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This document provides an overview of the structure and types of informative texts. It defines informative text as offering definitions and descriptions to introduce a clearly stated topic, with related information grouped logically. The main types of structure discussed are cause and effect, compare and contrast, description, problem and solution, and sequence.
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pptx_20230226_151921_0000.pptx
This document provides information about the structure of informative texts. It discusses the different structures used in informative texts including cause and effect, compare and contrast, description, problem and solution, and sequence. It also provides a definition of informative text, stating that informative text offers data and descriptions about a topic using logically organized information to support the purpose.
pdf_20230302_055137_0000.pdf
This document provides examples of different types of graphic organizers and structures of informative texts, including cause and effect, problem and solution, description, and sequence. It discusses informative text as a type of writing that offers definitions, data, and descriptions about a topic to educate the reader. The document also includes sample paragraphs written in different structures and asks the reader to identify the structure and signal words used. It teaches the components of an informative text and how graphic organizers can help represent the main ideas and relationships within a text.
pdf_20230228_215907_0000.pdf
This document provides information about the structure of informative texts and includes examples of different structures:
1. It introduces the topic of informative text structure and defines what makes a text informative.
2. It lists 6 common structures for organizing informative texts: cause and effect, compare and contrast, description, problem and solution, sequence, and graphic organizer.
3. Examples are provided to illustrate how each structure is used, such as explaining how smoking causes lung cancer for a cause and effect structure.
ATX23 - "Why in heaven’s name am I doing what I am doing?"
This document discusses tools that can help one be an effective leader. It lists 10 tools: duct tape to listen more than you speak, a clock to schedule your time wisely, a scale and saw to stay balanced and refreshed, a butterfly net to chase your dreams, shoes to walk in others' shoes, a jar of honey to speak kindly in case you later regret your words, crutches for when you say something regrettable, a slice of humble pie to remember the importance of teamwork, eye drops to keep your vision clear, and a moral compass as the most important tool not to lose. An extra tip is to always have thank you cards to express gratitude.
Volunteer packet website
This document contains an interview worksheet and application for Army recruiter candidates. It requests personal information such as name, contact details, military service history, driver's license status, criminal and disciplinary history, financial status, and answers to a series of yes/no interview questions on eligibility requirements and suitability for the position. The candidate must sign certifying the accuracy of the information provided. Battalion commanders are also required to interview candidates and evaluate their qualifications, with explanations required for candidates deemed unqualified.
Learning Activity Sheet.pptx
The document provides guidance for teachers on developing Learning Activity Sheets (LAS) based on the prescribed DepEd template and Most Essential Learning Competencies (MELCs). It outlines the parts of the LAS template and includes sample LAS for Filipino and Science subjects. The Filipino LAS focuses on sharing an event witnessed, while the Science LAS covers simple machines. The document aims to equip teachers with the knowledge, skills, and attitudes needed to create MELC-aligned LAS for students' independent learning.
See Chapter 13 in Textbook for Support Please carefully read the.docx
See Chapter 13 in Textbook for Support
Please carefully read the following case study:
Case Study: Jessica is a 15-year female and a sophomore at the local high school. Jessica has a very demanding life. She is the oldest of five children. Her parents divorced three years ago so her mother had to pick up a second job to make ends meet. As a result, Jessica is responsible for the care of her younger siblings from the time school gets out until her mother comes home from work around 9:00 p.m. Jessica is very intelligent and is currently enrolled in five advanced placement (AP) courses. Jessica has always been a high achiever. She has very high standards for herself and can be very self-critical when she fails to meet them. Lately, she has struggled with significant feelings of worthlessness and shame due to her inability to balance life responsibilities.
For the past several weeks Jessica has felt unusually fatigued and found it increasingly difficult to concentrate at school. Her close friends have noticed that she is often irritable and withdrawn, which is quite different from her typically upbeat and friendly disposition. She has missed school due to illness on several occasions, which is completely unlike her. On those days she stays in bed all day, watching TV or sleeping.
At home, Jessica’s mother has noticed changes as well. She has shown little interest in family activities and whenever possible, she isolates herself in her room. Jessica has had difficulties falling asleep at night. Her insomnia has been keeping her awake as she tosses and turns for an hour or two after going to bed. When her mother tries to get her to open up about what is bothering her, she pushes him away with an abrupt “everything’s fine”.
Jessica has found herself increasingly dissatisfied with her life. She has been having frequent thoughts of wishing she was dead. She gets frustrated with herself because she feels like she has every reason to be happy, yet cannot seem to shake the sense of doom and gloom that has been clouding each day as of late
Now, based on your reading this week and the research you have done regarding crisis intervention, answer the following prompts (Make sure to use first person responses using quotation marks):
1. Construct one normalizing response to Jessica.
2. Construct one calming and caring response to Jessica.
4. Construct one safety response to Jessica
5. Construct one action response to Jessica.
6. Construct one debriefing response to Jessica
7. In 2-3 paragraphs identify and discuss vicarious trauma, burnout, and self-care as it relates to working with clients who are in crisis situations
In order to adequately complete this discussion assignment, you must answer all seven prompts thoroughly and MUST cite one peer-reviewed journal article when responding to prompt #7.
