Cole uttered the word bro, he shifted his weight to
take up more space, rocking back in his chair, and spoke from
low in his throat, like he’d inhaled a lungful of weed. He
grinned when I pointed that out. “Yeah,” he said, “that’s part of
it: seeming relaxed and never intrusive, yet somehow bringing
out that aggression on the sports field. Because a ‘bro’ ”—he
rocked back again—“is always, always an athlete.”
The definition of masculinity seems to be contracting. When
asked what traits society values most in boys, only 2 percent of
male survey respondents said honesty and morality.
Cole eventually found his people on the crew team, but it
wasn’t a smooth fit at first. He recalled an incident two years
prior when a senior was bragging in the locker room about how
he’d convinced one of Cole’s female classmates—
a young sophomore, Cole emphasized—that they were an item,
then started hooking up with other girls behind her back. And
the guy wasn’t shy about sharing the details. Cole and a friend
of his, another sophomore, told him to knock it off. “I started to
explain why it wasn’t appropriate,” Cole said, “but he just
laughed.”
The next day, a second senior started talking about “getting
back at” a “bitch” who’d dumped him. Cole’s friend spoke up
again, but this time Cole stayed silent. “And as I continued to
step back” and the other sophomore “continued to step up, you
could tell that the guys on the team stopped liking him as much.
They stopped listening to him, too. It’s almost as if he spent all
his social currency” trying to get them to stop making sexist
jokes. “Meanwhile, I was sitting there”—Cole thumped his
chest—“too afraid to spend any of mine, and I just had buckets
14. left.
“I don’t know what to do,” he continued earnestly. “Once I’m in
the military, and I’m a part of that culture, I don’t want to have
to choose between my own dignity and my relationship with
others I’m serving with. But …” He looked me in the eye. “How
do I make it so I don’t have to choose?”
I’ve spent two years talking with boys across America—more
than 100 of them between the ages of 16 and 21—about
masculinity, sex, and love: about the forces, seen and unseen,
that shape them as men. Though I spoke with boys of all races
and ethnicities, I stuck to those who were in college or college-
bound, because like it or not, they’re the ones most likely to set
cultural norms. Nearly every guy I interviewed held relatively
egalitarian views about girls, at least their role in the public
sphere. They considered their female classmates to be smart and
competent, entitled to their place on the athletic field and in
school leadership, deserving of their admission to college and
of professional opportunities. They all had female friends; most
had gay male friends as well. That was a huge shift from what
you might have seen 50, 40, maybe even 20 years ago. They
could also easily reel off the excesses of masculinity. They’d
seen the headlines about mass shootings, domestic violence,
sexual harassment, campus rape, presidential Twitter tantrums,
and Supreme Court confirmation hearings. A Big Ten football
player I interviewed bandied about the term toxic masculinity.
“Everyone knows what that is,” he said, when I seemed
surprised.
Yet when asked to describe the attributes of “the ideal guy,”
those same boys appeared to be harking back to 1955.
Dominance. Aggression. Rugged good looks (with an emphasis
on height). Sexual prowess. Stoicism. Athleticism. Wealth (at
least some day). It’s not that all of these qualities, properly
channeled, are bad. But while a 2018 national survey of more
than 1,000 10-to-19-year-olds commissioned by Plan
International USA and conducted by the polling firm
PerryUndem found that young women believed there were many
15. ways to be a girl—they could shine in math, sports, music,
leadership (the big caveat being that they still felt
valued primarily for their appearance)—young men described
just one narrow route to successful masculinity.* One-third said
they felt compelled to suppress their feelings, to “suck it up” or
“be a man” when they were sad or scared, and more than 40
percent said that when they were angry, society expected them
to be combative. In another survey, which compared young men
from the U.S., the U.K., and Mexico, Americans reported more
social pressure to be ever-ready for sex and to get with as many
women as possible; they also acknowledged more stigma against
homosexuality, and they received more messages that they
should control their female partners, as in: Men “deserve to
know” the whereabouts of their girlfriends or wives at all times.
Feminism may have provided girls with a powerful alternative
to conventional femininity, and a language with which to
express the myriad problems-that-have-no-name, but there have
been no credible equivalents for boys. Quite the contrary: The
definition of masculinity seems to be in some respects
contracting. When asked what traits society values most in
boys, only 2 percent of male respondents in the PerryUndem
survey said honesty and morality, and only 8 percent said
leadership skills—traits that are, of course, admirable in anyone
but have traditionally been considered masculine. When I asked
my subjects, as I always did, what they liked about being a boy,
most of them drew a blank. “Huh,” mused Josh, a college
sophomore at Washington State. (All the teenagers I spoke with
are identified by pseudonyms.) “That’s interesting. I never
really thought about that. You hear a lot more about what
is wrong with guys.”
