Lesson 2.8
Introduction
Course Objectives
This lesson will address the following course outcomes:
· 7. Read, interpret, and make decisions based upon data from tables and graphical displays such as line graphs, bar graphs, scatterplots, pie charts, and histograms. Given data, choose an appropriate type of graphical display and create it using scales appropriate to the application.
Specific Objectives
Students will understand that
· the scale on graphs can change perception of the information they represent.
· to fully understand a pie graph, the reference value must be known.
Students will be able to
· calculate relative change from a line graph.
· estimate the absolute size of the portions of a pie graph given its reference value.
· use data displayed on two graphs to estimate a third quantity.
Graphs are a helpful way to summarize data. Often there are many ways to portray information graphically. Sometimes one form is easier to read than another. Sometimes the way a graph is made can affect the impression it gives. Today, you will look at three examples of such graphs.
Line Graphs
Problem Situation 1: Reading Line Graphs
#1 Points possible: 5. Total attempts: 5
Compare the two graphs below.
Which statement best descries the relationship between the graphs?
· The data appears to be different - the first graph shows larger changes in income
· They appear to show the same data, but on different vertical scales.
#2 Points possible: 5. Total attempts: 5
What was the average household income in 1999?
$
#3 Points possible: 5. Total attempts: 5
Based on these two graphs, would it be fair to say that the average household income was significantly lower in 2009 than it was in 1999?
Give your answer with an explanation, then compare your answer to the one provided.
Bar Graphs
Problem Situation 2: Reading Bar Graphs
In this example, we will be looking at bar graphs. Before doing that, answer the question about Jeff’s Housing so that you can understand the questions about national debt and GDP that follow.
#4 Points possible: 15. Total attempts: 5
Jeff’s Housing: Two pairs of statements are given below.
In 1990, Jeff spent $1,000 per month on housing.
In 2010, Jeff spent $2,000 per month on housing.
In 1990, Jeff spent 20% of his income on housing.
In 2010, Jeff spent 10% of his income on housing.
a. How can both pairs of statements be true?
· It is not possible for both statements to be true, since one shows his housing costs rising, and the other shows his housing costs decreasing
· Both statements can be true if his income increased significantly from 1990 to 2010
· Both statements can be true if his income fell significantly from 1990 to 2010
b. Calculate Jeff's monthly income in 1990
$
c. Calculate Jeff's monthly income in 2010
$
GDP, or Gross Domestic Product, can be thought of as the country’s income. It is the value of all goods and services the country produces. The national debt is how much the country owes. Just as Jeff’s spendi ...
Page 1 of 17 ECON 201 Introduction to Macroeconomics .docxalfred4lewis58146
Page 1 of 17
ECON 201: Introduction to Macroeconomics
Final Exam
December 5, 2011
NAME: _________________________________
Circle your TA’s name: Agustin Brian Meysam
Circle your section time: 9 a.m. 3 p.m.
INSTRUCTIONS:
1. The exam lasts 2 hours.
2. The exam is worth 120 points in total: 45 points for the multiple choice questions (Part A), and
75 points for the six analytical problems (Part B).
3. Write your answers for part A (the multiple choice section) in the blanks below. You won’t
get credit for circled answers in the multiple choice section. There is no penalty to guessing, so
be sure to answer all of them.
4. Place all of your answers for part B in the space provided.
5. You must show your work for part B questions. There is no need to explain your answers for the
multiple choice questions.
6. Calculators are permitted. Books, notes, reference materials, etc. are prohibited.
7. Good luck!
PART A: Multiple Choice Problems. Answer multiple choice questions in the space provided
below. PLEASE USE CAPITAL LETTERS.
1 11 21 31 41
2 12 22 32 42
3 13 23 33 43
4 14 24 34 44
5 15 25 35 45
6 16 26 36
7 17 27 37
8 18 28 38
9 19 29 39
10 20 30 40
MC Q1 Q2 Q3 Q4 Q5 Q6 Total
Page 2 of 17
Part A. Multiple Choice Questions (45 points)
1. Money is
A) backed by gold in Fort Knox.
B) the same as income.
C) the value of all coins and currency in circulation at any time.
D) anything that is generally accepted as a medium of exchange.
2. The development of money as a medium of exchange has facilitated the expansion of trade because
A) holding money increases people's income.
B) no other mediums of exchange are available.
C) money eliminates the "double coincidence of wants" problem.
D) holding money increases people's wealth.
3. The price of bonds and the interest rate are
A) not related.
B) positively related.
C) negatively related.
D) sometimes positively related and other times negatively related, depending on the bond payments.
4. As the interest rate falls, people hold ________ money instead of bonds because the opportunity cost of
holding money has ________.
A) more; fallen
B) more; risen
C) less; fallen
D) less; risen
5. The lecture and readings explain the recent rise in food prices by
A) Subsidies to ethanol
B) Economic growth in China
C) Economic growth in the US
D) Quotas on corn imports
E) A) and B)
F) A) and D)
6. An example of a contractionary monetary policy is
A) an increase in the required reserve ratio.
B) a reduction in the taxes banks pay on their profits.
C) a decrease in the discount rate.
D) the Fed buying government securities in the open market.
7. Which of the following sequence of events follows an expansionary monetary policy?
A) r↓ ⇒ I↓ ⇒ AE↓ ⇒ Y↓.
B) r↑ ⇒ I↑ ⇒ AE↓ ⇒ Y↑.
C) r↑ ⇒ I↓ ⇒ AE↓ ⇒ Y↓.
D) r↓ ⇒ I↑ ⇒ AE↑ ⇒ Y↑.
Page 3 of 17
.
Labor Economics Research Project You may work with one partner o.docxsmile790243
Labor Economics Research Project
You may work with one partner on this project. You are responsible for selecting your partner and any deficient performance that may emerge; choose wisely or simply work alone. If you choose to work with a partner, you need only do one submission in Blackboard through either partner’s account and indicate in the blackboard comments section who you worked with.
Partner 1 Name: __________________________________Red-ID________________________
Partner 2 Name: _________________________________ Red-ID_________________________
By the due date upload into Blackboard this Word file with answers typed in red font and one Excel file corresponding to questions 1 & 2.
1. (Calculate with Excel only) Consider Bob, who just turned 18 years old and is about to embark on a four-year degree program. The tuition for the course is $20,000 per year. Bob currently works at Vons making $18,000 per year and will have to surrender his job to pursue the degree. Based on the BLS Occupational Handbook Bob anticipates his earnings will be $25,000 more each year following graduation (starting when he turns 22) until he retires on his 60th birthday. He anticipates his incremental earnings will increase by 4% each year of his career. For your calculations, you can assume all payments and income are incurred-received at the end of each year and that he can borrow/save at an interest rate of 6%.
a. Calculate the net present value of this investment.
b. Calculate the internal rate of return from the investment in education (round answer to a whole percent).
c. Based on the NPV and IRR, should he undertake the program? Why?
2. (Calculate with Excel only) Consider Carl, a 26-year-old San Diegan who has just graduated from SDSU with a B.A. in Economics. He has received two job offers, one in San Diego that pays him $40,000/year and another in Miami, Florida that will pay him $44,000/year. He is planning on working in the position, regardless of the location, until he finishes his 20th year of work. His added monetary costs in Miami will be $2,500 each year and he expects psychic costs totaling $5,000 each year for the first 5 years only. He can borrow/save at a rate of 6%. Using the information provided and assuming all costs and benefits are incurred/accrued at the end of each year determine the following:
a. Calculate the net present value of his migration.
b. Calculate the internal rate of return of his migration (round answer to a whole percent).
c. Based on the NPV and IRR, should he migrate? Why?
3. Visit the BLS website link provided here and using the report (table A, Sept. 2017) complete the following:
a. (Use Excel only) Using Figure 7.1 in the text as your template, generate a pie chart reflecting the Compensation Components for Private Industry.
b. Do the same as above for State and Local Government data.
...
ECON 301 Midterm IClosed book and notes. Calculators are a.docxbudabrooks46239
ECON 301 Midterm I
Closed book and notes. Calculators are allowed
Feb 28th, 2019
12:30pm-1:45pm
Instructions: There are two parts in this exam. Part I has three pages. Parts II has five pages. Please
inspect the exam and make sure you have all EIGHT pages of questions, ONE page of formulas and ONE
page of standard normal distribution table. Do all your work on these pages. If you use the back of a
page, make sure to indicate that. If you have to round up an answer, make sure to report TWO decimal
digits.
Remember : You must show your work to get proper credits.
NAME:
RED ID:
1
1 Part I: Material Questions (41 Points)
1. Forest Green Brown, Inc., produces bags of cypress mulch. The weight in pounds per bag varies, as
indicated in the accompanying table.
Weight in pounds 44 45 46 47 48 49 50
Proportion of bags 0.10 0.07 0.21 0.29 0.15 0.10 0.08
(a) (9 points) Calculate the mean of the weight per bag.
(b) (9 points) Calculate the standard deviation of the weight per bag.
Page 2
2. (12 points) A client has an investment portfolio whose mean value is equal to $1,000,000 with a standard
deviation of $30,000. He has asked you to determine the probability that the value of his portfolio is
between $970,000 and $1,060,000.
Page 3
3. What not to get them on Valentine’s Day! A recent study among adults in the USA shows that adults
prefer not to receive certain items as gifts on Valentine’s Day; namely, Teddy bears: 45%; Chocolate:
25%; Jewelry: 15%; Flowers: 12%; Don’t Know: 3%. A Pareto diagram picturing the ”Unwanted
Presents” is as shown below.
(a) (6 points) If you want to be 80% sure you did not get your valentine something unwanted, what
should you avoid buying? How does the Pareto diagram show this?
(b) (5 points) 400 adults are to be surveyed, what frequencies would you expect to occur for each un-
wanted item listed on the snapshot?
Page 4
2 PART II: Essay Questions (59 Points)
1. Individuals living in high-poverty areas perform worse than those living in low-poverty areas on a wide
range of outcomes such as earnings, health conditions and education levels. Motivated by such dis-
parities, the U.S. Department of Housing and Urban Development (HUD) o↵ered housing vouchers to
low-income families. These housing vouchers pay a large portion of the rents and utilities (e.g. Section
8). Image that you are a policy maker trying to evaluate the e↵ectiveness of the housing vouchers.
Suppose you are most interested in the long-term impacts of housing vouchers on children who were
young when their families received the voucher.
(a) (8 points) You want to focus on the impact of housing vouchers on children’s future earnings. Your
colleague, another policy maker, suggests you to compare the average future earnings for children
whose families received a housing voucher with those whose families didn’t received a housing
voucher. Do you think your colleague’s suggestion is a good idea? Why?
(b) (8 points) Your economist colleag.
Econ 320 Ch 15 Homework QuestionsPlease, do not use a calculator.docxSALU18
Econ 320 Ch 15 Homework Questions
Please, do not use a calculator or any other devices such as cell phones or computers.
1. A bond with high default risk pays __ a bond with low default risk.
A. a lower interest than.
B. a higher interest than
C. the same rate as
2. A long term bond pays ___ a short term bond.
A. a lower interest than.
B. a higher interest than
C. the same rate as
D. a higher or lower interest than
3. A two-year bond rate increases if one-year bond rate __.
A.increases
B. decreases.
C. is expected to decrease.
D. remains the same
4. The current 1-year rate is 6%, and the yield curve slopes down. The 1-year rate expected 1 year from now would be __ % (choose the best one, given the information available).
A.9
B. 8
C. 7
D. 6
E. 5
5. A downward-sloping yield curve suggests that financial market participants expect short-term interest rates will ____ in the future.
A. rise.
B. fall.
C. equal zero.
D. not change.
6. Assume that the current one-year rate is 6% and the two-year rate is 10%. Given this information, the one-year rate expected one year from now is __%.
A. 4
B. 6
C. 8
D. 14
E. 16
7. The fundamental value of a share of stock equals the present value of
A. expected dividends.
B. expected real interest rate.
C. coupon payments.
D. expected nominal interest rate.
8. Which of the following does NOT represent a form of debt finance?
A. loans
B. bonds
C. stock
9. If the current one-year interest rate increases by 4% while the expected future one-year interest rate does not change, i2t will
A. decrease by 4%.
B. increase by 2%.
C. decrease by 2%.
D. increase by 4%.
10. Suppose the Fed (central bank), as expected, decreases the money supply. As a result of this expected reduction in the money supply, stock prices will
A. increase.
B. decrease.
C. not change.
D. have an ambiguous effect.
11. The government announces on 2/1/2017 that it will increase taxes on 5/1/2017 (that is, the tax-increase policy will be implemented on 5/1/2017), and this announcement is known to everyone in the economy. The tax-increase policy will __ stock prices on 5/1/2017. Assume that the Fed takes no action in response to the announcement.
A. increase.
B. decrease.
C. not change.
D. have an ambiguous effect.
12. The government announces on 2/1/2017 that it will increase taxes on 5/1/2017 (that is, the tax-increase policy will be implemented on 5/1/2017), and this announcement is known to everyone in the economy. This announcement would __ stock prices on 2/1/2017. Assume that the Fed takes no action in response to the announcement.
A. increase.
B. decrease.
C. not change.
D. have an ambiguous effect.
13. Suppose the current one-year interest rate is 4%. Also assume that financial markets expect the one-year interest rate in 2018 to be 5%, and expect the one-year interest in 2019 to be 6%. Given this information, the three-year interest rate will be
A. 2%
...
1.The tax multiplier associated with a $10B reduction in t.docxelliotkimberlee
1.
The tax multiplier associated with a $10B reduction in taxes is _______ the spending multiplier associated with a $10B increase in government spending because __________
a.
the same quantity as / a tax change will either put more income into or out of savings
b.
smaller than / a tax change also involves a change in savings in the first round of spending
c.
larger than / taxes cause more discretionary income to be spent whether it is a tax increase or a tax decrease
d.
smaller than / the tax multiplier is usually very unstable
2.
Each year the Tax Foundation calculates the day of the year the average income earner has to work in order to pay taxes.
This is known as Tax Freedom Day.
Last year’s date, April 26, was three days later than the previous year’s.
The Tax Foundation says this is because of economic growth leading to higher incomes and higher taxes.
This observation makes sense since our income tax system is progressive and therefore ___________.
This is also consistent with ____________.
a.
takes a higher percent of income, the greater one’s income – how automatic stabilizers work
b.
takes a lower percent of income, the greater one’s income – how automatic stabilizers work
c.
takes a higher percent of income, the greater one’s income – the discretionary tools of fiscal policy
d.
takes a lower percent of income, the greater one’s income – monetary policy
3.
A house is a ______________ asset, and therefore this means that it takes ________ to recover its true value in the marketplace.
a.
liquid
-- much time
b.
non-liquid
-- much time
c.
liquid – very little time
d.
non-liquid
-- very little time
4
."An increase in national income increases aggregate demand more than the initial increase in spending."
The preceding statement describes
a.
microeconomic supply and demand curves.
b.
macroeconomic supply and demand curves.
c.
the spending multiplier.
d.
the money multiplier.
e.
both c) and d) are correct.
5.
If the Fed buys $1,000 worth of bonds and the banking multiplier is 8, then
a.
the reserve ratio is 12.5 percent.
b.
the potential money supply increase is greater than $1,000.
c.
there must also be a government spending increase or the Fed would not be buying the bonds.
d.
all of the above.
e.
both a) and b) are correct.
6.
Both fiscal and monetary policy affect the money supply.
a.
true
b.
false
7.
The Fed is considered "autonomous."
In practice this means the Board of Governors
a.
run for reelection every 4 years.
b.
are more insulated from the wishes of the voters than Congress.
c.
are less insulated from the wishes of the voters than Congress.
d.
can do whatever they please since they have lifetime appointments.
8.
Which of the policy combinations given below would consistently work in the direction of decreasing the rate of growth of the money supply?
a.
Raise the discount rate, lower the reserve requirement and engage in open mar.
1.The tax multiplier associated with a $10B reduction in taxes i.docxhyacinthshackley2629
1.
The tax multiplier associated with a $10B reduction in taxes is _______ the spending multiplier associated with a $10B increase in government spending because __________
a.
the same quantity as / a tax change will either put more income into or out of savings
b.
smaller than / a tax change also involves a change in savings in the first round of spending
c.
larger than / taxes cause more discretionary income to be spent whether it is a tax increase or a tax decrease
d.
smaller than / the tax multiplier is usually very unstable
2.
Each year the Tax Foundation calculates the day of the year the average income earner has to work in order to pay taxes. This is known as Tax Freedom Day. Last year’s date, April 26, was three days later than the previous year’s. The Tax Foundation says this is because of economic growth leading to higher incomes and higher taxes.
This observation makes sense since our income tax system is progressive and therefore ___________. This is also consistent with ____________.
a.
takes a higher percent of income, the greater one’s income – how automatic stabilizers work
b.
takes a lower percent of income, the greater one’s income – how automatic stabilizers work
c.
takes a higher percent of income, the greater one’s income – the discretionary tools of fiscal policy
d.
takes a lower percent of income, the greater one’s income – monetary policy
3.
A house is a ______________ asset, and therefore this means that it takes ________ to recover its true value in the marketplace.
a.
liquid -- much time
b.
non-liquid -- much time
c.
liquid – very little time
d.
non-liquid -- very little time
4
."An increase in national income increases aggregate demand more than the initial increase in spending." The preceding statement describes
a.
microeconomic supply and demand curves.
b.
macroeconomic supply and demand curves.
c.
the spending multiplier.
d.
the money multiplier.
e.
both c) and d) are correct.
5.
If the Fed buys $1,000 worth of bonds and the banking multiplier is 8, then
a.
the reserve ratio is 12.5 percent.
b.
the potential money supply increase is greater than $1,000.
c.
there must also be a government spending increase or the Fed would not be buying the bonds.
d.
all of the above.
e.
both a) and b) are correct.
6.
Both fiscal and monetary policy affect the money supply.
a.
true
b.
false
7.