BCO126 Mathematics of Finance Task brief & rubrics
Task: Assignment 2 (15% of the Final grade)
You are asked to answer all the questions in the pro.
See Chapter 13 in Textbook for Support Please carefully read the.docx
See Chapter 13 in Textbook for Support
Please carefully read the following case study:
Case Study: Jessica is a 15-year female and a sophomore at the local high school. Jessica has a very demanding life. She is the oldest of five children. Her parents divorced three years ago so her mother had to pick up a second job to make ends meet. As a result, Jessica is responsible for the care of her younger siblings from the time school gets out until her mother comes home from work around 9:00 p.m. Jessica is very intelligent and is currently enrolled in five advanced placement (AP) courses. Jessica has always been a high achiever. She has very high standards for herself and can be very self-critical when she fails to meet them. Lately, she has struggled with significant feelings of worthlessness and shame due to her inability to balance life responsibilities.
For the past several weeks Jessica has felt unusually fatigued and found it increasingly difficult to concentrate at school. Her close friends have noticed that she is often irritable and withdrawn, which is quite different from her typically upbeat and friendly disposition. She has missed school due to illness on several occasions, which is completely unlike her. On those days she stays in bed all day, watching TV or sleeping.
At home, Jessica’s mother has noticed changes as well. She has shown little interest in family activities and whenever possible, she isolates herself in her room. Jessica has had difficulties falling asleep at night. Her insomnia has been keeping her awake as she tosses and turns for an hour or two after going to bed. When her mother tries to get her to open up about what is bothering her, she pushes him away with an abrupt “everything’s fine”.
Jessica has found herself increasingly dissatisfied with her life. She has been having frequent thoughts of wishing she was dead. She gets frustrated with herself because she feels like she has every reason to be happy, yet cannot seem to shake the sense of doom and gloom that has been clouding each day as of late
Now, based on your reading this week and the research you have done regarding crisis intervention, answer the following prompts (Make sure to use first person responses using quotation marks):
1. Construct one normalizing response to Jessica.
2. Construct one calming and caring response to Jessica.
4. Construct one safety response to Jessica
5. Construct one action response to Jessica.
6. Construct one debriefing response to Jessica
7. In 2-3 paragraphs identify and discuss vicarious trauma, burnout, and self-care as it relates to working with clients who are in crisis situations
In order to adequately complete this discussion assignment, you must answer all seven prompts thoroughly and MUST cite one peer-reviewed journal article when responding to prompt #7.
BCO126 Mathematics of Finance Task brief & rubrics
Task: Assignment 2 (15% of the Final grade)
You are asked to answer all the questions in the pro.
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This document provides information about the structure of informative texts. It discusses the different structures used in informative texts including cause and effect, compare and contrast, description, problem and solution, and sequence. It also provides a definition of informative text, stating that informative text offers data and descriptions about a topic using logically organized information to support the purpose.
pdf_20230302_055137_0000.pdf
This document provides examples of different types of graphic organizers and structures of informative texts, including cause and effect, problem and solution, description, and sequence. It discusses informative text as a type of writing that offers definitions, data, and descriptions about a topic to educate the reader. The document also includes sample paragraphs written in different structures and asks the reader to identify the structure and signal words used. It teaches the components of an informative text and how graphic organizers can help represent the main ideas and relationships within a text.
pdf_20230228_215907_0000.pdf
This document provides information about the structure of informative texts and includes examples of different structures:
1. It introduces the topic of informative text structure and defines what makes a text informative.
2. It lists 6 common structures for organizing informative texts: cause and effect, compare and contrast, description, problem and solution, sequence, and graphic organizer.
3. Examples are provided to illustrate how each structure is used, such as explaining how smoking causes lung cancer for a cause and effect structure.
ATX23 - "Why in heaven’s name am I doing what I am doing?"
This document discusses tools that can help one be an effective leader. It lists 10 tools: duct tape to listen more than you speak, a clock to schedule your time wisely, a scale and saw to stay balanced and refreshed, a butterfly net to chase your dreams, shoes to walk in others' shoes, a jar of honey to speak kindly in case you later regret your words, crutches for when you say something regrettable, a slice of humble pie to remember the importance of teamwork, eye drops to keep your vision clear, and a moral compass as the most important tool not to lose. An extra tip is to always have thank you cards to express gratitude.
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The document provides guidance for teachers on developing Learning Activity Sheets (LAS) based on the prescribed DepEd template and Most Essential Learning Competencies (MELCs). It outlines the parts of the LAS template and includes sample LAS for Filipino and Science subjects. The Filipino LAS focuses on sharing an event witnessed, while the Science LAS covers simple machines. The document aims to equip teachers with the knowledge, skills, and attitudes needed to create MELC-aligned LAS for students' independent learning.