While following the conventional script may still bring social
and professional rewards to boys and men, research shows that
those who rigidly adhere to certain masculine norms are not
only more likely to harass and bully others but to themselves be
victims of verbal or physical violence. They’re more prone to
binge-drinking, risky sexual behavior, and getting in car
16. accidents. They are also less happy than other guys, with higher
depression rates and fewer friends in whom they can confide.
It wasn’t always thus. According to Andrew Smiler, a
psychologist who has studied the history of Western
masculinity, the ideal late-19th-century man was compassionate,
a caretaker, but such qualities lost favor as paid labor moved
from homes to factories during industrialization. In fact, the
Boy Scouts, whose creed urges its members to be loyal,
friendly, courteous, and kind, was founded in 1910 in part to
counter that dehumanizing trend. Smiler attributes further
distortions in masculinity to a century-long backlash against
women’s rights. During World War I, women proved that they
could keep the economy humming on their own, and soon
afterward they secured the vote. Instead of embracing gender
equality, he says, the country’s leaders “doubled down” on the
inalienable male right to power, emphasizing men’s supposedly
more logical and less emotional nature as a prerequisite for
leadership.
Then, during the second half of the 20th century, traditional
paths to manhood—early marriage, breadwinning—began to
close, along with the positive traits associated with them. Today
many parents are unsure of how to raise a boy, what sort of
masculinity to encourage in their sons. But as I learned from
talking with boys themselves, the culture of adolescence, which
fuses hyperrationality with domination, sexual conquest, and a
glorification of male violence, fills the void.
For Cole, as for many boys, this stunted masculinity is a
yardstick against which all choices, even those seemingly
irrelevant to male identity, are measured. When he had a choice,
he would team up with girls on school projects, to avoid the
possibility of appearing subordinate to another guy. “With a
girl, it feels safer to talk and ask questions, to work together or
to admit that I did something wrong and want help,” Cole said.
During his junior year, he briefly suggested to his crew
teammates that they go vegan for a while, just to show that
athletes could. “And everybody was like, ‘Cole, that is the
17. dumbest idea ever. We’d be the slowest in any race.’ That’s
somewhat true—we do need protein. We do need fats and salts
and carbs that we get from meat. But another reason they all
thought it was stupid is because being vegans would make
us pussies.”
LEARNING TO “MAN UP”
there is no difference between the sexes’ need for connection in
infancy, nor between their capacity for empathy—there’s
actually some evidence that male infants are more expressive
than females. Yet, from the get-go, boys are relegated to an
impoverished emotional landscape. In a classic study, adults
shown a video of an infant startled by a jack-in-the-box were
more likely to presume the baby was “angry” if they were first
told the child was male. Mothers of young children have
repeatedly been found to talk more to their girls and to employ
a broader, richer emotional vocabulary with them; with their
sons, again, they tend to linger on anger. As for fathers, they
speak with less emotional nuance than mothers regardless of
their child’s sex. Despite that, according to Judy Y. Chu, a
human-biology lecturer at Stanford who conducted a study of
boys from pre-K through first grade, little boys have a keen
understanding of emotions and a desire for close relationships.
But by age 5 or 6, they’ve learned to knock that stuff off, at
least in public: to disconnect from feelings of weakness, reject
friendships with girls (or take them underground, outside of
school), and become more hierarchical in their behavior.
By adolescence, says the Harvard psychologist William Pollack,
boys become “shame-phobic,” convinced that peers will lose
respect for them if they discuss their personal problems. My
conversations bore this out. Boys routinely confided that they
felt denied—by male peers, girlfriends, the media, teachers,
coaches, and especially their fathers—the full spectrum of
human expression. Cole, for instance, spent most of his
childhood with his mother, grandmother, and sister—his parents
split up when he was 10 and his dad, who was in the military,
was often away. Cole spoke of his mom with unbridled love and
18. respect. His father was another matter. “He’s a nice guy,” Cole
said—caring and involved, even after the divorce—“but I can’t
be myself around him. I feel like I need to keep everything
that’s in here”—Cole tapped his chest again—“behind a wall,
where he can’t see it. It’s a taboo—like, not as bad as incest,
but …”
A college sophomore told me that he hadn’t been able to cry
when his parents divorced. “I really wanted to,” he said.
“I needed to.” His solution: He streamed three movies about the
Holocaust over the weekend.
