NAMEMATH125 Unit 6 Submission Assignment Answer Form1. A.docx
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NAME: MATH125: Unit 6 Submission Assignment Answer Form 1. Apply the order of operations to solve discipline-specific problems involving probabilities and counting principles. 2. Calculate applications of mathematical problems involving probabilities. 3. Differentiate between the concepts of odds and probabilities, as well as permutations and combinations, and identify how they relate to one another. 4. Identify and choose viable likelihoods based on calculated probabilities. Logic and Decision Making ALL questions below must be answered. Show ALL step-by-step calculations, round all your final answers correctly, and include the units of measurement. Upload this modified Answer Form to the intellipath Unit 6 Submission lesson. Make sure that you submit your work in a modified MS Word document; handwritten work will not be accepted. If you need assistance, please contact your course instructor. A proposed directed study MATH125 class comprising 25 students earned the following grades on the first unit: MATH125 Total Percentage Unit 1 U1DB2 U1DB U1i U1SA Class Letter Grade Points Points Points Points Points Names Grade Total (100) Total (200) Total (50) Total (10) Total (50) Total (90) Student #1 B- 82% 163 48 10 50 55 Student #2 C- 72% 144 34 0 40 70 Student #3 C 74% 148 40 10 43 55 Student #4 A 93% 186 50 10 36 90 Student #5 B+ 87% 174 48 10 46 70 Student #6 F 56% 112 44 5 28 35 Student #7 B 84% 168 50 10 43 65 Student #8 B- 80% 159 46 10 48 55 Student #9 C+ 79% 158 50 10 73 25 Student #10 B 86% 172 33 5 44 90 Student #11 B- 80% 159 34 10 50 65 Student #12 C+ 77% 154 40 5 44 65 Student #13 A- 90% 179 36 10 43 90 Student #14 C 73% 145 42 10 38 55 Student #15 D 66% 131 28 0 33 70 Student #16 B+ 87% 174 34 10 50 80 Student #17 C+ 79% 158 30 0 43 85 Student #18 B- 80% 159 46 10 38 65 Student #19 C+ 78% 155 22 10 33 90 Student #20 D 61% 121 28 10 38 45 Student #21 B- 80% 159 34 10 50 65 Student #22 B+ 88% 175 40 10 50 75 Student #23 B 85% 169 41 0 43 85 Student #24 B- 80% 160 22 10 48 80 Student #25 C 74% 148 50 10 33 55 1. Calculate the class average for Unit 1. Using the “Grading Scale” listed below with the “Percentage Grade Total” above, what is the overall class average “Letter Grade”? Grading Scale Letter Grade Percentage Letter Grade Percentage A 93–100 C+ 77–79.99 A- 90–92.99 C 73–76.99 B+ 87–89.99 C- 70–72.99 B 83–86.99 D+ 67–69.99 B- 80–82.99 D 60–66.99 Class Average Letter Grade Unit 1 ? ? Show your work here: (5 points) 2. Create a frequency table to show the distribution of grades across the grading scale for the first week. (5 points) Letter Grade Percentage Frequency # Cumulative Frequency # A 93–100 ? ? A- 90–92.9 ? ? B+ 87–89.9 ? ? B 83–86.9 ? ? B- 80–82.9 ? ? C+ 77–79.9 ? ? C 73–76.9 ? ? C- 70–72.9 ? ? D+ 67–69.9 ? ? D 60–66.9 ? ? F Below 59.9 ? ? 3. Describe what you see based on the frequency distribution. (5 points) 4. Calculate the mean, median, and mode for the class’s first unit “Perce.
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NAMELori HackenburgMATH125 Unit 6 Submission Assignment Answ.docx
NAME:Lori Hackenburg
MATH125: Unit 6 Submission Assignment Answer Form
1. Apply the order of operations to solve discipline-specific problems involving probabilities and counting principles.
2. Calculate applications of mathematical problems involving probabilities.
3. Differentiate between the concepts of odds and probabilities, as well as permutations and combinations, and identify how they relate to one another.
4. Identify and choose viable likelihoods based on calculated probabilities.
Logic and Decision Making
ALL questions below must be answered. Show ALL step-by-step calculations, round all your final answers correctly, and include the units of measurement. Upload this modified Answer Form to the intellipath Unit 6 Submission lesson. Make sure that you submit your work in a modified MS Word document; handwritten work will not be accepted. If you need assistance, please contact your course instructor.
A proposed directed study MATH125 class comprising 25 students earned the following grades on the first unit:
MATH125
Total
Percentage
Unit 1
U1DB2
U1DB
U1i
U1SA
Class
Letter
Grade
Points
Points
Points
Points
Points
Names
Grade
Total (100)
Total (200)
Total (50)
Total (10)
Total (50)
Total (90)
Student #1
B-
82%
163
48
10
50
55
Student #2
C-
72%
144
34
0
40
70
Student #3
C
74%
148
40
10
43
55
Student #4
A
93%
186
50
10
36
90
Student #5
B+
87%
174
48
10
46
70
Student #6
F
56%
112
44
5
28
35
Student #7
B
84%
168
50
10
43
65
Student #8
B-
80%
159
46
10
48
55
Student #9
C+
79%
158
50
10
73
25
Student #10
B
86%
172
33
5
44
90
Student #11
B-
80%
159
34
10
50
65
Student #12
C+
77%
154
40
5
44
65
Student #13
A-
90%
179
36
10
43
90
Student #14
C
73%
145
42
10
38
55
Student #15
D
66%
131
28
0
33
70
Student #16
B+
87%
174
34
10
50
80
Student #17
C+
79%
158
30
0
43
85
Student #18
B-
80%
159
46
10
38
65
Student #19
C+
78%
155
22
10
33
90
Student #20
D
61%
121
28
10
38
45
Student #21
B-
80%
159
34
10
50
65
Student #22
B+
88%
175
40
10
50
75
Student #23
B
85%
169
41
0
43
85
Student #24
B-
80%
160
22
10
48
80
Student #25
C
74%
148
50
10
33
55
1. Calculate the class average for Unit 1. Using the “Grading Scale” listed below with the “Percentage Grade Total” above, what is the overall class average “Letter Grade”?
Grading Scale
Letter Grade
Percentage
Letter Grade
Percentage
A
93–100
C+
77–79.99
A-
90–92.99
C
73–76.99
B+
87–89.99
C-
70–72.99
B
83–86.99
D+
67–69.99
B-
80–82.99
D
60–66.99
Class Average
Letter Grade
Unit 1
?
?
Show your work here: (5 points)
2. Create a frequency table to show the distribution of grades across the grading scale for the first week. (5 points)
Letter Grade
Percentage
Frequency #
Cumulative Frequency #
A
93–100
?
?
A-
90–92.9
?
?
B+
87–89.9
?
?
B
83–86.9
?
?
B-
80–82.9
?
?
C+
77–79.9
?
?
C
73–76.9
?
?
C-
70–72.9
?
?
D+
67–69.9
?
?
D
60–66.9
?
?
F
Below 59.9
?
?
3. Describe what you see based on the frequency distribution. (5 points)
4. Calculate the mean, median, and mode for the class’s fi ...
NAMEMATH125 Unit 6 Submission Assignment Answer Form1. A.docx
NAME:
MATH125: Unit 6 Submission Assignment Answer Form
1. Apply the order of operations to solve discipline-specific problems involving probabilities and counting principles.
2. Calculate applications of mathematical problems involving probabilities.
3. Differentiate between the concepts of odds and probabilities, as well as permutations and combinations, and identify how they relate to one another.
4. Identify and choose viable likelihoods based on calculated probabilities.
Logic and Decision Making
ALL questions below must be answered. Show ALL step-by-step calculations, round all your final answers correctly, and include the units of measurement. Upload this modified Answer Form to the intellipath Unit 6 Submission lesson. Make sure that you submit your work in a modified MS Word document; handwritten work will not be accepted. If you need assistance, please contact your course instructor.
A proposed directed study MATH125 class comprising 25 students earned the following grades on the first unit:
MATH125
Total
Percentage
Unit 1
U1DB2
U1DB
U1i
U1SA
Class
Letter
Grade
Points
Points
Points
Points
Points
Names
Grade
Total (100)
Total (200)
Total (50)
Total (10)
Total (50)
Total (90)
Student #1
B-
82%
163
48
10
50
55
Student #2
C-
72%
144
34
0
40
70
Student #3
C
74%
148
40
10
43
55
Student #4
A
93%
186
50
10
36
90
Student #5
B+
87%
174
48
10
46
70
Student #6
F
56%
112
44
5
28
35
Student #7
B
84%
168
50
10
43
65
Student #8
B-
80%
159
46
10
48
55
Student #9
C+
79%
158
50
10
73
25
Student #10
B
86%
172
33
5
44
90
Student #11
B-
80%
159
34
10
50
65
Student #12
C+
77%
154
40
5
44
65
Student #13
A-
90%
179
36
10
43
90
Student #14
C
73%
145
42
10
38
55
Student #15
D
66%
131
28
0
33
70
Student #16
B+
87%
174
34
10
50
80
Student #17
C+
79%
158
30
0
43
85
Student #18
B-
80%
159
46
10
38
65
Student #19
C+
78%
155
22
10
33
90
Student #20
D
61%
121
28
10
38
45
Student #21
B-
80%
159
34
10
50
65
Student #22
B+
88%
175
40
10
50
75
Student #23
B
85%
169
41
0
43
85
Student #24
B-
80%
160
22
10
48
80
Student #25
C
74%
148
50
10
33
55
1. Calculate the class average for Unit 1. Using the “Grading Scale” listed below with the “Percentage Grade Total” above, what is the overall class average “Letter Grade”?
Grading Scale
Letter Grade
Percentage
Letter Grade
Percentage
A
93–100
C+
77–79.99
A-
90–92.99
C
73–76.99
B+
87–89.99
C-
70–72.99
B
83–86.99
D+
67–69.99
B-
80–82.99
D
60–66.99
Class Average
Letter Grade
Unit 1
?
?
Show your work here: (5 points)
2. Create a frequency table to show the distribution of grades across the grading scale for the first week. (5 points)
Letter Grade
Percentage
Frequency #
Cumulative Frequency #
A
93–100
?
?
A-
90–92.9
?
?
B+
87–89.9
?
?
B
83–86.9
?
?
B-
80–82.9
?
?
C+
77–79.9
?