See Chapter 13 in Textbook for Support Please carefully read the.docx
See Chapter 13 in Textbook for Support
Please carefully read the following case study:
Case Study: Jessica is a 15-year female and a sophomore at the local high school. Jessica has a very demanding life. She is the oldest of five children. Her parents divorced three years ago so her mother had to pick up a second job to make ends meet. As a result, Jessica is responsible for the care of her younger siblings from the time school gets out until her mother comes home from work around 9:00 p.m. Jessica is very intelligent and is currently enrolled in five advanced placement (AP) courses. Jessica has always been a high achiever. She has very high standards for herself and can be very self-critical when she fails to meet them. Lately, she has struggled with significant feelings of worthlessness and shame due to her inability to balance life responsibilities.
For the past several weeks Jessica has felt unusually fatigued and found it increasingly difficult to concentrate at school. Her close friends have noticed that she is often irritable and withdrawn, which is quite different from her typically upbeat and friendly disposition. She has missed school due to illness on several occasions, which is completely unlike her. On those days she stays in bed all day, watching TV or sleeping.
At home, Jessica’s mother has noticed changes as well. She has shown little interest in family activities and whenever possible, she isolates herself in her room. Jessica has had difficulties falling asleep at night. Her insomnia has been keeping her awake as she tosses and turns for an hour or two after going to bed. When her mother tries to get her to open up about what is bothering her, she pushes him away with an abrupt “everything’s fine”.
Jessica has found herself increasingly dissatisfied with her life. She has been having frequent thoughts of wishing she was dead. She gets frustrated with herself because she feels like she has every reason to be happy, yet cannot seem to shake the sense of doom and gloom that has been clouding each day as of late
Now, based on your reading this week and the research you have done regarding crisis intervention, answer the following prompts (Make sure to use first person responses using quotation marks):
1. Construct one normalizing response to Jessica.
2. Construct one calming and caring response to Jessica.
4. Construct one safety response to Jessica
5. Construct one action response to Jessica.
6. Construct one debriefing response to Jessica
7. In 2-3 paragraphs identify and discuss vicarious trauma, burnout, and self-care as it relates to working with clients who are in crisis situations
In order to adequately complete this discussion assignment, you must answer all seven prompts thoroughly and MUST cite one peer-reviewed journal article when responding to prompt #7.
BCO126 Mathematics of Finance Task brief & rubrics
Task: Assignment 2 (15% of the Final grade)
You are asked to answer all the questions in the pro.
See Chapter 13 in Textbook for Support Please carefully read the.docx
See Chapter 13 in Textbook for Support
Please carefully read the following case study:
Case Study: Jessica is a 15-year female and a sophomore at the local high school. Jessica has a very demanding life. She is the oldest of five children. Her parents divorced three years ago so her mother had to pick up a second job to make ends meet. As a result, Jessica is responsible for the care of her younger siblings from the time school gets out until her mother comes home from work around 9:00 p.m. Jessica is very intelligent and is currently enrolled in five advanced placement (AP) courses. Jessica has always been a high achiever. She has very high standards for herself and can be very self-critical when she fails to meet them. Lately, she has struggled with significant feelings of worthlessness and shame due to her inability to balance life responsibilities.
For the past several weeks Jessica has felt unusually fatigued and found it increasingly difficult to concentrate at school. Her close friends have noticed that she is often irritable and withdrawn, which is quite different from her typically upbeat and friendly disposition. She has missed school due to illness on several occasions, which is completely unlike her. On those days she stays in bed all day, watching TV or sleeping.
At home, Jessica’s mother has noticed changes as well. She has shown little interest in family activities and whenever possible, she isolates herself in her room. Jessica has had difficulties falling asleep at night. Her insomnia has been keeping her awake as she tosses and turns for an hour or two after going to bed. When her mother tries to get her to open up about what is bothering her, she pushes him away with an abrupt “everything’s fine”.
Jessica has found herself increasingly dissatisfied with her life. She has been having frequent thoughts of wishing she was dead. She gets frustrated with herself because she feels like she has every reason to be happy, yet cannot seem to shake the sense of doom and gloom that has been clouding each day as of late
Now, based on your reading this week and the research you have done regarding crisis intervention, answer the following prompts (Make sure to use first person responses using quotation marks):
1. Construct one normalizing response to Jessica.
2. Construct one calming and caring response to Jessica.
4. Construct one safety response to Jessica
5. Construct one action response to Jessica.
6. Construct one debriefing response to Jessica
7. In 2-3 paragraphs identify and discuss vicarious trauma, burnout, and self-care as it relates to working with clients who are in crisis situations
In order to adequately complete this discussion assignment, you must answer all seven prompts thoroughly and MUST cite one peer-reviewed journal article when responding to prompt #7.
BCO126 Mathematics of Finance Task brief & rubrics
Task: Assignment 2 (15% of the Final grade)
You are asked to answer all the questions in the pro.