Rob, an 18-year-old from New Jersey in his freshman year at a
North Carolina college, said his father would tell him to “man
up” when he was struggling in school or with baseball. “That’s
why I never talk to anybody about my problems.” He’d always
think, If you can’t handle this on your own, then you aren’t a
man; you aren’t trying hard enough. Other boys also pointed to
their fathers as the chief of the gender police, though in a less
obvious way. “It’s not like my dad is some alcoholic,
emotionally unavailable asshole with a pulse,” said a college
sophomore in Southern California. “He’s a normal, loving,
charismatic guy who’s not at all intimidating.” But “there’s a
block there. There’s a hesitation, even though I don’t like to
admit that. A hesitation to talk about … anything, really. We
learn to confide in nobody. You sort of train yourself not to
feel.”
I met Rob about four months after he’d broken up with his high-
school girlfriend. The two had dated for more than three years —
“I really did love her,” he said—and although their colleges
were far apart, they’d decided to try to stay together. Then, a
few weeks into freshman year, Rob heard from a friend that she
was cheating on him. “So I cut her off,” he said, snapping his
fingers. “I stopped talking to her and forgot about her
completely.” Only … not really. Although he didn’t use the
word, Rob became depressed. The excitement he’d felt about
leaving home, starting college, and rushing a fraternity all
drained away, and, as the semester wore on, it didn’t come
19. back.
When I asked whom he talked to during that time, he shrugged.
If he had told his friends he was “hung up” on a girl, “they’d be
like, ‘Stop being a bitch.’ ” Rob looked glum. The only person
with whom he had been able to drop his guard was his
girlfriend, but that was no longer an option.
Girlfriends, mothers, and in some cases sisters were the most
common confidants of the boys I met. While it’s wonderful to
know they have someone to talk to—and I’m sure mothers, in
particular, savor the role—teaching boys that women are
responsible for emotional labor, for processing men’s emotional
lives in ways that would be emasculating for them to do
themselves, comes at a price for both sexes. Among other
things, that dependence can leave men unable to identify or
express their own emotions, and ill-equipped to form caring,
lasting adult relationships.
By Thanksgiving break, Rob was so distraught that he had what
he called a “mental breakdown” one night while chatting in the
kitchen with his mom. “I was so stressed out,” he said.
“Classes. The thing with my girlfriend.” He couldn’t describe
what that “breakdown” felt like (though he did say it “scared
the crap” out of his mom, who immediately demanded, “Tell me
everything”). All he could say definitively was that he didn’t
cry. “Never,” he insisted. “I don’t cry, ever.”
I paid close attention when boys mentioned crying—doing it,
not doing it, wanting to do it, not being able to do it. For most,
it was a rare and humiliating event—a dangerous crack in a
carefully constructed edifice. A college sophomore in Chicago
told me that he hadn’t been able to cry when his parents
divorced. “I really wanted to,” he said. “I needed to cry.” His
solution: He streamed three movies about the Holocaust over
the weekend. That worked.
As someone who, by virtue of my sex, has always had
permission to weep, I didn’t initially understand this. Only after
multiple interviews did I realize that when boys confided in me
about crying—or, even more so, when they teared up right in
20. front of me—they were taking a risk, trusting me with
something private and precious: evidence of vulnerability, or a
desire for it. Or, as with Rob, an inability to acknowledge any
human frailty that was so poignant, it made me want to, well,
cry.
BRO CULTURE
while my interview subjects struggled when I asked what they
liked about being a boy, the most frequent response was sports.
They recalled their early days on the playing field with almost
romantic warmth. But I was struck by how many had dropped
athletics they’d enjoyed because they couldn’t stand the Lord of
the Flies mentality of teammates or coaches. Perhaps the most
extreme example was Ethan, a kid from the Bay Area who had
been recruited by a small liberal-arts college in New England to
play lacrosse. He said he’d expected to encounter the East Coast
“ ‘lax bro’ culture,” but he’d underestimated its intensity. “It
was all about sex” and bragging about hooking up, and even the
coaches endorsed victim-blaming, Ethan told me. “They weren’t
like that in class or around other people; it was a super -liberal
school. But once you got them in the locker room …” He shook
his head. “It was one of the most jarring experiences of my
life.”
As a freshman, Ethan didn’t feel he could challenge his older
teammates, especially without support from the coaches. So he
quit the team; not only that, he transferred. “If I’d stayed, there
would’ve been a lot of pressure on me to play, a lot of
resentment, and I would’ve run into those guys all the time.
This way I didn’t really have to explain anything.” At his new
school, Ethan didn’t play lacrosse, or anything else.
