Sociology
SOCI332
Statistics for Social Science
Credit Hours 3
Length of Course 8 Weeks
Table of Contents
Course Description
Evaluation Procedures
Course Scope
Grading Scale
Course Objectives
Course Outline
Course Delivery Method
Policies
Course Materials
Academic Services
Course Description (Catalog)
This course is designed to provide a basic survey of the application, empirical use and interpretation of a variety of statistics methods used in the social sciences. A key objective of the course is the instruction in best statistical practice through the use, exploration and analysis of empirical data. Emphasis will be placed on understanding and interpreting the meaning of statistics. The practical aspects of statistics are emphasized and students are instructed in the use of the standard statistical package for the social sciences (SPSS) which is widely used in the social sciences and the in labor force. This course is part of a series including SOCI 331 Research Methods for the Social Sciences and SOCI 332 Statistics for the Social Sciences.
Course Scope
The student will develop an ability to use sociological concepts, theory, and research to think critically and act intelligently in interactions with (and observations of) individuals, groups, institutions, and societies.
Course Objectives
Upon completion of this course students will be able to:
CO1- Describe and apply the concepts and logic of elementary statistics.
CO2- Conduct statistical analysis in SPSS (Statistical Package for the Social Sciences).
CO3- Compare and contrast different types of data and the statistics that can be used to analyze them
CO4- Examine the differences between descriptive and inferential statistics and their use in the social sciences.
CO5- Form critical interpretations of quantitative research literature in sociology and other social sciences.
CO6- Complete and interpret descriptive and inferential statistical data analysis
CO7- Develop a research project from conceptualizing a research problem and develop a number of complementary design, measurement, and data collection approaches to bring evidence to bear on the problem.
CO8- Critically evaluate the quality of research design and evidence in published social research.
ADDITIONAL RESOURCES:
General Social Survey Dataset
SPSS Software
SOFTWARE REQUIREMENTS:
-
SPSS (more details under Welcome Announcements in the Sakai classroom)
-
Microsoft Office Applications- Word, Power Point (these can be downloaded free of charge from your student email account)
-
Screencast-o-matic or similar program
Evaluation Procedures
Forums:
Participation in classroom dialogue on threaded Forums is required. Forums are scheduled weekly and found in the Forums tab in the classroom. Specific instructions and the grading rubric are located on each Forum.
Assignments
This course includes three Assignments. Instructions and specific grading rubrics are found under the Assignments tab in o.
ScienceSchool of Science, Technology, Engineering and Math.docxkenjordan97598
Science
School of Science, Technology, Engineering and Mathematics
GEOG101
Introduction to Geography
3 Credit Hours
8 Week Course
Prerequisite(s): None
Table of Contents
Instructor Information
Evaluation Procedures
Course Description
Grading Scale
Course Scope
Course Outline
Course Objectives
Policies
Course Delivery Method
Academic Services
Course Materials
Selected Bibliography
Instructor Information
Instructor:
Jim Myers, Ph.D.
Email:
[email protected] (Please use Messages in our Sakai classroom)
Office Hours:
By Arrangement
Table of Contents
Course Description (Catalog)
GEOG101 Introduction to Geography (3 credits) This course is a basic overview of the Geographer’s study of the location and distribution of features on the Earth’s surface. These features are both natural and man-made, both physically and culturally determined. The relationship of people and place is central to an understanding of human history, contemporary events, and possible global futures. As an introductory course it covers the whole globe and all its greatest geographic features and relationships. This dictates that the approach is broad and not too deep. However, knowledge of the Geographer’s art will enable the student to delve as deeply as their interest and energy will allow, into the dynamic spatial realities that surround them.
Table of Contents
Course Scope
GEOG101 empowers students to engage in critical thinking, communication, information literacy and academic skills that support creative decision-making and life-long learning. This is accomplished by introducing, reinforcing and applying “spatial analysis” to the assessment of physical, environmental and human patterns. Geographic topics and problems are approached from a spatial perspective and by viewing current events through geographic concepts. The craft of utilizing maps to interpret and assess issues in our world is introduced and applied.
Have you always wanted a “behind the scenes” peek at what makes nations different? Would you like to learn the answer as to why things are where they are and how they got there? Need a better understanding of climate, culture, and commerce? This course will build a base for your intellectual understanding of the world you live and work in.
This course covers the entire globe and introduces each realm with its regions and peoples. Since our medium of instruction is interaction via the Internet, creative and productive use of the worldwide web is integral to all our efforts together in this course. This will add to your ability to continue life-long learning in a global, diverse, and technological society.
Table of Contents
Course Objectives
This is what the course is meant to teach you. My desire is to help you to make progress toward your own short and long term educational goals while insuring you obtain the basic knowledge and skills outlined here. Much of your grade for this course will be based upon the demonstrated mastery of these obje.
Running Header: PROJECT PHASE 1 1
PROJECT PHASE 1 4
Final Project Phase 1: Business-Related Research Premise
Aaron Bryant
Shorter University
Final Project Phase 1: Business-Related Research Premise
Background
Executive compensation is the financial and non-financial awards given to executives and other high ranking officials with in corporations. These awards typical come in the form of base salary, annual incentives, and long-term incentives, and perquisites such as personal use of corporate aircraft, company cars, and business expense accounts (Cormany, 2017). Compensation for executives has steadily increased over the years but there has been dramatic jumps in pay since the 1970s. The latest dramatic increase was in 2010, when executive compensation increased 11% (Cormany, 2017).
The board of directors are legally and morally responsible for monitoring and awarding executives and company leaders. In many cases they help decide what compensation is given to executives. To help with the contract decisions about executive pay, a compensation consultant firm may be hired.
Managerial Relevance
Many corporations use compensation consultants to help figure out how much to compensate there executives. If a consultant firm helps an executive increase his/her compensation, they can be later hired for more billable hours as compensation in return. So intern, does the hiring of compensation firms increase executive compensation.
Theoretical Framework
The hiring of compensation consultants and the increase in compensation of executives are related
Research Methodology and Design
A non-contrived case study using minimal interference will be used in this study.
References
Cormany, D. L. . P. candidate. (2017). Executive Compensation. Salem Press Encyclopedia. Retrieved from http://proxygsu-sho1.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=89550569&site=eds-live&scope=site
Syllabus Page 1 of 12
Business Analytics and Research
Methods
Online Syllabus
Shorter University
Instructor Information
See link in Canvas.