?
C
73–76.9
?
?
C-
70–72.9
?
?
D+
67–69.9
?
?
D
60–66.9
?
?
F
Below 59.9
?
?
3. Describe what you see based on the frequency distribution. (5 points)
4. Calculate the mean, median, and mode for the class’s first unit “Perce.
Assignment 05MA260 Statistical Analysis IDirections Be sure t.docx
Assignment 05
MA260 Statistical Analysis I
Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Refer to the "Assignment Format" page located on the Course Home page for specific format requirements.
NOTE: Show your work in the problems.
1. Compute the mean and variance of the following discrete probability distribution.
x
P(x)
2
.50
8
.30
10
.20
2. The Computer Systems Department has eight faculty, six of whom are tenured. Dr. Vonder, the chair, wants to establish a committee of three department faculty members to review the curriculum. If she selects the committee at random:
a. What is the probability all members of the committee are tenured?
b. What is the probability that at least one member is not tenured? (Hint: For this question, use the complement rule).
3. New Process, Inc., a large mail-order supplier of women’s fashions, advertises same-day service on every order. Recently, the movement of orders has not gone as planned, and there were a large number of complaints. Bud Owens, director of customer service, has completely redone the method of order handling. The goal is to have fewer than five unfilled orders on hand at the end of 95% of the working days. Frequent checks of the unfilled orders follow a Poisson distribution with a mean of two orders. A Poisson distribution is a discrete frequency distribution.
Has New Process, Inc. lived up to its internal goal? Cite evidence.
4. Recent information published by the U.S. Environmental Protection Agency indicates that Honda is the manufacturer of four of the top nine vehicles in terms of fuel economy.
a. Determine the probability distribution for the number of Hondas in a sample of three cars chosen from the top nine.
b. What is the likelihood that in the sample of three at least one Honda is included?
Grading Rubric
Please refer to the rubric below for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
15 points11 points7 points3 points
The student provides a clear
and logical table to organize
data and accurately includes
the equations and the correct
answers for the mean and
the variance.
The student provides an
adequate table to organize
data and accurately includes
the equations and the
correct answer for either
the mean or the variance.
The student does not
provide a clear and logical
table to organize data and
accurately includes the
equations and may have
only one correct answer for
the mean or the variance.
The student does not
provide a clear and logical
table to organize data and
has only 1 accurate
equation and one correct
answer for the mean or the
variance.
20 points15 points10 points5 points
The student provides correct
equations and answers for
both parts of the question.
The student provides correct
equatio.
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NAMELori HackenburgMATH125 Unit 6 Submission Assignment Answ.docx
NAME:Lori Hackenburg
MATH125: Unit 6 Submission Assignment Answer Form
1. Apply the order of operations to solve discipline-specific problems involving probabilities and counting principles.
2. Calculate applications of mathematical problems involving probabilities.
3. Differentiate between the concepts of odds and probabilities, as well as permutations and combinations, and identify how they relate to one another.
4. Identify and choose viable likelihoods based on calculated probabilities.
Logic and Decision Making
ALL questions below must be answered. Show ALL step-by-step calculations, round all your final answers correctly, and include the units of measurement. Upload this modified Answer Form to the intellipath Unit 6 Submission lesson. Make sure that you submit your work in a modified MS Word document; handwritten work will not be accepted. If you need assistance, please contact your course instructor.
A proposed directed study MATH125 class comprising 25 students earned the following grades on the first unit:
MATH125
Total
Percentage
Unit 1
U1DB2
U1DB
U1i
U1SA
Class
Letter
Grade
Points
Points
Points
Points
Points
Names
Grade
Total (100)
Total (200)
Total (50)
Total (10)
Total (50)
Total (90)
Student #1
B-
82%
163
48
10
50
55
Student #2
C-
72%
144
34
0
40
70
Student #3
C
74%
148
40
10
43
55
Student #4
A
93%
186
50
10
36
90
Student #5
B+
87%
174
48
10
46
70
Student #6
F
56%
112
44
5
28
35
Student #7
B
84%
168
50
10
43
65
Student #8
B-
80%
159
46
10
48
55
Student #9
C+
79%
158
50
10
73
25
Student #10
B
86%
172
33
5
44
90
Student #11
B-
80%
159
34
10
50
65
Student #12
C+
77%
154
40
5
44
65
Student #13
A-
90%
179
36
10
43
90
Student #14
C
73%
145
42
10
38
55
Student #15
D
66%
131
28
0
33
70
Student #16
B+
87%
174
34
10
50
80
Student #17
C+
79%
158
30
0
43
85
Student #18
B-
80%
159
46
10
38
65
Student #19
C+
78%
155
22
10
33
90
Student #20
D
61%
121
28
10
38
45
Student #21
B-
80%
159
34
10
50
65
Student #22
B+
88%
175
40
10
50
75
Student #23
B
85%
169
41
0
43
85
Student #24
B-
80%
160
22
10
48
80
Student #25
C
74%
148
50
10
33
55
1. Calculate the class average for Unit 1. Using the “Grading Scale” listed below with the “Percentage Grade Total” above, what is the overall class average “Letter Grade”?
Grading Scale
Letter Grade
Percentage
Letter Grade
Percentage
A
93–100
C+
77–79.99
A-
90–92.99
C
73–76.99
B+
87–89.99
C-
70–72.99
B
83–86.99
D+
67–69.99
B-
80–82.99
D
60–66.99
Class Average
Letter Grade
Unit 1
?
?
Show your work here: (5 points)
2. Create a frequency table to show the distribution of grades across the grading scale for the first week. (5 points)
Letter Grade
Percentage
Frequency #
Cumulative Frequency #
A
93–100
?
?
A-
90–92.9
?
?
B+
87–89.9
?
?
B
83–86.9
?
?
B-
80–82.9
?
?
C+
77–79.9
?
?
C
73–76.9
?
?
C-
70–72.9
?
?
D+
67–69.9
?
?
D
60–66.9
?
?
F
Below 59.9
?
?
3. Describe what you see based on the frequency distribution. (5 points)
4. Calculate the mean, median, and mode for the class’s fi ...
NAMEMATH125 Unit 6 Submission Assignment Answer Form1. A.docx
NAME:
MATH125: Unit 6 Submission Assignment Answer Form
1. Apply the order of operations to solve discipline-specific problems involving probabilities and counting principles.
2. Calculate applications of mathematical problems involving probabilities.
3. Differentiate between the concepts of odds and probabilities, as well as permutations and combinations, and identify how they relate to one another.
4. Identify and choose viable likelihoods based on calculated probabilities.
Logic and Decision Making
ALL questions below must be answered. Show ALL step-by-step calculations, round all your final answers correctly, and include the units of measurement. Upload this modified Answer Form to the intellipath Unit 6 Submission lesson. Make sure that you submit your work in a modified MS Word document; handwritten work will not be accepted. If you need assistance, please contact your course instructor.
A proposed directed study MATH125 class comprising 25 students earned the following grades on the first unit:
MATH125
Total
Percentage
Unit 1
U1DB2
U1DB
U1i
U1SA
Class
Letter
Grade
Points
Points
Points
Points
Points
Names
Grade
Total (100)
Total (200)
Total (50)
Total (10)
Total (50)
Total (90)
Student #1
B-
82%
163
48
10
50
55
Student #2
C-
72%
144
34
0
40
70
Student #3
C
74%
148
40
10
43
55
Student #4
A
93%
186
50
10
36
90
Student #5
B+
87%
174
48
10
46
70
Student #6
F
56%
112
44
5
28
35
Student #7
B
84%
168
50
10
43
65
Student #8
B-
80%
159
46
10
48
55
Student #9
C+
79%
158
50
10
73
25
Student #10
B
86%
172
33
5
44
90
Student #11
B-
80%
159
34
10
50
65
Student #12
C+
77%
154
40
5
44
65
Student #13
A-
90%
179
36
10
43
90
Student #14
C
73%
145
42
10
38
55
Student #15
D
66%
131
28
0
33
70
Student #16
B+
87%
174
34
10
50
80
Student #17
C+
79%
158
30
0
43
85
Student #18
B-
80%
159
46
10
38
65
Student #19
C+
78%
155
22
10
33
90
Student #20
D
61%
121
28
10
38
45
Student #21
B-
80%
159
34
10
50
65
Student #22
B+
88%
175
40
10
50
75
Student #23
B
85%
169
41
0
43
85
Student #24
B-
80%
160
22
10
48
80
Student #25
C
74%
148
50
10
33
55
1. Calculate the class average for Unit 1. Using the “Grading Scale” listed below with the “Percentage Grade Total” above, what is the overall class average “Letter Grade”?
Grading Scale
Letter Grade
Percentage
Letter Grade
Percentage
A
93–100
C+
77–79.99
A-
90–92.99
C
73–76.99
B+
87–89.99
C-
70–72.99
B
83–86.99
D+
67–69.99
B-
80–82.99
D
60–66.99
Class Average
Letter Grade
Unit 1
?
?
Show your work here: (5 points)
2. Create a frequency table to show the distribution of grades across the grading scale for the first week. (5 points)
Letter Grade
Percentage
Frequency #
Cumulative Frequency #
A
93–100
?
?
A-
90–92.9
?
?
B+
87–89.9
?
?
B
83–86.9
?
?
B-
80–82.9
?
?
C+
77–79.9
?
?
C
73–76.9
?
?
C-
70–72.9
?
?
D+
67–69.9
?
?
D
60–66.9
?
?
F
Below 59.9
?
?
3. Describe what you see based on the frequency distribution. (5 points)
4. Calculate the mean, median, and mode for the class’s first unit “Perce.
Assignment 05MA260 Statistical Analysis IDirections Be sure t.docx
Assignment 05
MA260 Statistical Analysis I
Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Refer to the "Assignment Format" page located on the Course Home page for specific format requirements.
NOTE: Show your work in the problems.
1. Compute the mean and variance of the following discrete probability distribution.
x
P(x)
2
.50
8
.30
10
.20
2. The Computer Systems Department has eight faculty, six of whom are tenured. Dr. Vonder, the chair, wants to establish a committee of three department faculty members to review the curriculum. If she selects the committee at random:
a. What is the probability all members of the committee are tenured?
b. What is the probability that at least one member is not tenured? (Hint: For this question, use the complement rule).