What the longtime sportswriter Robert Lipsyte calls “jock
culture” (or what the boys I talked with more often referred to
as “bro culture”) is the dark underbelly of male-dominated
enclaves, whether or not they formally involve athletics: all -
boys’ schools, fraternity houses, Wall Street, Silicon Valley,
Hollywood, the military. Even as such groups promote bonding,
even as they preach honor, pride, and integrity, they tend to
21. condition young men to treat anyone who is not “on the team”
as the enemy (the only women who ordinarily make the cut are
blood relatives— bros before hos!), justifying any hostility
toward them. Loyalty is paramount, and masculinity is
habitually established through misogynist language and
homophobia.
As a senior in high school, Cole was made captain of the crew
team. He relished being part of a unit, a band of brothers. When
he raced, he imagined pulling each stroke for the guy in front of
him, for the guy behind him—never for himself alone. But not
everyone could muster such higher purpose. “Crew demands you
push yourself to a threshold of pain and keep yourself there,”
Cole said. “And it’s hard to find something to motivate you to
do that other than anger and aggression.”
I asked him about how his teammates talked in the locker room.
That question always made these young men squirm. They’d
rather talk about looking at porn, erectile dysfunction,
premature ejaculation—anything else. Cole cut his eyes to the
side, shifted in his seat, and sighed deeply. “Okay,” he finally
said, “so here’s my best shot: We definitely say fuck a
lot; fuckin’ can go anywhere in a sentence. And we call each
other pussies, bitches. We never say the N-word, though. That’s
going too far.”
“What about fag?” I asked.
“No,” he said, shaking his head firmly.
“So why can’t you say fag or the N-word but you can
say pussy and bitch? Aren’t those just as offensive?”
“One of my friends said we probably shouldn’t say those words
anymore either, but what would we replace them with? We
couldn’t think of anything that bites as much.”
“Bites?”
“Yeah. It’s like … for some reason pussy just works. When
someone calls me a pussy—‘Don’t be a pussy! Come on!
Fuckin’ go! Pull! Pull! Pull!’—it just flows. If someone said,
‘Come on, Cole, don’t be weak! Be tough! Pull! Pull! Pull!,’ it
just wouldn’t get inside my head the same way. I don’t know
22. why that is.” He paused. “Well,” he said, “maybe I do. Maybe I
just try not to dig too deeply.”
Although losing ground in more progressive circles, like the one
Cole runs in, fag remained pervasive in the language of the boys
I interviewed—including those who insisted that they would
never use the word in reference to an actual
homosexual. Fag has become less a comment on a boy’s
sexuality, says the University of Oregon sociology professor C.
J. Pascoe, than a referendum on his manhood. It can be used to
mock anything, she told me, even something as random as a guy
“dropping the meat out of his sandwich.” (Perhaps oddest to me,
Pascoe found that one of the more common reasons boys get
tagged with fag is for acting romantically with a girl. That’s
seen as heterosexual in the “wrong” way, which explains why
one high-school junior told me that having a girlfriend was
“gay.”) That fluidity, the elusiveness of the word’s definition,
only intensifies its power, much like slut for girls.
Recently, Pascoe turned her attention to no homo, a phrase that
gained traction in the 1990s. She sifted through more than 1,000
tweets, primarily by young men, that included the phrase. Most
were expressing a positive emotion, sometimes as innocuous as
“I love chocolate ice cream, #nohomo” or “I loved the movie
The Day After Tomorrow, #nohomo.” “A lot of times they were
saying things like ‘I miss you’ to a friend or ‘We should hang
out soon,’ ” she said. “Just normal expressions of joy or
connection.” No homo is a form of inoculation against insults
from other guys, Pascoe concluded, a “shield that allows boys
to be fully human.”
Just because some young men now draw the line at referring to
someone who is openly gay as a fag doesn’t mean, by the way,
that gay men (or men with traits that read as gay) are suddenly
safe. If anything, the gay guys I met were more conscious of the
rules of manhood than their straight peers were. They had to
be—and because of that, they were like spies in the house of
hypermasculinity.
Mateo, 17, attended the same Boston-area high school as Cole,
23. also on a scholarship, but the two could not have presented
more differently. Mateo, whose father is Salvadoran, was slim
and tan, with an animated expression and a tendency to wave his
arms as he spoke. Where Cole sat straight and still, Mateo
crossed his legs at the knee and swung his foot, propping his
chin on one hand.