Course Information
• Course: Business Analytics and Research Methods
• Course Number: BUS 5250
• Credit Hours: 3
• Prerequisites: Undergraduate Statistics Course
Course Description
Today’s business environment requires managers to be able to make decisions based on data
and draw inferences through the use of software and other analytical tools. This Business
Analytics and Research Methods course will introduce the students to business research
methodology and the analytical tools used to collect and assess different types of data. This
course will include a review of the basics .
School of Social Sciences1Course title Research Methods (C3.docxjeffsrosalyn
School of Social Sciences
1
Course title: Research Methods (C39RE)
Professor Rania Kamla [email protected]
Dr Bing Xu [email protected]
Dr Esinath Ndiweni [email protected]
Course Introduction
Research Methods develops research skills which are essential for your dissertation and for a career in accounting, finance or research. It is designed to help you to prepare for the dissertation by allowing you the opportunity to learn about approaches to research and how to use them.
To research is to methodically search for new knowledge and/or practical solutions in the form of answers to specific questions. Developing skills in providing robust, convincing answers to different questions is critical to success in many professional, as well as, academic settings. This course will provide you the opportunity to understand how to gather relevant data/evidence, how to analyse and interpret evidence, how to make sense of complex situations, how to draw conclusions or make recommendations and how to communicate your finding.
A series of lectures will provide you with a sound grounding in social science research methods and guide you through the assigned readings. This will be complemented with tutorials/workshops to develop a range of practical research skills. The assessments provide you with an opportunity to apply the knowledge and provide a sound foundation for the honours year, in particular the dissertation.
Aims and Objectives
· To provide the knowledge and skills required to conduct a sizeable piece of independent research
· To generate an understanding of the social science research process
· To develop an appreciation of the nature of accountancy and finance research
· To enable students to practice their skills and test their understanding of aspects of the research process
Learning Outcomes
· Understand differences between qualitative and quantitative research
· Select and develop a research topic in accountancy or finance
· Identify, access and evaluate literature relevant to the research topic
· Select an appropriate research methodology
· Obtain relevant data
Personal Abilities
· Work independently
· Analyse and interpret research results
· Communicate and present ideas effectively by written and verbal means
Teaching Overview
This course comprises of lectures and tutorials, detailed in the table below. The lectures will last for up to 2 hours and the tutorials are an hour long.
Week
Topic
Tutorial
1
Purpose of Research & An introduction to the dissertation
2
What to Research and how to select YOUR research Question
3
Literature Review - using other peoples’ research – reviewing literature, plagiarism and referencing.
Finding a research question
4
How to research – using library resources
Setting your dissertation aims & objectives
5
Content Analysis /Interviews most popular qualitative methods
Planning your sources of evidence
6
Reading Week Coursework Preparation
None
7
Descriptive statistics.
ScienceSchool of Science, Technology, Engineering and Math.docxkenjordan97598
Science
School of Science, Technology, Engineering and Mathematics
GEOG101
Introduction to Geography
3 Credit Hours
8 Week Course
Prerequisite(s): None
Table of Contents
Instructor Information
Evaluation Procedures
Course Description
Grading Scale
Course Scope
Course Outline
Course Objectives
Policies
Course Delivery Method
Academic Services
Course Materials
Selected Bibliography
Instructor Information
Instructor:
Jim Myers, Ph.D.
Email:
[email protected] (Please use Messages in our Sakai classroom)
Office Hours:
By Arrangement
Table of Contents
Course Description (Catalog)
GEOG101 Introduction to Geography (3 credits) This course is a basic overview of the Geographer’s study of the location and distribution of features on the Earth’s surface. These features are both natural and man-made, both physically and culturally determined. The relationship of people and place is central to an understanding of human history, contemporary events, and possible global futures. As an introductory course it covers the whole globe and all its greatest geographic features and relationships. This dictates that the approach is broad and not too deep. However, knowledge of the Geographer’s art will enable the student to delve as deeply as their interest and energy will allow, into the dynamic spatial realities that surround them.
Table of Contents
Course Scope
GEOG101 empowers students to engage in critical thinking, communication, information literacy and academic skills that support creative decision-making and life-long learning. This is accomplished by introducing, reinforcing and applying “spatial analysis” to the assessment of physical, environmental and human patterns. Geographic topics and problems are approached from a spatial perspective and by viewing current events through geographic concepts. The craft of utilizing maps to interpret and assess issues in our world is introduced and applied.
Have you always wanted a “behind the scenes” peek at what makes nations different? Would you like to learn the answer as to why things are where they are and how they got there? Need a better understanding of climate, culture, and commerce? This course will build a base for your intellectual understanding of the world you live and work in.
This course covers the entire globe and introduces each realm with its regions and peoples. Since our medium of instruction is interaction via the Internet, creative and productive use of the worldwide web is integral to all our efforts together in this course. This will add to your ability to continue life-long learning in a global, diverse, and technological society.
Table of Contents
Course Objectives
This is what the course is meant to teach you. My desire is to help you to make progress toward your own short and long term educational goals while insuring you obtain the basic knowledge and skills outlined here. Much of your grade for this course will be based upon the demonstrated mastery of these obje.
Running Header: PROJECT PHASE 1 1
PROJECT PHASE 1 4
Final Project Phase 1: Business-Related Research Premise
Aaron Bryant
Shorter University
Final Project Phase 1: Business-Related Research Premise
Background
Executive compensation is the financial and non-financial awards given to executives and other high ranking officials with in corporations. These awards typical come in the form of base salary, annual incentives, and long-term incentives, and perquisites such as personal use of corporate aircraft, company cars, and business expense accounts (Cormany, 2017). Compensation for executives has steadily increased over the years but there has been dramatic jumps in pay since the 1970s. The latest dramatic increase was in 2010, when executive compensation increased 11% (Cormany, 2017).
The board of directors are legally and morally responsible for monitoring and awarding executives and company leaders. In many cases they help decide what compensation is given to executives. To help with the contract decisions about executive pay, a compensation consultant firm may be hired.
Managerial Relevance
Many corporations use compensation consultants to help figure out how much to compensate there executives. If a consultant firm helps an executive increase his/her compensation, they can be later hired for more billable hours as compensation in return. So intern, does the hiring of compensation firms increase executive compensation.
Theoretical Framework
The hiring of compensation consultants and the increase in compensation of executives are related
Research Methodology and Design
A non-contrived case study using minimal interference will be used in this study.