Changing the Discussion Settings in LEOThe following instructi.docx
Changing the Discussion Settings in LEO
The following instructions show how you should set up your discussion settings in LEO.
1. You should click on discussions.
2. Then you want to click on settings.
3. The interface looks like this
4. The next step is to change some settings. Look at this next picture.
5. Did you see what we just changed? Good!
6. Want to know the next step? Here it is!
7. I hope you see that two settings have now been changed. Examine the pictures closely to see what has been changed. It’s important.
8. Clicking save will save these settings.
9. Now, click on any particular discussion, and you will see how the changes change the interface. For example, you could click on student introductions, as the screen capture below indicates:
10. Take a look. Cool, eh?!?
11. And more cool features are shown in the next picture.
I hope this helps.
This course is concerned with the basic understanding of probability and it's applications. The goal is to learn and you get back what you put in. Briefly state the question and use the Equation Editor to present all equations clearly. Answer any 2 questions.
For probability questions, define events as:
A: drawing a 10♣
B: drawing a 9♥
P(A&B) = P(A)P(B|A) = ??
Special Exercises (1to 5)
1. What is the probability of drawing at random the 4♥ and the 9♣ from a deck of cards on two successive draws? Use Insert/Insert symbol to get the heart, club, diamond, spade symbol by selecting the drop down menu to the left of Paragraph. Also, click on the drop down menu next to the Black Square icon in the menu of the Editor to change colors of the characters.
2. 18 people were poled and 10 said they have shopped at Wal-Mart and 8 said they have shopped at Target. 4 said they shopped at both. What is the probability that the group shopped at Wal-Mart or Target?.
3. Define independent and mutually exclusive events mathematically by using P(A) & P(B) for events A & B.
4. What is the probability of randomly drawing a 10 or a ♦ from a deck of cards?
5. What are the total possible outcomes of rolling a pair of dice? Note that the pair 3,4 is not the same as the pair 4,3. What is the probability of rolling a 7 with a pair of dice? P(7) = No. of successful outcomes/Total No. of outcomes
In questions 1,2,4, begin by clearly defining events A & B as shown below.
For example, A: 4♥ and B: 9♣. State P(A)=??, P(B)=?? and then apply the appropriate equations , such as
P(A&B) = P(A)P(B|A) or P(AorB) = P(A)+P(B)-P(A&B)
Substitute values and compute the answer. I urge you to read the attachments in the Videos-Topics In Stat 230/Probability Rules.
I prefer to use P(A&B) or P(AorB) instead of P(A∩B) or P(A∪B). You will see the latter on the final so be sure you know what the "∩" and "U" symbols mean.
COMPLEMENTARY EVENTS & Try It 3.19 in Illowsky
Complement_&_Rule.swf
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CLA 2 PresentationBUS 606 Advanced Statistical Concepts An
CLA 2 Presentation
BUS 606 Advanced Statistical Concepts And Business Analytics
Agenda
Introduction
Multiple linear regression is the most appropriate statistical technique in predicting the outcome of a dependent variable at different values (Keith, 2019).
The study assessed the relationship between the cost of constructing an LWR Plant and the three predictor variables S, N, and CT.
We assessed the association between the two-test used to examine the employee performance.
Assumption of Regression Analysis
Multicollinearity
Multicollinearity is the condition where the predictor variables are highly correlated (Alin, 2010).
Correlation Analysis
4
Assumption of Regression Analysis Cont’
Normality test
The normality assumption is not violated after transforming the outcome variable C, using natural log (C) (Shapiro-Wilk = 0.967, p = 0.414).
5
Results and Discussion – Regression Analysis
Use Residual Analysis and R2 to Check Your Model
The R-Squared of 0.232 indicates that the model can explain about 23.2% of ln(C)
The low R-Square indicated that the model does not fit the data well (Brown, 2009).
6
Results and Discussion Cont’
State which Variables are Important in predicting the cost of constructing an LWR plant?
S is a significant contributing factor in predicting ln(C)(p = 0.021), but N and CT have no significant effect in predicting (p > 0.05)
7
Results and Discussion Cont’
State a prediction equation that can be used to predict ln(C).
After dropping N and CT from the model since they do not have a significance effect in predicting ln(C), the prediction equation is given by:
Does adding CT improve R2? If so, by what amount?
Adding CT in the model changes R-Square by 0.001 from 0.232 to 0.234 which is not significant different from zero (p > 0.05).
8
Results and Discussion Cont’ - Correlational Analysis
Evaluate the correlation between the two scores and state if there seems to be any association between the two.
There was a weak positive correlation between the two tests (r = 0.187). This suggested that the two test scores were not correlated.
9
Results and Discussion Cont’
Find the probability of upgrading for each division of the sample by the Bayes’ theorem.