This was Mateo’s second private high school. The oldest of six
children, he had been identified as academically gifted and
encouraged by an eighth-grade teacher to apply to an all-boys
prep school for his freshman year. When he arrived, he
discovered that his classmates were nearly all white, athletic,
affluent, and, as far as he could tell, straight. Mateo—Latino
and gay, the son of a janitor—was none of those things. He felt
immediately conscious of how he held himself, of how he sat,
and especially of the pitch of his voice. He tried lowering it, but
that felt unnatural, so he withdrew from conversation
altogether. He changed the way he walked as well, to avoid
being targeted as “girly.” “One of my only friends there was
gay too,” he said, “and he was a lot more outward about it. He
just got destroyed.”
Guys who identify as straight but aren’t athletic, or are involved
in the arts, or have a lot of female friends, all risk having their
masculinity impugned. What has changed for this generation,
though, is that some young men, particularly if they grew up
around LGBTQ people, don’t rise to the bait. “I don’t mind
when people mistake me for being gay,” said Luke, a high-
school senior from New York City. “It’s more of an annoyance
than anything, because I want people to believe me when I say
I’m straight.” The way he described himself did, indeed, tick
every stereotypical box. “I’m a very thin person,” he said. “I
like clothing. I care about my appearance in maybe a more
delicate way. I’m very in touch with my sensitive side. So when
people think I’m gay?” He shrugged. “It can feel like more of a
compliment. Like, ‘Oh, you like the way I dress? Thank you! ’ ”
One of Luke’s friends, who was labeled “the faggot frosh” in
ninth grade, is not so philosophical. “He treats everything as a
24. test of his masculinity,” Luke told me. “Like, once when I was
wearing red pants, I heard him say to other people, ‘He looks
like such a faggot.’ I didn’t care, and maybe in that situation no
one was really harmed, but when you apply that attitude to
whole populations, you end up with Donald Trump as
president.”
W’s AND L’s
sexual conquest—or perhaps more specifically, bragging about
your experiences to other boys—is, arguably, the most crucial
aspect of toxic masculinity. Nate, who attended a public high
school in the Bay Area, knew this well. At a party held near the
beginning of his junior year of high school, he sank deep into
the couch, trying to look chill. Kids were doing shots and
smoking weed. Some were Juuling. Nate didn’t drink much
himself and never got high. He wasn’t morally opposed to it; he
just didn’t like the feeling of being out of control.
At 16, reputation meant everything to Nate, and certain things
could cement your status. “The whole goal of going to a party is
to hook up with girls and then tell your guys about it,” he said.
And there’s this “race for experience,” because if you get
behind, by the time you do hook up with a girl “she’ll have hit
it with, like, five guys already. Then she’s going to know how
to do things” you don’t—and that’s a problem, if she tells
people “you’ve got floppy lips” or “don’t know how to get her
bra off.”
A lanky boy with dark, liquid eyes and curly hair that resisted
all attempts at taming, Nate put himself in the middle of his
school’s social hierarchy: friends with both the “popular” and
“lower” kids. Still, he’d hooked up with only three girls since
ninth grade—kissing, getting under their shirts—but none had
wanted a repeat. That left him worried about his skills. He is
afraid of intimacy, he told me sincerely. “It’s a huge self-
esteem suck.”
It would probably be more accurate to say that Nate was afraid
of having drunken sexual interactions with a girl he did not
know or trust. But it was all about credentialing. “Guys need to
25. prove themselves to their guys,” Nate said. To do that, “they’re
going to be dominating.” They’re going to “push.” Because the
girl is just there “as a means for him to get off and to brag.”
Before the start of this school year, Nate’s “dry spell” had
seemed to be ending. He’d been in a relationship with a girl that
lasted a full two weeks, until other guys told him she was
“slutty”—their word, he hastened to add, not his. Although any
hookup is marginally better than none, Nate said, you only truly
earn points for getting sexual with the right kind of girl. “If you
hook up with a girl below your status, it’s an ‘L,’ ” he
explained. “A loss. Like, a bad move.” So he stopped talking to
the girl, which was too bad. He’d really liked her.
After a short trip to the kitchen to watch his friend Kyle stand
on a table and drunkenly try to pour Sprite from a can into a
shot glass, Nate returned to the couch, starting to relax as
people swirled around him. Suddenly Nicole, the party’s host
and a senior, plopped onto his lap, handing him a shot of vodka.
Nate was impressed, if a little confused. Usually, if a girl
wanted to hook up with you, there were texts and Snapchats,
and if you said yes, it was on; everyone would be anticipating
it, and expecting a postmortem.
Nate thought Nicole was “pretty hot”—she had a great body, he
said—though he’d never been especially interested in her before
this moment. Still, he knew that hooking up with her would be a
“W.” A big one. He glanced around the room subtly, wanting to
make sure, without appearing to care, that everyone who
mattered—everyone “relevant”—saw what was going down. A
couple of guys gave him little nods. One winked. Another
slapped him on the shoulder. Nate feigned nonchalance.