References
Cormany, D. L. . P. candidate. (2017). Executive Compensation. Salem Press Encyclopedia. Retrieved from http://proxygsu-sho1.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=89550569&site=eds-live&scope=site
Syllabus Page 1 of 12
Business Analytics and Research
Methods
Online Syllabus
Shorter University
Instructor Information
See link in Canvas.
Course Information
• Course: Business Analytics and Research Methods
• Course Number: BUS 5250
• Credit Hours: 3
• Prerequisites: Undergraduate Statistics Course
Course Description
Today’s business environment requires managers to be able to make decisions based on data
and draw inferences through the use of software and other analytical tools. This Business
Analytics and Research Methods course will introduce the students to business research
methodology and the analytical tools used to collect and assess different types of data. This
course will include a review of the basics .
School of Social Sciences1Course title Research Methods (C3.docxjeffsrosalyn
School of Social Sciences
1
Course title: Research Methods (C39RE)
Professor Rania Kamla [email protected]
Dr Bing Xu [email protected]
Dr Esinath Ndiweni [email protected]
Course Introduction
Research Methods develops research skills which are essential for your dissertation and for a career in accounting, finance or research. It is designed to help you to prepare for the dissertation by allowing you the opportunity to learn about approaches to research and how to use them.
To research is to methodically search for new knowledge and/or practical solutions in the form of answers to specific questions. Developing skills in providing robust, convincing answers to different questions is critical to success in many professional, as well as, academic settings. This course will provide you the opportunity to understand how to gather relevant data/evidence, how to analyse and interpret evidence, how to make sense of complex situations, how to draw conclusions or make recommendations and how to communicate your finding.
A series of lectures will provide you with a sound grounding in social science research methods and guide you through the assigned readings. This will be complemented with tutorials/workshops to develop a range of practical research skills. The assessments provide you with an opportunity to apply the knowledge and provide a sound foundation for the honours year, in particular the dissertation.
Aims and Objectives
· To provide the knowledge and skills required to conduct a sizeable piece of independent research
· To generate an understanding of the social science research process
· To develop an appreciation of the nature of accountancy and finance research
· To enable students to practice their skills and test their understanding of aspects of the research process
Learning Outcomes
· Understand differences between qualitative and quantitative research
· Select and develop a research topic in accountancy or finance
· Identify, access and evaluate literature relevant to the research topic
· Select an appropriate research methodology
· Obtain relevant data
Personal Abilities
· Work independently
· Analyse and interpret research results
· Communicate and present ideas effectively by written and verbal means
Teaching Overview
This course comprises of lectures and tutorials, detailed in the table below. The lectures will last for up to 2 hours and the tutorials are an hour long.
Week
Topic
Tutorial
1
Purpose of Research & An introduction to the dissertation
2
What to Research and how to select YOUR research Question
3
Literature Review - using other peoples’ research – reviewing literature, plagiarism and referencing.
Finding a research question
4
How to research – using library resources
Setting your dissertation aims & objectives
5
Content Analysis /Interviews most popular qualitative methods
Planning your sources of evidence
6
Reading Week Coursework Preparation
None
7
Descriptive statistics.
Follow attachment. Students below. Corey WillisAll 3.docxbryanwest16882
Follow attachment.
Students below.
Corey Willis
All 3 items have their own representation to the people of their time. I found that the Minoan Snake Goddess and the Totem Pole both have common similarities as they both can interpret a strong spiritual meaning. With the Totem Pole, it's comprised of an actual totem which can symbolize a spirit, tribe, family, or an individual. I find it interesting that the average person would think that when someone dies or they elect to create a Totem Pole remembering someone, that you actually pick the animal to place at the top of the pole, but theoretically the animal has already picked you based off a persons past and present. The animal itself acts as the main guardian spirit throughout their lives and after. Each animal can depict different characteristics or beliefs as well as far as the cultural considerations.
In contrast to the Totem Pole, the Minoan Snake Goddess also interprets a spiritual belief. The Minoan Snake Goddess is picture of a woman in power holding two snakes. Each serpent represents two different worlds; one the access to spiritual wisdom, and her ultimate power of transformation. She stands in between them to create a bridge of the two worlds in an attempt to bring them together. In the Minoan culture, women were predominately in charge since there was a lack in temples or places of worship. The Minoan Snake Goddess was found in c. 1600 BCE. As mentioned previously, the Snake Goddess to me, was in close comparison with the Totem Pole being that they both had a spiritual common theme.
The Giotto Crucifix of Santa Maria Novella has it's own interpretation and definitely differs from the other two. This painting gives off a sense of suffrage and pain. The crucifix, which stands nineteen feet high, depicts Christ's body strung on a cross with Virgin Mary and St. John facing him on each side. I believe this symbolizes the final moments of Christ's death as you can see the blood flowing down from his limbs, muscles in distress, and head down showing a sign of execution. In this piece, it's amazing how the artist managed to make everything look so real, from the hair to the bones helping the viewer dive deeper into the meaning of this painting. Giotto's Crucifix of Santa Maria Novella was made roughly between 1288-1289, then later on reconstructed in 2000. This piece was inspired by the School of Franciscan, which has a Roman Catholic religious belief. In conclusion, all three of these pieces have an interesting story as to how they're similar and also how they differ.
Brandon White
From the research that I performed, I've learned that each object has it's own representation to the civilizations that created it during it's time. With the Giotto Crucifix of Santa Maria Novella, it comes with it's own interpretation, style, and art as compared to the other two. However, it mostly appears to be the style and material that puts the three apart so differently. With the Giotto Cr.
Follow all directions below using original work with full detail. .docxbryanwest16882
Follow all directions below using original work with full detail. This assignment should have 1750 word or more. Please be sure to cite all sources and respond with knowledge.
This assignment will consist of two parts: an executive summary of the completed capstone project, as well as a leadership portfolio.
Executive Summary
Write a 500 word executive summary of the capstone project. Include your approach to the capstone project, including design, purpose, goals, and results of your pre- and post-assessment evaluations. The executive summary should be the first entry in your Leadership Portfolio.
Leadership Portfolio
The portfolio should contain components from at least four previous courses in the Master of Science in Leadership program, such as MGT-605, LDR-600, LDR-630, LDR-640, LDR-612, or LDR-615. Each of the four components should include a 250 word summary of how you approached the assignment, the lessons you learned from completing your work, and how these lessons helped shape you as a leader.