3. New Process, Inc., a large mail-order supplier of women’s fashions, advertises same-day service on every order. Recently, the movement of orders has not gone as planned, and there were a large number of complaints. Bud Owens, director of customer service, has completely redone the method of order handling. The goal is to have fewer than five unfilled orders on hand at the end of 95% of the working days. Frequent checks of the unfilled orders follow a Poisson distribution with a mean of two orders. A Poisson distribution is a discrete frequency distribution.
Has New Process, Inc. lived up to its internal goal? Cite evidence.
4. Recent information published by the U.S. Environmental Protection Agency indicates that Honda is the manufacturer of four of the top nine vehicles in terms of fuel economy.
a. Determine the probability distribution for the number of Hondas in a sample of three cars chosen from the top nine.
b. What is the likelihood that in the sample of three at least one Honda is included?
Grading Rubric
Please refer to the rubric below for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
15 points11 points7 points3 points
The student provides a clear
and logical table to organize
data and accurately includes
the equations and the correct
answers for the mean and
the variance.
The student provides an
adequate table to organize
data and accurately includes
the equations and the
correct answer for either
the mean or the variance.
The student does not
provide a clear and logical
table to organize data and
accurately includes the
equations and may have
only one correct answer for
the mean or the variance.
The student does not
provide a clear and logical
table to organize data and
has only 1 accurate
equation and one correct
answer for the mean or the
variance.
20 points15 points10 points5 points
The student provides correct
equations and answers for
both parts of the question.
The student provides correct
equatio.
PSYCH 625 Extraordinary Life/newtonhelp.com
For more course tutorials visit
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PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
PSYCH 625 Focus Dreams/newtonhelp.com
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PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
Psych 625 Effective Communication - tutorialrank.com
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PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
PSYCH 625 Assignment Week 3 Identifying Statistical Tests in the Literature Worksheet (New Syllabus)
PSYCH 625 Assignment Week 4 Comparing Means Workshee
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PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
PSYCH 625 MENTOR Redefined Education--psych625mentor.com
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PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
1 University of Wollongong School of Psychol.docx
1
University of Wollongong
School of Psychology
PSYC 250: Quantitative Methods in
Psychology
Assignment 2
INSTRUCTIONS:
This assignment is graded out of 30 marks, and it is worth 21% of the overall grade for the
subject. It is to be submitted by Fri 25 September 5.00pm.
This is an individual assignment, and all the work must be entirely your own.
You must show all working to gain full marks. Round the final answers to two decimal
places. Marks may be deducted for disorganized work.
For questions requiring a written answer, keep your answers to within 50 words each. The
only exception is when you need to provide report a statistical analysis in APA format. Write
your answers clearly with in blue or black ink.
Submit your answers in hardcopy (either hand-written or printed out). You must attach an
official signed declaration cover page, or else your assignment will not be graded.
Furthermore, you must submit an electronic file (see below).
2
ELECTRONIC FILE SUBMISSION INSTRUCTIONS:
Create ONE ELECTRONIC FILE that contains your written answers to the following
questions in Assignment 2, below:
Question 1d (APA style results section)
Question 2e (APA style results section)
Question 3 (written definition of what is an interaction effect is, and description of the
interaction in the given scenario)
HOW: In the Moodle site for PSY250, Click on the link that says "Assignment 2
(TurnItIn)". Click on the "My Submissions" tab. Next to "Submission Title", enter
"Assignment 2". Click the small box next to the statement "I confirm that this submission is
my own work...". Then, next to "File to Submit", click on "Browse..." and select the
document that you want to upload. Then click on "Add Submission".
DUE DATE: The same deadline as the hardcopy Assignment 2 applies. Your Assignment
will be considered late if either the hardcopy OR the electronic file are late.
NOTE: Although you are not required to turn in any other portion of the assignment through
TurnItIn, your responses to the other parts of the Assignment should still be your own work,
in your own words.
3
Question 1 [11 marks]
In obsessive-compulsive disorder (OCD) patients often display irrational compulsive behavior
such as repeated hand-washing, flicking light-switches on and off or compulsively counting
things. These behaviours are generally performed by the patient to stop obsessive negative
thoughts
A clinical psychologist examined the efficacy of 3 different treatments for OCD:
Family therapy – which promotes understanding of the disorder within the patients’ family
group.
Cognitive Behaviour therapy - which addresses obsessive thought patterns
Attending a support group with other patients with OCD.
Twenty-one patients with OCD were randomly assigned to one of three treatment conditions.
After six months the number ...
PSYCH 625 MENTOR Achievement Education / psych625mentor.com
is a truly special teacher is very wise and sees tomorrow in every student’s eyes
PSYCH 625 MENTOR Education for Service-- psych625mentor.com
This course provides a wide range of university students-centered service
PSYCH 625 MENTOR Inspiring Innovation--psych625mentor.com
is a truly special teacher is very wise and sees tomorrow in every student’s eyes
PSYCH 625 MENTOR Knowledge is divine--psych625mentor.com
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PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
PSYCH 625 Assignment Week 3 Identifying Statistical Tests in the Literature Worksheet (New Syllabus)
PSYCH 625 Assignment Week 4 Comparing Means Worksheet (New Syllabus
PSYCH 625 MENTOR Education Planning--psych625mentor.com
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PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
PSYCH 625 Assignment Week 3 Identifying Statistical Tests in the Literature Worksheet (New Syllabus)
PSYCH 625 Exceptional Education - snaptutorial.com
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PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
PSYCH 625 Assignment Week 3 Identifying Statistical Tests in the Literature Worksheet (New Syllabus)
PSYCH 625 Assignment Week 4 Comparing Means Worksheet (New Syllabus)
Solving Equations by Factoring KTIP lesson plan
interdisciplinary lesson plan w/connection to physics
BUSI 230Discussion Board Forum 1Project 2 InstructionsSta.docx
BUSI 230
Discussion Board Forum 1/Project 2 Instructions
Standard Deviation and Outliers
Thread:
For this assignment, you will use the Project 2 Excel Spreadsheet to answer the questions below. In each question, use the spreadsheet to create the graphs as described and then answer the question.
Put all of your answers into a thread posted in Discussion Board Forum 1/Project 2.
This course utilizes the Post-First feature in all Discussion Board Forums. This means you will only be able to read and interact with your classmates’ threads after you have submitted your thread in response to the provided prompt. For additional information on Post-First, click here for a tutorial. This is intentional. You must use your own work for answers to Questions 1–5. If something happens that leads you to want to make a second post for any of your answers to Questions 1–5, you must get permission from your instructor.
1. A. Create a set of 5 points that are very close together and record the standard deviation. Next, add a sixth point that is far away from the original 5 and record the new standard deviation.
What is the impact of the new point on the standard deviation? Do not just give a numerical value for the change. Explain in sentence form what happened to the standard deviation. (4 points)
B. Create a data set with 8 points in it that has a mean of approximately 10 and a standard deviation of approximately 1. Use the second chart to create a second data set with 8 points that has a mean of approximately 10 and a standard deviation of approximately 4. What did you do differently to create the data set with the larger standard deviation? (4 points)
2. Go back to the spreadsheet and clear the data values from Question 1 from the data column and then put values matching the following data set into the data column for the first graph. (8 points)
50, 50, 50, 50, 50.
Notice that the standard deviation is 0. Explain why the standard deviation for this one is zero. Do not show the calculation. Explain in words why the standard deviation is zero when all of the points are the same. If you don’t know why, try doing the calculation by hand to see what is happening. If that does not make it clear, try doing a little research on standard deviation and see what it is measuring and then look again at the data set for this question.
3. Go back to the spreadsheet one last time and put each of the following three data sets into one of the graphs. Record what the standard deviation is for each data set and answer the questions below.
Data set 1:
0, 0, 0, 100, 100, 100
Data set 2:
0, 20, 40, 60, 80, 100
Data set 3:
0, 40, 45, 55, 60, 100
Note that all three data sets have a median of 50. Notice how spread out the points are in each data set and compare this to the standard deviations for the data sets. Describe the relationship you see between the amount of spread and the size of the standard deviation and explain why this connection exists. Do not give your calcu ...
Don’t fal out techno in
308. Don't FAL out;Techno IN!
This session will share several formative assessment lessons, activities and strategies that we have used within our classes as well as technology resources we have found very useful. Handouts are available online. You will feel like a kid leaving a candy shop!
Presenter(s): Jo Harris, Olivia Valk, Cody Powell
Location: Biltmore
STAT 225 Final ExaminationSummer 2015 OL1US1Page 1 of 10STAT .docx
STAT 225 Final ExaminationSummer 2015 OL1/US1Page 1 of 10
STAT 225 Introduction to Statistical Methods for the Behavioral Science
Final Examination: Summer 2015 OL1 / US1Name______________________________
Instructor __________________________
Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document.
Answer all 25 questions. Make sure your answers are as complete as possible. Show all of your work and reasoning. In particular, when there are calculations involved, you must show how you come up with your answers with critical work and/or necessary tables. Answers that come straight from programs or software packages will not be accepted. If you need to use software (for example, Excel) and /or online or hand-held calculators to aid in your calculation, please cite the source and explain how you get the results.
When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain-text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.
You must complete the exam individually. Neither collaboration nor consultation with others is allowed. Your exam will receive a zero grade unless you complete the following honor statement.
Please sign (or type) your name below the following honor statement:
I promise that I did not discuss any aspect of this exam with anyone other than my instructor. I further promise that I neither gave nor received any unauthorized assistance on this exam, and that the work presented herein is entirely my own.
Name _____________________Date___________________
Record your answers and work.
Problem Number
Solution
1
(25 pts)
Answers:
(a)
(b)
(c)
(d)
(e)
Work for (a), (b), (c), (d) and (e):
2
(5 pts)
Answer:
Study Time (in hours)
Frequency
Relative Frequency
0.0 – 4.9
5
5.0 - 9.9
13
10.0 - 14.9
0.22
15.0 -19.9
42
20.0 – 24.9
Total
100
Work:
3
(5 pts)
Answer:
Work:
4
(5 pts)
Answer:
Work:
5
(5 pts)
Answer:
Work:
6
(5 pts)
Answer:
Work:
7
(10 pts)
Answer:
Work:
8
(5 pts)
Answer:
Work:
9
(5 pts)
Answer:
Work:
10
(5 pts)
Answer:
Work:
11
(5 pts)
Answer:
Work:
12
(10 pts)
Answer:
Work:
13
(10 pts)
Answer:
Work:
14
(5 pts)
Answer:
Work:
15
(15 pts)
Answer:
(a)
x
P(x)
0
1
2
3
(b) mean = __________ , and standard deviation = _____________
Work for (a) and (b):
16
(20 pts)
Answer:
(a)
(b)
(c)
Work for (a), (b) and (c) :
17
(10 pts)
Answer:
Work:
18
(5 pts)
Answer:
Work:
19
(5 pts)
Answer:
Work:
20
(10 pts)
Answer:
Work:
21
(15 pt.