The Fed is considered "autonomous." In practice this means the Board of Governors
a.
run for reelection every 4 years.
b.
are more insulated from the wishes of the voters than Congress.
c.
are less insulated from the wishes of the voters than Congress.
d.
can do whatever they please since they have lifetime appointments.
8.
Which of the policy combinations given below would consistently work in the direction of decreasing the rate of growth of the money supply?
a.
Raise the discount rate, lower the reserve requirement and engage in open market sales.
b.
Lower the discount rate, lower the res.
---Quantitative Project World Income and Health Inequality.docxtienmixon
---
Quantitative Project: World Income and Health Inequality
Based on what we have discussed so far, it seems that
there
is
a lot of variation around the world in terms of income, wealth, education,
health
status, and many other characteristics. And these characteristics seem to be related
with
one another. For example, people
from
wealthier countries tend to live longer. In this project, you are asked to
use
international data to empirically investigate the relationship between
income
and health status. The following
sections
provide a general description of this project and raise questions that
you
need to answer.
Objectives:
A. Substantive
: Students will
be
able to
1.
investigate
world inequality in income.
2.
investigate
world inequality in health
status
.
3.
investigate
the relationship between income and
health
status.
B.
Quantitative Skills
: Students will be able to
1.
sort
a single variable and examine
its
distribution
2.
calculate
within-group adjusted-means
weighted
by populations
3.
produce
a scatter plot to investigate the
relationship
between two variables
Data and Variables
The data are from “2008 World Population Data Sheet” published by the Population Reference Bureau (
http://prb.org/Publications/Datasheets.aspx
).
Three
variables
are used for this project:
Gross National Income (GNI) PPP per capita
Life
expectancy
Population (
in
millions)
These three variables for more
than
100 countries are already compiled in an Excel file.
Validity of the Measurement
Income level
Q_1
: Why can’t Gross National Income be directly used as a
measure
of income level? What does the PPP adjustment
take
into account? Why has it to be per capita?
Health Status
Q_2
: How is life expectancy defined? Why not to use Crude
Death Rate (CDR)? What is the advantage of using life
expectancy
?
Data Analysis
Corresponding to the three
objectives
stated above, the analysis section is composed of the following
three
parts:
1. Investigation of income inequality between rich and poor countries
Q_3
: Find out the top five countries with the highest GNI PPP per
capita
and
the bottom five countries with the
lowest
values. List these
countries’
names and their income.
Q_4
: How much is the difference between the highest and lowest
country
?
Q_5
: If we want to find out the overall difference between these
two
groups
, can we
simply
take an average of the five values of GNI PPP
per
capita within each group and
compare
the two means? Why or
why
not?
A better way is to compare the
population
-weighted means. We first need
to
calculate the total income for each country by multiplying GNI PPP per
capita
by its population. Then, add
all
five
total income within each group. Finally.
Page 1 of 17 ECON 201 Introduction to Macroeconomics .docxalfred4lewis58146
Page 1 of 17
ECON 201: Introduction to Macroeconomics
Final Exam
December 5, 2011
NAME: _________________________________
Circle your TA’s name: Agustin Brian Meysam
Circle your section time: 9 a.m. 3 p.m.
INSTRUCTIONS:
1. The exam lasts 2 hours.
2. The exam is worth 120 points in total: 45 points for the multiple choice questions (Part A), and
75 points for the six analytical problems (Part B).
3. Write your answers for part A (the multiple choice section) in the blanks below. You won’t
get credit for circled answers in the multiple choice section. There is no penalty to guessing, so
be sure to answer all of them.
4. Place all of your answers for part B in the space provided.
5. You must show your work for part B questions. There is no need to explain your answers for the
multiple choice questions.
6. Calculators are permitted. Books, notes, reference materials, etc. are prohibited.
7. Good luck!
PART A: Multiple Choice Problems. Answer multiple choice questions in the space provided
below. PLEASE USE CAPITAL LETTERS.
1 11 21 31 41
2 12 22 32 42
3 13 23 33 43
4 14 24 34 44
5 15 25 35 45
6 16 26 36
7 17 27 37
8 18 28 38
9 19 29 39
10 20 30 40
MC Q1 Q2 Q3 Q4 Q5 Q6 Total
Page 2 of 17
Part A. Multiple Choice Questions (45 points)
1. Money is
A) backed by gold in Fort Knox.
B) the same as income.
C) the value of all coins and currency in circulation at any time.
D) anything that is generally accepted as a medium of exchange.
2. The development of money as a medium of exchange has facilitated the expansion of trade because
A) holding money increases people's income.
B) no other mediums of exchange are available.
C) money eliminates the "double coincidence of wants" problem.
D) holding money increases people's wealth.
3. The price of bonds and the interest rate are
A) not related.
B) positively related.
C) negatively related.
D) sometimes positively related and other times negatively related, depending on the bond payments.
4. As the interest rate falls, people hold ________ money instead of bonds because the opportunity cost of
holding money has ________.
A) more; fallen
B) more; risen
C) less; fallen
D) less; risen
5. The lecture and readings explain the recent rise in food prices by
A) Subsidies to ethanol
B) Economic growth in China
C) Economic growth in the US
D) Quotas on corn imports
E) A) and B)
F) A) and D)
6. An example of a contractionary monetary policy is
A) an increase in the required reserve ratio.
B) a reduction in the taxes banks pay on their profits.
C) a decrease in the discount rate.
D) the Fed buying government securities in the open market.
7. Which of the following sequence of events follows an expansionary monetary policy?
A) r↓ ⇒ I↓ ⇒ AE↓ ⇒ Y↓.
B) r↑ ⇒ I↑ ⇒ AE↓ ⇒ Y↑.
C) r↑ ⇒ I↓ ⇒ AE↓ ⇒ Y↓.
D) r↓ ⇒ I↑ ⇒ AE↑ ⇒ Y↑.
Page 3 of 17
.
Labor Economics Research Project You may work with one partner o.docxsmile790243
Labor Economics Research Project
You may work with one partner on this project. You are responsible for selecting your partner and any deficient performance that may emerge; choose wisely or simply work alone. If you choose to work with a partner, you need only do one submission in Blackboard through either partner’s account and indicate in the blackboard comments section who you worked with.
Partner 1 Name: __________________________________Red-ID________________________
Partner 2 Name: _________________________________ Red-ID_________________________
By the due date upload into Blackboard this Word file with answers typed in red font and one Excel file corresponding to questions 1 & 2.
1. (Calculate with Excel only) Consider Bob, who just turned 18 years old and is about to embark on a four-year degree program. The tuition for the course is $20,000 per year. Bob currently works at Vons making $18,000 per year and will have to surrender his job to pursue the degree. Based on the BLS Occupational Handbook Bob anticipates his earnings will be $25,000 more each year following graduation (starting when he turns 22) until he retires on his 60th birthday. He anticipates his incremental earnings will increase by 4% each year of his career. For your calculations, you can assume all payments and income are incurred-received at the end of each year and that he can borrow/save at an interest rate of 6%.
a. Calculate the net present value of this investment.
b. Calculate the internal rate of return from the investment in education (round answer to a whole percent).
c. Based on the NPV and IRR, should he undertake the program? Why?
2. (Calculate with Excel only) Consider Carl, a 26-year-old San Diegan who has just graduated from SDSU with a B.A. in Economics. He has received two job offers, one in San Diego that pays him $40,000/year and another in Miami, Florida that will pay him $44,000/year. He is planning on working in the position, regardless of the location, until he finishes his 20th year of work. His added monetary costs in Miami will be $2,500 each year and he expects psychic costs totaling $5,000 each year for the first 5 years only. He can borrow/save at a rate of 6%. Using the information provided and assuming all costs and benefits are incurred/accrued at the end of each year determine the following:
a. Calculate the net present value of his migration.
b. Calculate the internal rate of return of his migration (round answer to a whole percent).
c. Based on the NPV and IRR, should he migrate? Why?
3. Visit the BLS website link provided here and using the report (table A, Sept. 2017) complete the following:
a. (Use Excel only) Using Figure 7.1 in the text as your template, generate a pie chart reflecting the Compensation Components for Private Industry.
b. Do the same as above for State and Local Government data.
...
ECON 301 Midterm IClosed book and notes. Calculators are a.docxbudabrooks46239
ECON 301 Midterm I
Closed book and notes. Calculators are allowed
Feb 28th, 2019
12:30pm-1:45pm
Instructions: There are two parts in this exam. Part I has three pages. Parts II has five pages. Please
inspect the exam and make sure you have all EIGHT pages of questions, ONE page of formulas and ONE
page of standard normal distribution table. Do all your work on these pages. If you use the back of a
page, make sure to indicate that. If you have to round up an answer, make sure to report TWO decimal
digits.
Remember : You must show your work to get proper credits.
NAME:
RED ID:
1
1 Part I: Material Questions (41 Points)
1. Forest Green Brown, Inc., produces bags of cypress mulch. The weight in pounds per bag varies, as
indicated in the accompanying table.
Weight in pounds 44 45 46 47 48 49 50
Proportion of bags 0.10 0.07 0.21 0.29 0.15 0.10 0.08
(a) (9 points) Calculate the mean of the weight per bag.
(b) (9 points) Calculate the standard deviation of the weight per bag.
Page 2
2. (12 points) A client has an investment portfolio whose mean value is equal to $1,000,000 with a standard
deviation of $30,000. He has asked you to determine the probability that the value of his portfolio is
between $970,000 and $1,060,000.
Page 3
3. What not to get them on Valentine’s Day! A recent study among adults in the USA shows that adults
prefer not to receive certain items as gifts on Valentine’s Day; namely, Teddy bears: 45%; Chocolate:
25%; Jewelry: 15%; Flowers: 12%; Don’t Know: 3%. A Pareto diagram picturing the ”Unwanted
Presents” is as shown below.
(a) (6 points) If you want to be 80% sure you did not get your valentine something unwanted, what
should you avoid buying? How does the Pareto diagram show this?
(b) (5 points) 400 adults are to be surveyed, what frequencies would you expect to occur for each un-
wanted item listed on the snapshot?
Page 4
2 PART II: Essay Questions (59 Points)
1. Individuals living in high-poverty areas perform worse than those living in low-poverty areas on a wide
range of outcomes such as earnings, health conditions and education levels. Motivated by such dis-
parities, the U.S. Department of Housing and Urban Development (HUD) o↵ered housing vouchers to
low-income families. These housing vouchers pay a large portion of the rents and utilities (e.g. Section
8). Image that you are a policy maker trying to evaluate the e↵ectiveness of the housing vouchers.
Suppose you are most interested in the long-term impacts of housing vouchers on children who were
young when their families received the voucher.
(a) (8 points) You want to focus on the impact of housing vouchers on children’s future earnings. Your
colleague, another policy maker, suggests you to compare the average future earnings for children
whose families received a housing voucher with those whose families didn’t received a housing
voucher. Do you think your colleague’s suggestion is a good idea? Why?
(b) (8 points) Your economist colleag.
Econ 320 Ch 15 Homework QuestionsPlease, do not use a calculator.docxSALU18
Econ 320 Ch 15 Homework Questions
Please, do not use a calculator or any other devices such as cell phones or computers.
1. A bond with high default risk pays __ a bond with low default risk.
A. a lower interest than.
B. a higher interest than
C. the same rate as
2. A long term bond pays ___ a short term bond.
A. a lower interest than.
B. a higher interest than
C. the same rate as
D. a higher or lower interest than
3. A two-year bond rate increases if one-year bond rate __.
A.increases
B. decreases.
C. is expected to decrease.
D. remains the same
4. The current 1-year rate is 6%, and the yield curve slopes down. The 1-year rate expected 1 year from now would be __ % (choose the best one, given the information available).
A.9
B. 8
C. 7
D. 6
E. 5
5. A downward-sloping yield curve suggests that financial market participants expect short-term interest rates will ____ in the future.
A. rise.
B. fall.
C. equal zero.
D. not change.
6. Assume that the current one-year rate is 6% and the two-year rate is 10%. Given this information, the one-year rate expected one year from now is __%.
A. 4
B. 6
C. 8
D. 14
E. 16
7. The fundamental value of a share of stock equals the present value of
A. expected dividends.
B. expected real interest rate.
C. coupon payments.
D. expected nominal interest rate.
8. Which of the following does NOT represent a form of debt finance?
A. loans
B. bonds
C. stock
9. If the current one-year interest rate increases by 4% while the expected future one-year interest rate does not change, i2t will
A. decrease by 4%.
B. increase by 2%.
C. decrease by 2%.
D. increase by 4%.
10. Suppose the Fed (central bank), as expected, decreases the money supply. As a result of this expected reduction in the money supply, stock prices will
A. increase.
B. decrease.
C. not change.
D. have an ambiguous effect.
11. The government announces on 2/1/2017 that it will increase taxes on 5/1/2017 (that is, the tax-increase policy will be implemented on 5/1/2017), and this announcement is known to everyone in the economy. The tax-increase policy will __ stock prices on 5/1/2017. Assume that the Fed takes no action in response to the announcement.
A. increase.
B. decrease.
C. not change.
D. have an ambiguous effect.
12. The government announces on 2/1/2017 that it will increase taxes on 5/1/2017 (that is, the tax-increase policy will be implemented on 5/1/2017), and this announcement is known to everyone in the economy. This announcement would __ stock prices on 2/1/2017. Assume that the Fed takes no action in response to the announcement.
A. increase.
B. decrease.
C. not change.
D. have an ambiguous effect.
13. Suppose the current one-year interest rate is 4%. Also assume that financial markets expect the one-year interest rate in 2018 to be 5%, and expect the one-year interest in 2019 to be 6%. Given this information, the three-year interest rate will be
A. 2%
...
1.The tax multiplier associated with a $10B reduction in t.docxelliotkimberlee
1.
The tax multiplier associated with a $10B reduction in taxes is _______ the spending multiplier associated with a $10B increase in government spending because __________
a.
the same quantity as / a tax change will either put more income into or out of savings
b.
smaller than / a tax change also involves a change in savings in the first round of spending
c.
larger than / taxes cause more discretionary income to be spent whether it is a tax increase or a tax decrease
d.
smaller than / the tax multiplier is usually very unstable
2.
Each year the Tax Foundation calculates the day of the year the average income earner has to work in order to pay taxes.
This is known as Tax Freedom Day.
Last year’s date, April 26, was three days later than the previous year’s.
The Tax Foundation says this is because of economic growth leading to higher incomes and higher taxes.
This observation makes sense since our income tax system is progressive and therefore ___________.
This is also consistent with ____________.
a.
takes a higher percent of income, the greater one’s income – how automatic stabilizers work
b.
takes a lower percent of income, the greater one’s income – how automatic stabilizers work
c.
takes a higher percent of income, the greater one’s income – the discretionary tools of fiscal policy
d.
takes a lower percent of income, the greater one’s income – monetary policy
3.
A house is a ______________ asset, and therefore this means that it takes ________ to recover its true value in the marketplace.
a.
liquid
-- much time
b.
non-liquid
-- much time
c.
liquid – very little time
d.
non-liquid
-- very little time
4
."An increase in national income increases aggregate demand more than the initial increase in spending."
The preceding statement describes
a.
microeconomic supply and demand curves.
b.
macroeconomic supply and demand curves.
c.
the spending multiplier.
d.
the money multiplier.
e.
both c) and d) are correct.
5.
If the Fed buys $1,000 worth of bonds and the banking multiplier is 8, then
a.
the reserve ratio is 12.5 percent.
b.
the potential money supply increase is greater than $1,000.
c.
there must also be a government spending increase or the Fed would not be buying the bonds.
d.
all of the above.
e.
both a) and b) are correct.
6.
Both fiscal and monetary policy affect the money supply.
a.
true
b.
false
7.
The Fed is considered "autonomous."
In practice this means the Board of Governors
a.
run for reelection every 4 years.
b.
are more insulated from the wishes of the voters than Congress.
c.
are less insulated from the wishes of the voters than Congress.
d.
can do whatever they please since they have lifetime appointments.
8.
Which of the policy combinations given below would consistently work in the direction of decreasing the rate of growth of the money supply?
a.
Raise the discount rate, lower the reserve requirement and engage in open mar.
1.The tax multiplier associated with a $10B reduction in taxes i.docxhyacinthshackley2629
1.
The tax multiplier associated with a $10B reduction in taxes is _______ the spending multiplier associated with a $10B increase in government spending because __________
a.
the same quantity as / a tax change will either put more income into or out of savings
b.
smaller than / a tax change also involves a change in savings in the first round of spending
c.
larger than / taxes cause more discretionary income to be spent whether it is a tax increase or a tax decrease
d.
smaller than / the tax multiplier is usually very unstable
2.
Each year the Tax Foundation calculates the day of the year the average income earner has to work in order to pay taxes. This is known as Tax Freedom Day. Last year’s date, April 26, was three days later than the previous year’s. The Tax Foundation says this is because of economic growth leading to higher incomes and higher taxes.
This observation makes sense since our income tax system is progressive and therefore ___________. This is also consistent with ____________.
a.
takes a higher percent of income, the greater one’s income – how automatic stabilizers work
b.
takes a lower percent of income, the greater one’s income – how automatic stabilizers work
c.
takes a higher percent of income, the greater one’s income – the discretionary tools of fiscal policy
d.
takes a lower percent of income, the greater one’s income – monetary policy
3.
A house is a ______________ asset, and therefore this means that it takes ________ to recover its true value in the marketplace.
a.
liquid -- much time
b.
non-liquid -- much time
c.
liquid – very little time
d.
non-liquid -- very little time
4
."An increase in national income increases aggregate demand more than the initial increase in spending." The preceding statement describes
a.
microeconomic supply and demand curves.
b.
macroeconomic supply and demand curves.
c.
the spending multiplier.
d.
the money multiplier.
e.
both c) and d) are correct.
5.