Please note that it is not required to submit the four course artifacts you are referencing; a well-written synopsis that clearly identifies the course and includes the required elements will be sufficient for the purposes of this portfolio. You may also include an artifact that is not course-related, but may be an additional level of support for the portfolio.
Conclude the portfolio with a brief personal call to action. In 250 words, describe your professional development plan after you graduate. How will you continue to grow as a leader? Also, identify specific resources, such as professional organizations, mentors, and professional development opportunities that will help you accomplish your plan.
While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide.
Assignment 2 and Submission Guidelines
School School of Information Technology and Engineering
Course Name Master of Engineering (Telecommunications)
Unit Code ME606
Unit Title Digital Signal Processing
Assessment Author Dr. Reza Berangi
Assessment Type Assignment 2 (Individual)
Assessment Title Review and experimenting some popular signal-processing tasks
Unit Learning
Outcomes covered
in this assessment
a. Development and implementation of signal processing algorithms in MATLAB or
Scilab
b. In-depth design of digital filters
c. Understand the design of multirate signal processing and their applications
d. Implementation and applications of FFT
e. Develop skills in spectral estimation for deterministic and non-deterministic signals
Weight 25%
Total Marks 100
Word/page limit N/A
Release Date Week 7
Due Date Week 11 (Sat. 6 June. 2020, 11:55 pm)
Submission
Guidelines
• Submit on Moodle by the due date along with a completed Assignment Cover
Page.
.
More Related Content
Similar to Sociology SOCI332Statistics for Social ScienceCredit Ho.docx
Follow attachment. Students below. Corey WillisAll 3.docxbryanwest16882
Follow attachment.
Students below.
Corey Willis
All 3 items have their own representation to the people of their time. I found that the Minoan Snake Goddess and the Totem Pole both have common similarities as they both can interpret a strong spiritual meaning. With the Totem Pole, it's comprised of an actual totem which can symbolize a spirit, tribe, family, or an individual. I find it interesting that the average person would think that when someone dies or they elect to create a Totem Pole remembering someone, that you actually pick the animal to place at the top of the pole, but theoretically the animal has already picked you based off a persons past and present. The animal itself acts as the main guardian spirit throughout their lives and after. Each animal can depict different characteristics or beliefs as well as far as the cultural considerations.
In contrast to the Totem Pole, the Minoan Snake Goddess also interprets a spiritual belief. The Minoan Snake Goddess is picture of a woman in power holding two snakes. Each serpent represents two different worlds; one the access to spiritual wisdom, and her ultimate power of transformation. She stands in between them to create a bridge of the two worlds in an attempt to bring them together. In the Minoan culture, women were predominately in charge since there was a lack in temples or places of worship. The Minoan Snake Goddess was found in c. 1600 BCE. As mentioned previously, the Snake Goddess to me, was in close comparison with the Totem Pole being that they both had a spiritual common theme.
The Giotto Crucifix of Santa Maria Novella has it's own interpretation and definitely differs from the other two. This painting gives off a sense of suffrage and pain. The crucifix, which stands nineteen feet high, depicts Christ's body strung on a cross with Virgin Mary and St. John facing him on each side. I believe this symbolizes the final moments of Christ's death as you can see the blood flowing down from his limbs, muscles in distress, and head down showing a sign of execution. In this piece, it's amazing how the artist managed to make everything look so real, from the hair to the bones helping the viewer dive deeper into the meaning of this painting. Giotto's Crucifix of Santa Maria Novella was made roughly between 1288-1289, then later on reconstructed in 2000. This piece was inspired by the School of Franciscan, which has a Roman Catholic religious belief. In conclusion, all three of these pieces have an interesting story as to how they're similar and also how they differ.
Brandon White
From the research that I performed, I've learned that each object has it's own representation to the civilizations that created it during it's time. With the Giotto Crucifix of Santa Maria Novella, it comes with it's own interpretation, style, and art as compared to the other two. However, it mostly appears to be the style and material that puts the three apart so differently. With the Giotto Cr.
Follow all directions below using original work with full detail. .docxbryanwest16882
Follow all directions below using original work with full detail. This assignment should have 1750 word or more. Please be sure to cite all sources and respond with knowledge.
This assignment will consist of two parts: an executive summary of the completed capstone project, as well as a leadership portfolio.
Executive Summary
Write a 500 word executive summary of the capstone project. Include your approach to the capstone project, including design, purpose, goals, and results of your pre- and post-assessment evaluations. The executive summary should be the first entry in your Leadership Portfolio.
Leadership Portfolio
The portfolio should contain components from at least four previous courses in the Master of Science in Leadership program, such as MGT-605, LDR-600, LDR-630, LDR-640, LDR-612, or LDR-615. Each of the four components should include a 250 word summary of how you approached the assignment, the lessons you learned from completing your work, and how these lessons helped shape you as a leader.
Please note that it is not required to submit the four course artifacts you are referencing; a well-written synopsis that clearly identifies the course and includes the required elements will be sufficient for the purposes of this portfolio. You may also include an artifact that is not course-related, but may be an additional level of support for the portfolio.
Conclude the portfolio with a brief personal call to action. In 250 words, describe your professional development plan after you graduate. How will you continue to grow as a leader? Also, identify specific resources, such as professional organizations, mentors, and professional development opportunities that will help you accomplish your plan.
While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide.
Assignment 2 and Submission Guidelines
School School of Information Technology and Engineering
Course Name Master of Engineering (Telecommunications)
Unit Code ME606
Unit Title Digital Signal Processing
Assessment Author Dr. Reza Berangi
Assessment Type Assignment 2 (Individual)
Assessment Title Review and experimenting some popular signal-processing tasks
Unit Learning
Outcomes covered
in this assessment
a. Development and implementation of signal processing algorithms in MATLAB or
Scilab
b. In-depth design of digital filters
c. Understand the design of multirate signal processing and their applications
d. Implementation and applications of FFT
e. Develop skills in spectral estimation for deterministic and non-deterministic signals
Weight 25%
Total Marks 100
Word/page limit N/A
Release Date Week 7
Due Date Week 11 (Sat. 6 June. 2020, 11:55 pm)
Submission
Guidelines
• Submit on Moodle by the due date along with a completed Assignment Cover
Page.
.
Folic acid and vitamin B-12 are examples of water-soluble vitami.docxbryanwest16882
Folic acid and vitamin B-12 are examples of water-soluble vitamins which cannot be produced in sufficient quantities within the body.