Assignment Brief 201415Assignment DetailsThis assignment .docx
Assignment Brief 2014/15
Assignment Details
This assignment is a series of five mathematical/computational questions, some requiring more than one computation and not all of equal value. The 100 marks for this assignment have been divided up amongst the series of problems. The marks for each problem are shown in square brackets at the end of the question.
Attempt all five problems
· You must demonstrate that you have met the learning outcomes below
· As you construct and present your work, consider the assessment criteria
Learning outcomes
From the module descriptor the “indicative” assessment criteria were used to produce this test for you. It was also considered to focus on materials to be learned in the first block of teaching. The practice you gain with this assignment should help you to prepare for the way problems are written and marked in the final exam.
The learning outcomes being tested here are: 1,2,3
· Apply Transforms to solve differential equations for engineering problems
· Apply Linear programming and Markov modelling techniques to the solution of complex engineering problems
· Critically evaluate probabilistic analysis techniques.
These outcomes may be further assessed in the final exam, along with the remaining outcomes not tested here. Be assured you will be tested on everything.
The deadline for submission is
4.00pm on the 3rd Feb 2015
Every attempt will be made to ensure that the work will be marked and available for collection by 24th Feb 2015.
The assignment is worth 40% of the total module assessment.
Assessment Criteria
For more information please see the marking guide at Appendix 1
Submission
Your work must be submitted with:
· a front cover sheet (detailing the module code and title, coursework title, module name and student name, word count, date submitted).
· a firmly attached and fully completed School Assessment Cover Sheet. These are available from JBF203. It should not be submitted in folders, plastic wallets or paper clipped
The assignment should be submitted:
electronically to turn-it-in before the deadline using the link on the module area on blackboard
Presentation Instructions
The word limit is 2500 words (+/-10%). This excludes footnotes but includesquotations and appendices.
Remember: You must keep to the word limit of 2500 words
It is your responsibility to ensure that your work is neatly and accurately presented.
The work must be:
· Word-processed
· Single sided
· 1.5 or double line spaced
· Times New Roman or Ariel 12 point font
· Justified
· Page numbered
· On A4 paper
· Margins left and right 3cm
· Stapled together at the top left-hand corner
· Attached to a cover sheet.
Marks may be deducted for failure to follow these instructions. Please look at the Student Guide to Assessment for more information.
Referencing
All academic writing must be referenced. If you use other people’s ideas without referencing them you are plagiarising their work.
Use either the Numeric or ...
STA 614 Cumulative Assessment #3 - FINAL (Fall 2015)The final cu.docx
STA 614 Cumulative Assessment #3 - FINAL (Fall 2015)
The final cumulative assignment is comprised of 21 short-answer questions posted on Blackboard and is worth 225 points. For some of the questions you will need refer to posted articles and for others you may need to use StatCrunch (these things are indicated clearly in bold/underlined text either within questions or prior to a group of questions, so please read carefully!). You may copy tables directly from StatCrunch into the Blackboard answer box as needed, however it is preferred that you would simply incorporate only those numbers that are absolutely necessary into your written response. Note that there is no formal StatCrunch report for this assignment.
Please put all of your answers into Blackboard and submit your final assignment as soon as you can get it done. While the official deadline is Friday December 11, we would like to be able to grade assignments as they are completed throughout the week since final course grades are due on December 14. Please note that this assignment covers all aspects of the course with a slight focus toward the last four weeks.Also note: if you need your grade submitted to SAP so that you can print paperwork to meet a reimbursement deadline, please send me an email immediately after submitting your final with a request for expedited grading.
Collaboration Policy and Grading
Collaboration Policy (Please please please do not do anything that would force me to apply this!!!)
Absolutely no collaboration or communication of any kind with other students or friends to aid in the completion of these assignments is allowed. This includes, but is not limited to, verbal or email communication, text messaging, etc. If for any reason I deem that you have violated this policy, then you will at minimum receive a 0 for the assignment and most likely a failing grade in the course.
Please note: It is acceptable to email Dr. Nolan for clarifications related to the CUA – but please don’t expect answers to questions of a statistical nature about specific parts of this assignment. It is also important to remember that you may and should feel free to ask of me any general questions or questions about other assignments/feedback from the course and I will gladly answer those.
Please please please do not do anything that would cause me to need to enforce this policy! Thanks!
Grading Rubric: Answers will receive…
Full Credit: Question is answered completely and correctly
80-95% Credit: Answer contains 1-2 minor statistical errors
60-80% Credit: Answer contains 3+ minor statistical errors or any major statistical error
0-60% Credit: Answer is substantially incomplete, contains multiple major statistical errors, or does not address the question that was asked.
Reminder: Expected answer lengths are given for many questions and reflect roughly the length of answers in my solution key. Please note that the expected length of answer will have not.
NEW YORK STATE It is important to identify and develop vario.docx
NEW YORK STATE
It is important to identify and develop various strategies to motivate and engage students in science. Review the resources in this week’s topic materials to guide you on how to structure your video.
For this assignment, you will create a video using any video recording device and develop a 2-3 minute Lope Talk video similar to a Ted Talk, in which you will describe ways to engage and motivate students through the instruction of science. This would be presented as a professional development to fellow science teachers. Select a grade level or grade level strand (K-3, 4-5, or 6-8) as you prepare for this video.
Your video should include:
Strategies to engage students through active inquiry within science instruction.
Explanation of engagement strategies to support collaboration and interaction.
Methods to capture and hold the interest of the students.
Two examples of how to incorporate technology.
When creating your video presentation, consider the following:
Design visual elements to emphasize major points
Prepare a presentation outline and a brief script
Design slides for major points
Practice and rehearse
Record your presentation
Add effects and edit as necessary
.
Next, offer your perspective on transparency. In Chapter 3 of th.docx
Next, offer your perspective on transparency. In Chapter 3 of their book
Trust and Betrayal in the Workplace
, Reina and Reina suggest that although one might "assume that they are obligated to share only what they need to complete specific tasks or projects" (p.45), this couldn't be further from the truth.
Considering the statement above, discuss why leaders might provide information about their activities and decision making, even when employees may not be directly affected? Do you support this notion? Explain why or why not.
both give and get the information you need to do your job, take responsibility for and learn from your mistakes, and talk through issues and concerns with an eye toward deep understanding and effective resolutions. Trust of Communication helps you create workplace relationships infused with positive energy, a sense of community, and shared purpose.You earn Trust of Communication by practicing six primary behaviors: share information, tell the truth, admit mistakes, give and receive constructive feedback, maintain confidentiality, and speak with good purpose.Behaviors that Contribute to Trust of Communication You need Trust of Communication to develop open, honest inter-actions that will support you and your colleagues in doing your best work. You want trustworthy communication, right? Cultivat-ing it begins with you. Let’s explore how to get it by practicing the six Trust of Communication behaviors.Share Information Do the people you work with willingly provide information to others? Or is information shared on a “need to know” basis? Do you assume you’re obligated to share only what others need to complete specific tasks or projects? Do your bosses or colleagues take this approach with you? Answering these questions requires honesty, both with yourself and with others.Think about how fast the world is moving and how this speed highlights the importance of fluid information flow. You know firsthand how vital information is to you. You can’t be effective without it. You and others need timely information to tie your efforts to your organization’s purpose and strategy.
MLA (Modern Language Assoc.)
Reina, Dennis, and Michelle Reina. Trust and Betrayal in the Workplace : Building Effective Relationships in Your Organization. Vol. 3rd ed, Berrett-Koehler Publishers, 2015.
APA (American Psychological Assoc.)
Reina, D., & Reina, M. (2015). Trust and Betrayal in the Workplace : Building Effective Relationships in Your Organization: Vol. 3rd ed. Berrett-Koehler Publishers.
.
New research suggests that the m ost effective executives .docx
New research suggests
that the m ost effective executives
use a collection o f distinct leadership styles -
each in the right measure, at just the right time.
Such flexibility is tough to put into action, but it pays
off in performance. And better yet,
it can be learned.
by Daniel Golem an
A sk a n y g r o u p of businesspeople
f —I the question "What do effective
X X leaders do?" and y o u 'll h ear a
sweep of answers. Leaders set strategy;
they motivate; they create a mission; they build a
culture. Then ask "What should leaders do?" If the
group is seasoned, you'll likely hear one response:
the leader's singular job is to get results.
But how? The mystery of what leaders can and
ought to do in order to spark the best performance
from their people is age-old. In recent years, that
mystery has spawned an entire cottage industry:
literally thousands of "leadership experts" have
made careers of testing and coaching executives, all
in pursuit of creating businesspeople who can turn
bold objectives-be they strategic, financial, organi
zational, or all th re e -in to reality.
Still, effective leadership eludes many people and
organizations. One reason is that until recently, vir
tually no quantitative research has demonstrated
EADERSHIP
THAT GETS
ESULTS
which precise leadership behaviors yield
positive results. Leadership experts prof
fer advice based on inference, experience,
and instinct. Sometimes th at advice is
right on target; sometimes it's not.
But new research by the consulting firm Hay/
McBer, which draws on a random sample of 3,871
executives selected from a database of more than
20,000 executives worldwide, takes much of the
mystery out of effective leadership. The research
found six distinct leadership styles, each springing
from different components of em otional in telli
gence. The styles, taken individually, appear to have
a direct and unique impact on the working atmo
sphere of a company, division, or team, and in turn,
on its financial performance. And perhaps most
important, the research indicates that leaders with
the best results do not rely on only one leadership
style,- they use most of them in a given week -seam
lessly and in different m easure-depending on the
78 H A R V A R D B U S I N E S S R E V I E W M a r c h - A p r i l 2 0 0 0
A
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W
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R
K
B
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f
.