P(Up/T1) = P (T1/Up) P(Up) ÷ P(T1)
= (23/46*46/86) ÷43/86
= 23/43
P(Up/T2) = P (T2/Up) P(Up) ÷ P(T2)
= (23/46*46/86) ÷43/86
= 23/43
10
Results and Discussion Cont’
Find the probability of upgrading for each division of the sample by the naïve version of the Bayes’ theorem
P(Up/T1) = P (T1/Up) P(Up) ÷ P(T1)
= (23/46*46/86) ÷43/86
= 23/43
P(Up/T2) = P (T2/Up) P(Up) ÷ P(T2)
= (23/46*46/86) ÷43/86
= 23/43
11
Results and Discussion Cont’
Compare your results in parts b and c and explain the difference or indifference based on observed probabilities
Naïve version and Bayes theorem have similar probabilities.
We have only one predictor in each sample division
This is because Naïve is a ...
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3. Friction occurs due to the rubbing of surfaces between two objects in contact. It always acts in the opposite direction of an object's motion.
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Assignment 3 Single Line Diagram System
Assignment 3
Single Line Diagram
System Data
MVAbase=100 KVbase=230
P1== Slack Bus PG2=50MW PG3=60 MW
PLoad 4=70 MW and QLoad4=70MW
PLoad 5=70 MW and QLoad5=70MW
PLoad 6=70 MW and QLoad6=70MW
V1=1.05+0i V2mag=1.05 V3mag=1.07
Line data
The Assignment:
Use 10 iterations to find the load flow solution, and show results on the single line diagram.
From To R X Bcap (Half)
1 2 0.1 0.2 0.02
1 4 0.05 0.2 0.02
1 5 0.08 0.3 0.03
2 3 0.05 0.25 0.03
2 4 0.05 0.1 0.01
2 5 0.1 0.3 0.02
2 6 0.07 0.2 0.025
3 5 0.12 0.26 0.025
3 6 0.02 0.1 0.01
4 5 0.2 0.4 0.04
5 6 0.1 0.3 0.03
ENG 315
Due Week 2 and worth 100 points
Choose one of the professional scenarios provided in Blackboard under the Course Info tab, or click here to view them in a new window.
Write a Professional Email Message (in the form of Figure 5.1 on page 84 of BCOM9) from the perspective of a character in the scenario. The email should discuss the communication issue provided in the scenario and should be addressed to another character from the scenario.
The message should take the form of an email; however, you will submit your assignment to the online course shell.
The professional email message must adhere to the following requirements:
1. Content:
Address the communication issue from the scenario.
Request a face-to-face meeting to discuss the issue (at a specific time).
Concentrate on the facts of the situation and avoid using overly emotional language.
Assume your recipient is learning about the situation for the first time through your communication.
2. Format:
Use a descriptive subject line or heading.
Include an appropriate and professional greeting / salutation.
Use email form including: To:, From:, Subject:, and Signature.
3. Clarity / Mechanics:
Focus on clarity, writing mechanics, and professional language/style requirements.
Run spell/grammar check before submitting.
4. Your assignment must:
This course requires use of Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.
5. Submitting your assignment:
Submit your assignment through the online course shell only.
6. The specific course learning outcomes associated with this assignment are:
Plan, create, and evaluate professional documents.
Deliver professional information to various audiences using appropriate tone, style, and format.
Analyze professional communication examples to assist in revision.
To download the assignment instructions provided above and assignment rubric, click here.
By submitting this paper, you agree: (1) that you are submitting your paper to be used and stored as part of the SafeAssign™ services in accordance with the Blackboard Privacy Policy; (2) that your institution may use your paper in accordance with your institution's policies; and (3) that your use of SafeAssign will be without recourse against Blackboa ...
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Queen Liliuokalani was Hawaii's last reigning monarch and opposed its annexation by the United States. She succeeded her brother King Kalakaua and fought against the Bayonet Constitution that weakened Hawaii's monarchy. As regent, she closed ports due to smallpox but angered wealthy sugar planters. After her brother's death, she became queen but was overthrown in 1893 during a coup supported by Americans and imprisoned in her own home until parole.
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Discharge Teaching Plan:
Guidelines and Grading RubricPurpose
In addition to the information presented in the week 2 introduction threaded discussion for Red Yoder, our elderly patient male patient, the student will read an assigned case study and write a discharge teaching plan utilizing the information gained from both sources.Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO #1: Utilize prior knowledge of theories and principles of nursing and related disciplines to explain expected client behaviors, while differentiating between normal findings, variations, and abnormalities. (PO #1)
CO #3: Utilize effective communication when performing a health assessment. (PO #3)
CO #4: Identify teaching/learning needs from the health history of an individual. (PO #2)
CO #5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO #6)
Points
This assignment is worth a total of 100 points.