Discuss the function of folic acid and vitamin B-12
Include key dietary sources to increase these vitamins in the body through nutrition
Explain what might result from a prolonged deficiency of these water-soluble vitamins
.
Focus on two Web 2.0 applications that you feel you would use in.docxbryanwest16882
Focus on two Web 2.0 applications that you feel you would use in your classroom.
Create a PowerPoint presentation including the characteristics of the application, the rational (reason) for using the application, and how you will use the applications in your teaching.
The PowerPoint should include a title page and resource page along with the body of slides.
The presentation should be no longer than 15 slides (20 at the most).
References will be done in the APA format.
No plagiarism
.
Folic Acid and vitamin B-12 are examples of water-soluble vitamins w.docxbryanwest16882
Folic Acid and vitamin B-12 are examples of water-soluble vitamins which cannot be produced in sufficient quantities within the body.
Discuss the funtion of folic acid and vitamin B-12
Include key dietary sources to increase these vitamins in the body through nutrition
Explain what might result from a prolonged deficiency oh these water-soluble vitamins
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Focus System - HEENT /NECK
Reflect on the focus area or system(s) for the week.
What challenges might you anticipate in completing this assessment?
What differences might you anticipate when assessing patients across the lifespan?
Share findings from scholarly resources that help in the performance of this assessment.
Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Note:
The value of each of the criterion on this rubric represents a point range.
(example: 17-0 points)
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted.
40 points
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a minimum of one scholarly reference per each peer post.
All instruction requirements noted.
35 points
Lacks clarification or new information. Scholarly reference sup.
Focus on Chapter 2, but do review the prior chapters if you are .docxbryanwest16882
Focus on Chapter 2, but do review the prior chapters if you are unfamiliar with Highland Park and Eagle Rock. Please do not use quotes - put everything in your own words.
1. In Chapter 2, Lin situates the gentrification of Northeast Los Angeles in a longer history of neighborhood change, organized into four distinct phases. Discuss the shift from revitalization to gentrification; which factors seem most important to you in explaining this change?
2. What is the stage model of gentrification, according to Lin? How can we see these stages reflected in the changing commercial corridors of York Ave or Figueroa Street? Include examples in your response.
3. What do the data on race, ethnicity and household size show about the changes in Northeast LA from 2000 to 2010? Include a few of the key statistics in your response.
.
Fluid Mechanics Project Assignment (Total 15) Due Dates .docxbryanwest16882
Fluid Mechanics Project Assignment (Total 15%)
Due Dates:
Report: to D2L Assignment Dropbox by 4pm, 5/01/2020 Friday
Problem: Steady flows pass a cylinder (see ‘Problem Specification’ in the Tutorial).
Requirements: Report should include Introduction, Theory (Potential Flow), Computational Model, Results, and Conclusions, Discussion and References. Use 1” margin on top, bottom, left, and right. Use Times New Roman 12 font and 1.5 line spacing. In Results session, present and compare the velocity field, streamlines, and drag forces on the cylinder from both the model and theoretical results. In Discussion, discuss why these results from two approaches are similar or different.
Tutorial 1. Flow over a Cylinder – Two Dimensional Case
Using ANSYS Workbench
Simple Mesh
The primary objective of this Tutorial is to guide the student using Fluent for first time through the very basics of CFD simulation using ANSYS Workbench.
The objective of this simulation is to determine the velocity and pressure fields produced when a fluid flows over a cylinder. In addition, the drag force exerted by the fluid over the cylinder is computed. Streamline plots are also available.
Summary: In this exercise, the flow over a cylinder is modeled. The flow is assumed to be two dimensional therefore the cylinder can be represented by a circle. A flow domain surrounding the cylinder is created and meshed. Boundary conditions are applied to the simulation to obtain plots of static pressure, velocity magnitude, and streamlines. The drag coefficient can be calculated using the forces exerted by the fluid on the cylinder as computed by the software.
1. Starting ANSYS Workbench • Click on the Start Menu, and then select Workbench 14.0. • Close Getting Started window. • Left click on the tab corresponding to FluidFlow (FLUENT) and without releasing the mouse button drag the icon to the Project Schematic window (central big window). • Click twice on the lower tab and rename the project to Cylinder1
• Now right click on the Geometry tab and select the properties option, a Properties of Schematic window will open. Change the Analysis Type under the Advanced Geometry Options from 3D to 2D. • Back to the Project Schematic Window, click twice on the Geometry tab. This action will launch ANSYS Design Modeler (green logo DM).
2. Create Geometry • Set units to centimeters (cm) and click ok. • Right click on icon corresponding to XYPlane and select look at. • Down below the Tree Outline window you will see the Sketching and Modeling tabs. Select the Sketching tab. • A Sketching Toolboxes window will replace the Tree Outline window with a new set of tabs, select the Settings tab. • Select Grid and activate the buttons Show in 2D and Snap. • Make sure that Major Grid Spacing is set to 5 cm, Minor–Steps per Major is 5, and Snaps per Minor is 1.
• Click on the icon corresponding to New Sketch to c.
Focus on one of the three waves of IT innovation discussed in Chapte.docxbryanwest16882
Focus on one of the three waves of IT innovation discussed in Chapter 9. Select one that you think may be most impactful, discuss why you believe that, and give a couple of examples of how you see it playing out in one or more industries.
1. transcending the boundary between the physical world and the digital world
2. overlaying a digital mask on the existing physical world
3. transforming the scale of familiar things into gigantic or tiny
.
Florida National University NUR4286
NUR4286 Course Reflection Guidelines.docx 08/21/19 1
Course Reflection
Guidelines
PURPOSE
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN
competencies acquired through the NUR4286 course.
COURSE OUTCOMES
This assignment provides documentation of student ability to meet the following course outcomes:
- The students will identify the physiological process of aging.
- The students will be able to differentiate the adaptative human response to the aging process.
- The student will be able to manage and care older adults and their families.
POINTS
This assignment is worth a total of 100 points (10%).
DUE DATE
Submit your completed assignment under the Assignment tab by Friday 11:59 p.m. EST of Week 15 as
directed.
REQUIREMENTS
1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-
assessment, use of citations, use of Standard English grammar, sentence structure, and overall
organization based on the required components as summarized in the directions and grading
criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted
under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages excluding title page and
reference pages.