If the Fed buys $1,000 worth of bonds and the banking multiplier is 8, then
a.
the reserve ratio is 12.5 percent.
b.
the potential money supply increase is greater than $1,000.
c.
there must also be a government spending increase or the Fed would not be buying the bonds.
d.
all of the above.
e.
both a) and b) are correct.
6.
Both fiscal and monetary policy affect the money supply.
a.
true
b.
false
7.
The Fed is considered "autonomous." In practice this means the Board of Governors
a.
run for reelection every 4 years.
b.
are more insulated from the wishes of the voters than Congress.
c.
are less insulated from the wishes of the voters than Congress.
d.
can do whatever they please since they have lifetime appointments.
8.
Which of the policy combinations given below would consistently work in the direction of decreasing the rate of growth of the money supply?
a.
Raise the discount rate, lower the reserve requirement and engage in open market sales.
b.
Lower the discount rate, lower the res.
---Quantitative Project World Income and Health Inequality.docxtienmixon
---
Quantitative Project: World Income and Health Inequality
Based on what we have discussed so far, it seems that
there
is
a lot of variation around the world in terms of income, wealth, education,
health
status, and many other characteristics. And these characteristics seem to be related
with
one another. For example, people
from
wealthier countries tend to live longer. In this project, you are asked to
use
international data to empirically investigate the relationship between
income
and health status. The following
sections
provide a general description of this project and raise questions that
you
need to answer.
Objectives:
A. Substantive
: Students will
be
able to
1.
investigate
world inequality in income.
2.
investigate
world inequality in health
status
.
3.
investigate
the relationship between income and
health
status.
B.
Quantitative Skills
: Students will be able to
1.
sort
a single variable and examine
its
distribution
2.
calculate
within-group adjusted-means
weighted
by populations
3.
produce
a scatter plot to investigate the
relationship
between two variables
Data and Variables
The data are from “2008 World Population Data Sheet” published by the Population Reference Bureau (
http://prb.org/Publications/Datasheets.aspx
).
Three
variables
are used for this project:
Gross National Income (GNI) PPP per capita
Life
expectancy
Population (
in
millions)
These three variables for more
than
100 countries are already compiled in an Excel file.
Validity of the Measurement
Income level
Q_1
: Why can’t Gross National Income be directly used as a
measure
of income level? What does the PPP adjustment
take
into account? Why has it to be per capita?
Health Status
Q_2
: How is life expectancy defined? Why not to use Crude
Death Rate (CDR)? What is the advantage of using life
expectancy
?
Data Analysis
Corresponding to the three
objectives
stated above, the analysis section is composed of the following
three
parts:
1. Investigation of income inequality between rich and poor countries
Q_3
: Find out the top five countries with the highest GNI PPP per
capita
and
the bottom five countries with the
lowest
values. List these
countries’
names and their income.
Q_4
: How much is the difference between the highest and lowest
country
?
Q_5
: If we want to find out the overall difference between these
two
groups
, can we
simply
take an average of the five values of GNI PPP
per
capita within each group and
compare
the two means? Why or
why
not?
A better way is to compare the
population
-weighted means. We first need
to
calculate the total income for each country by multiplying GNI PPP per
capita
by its population. Then, add
all
five
total income within each group. Finally.
Reflection # 1Ideally, I want you to use reflection assignment.docxdebishakespeare
Reflection # 1
Ideally, I want you to use reflection assignments to write about your opinions, personal connections, and new ideas that you have formed in response to the assigned readings. At some point in the semester, I will likely stop giving you suggestions on what you might write about . . . and instead you will just write. Never feel obligated to respond to every single reading for the week; you can just respond to the parts that most caught your interest. However, your connections to the reading should be clear and I should be able to tell that you did complete the readings, rather than just providing a random meandering response.
Since this is our first reflection and some of you may want a little more direction, your reflection could refer to (but is not limited to) one of the following topics addressed within our readings:
1) Eisner’s reading on “Visions and Versions of Art Education” introduces you to a variety of contemporary curricular approaches in art education. Thinking back on your own experiences as a student, which visions and versions do you think you were taught by your art teachers? Why? What was your opinion of these approaches? (If you, yourself, have taught art, what approaches did you use? What was your opinion?)
OR
Which visions and versions of art education seem to match up best with your chosen track as a graduate student at a university? (either art therapy, arts administration, or art education)? Why?
OR
Which visions and versions of art education do you think are best? Why?
Economics 304
Homework #3 – Dagwood and Homer and the Savings Function
Due Wednesday, 9/23 at the beginning of class – you must hand in homework in the section you are registered in - no late papers accepted!
Instructions:Please show all work or points will be taken off. Good luck!
This HW assignment is very relevant to the Great Recession experienced in the US from December 1997 - June 1999. In particular, we experience a significant and negative wealth shock and map out how this effects the consumption decisions of households. We let the Fed 'come to the rescue' and lower real rates of interest to extremely low (and negative) levels, much like they did during the Great Recession! It is here that we can really see how and why consumers react differently to a change in real interest rates based on whether they are a saver or a borrower. The intuition is hopefully clear: the saver, Dagwood in what follows, is worse off due to the fall in real rates and Homer, our borrower, is better off due to the lower real rates. This homework also addresses the net (aggregate) effect on consumption in an economy that consists of both savers and borrowers (like economies do), and also considers the outcome if the borrowers become credit constrained, like many are given that so many mortgages are under water, much in line from the excerpt below (Click Here for entire article). We conclude by considering the idea that the Fed may ...
Emerging Ethical Issues
XXXXXX
September 8, 2014
xxxxx
By: Team A
Eugene Adamos, Delano Chambers, Chantle Ferguson, Kelli Lee, April Porter
Introduction
Team A
2
References
Team A
3
What issues involve problems with consent?
Team A
4
Questions assigned in this assignment are similar to problems assigned above. However, the numbers in these questions are different from your textbook.
You must show the work to get full credit in each question.
Assigned problems:
Problem 5-9
Bond Valuation and Interest Rate Risk
The Garraty Company has two bond issues outstanding. Both bonds pay $100 annual interest plus $1,000 at maturity. Bond L has a maturity of 15 years, and Bond S has a maturity of 1 year.
a.
1. What will be the value of each of these bonds when the going rate of interest is 4%? Assume that there is only one more interest payment to be made on Bond S. Round your answers to the nearest cent.
Bond L
$
Bond S
$
2. What will be the value of each of these bonds when the going rate of interest is 7%? Assume that there is only one more interest payment to be made on Bond S. Round your answers to the nearest cent.
Bond L
$
Bond S
$
3. What will be the value of each of these bonds when the going rate of interest is 11%? Assume that there is only one more interest payment to be made on Bond S. Round your answers to the nearest cent.
Bond L
$
Bond S
$
Why does the longer-term (15-year) bond fluctuate more when interest rates change than does the shorter-term bond (1 year)?
I. Longer-term bonds have more interest rate risk than shorter-term bonds.
II. Shorter-term bonds have more interest rate risk than longer-term bonds.
III. Longer-term bonds have more reinvestment rate risk than shorter-term bonds.
Problem 5-12
Bond Yields and Rates of Return
A 25-year, 8% semiannual coupon bond with a par value of $1,000 may be called in 4 years at a call price of $1,100. The bond sells for $950. (Assume that the bond has just been issued.)
a. What is the bond's yield to maturity? Round your answer to two decimal places.
b. What is the bond's current yield? Round your answer to two decimal places.
c. What is the bond's capital gain or loss yield? Loss should be indicated with minus sign. Round your answer to two decimal places.
d. What is the bond's yield to call? Round your answer to two decimal places.
Problem 5-23
Determinants of Interest Rates
Suppose you and most other investors expect the inflation rate to be 6% next year, to fall to 4% during the following year, and then to remain at a rate of 3% thereafter. Assume that the real risk-free rate, r*, will remain at 2% and that maturity risk premiums on Treasury securities rise from zero on very short-term securities (those that mature in a few days) to a level of 0.2 percentage points for 1-year securities. Furthermore, maturity risk premiums ...
Economics 304Homework #3 – Dagwood and Homer and the Savings F.docxjack60216
Economics 304
Homework #3 – Dagwood and Homer and the Savings Function
Due Wednesday, 9/23 at the beginning of class – you must hand in homework in the section you are registered in - no late papers accepted!
Instructions:Please show all work or points will be taken off. Good luck!
This HW assignment is very relevant to the Great Recession experienced in the US from December 1997 - June 1999. In particular, we experience a significant and negative wealth shock and map out how this effects the consumption decisions of households. We let the Fed 'come to the rescue' and lower real rates of interest to extremely low (and negative) levels, much like they did during the Great Recession! It is here that we can really see how and why consumers react differently to a change in real interest rates based on whether they are a saver or a borrower. The intuition is hopefully clear: the saver, Dagwood in what follows, is worse off due to the fall in real rates and Homer, our borrower, is better off due to the lower real rates. This homework also addresses the net (aggregate) effect on consumption in an economy that consists of both savers and borrowers (like economies do), and also considers the outcome if the borrowers become credit constrained, like many are given that so many mortgages are under water, much in line from the excerpt below (Click Here for entire article). We conclude by considering the idea that the Fed may be making matters worse with their zero interest rate policy.
Edward Harrison at Credit Writedowns describes the Fed's zero interest rate policy as "toxic," noting that it is a transfer from savers and fixed-income investors to borrowers. On net, this is stimulative if the spending propensities of the latter exceeds that of the former, but the willingness of the borrowers to spend is constrained by weak household balance sheets. The Fed is thus pushing on a string, and possibly even making matters worse by reducing the income flow to households.
1. (30 points total). Suppose we have Dagwood, who has a current income of $350K and expected future income of $100K. He has $ 80K in current wealth (i.e., ‘a’ = $80K), but this is before he opens that #[email protected]% envelope. He has $20K expected future wealth (i.e., af = $20K).
Dagwood’s behavior is consistent with the life-cycle theory of consumption. For one, he perfectly smoothes consumption and two, since he is in his peak earning years, he is saving now so that he can maintain his current level of consumption in the future. Given that Dagwood faces a real interest rate of 0. 04, answer the following questions.
a) (5 points) Calculate Dagwood’s optimal consumption bundle showing all work. Then draw a completely labeled graph (the two period consumption model) depicting this initial optimal consumption bundle as point C*A (please use the space below). Note, for all C* calculations, round down to one decimal point.
(10 points for a completely labeled graph – be sure t ...
IEPA 050ReadingWriting 5Fall 2019 American Dream theme Nam.docxsheronlewthwaite
IEPA 050
Reading/Writing 5
Fall 2019: American Dream theme
Name: _________________________
Problem-
Solution
Argumentative
Research Essay: Introduction
During the term, you will write a problem-solution research essay where you define one problem individuals face that is related to the American Dream and then provide one solution to this problem. A couple example problems are listed below (you do NOT have to choose one on the list, but any topics not on the list must be approved):
1. Minorities do not have equal access to the American Dream.
2. Upward mobility is hindered by structural economic forces.
3. The American Dream is a false hope because of student debt.
4. The American Dream: families need two salaries to survive.
5. Access to quality health care is a barrier to the American Dream.
You will locate evidence from print and electronic sources to help define the problem and support your solution. You will present what you have learned in a focused and effective composition that supports a clear and developed academic thesis in which you try to convince your readers that your solution is best. You will consider one other opposing solution and provide a refutation to this argument to help convince readers that your idea is best.
Your paper must:
· be 5-7 pages in length (not including title page or reference page).
· include research from at least four outside sources to support your thesis. At least three academic sources must be used and no more than one source can be from our reading packet.
· be typed and double-spaced with one-inch margins.
· be written in 12-point, Times New Roman or other readable font.
· include APA in-text citations and an APA Reference Page to document sources.
include APA title page, page numbers, and running title.
In your essay, you must:
· decide on the best solution to your problem (it must be supported by articles)
· persuade your reader of your solution with adequate and logical researched evidence
· introduce your sources.
· summarize/paraphrase main ideas from the sources
· summarize/paraphrase major supporting details from the sources
· include at least one quotation and two paraphrases from the sources
· cite sources correctly. (APA)
· analyze, evaluate, interpret, and discuss source ideas when paraphrasing or quoting.
· present and refute an opposing solution.
· use language effectively to communicate and support your ideas.
Working Example
Part I
We are considering an acquisition of an existing medical office building (MOB) to our portfolio. There are 4 tenants. Tenants 1 and 2 occupy 15,000 and 8,000 square feet respective, at $18.00 per square foot. Tenant 3 has 10,000 at $19.00 and tenant 4 has 4,000 at $21.00. All the leases are presently expected to continue through the 4 year holding period and have CPI increases estimated at 2% per year. The asking price for the property is $3,000,000 of which 75% of the value would be allocated to the building; and vacancy and collection ...
1Practice with simple calculations related to Fiscal Polic.docxeugeniadean34240
1
Practice with simple calculations related to Fiscal Policy:
Question 1: According to Paul Krugman, the complex multiplier for the United States is about equal to 2. The American Recovery and Reinvestment Act of 2009 earmarked $787B in deficit spending, of which $330.4B was spent in 2009. (Total government deficits for 2009 were $1251.7B.) The increase in nominal GDP from 2009 to 2010 was $541.2B (3.8%). If we assume that this growth resulted from the ARRA stimulus package, what was the implied multiplier associated with the stimulus package?
Question 2: Look at disposable income, personal consumption and personal savings. What was the personal savings rate in the United States in 2011? (Use savings/disposable income, i.e. Average Propensity to Save.)
Question 3: What proportion of GDP was our federal government sector in 2010? (Divide federal government spending by GDP.) Per dollar of government spending, how much government spending was financed by government debt (negative savings) in 2010 at the federal level? (Divide negative federal government savings by federal government expenditure.)
Question 41: One popularly reported statistic for national economies is the Debt/GDP ratio. Total US Federal Debt in 2010 was $13.562 Trillion. What was our Debt/GDP ratio in 2010?
Question 5: Refer to Graph Set #2, the first picture entitled “Eurostat News Release.” How does the EU compare in the size of its public sector? (What percentage of GDP is government spending?) Are its government deficits larger or smaller than those of the US as a percentage of GDP in 2009?
Question 6: Government stimulus can take the form of increased spending or reduced taxes, or both. It creates government debt in both cases, but that debt affects the larger economy by different pathways. Can you answer each the following questions in one short sentence?
· The government increases spending without increasing taxes, and a deficit is generated:
· Where does the money to finance the deficit come from?
· How does this affect affordable credit for Investment and Consumption?
· How does it affect National Incomes? Who is the government paying money to when they make an expenditure?
· The government decreases taxes without decreasing spending, and a deficit is generated:
· Where does the money to finance the deficit come from?
· How does this affect affordable credit for Investment and Consumption?
· How does it affect personal savings rates (if personal taxes are lower)? How does it affect business savings rates, i.e. retained earnings, if profits taxes are lowered? How does it affect the cost of borrowed funds for businesses?
Monte-Carlo Option Pricing
This exercise uses observation that an option price can be calculated as a discounted risk-neutral expectation.
Context
This observation suggests that we could value an option by sampling many thousands, say, of possible asset prices, at , calculating the payoffs, taking their expected value and discounting th.
PART B Please response to these two original posts below. Wh.docxsmile790243
PART B
Please response to these two original posts below. When
responding to these posts, please either expand the
thought, add additional insights, or respectfully disagree
and explain why. Remember that we are after reasons
and arguments, and not simply the statement of
opinions.
Original Post 1
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
To begin, I would like to remind us that being intrinsically valuable
means having values for just being us and nothing else. I believe
that human lives are intrinsically valuable in virtue of our
uniqueness. As a bio nerd, I would like to state the fact that there
are a lot of crossover events during meiosis, which create trillions
of different DNA combinations. Hence, from a biological
standpoint, without considering other aspects, being you is
already valuable because you are that one sperm that won the
race and got fertilized. On a larger scale, there are hardly two
people whose look and behaviors are the same in the same
family, unless they are identical twins. However, identical twins
still act differently and have differences (such as fingerprints).
Since we are raised in different families, we are taught different
things and have different cultures. In general, we all have
different genetic information, appearances, personalities, senses
of humor, ambitions, talents, interests and life experiences. These
characteristics make up our “unique individual value” and make
us so unique and irreplaceable.
I would also love to discuss how our diversities enrich and
contribute to society, but that would be a talk about our extrinsic
values.
Original Post 2
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
I believe that human lives are intrinsically valuable due to a
number of reasons. Firstly, human lives aren’t replaceable. You
can’t replace a human being with another just like you can
replace a broken laptop with brand new one. Part of the reason
why we tend to think this way is that we were nurtured with the
notion that there is, indeed, a special value to human life. This
could be in virtue of our uniqueness-- the fact that we are
sentient and capable of complex thoughts and emotions
separates us from any other species on this planet. From a
scientific standpoint, this is also one of the reasons as to why
humans became the dominant species in today’s age.
Moreover, human lives aren’t disposable. I think this is largely due
to us humans having the ability to empathize with others. We
understand that it’s morally inappropriate to take the life of
another individual even if they’re complete strangers because
they’re another human being like us who has their own thoughts,
values, memories, and stories. In a way, we have a strong
emotional connection to our own species. As .
Part C Developing Your Design SolutionThe Production Cycle.docxsmile790243
Part C Developing Your Design
Solution
The Production Cycle
Within the four stages of the design workflow there are two distinct parts.
The first three stages, as presented in Part B of this book, were described
as ‘The Hidden Thinking’ stages, as they are concerned with undertaking
the crucial behind-the-scenes preparatory work. You may have completed
them in terms of working through the book’s contents, but in visualisation
projects they will continue to command your attention, even if that is
reduced to a background concern.
You have now reached the second distinct part of the workflow which
involves developing your design solution. This stage follows a production
cycle, commencing with rationalising design ideas and moving through to
the development of a final solution.