P
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L e a d e r s h i p T h a t G ets Res ults
Emotional Intelligence: A Primer
E m o tio n a l i n t e l l i g e n c e - t h e a b ilit y t o m a n a g e o u rs e lv e s a n d o u r re la tio n s h ip s e f f e c t i v e ly -
c o n s is ts o f f o u r fu n d a m e n ta l c a p a b ilitie s : se lf-a w a re n e s s , s e lf-m a n a g e m e n t, s o c ia l a w a re n e ss,
a n d s o cia l s kill. Each c a p a b ility , in t u r n , is c o m p o s e d o f s p e c ific sets o f c o m p e te n c ie s . B e lo w
is a lis t o f t h e c a p a b ilitie s.
NewFCFF2StageTwo-Stage FCFF Discount ModelThis model is designed t.docx
NewFCFF2StageTwo-Stage FCFF Discount ModelThis model is designed to value a firm, with two stages of growth, an initialperiod of higher growth and a subsequent period of stable growth.For a richer version of this model, try the fcffginzu.xls spreadsheet.Assumptions1. The firm is expected to grow at a higher growth rate in the first period.2. The growth rate will drop at the end of the first period to the stable growth rate.The user has to define the following inputs:1. Length of high growth period2. Expected growth rate in earnings during the high growth period.3. Capital Spending, Depreciation and Working Capital needs during the high growth period.4. Expected growth rate in earnings during the stable growth period.5. Inputs for the cost of capital. (Cost of equity, Cost of debt, Weights on debt and equity)Inputs to the modelCurrent EBIT =$5,186.00Current Interest Expense =$118.00Current Capital Spending$2,152.00Current Depreciation & Amort'n =$1,228.00Tax Rate on Income =28.49%Current Revenues =$16,701.00Current Non-cash Working Capital =$3,755.00Chg. Working Capital =$499.00Last yearCash and Marketable Securities$500.00Value of equity options issued by firm =$1,500.00Book Value of Debt =$1,479.00$1,315.00Book Value of Equity =$12,941.00$12,156.00Weights on Debt and EquityIs the firm publicly traded ?Yes( Yes or No)If yes, enter the market price per share =$125.50(in currency)& Number of shares outstanding =993.57(in #)& Market Value of Debt =$1,822.00( in currency)If no, do you want to use the book value debt ratio ?No(Yes or No)If no, enter the debt to capital ratio to be used =(in percent)Enter length of extraordinary growth period =5(in years)Do you want to change the debt ratio in the stable growth period?NoIf yes, enter the debt ratio for the stable growth period =Costs of ComponentsDo you want to enter cost of equity directly?No(Yes or No)If yes, enter the cost of equity =(in percent)If no, enter the inputs to the cost of equityBeta of the stock =0.8Riskfree rate=5.30%(in percent)Risk Premium=5.50%(in percent)Enter the cost of debt for cost of capital calculation5.50%( in percent)Earnings InputsDo you want to use the historical growth rate?No(Yes or No)If yes, enter EBIT from five years ago =$800.00(in currency)Do you have an outside estimate of growth ?Yes(Yes or No)If yes, enter the estimated growth:12.50%(in percent)Do you want to calculate the growth rate from fundamentals?Yes(Yes or No)The following will be the inputs to the fundamental growth formulation:ROC =27.53%Reinv. Rate =38.37%Do you want to change any of these inputs for the high growth period?No(Yes or No)If yes, specify the values for these inputs (Please enter all variables)ROC =10.00%Reinv. Rate =100.00%Specify weights to be assigned to each of these growth rates:Historical Growth Rate =0.00%(in percent)Outside Prediction of Growth =0.00%(in percent)Fundamental Estimate of Growth =100.00%(in percent)Enter growth rate in stable growth period?6.00%(in percent)BetaW.
Negotiation StylesWe negotiate multiple times every day in e.docx
Negotiation Styles
We negotiate multiple times every day in encounters with others. Negotiation occurs when two or more parties have conflicting goals or interests.
Reflect on the past week and identify an instance where you negotiated with someone—at home, at work, or anytime you had contact with another person. For
the first paragraph
of your initial post, describe the negotiation event, including the participants, the key issues, and the outcome.
For
the second part
of your initial post, evaluate the following starter bullet points, using research on course concepts to inform your analysis:
Negotiators tend to have consistent styles. How would you assess your style in the negotiation? How would you assess the style of the other party? How might your style have been different had you been negotiating the same issue with a different person?
.
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PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
PSYCH 625 Assignment Week 2 Probability and Statistical Analysis Worksheet (New Syllabus)
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PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
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1 University of Wollongong School of Psychol.docx
1
University of Wollongong
School of Psychology
PSYC 250: Quantitative Methods in
Psychology
Assignment 2
INSTRUCTIONS:
This assignment is graded out of 30 marks, and it is worth 21% of the overall grade for the
subject. It is to be submitted by Fri 25 September 5.00pm.
This is an individual assignment, and all the work must be entirely your own.
You must show all working to gain full marks. Round the final answers to two decimal
places. Marks may be deducted for disorganized work.
For questions requiring a written answer, keep your answers to within 50 words each. The
only exception is when you need to provide report a statistical analysis in APA format. Write
your answers clearly with in blue or black ink.
Submit your answers in hardcopy (either hand-written or printed out). You must attach an
official signed declaration cover page, or else your assignment will not be graded.
Furthermore, you must submit an electronic file (see below).
2
ELECTRONIC FILE SUBMISSION INSTRUCTIONS:
Create ONE ELECTRONIC FILE that contains your written answers to the following
questions in Assignment 2, below:
Question 1d (APA style results section)
Question 2e (APA style results section)
Question 3 (written definition of what is an interaction effect is, and description of the
interaction in the given scenario)
HOW: In the Moodle site for PSY250, Click on the link that says "Assignment 2
(TurnItIn)". Click on the "My Submissions" tab. Next to "Submission Title", enter
"Assignment 2". Click the small box next to the statement "I confirm that this submission is
my own work...". Then, next to "File to Submit", click on "Browse..." and select the
document that you want to upload. Then click on "Add Submission".
DUE DATE: The same deadline as the hardcopy Assignment 2 applies. Your Assignment
will be considered late if either the hardcopy OR the electronic file are late.
NOTE: Although you are not required to turn in any other portion of the assignment through
TurnItIn, your responses to the other parts of the Assignment should still be your own work,
in your own words.
3
Question 1 [11 marks]
In obsessive-compulsive disorder (OCD) patients often display irrational compulsive behavior
such as repeated hand-washing, flicking light-switches on and off or compulsively counting
things. These behaviours are generally performed by the patient to stop obsessive negative
thoughts
A clinical psychologist examined the efficacy of 3 different treatments for OCD:
Family therapy – which promotes understanding of the disorder within the patients’ family
group.
Cognitive Behaviour therapy - which addresses obsessive thought patterns
Attending a support group with other patients with OCD.
Twenty-one patients with OCD were randomly assigned to one of three treatment conditions.
After six months the number ...
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PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
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PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
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PSYCH 625 Assignment Week 1 Descriptive and Inferential Statistics Worksheet (New Syllabus)
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Solving Equations by Factoring KTIP lesson plan
interdisciplinary lesson plan w/connection to physics
BUSI 230Discussion Board Forum 1Project 2 InstructionsSta.docx
BUSI 230
Discussion Board Forum 1/Project 2 Instructions
Standard Deviation and Outliers
Thread:
For this assignment, you will use the Project 2 Excel Spreadsheet to answer the questions below. In each question, use the spreadsheet to create the graphs as described and then answer the question.
Put all of your answers into a thread posted in Discussion Board Forum 1/Project 2.
This course utilizes the Post-First feature in all Discussion Board Forums. This means you will only be able to read and interact with your classmates’ threads after you have submitted your thread in response to the provided prompt. For additional information on Post-First, click here for a tutorial. This is intentional. You must use your own work for answers to Questions 1–5. If something happens that leads you to want to make a second post for any of your answers to Questions 1–5, you must get permission from your instructor.
1. A. Create a set of 5 points that are very close together and record the standard deviation. Next, add a sixth point that is far away from the original 5 and record the new standard deviation.
What is the impact of the new point on the standard deviation? Do not just give a numerical value for the change. Explain in sentence form what happened to the standard deviation. (4 points)
B. Create a data set with 8 points in it that has a mean of approximately 10 and a standard deviation of approximately 1. Use the second chart to create a second data set with 8 points that has a mean of approximately 10 and a standard deviation of approximately 4. What did you do differently to create the data set with the larger standard deviation? (4 points)
2. Go back to the spreadsheet and clear the data values from Question 1 from the data column and then put values matching the following data set into the data column for the first graph. (8 points)
50, 50, 50, 50, 50.
Notice that the standard deviation is 0. Explain why the standard deviation for this one is zero. Do not show the calculation. Explain in words why the standard deviation is zero when all of the points are the same. If you don’t know why, try doing the calculation by hand to see what is happening. If that does not make it clear, try doing a little research on standard deviation and see what it is measuring and then look again at the data set for this question.
3. Go back to the spreadsheet one last time and put each of the following three data sets into one of the graphs. Record what the standard deviation is for each data set and answer the questions below.
Data set 1:
0, 0, 0, 100, 100, 100
Data set 2:
0, 20, 40, 60, 80, 100
Data set 3:
0, 40, 45, 55, 60, 100
Note that all three data sets have a median of 50. Notice how spread out the points are in each data set and compare this to the standard deviations for the data sets. Describe the relationship you see between the amount of spread and the size of the standard deviation and explain why this connection exists. Do not give your calcu ...
Don’t fal out techno in
308. Don't FAL out;Techno IN!
This session will share several formative assessment lessons, activities and strategies that we have used within our classes as well as technology resources we have found very useful. Handouts are available online. You will feel like a kid leaving a candy shop!
Presenter(s): Jo Harris, Olivia Valk, Cody Powell
Location: Biltmore
STAT 225 Final ExaminationSummer 2015 OL1US1Page 1 of 10STAT .docx
STAT 225 Final ExaminationSummer 2015 OL1/US1Page 1 of 10
STAT 225 Introduction to Statistical Methods for the Behavioral Science
Final Examination: Summer 2015 OL1 / US1Name______________________________
Instructor __________________________
Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document.
Answer all 25 questions. Make sure your answers are as complete as possible. Show all of your work and reasoning. In particular, when there are calculations involved, you must show how you come up with your answers with critical work and/or necessary tables. Answers that come straight from programs or software packages will not be accepted. If you need to use software (for example, Excel) and /or online or hand-held calculators to aid in your calculation, please cite the source and explain how you get the results.