4. APA format is required with both a title page and reference page. Use the required components
of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with
the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. Conclusion
PREPARING YOUR REFLECTION
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for
the BSN-prepared nurse. Reflect on the NUR4286 course readings, discussion threads, and applications
you have completed across this course and write a reflective essay regarding the extent to which you feel
you are now prepared to:
1. “Conduct comprehensive and focused physical, behavioral, psychological, spiritual,
socioeconomic, and environmental assessments of health and illness parameters in patients,
using developmentally and culturally appropriate approaches.
2. Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics,
prognostics, selection of treatment, and monitoring of treatment effectiveness,
using a constructed pedigree from collected family history information as well as standardized symbols
and terminology.
Florida National University NUR4286
NUR4286 Course Reflection Guidelines.docx .
flhis speech was delivered by Willie Lynch on the bank of the .docxbryanwest16882
flhis speech was delivered by Willie Lynch on the bank of the James River in
the colony of
Virginia in t71:2. Lynch was a British slave owner in the West Indies. He was invited to the
colony of Virginia in 1712 to teach his methods to slave owners there. The telm "lynchingf is
derived from his last name,l
Greetings,
{Gentleman. I greet you here on.the bank of the James River in the year of the Lord one thousand
seven
hundred and twelve.)
{l caught the whiff of a dead slave hanginb from a tree, a couple of miles baclc You are only losing
valuable stock by. hangings)
{ln my bag here, I HAVE A FUIL PROOF METHOD FOR CONTROIUNG YOUR BLACK SLAVES. I
guarantee
everyone of you tha! if installed correctly, lT WILL CONTROLTHE STAVES FOR AT 1IAST 3O0 HUNDREDS
YEARS. My method is simple-l
{t HAVE OUTSNED A NUMBER OF DIFFERENCES AMONGTHESIAVES; AND I TAKETHESE DTFFERENCES
AND MAKE THEM BIGGER. I USE FEA& DISTRUST AND ENVY FOR CONTROL PURPOSES.)
{l Shall ensure you that DISTRUST lS STRONGER THAN TRUST AND ENVY STRONGER THAN ADUIATION,
RESPECT OR ADMIRATION. The Blac* slaves after receiving this indoctrination shall cilrry on and will
become self+efueting and self-generating for HUNDREDS of years, maybeTHOUSANDS. Don'tforget
you must pitch the OlD btack male vs. the YOUNG black male, and the YOUNG black male against the
OLD black male. You must use the DARK skin slaves vs. the IIGHT skin slaves, and the IIGHT skin slaves
vs. the DARK skin slaves. You must use the FEMAI"E vs. the MAII, and the MAI"E vs. the FEMAll. You
must also have white servants and overseers [who] distrust all blacks. But it is NECESSARY THAT YOUR
SLAVES TRUST AND DEPEND ON US. THEY MUST IOVE, RESPECT AND TRUST ONIY US.}
{tF usED tNTENSEty FOR ONEYEA& THE SIAVES THEMSEwES WlLt REMAIN PERPETUATLY
DISTRUSTFUL Thank you gentlemen.l
{Both horse and niggers [are] no good to the economy in the wild or natural state. Both must be
BROKEN and TIED togetherfor orderly production.)
{KEEP THE BODY, TAKE THE MIND! In other words, break the will to resist.}
tyou MusT KEEP youR EyE AND THOUGHTS ON THE FEMATE AND THE OFFSPRING of the horse and
the nigger.)
TCONCENTRATE ON FUTURE GENERATIONS. Therefore, if you break the FEMALE mother, she will
BREAK the offspring in its earty years of development; and when the offspring is old enough to work, she
will deliver it up to you, far her normal female protective tendencies will have been lost in the original
breaking process.]
{When it comes to breaking the uncivilized nigger, use the same process, but vary the degree and step
up the pressure, so as to do a complete reversal of the mind. Take the meanest and most restless
nigger, strip him of his clothes in front of the remaining male niggers, the female, and the nigger infant
tar and feather him, tie each leg to a different horse faced opposite directions, set him a fire anci beat
both horses to putl him apart in front of the remaining niggers. The next step is to take.
Florida National University NUR3826
Course Reflection
GuidelinesPurpose
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR3826 course. Course Outcomes
This assignment provides documentation of student ability to meet the following course outcomes:
· Identify the different legal and ethical aspects in the nursing practice (ACCN Essential V; QSEN: patient-centered care, teamwork and collaboration).
· Analyze the legal impact of the different ethical decisions in the nursing practice (ACCN Essential V; QSEN: patient- centered care, teamwork and collaboration).
· Understand the essential of the nursing law and ethics (ACCN Essential V; QSEN: patient-centered care, teamwork and collaboration).
Points
This assignment is worth a total of 100 points (10%).
Due Date
Submit your completed assignment under the Assignment tab by Sunday 11:59 p.m. EST of Week 15 as directed.Requirements
1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages excluding title page and reference pages.
4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. ConclusionPreparing Your Reflection
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR3826 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:
1. “Demonstrate the professional standards of moral, ethical, and legal conduct.
2. Assume accountability for personal and professional behaviors.
3. Promote the image of nursing by modeling the values and articulating the knowledge, skills, and attitudes of the nursing profession.
4. Demonstrate professionalism, including attention to appearance, demeanor, respect for self and others, and attention to professional boundaries with patients and families as well as among caregivers.
5. Demonstrate an appreciation of the history of and contemporary issues in nursing and their impact on current nursing practice.
6. Reflect on one’s o.
Flanders 579Framed Paintings,” page 578) reinforce this .docxbryanwest16882
Flanders 579
“Framed Paintings,” page 578) reinforce this identi!cation. Across
the top, Jan wrote “As I can” in Flemish using Greek letters. One
suggestion is that this portrait was a demonstration piece intended
for prospective clients, who could compare the painting with the
painter and judge what he “could do” in terms of recording a faith-
ful likeness. Across the bottom appear the date and a statement in
Latin: “Jan van Eyck made me.” "e use of both Greek and Latin
suggests that the artist viewed himself as both a learned man and a
worthy successor to the fabled painters of antiquity.
Rogier van der Weyden
When Jan van Eyck began work on the
Ghent Altarpiece, Rogier van der Weyden
(#$%. 20-1) was an assistant in the work-
shop of Robert Campin (#$%. 20-8), but the
younger Tournai painter’s fame soon eclipsed
Campin’s and eventually rivaled Jan’s. Rogier’s
renown rested on his skill in recording indi-
vidual features and character in his portraits
(#$%. 20-12A) and especially on the dynamic
compositions of his narrative works, which
stress human action and drama. He concen-
trated on Christian themes, especially those
episodes in the life of Jesus that elicited pow-
erful emotions—for example, the Cruci!xion and Pietà (the Vir-
gin Mary cradling the dead body of her son)—moving observers
deeply by vividly portraying the su&erings of Christ.