The term cycle is appropriate to describe this stage as there are many loops
of iteration as you evolve rapidly between conceptual, practical and
technical thinking. The inevitability of this iterative cycle is, in large part,
again due to the nature of this pursuit being more about optimisation rather
than an expectation of achieving that elusive notion of perfection. Trade-
offs, compromises, and restrictions are omnipresent as you juggle ambition
and necessary pragmatism.
How you undertake this stage will differ considerably depending on the
nature of your task. The creation of a relatively simple, single chart to be
slotted into a report probably will not require the same rigour of a formal
production cycle that the development of a vast interactive visualisation to
be used by the public would demand. This is merely an outline of the most
you will need to do – you should edit, adapt and participate the steps to fit
with your context.
There are several discrete steps involved in this production cycle:
Conceiving ideas across the five layers of visualisation design.
Wireframing and storyboarding designs.
Developing prototypes or mock-up versions.
219
Testing.
Refining and completing.
Launching the solution.
Naturally, the specific approach for developing your design solution (from
prototyping through to launching) will vary hugely, depending particularly
on your skills and resources: it might be an Excel chart, or a Tableau
dashboard, an infographic created using Adobe Illustrator, or a web-based
interactive built with the D3.js library. As I have explained in the book’s
introduction, I’m not going to attempt to cover the myriad ways of
implementing a solution; that would be impossible to achieve as each task
and tool would require different instructions.
For the scope of this book, I am focusing on taking you through the first
two steps of this cycle – conceiving ideas and wireframing/storyboarding.
There are parallels here with the distinctions between architecture (design)
and engineering (execution) – I’m effectively chaperoning you through to
the conclusion of your design thinking.
To fulfil this, Part C presents a detailed breakdown of the many design
.
PART A You will create a media piece based around the theme of a.docxsmile790243
PART A:
You will create a media piece based around the theme of “alternative facts.
Fake News:
Create a
series of 3
short, “fake news” articles or news videos. They should follow a specific theme. Make sure to have a clear understanding of WHY your fake news is being created (fake news is used by people, groups, companies, etc to convince an unsuspecting audience of something. It’s supposed to seem real, but the motivation behind it is to deceive. As part of this option, consider what your motivations are for your deception).
Part A: should be around 750 words for written tasks (or 250 for each 3 part task)
PART B:
The focus for this assignment is to demonstrate a
clear understanding of media conventions
, as well as
purpose
and
audience
. Therefore, along with your media product, you’ll also be required to submit a short
reflection
detailing why you created your product and for whom it was intended. You must discuss and analyze the elements within your media product (including why & how you used the persuasive techniques of ethos, logos and pathos) as well as the other elements of media you used and why.
.
Part 4. Implications to Nursing Practice & Implication to Patien.docxsmile790243
Part 4. Implications to Nursing Practice & Implication to Patient Outcomes
Provide a paragraph summary addressing the topics implications to nursing practice and patient outcomes. This section is NOT another review of the literature or introduction of new topics related to the PICOT question.
You may find if helpful to begin each topic with -
Nurses need to know …
Important patient outcomes include …
Example
– please note this is an older previous students work and so some references are older than 5 years.
Be sure to provide the PICOT question to begin this post.
PICOT Question:
P=Patient Population
I=Intervention
C=Comparison
O=Outcome
T=Time (duration):
In patients in the hospital, (P)
how does frequently provided patient hand washing (I)
compared with patient initiated hand washing (C)
affect hospital acquired infection (O)
within the hospital stay (T)
Implications to Nursing Practice & Patient Outcomes
Nurses need to know that they play a significant role in the reduction of hospital acquired infection by ensuring by health care workers and patients wash hands since nurses have the most interactions with patients. Implementing hand hygiene protocol with patients can enhance awareness and decrease healthcare associated infection (HAI). Both nurses and patients need to know that HAI is associated with increased morbidity and mortality as well cost of treatment and length of hospital stay. Nurses and patients also need to know that most HAI is preventable. Gujral (2015) notes that proper hand hygiene is the single most important, simplest, and least expensive means of reducing prevalence of HAI and the spread of antimicrobial resistance. Nurse and patient hand washing plays a vital role in decreasing healthcare costs and infections in all settings.
References
Gujral, H. (2015.) Survey shows importance of hand washing for infection prevention. American Nurse Today, 10 (10), 20. Retrieved from hEp://www.nursingworld.org/AmericanNurseToday
.
PART AHepatitis C is a chronic liver infection that can be e.docxsmile790243
PART A
Hepatitis C is a chronic liver infection that can be either silent (with no noticeable symptoms) or debilitating. Either way, 80% of infected persons experience continuing liver destruction. Chronic hepatitis C infection is the leading cause of liver transplants in the United States. The virus that causes it is blood borne, and therefore patients who undergo frequent procedures involving transfer of blood are particularly susceptible to infection. Kidney dialysis patients belong to this group. In 2008, a for-profit hemodialysis facility in New York was shut down after nine of its patients were confirmed as having become infected with hepatitis C while undergoing hemodialysis treatments there between 2001 and 2008.
When the investigation was conducted in 2008, investigators found that 20 of the facility’s 162 patients had been documented with hepatitis C infection at the time they began their association with the clinic. All the current patients were then offered hepatitis C testing, to determine how many had acquired hepatitis C during the time they were receiving treatment at the clinic. They were considered positive if enzyme-linked immunosorbent assay (ELISA) tests showed the presence of antibodies to the hepatitis C virus.
Health officials did not test the workers at the hemodialysis facility for hepatitis C because they did not view them as likely sources of the nine new infections. Why not?
Why do you think patients were tested for antibody to the virus instead of for the presence of the virus itself?
Ref.: Cowan, M. K. (2014) (4th Ed.). Microbiology: A Systems Approach, McGraw Hill
PART B
Summary:
Directions for the students: There are 4 essay questions. Please be sure to complete all of them with thorough substantive responses. Current APA Citations are required for all responses.
1. Precisely what is microbial death?
2. Why does a population of microbes not die instantaneously when exposed to an antimicrobial agent?
3. Explain what is wrong with this statement: “Prior to vaccination, the patient’s skin was sterilized with alcohol.” What would be a more correct wording?
4. Conduct additional research on the use of triclosan and other chemical agents in antimicrobial products today. Develop an opinion on whether this process should continue, providing evidence and citations to support your stance.
.
Part A post your answer to the following question1. How m.docxsmile790243
Part A post
your answer to the following question:
1. How might potential reactions to an adolescent’s questioning of their sexual identity, or gender role, impact their social environment, behavior and self-esteem?
2. As social workers, what role can we play in assuring the best outcomes for these adolescents?
Please use the Learning Resources to support your answer.
Part B
post
your answer to the following question:
1. How can social workers work toward assuring the best outcomes for adolescents questioning their sexual orientation or gender identity.
Please use the Learning Resources to support your answer.
.
PART BPlease response to these two original posts below..docxsmile790243
PART B
Please response to these two original posts below. When responding to
these posts, please either expand the thought, add additional insights, or
respectfully disagree and explain why. Remember that we are after reasons
and arguments, and not simply the statement of opinions.
Original Post 1
"What is moral relativism? Why might people be attracted to it? Is
it plausible?"
First of all, moral relativism is the view that moral truths are
subjective and depend on each individual's standpoints. Based
on this, everyone's moral view is legitimate. This can be attracted
because it sounds liberating and there is no need to argue for a
particular position. Moral relativism seems convincing in some
cases. For example, some people are okay with giving money to
homeless people, thinking that it's good to provide for the people
in need. Some people, on the other hand, claim that they can
work to satisfy their own needs. Moral relativism works well in
these cases because they all seem legitimate. However, there are
cases that moral relativism does not seem reasonable. For
example, child sacrifice in some cultures seems cruel and
uncivilized to most people. Hence, moral relativism is not
absolutely true.
Original Post 2
“Is your death bad for you, specifically, or only (at most) for others? Why
might someone claim that it isn’t bad for you?”
I'd start off by acknowledging what the two ancient philosophers,
Lucretius and Epicurus, outlined about death. They made the
point that death isn't necessarily bad for you since no suffering
takes place and that you yourself don't realize your own death. In
this way, one could make the claim that death isn't intrinsically
bad for you.
Another perspective I wanted to add was the influence of death
(both on you and others around you). Specifically, the event of
death itself may not be bad for you, but the idea of impending
death could impact one's life. Some may live freely, totally care-
free, accepting of death and enjoy life in the moment. Others may
be frightened by the idea of death that they live in constant fear
and hence death causing their mental health to take its toll. In
this way, I'd argue that death could, in fact, be bad for you. One
common reason for being afraid of death is the fear of being
forgotten. Not to mention the death of an individual certainly
affects others; death doesn't affect one's life but also all that is
connected to it. Focusing back to the point, it's clear that the
very idea of death directly affects the concerned individual. The
fact that those who live in fear of death are looking for legacies
and footprints to leave after they leave this world is telling of how
death could be arguably bad for you before it even happens.
PART A
Pick one or more questions below and write a substantive post
with >100 words. Please try to provide evidence(s) to support
your idea(s).
Questions:
• Do we have a duty to work out whe.
Part A (50 Points)Various men and women throughout history .docxsmile790243
Part A (50 Points):
Various men and women throughout history have made important contributions to the development of statistical science. Select any one (1) individual from the list below and write a 2 page summary of their influence on statistics. Be specific in detail to explain the concepts they developed and how this advanced our understanding and application of statistics.
Florence Nightingale
Francis Galton
Thomas Bayes
Part B (50 Points):
Select any one statistical concept you learned in this course and explain how it can be applied to our understanding of the Covid-19 pandemic (2 pages). You should use a specific example and include at least one diagram to illustrate your answer.
Please note: Your work must be original and not copied directly from other sources. No citations are needed. Be sure to submit this assignment in Blackboard on the due date specified.
.
Part A:
1. K
2. D
3. N
4. C
5. A
6. O
7. F
8. Q
9. H
10. M
11. S
12. Y
13. I
14. U
15. X
Part B:
1.
A. UTI is short form for Urinary tract infection. Means infection which affects organs of urinary tract. Such as urethra, urinary bladder and kidney. This are main organ for formation of urine and helps to expel it out of body.
B. Kidneys, urethra and urinary bladder gets affected during Urinary tract infection. Generally infection begins with urethra then travels to kidney.
When only lower part gets affected which is called lower UTI also cystitis because involves bladder
And when infection spread to upper side involving kidneys known as pyelonephritis.
2.
A. Microorganism in UTI
Escherichia coli
Klebsiella pneumoniae
B. Coli bacteria lives in intestine. So they also seen near anal canal. From which gets transferred to urethra.
C. Bacteria enters urinary tract from urethra. In very less cases kidney gets infected by blood stream.
3.
Signs and symptoms:
A) Pain with urination:
The infection cause inflammation of urinary tract, the urine from the inflammed urinary tract cause pain in urination.
B) orange or red colour urine:
The inflammation of urinary tract may cause a orange or red colour urine. It is common sign in UTI due to inflammation of urinary tract.
4.
UTI:
Urinary tract infection (UTI) any infection on the urinary tract causing difficult in urination. It most commonly affects the woman because thet are more prone to it.
Diagnosis And treatment:
A) The diagnostic test for UTI:
The two major diagnostic test for UTI are:
Urinalysis:
Urine is collected from the patient who came for test. This test shows the bacterial or any infectious organism in the urine.
The collected urine sample is added to the substance which promotes the growth of the organism in the urine.
If the growth is organism doesn't takes place then the test is negative.
If the organism growth in the urine takes place then the test is positive.
Ultra sound:
The sound waves from the transducer of ultra produce a imaging of the internal organs.
Patient lower abdomen is scanned by ultra sound to detect any abnormality in the organs and structures of urinary tract.
B) The medications for UTI are antibiotics or antimicrobial.
The two drugs are amoxicillin, sulfasulfamethaxazole.
Both of these drugs act on UTI by fighting against the microorganisms in the UTI. By assisting the immune system, it fight against the microorganisms and that relieves the symptoms of UTI.
5.
answer. a) In women at the time of pregnancy the drainage system from the kidney towards bladder become wide, hence, urine does not pass out as quickly. This makes it easier to get an infection. Similarly women has shorter urethra than a man have, the shorter distance make the way easy to bacteria to travel into the bladder.
b) There are no of ways by which women can reduce the risk of getting UTI. Like women should drink plenty of water this will help of getting rid from UTI, a women should protect their urethra .
Part A Develop an original age-appropriate activity for your .docxsmile790243
Part A:
Develop an original age-appropriate activity for your preschool class using
one
of the following.
Froebel’s cube gift
Froebel’s parquetry gift
Lincoln Logs
Describe the activity that you have developed.
Identify at least two (2) skills that the activity would help develop.
Part B:
Develop an original age-appropriate activity for your preschool class promoting the same skill(s) as the activity above, but develop the activity based on the Montessori method.
Describe the activity that you have developed.
What are at least two key differences between the two activities you developed?
.
Part 3 Social Situations2. Identify multicultural challenges th.docxsmile790243
Part 3: Social Situations
2. Identify multicultural challenges that your chosen individual may face as a recent
refugee.
• What are some of the issues that can arise for someone who has recently
immigrated to a new country?
• Explain how these multicultural challenges could impact your chosen individual’s
four areas of development?
3. Suggest plans of action or resources that you feel should be provided to this family to
assist them in proper develop
Part 3: Social Situations
• Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee.
• Suggested plan of action and/or resources which should be implemented to address the multicultural challenges.
• 2-3 Pages in length
• APA Formatting
• Submission will be checked for plagiaris
.
Part A (1000 words) Annotated Bibliography - Create an annota.docxsmile790243
Part A
(1000 words): Annotated Bibliography - Create an annotated bibliography that focuses on ONE particular aspect of current Software Engineering that face a world with different cultural standards. At least seven (7) peer-reviewed articles must be used for this exercise.
Part B
(3000 words):
Research Report
- Write a report of the analysis and synthesis using the
(Part A
) foundational
Annotated Bibliography
.
Part C (500 words): Why is it important to try to minimize complexity in a software system.
Part D (500 words): What are the advantages and disadvantages to companies that are developing software products that use cloud servers to support their development process?
Part E (500 words): Explain why each microservice should maintain its own data. Explain how data in service replicas can be kept consistent?
.
Part 6 Disseminating Results Create a 5-minute, 5- to 6-sli.docxsmile790243
Part 6: Disseminating Results
Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project:
· Be sure to incorporate any feedback or changes from your presentation submission in Module 5.
· Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
Points Range: 81 (81%) - 90 (90%)
The narrated presentation accurately and completely summarizes the evidence-based project. The narrated presentation is professional in nature and thoroughly addresses all components of the evidence-based project.
The narrated presentation accurately and clearly explains in detail how to disseminate the results of the project to an audience, citing specific and relevant examples.
The narrated presentation accurately and clearly provides a justification that details the selection of this dissemination strategy that is fully supported by specific and relevant examples.
The narrated presentation provides a complete, detailed, and specific synthesis of two outside resources related to the dissemination strategy explained. The narrated presentation fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation.
Written Expression and Formatting—Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
Points Range: 5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.
Points Range: 5 (5%) - 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Evidenced Based Change
Leslie Hill
Walden University
Introduction/PurposeChange is inevitable.Health care organizations need change to improve.There are challenges that need to be addressed(Baraka-Johnson et al. 2019).Challenges should be addressed using evidence-based research.These changes enhance professionalism therefore improving quality of care and quality of life.The purpose of this paper is to identify an existing problem in health care and suggest a change idea that would be effective in addressing the problem. The paper also articulates risks associated with the change process, how to distribute the change information and how to implement change successfully.
Organizational CultureThe Organization is a hospice facilityOffers end of life care for pain and symptom managementThe health care providers cu.
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Reflection # 1Ideally, I want you to use reflection assignment.docxdebishakespeare
Reflection # 1
Ideally, I want you to use reflection assignments to write about your opinions, personal connections, and new ideas that you have formed in response to the assigned readings. At some point in the semester, I will likely stop giving you suggestions on what you might write about . . . and instead you will just write. Never feel obligated to respond to every single reading for the week; you can just respond to the parts that most caught your interest. However, your connections to the reading should be clear and I should be able to tell that you did complete the readings, rather than just providing a random meandering response.
Since this is our first reflection and some of you may want a little more direction, your reflection could refer to (but is not limited to) one of the following topics addressed within our readings:
1) Eisner’s reading on “Visions and Versions of Art Education” introduces you to a variety of contemporary curricular approaches in art education. Thinking back on your own experiences as a student, which visions and versions do you think you were taught by your art teachers? Why? What was your opinion of these approaches? (If you, yourself, have taught art, what approaches did you use? What was your opinion?)
OR
Which visions and versions of art education seem to match up best with your chosen track as a graduate student at a university? (either art therapy, arts administration, or art education)? Why?
OR
Which visions and versions of art education do you think are best? Why?
Economics 304
Homework #3 – Dagwood and Homer and the Savings Function
Due Wednesday, 9/23 at the beginning of class – you must hand in homework in the section you are registered in - no late papers accepted!
Instructions:Please show all work or points will be taken off. Good luck!
This HW assignment is very relevant to the Great Recession experienced in the US from December 1997 - June 1999. In particular, we experience a significant and negative wealth shock and map out how this effects the consumption decisions of households. We let the Fed 'come to the rescue' and lower real rates of interest to extremely low (and negative) levels, much like they did during the Great Recession! It is here that we can really see how and why consumers react differently to a change in real interest rates based on whether they are a saver or a borrower. The intuition is hopefully clear: the saver, Dagwood in what follows, is worse off due to the fall in real rates and Homer, our borrower, is better off due to the lower real rates. This homework also addresses the net (aggregate) effect on consumption in an economy that consists of both savers and borrowers (like economies do), and also considers the outcome if the borrowers become credit constrained, like many are given that so many mortgages are under water, much in line from the excerpt below (Click Here for entire article). We conclude by considering the idea that the Fed may ...