Due Date
The completed Discharge Teaching Plan form is to be submitted to the Dropbox by 11:59 p.m. MT Sunday of Week 2. Post questions to the weekly Q & A Forum. Contact your instructor if you need additional assistance. See the Course Policies regarding late assignments. Failure to submit your assignment to the Dropbox on time may result in a deduction of points.Directions
1. Review the initial information presented regarding Mr. Red Yoder, whom you met in week 2 threaded discussion. Read the Discharge Teaching Plan Case Study located in Doc Sharing. Take notes and highlight important points that are important to consider when developing a discharge teaching plan.
2. Use Microsoft Word 2010 (or later) to fill in the Discharge Teaching Plan form, which is located in Doc Sharing. This assignment is to be completed with a maximum of 6 pages. You may bullet point your responses.
3. Use scholarly writing including correct English grammar, syntax and sentence structure when writing in complete sentences.
4. Submit the assignment to the Discharge Teaching Plan Dropbox by Sunday, 11:59 p.m. MT, by the end of Week 2. Please post questions about this assignment to the weekly Q & A Forums so that the entire class may view the answers.Grading Criteria
(Bulleted points you will need to address in your responses)
Category
Points
%
Description
Special/ age related needs
10
10%
· Are there any special needs regarding Mr. Yoder’s case?
· Does Mr. Yoder’s age present a problem?
· What are the risks of a readmission for Mr. Yoder?
· What measures might be put into place in an attempt to prevent a readmission?
Cognitive issues
12
12%
· What is Mr. Yoder’s cognitive status in your opinion?
· What available assessment tool might you use to assess Mr. Yoder’s cognitive ability?
· Does the fact that Mr. Yoder mentioned: “I have not checked the bandage in a few days” concern you?
Physical barriers
10
1 ...
clinical examination of hip joint (1).pdf
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Changing the Discussion Settings in LEOThe following instructi.docx
Changing the Discussion Settings in LEO
The following instructions show how you should set up your discussion settings in LEO.
1. You should click on discussions.
2. Then you want to click on settings.
3. The interface looks like this
4. The next step is to change some settings. Look at this next picture.
5. Did you see what we just changed? Good!
6. Want to know the next step? Here it is!
7. I hope you see that two settings have now been changed. Examine the pictures closely to see what has been changed. It’s important.
8. Clicking save will save these settings.
9. Now, click on any particular discussion, and you will see how the changes change the interface. For example, you could click on student introductions, as the screen capture below indicates:
10. Take a look. Cool, eh?!?
11. And more cool features are shown in the next picture.
I hope this helps.
This course is concerned with the basic understanding of probability and it's applications. The goal is to learn and you get back what you put in. Briefly state the question and use the Equation Editor to present all equations clearly. Answer any 2 questions.
For probability questions, define events as:
A: drawing a 10♣
B: drawing a 9♥
P(A&B) = P(A)P(B|A) = ??
Special Exercises (1to 5)
1. What is the probability of drawing at random the 4♥ and the 9♣ from a deck of cards on two successive draws? Use Insert/Insert symbol to get the heart, club, diamond, spade symbol by selecting the drop down menu to the left of Paragraph. Also, click on the drop down menu next to the Black Square icon in the menu of the Editor to change colors of the characters.
2. 18 people were poled and 10 said they have shopped at Wal-Mart and 8 said they have shopped at Target. 4 said they shopped at both. What is the probability that the group shopped at Wal-Mart or Target?.
3. Define independent and mutually exclusive events mathematically by using P(A) & P(B) for events A & B.
4. What is the probability of randomly drawing a 10 or a ♦ from a deck of cards?
5. What are the total possible outcomes of rolling a pair of dice? Note that the pair 3,4 is not the same as the pair 4,3. What is the probability of rolling a 7 with a pair of dice? P(7) = No. of successful outcomes/Total No. of outcomes
In questions 1,2,4, begin by clearly defining events A & B as shown below.
For example, A: 4♥ and B: 9♣. State P(A)=??, P(B)=?? and then apply the appropriate equations , such as
P(A&B) = P(A)P(B|A) or P(AorB) = P(A)+P(B)-P(A&B)
Substitute values and compute the answer. I urge you to read the attachments in the Videos-Topics In Stat 230/Probability Rules.
I prefer to use P(A&B) or P(AorB) instead of P(A∩B) or P(A∪B). You will see the latter on the final so be sure you know what the "∩" and "U" symbols mean.
COMPLEMENTARY EVENTS & Try It 3.19 in Illowsky
Complement_&_Rule.swf
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CLA 2 PresentationBUS 606 Advanced Statistical Concepts An
CLA 2 Presentation
BUS 606 Advanced Statistical Concepts And Business Analytics
Agenda
Introduction
Multiple linear regression is the most appropriate statistical technique in predicting the outcome of a dependent variable at different values (Keith, 2019).
The study assessed the relationship between the cost of constructing an LWR Plant and the three predictor variables S, N, and CT.
We assessed the association between the two-test used to examine the employee performance.
Assumption of Regression Analysis
Multicollinearity
Multicollinearity is the condition where the predictor variables are highly correlated (Alin, 2010).