Deposition. One of Rogier’s early masterworks is Deposition
(#$%. 20-13), the center panel of a triptych commissioned by the
archers’ guild of Louvain for the church of Notre-Dame hors-les-
murs (Church of Our Lady—the Virgin—outside the [town] walls).
Rogier acknowledged the patrons of this large painting by incorpo-
rating the crossbow (the guild’s symbol) into the decorative trac-
ery in the corners. Instead of creating
a deep landscape setting, as Jan van
Eyck might have, Rogier compressed
the !gures and action onto a shallow
stage with a golden back wall, imitat-
ing the large sculptured shrines so
popular in the 15th century, of which
Jacques de Baerze’s Retable de Champ-
mol (#$%. 20-3) is one of many Nether -
landish examples (compare #$%'. 20-21
and 20-22). "e device admirably
served his purpose of expressing max-
imum action within a limited space
patrons became interested in the reality (both physical and psycho-
logical) that portraits could reveal.
In the 15th century, Flemish patrons eagerly embraced the
opportunity to have their likenesses painted. "e elite wanted to
memorialize themselves in their dynastic lines and to establish their
identities, ranks, and stations with images far more concrete than
heraldic coats of arms. Portraits also served to represent state o(-
cials at events they could not attend. Royalty, nobility, and the very
rich would sometimes send artists to paint the likeness of a pro-
spective bride or groom. For example, when young King Charles
VI (r. 1380–1422) of France sought a bride, he dispatched a painter
to three d.
Flooding in places like New Orleans, the U.S. Gulf coast, and Venice.docxbryanwest16882
Flooding in places like New Orleans, the U.S. Gulf coast, and Venice, Italy are largely self-inflicted unnatural disasters. Explain.
Should a sinking city like New Orleans be rebuilt and protected with higher levees, or should the lower parts of the city be allowed to revert back to wetlands that would help to protect nearby coastal areas? Explain.
Must be 450 words minimum , APA style with 2 resources
.
Flashbulb MemoriesFlashbulb memories can be very vivid and often.docxbryanwest16882
Flashbulb Memories
Flashbulb memories can be very vivid and often involve shocking historical events. An example would be the terrorist attacks in New York on 9/11.
Discuss a flashbulb memory that has significance to you and describe specific details.
What senses are involved in this memory?
What strong emotions did you experience during the original event?
Why would you characterize this memory as a flashbulb memory?
How does thinking about it now affect you?
.
Five pages reseachTopic HumanFactors inAirTraffic.docxbryanwest16882
Five pages reseach
Topic: Human
Factors in
Air
Traffic
Control
Systems
Thesis:
Human factors in aviation, especially in air traffic control systems, are crucial and cannot be dispensed. (You can change the thesis format)
.
Five paragraphs and work cited page. Look up 2 articles from pe.docxbryanwest16882
Five paragraphs and work cited page.
Look up 2 articles from peer reviewed journals to talk about how changing something that has different means to different groups of people can either help or hurt progress for change in society in regards to diversity. Think about recent events over the past 3 years in regards to race relations that have made nationwide news.
.
Five Life Skills for Graduates Aims and Summary This mod.docxbryanwest16882
Five Life Skills for Graduates
Aims and Summary
This module aims to support the student in their move from Coventry University to the “outside world” of employee or self–employment, Certain key skills are required in order to make the transition successful. By now you will have gained such skills as Time Management, Project Management and Team Building , as part of the process of successfully passing through your stages at University.
Amongst the most important skills that the successful graduate needs are:
· Managing and taking part in Meetings
· Communicating complex and difficult information
· Conflict resolution
· Negotiation
· Decision Making
This module will replicate a “tough day at the office” – how will you come through it? This is a hands-on course – you will be expected to utilise the skills gained with immediate effect, and to be able to reflect upon their impact upon your working day. Whether or not you have already taken part in a Five Life Skills module in the past years, this module offers you new insights into yourself and your potential colleagues.
1
Module Induction and Managing Meetings
• State the basic components of effective meetings
• Explain best practice for managing meetings
• Identify the different problem people and situations that may be encountered in meetings
• Develop a range of approaches to deal with meeting difficulties
2
Managing Meetings - Simulated Activity/Exercise
3
Influencing Decision Making
• To examine different decision making models
• To maximise creativity and logic in decision making
• To acquire decision making tips and techniques that accelerate and improve results
•To provide a variety of perspectives for the decision making process
4
Influencing Decision Making – Simulated Activity/Exercise
5
Negotiation and Persuasion
• Define negotiation and persuausion
• State the different types of negotiation
• Explain the basic components of negotiation
• State the approach for successful influencing
6
Negotiation and Persuasion– Simulated Activity/Exercise
7
Conflict Resolution
• Explain the different views on conflict
• State the indicators to conflict
• Understand the different strategies for dealing with conflict
•Reflect on skills required for resolving conflict
8
Conflict Resolution – Simulated Activity/Exercise
9
Communicating Complex Information
• Explain the preparation required to deliver a professional presentation
• Demonstrate effective verbal and non verbal communication
• Apply a range of strategies to control nerves
• Deliver an excellent presentation
10
Practical Assessment - Presentation
.
Fiscal Policy.Identify who controls German fiscal policy.D.docxbryanwest16882
Fiscal Policy.
Identify who controls German fiscal policy.
Describe German fiscal policy from 1989-1992; be sure to identify the components you think are relatively important.
What were the effects of German fiscal policy on both the West and East German economies
Monetary Policy.
Identify who controls German monetary policy.
Describe German monetary policy from 1989-1992—i.e., the main features of monetary policy surrounding reunification.
What were the effects German monetary policy on both the West and East German economies?
Was monetary policy affected by fiscal policy? If so, how?
In July 1992, what were the problems facing the German government and what policies were available to the German government to solve them? Were these alternatives viable?
What was the effect of German monetary policy on other EMS nations?
.
First, summarize the definition of a gang used by the U.S. Depar.docxbryanwest16882
First, summarize the definition of a
gang
used by the U.S. Department of Justice, and then invent a fictional character and explain at least 3 specific elements, known or unknown to him or her, that influenced his or her decision to join a gang. Consider their parental influences, community, home environment, school performance, and so on. Once these elements have been explained, address at least 1 myth related to gang activity.