Emerging Ethical Issues
XXXXXX
September 8, 2014
xxxxx
By: Team A
Eugene Adamos, Delano Chambers, Chantle Ferguson, Kelli Lee, April Porter
Introduction
Team A
2
References
Team A
3
What issues involve problems with consent?
Team A
4
Questions assigned in this assignment are similar to problems assigned above. However, the numbers in these questions are different from your textbook.
You must show the work to get full credit in each question.
Assigned problems:
Problem 5-9
Bond Valuation and Interest Rate Risk
The Garraty Company has two bond issues outstanding. Both bonds pay $100 annual interest plus $1,000 at maturity. Bond L has a maturity of 15 years, and Bond S has a maturity of 1 year.
a.
1. What will be the value of each of these bonds when the going rate of interest is 4%? Assume that there is only one more interest payment to be made on Bond S. Round your answers to the nearest cent.
Bond L
$
Bond S
$
2. What will be the value of each of these bonds when the going rate of interest is 7%? Assume that there is only one more interest payment to be made on Bond S. Round your answers to the nearest cent.
Bond L
$
Bond S
$
3. What will be the value of each of these bonds when the going rate of interest is 11%? Assume that there is only one more interest payment to be made on Bond S. Round your answers to the nearest cent.
Bond L
$
Bond S
$
Why does the longer-term (15-year) bond fluctuate more when interest rates change than does the shorter-term bond (1 year)?
I. Longer-term bonds have more interest rate risk than shorter-term bonds.
II. Shorter-term bonds have more interest rate risk than longer-term bonds.
III. Longer-term bonds have more reinvestment rate risk than shorter-term bonds.
Problem 5-12
Bond Yields and Rates of Return
A 25-year, 8% semiannual coupon bond with a par value of $1,000 may be called in 4 years at a call price of $1,100. The bond sells for $950. (Assume that the bond has just been issued.)
a. What is the bond's yield to maturity? Round your answer to two decimal places.
b. What is the bond's current yield? Round your answer to two decimal places.
c. What is the bond's capital gain or loss yield? Loss should be indicated with minus sign. Round your answer to two decimal places.
d. What is the bond's yield to call? Round your answer to two decimal places.
Problem 5-23
Determinants of Interest Rates
Suppose you and most other investors expect the inflation rate to be 6% next year, to fall to 4% during the following year, and then to remain at a rate of 3% thereafter. Assume that the real risk-free rate, r*, will remain at 2% and that maturity risk premiums on Treasury securities rise from zero on very short-term securities (those that mature in a few days) to a level of 0.2 percentage points for 1-year securities. Furthermore, maturity risk premiums ...
Economics 304Homework #3 – Dagwood and Homer and the Savings F.docxjack60216
Economics 304
Homework #3 – Dagwood and Homer and the Savings Function
Due Wednesday, 9/23 at the beginning of class – you must hand in homework in the section you are registered in - no late papers accepted!
Instructions:Please show all work or points will be taken off. Good luck!
This HW assignment is very relevant to the Great Recession experienced in the US from December 1997 - June 1999. In particular, we experience a significant and negative wealth shock and map out how this effects the consumption decisions of households. We let the Fed 'come to the rescue' and lower real rates of interest to extremely low (and negative) levels, much like they did during the Great Recession! It is here that we can really see how and why consumers react differently to a change in real interest rates based on whether they are a saver or a borrower. The intuition is hopefully clear: the saver, Dagwood in what follows, is worse off due to the fall in real rates and Homer, our borrower, is better off due to the lower real rates. This homework also addresses the net (aggregate) effect on consumption in an economy that consists of both savers and borrowers (like economies do), and also considers the outcome if the borrowers become credit constrained, like many are given that so many mortgages are under water, much in line from the excerpt below (Click Here for entire article). We conclude by considering the idea that the Fed may be making matters worse with their zero interest rate policy.
Edward Harrison at Credit Writedowns describes the Fed's zero interest rate policy as "toxic," noting that it is a transfer from savers and fixed-income investors to borrowers. On net, this is stimulative if the spending propensities of the latter exceeds that of the former, but the willingness of the borrowers to spend is constrained by weak household balance sheets. The Fed is thus pushing on a string, and possibly even making matters worse by reducing the income flow to households.
1. (30 points total). Suppose we have Dagwood, who has a current income of $350K and expected future income of $100K. He has $ 80K in current wealth (i.e., ‘a’ = $80K), but this is before he opens that #[email protected]% envelope. He has $20K expected future wealth (i.e., af = $20K).
Dagwood’s behavior is consistent with the life-cycle theory of consumption. For one, he perfectly smoothes consumption and two, since he is in his peak earning years, he is saving now so that he can maintain his current level of consumption in the future. Given that Dagwood faces a real interest rate of 0. 04, answer the following questions.
a) (5 points) Calculate Dagwood’s optimal consumption bundle showing all work. Then draw a completely labeled graph (the two period consumption model) depicting this initial optimal consumption bundle as point C*A (please use the space below). Note, for all C* calculations, round down to one decimal point.
(10 points for a completely labeled graph – be sure t ...
IEPA 050ReadingWriting 5Fall 2019 American Dream theme Nam.docxsheronlewthwaite
IEPA 050
Reading/Writing 5
Fall 2019: American Dream theme
Name: _________________________
Problem-
Solution
Argumentative
Research Essay: Introduction
During the term, you will write a problem-solution research essay where you define one problem individuals face that is related to the American Dream and then provide one solution to this problem. A couple example problems are listed below (you do NOT have to choose one on the list, but any topics not on the list must be approved):
1. Minorities do not have equal access to the American Dream.
2. Upward mobility is hindered by structural economic forces.
3. The American Dream is a false hope because of student debt.
4. The American Dream: families need two salaries to survive.
5. Access to quality health care is a barrier to the American Dream.
You will locate evidence from print and electronic sources to help define the problem and support your solution. You will present what you have learned in a focused and effective composition that supports a clear and developed academic thesis in which you try to convince your readers that your solution is best. You will consider one other opposing solution and provide a refutation to this argument to help convince readers that your idea is best.
Your paper must:
· be 5-7 pages in length (not including title page or reference page).
· include research from at least four outside sources to support your thesis. At least three academic sources must be used and no more than one source can be from our reading packet.
· be typed and double-spaced with one-inch margins.
· be written in 12-point, Times New Roman or other readable font.
· include APA in-text citations and an APA Reference Page to document sources.
include APA title page, page numbers, and running title.
In your essay, you must:
· decide on the best solution to your problem (it must be supported by articles)
· persuade your reader of your solution with adequate and logical researched evidence
· introduce your sources.
· summarize/paraphrase main ideas from the sources
· summarize/paraphrase major supporting details from the sources
· include at least one quotation and two paraphrases from the sources
· cite sources correctly. (APA)
· analyze, evaluate, interpret, and discuss source ideas when paraphrasing or quoting.
· present and refute an opposing solution.
· use language effectively to communicate and support your ideas.
Working Example
Part I
We are considering an acquisition of an existing medical office building (MOB) to our portfolio. There are 4 tenants. Tenants 1 and 2 occupy 15,000 and 8,000 square feet respective, at $18.00 per square foot. Tenant 3 has 10,000 at $19.00 and tenant 4 has 4,000 at $21.00. All the leases are presently expected to continue through the 4 year holding period and have CPI increases estimated at 2% per year. The asking price for the property is $3,000,000 of which 75% of the value would be allocated to the building; and vacancy and collection ...
1Practice with simple calculations related to Fiscal Polic.docxeugeniadean34240
1
Practice with simple calculations related to Fiscal Policy:
Question 1: According to Paul Krugman, the complex multiplier for the United States is about equal to 2. The American Recovery and Reinvestment Act of 2009 earmarked $787B in deficit spending, of which $330.4B was spent in 2009. (Total government deficits for 2009 were $1251.7B.) The increase in nominal GDP from 2009 to 2010 was $541.2B (3.8%). If we assume that this growth resulted from the ARRA stimulus package, what was the implied multiplier associated with the stimulus package?
Question 2: Look at disposable income, personal consumption and personal savings. What was the personal savings rate in the United States in 2011? (Use savings/disposable income, i.e. Average Propensity to Save.)
Question 3: What proportion of GDP was our federal government sector in 2010? (Divide federal government spending by GDP.) Per dollar of government spending, how much government spending was financed by government debt (negative savings) in 2010 at the federal level? (Divide negative federal government savings by federal government expenditure.)
Question 41: One popularly reported statistic for national economies is the Debt/GDP ratio. Total US Federal Debt in 2010 was $13.562 Trillion. What was our Debt/GDP ratio in 2010?
Question 5: Refer to Graph Set #2, the first picture entitled “Eurostat News Release.” How does the EU compare in the size of its public sector? (What percentage of GDP is government spending?) Are its government deficits larger or smaller than those of the US as a percentage of GDP in 2009?
Question 6: Government stimulus can take the form of increased spending or reduced taxes, or both. It creates government debt in both cases, but that debt affects the larger economy by different pathways. Can you answer each the following questions in one short sentence?
· The government increases spending without increasing taxes, and a deficit is generated:
· Where does the money to finance the deficit come from?
· How does this affect affordable credit for Investment and Consumption?
· How does it affect National Incomes? Who is the government paying money to when they make an expenditure?
· The government decreases taxes without decreasing spending, and a deficit is generated:
· Where does the money to finance the deficit come from?
· How does this affect affordable credit for Investment and Consumption?
· How does it affect personal savings rates (if personal taxes are lower)? How does it affect business savings rates, i.e. retained earnings, if profits taxes are lowered? How does it affect the cost of borrowed funds for businesses?
Monte-Carlo Option Pricing
This exercise uses observation that an option price can be calculated as a discounted risk-neutral expectation.
Context
This observation suggests that we could value an option by sampling many thousands, say, of possible asset prices, at , calculating the payoffs, taking their expected value and discounting th.
Similar to Lesson 2.8IntroductionCourse ObjectivesThis lesson will addr.docx (9)
PART B Please response to these two original posts below. Wh.docxsmile790243
PART B
Please response to these two original posts below. When
responding to these posts, please either expand the
thought, add additional insights, or respectfully disagree
and explain why. Remember that we are after reasons
and arguments, and not simply the statement of
opinions.
Original Post 1
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
To begin, I would like to remind us that being intrinsically valuable
means having values for just being us and nothing else. I believe
that human lives are intrinsically valuable in virtue of our
uniqueness. As a bio nerd, I would like to state the fact that there
are a lot of crossover events during meiosis, which create trillions
of different DNA combinations. Hence, from a biological
standpoint, without considering other aspects, being you is
already valuable because you are that one sperm that won the
race and got fertilized. On a larger scale, there are hardly two
people whose look and behaviors are the same in the same
family, unless they are identical twins. However, identical twins
still act differently and have differences (such as fingerprints).
Since we are raised in different families, we are taught different
things and have different cultures. In general, we all have
different genetic information, appearances, personalities, senses
of humor, ambitions, talents, interests and life experiences. These
characteristics make up our “unique individual value” and make
us so unique and irreplaceable.
I would also love to discuss how our diversities enrich and
contribute to society, but that would be a talk about our extrinsic
values.
Original Post 2
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
I believe that human lives are intrinsically valuable due to a
number of reasons. Firstly, human lives aren’t replaceable. You
can’t replace a human being with another just like you can
replace a broken laptop with brand new one. Part of the reason
why we tend to think this way is that we were nurtured with the
notion that there is, indeed, a special value to human life. This
could be in virtue of our uniqueness-- the fact that we are
sentient and capable of complex thoughts and emotions
separates us from any other species on this planet. From a
scientific standpoint, this is also one of the reasons as to why
humans became the dominant species in today’s age.
Moreover, human lives aren’t disposable. I think this is largely due
to us humans having the ability to empathize with others. We
understand that it’s morally inappropriate to take the life of
another individual even if they’re complete strangers because
they’re another human being like us who has their own thoughts,
values, memories, and stories. In a way, we have a strong
emotional connection to our own species. As .
Part C Developing Your Design SolutionThe Production Cycle.docxsmile790243
Part C Developing Your Design
Solution
The Production Cycle
Within the four stages of the design workflow there are two distinct parts.
The first three stages, as presented in Part B of this book, were described
as ‘The Hidden Thinking’ stages, as they are concerned with undertaking
the crucial behind-the-scenes preparatory work. You may have completed
them in terms of working through the book’s contents, but in visualisation
projects they will continue to command your attention, even if that is
reduced to a background concern.
You have now reached the second distinct part of the workflow which
involves developing your design solution. This stage follows a production
cycle, commencing with rationalising design ideas and moving through to
the development of a final solution.
The term cycle is appropriate to describe this stage as there are many loops
of iteration as you evolve rapidly between conceptual, practical and
technical thinking. The inevitability of this iterative cycle is, in large part,
again due to the nature of this pursuit being more about optimisation rather
than an expectation of achieving that elusive notion of perfection. Trade-
offs, compromises, and restrictions are omnipresent as you juggle ambition
and necessary pragmatism.
How you undertake this stage will differ considerably depending on the
nature of your task. The creation of a relatively simple, single chart to be
slotted into a report probably will not require the same rigour of a formal
production cycle that the development of a vast interactive visualisation to
be used by the public would demand. This is merely an outline of the most
you will need to do – you should edit, adapt and participate the steps to fit
with your context.
There are several discrete steps involved in this production cycle:
Conceiving ideas across the five layers of visualisation design.
Wireframing and storyboarding designs.
Developing prototypes or mock-up versions.
219
Testing.
Refining and completing.
Launching the solution.
Naturally, the specific approach for developing your design solution (from
prototyping through to launching) will vary hugely, depending particularly
on your skills and resources: it might be an Excel chart, or a Tableau
dashboard, an infographic created using Adobe Illustrator, or a web-based
interactive built with the D3.js library. As I have explained in the book’s
introduction, I’m not going to attempt to cover the myriad ways of
implementing a solution; that would be impossible to achieve as each task
and tool would require different instructions.
For the scope of this book, I am focusing on taking you through the first
two steps of this cycle – conceiving ideas and wireframing/storyboarding.
There are parallels here with the distinctions between architecture (design)
and engineering (execution) – I’m effectively chaperoning you through to
the conclusion of your design thinking.
To fulfil this, Part C presents a detailed breakdown of the many design
.
PART A You will create a media piece based around the theme of a.docxsmile790243
PART A:
You will create a media piece based around the theme of “alternative facts.
Fake News:
Create a
series of 3
short, “fake news” articles or news videos. They should follow a specific theme. Make sure to have a clear understanding of WHY your fake news is being created (fake news is used by people, groups, companies, etc to convince an unsuspecting audience of something. It’s supposed to seem real, but the motivation behind it is to deceive. As part of this option, consider what your motivations are for your deception).
Part A: should be around 750 words for written tasks (or 250 for each 3 part task)
PART B:
The focus for this assignment is to demonstrate a
clear understanding of media conventions
, as well as
purpose
and
audience
. Therefore, along with your media product, you’ll also be required to submit a short
reflection
detailing why you created your product and for whom it was intended. You must discuss and analyze the elements within your media product (including why & how you used the persuasive techniques of ethos, logos and pathos) as well as the other elements of media you used and why.
.
Part 4. Implications to Nursing Practice & Implication to Patien.docxsmile790243
Part 4. Implications to Nursing Practice & Implication to Patient Outcomes
Provide a paragraph summary addressing the topics implications to nursing practice and patient outcomes. This section is NOT another review of the literature or introduction of new topics related to the PICOT question.
You may find if helpful to begin each topic with -
Nurses need to know …
Important patient outcomes include …
Example
– please note this is an older previous students work and so some references are older than 5 years.
Be sure to provide the PICOT question to begin this post.
PICOT Question:
P=Patient Population
I=Intervention
C=Comparison
O=Outcome
T=Time (duration):
In patients in the hospital, (P)
how does frequently provided patient hand washing (I)
compared with patient initiated hand washing (C)
affect hospital acquired infection (O)
within the hospital stay (T)
Implications to Nursing Practice & Patient Outcomes
Nurses need to know that they play a significant role in the reduction of hospital acquired infection by ensuring by health care workers and patients wash hands since nurses have the most interactions with patients. Implementing hand hygiene protocol with patients can enhance awareness and decrease healthcare associated infection (HAI). Both nurses and patients need to know that HAI is associated with increased morbidity and mortality as well cost of treatment and length of hospital stay. Nurses and patients also need to know that most HAI is preventable. Gujral (2015) notes that proper hand hygiene is the single most important, simplest, and least expensive means of reducing prevalence of HAI and the spread of antimicrobial resistance. Nurse and patient hand washing plays a vital role in decreasing healthcare costs and infections in all settings.
References
Gujral, H. (2015.) Survey shows importance of hand washing for infection prevention. American Nurse Today, 10 (10), 20. Retrieved from hEp://www.nursingworld.org/AmericanNurseToday
.
PART AHepatitis C is a chronic liver infection that can be e.docxsmile790243
PART A
Hepatitis C is a chronic liver infection that can be either silent (with no noticeable symptoms) or debilitating. Either way, 80% of infected persons experience continuing liver destruction. Chronic hepatitis C infection is the leading cause of liver transplants in the United States. The virus that causes it is blood borne, and therefore patients who undergo frequent procedures involving transfer of blood are particularly susceptible to infection. Kidney dialysis patients belong to this group. In 2008, a for-profit hemodialysis facility in New York was shut down after nine of its patients were confirmed as having become infected with hepatitis C while undergoing hemodialysis treatments there between 2001 and 2008.
When the investigation was conducted in 2008, investigators found that 20 of the facility’s 162 patients had been documented with hepatitis C infection at the time they began their association with the clinic. All the current patients were then offered hepatitis C testing, to determine how many had acquired hepatitis C during the time they were receiving treatment at the clinic. They were considered positive if enzyme-linked immunosorbent assay (ELISA) tests showed the presence of antibodies to the hepatitis C virus.