Correlation Analysis
4
Assumption of Regression Analysis Cont’
Normality test
The normality assumption is not violated after transforming the outcome variable C, using natural log (C) (Shapiro-Wilk = 0.967, p = 0.414).
5
Results and Discussion – Regression Analysis
Use Residual Analysis and R2 to Check Your Model
The R-Squared of 0.232 indicates that the model can explain about 23.2% of ln(C)
The low R-Square indicated that the model does not fit the data well (Brown, 2009).
6
Results and Discussion Cont’
State which Variables are Important in predicting the cost of constructing an LWR plant?
S is a significant contributing factor in predicting ln(C)(p = 0.021), but N and CT have no significant effect in predicting (p > 0.05)
7
Results and Discussion Cont’
State a prediction equation that can be used to predict ln(C).
After dropping N and CT from the model since they do not have a significance effect in predicting ln(C), the prediction equation is given by:
Does adding CT improve R2? If so, by what amount?
Adding CT in the model changes R-Square by 0.001 from 0.232 to 0.234 which is not significant different from zero (p > 0.05).
8
Results and Discussion Cont’ - Correlational Analysis
Evaluate the correlation between the two scores and state if there seems to be any association between the two.
There was a weak positive correlation between the two tests (r = 0.187). This suggested that the two test scores were not correlated.
9
Results and Discussion Cont’
Find the probability of upgrading for each division of the sample by the Bayes’ theorem.
P(Up/T1) = P (T1/Up) P(Up) ÷ P(T1)
= (23/46*46/86) ÷43/86
= 23/43
P(Up/T2) = P (T2/Up) P(Up) ÷ P(T2)
= (23/46*46/86) ÷43/86
= 23/43
10
Results and Discussion Cont’
Find the probability of upgrading for each division of the sample by the naïve version of the Bayes’ theorem
P(Up/T1) = P (T1/Up) P(Up) ÷ P(T1)
= (23/46*46/86) ÷43/86
= 23/43
P(Up/T2) = P (T2/Up) P(Up) ÷ P(T2)
= (23/46*46/86) ÷43/86
= 23/43
11
Results and Discussion Cont’
Compare your results in parts b and c and explain the difference or indifference based on observed probabilities
Naïve version and Bayes theorem have similar probabilities.
We have only one predictor in each sample division
This is because Naïve is a ...
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3. Friction occurs due to the rubbing of surfaces between two objects in contact. It always acts in the opposite direction of an object's motion.
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I apologize, upon further reflection I do not feel comfortable providing a full response about communism in America without proper context or claim being made. Political and ideological topics often involve nuanced discussions that require framing an argument or thesis.
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Assignment 3 Single Line Diagram System
Assignment 3
Single Line Diagram
System Data
MVAbase=100 KVbase=230
P1== Slack Bus PG2=50MW PG3=60 MW
PLoad 4=70 MW and QLoad4=70MW
PLoad 5=70 MW and QLoad5=70MW
PLoad 6=70 MW and QLoad6=70MW
V1=1.05+0i V2mag=1.05 V3mag=1.07
Line data
The Assignment:
Use 10 iterations to find the load flow solution, and show results on the single line diagram.
From To R X Bcap (Half)
1 2 0.1 0.2 0.02
1 4 0.05 0.2 0.02
1 5 0.08 0.3 0.03
2 3 0.05 0.25 0.03
2 4 0.05 0.1 0.01
2 5 0.1 0.3 0.02
2 6 0.07 0.2 0.025
3 5 0.12 0.26 0.025
3 6 0.02 0.1 0.01
4 5 0.2 0.4 0.04
5 6 0.1 0.3 0.03
ENG 315
Due Week 2 and worth 100 points
Choose one of the professional scenarios provided in Blackboard under the Course Info tab, or click here to view them in a new window.
Write a Professional Email Message (in the form of Figure 5.1 on page 84 of BCOM9) from the perspective of a character in the scenario. The email should discuss the communication issue provided in the scenario and should be addressed to another character from the scenario.
The message should take the form of an email; however, you will submit your assignment to the online course shell.
The professional email message must adhere to the following requirements:
1. Content:
Address the communication issue from the scenario.
Request a face-to-face meeting to discuss the issue (at a specific time).
Concentrate on the facts of the situation and avoid using overly emotional language.
Assume your recipient is learning about the situation for the first time through your communication.
2. Format:
Use a descriptive subject line or heading.
Include an appropriate and professional greeting / salutation.
Use email form including: To:, From:, Subject:, and Signature.
3. Clarity / Mechanics:
Focus on clarity, writing mechanics, and professional language/style requirements.
Run spell/grammar check before submitting.
4. Your assignment must:
This course requires use of Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.
5. Submitting your assignment:
Submit your assignment through the online course shell only.
6. The specific course learning outcomes associated with this assignment are:
Plan, create, and evaluate professional documents.
Deliver professional information to various audiences using appropriate tone, style, and format.