When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain-text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.
You must complete the exam individually. Neither collaboration nor consultation with others is allowed. Your exam will receive a zero grade unless you complete the following honor statement.
Please sign (or type) your name below the following honor statement:
I promise that I did not discuss any aspect of this exam with anyone other than my instructor. I further promise that I neither gave nor received any unauthorized assistance on this exam, and that the work presented herein is entirely my own.
Name _____________________Date___________________
Record your answers and work.
Problem Number
Solution
1
(25 pts)
Answers:
(a)
(b)
(c)
(d)
(e)
Work for (a), (b), (c), (d) and (e):
2
(5 pts)
Answer:
Study Time (in hours)
Frequency
Relative Frequency
0.0 – 4.9
5
5.0 - 9.9
13
10.0 - 14.9
0.22
15.0 -19.9
42
20.0 – 24.9
Total
100
Work:
3
(5 pts)
Answer:
Work:
4
(5 pts)
Answer:
Work:
5
(5 pts)
Answer:
Work:
6
(5 pts)
Answer:
Work:
7
(10 pts)
Answer:
Work:
8
(5 pts)
Answer:
Work:
9
(5 pts)
Answer:
Work:
10
(5 pts)
Answer:
Work:
11
(5 pts)
Answer:
Work:
12
(10 pts)
Answer:
Work:
13
(10 pts)
Answer:
Work:
14
(5 pts)
Answer:
Work:
15
(15 pts)
Answer:
(a)
x
P(x)
0
1
2
3
(b) mean = __________ , and standard deviation = _____________
Work for (a) and (b):
16
(20 pts)
Answer:
(a)
(b)
(c)
Work for (a), (b) and (c) :
17
(10 pts)
Answer:
Work:
18
(5 pts)
Answer:
Work:
19
(5 pts)
Answer:
Work:
20
(10 pts)
Answer:
Work:
21
(15 pt.
Assignment Brief 201415Assignment DetailsThis assignment .docx
Assignment Brief 2014/15
Assignment Details
This assignment is a series of five mathematical/computational questions, some requiring more than one computation and not all of equal value. The 100 marks for this assignment have been divided up amongst the series of problems. The marks for each problem are shown in square brackets at the end of the question.
Attempt all five problems
· You must demonstrate that you have met the learning outcomes below
· As you construct and present your work, consider the assessment criteria
Learning outcomes
From the module descriptor the “indicative” assessment criteria were used to produce this test for you. It was also considered to focus on materials to be learned in the first block of teaching. The practice you gain with this assignment should help you to prepare for the way problems are written and marked in the final exam.
The learning outcomes being tested here are: 1,2,3
· Apply Transforms to solve differential equations for engineering problems
· Apply Linear programming and Markov modelling techniques to the solution of complex engineering problems
· Critically evaluate probabilistic analysis techniques.
These outcomes may be further assessed in the final exam, along with the remaining outcomes not tested here. Be assured you will be tested on everything.
The deadline for submission is
4.00pm on the 3rd Feb 2015
Every attempt will be made to ensure that the work will be marked and available for collection by 24th Feb 2015.
The assignment is worth 40% of the total module assessment.
Assessment Criteria
For more information please see the marking guide at Appendix 1
Submission
Your work must be submitted with:
· a front cover sheet (detailing the module code and title, coursework title, module name and student name, word count, date submitted).
· a firmly attached and fully completed School Assessment Cover Sheet. These are available from JBF203. It should not be submitted in folders, plastic wallets or paper clipped
The assignment should be submitted:
electronically to turn-it-in before the deadline using the link on the module area on blackboard
Presentation Instructions
The word limit is 2500 words (+/-10%). This excludes footnotes but includesquotations and appendices.
Remember: You must keep to the word limit of 2500 words
It is your responsibility to ensure that your work is neatly and accurately presented.
The work must be:
· Word-processed
· Single sided
· 1.5 or double line spaced
· Times New Roman or Ariel 12 point font
· Justified
· Page numbered
· On A4 paper
· Margins left and right 3cm
· Stapled together at the top left-hand corner
· Attached to a cover sheet.
Marks may be deducted for failure to follow these instructions. Please look at the Student Guide to Assessment for more information.
Referencing
All academic writing must be referenced. If you use other people’s ideas without referencing them you are plagiarising their work.
Use either the Numeric or ...
STA 614 Cumulative Assessment #3 - FINAL (Fall 2015)The final cu.docx
STA 614 Cumulative Assessment #3 - FINAL (Fall 2015)
The final cumulative assignment is comprised of 21 short-answer questions posted on Blackboard and is worth 225 points. For some of the questions you will need refer to posted articles and for others you may need to use StatCrunch (these things are indicated clearly in bold/underlined text either within questions or prior to a group of questions, so please read carefully!). You may copy tables directly from StatCrunch into the Blackboard answer box as needed, however it is preferred that you would simply incorporate only those numbers that are absolutely necessary into your written response. Note that there is no formal StatCrunch report for this assignment.
Please put all of your answers into Blackboard and submit your final assignment as soon as you can get it done. While the official deadline is Friday December 11, we would like to be able to grade assignments as they are completed throughout the week since final course grades are due on December 14. Please note that this assignment covers all aspects of the course with a slight focus toward the last four weeks.Also note: if you need your grade submitted to SAP so that you can print paperwork to meet a reimbursement deadline, please send me an email immediately after submitting your final with a request for expedited grading.
Collaboration Policy and Grading
Collaboration Policy (Please please please do not do anything that would force me to apply this!!!)
Absolutely no collaboration or communication of any kind with other students or friends to aid in the completion of these assignments is allowed. This includes, but is not limited to, verbal or email communication, text messaging, etc. If for any reason I deem that you have violated this policy, then you will at minimum receive a 0 for the assignment and most likely a failing grade in the course.
Please note: It is acceptable to email Dr. Nolan for clarifications related to the CUA – but please don’t expect answers to questions of a statistical nature about specific parts of this assignment. It is also important to remember that you may and should feel free to ask of me any general questions or questions about other assignments/feedback from the course and I will gladly answer those.
Please please please do not do anything that would cause me to need to enforce this policy! Thanks!
Grading Rubric: Answers will receive…
Full Credit: Question is answered completely and correctly
80-95% Credit: Answer contains 1-2 minor statistical errors
60-80% Credit: Answer contains 3+ minor statistical errors or any major statistical error
0-60% Credit: Answer is substantially incomplete, contains multiple major statistical errors, or does not address the question that was asked.
Reminder: Expected answer lengths are given for many questions and reflect roughly the length of answers in my solution key. Please note that the expected length of answer will have not.
Similar to NAMEMATH125 Unit 6 Submission Assignment Answer Form1. A.docx (17)
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BUSI 230Discussion Board Forum 1Project 2 InstructionsSta.docx
BUSI 230Discussion Board Forum 1Project 2 InstructionsSta.docx
STAT 225 Final ExaminationSummer 2015 OL1US1Page 1 of 10STAT .docx
STAT 225 Final ExaminationSummer 2015 OL1US1Page 1 of 10STAT .docx
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NEW YORK STATE It is important to identify and develop vario.docx
NEW YORK STATE
It is important to identify and develop various strategies to motivate and engage students in science. Review the resources in this week’s topic materials to guide you on how to structure your video.
For this assignment, you will create a video using any video recording device and develop a 2-3 minute Lope Talk video similar to a Ted Talk, in which you will describe ways to engage and motivate students through the instruction of science. This would be presented as a professional development to fellow science teachers. Select a grade level or grade level strand (K-3, 4-5, or 6-8) as you prepare for this video.
Your video should include:
Strategies to engage students through active inquiry within science instruction.
Explanation of engagement strategies to support collaboration and interaction.
Methods to capture and hold the interest of the students.
Two examples of how to incorporate technology.
When creating your video presentation, consider the following:
Design visual elements to emphasize major points
Prepare a presentation outline and a brief script
Design slides for major points
Practice and rehearse
Record your presentation
Add effects and edit as necessary
.
Next, offer your perspective on transparency. In Chapter 3 of th.docx
Next, offer your perspective on transparency. In Chapter 3 of their book
Trust and Betrayal in the Workplace
, Reina and Reina suggest that although one might "assume that they are obligated to share only what they need to complete specific tasks or projects" (p.45), this couldn't be further from the truth.
Considering the statement above, discuss why leaders might provide information about their activities and decision making, even when employees may not be directly affected? Do you support this notion? Explain why or why not.
both give and get the information you need to do your job, take responsibility for and learn from your mistakes, and talk through issues and concerns with an eye toward deep understanding and effective resolutions. Trust of Communication helps you create workplace relationships infused with positive energy, a sense of community, and shared purpose.You earn Trust of Communication by practicing six primary behaviors: share information, tell the truth, admit mistakes, give and receive constructive feedback, maintain confidentiality, and speak with good purpose.Behaviors that Contribute to Trust of Communication You need Trust of Communication to develop open, honest inter-actions that will support you and your colleagues in doing your best work. You want trustworthy communication, right? Cultivat-ing it begins with you. Let’s explore how to get it by practicing the six Trust of Communication behaviors.Share Information Do the people you work with willingly provide information to others? Or is information shared on a “need to know” basis? Do you assume you’re obligated to share only what others need to complete specific tasks or projects? Do your bosses or colleagues take this approach with you? Answering these questions requires honesty, both with yourself and with others.Think about how fast the world is moving and how this speed highlights the importance of fluid information flow. You know firsthand how vital information is to you. You can’t be effective without it. You and others need timely information to tie your efforts to your organization’s purpose and strategy.
MLA (Modern Language Assoc.)
Reina, Dennis, and Michelle Reina. Trust and Betrayal in the Workplace : Building Effective Relationships in Your Organization. Vol. 3rd ed, Berrett-Koehler Publishers, 2015.
APA (American Psychological Assoc.)
Reina, D., & Reina, M. (2015). Trust and Betrayal in the Workplace : Building Effective Relationships in Your Organization: Vol. 3rd ed. Berrett-Koehler Publishers.
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New research suggests that the m ost effective executives .docx
New research suggests
that the m ost effective executives
use a collection o f distinct leadership styles -
each in the right measure, at just the right time.