Health officials did not test the workers at the hemodialysis facility for hepatitis C because they did not view them as likely sources of the nine new infections. Why not?
Why do you think patients were tested for antibody to the virus instead of for the presence of the virus itself?
Ref.: Cowan, M. K. (2014) (4th Ed.). Microbiology: A Systems Approach, McGraw Hill
PART B
Summary:
Directions for the students: There are 4 essay questions. Please be sure to complete all of them with thorough substantive responses. Current APA Citations are required for all responses.
1. Precisely what is microbial death?
2. Why does a population of microbes not die instantaneously when exposed to an antimicrobial agent?
3. Explain what is wrong with this statement: “Prior to vaccination, the patient’s skin was sterilized with alcohol.” What would be a more correct wording?
4. Conduct additional research on the use of triclosan and other chemical agents in antimicrobial products today. Develop an opinion on whether this process should continue, providing evidence and citations to support your stance.
.
Part A post your answer to the following question1. How m.docxsmile790243
Part A post
your answer to the following question:
1. How might potential reactions to an adolescent’s questioning of their sexual identity, or gender role, impact their social environment, behavior and self-esteem?
2. As social workers, what role can we play in assuring the best outcomes for these adolescents?
Please use the Learning Resources to support your answer.
Part B
post
your answer to the following question:
1. How can social workers work toward assuring the best outcomes for adolescents questioning their sexual orientation or gender identity.
Please use the Learning Resources to support your answer.
.
PART BPlease response to these two original posts below..docxsmile790243
PART B
Please response to these two original posts below. When responding to
these posts, please either expand the thought, add additional insights, or
respectfully disagree and explain why. Remember that we are after reasons
and arguments, and not simply the statement of opinions.
Original Post 1
"What is moral relativism? Why might people be attracted to it? Is
it plausible?"
First of all, moral relativism is the view that moral truths are
subjective and depend on each individual's standpoints. Based
on this, everyone's moral view is legitimate. This can be attracted
because it sounds liberating and there is no need to argue for a
particular position. Moral relativism seems convincing in some
cases. For example, some people are okay with giving money to
homeless people, thinking that it's good to provide for the people
in need. Some people, on the other hand, claim that they can
work to satisfy their own needs. Moral relativism works well in
these cases because they all seem legitimate. However, there are
cases that moral relativism does not seem reasonable. For
example, child sacrifice in some cultures seems cruel and
uncivilized to most people. Hence, moral relativism is not
absolutely true.
Original Post 2
“Is your death bad for you, specifically, or only (at most) for others? Why
might someone claim that it isn’t bad for you?”
I'd start off by acknowledging what the two ancient philosophers,
Lucretius and Epicurus, outlined about death. They made the
point that death isn't necessarily bad for you since no suffering
takes place and that you yourself don't realize your own death. In
this way, one could make the claim that death isn't intrinsically
bad for you.
Another perspective I wanted to add was the influence of death
(both on you and others around you). Specifically, the event of
death itself may not be bad for you, but the idea of impending
death could impact one's life. Some may live freely, totally care-
free, accepting of death and enjoy life in the moment. Others may
be frightened by the idea of death that they live in constant fear
and hence death causing their mental health to take its toll. In
this way, I'd argue that death could, in fact, be bad for you. One
common reason for being afraid of death is the fear of being
forgotten. Not to mention the death of an individual certainly
affects others; death doesn't affect one's life but also all that is
connected to it. Focusing back to the point, it's clear that the
very idea of death directly affects the concerned individual. The
fact that those who live in fear of death are looking for legacies
and footprints to leave after they leave this world is telling of how
death could be arguably bad for you before it even happens.
PART A
Pick one or more questions below and write a substantive post
with >100 words. Please try to provide evidence(s) to support
your idea(s).
Questions:
• Do we have a duty to work out whe.
Part A (50 Points)Various men and women throughout history .docxsmile790243
Part A (50 Points):
Various men and women throughout history have made important contributions to the development of statistical science. Select any one (1) individual from the list below and write a 2 page summary of their influence on statistics. Be specific in detail to explain the concepts they developed and how this advanced our understanding and application of statistics.
Florence Nightingale
Francis Galton
Thomas Bayes
Part B (50 Points):
Select any one statistical concept you learned in this course and explain how it can be applied to our understanding of the Covid-19 pandemic (2 pages). You should use a specific example and include at least one diagram to illustrate your answer.
Please note: Your work must be original and not copied directly from other sources. No citations are needed. Be sure to submit this assignment in Blackboard on the due date specified.
.
Part A:
1. K
2. D
3. N
4. C
5. A
6. O
7. F
8. Q
9. H
10. M
11. S
12. Y
13. I
14. U
15. X
Part B:
1.
A. UTI is short form for Urinary tract infection. Means infection which affects organs of urinary tract. Such as urethra, urinary bladder and kidney. This are main organ for formation of urine and helps to expel it out of body.
B. Kidneys, urethra and urinary bladder gets affected during Urinary tract infection. Generally infection begins with urethra then travels to kidney.
When only lower part gets affected which is called lower UTI also cystitis because involves bladder
And when infection spread to upper side involving kidneys known as pyelonephritis.
2.
A. Microorganism in UTI
Escherichia coli
Klebsiella pneumoniae
B. Coli bacteria lives in intestine. So they also seen near anal canal. From which gets transferred to urethra.
C. Bacteria enters urinary tract from urethra. In very less cases kidney gets infected by blood stream.
3.
Signs and symptoms:
A) Pain with urination:
The infection cause inflammation of urinary tract, the urine from the inflammed urinary tract cause pain in urination.
B) orange or red colour urine:
The inflammation of urinary tract may cause a orange or red colour urine. It is common sign in UTI due to inflammation of urinary tract.
4.
UTI:
Urinary tract infection (UTI) any infection on the urinary tract causing difficult in urination. It most commonly affects the woman because thet are more prone to it.
Diagnosis And treatment:
A) The diagnostic test for UTI:
The two major diagnostic test for UTI are:
Urinalysis:
Urine is collected from the patient who came for test. This test shows the bacterial or any infectious organism in the urine.
The collected urine sample is added to the substance which promotes the growth of the organism in the urine.
If the growth is organism doesn't takes place then the test is negative.
If the organism growth in the urine takes place then the test is positive.
Ultra sound:
The sound waves from the transducer of ultra produce a imaging of the internal organs.
Patient lower abdomen is scanned by ultra sound to detect any abnormality in the organs and structures of urinary tract.
B) The medications for UTI are antibiotics or antimicrobial.
The two drugs are amoxicillin, sulfasulfamethaxazole.
Both of these drugs act on UTI by fighting against the microorganisms in the UTI. By assisting the immune system, it fight against the microorganisms and that relieves the symptoms of UTI.
5.
answer. a) In women at the time of pregnancy the drainage system from the kidney towards bladder become wide, hence, urine does not pass out as quickly. This makes it easier to get an infection. Similarly women has shorter urethra than a man have, the shorter distance make the way easy to bacteria to travel into the bladder.
b) There are no of ways by which women can reduce the risk of getting UTI. Like women should drink plenty of water this will help of getting rid from UTI, a women should protect their urethra .
Part A Develop an original age-appropriate activity for your .docxsmile790243
Part A:
Develop an original age-appropriate activity for your preschool class using
one
of the following.
Froebel’s cube gift
Froebel’s parquetry gift
Lincoln Logs
Describe the activity that you have developed.
Identify at least two (2) skills that the activity would help develop.
Part B:
Develop an original age-appropriate activity for your preschool class promoting the same skill(s) as the activity above, but develop the activity based on the Montessori method.
Describe the activity that you have developed.
What are at least two key differences between the two activities you developed?
.
Part 3 Social Situations2. Identify multicultural challenges th.docxsmile790243
Part 3: Social Situations
2. Identify multicultural challenges that your chosen individual may face as a recent
refugee.
• What are some of the issues that can arise for someone who has recently
immigrated to a new country?
• Explain how these multicultural challenges could impact your chosen individual’s
four areas of development?
3. Suggest plans of action or resources that you feel should be provided to this family to
assist them in proper develop
Part 3: Social Situations
• Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee.
• Suggested plan of action and/or resources which should be implemented to address the multicultural challenges.
• 2-3 Pages in length
• APA Formatting
• Submission will be checked for plagiaris
.
Part A (1000 words) Annotated Bibliography - Create an annota.docxsmile790243
Part A
(1000 words): Annotated Bibliography - Create an annotated bibliography that focuses on ONE particular aspect of current Software Engineering that face a world with different cultural standards. At least seven (7) peer-reviewed articles must be used for this exercise.
Part B
(3000 words):
Research Report
- Write a report of the analysis and synthesis using the
(Part A
) foundational
Annotated Bibliography
.
Part C (500 words): Why is it important to try to minimize complexity in a software system.
Part D (500 words): What are the advantages and disadvantages to companies that are developing software products that use cloud servers to support their development process?
Part E (500 words): Explain why each microservice should maintain its own data. Explain how data in service replicas can be kept consistent?
.
Part 6 Disseminating Results Create a 5-minute, 5- to 6-sli.docxsmile790243
Part 6: Disseminating Results
Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project:
· Be sure to incorporate any feedback or changes from your presentation submission in Module 5.
· Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
Points Range: 81 (81%) - 90 (90%)
The narrated presentation accurately and completely summarizes the evidence-based project. The narrated presentation is professional in nature and thoroughly addresses all components of the evidence-based project.
The narrated presentation accurately and clearly explains in detail how to disseminate the results of the project to an audience, citing specific and relevant examples.
The narrated presentation accurately and clearly provides a justification that details the selection of this dissemination strategy that is fully supported by specific and relevant examples.
The narrated presentation provides a complete, detailed, and specific synthesis of two outside resources related to the dissemination strategy explained. The narrated presentation fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation.
Written Expression and Formatting—Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
Points Range: 5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.
Points Range: 5 (5%) - 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Evidenced Based Change
Leslie Hill
Walden University
Introduction/PurposeChange is inevitable.Health care organizations need change to improve.There are challenges that need to be addressed(Baraka-Johnson et al. 2019).Challenges should be addressed using evidence-based research.These changes enhance professionalism therefore improving quality of care and quality of life.The purpose of this paper is to identify an existing problem in health care and suggest a change idea that would be effective in addressing the problem. The paper also articulates risks associated with the change process, how to distribute the change information and how to implement change successfully.
Organizational CultureThe Organization is a hospice facilityOffers end of life care for pain and symptom managementThe health care providers cu.
Part 3 Social Situations • Proposal paper which identifies multicul.docxsmile790243
Part 3: Social Situations • Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee. • Suggested plan of action and/or resources which should be implemented to address the multicultural challenges. • 2-3 Pages in length • APA Formatting • Submission will be checked for plagiarism
Part 3: Social Situations 2. Identify multicultural challenges that your chosen individual may face as a recent refugee. • What are some of the issues that can arise for someone who has recently immigrated to a new country? • Explain how these multicultural challenges could impact your chosen individual’s four areas of development? 3. Suggest plans of action or resources that you feel should be provided to this family to assist them in proper development.
.
Part 3 Social Situations 2. Identify multicultural challenges that .docxsmile790243
Part 3: Social Situations 2. Identify multicultural challenges that your chosen individual may face as a recent refugee. • What are some of the issues that can arise for someone who has recently immigrated to a new country? • Explain how these multicultural challenges could impact your chosen individual’s four areas of development? 3. Suggest plans of action or resources that you feel should be provided to this family to assist them in proper development.
Part 3: Social Situations • Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee. • Suggested plan of action and/or resources which should be implemented to address the multicultural challenges. • 2-3 Pages in length • APA Formatting • Submission will be checked for plagiarism
.
Part 2The client is a 32-year-old Hispanic American male who c.docxsmile790243
Part 2
The client is a 32-year-old Hispanic American male who came to the United States when he was in high school with his father. His mother died back in Mexico when he was in school. He presents today to the PMHNPs office for an initial appointment for complaints of depression. The client was referred by his PCP after “routine” medical work-up to rule out an organic basis for his depression. He has no other health issues except for some occasional back pain and “stiff” shoulders which he attributes to his current work as a laborer in a warehouse. the “Montgomery- Asberg Depression Rating Scale (MADRS)” and obtained a score of 51 (indicating severe depression). reports that he always felt like an outsider as he was “teased” a lot for being “black” in high school. States that he had few friends, and basically kept to himself. He also reports a remarkably diminished interest in engaging in usual activities, states that he has gained 15 pounds in the last 2 months. He is also troubled with insomnia which began about 6 months ago, but have been progressively getting worse. He does report poor concentration which he reports is getting in “trouble” at work.
· Decision #1: start Zoloft 25mg orally daily
· Which decision did you select?
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
· Decision #2: Client returns to clinic in four weeks, reports a 25% decrease in symptoms but concerned over the new onset of erectile dysfunction
*add Augmentin Wellbutrin IR 150mg in the morning
· Why did you select this decision? Support y our response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
· Decision #3: Client returns to clinic in four weeks, Client stated that depressive symptoms have decreased even more and his erectile dysfunction has abated
· Client reports that he has been feeling “jittery” and sometimes “nervous”
*change to Wellbutrin XL 150mg daily
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Explain how ethical considerations might impact your treatment plan and communication with clients.
Conclusion.
Part 2For this section of the template, focus on gathering deta.docxsmile790243
Part 2:
For this section of the template, focus on gathering details about common, specific learning disabilities. These disabilities fall under the IDEA disability categories you researched for the chart above. Review the textbook and the topic study materials and use them to complete the chart.
Learning Disability Definition Characteristics Common Assessments for Diagnosis Potential Effect on Learning and Other Areas of Life Basic Strategies for Addressing the Disability
Attention Deficit Hyperactivity Disorder (ADHD)
Auditory Processing Disorder (APD)
Dyscalculia
Dysgraphia
Dyslexia
Dysphasia/Aphasia
Dyspraxia
Language Processing Disorder (LPD)
Non-Verbal Learning Disabilities
Visual Perceptual/Visual Motor Deficit
.
Part 2 Observation Summary and Analysis • Summary paper of observat.docxsmile790243
Part 2: Observation Summary and Analysis • Summary paper of observation findings for each area of development and connection to the observed participant. • Comprehensive description of the observed participant. • Analyzed observation experience with course material to determine whetherthe participant is developmentally on track for each area of development. • 4 Pages in length • APA Formatting • Submission will be checked for plagiarism
Part 2: Observation Summary and Analysis 1. Review and implement any comments from your instructor for Part 1: Observation. 2. Describe the participant that you observed. • Share your participant’s first name (can be fictional name if participant wants to remain anonymous), age, physical attributes, and you initial impressions. 3. Analyze your observation findings for each area of development (physical, cognitive, social/emotional, and spiritual/moral). • Explain how your observations support the 3-5 bullets for each area of development that you identified in your Development Observation Guidefrom Part 1: Observation. • Explain whether or not your participant is developmentally on track for each area of development. 4. What stood out the most to you about the observation? 5. Include at least 2 credible sources
.
Part 2 Observation Summary and Analysis 1. Review and implement any.docxsmile790243
Part 2: Observation Summary and Analysis 1. Review and implement any comments from your instructor for Part 1: Observation. 2. Describe the participant that you observed. • Share your participant’s first name (can be fictional name if participant wants to remain anonymous), age, physical attributes, and you initial impressions. 3. Analyze your observation findings for each area of development (physical, cognitive, social/emotional, and spiritual/moral). • Explain how your observations support the 3-5 bullets for each area of development that you identified in your Development Observation Guidefrom Part 1: Observation. • Explain whether or not your participant is developmentally on track for each area of development. 4. What stood out the most to you about the observation? 5. Include at least 2 credible sources
Part 2: Observation Summary and Analysis • Summary paper of observation findings for each area of development and connection to the observed participant. • Comprehensive description of the observed participant. • Analyzed observation experience with course material to determine whetherthe participant is developmentally on track for each area of development. • 4-6 Pages in length • APA Formatting • Submission will be checked for plagiarism
.
Part 2Data collectionfrom your change study initiative,.docxsmile790243
Part 2:
Data collection
from your change study initiative, sample, method, display of the results of the data itself, process, and method of analysis (graphs, charts, frequency counts, descriptive statistics of the data, narrative)
Part 3: Interpretation of the results of the Data
Collection and
Analysis, address likely resistance, and provide recommendations for continuing
the study
or evaluating your change study/initiative.
.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Advantages and Disadvantages of CMS from an SEO Perspective
Lesson 2.8IntroductionCourse ObjectivesThis lesson will addr.docx
1. Lesson 2.8
Introduction
Course Objectives
This lesson will address the following course outcomes:
· 7. Read, interpret, and make decisions based upon data from
tables and graphical displays such as line graphs, bar graphs,
scatterplots, pie charts, and histograms. Given data, choose an
appropriate type of graphical display and create it using scales
appropriate to the application.
Specific Objectives
Students will understand that
· the scale on graphs can change perception of the information
they represent.
· to fully understand a pie graph, the reference value must be
known.
Students will be able to
· calculate relative change from a line graph.
· estimate the absolute size of the portions of a pie graph given
its reference value.
· use data displayed on two graphs to estimate a third quantity.
Graphs are a helpful way to summarize data. Often there are
many ways to portray information graphically. Sometimes one
form is easier to read than another. Sometimes the way a graph
is made can affect the impression it gives. Today, you will look
at three examples of such graphs.
Line Graphs
Problem Situation 1: Reading Line Graphs
#1 Points possible: 5. Total attempts: 5
Compare the two graphs below.
Which statement best descries the relationship between the
graphs?
· The data appears to be different - the first graph shows larger
changes in income
2. · They appear to show the same data, but on different vertical
scales.
#2 Points possible: 5. Total attempts: 5
What was the average household income in 1999?
$
#3 Points possible: 5. Total attempts: 5
Based on these two graphs, would it be fair to say that the
average household income was significantly lower in 2009 than
it was in 1999?
Give your answer with an explanation, then compare your
answer to the one provided.