.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Chapter 3 - Islamic Banking Products and Services.pptx
Sociology SOCI332Statistics for Social ScienceCredit Ho.docx
1. Sociology
SOCI332
Statistics for Social Science
Credit Hours 3
Length of Course 8 Weeks
Table of Contents
Course Description
Evaluation Procedures
Course Scope
Grading Scale
Course Objectives
Course Outline
Course Delivery Method
Policies
Course Materials
Academic Services
Course Description (Catalog)
This course is designed to provide a basic survey of the
application, empirical use and interpretation of a variety of
statistics methods used in the social sciences. A key objective
of the course is the instruction in best statistical practice
through the use, exploration and analysis of empirical data.
Emphasis will be placed on understanding and interpreting the
meaning of statistics. The practical aspects of statistics are
emphasized and students are instructed in the use of the
2. standard statistical package for the social sciences (SPSS)
which is widely used in the social sciences and the in labor
force. This course is part of a series including SOCI 331
Research Methods for the Social Sciences and SOCI 332
Statistics for the Social Sciences.
Course Scope
The student will develop an ability to use sociological concepts,
theory, and research to think critically and act intelligently in
interactions with (and observations of) individuals, groups,
institutions, and societies.
Course Objectives
Upon completion of this course students will be able to:
CO1- Describe and apply the concepts and logic of elementary
statistics.
CO2- Conduct statistical analysis in SPSS (Statistical Package
for the Social Sciences).
CO3- Compare and contrast different types of data and the
statistics that can be used to analyze them
CO4- Examine the differences between descriptive and
inferential statistics and their use in the social sciences.
CO5- Form critical interpretations of quantitative research
literature in sociology and other social sciences.
CO6- Complete and interpret descriptive and inferential
statistical data analysis
CO7- Develop a research project from conceptualizing a
research problem and develop a number of complementary
design, measurement, and data collection approaches to bring
evidence to bear on the problem.
3. CO8- Critically evaluate the quality of research design and
evidence in published social research.
ADDITIONAL RESOURCES:
General Social Survey Dataset
SPSS Software
SOFTWARE REQUIREMENTS:
-
SPSS (more details under Welcome Announcements in the Sakai
classroom)
-
Microsoft Office Applications- Word, Power Point (these can be
downloaded free of charge from your student email account)
-
Screencast-o-matic or similar program
Evaluation Procedures
Forums:
Participation in classroom dialogue on threaded Forums is
required. Forums are scheduled weekly and found in the Forums
tab in the classroom. Specific instructions and the grading
rubric are located on each Forum.
Assignments
This course includes three Assignments. Instructions and
specific grading rubrics are found under the Assignments tab in
our classroom.
4. % of Final Grade
Forum (Week 1 to 7)
40%
Week 8 Forum
5%
Assignment 1
20%
Assignment 2
20%
Assignment 3
Final Portfolio Project
15%
TOTAL
100%
Course Outline
Assigned Readings
Assignments
5. Week 1: Preparing for Data Analysis
·
Chapters 1-4
1)
Complete the Required Introduction Forum
2)
Week 1 Forum
Due by 11:55pm ET on Sunday of Week 1
Week 2: Univariate Analysis
·
Chapters 5-7
1)
Week 2 Forum
Due by 11:55pm ET on Sunday of Week 2
Week 3 Univariate vs. Bivariate Analysis
·
Chapters 8-10
·
Crosstabs Handout
·
Garrison article
1)
Week 3 Forum
2)
Assignment 1 Due
6. Due by 11:55pm ET on Sunday of Week 3
Week 4 Previous Literature and Cause and Effect
·
Chapters 11-12
1)
Week 4 Forum
Due by 11:55pm ET on Sunday of Week 4
Week 5 Measures of Association, Correlation, and Regression
·
Chapters 13 & 14
1)
Week 5 Forum
Due by 11:55pm ET on Sunday of Week 5
Week 6 Tests of Significance
·
Chapters 15 & 16
1)
Week 6 Forum
2)
Assignment 2 Due
Due by 11:55pm ET on Sunday of Week 6
Week 7 Multiple Causation
·
Chapters 17-20
7. 1)
Week 7 Forum
2)
Final Portfolio Project Due
Due by 11:55pm ET on Sunday of Week 7
Week 8 Statistical Wrap-Up
·
Chapters 21 & 22
1)
Week 8 Forum- Post Presentations
Due by 11:55pm ET on Sunday of Week 8
Policies
Click the
student handbook
link to view APUS Academic Policies
Academic Integrity and Plagiarism
: All writing must be in the student’s own words with content
based on published materials paraphrased (defined as restating
what one has read in one’s own words). Copying published
material violates the University policy on academic integrity
and plagiarism, is prohibited in this course and
will result in a score of zero for the first incident, without an
option for revision and resubmission to recoup lost points and a
report of the student action to the Registrar’s Office.
SOCI332 Late Policy
Per the Student Handbook, APUS classrooms operate the
8. Eastern Time Zone/Eastern Daylight Time
. All due dates and times are based on the
Eastern Time Zone/Eastern Daylight Time
. Students are expected to submit work by the posted due date
and to complete the course according to the published class
schedule. As adults and working professionals, time
management skills are essential and expected. Work ahead
when possible in case something unexpected comes up on a due
date. If you wait until a due date and life happens (illness,
internet outage, vacation, forget, other work and family
priorities, etc.), the class is designed so some late work is
accepted, for partial or full credit, as detailed below. Please
note: you cannot “catch up” your past due homework without
instructor’s prior authorization. Any “catch up” homework
without instructor’s prior authorization
will NOT
be graded.
Forums:
Initial posts accepted late but due
during the learning week
for partial credit.
Peer responses are due
during the learning week
and are not accepted late for credit
Assignments:
Accepted up to three days late for partial credit, 10% tardiness
penalty per day (30% total). For day four after the due date, it is
an automatic “0.”
Rare emergency circumstances need to be discussed with the
Instructor and documentation may be required. As needed, the
instructor will refer students to the appropriate support office
such as the Disability Office, Registrar, or Chaplain. Per the
Student Handbook, work must be submitted by the end of the
9. course. This means that for Week 8, late Assignments and
Forums are not accepted unless the student has an approved
course extension.