Such flexibility is tough to put into action, but it pays
off in performance. And better yet,
it can be learned.
by Daniel Golem an
A sk a n y g r o u p of businesspeople
f —I the question "What do effective
X X leaders do?" and y o u 'll h ear a
sweep of answers. Leaders set strategy;
they motivate; they create a mission; they build a
culture. Then ask "What should leaders do?" If the
group is seasoned, you'll likely hear one response:
the leader's singular job is to get results.
But how? The mystery of what leaders can and
ought to do in order to spark the best performance
from their people is age-old. In recent years, that
mystery has spawned an entire cottage industry:
literally thousands of "leadership experts" have
made careers of testing and coaching executives, all
in pursuit of creating businesspeople who can turn
bold objectives-be they strategic, financial, organi
zational, or all th re e -in to reality.
Still, effective leadership eludes many people and
organizations. One reason is that until recently, vir
tually no quantitative research has demonstrated
EADERSHIP
THAT GETS
ESULTS
which precise leadership behaviors yield
positive results. Leadership experts prof
fer advice based on inference, experience,
and instinct. Sometimes th at advice is
right on target; sometimes it's not.
But new research by the consulting firm Hay/
McBer, which draws on a random sample of 3,871
executives selected from a database of more than
20,000 executives worldwide, takes much of the
mystery out of effective leadership. The research
found six distinct leadership styles, each springing
from different components of em otional in telli
gence. The styles, taken individually, appear to have
a direct and unique impact on the working atmo
sphere of a company, division, or team, and in turn,
on its financial performance. And perhaps most
important, the research indicates that leaders with
the best results do not rely on only one leadership
style,- they use most of them in a given week -seam
lessly and in different m easure-depending on the
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Neurological System
The nervous system is a collection of nerves and specialized cells forming a spectacular network of connections which transmit signals between different parts of the body. It controls the activities of all body organs and tissues. Structurally, it is organized into two parts: the central nervous system, comprising the brain and spinal cord, and the peripheral nervous system, which connects the central nervous system to other parts of the body.
The aging process is associated with many biological, physiological, environmental, psychological, behavioral, and physical processes. These changes often result in several complex health conditions dubbed geriatric syndromes. Most cells have a short life span and are easily regenerated and replaced by new cells in the human body. On the other hand, nerve cells are generated in vivo, have a longer life span, and are usually not replaced when they die or are destroyed.
Several changes occur in the central nervous system. Firstly, nerve cells and supporting neuroglia are gradually lost with age. On the other hand, the remaining cells function less efficiently, and there is an increased concentration of harmful materials such as free radicals and iron in the remaining brain tissue (Knight & Nigam, 2017). Secondly, there is a decrease in brain mass leading to decreased function of affected areas such as the cerebral cortex, hippocampus, and motor cortex, manifesting as impairments in higher functions, memory loss, and gait. Thirdly, the ventricles increase in size and due to the loss of cells lining the ventricles. Fourthly, there is a decrease in cerebral blood flow and diminished integrity of the blood-brain barrier over time. There is also a decline in the production of neurotransmitters. Lastly, age-related changes to the vertebrae and intervertebral discs may increase pressure on the spinal cord and its branching nerve roots. This can slow down nerve impulses' conduction along motor neurons, contributing to reduced muscular strength (Manini et al., 2013).
There is a slowed nerve conduction in the peripheral nervous system attributed to decreased axonal length, loss of mitochondria, and degeneration of peripheral neurons' myelin sheath. This may result in decreased sensation, slower reflexes, and clumsiness. On top of that, damaged neurons are not repaired efficiently in older adults, and some are not repaired at all.
The decrease in brain function with aging may impair mental function seen in neurodegenerative conditions such as delirium and dementia. Delirium is defined as an acute confusional state characterized by an acute decline in attention-focus, perception, cognition, and consciousness. In contrast, dementia is an acquired global impairment of intellect, memory, and personality but without impaired consciousness.
The two conditions are similar in that they exhibit similarities in their presentation: impaired memory and judgment, confusion, disorientation, and varia.
Neuroleadership is an emerging trend in the field of management..docx
Neuroleadership is an emerging trend in the field of management. As we look at the importance of global leadership in our ever-changing business environment, we find a connection between our way of thinking and our leadership and decision-making style. Below are several articles related to this topic.
Please choose 2-3 articles from below to read on the subject and then evaluate and discuss the rise of neuroleadership in the human resource and organizational development disciplines.
Articles:
David Rock. (2013).
T + D, 67
(10), 84-85
.
Dr. David Rock presented on the brain science behind performance at PeopleFluent global user conference WISDOM 2015. (2015, Mar 10).
Business Wire.
Dr. David Rock presents 'the brain science behind performance' at PeopleFluent WISDOM 2015. (2015). Professional Services Close - Up.
Fox, A. (2011). Leading with the brain.
HRMagazine, 56
(6), 52-53
.
In an interview, David Rock, founder of the NeuroLeadership Institute, talked about how scientists' growing understanding of the brain illuminates techniques for leadership and decision-making. Rock said mindfulness is the ability to be meta-cognitive or to think about your thinking. Labeling is the ability to put words on your mental state -- for instance, to articulate when you are feeling anxious. All involve an area of the brain that is central for self-regulation -- the ventrolateral prefrontal cortex. Researchers are discovering that self-regulation -- regulating emotion, regulating your thoughts, regulating your attention -- is essential in leadership. The optimal leader is adaptive. Leaders have to know when to be dogmatic in their beliefs and when to be collaborative, when to get granular and when to be big-picture-focused. To be adaptive, you must have an integrated brain. A big part of the creative process is using your non-conscious brain, because the problems being tackled are simply too big for conscious processing resources.
Hogan, T. (2010). Neuroscience provides tools to navigate the new business reality.
People and Strategy, 33
(4), 8-9
.
The four domains of NeuroLeadership; problem solving, emotion regulation, collaborating and facilitating change provide an interesting lens through which to examine the field of global leadership development. Leaders today face greater challenges than ever before as they work across multiple geographies, functions, product lines and national cultures. Neuorscience provides a useful framework for understanding how leaders gain insights while learning to work in new ways across traditional boundaries in a borderless world. Leaders, therefore, need to be able to see and process information in new ways, making connections between phenomena that have never been linked before in their minds. This is systems thinking, and it is the hallmark of resourceful and innovative leaders throughout history
.
Kiefer, T. (2010). Neuroleadership-more than another leadership framework.
People and Strategy, 33
(4), 1.
Network security A firewall is a network security device tha.docx
Network security
A firewall is a network security device that screens approaching and active network traffic and chooses whether to permit or block explicit traffic dependent on a defined set of security rules. Firewalls have been the first line of protection in network security for more than 25 years. They set up a boundary among verified and controlled inner networks that can be trusted and untrusted outside networks, for example, the Internet. A firewall can be hardware, software, or both.
There are several types of firewalls such as:
Proxy firewall; An early sort of firewall gadget, a proxy firewall serves as the gateway from one system then onto the next for a particular application. Proxy servers can give extra usefulness, for example, content storing and security by keeping direct connections from outside the system.
Stateful inspection firewall; Presently thought of as a "customary" firewall, a stateful inspection firewall permits or blocks traffic dependent on the state, port, and protocol. It screens all activity from the opening of a connection until it is shut.
Unified threat management (UTM) firewall; An UTM device normally join, in an inexactly coupled way, the elements of a stateful inspection firewall with intrusion prevention and antivirus.
Next-generation firewall (NGFW); Firewalls have developed past straightforward packet sifting and stateful inspection. Most organizations are conveying next-generation firewalls to block modern dangers, for example progressed malware and application-layer attacks.
threat-focused NGFW; These firewalls incorporate every one of the capacities of a conventional NGFW and furthermore give propelled threat detection and remediation.
In its relevance to the network security, firewall plays the following roles:
Gives defense against outside dangers by declining unapproved connections to the router from potential attackers, for example, hackers.
It additionally shields the network infrastructure from inside. In other words, it blocks active connections from the router. It mitigates the spread of viruses, keyloggers, or malware that have sneaked past the router and on the network. Such malicious software may transmit confidential information back to the hacker, for example, passwords. Just a firewall can keep them from doing such by hindering their connection.
References
William R. Cheswick, Steven M. Bellovin, Aviel D. Rubin (2003). "Google Books Link". Firewalls and Internet Security: repelling the wily hacker
o 500-700 word, double spaced, written in APA format, showing sources and a bibliography
o Prepare a 15 presentation on your final topic
project
Policy:
Describing the technology for defeating DDOS attacks would be a great presentation.
o 500-700 word, double spaced, written in APA format, showing sources and a bibliography
o Prepare a 15 presentation on your final topic
.
Network Forensics Use the Internet or the Strayer Library to.docx
"Network Forensics"
Use the Internet or the Strayer Library to research and select at least one article involving a cybercrime case, within the last year, in which forensics was utilized. Summarize the article you researched and specify how forensic analysis was used to analyze the crime. Provide the link to the article.
.
Negotiation Process in the International ArenaNegotiation is.docx
Negotiation Process in the International Arena
Negotiation is a common practice for leaders of international businesses. International negotiation includes consideration of cultural similarities and differences, conflict resolution perspectives, power or status views, and decision-making styles. Using the United States and two other countries, research negotiation practices of all three countries.
Assess the cultural similarities and differences between the countries, including how negotiations might be affected.
Explain how negotiators would be selected for each country and any issues differences in selection criteria might cause for negotiations.
Propose strategies for conducting a negotiation between the countries.
.
Needs to be 150 word min. Perform a scholarly search (using Pu.docx
Needs to be 150 word min.
Perform a scholarly search (using PubMed, Medline, Embase, Web of Science, Scopus, etc.) and determine which populations have been found to have a high incidence of voice disorders. Describe one of the studies you find. Briefly describe study design, methodology, and number of participants. Include a statement on the quality of the research. Reference your sources in APA format.
.
Needing assistance with powerpoint presentation for Sociology in the.docx
Needing assistance with powerpoint presentation for Sociology in the Digital World. I'm attaching the assignment instructions along with the grading rubric.
I'm on a short timeline I will be submitting other assignment requests for this same class. If this is your forte I'd like to hear from you.
If you have any questions please ask before you attempt to start, too many times there has been confusion and then I get stuck paying for papers I did not request.
Thanks
.