Meanwhile, he told me, “I was just trying not to pop a boner.”
Nicole took Nate’s hand and led him to an empty bedroom. He
got through the inevitable, cringey moments when you actually
have to talk to your partner, then, finally, they started kissing.
In his anxiety, Nate bit Nicole’s lip. Hard. “I was thinking, Oh
God! What do I do now?” But he kept going. He took off her
top and undid her bra. He took off his own shirt. Then she took
26. off her pants. “And that,” he said, “was the first time I ever saw
a vagina. I did not know what to do with it.” He recalled that
his friends had said girls go crazy if you stick your fingers up
there and make the “come here” motion, so he tried it, but
Nicole just lay there. He didn’t ask what might feel better to
her, because that would have been admitting ignorance.
After a few more agonizing minutes, Nicole announced that she
wanted to see what was going on upstairs, and left, Nate trailing
behind. A friend handed him a bottle of Jack Daniel’s. Another
high-fived him. A third said, “Dude, you hit that!” Maybe the
hookup hadn’t been a disaster after all: He still had bragging
rights.
Then he heard a senior, a guy Nate considered kind of a friend,
loudly ask Nicole, “Why would you hook up with Nate?”
She giggled. “Oh, I was drunk!” she said. “I was so drunk!”
They were calling him an “L.”
By Monday morning, Nicole had spread the word that Nate was
bad at hooking up: that he’d bit her lip, that he didn’t know how
to finger a girl. That his nails were ragged. “The stereotype is
that guys go into gory detail,” Nate said, but “it’s the other way
around.” Guys will brag, but they’re not specific. Girls will go
into “what his penis looked like,” every single thing he did.
Nate said he felt “completely emasculated,” so mortified that he
told his mom he was sick and stayed home from school the next
day. “I was basically crying,” he said. “I was like, Shit! I
fucked up.”
No question, gossip about poor “performance” can destroy a
guy’s reputation almost as surely as being called a “slut” or a
“prude” can destroy a girl’s. As a result, the boys I talked
with were concerned with female satisfaction during a hookup;
they just didn’t typically define it as the girl having an orgasm.
They believed it to be a function of their own endurance and, to
a lesser extent, penis size. A college freshman in Los Angeles
recalled a high-school classmate who’d had sex with a girl who
told everyone he’d ejaculated really quickly: “He got the
nickname Second Sam. That basically scared the crap out of all
27. the other guys.” A college senior in Boston recounted how he
would glance at the clock when he started penetration. “I’d
think, I have to last five minutes, minimum,” he said. “And
once I could do that, I’d think, I need to get to double digits. I
don’t know if it’s necessarily about your partner’s enjoyment.
It’s more about getting beyond the point where you’d be
embarrassed, maintaining your pride. It turns sex into a task—
one I enjoy to a certain degree, but one where you’re
monitoring your performance rather than living in the moment.”
Eventually, Nate decided that he had to take a stand, if only to
make returning to school bearable. He texted Nicole and said,
“ ‘I’m sorry that you didn’t enjoy it, [but] I would never roast
you. Why are you doing this?’ ” She felt “really bad,” he said.
“She stopped telling people, but it took me until the next
semester to recover.”
HOW MISOGYNY BECOMES “HILARIOUS”
no matter how often I heard it, the brutal language that even a
conscientious young man like Nate used to describe sexual
contact—you hit that!—always unnerved me. In mixed-sex
groups, teenagers may talk about hooking up (already
impersonal), but when guys are on their own, they nail, they
pound, they bang, they smash, they hammer. They tap that ass,
they tear her up. It can be hard to tell whether they have
engaged in an intimate act or just returned from a construction
site.
It’s not like I imagined boys would gush about making sweet,
sweet love to the ladies, but why was their language
so weaponized ? The answer, I came to believe, was that locker -
room talk isn’t about sex at all, which is why guys were
ashamed to discuss it openly with me. The (often clearly
exaggerated) stories boys tell are really about pow er: using
aggression toward women to connect and to validate one
another as heterosexual, or to claim top spots in the adolescent
sexual hierarchy. Dismissing that as “banter” denies the ways
that language can desensitize—abrade boys’ ability to see girls
as people deserving of respect and dignity in sexual encounters.
28. For evidence, look no further than the scandals that keep
popping up at the country’s top colleges: Harvard, Amherst,
Columbia, Yale (the scene of an especially notorious 2010
fraternity chant, “No means yes; yes means anal”). Most
recently, in the spring of 2019, at the politically progressive
Swarthmore College, in Pennsylvania, two fraternities
disbanded after student-run publications released more than 100
pages of “minutes” from house meetings a few years earlier that
included, among other things, jokes about a “rape attic” and the
acquiring of roofies, “finger blasting” a member’s 10-year-old
sister, and vomiting on women during sex.