Bar Graphs
Problem Situation 2: Reading Bar Graphs
In this example, we will be looking at bar graphs. Before doing
that, answer the question about Jeff’s Housing so that you can
understand the questions about national debt and GDP that
follow.
#4 Points possible: 15. Total attempts: 5
Jeff’s Housing: Two pairs of statements are given below.
In 1990, Jeff spent $1,000 per month on housing.
In 2010, Jeff spent $2,000 per month on housing.
In 1990, Jeff spent 20% of his income on housing.
In 2010, Jeff spent 10% of his income on housing.
a. How can both pairs of statements be true?
· It is not possible for both statements to be true, since one
shows his housing costs rising, and the other shows his housing
costs decreasing
· Both statements can be true if his income increased
significantly from 1990 to 2010
· Both statements can be true if his income fell significantly
from 1990 to 2010
b. Calculate Jeff's monthly income in 1990
3. $
c. Calculate Jeff's monthly income in 2010
$
GDP, or Gross Domestic Product, can be thought of as the
country’s income. It is the value of all goods and services the
country produces. The national debt is how much the country
owes. Just as Jeff’s spending on housing can be calculated as a
percent of income, a country’s national debt can be calculated
as a percent of its GDP.
#5 Points possible: 10. Total attempts: 5
Using the graphs above,
a) What was the national debt in 2010?
trillion dollars
b) What percent of the GDP was the national debt in 2010?
%
#6 Points possible: 5. Total attempts: 5
Consider the two graphs above.
Think about the statement, "The 2010 national debt is way out
of hand and has never been higher." Use the graphs above to
evaluate the statement. While of the following is most correct?
· The total debt has never been higher, but as a percentage of
income debt was not at the highest level ever in 2010
· The debt is higher than the last few decades, but was higher in
1950
· The debt has never been higher
· As a percentage of GDP, debt is higher now than in the last
few decades, but it was higher in 1950
Pie Graphs
Problem Situation 3: Reading Pie (Circle) Graphs
#7 Points possible: 5. Total attempts: 5
Decide if the following statement is true or false based on the
two graphs below.
4. True or False: This pair of graphs predicts that the number of
non-Hispanics in the United States is expected to decline
between 2010 and 2050.
· True
· False
· Not enough information is given
#8 Points possible: 10. Total attempts: 5
The U.S. population in 2010 was around 310,000,000. In 2050,
the U.S. population is expected to be around 439,000,000. Using
this information and the pie charts above, find the number of
non-Hispanic Americans at each time, to the nearest million
people.
Non-Hispanic Americans in 2010: million people
Non-Hispanic Americans in 2050: million people
#9 Points possible: 5. Total attempts: 5
Based on your calculations, now what can you conclude about
this statement?
True or False: This pair of graphs predicts that the number of
non-Hispanics in the United States is expected to decline
between 2010 and 2050.
· True
· False
· Not enough information is given
HW 2.8
#1 Points possible: 5. Total attempts: 5
Which of the following was one of the main mathematical ideas
of the lesson?
· In the graphs below, you know that Part A2 represents a larger
quantity than Part B2 because the piece of the graph is larger.
· In Graph A, you can find the quantity represented by Part A1
by multiplying the percentage for the section times the total
quantity represented by the circle.
5. · It is important to consider the gross national product when
considering the size of the national debt. They relate to each
other just as a person's personal debt relates to his/her income.
· In the graphs below, you must know the reference values to
compare the quantities represented by the parts A1 and A2.
#2 Points possible: 14. Total attempts: 5
Use the graph below to answer the following questions.1
a. Estimate the percentage increase in new housing prices from
1999 to 2007. (Choose the best answer.)
· The prices increased from around $160,000 to around
$245,000, about a 65% increase.
· The prices increased from around $160,000 to around
$220,000, about a 35% increase.
· The prices increased from around $160,000 to around
$220,000, about a 38% increase.
· The prices increased from around $160,000 to around
$245,000, about a 53% increase.
b. Estimate the percentage increase in new housing prices from
2004 to 2007. (Fill in the blanks.)
The prices increased from $ to $. This is about an 12% increase.
c. Estimate the percentage decrease from 2007 to 2009. (Fill in
the blanks.)
The prices decreased from $ to $. This is about a % decrease.
#3 Points possible: 10. Total attempts: 5
South Central Bank has a policy that limits the amount of debt
customers may have in order to receive a loan. The following
pie chart shows the highest percentage of debt that the bank will
allow.
a. What is the reference value in this situation?
· Other expenses
6. · Debt
· Total of other expenses and debt
· None of the above
b. Three graphs are given below. Each graph represents a loan
customer. The customers’ debt is broken into three categories:
Car, Credit Card, and Mortgage (the loan on a house). Which
customer(s) meet the bank policy on the limit of the amount of
debt? There may be more than one correct answer.
·
·
·
#4 Points possible: 5. Total attempts: 5
In Lesson 1.9, you used results from the 2009 Consumer
Expenditure Survey on how Americans spend their income. A
summary of this information is given in Table 12.
Table 1: Percentages of Average Annual Housing Expenditures
Housing
34.43%
Food
12.99%
Transportation
15.61%
Everything Else
36.97%
Which pie graph best represents the data given in Table 1?
·
·
·
·
#5 Points possible: 20. Total attempts: 5
The following two pie graphs show how two families spend
their money. The Alvarez family has a take-home pay of $3,650
7. per month and the Martinez family has a take-home pay of
$7,300 per month.
a. Select the statement that best compares how much the
families spend on gasoline.
· The Alvarez family spent more on gasoline than the Martinez
family because 3% of $7,300 is more than 6% of $3,650.
· The two families both spent $200 on gasoline.
· The Alvarez Family spent more on gasoline than the Martinez
Family.
· Both families spend around $200 on gasoline. This is 6% of
the Alvarez budget, but only 3% of the Martinez budget because
the Martinez family starts with about twice as much money as
the Alvarez family.
b. Estimate the actual spending on food and housing for each
family. (Fill in the tables. Be sure to estimate - exact answers
are not accepted.)
Alvarez Family
Food
$
Housing
$
c.
Martinez Family
Food
$
Housing
$
d.
e. Both families spend about the same percentage of their
income on housing. The family with the income can afford a
house that has twice the payment and maintenance costs.
#6 Points possible: 10. Total attempts: 5
The Center for Disease Control (CDC) published the following
8. information about respiratory disease in children. Respiratory
disease is an illness that affects a person’s ability to breathe and
use oxygen.3
In 2005, approximately one fourth of the 2.4 million
hospitalizations for children aged < 15 years were for
respiratory diseases, the largest category of hospitalization
diagnoses in this age group. Of these, 31% were for pneumonia,
25% for asthma, 25% for acute bronchitis and bronchiolitis, and
19% for other respiratory diseases, including croup and chronic
disease of tonsils and adenoids.
a. Based on this information, how many children were
hospitalized for pneumonia in 2005?
children
b. Which of the following pie charts accurately represents the
data for children hospitalized for respiratory diseases?
#7 Points possible: 5. Total attempts: 5
A group of adults were asked how many children they have in
their families. The bar graph below shows the number of adults
who indicated each number of children.
1234567Number of Children012345
How many adults were questioned?
What percentage of the adults questioned had 0 children?
%
#8 Points possible: 5. Total attempts: 5
Jan23Feb21Mar16Apr12May9Jun7July5Aug7Sept9Oct12Nov16
Dec10MillimetersAverage Monthly Precipitation010203040
Using the bar graph from above to answer the following
9. questions:
a)The average monthly precipitation in February is how many
times the average monthly precipitation in June?
b) The average monthly precipitation in December is how many
times the average monthly precipitation in July?
Lesson 2.10
Introduction
Course Objectives
This lesson will address the following course outcomes:
· 6. Demonstrate an understanding of the connection between
the distribution of data and various mathematical summaries of
data (measures of central tendency and of variation).
Specific Objectives
Students will understand that
· each statistic—the mean, median, and mode—is a different
summary of numerical data.
· conclusions derived from statistical summaries are subject to
error.
· they can use the measures of central tendency to make
decisions.
Students will be able to
· make good decisions using information about data.
· interpret the mean, median, or mode in terms of the context of
the problem.
· match data sets with appropriate statistics.
10. Job Ads
Problem Situation 1: Making Sense of Measures of Central
Tendency
Examine these three job advertisements:
Employment Opportunities
Outdoor Sales
Above Average Sales
Home Sales
Sales Positions Available!
We have immediate need for five enthusiastic self-starters who
love the outdoors and who love people. Our salespeople make
an average of $1,000 per week. Come join the winning team.
Call 555-0100 now!
Are you above average?
Our company is hiring one person this month—will you be that
person? We pay the top percentage commission and supply you
leads. Half of our sales force makes over $3,000 per month.
Join the
Above Average Team!
Call 555-0127 now!
NEED A NEW CHALLENGE?
Join a super sales force and make as much as you want. Five of
our nine salespeople closed FOUR homes last month. Their
average commission was $1,500 on each sale. Do the math—this
is the job for you.
Making dreams real—
call 555-0199
#1 Points possible: 12. Total attempts: 5
Consider the phrase from each advertisement. Which measure
of central tendency is it most likely describing?
"Our salespeople make an average of $1,000 per week."
"Half of our sales force makes over $3,000 per month."
"Five of our nine salespeople closed FOUR homes last
month."
#2 Points possible: 5. Total attempts: 5
11. Consider the set of monthly salaries below. Which company
(which Ad) could these salaries have come from?
$1500, $2000, $2000, $2500, $2500, $2500, $6000, $8000,
$9000
· Outdoor Sales
· Above Average Sales
· Home Sales
#3 Points possible: 5. Total attempts: 5
For the company "Above Average Sales", create a set of data for
8 employees that fits the measure of center described in the
advertisement. You did this in the previous lesson when you
made a list of credit card debts for the six college students.
, , , , , , ,
Home Prices
Problem Situation 2: Understanding Trends in Data
The median and average sales price of new homes sold in the
United States from 1963–2008 is shown in the following
graphic. Examine the graph.
#4 Points possible: 8. Total attempts: 5
Looking at the graph above, what was the average (mean) and
median home price in 2005?
Average (mean): $
Median: $
Five possible data sets for the year 2005 are given in Table 2.
Use your knowledge of mean and median to answer the
following questions without calculating the mean of the data
sets. There may be more than one correct answer to any of the
questions. Explain your reasoning.
Table 2: Possible Data Sets for 2005
Set A
Set B
Set C
13. $669,000
#5 Points possible: 5. Total attempts: 5
Which of the data sets could have the same mean and median
shown in the graph for 2005? (Select all that could)
· Set A
· Set B
· Set C
· Set D
· Set E
#6 Points possible: 5. Total attempts: 5
Which of the data sets would likely have a mean that is less
than the median? (Select all that could)
· Set A
· Set B
· Set C
· Set D
· Set E
#7 Points possible: 5. Total attempts: 5
Which of the data sets would likely have a mean and median
that are close together? (Select all that could)
· Set A
· Set B
· Set C
· Set D
· Set E
Look back at the home sales price graph and compare 2005 and
2007.
#8 Points possible: 8. Total attempts: 5
Both the mean and median sales prices decreased from 2005 to
2007. How much did each decrease?
The mean decreased by $
The median decreased by $
14. #9 Points possible: 10. Total attempts: 5
What type of changes of home sales prices occurred from 2005
to 2007 so that the mean and median would change in that way?
Since both the median and mean decreased:
· In general all house prices increased
· In general all house prices decreased
· Only high-end home prices decreased
· Only low-end home prices decreased
Since the mean decreased more than the median:
· All home prices decreased about the same amount
· Low-end home prices decreased more than the high-end home
prices decreased
· High-end home prices decreased more than the low-end home
prices decreased
#10 Points possible: 5. Total attempts: 5
On the sales price graph, for the years 1999 and onward the
mean sales price is greater than the median sales price (which it
had been for many years). What is new is that
the difference between the mean and median prices of the homes
is growing larger, especially so in the years 2003 and 2005.
What type of changes in housing prices in those years after
1999 would make the mean be further above the median?
· Low-end home prices increased faster than high-end home
prices
· High-end home prices increased faster than low-end home
prices
· All home prices increased at the same rate
HW 2.10
#1 Points possible: 5. Total attempts: 5
Which of the following was one of the main mathematical ideas
of the lesson?
· The median is the middle number when a data set is listed in
order. If there is an even number of points in the data set, the
15. median is found by finding the mean of the middle two
numbers.
· Home prices in 2007 were more than 10 times what they were
in the 1960s.
· When using measures of central tendency, it is always
important to ask questions about what the different types of
measurements do and do not tell you about the data set.
· The mean and median of a data set are always very close
together, but the mode might be very different.
#2 Points possible: 5. Total attempts: 5
The first advertisement discussed in class states that the
salespeople make an average of $1,000 per week. Suppose there
are nine salespeople. What would the ninth person need to earn
for the mean to be $1,000 if the other eight salespeople earned
$550, $600, $600, $800, $950, $950, $1,000, and $1,100?
$
#3 Points possible: 5. Total attempts: 5
The second advertisement states that half the salespeople make
more than $3,000 per month. Suppose there are eight
salespeople. What would the eighth person need to earn for the
median to be $3,000 if the other seven salespeople earned
$2,400, $2,500, $2,800, $2,800, $3,400, $3,400, and $3,800?
$
#4 Points possible: 9. Total attempts: 5
Which statistic (mean, median, or mode) is most appropriate in
each of the following situations?
a. Tables in the dining hall are numbered 1 through 12 for
students who eat there. The principal calls out a number for the
table that will go through the buffet line first. The other tables
follow in order of the table numbers. One student is sure the
principal calls certain tables more often. She keeps track of
which numbers are called over a 21-day period.
· Mean
16. · Median
· Mode
b. The offensive line of a football team is larger than in
previous years. The program will list a statistic to show this
fact.
· Mean
· Median
· Mode
c. A reporter is doing a story on the falling prices of homes in a
large neighborhood. The reporter wants to demonstrate how the
prices have fallen for all homes, not just the most expensive
houses.
· Mean
· Median
· Mode
#5 Points possible: 25. Total attempts: 5
At a summer camp for kids, the leader asked all the kids their
ages. The results were:
11 12 11 11 10 13 13 13 12 12 12 11 11 13 11 10 13 11 13 12
10 12
The data was summarized into a table. The second column
shows the number of kids who are that age.
Age
Frequency
10
3
11
7
12
6
13
6
17. a. How many kids in the camp are 11 years old?
b. To calculate the mean, you could start by adding up all the
ages: 11 + 12 + 11 + 11 + 10 + ···, but that would be tedious.
Which of the following calculations would allow you to come
up with the same result more quickly?
· 10(3)+11(7)+12(6)+13(6)10(3)+11(7)+12(6)+13(6)
· 10+11+12+1310+11+12+13
· 3+7+6+63+7+6+6
· None of the above
c. To figure out the total number of kids in the camp, you could
count all the data values. Which of the following calculations
would allow you to come up with the same result more quickly?
· 10(3)+11(7)+12(6)+13(6)10(3)+11(7)+12(6)+13(6)
· 10+11+12+1310+11+12+13
· 3+7+6+63+7+6+6
· None of the above
d. Determine the mean of the data. Round to 1 decimal place.
e. Determine the mode of the data.
#6 Points possible: 9. Total attempts: 5
Three descriptions of measures of central tendency are given
below. They are labeled A, B, and C. Descriptions of data sets
are listed below that. Match each data set with a description of
measures of central tendency by writing the letter in the blank.
Choices may be used more than once.
A The mean and median are close together.
B The mean is much higher than the median.
C The median is much higher than the mean.
a. The data have a large range, with only a few very high
numbers, but most of the numbers are very small.
b. The data set has a large range with the numbers evenly
18. spaced.
c. The data set has a small range with most of the numbers
grouped in the middle.
#7 Points possible: 24. Total attempts: 5
If you lived in Canada in 2008, you might have seen the
following headline:
“Canada Below G7 Average for Productivity!”
Here is some information to help you understand this
headline.
Productivity is a way to measure the economy of a nation. One
way to measure productivity is by Gross Domestic Product
(GDP) per worker. You may recall from Lesson 2.8 that GDP is
the value of all the goods and services produced in a country.
The G7 is a coalition of the major industrial democracies in the
world: United States, United Kingdom, France, Germany, Italy,
Canada, and Japan.
a. Which of the following is most likely what the author of the
headline wanted the reader to think?
· Canada's economy is weak and is falling behind other
countries in the G7.
· Canada's economy is strong and is leading other countries in
the G7.
· Canada's economy is very similar to other countries in the G7.
· Canada's economy should not be compared to other countries.
b. Which of the following can you conclude from the headline?
· Canada is less productive than half of the G7 nations.
· There is at least one G7 nation that is more productive than
Canada.
· There is at least one G7 nation that is less productive than
Canada.
· None of the above.
A graph of the GDP per worker of the G7 nations is shown
below.1
19. c. Find the mean of the GDP per worker for the G7 nations.
Round to the nearest hundred dollars. Hint
$
d. Is the headline correct?
· yes
· no
e. Which of the seven G7 nations have “above average”
productivity?
· Canada
· France
· Germany
· Italy
· Japan
· United Kingdom
· United States
f. Which of the following are correct conclusions based on the
data in the graph? There may be more than one correct answer.
· Canada is in the top half of the G7 in productivity.
· Canada's productivity is relatively close to all the G7 nations
except for the United States and Japan.
· Canada is far behind the G7 nations in productivity.
· None of the above.