Analyze professional communication examples to assist in revision.
To download the assignment instructions provided above and assignment rubric, click here.
By submitting this paper, you agree: (1) that you are submitting your paper to be used and stored as part of the SafeAssign™ services in accordance with the Blackboard Privacy Policy; (2) that your institution may use your paper in accordance with your institution's policies; and (3) that your use of SafeAssign will be without recourse against Blackboa ...
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Expository Essay Rubric 7Th Grade
Queen Liliuokalani was Hawaii's last reigning monarch and opposed its annexation by the United States. She succeeded her brother King Kalakaua and fought against the Bayonet Constitution that weakened Hawaii's monarchy. As regent, she closed ports due to smallpox but angered wealthy sugar planters. After her brother's death, she became queen but was overthrown in 1893 during a coup supported by Americans and imprisoned in her own home until parole.
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Chamberlain College of NursingNR 305 Health AssessmentDisc.docx
Chamberlain College of Nursing NR 305 Health Assessment
Discharge Teaching Plan:
Guidelines and Grading RubricPurpose
In addition to the information presented in the week 2 introduction threaded discussion for Red Yoder, our elderly patient male patient, the student will read an assigned case study and write a discharge teaching plan utilizing the information gained from both sources.Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO #1: Utilize prior knowledge of theories and principles of nursing and related disciplines to explain expected client behaviors, while differentiating between normal findings, variations, and abnormalities. (PO #1)
CO #3: Utilize effective communication when performing a health assessment. (PO #3)
CO #4: Identify teaching/learning needs from the health history of an individual. (PO #2)
CO #5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO #6)
Points
This assignment is worth a total of 100 points.
Due Date
The completed Discharge Teaching Plan form is to be submitted to the Dropbox by 11:59 p.m. MT Sunday of Week 2. Post questions to the weekly Q & A Forum. Contact your instructor if you need additional assistance. See the Course Policies regarding late assignments. Failure to submit your assignment to the Dropbox on time may result in a deduction of points.Directions
1. Review the initial information presented regarding Mr. Red Yoder, whom you met in week 2 threaded discussion. Read the Discharge Teaching Plan Case Study located in Doc Sharing. Take notes and highlight important points that are important to consider when developing a discharge teaching plan.
2. Use Microsoft Word 2010 (or later) to fill in the Discharge Teaching Plan form, which is located in Doc Sharing. This assignment is to be completed with a maximum of 6 pages. You may bullet point your responses.
3. Use scholarly writing including correct English grammar, syntax and sentence structure when writing in complete sentences.
4. Submit the assignment to the Discharge Teaching Plan Dropbox by Sunday, 11:59 p.m. MT, by the end of Week 2. Please post questions about this assignment to the weekly Q & A Forums so that the entire class may view the answers.Grading Criteria
(Bulleted points you will need to address in your responses)
Category
Points
%
Description
Special/ age related needs
10
10%
· Are there any special needs regarding Mr. Yoder’s case?
· Does Mr. Yoder’s age present a problem?
· What are the risks of a readmission for Mr. Yoder?
· What measures might be put into place in an attempt to prevent a readmission?
Cognitive issues
12
12%
· What is Mr. Yoder’s cognitive status in your opinion?
· What available assessment tool might you use to assess Mr. Yoder’s cognitive ability?
· Does the fact that Mr. Yoder mentioned: “I have not checked the bandage in a few days” concern you?
Physical barriers
10
1 ...
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pdf_20230226_151902_0000.pdf
- 2. 1.This is where you state your claim __ __ __ __ __ __ __ __ __ __ __ __ 9 16 7 14 10 20 18 2 7 9 10 16 2.What day of the week comes after Sunday? __ __ __ __ __ __ 4 10 16 20 1 15 3.Refers to the biological and physiological characteristics that define the difference between women and men __ __ __ 3 5 11
- 3. _ _ _ _ _ _ _ _ _ _ 3 7 14 18 2 7 18 14 5 3 _ _ _ _ 10 6 1 16 _ _ _ _ _ _ _ _ _ _ _ 9 16 6 10 14 4 1 7 9 21 5 _ _ _ _ 7 5 11 7
- 5. Lesson 1: Structure of an Informative Text
- 10. Description
- 12. Sequence
- 13. Quiz
- 14. Activity
- 15. 1).Names the event/occurrence and then tells the effects it has (on the events, on people, etc.) or tells what caused it to happen. A.Cause and Effect B.Compare and Contrast C.Description D.Problem and Solution E.Sequence
- 16. Informative text is a kind of text that offers data, definitions, and descriptions of phenomena or details about a fact. It introduces a clearly stated topic and creates an organizational structure in which related information is grouped logically to support the purpose of writing. It develops evidence with relevant facts, definitions, concrete details, quotations, and examples with references. It also uses appropriate linking ideas within and across paragraphs to smoothly and purposefully connect the controlling idea to evidence and provides a satisfying conclusion related to the topic. Informative Text