When called out, boys typically claim that they thought they
were just being “funny.” And in a way that makes sense—when
left unexamined, such “humor” may seem like an extension of
the gross-out comedy of childhood. Little boys are famous for
their fart jokes, booger jokes, poop jokes. It’s how they test
boundaries, understand the human body, gain a little cred
among their peers. But, as can happen with sports, their glee in
that can both enable and camouflage sexism. The boy who, at
age 10, asks his friends the difference between a dead baby and
a bowling ball may or may not find it equally uproarious, at 16,
to share what a woman and a bowling ball have in common (you
can Google it). He may or may not post ever-escalating “jokes”
about women, or African Americans, or homosexuals, or
disabled people on a group Snapchat. He may or may not send
“funny” texts to friends about “girls who need to be raped,” or
think it’s hysterical to surprise a buddy with a meme in which a
woman is being gagged by a penis, her mascara mixed with her
tears. He may or may not, at 18, scrawl the names of his
hookups on a wall in his all-male dorm, as part of a year-long
competition to see who can “pull” the most. Perfectly nice,
bright, polite boys I interviewed had done one or another of
these things.
How does that happen? I talked with a 15-year-old from the
East Coast who had been among a group of boys suspended
from school for posting more than 100 racist and sexist “jokes”
29. about classmates on a group Finsta (a secondary, or “fake,”
Instagram account that is in many cases more genuine than a
“Rinsta,” or “real” account).“The Finsta became very
competitive,” he said. “You wanted to make your friends laugh,
but when you’re not face-to-face,” you can’t tell whether you’ll
get a reaction, “so you go one step beyond.” It was “that
combination of competitiveness and that … disconnect that
triggered it to get worse and worse.”
At the most disturbing end of the continuum, “funny” and
“hilarious” become a defense against charges of sexual
harassment or assault. To cite just one example, a boy from
Steubenville, Ohio, was captured on video joking about the
repeated violation of an unconscious girl at a party by a couple
of high-school football players. “She is so raped,” he said,
laughing. “They raped her quicker than Mike Tyson.” When
someone off camera suggested that rape wasn’t funny, he
retorted, “It isn’t funny—it’s hilarious!”
“Hilarious” is another way, under the pretext of horseplay or
group bonding, that boys learn to disregard others’ feelings as
well as their own. “Hilarious” is a haven, offering distance
when something is inappropriate, confusing, depressing,
unnerving, or horrifying; when something defies boys’ ethics. It
allows them to subvert a more compassionate response that
could be read as unmasculine—and makes sexism and misogyny
feel transgressive rather than supportive of an age-old status
quo. Boys may know when something is wrong; they may even
know that true manhood—or maybe just common decency—
compels them to speak up. Yet, too often, they fear that if they
do, they’ll be marginalized or, worse, themselves become the
target of derision from other boys. Masculinity, then, becomes
not only about what boys do say, but about what they don’t—or
won’t, or can’t—say, even when they wish they could. The
psychologists Dan Kindlon and Michael Thompson, the authors
of Raising Cain: Protecting the Emotional Life of Boys, have
pointed out that silence in the face of cruelty or sexism is how
too many boys become men. Charis Denison, a sex educator in
30. the Bay Area, puts it another way: “At one time or another,
every young man will get a letter of admission to ‘dick school.’
The question is, will he drop out, graduate, or go for an
advanced degree?”
Midway through cole’s freshman year in military college, I
FaceTimed him to see how he’d resolved the conflict between
his personal values and those of the culture in which he found
himself. As he’d expected, most of his classmates were male,
and he said there was a lot of what passed for friendly ribbing:
giving one another “love taps” on the back of the head; blocking
one another’s paths, then pretending to pick a fight; grabbing
one another’s asses; pretending to lean in for a kiss. Giving
someone a hard time, Cole said, was always “easy humor,” but
it could spiral into something more troubling pretty quickly.
When one of his dorm mates joked to another, “I’m going to
piss on you in your sleep,” for instance, the other boy shot
back, “If you do, I’ll fucking rape you.” For better or worse,
Cole said, that sort of comment no longer rattled him.