#8 Points possible: 12. Total attempts: 5
Buying power of money: Gasoline costs have varied
significantly in recent months. The American Petroleum
Institute posted an update on gasoline prices for June 15, 2011.1
U.S. PUMP PRICE UPDATE—JUNE 15, 2011
The average U.S. retail price for all grades of gasoline fell this
week for the fifth week in a row by 6.6 cents from the prior
week to $3.767 per gallon, according to the Energy Information
Administration (EIA). This was at the highest level since
August 2008 with the exception of the recent highs in the prior
two months. Compared with the December 29, 2008 low of
$1.670, the all-grade average was higher by $2.097 per gallon,
or 125.6 percent. The average has been above $3.50 per gallon
20. since the beginning of March 2011. Nominal prices have been
above the year-ago average for 66 weeks—and were up by 101.1
cents or 36.7 percent, from the year-ago average of $2.756 per
gallon.
a. How much was the average retail price for one gallon of
gasoline a week before this article was published?
· $3.701
· $3.518
· $3.833
· None of the above
b. What is the relative change in the retail price for one gallon
of gasoline from
December 29, 2008, to June 15, 2011?
· 225.6%
· 125.6%
· 25.6%
· None of the above
c. If the retail price for one gallon of gasoline was $2.756 a
year before, then what is the absolute change in the retail price
on June 15, 2011?
· $2.097
· $1.086
· $1.670
· None of the above
Lesson 2.9
Introduction
Course Objectives
This lesson will address the following course outcomes:
· 6. Demonstrate an understanding of the connection between
21. the distribution of data and various mathematical summaries of
data (measures of central tendency and of variation).
Specific Objectives
Students will understand
· that numerical data can be summarized using measures of
central tendency.
· how each statistic—mean, median, and mode—provides a
different snapshot of the data.
· that conclusions derived from statistical summaries are subject
to error.
Students will be able to
· calculate the mean, median, and mode for numerical data.
· create a data set that meets certain criteria for measures of
central tendency.
Measures of Center
People often talk about “averages,” and you probably have an
idea of what is meant by that. Now, you will look at more
formal mathematical ways of defining averages. In mathematics,
you call an average, a measure of center because an average is a
way of measuring or quantifying the center of a set of data.
There are different measures of center because there are
different ways to define the center.
Think about a long line of people waiting to buy tickets for a
concert. (Figure A shows a line about 100-feet long and each
dot represents a person in the line.) In some sections of the line
people are grouped together very closely, while in other
sections of the line people are spread out. How would you
describe where the center of the line is?
Would you define the center of the line by finding the point at
which half the people in the line are on one side and half are on
the other (see Figure B)? Is the center based on the length of the
line even though there would be more people on one side of the
center than on the other (see Figure C)? Would you place the
center among the largest groups of people (see Figure D)? The
answer would depend on what you needed the center for. When
22. working with data, you need different measures for different
purposes.
Measures of Center
Mean (Arithmetic Average)
Find the average of numeric values by finding the sum of the
values and dividing the sum by the number of values. The mean
is what most people call the “average.”
Example
Find the mean of 18, 23, 45, 18, 36
Find the sum of the numbers: 18 + 23 + 45 + 18 +36 = 140
Divide the sum by 5 because there are 5 numbers: 140 ÷ 5 = 28
The mean is 28.
Example
Find the mean of 1.5, 1.2, 3.7, 5.3, 7.1, 2.9
Find the sum of the numbers: 1.5 + 1.2 + 3.7 + 5.3 + 7.1 + 2.9 =
21.7
Divide the sum by 6 because there are 6 numbers: 21.7 ÷ 6 =
3.6166666666
Since the original values were only accurate to one decimal
place, reporting the mean as 3.61666666 would be misleading,
as it would imply we knew the original values with a higher
level of accuracy. To avoid this, we round the mean to one
more decimal place than the original data.
The mean is 3.62.
Median
Find the median of numeric values by arranging the data in
order of size. If there is an odd number of values, the median is
the middle number. If there is an even number of values, the
median is the mean of the two middle numbers.
Example (data set with odd number of values)
Find the median of 18, 23, 45, 18, 36.
Write the numbers in order: 18, 18, 23, 36, 45
There is an odd number of values, so the median is the number
in the middle.
The median is 23.
Example (data set with even number of values)
23. Find the median of 18, 23, 45, 18, 12, 50.
Write the numbers in order: 12, 18, 18, 23, 45, 50
There is an even number of values, so there is no one middle
number. Find the median by finding the mean of the two middle
numbers:
18 + 23 = 41
41 ÷ 2 = 20.5
The median is 20.5.
Mode
Find the mode by finding the number(s) that occur(s) most
frequently. There may be more than one mode.
Example
Find the mode of 18, 23, 45, 18, 36.
The number 18 occurs twice, more than any other number, so
the mode is 18.
For another explanation, watch this video:
· Mean, Median, and Mode [+]
Note on terminology
The terms mean, median, and mode are well defined in
mathematics and each gives a measure of center of a set of
numbers. In everyday usage, the word “average” usually refers
to the mean. But be aware that “average” is not clearly
defined and someone might use it to refer to any measure of
center.
#1 Points possible: 10. Total attempts: 5
Consider the data set.
5
5
4
4
7
8
3
1
9
6
24. 7
Find the mean:
Find the median:
#2 Points possible: 10. Total attempts: 5
Consider the data set
7
7
2
6
9
9
1
5
3
5
Find the mean:
Find the median:
Credit Cards
Problem Situation: Summarizing Data About Credit Cards
A revolving line of credit is an agreement between a consumer
and lender that allows the consumer to obtain credit for an
undetermined amount of time. The debt is repaid periodically
and can be borrowed again once it is repaid. The use of a credit
card is an example of a revolving line of credit.
U.S. consumers own more than 600 million credit cards. As of
2015 the average credit card debt per household with a credit
card was $15,863. In total, American consumers owe $901
billion in credit card debt. Worldwide the number of credit card
25. transactions at merchants was over 135 billion in 2011.
Surveys indicate that the percentage of college freshmen with a
credit card was 21% in 2012, while 60% of college seniors had
a credit card. One-third of the college students reported having
a zero balance on their credit card. The average balance
carried across all students’ cards was $500. However, the
median balance was $136.
At www.creditcards.com it explains that card issuers divide
customers into two groups:
· "transactors" who use their cards for purchases and pay off the
balances each month. Transactors pay off the balance before
any interest charges are applied.
· "revolvers" who carry balances on their cards, paying interest
charges month to month.
The number of people who carry credit card debt, the
“revolvers”, has been steadily decreasing in the U.S. since
2009. By 2014 only one-third of adults surveyed said their
household carries credit card debt. Fifteen percent of adults
carry $2,500 or more in credit card debt each month.
In the first part of this lesson, you will use the information
about credit cards given above to learn about some ways to
summarize quantitative information.
#3 Points possible: 10. Total attempts: 5
The population of the United States is slightly more than 300
million people. There are about 100 million households in the
United States. Use the information above to find:
a) What is the average number of credit cards per person?
cards per person
b) What is the average number of credit cards per household?
cards per household
#4 Points possible: 5. Total attempts: 5
In the U.S. the average number of credit cards held by
cardholders is 3.7. Why is this number different than the
average number of credit cards per person you found in the last
26. question?
· The last question answer was when the credit cards are
averaged over all the people in the country, including children
and people who have no cards. 3.7 is the number of cards for
person when averaged over only the people with cards.
· The last question answer was based on inaccurate, rounded
values
· People lie about how many cards they have
· Some people have lots of cards
#5 Points possible: 5. Total attempts: 5
Consider the statement, “Average credit card debt per household
with a credit card is $15,863.”
What does this statement tell us? (Assume the "average" they're
using is the mean)
· Half the households with credit cards owe less than $15,863,
and half owe more
· That most households with credit cards owe $15,863
· That if we added up all the credit card debt and spread it
evenly among the households with credit cards, each would owe
$15,863
· That every household with a credit card has this much debt
· That if we added up all the credit card debt and spread it
evenly among all households in the U.S., each would owe
$15,863
#6 Points possible: 5. Total attempts: 5
If about 45% of households with credit cards carry no debt,
what does that indicate about the amount of debt of some of the
other 55% of households?
· The others must have debt that averages to 15,863
· Since a lot of households have no debt, the others must have
debt much higher than $15,863 so the mean will come out to
15,863
· Since a lot of households have no debt, the others must have
debt much lower than $15,863 so the mean will come out to
27. 15,863
#7 Points possible: 24. Total attempts: 5
The introduction states that the average balance carried across
all college students’ cards was $500. Imagine you ask four
groups of six college students what their credit card debt is. The
amount of dollars of debt for each student in each group is
shown in the table, values listed in order of size.
Find the mean and median debt of each group of college
students and record it in the table. Make sure the values you
find are reasonable given the values for that group.
Group A
Group B
Group C
Group D
0
500
410
0
100
500
460
0
110
500
480
0
170
500
490
0
28. 1000
500
550
0
1620
500
610
3000
Mean
Median
#8 Points possible: 10. Total attempts: 5
Observe the medians and the data values of each of the groups.
For each statement below, indicate if it is true for: None of the
groups, Some but not all of the groups, or All of the groups.
i) Half of the data values are less than the median.
ii) Half of the data values are either less than or equal to the
median.
iii) Half of the data values are greater than the median.
iv) Half of the data values are either greater than or equal to the
median.
v) Half of the data values equal the median.
#9 Points possible: 5. Total attempts: 5
Recall that college students’ credit cards carry a mean balance
29. of $500 while having a median balance of $136. What does this
indicate about the distribution of credit card debt among various
students? Does one of the Groups in the table have a
distribution similar to this?
· Group A
· Group B
· Group C
· Group D
#10 Points possible: 5. Total attempts: 5
A survey in 2012 indicated that college freshmen carry a mean
credit card debt of $611 but the median of their credit card debt
is $47. Create a data set of five freshmen students so that the
data set has a mean and median that is the same as that of the
surveyed college freshmen.
, , , ,
Weighted Mean
Problem Situation 2: Weighted Means
Sometimes you want to find the mean average of some numbers,
but the numbers are not “equally important” or in other words
they don’t have the same “weight” or “frequency”. In that case
we find the “weighted average” of the numbers.
Example: mean credit card debt:
Suppose researchers at a small two-year college surveyed
students who have credit cards and report the following:
Mean credit card debt of $350 for 114 freshmen surveyed
Mean credit card debt of $285 for 220 sophomores surveyed
If we want to know overall for all the surveyed students what
their mean credit card debt was, we cannot simply average $350
and $285 since these numbers are not equally “weighted”. The
$350 was an average for only 114 people while the $285 was an
average for a larger group of 220 people. The way to find the
overall average credit card debt for all students surveyed is to
multiply each of the values by its “weight” or “frequency” or
“importance” before adding them together, and then divide by
30. the total “weight” or “frequency”.
Overall mean
= 350(114)+285(220)114+220=102600334=307.19350(114)+285
(220)114+220=102600334=307.19
Conclude: The mean credit card debt of all the students
surveyed was about $307
Example: Weighted grade averages in a course:
Suppose a History course has a midterm, a final exam, and a 20
page report, and the syllabus states they have these weights in
determining the final course grade:
midterm - 20%; final exam - 45%; report - 35%.
Kim’s grades in the course were these:
Midterm – 82; final exam – 89; report – 93.
Kim’s final grade in the course is found by the weighted
average:
82(.20)+89(.45)+93(.35).20+.45+.35=891.00=8982(.20)+89(.45)
+93(.35).20+.45+.35=891.00=89 Kim’s final course grade is
89.
Note: If the grades were not weighted, Kim’s average would be
(82 + 89 + 93)/3 = 88
#11 Points possible: 5. Total attempts: 5
Researchers at Acme groceries studied how long customers had
to stand in the check-out line. One day 35 customers spent on
average 7.7 minutes each in the check-out line. The next day 24
customers spent an average of 6.5 minutes each. What is the
overall average time customers spent in line? Round your
answer to two decimal places.
minutes
#12 Points possible: 5. Total attempts: 5
Your college GPA is a weighted mean. The grade earned in each
class needs to be weighted by the number of credits for the
class. Compute the GPA for a student who has earned the
following credits:
· English 101 (5 credits) with a grade of 3.0,
31. · Math 96 (7 credits) with a grade of 3.2,
· Public Speaking (5 Credits) with a grade or 3.6,
· Chemistry 100 (5 credits) with a grade of 2.7, and
· College Success (3 credits) with a grade of 3.8.
Round the GPA to two decimal places.
GPA:
HW 2.9
#1 Points possible: 5. Total attempts: 5
Which of the following was one of the main mathematical ideas
of the lesson?
· U.S. college students carry far too much credit card debt.
· The mean is calculated by adding all the numbers and dividing
by the number of data points.
· The mean, median, and mode all give important information
about a data set, but they do not give a complete picture of the
data set.
· Any of the three measures of central tendency (mean, median,
and mode) are good representations of data. It does not matter
which one you use.
#2 Points possible: 10. Total attempts: 5
Consider the data set
2
6
1
2
1
4
Find the average (mean):
Find the median:
#3 Points possible: 10. Total attempts: 5
32. Consider the data set
8
9
4
1
6
8
6
3
3
2
2
Find the average (mean):
Find the median:
#4 Points possible: 24. Total attempts: 5
Use the following data set to answer the questions.
13 15 20 20 20 20 20 20 20 23 27 31
a. What is the mean?
b. What is the mode?
c. What is the median?
d. What fraction of the numbers in the data set are less than the
median?
e. What fraction of the numbers in the data set are greater than
the median?
f. Which of the following statements are correct?
· The median is the middle of a data set. Half of the data points
are always less than the median, and half are always greater
33. than the median.
· The median is the middle of a data set. Half of the data points
are either less than or equal to the median.
· The median is the middle of a data set. At least half of the
data points are always equal to the median.
· The median is not the middle of a data set. You cannot predict
the distribution of the numbers in relationship to the median.
#5 Points possible: 10. Total attempts: 5
Consider the statement “Worldwide, there are more than $2.5
trillion in credit card transactions annually.”
a. What is the daily average dollar amount of transactions?
Round to the nearest hundred million dollars.
$
b. How many dollars in credit card transactions are made on any
particular day?
· $6,849,315
· $6,849,315,068
· $1,460,000,000
· $1,460,000
· It is impossible to know.
#6 Points possible: 5. Total attempts: 5
Students at Dover Community College (DCC) have a mean
credit card debt of $3,600 with a median of $1,500. Students at
Ralton Community College (RCC) have a mean credit card debt
of $3,000 with a median of $2,800. Which statements about the
two groups are true based on this information? There may be
more than one correct answer.
· About three-fourths of DCC students have debt less than
$3,600.
· The total debt of RCC students is less than the total debt of
DCC students.
· No more than half of RCC students have debt less than $2,800.
· The total debt of RCC students is larger than the total debt of
34. DCC students.
· At least one DCC student has debt in excess of $3,600.
· The largest debt of the RCC students is less than the largest
debt of the DCC students.
#7 Points possible: 12. Total attempts: 5
Decide whether the following statements must be true or might
be false, based on the information provided. Be prepared to
explain your reasoning.
a. The median of 25 numbers is 13. Twelve of the numbers must
be greater than 13.
b. The average of 11 numbers is 130. None of the 11 numbers
are more than 260.
c. The average of 25 numbers is 100, and the median of those 25
numbers is also 100. The mode of the 25 numbers must be 100.
d. The mean of 45 numbers is 70. If you pick any group of 10
numbers from the 45, the mean will be 70.
e. The average of 42 numbers is 20. The sum of all 42 numbers
is 840.
f. The average of 49 numbers is 100. If a 50th number is added
and the average remains at 100, the 50th number must have been
100.
#8 Points possible: 9. Total attempts: 5
Rio Blanca City Hall publishes the following statistics on
household incomes of the town’s citizens. The mode is given as
a range.
Mean: $257,000 Median: $65,000 Mode: $20
,000–$30,000
Which measure would be the most useful for each of the
35. following situations?
a. State officials want to estimate the total amount of income of
the citizens of Rio Blanca.
· mean
· median
· mode
b. The school district wants to know the income level of the
largest number of students.
· mean
· median
· mode
c. A businesswoman is thinking about opening an expensive
restaurant in the town. She wants to know how many people in
town could afford to eat at her restaurant.
· mean
· median
· mode
#9 Points possible: 5. Total attempts: 5
A course has five exams, and passing the course requires a 75%
average on the exams. Maria scored 60%, 72%, 80%, and 70%
on the first four exams. What is the minimum score on the fifth
exam that will let Maria pass the class?
%
#10 Points possible: 12. Total attempts: 5
Use Figures 1 and 2 for the following questions.
a. Select the figure(s) with 40% shaded.
· Figure 1
· Figure 2
· Both Figure 1 and Figure 2
36. · Neither Figure 1 or Figure 2
b. Which of the following statements are correct? There may be
more than one correct answer.
· The shaded area of Figure 1 is larger than the shaded area of
Figure 2 because Figure 1 is larger than Figure 2.
· The shaded area of Figure 1 is the same as the shaded area of
Figure 2 because they are both 40% of the square.
· The shaded area of Figure 1 is the same proportion of the
figure as the shaded area of Figure 2 because they are both 40%
of the square.
c. These figures illustrate what important concept?
· Percentages cannot be used for comparisons unless the
reference values are equal.
· Percentages compare measures relative to the size of the
reference values, but do not give information about absolute
measures.
· Percentages are a ratio out of 100, so they can always be
compared directly. In other words, 60% of one value is equal to
60% of another value.
#11 Points possible: 5. Total attempts: 5
In a psychology class, 58 students have a mean score of 81.4 on
a test. Then 21 more students take the test and their mean score
is 73.7.
What is the mean score of all of these students together? Round
to one decimal place.
mean of the scores of all the students =
#12 Points possible: 5. Total attempts: 5
To compute a student's Grade Point Average (GPA) for a term,
the student's grades for each course are weighted by the number
of credits for the course. Suppose a student had these grades:
37. 4.0 in a 5 credit Math course
2.6 in a 2 credit Music course
2.6 in a 4 credit Chemistry course
3.1 in a 6 credit Journalism course
What is the student's GPA for that term? Round to two decimal
places. Student's GPA =