Need to write essay on 1000 words about Guns and Crimes , in context.docx
Need to write essay on 1000 words about Guns and Crimes , in context of Texas. Subject is texas government.
Step 1
: Identify the issue and how both the US government and the Texas government have been currently addressing it (historical perspective).
Step 2
: Gather a minimum of three scholarly research articles and additional news/current events relevant to the topic.
Step 3
: Prepare a formal policy report that is
a minimum of 1000 words (excluding cited text),
which includes a discussion of the following:
A statement of the current policy
Reasons for initiating changes
Policy options to be considered
Pros and cons of each option
Recommended course of action
Reasoning for selecting that course of action
.
Need Research Paper related to the course Related topic in the.docx
Need Research Paper related to the course
Related topic in the field of Information Technology, e−Participation, Policy−Making in a Complex World, Organizational Decision−Making, ICT for Policy−Making, Challenges to Policy−Making, etc.
Course: Information Technology in a Global Economy
.
Need it in about 12 hours. There are 3 docx file each one of.docx
Need it in about
12 hours
. There are
3 docx file
each one of them has a question and the reading material. The response for each question should be around
400 words(+- 50 words)
. You can use the internet article as well, just need to include the reference at the end.
I have posted the due date as 10/17/2019 since the website doesn't allow me for today.
.
Need plagiarism very important Select one type of cryptography o.docx
Need plagiarism very important
Select one type of cryptography or encryption and explain it in detail. Include the benefits as well as the limitations of this type of encryption. Your summary should be 2-3 paragraphs in length and uploaded as a TEXT DOCUMENT. Click the link above to submit your work. There is an EXAMPLE attached to show you the format requirements.
Be sure ti include your reference citation.
.
Need the below with in 24 hours.Provide 2 references,500 words.docx
Need the below with in 24 hours.Provide 2 references,500 words
Crime Prevention through Environmental Design (CPTED) long established operations currently used across the globe but not problem free operations. (Fennelly, 2017). The environmental design approach to security recognizes the space’s designated which often related to CPTED solution process. Effective physical security designing process must focus on internal and external use facility space to prevent crime. CPTED’s objectives falls on designing and implement effective use of space, implement toughening approach on crime prevention. Facility hardening is a standard measure that must fully implemented to deny access to a crime target through physical and artificial barrier techniques such as locks, alarms, fences, and gates to protect the facility, access control and surveillance system to make environments sterile, unsightly, and unfriendly.
1.
Provide comprehensive narrative to confirm advantages and disadvantages of CPTED on residents of urban community.
References
Fennelly, Lawrence J. (2017). Effective Physical Security: “Introduction to
Vulnerability Assessment”. (pp. 23-53). Cambridge: MA
.
Need it within 12-14 hours of time.One paragraph with 300 words .docx
Need it within 12-14 hours of time.
One paragraph with 300 words and other with 200 words.
Vulnerability: categorized
as weakness, helplessness and defenselessness.
Assessment:
classified
as inclusive wide range of approaches on assessment mechanism to measure skill acquisition and compliance with acceptable standards and procedures.
Preamble
Vulnerability assessment (VA)
is the process of identifying, quantifying, and prioritizing vulnerabilities, broad range of assessing measurable mechanisms, risk management, active planning, facility infrastructure, data and alarm communication systems. In addition, VA in this modern era must include collective assessment instrument relative to disaster management, threats on vulnerable innocent community and facility infrastructure. It is worth noting that Vulnerability Assessment (VA) is entrenched with standard requirements set forth by regulatory agency to assess and monitor facility performance.
Scenario
You have been designated as a Lead Regulatory Administrator to assess the Millennium Healthcare Enterprise’s (MHE) facility that have been attacked and agonized by the lost vital assets, eroded public confidence and damaged facility, but MHE is still determined to improve protection of asset and renovation of the damaged facility and continue as a functional organization.
Dialogue
Identify Millennium Healthcare Enterprise (MHE) weakness; if any.
Apparently, MHE is so concerned about the public trust, Why?
Identify the scope of offensive and defensive plan against future threat.
.
Need it to be 300 words. Two paragraphs only. What would you co.docx
Need it to be 300 words. Two paragraphs only.
What would you consider to be defining traits and behaviors of a successful leader?
Epicurus Commentary
Chapter 4 Materials
Section 1:
Epicurus begins his exposition of hedonism with a particular cosmology—that is, with a comprehensive and rational account of the ultimate nature of the cosmos, or universe. The cosmology we speak of is called atomism, which comes from the ancient Greek word atomos, meaning “uncuttable” or “indivisible.” According to atomism, the universe (and everything in it) is composed of an infinite number of atoms combining and separating in the infinite void. Atoms are the most basic building blocks of reality. They are eternal—they are neither created nor can they ever be destroyed. Thus it makes no sense to ask “where did the atoms come from?” or “why does anything exist at all?” Atoms do not come from anywhere, since they have always existed and always will exist.
Epicurus believes that atomism is the most common-sense approach to understanding reality. The fact that there are only material things, or bodies, is confirmed by the experience of all men. It impossible, he says, to even conceive of anything besides bodies and the empty space (void) through which those bodies move. Now it is true that many people believe in incorporeal (i.e., non-bodily) souls, not to mention angels and gods. But Epicurus finds this belief rather silly, since our senses do not allow us to perceive anything that is not a body. In fact, even when we try to imagine angels and gods, we invest them with a human shape or form, as if they were some kind of spiritual body, which is a contradiction in terms (because to be a real, existing being, it must have the power of acting and being acted upon, and only corporeal beings are capable of this). No, says Epicurus, the only real beings are material things. (From this observation he makes the logical deduction that if you divide bodies into halves you will at some point reach a body that is so simple that it can no longer be divided into anything smaller—this is the atom.) Everything else (immaterial gods, souls, angels, demons, spirits, etc.) is the product of our vivid imaginations. The sooner we realize this, the better off we will all be.
There are two types of bodies: compounds, which are clusters of two or more atoms, and then the actual atoms out of which those compounds are formed. As we pointed out already, the atoms are indestructible. The constellations of atoms, or compounds, on the other hand, are not indestructible: at some point they will cease to exist as particular compounds. Let us use you as an example: You, as a human being, are a highly complex bundle of perhaps trillions of atoms arranged in a particular configuration. But you have not always been such as you are now. At some point you did not exist: the atoms that now make up your body existed somewhere else in nature (perhaps in the plants and animals your parents used for fo.
Need it for tomorrow morning!!!!For your synthesis essay, yo.docx
Need it for tomorrow morning!!!!
For your synthesis essay, you will develop an original thesis in response to a question, while also engaging with two assigned readings to use as textual evidence or counter-evidence.
This is the same format expected in the Final Exam.
Please choose
two
of the following readings:
· “Small Change: Why the Revolution Will Not Be Tweeted” by Malcolm Gladwell
· “Is Google Making Us Stupid?” by Nicolas Carr
· “Our Vanishing Night” by Verlyn Klinkenborg
· “The Loser Edit” by Colson Whitehead
Choose
one
of the following questions to respond to:
1. Is there a relationship between technology, society,
and/or
identity? If so, what is it? How does it influence our lives? Choose
two
essays and explain.
2. How is our technology – in any aspect – hurting society? Or, how is it helping society? Choose
two
essays and explain.
3 pages long
.
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- 3. 74% 148 40 10 43 55 Student #4 A 93% 186 50 10 36 90 Student #5 B+ 87% 174 48 10 46 70 Student #6 F 56% 112 44 5 28 35 Student #7 B 84% 168 50 10
- 4. 43 65 Student #8 B- 80% 159 46 10 48 55 Student #9 C+ 79% 158 50 10 73 25 Student #10 B 86% 172 33 5 44 90 Student #11 B- 80% 159 34 10 50 65 Student #12 C+
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- 7. 80% 159 34 10 50 65 Student #22 B+ 88% 175 40 10 50 75 Student #23 B 85% 169 41 0 43 85 Student #24 B- 80% 160 22 10 48 80 Student #25 C 74% 148 50 10
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- 9. Class Average Letter Grade Unit 1 ? ? Show your work here: (5 points) 2. Create a frequency table to show the distribution of grades across the grading scale for the first week. (5 points) Letter Grade Percentage Frequency # Cumulative Frequency # A 93–100 ? ? A- 90–92.9 ? ? B+ 87–89.9 ? ? B
- 10. 83–86.9 ? ? B- 80–82.9 ? ? C+ 77–79.9 ? ? C 73–76.9 ? ? C- 70–72.9 ? ? D+ 67–69.9 ? ? D 60–66.9 ? ? F Below 59.9 ? ? 3. Describe what you see based on the frequency distribution. (5 points)
- 11. 4. Calculate the mean, median, and mode for the class’s first unit “Percentage Grade Total” grades. Answers (Rounded to the nearest percent) Mean ? Median ? Mode ? Show your work here: (15 points) 5. Use the formulas for range, population variance, and population standard deviation with the “Percentage GradeTotal” to complete the following table. Make sure to check your answers with MS Excel. Also, round your answers to four decimal values.
- 12. Answers Range ? Variance ? Standard deviation ? Show your work here: (15 points) 6. At AIU, the following hypothetical propositions, p and q, are typically found to be true: p: I redo my previous unit’s intellipath nodes. q: I improve my overall score. Write out the conditional statement as a symbolic sentence. English Sentence Symbolic Sentence If I redo my previous unit’s Intellipath nodes, then I improve my overall score. ? Write out the conditional statement as a symbolic sentence. English Sentence Symbolic Sentence If my overall score did not improve, then I did not redo my
- 13. previous unit’s intellipath nodes. ? Are these two symbolic sentences logically equivalent? Why, or why not? (15 points) 7. The following hypothetical propositions, p and q, pertain strictly to Student #12 only. p: They score 70 points on the Unit 5 Submission Assignment. q: They will earn an 80% grade in the class. Write out the conditional statement p → q as an English sentence. Symbolic Sentence English Sentence p → q ? Write out the conditional statement q → p as an English sentence. Symbolic Sentence English Sentence
- 14. q → p ? Are these two English sentences logically equivalent? Why, or why not? (15 points) 8. Fill out the following truth table to determine the possible outcomes for the compound statement ~ q∨ p. (15 points) p q ~ q ~ q ∨ p T T ? ? T F ? ? F T ? ? F F ? ? Is this compound statement a tautology (T), fallacy (F), or neither?