Although he had been adamantly against the epithet fag when
we met, Cole found himself using it, reasoning, as other boys
did, that it was “more like ‘You suck’ or ‘You’re lame.’ ”
However, at least one of his friends had revealed himself to be
legitimately homophobic, declaring that being gay was un-
American (“I didn’t know that about him until after we became
friends,” Cole insisted). And Cole had not met a single openly
LGBTQ student at the school. He certainly wouldn’t want to be
out in this environment if he were gay. Nor, he said, would he
want to be Asian—the two Asian American boys in his dorm
were ostracized and treated like foreigners; both seemed
miserable.
“I do feel kind of like a cop-out for letting all the little things
slide,” Cole said. “It’s a cop-out to not fight the good fight.
But, you know, there was that thing I tried sophomore year … It
just didn’t work. I could be a social-justice warrior here, but I
don’t think anyone would listen to me. And I’d have no
friends.”
31. The #MeToo movement has created an opportunity, a mandate
not only to discuss sexual violence but to engage young men in
authentic, long-overdue conversations about gender and
intimacy. I don’t want to suggest that this is easy. Back in the
early 1990s, when I began writing about how girls’ confidence
drops during adolescence, parents would privately tell me that
they were afraid to raise outspoken daughters, girls who stood
up for themselves and their rights, because they might be
excluded by peers and called “bossy” (or worse). Although there
is still much work to be done, things are different for young
women today. Now it’s time to rethink assumptions about how
we raise boys. That will require models of manhood that are
neither ashamed nor regressive, and that emphasize emotional
flexibility—a hallmark of mental health. Stoicism is valuable
sometimes, as is free expression; toughness and tenderness can
coexist in one human. In the right context, physical aggression
is fun, satisfying, even thrilling. If your response to all of this
is Obviously, I’d say: Sure, but it’s a mistake to underestimate
the strength and durability of the cultural machinery at work on
adolescent boys. Real change will require a sustained, collective
effort on the part of fathers, mothers, teachers, coaches.
(A study of 2,000 male high-school athletes found significantly
reduced rates of dating violence and a greater likelihood of
intervening to stop other boys’ abusive conduct among those
who participated in weekly coach-led discussions about consent,
personal responsibility, and respectful behavior.)
We have to purposefully and repeatedly broaden the masculine
repertoire for dealing with disappointment, anger, desire. We
have to say not just what we don’t want from boys but what we
do want from them. Instructing them to “respect women” and to
“not get anyone pregnant” isn’t enough. As one college
sophomore told me, “That’s kind of like telling someone who’s
learning to drive not to run over any little old ladies and then
handing him the car keys. Well, of course you think you’re not
going to run over an old lady. But you still don’t know how to
drive.” By staying quiet, we leave many boys in a state of
32. confusion—or worse, push them into a defensive crouch, primed
to display their manhood in the one way that is definitely on
offer: by being a dick.
During our first conversation, Cole had told me that he’d
decided to join the military after learning in high-school history
class about the My Lai massacre—the infamous 1968 slaughter
by U.S. troops of hundreds of unarmed Vietnamese civilians
along with the mass rape of girls as young as 10. “I want to be
able to be in the same position as someone like that
commanding officer and not order people to do something like
that,” he’d said. I’d been impressed. Given that noble goal, was
a single failure to call out sexism a reason to stop trying? I
understood that the personal cost might be greater than the
impact. I also understood that, developmentally, adolescents
want and need to feel a strong sense of belonging. But i f Cole
didn’t practice standing up, if he didn’t figure out a way to
assert his values and find others who shared them, who was he?
“I knew you were going to ask me something like that,” he said.
“I don’t know. In this hyper-masculine culture where you call
guys ‘pussies’ and ‘bitches’ and ‘maggots’—”
“Did you say ‘maggots,’ or ‘faggots?’ ” I interrupted.
“Maggots. Like worms. So you’re equating maggots to women
and to women’s body parts to convince young men like me that
we’re strong. To go up against that, to convince people that we
don’t need to put others down to lift ourselves up … I don’t
know. I would need to be some sort of superman.” Cole fell
silent.
“Maybe the best I can do is to just be a decent guy,” he
continued. “The best I can do is lead by example.” He paused
again, furrowed his brow, then added, “I really hope that will
make a difference.”
This article is adapted from Peggy Orenstein’s book Boys &
Sex.
* This article has been updated to reflect that the organization
33. Plan International USA commissioned the 2018 survey of 10-to-
19-year-olds conducted by the polling firm PerryUndem.
PEGGY ORENSTEIN is the author of Boys & Sex, Cinderella
Ate My Daughter, and Waiting for Daisy: A Tale of Two
Continents, Three Religions, Five Infertility Doctors, an Oscar,
an Atomic Bomb, a Romantic Night, and One Woman's Quest to
Become a Mother. Her website is peggyorenstein.com.
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