This document provides an overview and syllabus for an international economics course taking place in the summer of 2015. It will be taught on Mondays through Thursdays from 8:35-9:55 AM by Professor Dilsat Dalkiran Ozel. The grading will be based on three exams, four homework assignments, and pop quizzes. The course will cover topics such as comparative advantage, tariffs, trade blocs, exchange rates, and macroeconomic policies in an open economy.
This is our introduction PowerPoint for our very first course, 'Fundamentals of Machine Tools.' It presents an overview of our course content, guidelines, requirements, and grading.
Learning about outliers and how to detect them in transactions of all types.
Learning Objectives: This webinar will explain the significance of outliers when testing transactions, whether they are vendor invoices, GL postings, or travel & entertainment expenses. Examples using Arbutus Analyzer will demonstrate the best analytics for identifying outliers.
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CMIT 451 6380 Implementing Cisco IP Routing (2162)
University of Maryland University College • Adelphi • Syllabus •
CMIT 451 6380 Implementing Cisco IP Routing (2162) CMIT-451
· Spring 2016
· Section 6380
· 3 Credits
· 01/11/2016 to 03/06/2016
Faculty Contact
Robert Chubbuck [email protected]
Course Description
Designed to help students prepare for the Cisco 300-101 ROUTE [Implementing Cisco IP Routing] Exams.) Prerequisite: CMIT 350. A comprehensive study of the implementation of a routed network using Cisco Systems Technologies. The goal is to use advanced IP routing and scalability solutions to increase the number of routers and sites without redesigning the LAN or WAN. Topics include configuration of secure routing solutions, configuration and troubleshooting of various routed environments (access, distributed, and core), and management of access and control. Students may receive credit for only one of the following: CMIT 451 or CMIT 499E.
Course Introduction
This course covers the requirements for one of the qualifying exams for the Cisco Certified Network Professional (CCNP), Cisco Certified Internetwork Professional (CCIP), and Cisco Certified Design Professional (CCDP) certifications.
Projects include configuring and implementing EIGRP, OSPF, and BGP routing protocols, implementing teleworking support services, configuring basic broadband connections, and using GRE tunnels for implementing VPNs.
UMUC does not guarantee that by completing this course you will pass the exam, nor does it provide the exam to you. The cost of the exam is not included in registration fees for the course. Registration for the exam can be done online at www.prometric.com or www.vue.com
Course Outcomes
After completing this course, students should be able to
· analyze network requirements to determine appropriate routing solutions for an organization's needs
· develop valid and reliable implementation, verification, and proactive monitoring plans based on industry standards
· configure and implement appropriate routing solutions that are scalable and secure
Course Materials
Click to access your course materials information
Class Guidelines
Students with Questions or Concerns
If you have questions related to the course content or any of the graded deliverables, contact me. For questions and concerns related to advising, e-mail [email protected] or call 301-985-7000 (toll-free: 800-888-8682).
For other questions and concerns, you can contact your academic director by writing to [email protected] or calling (240) 684-2882. Be sure to mention the course name, course number, and your section number in the subject field of your e-mail. Your e-mail will be treated confidentially.
Writing and Research
Effective w.
This document provides an orientation for a government course delivered via interactive television (ITV). It outlines the required textbooks and materials, how to access the online class site using a username and password, and tips for success in the course. Students are expected to complete reading assignments, review questions, and take exams on campus on scheduled dates. The instructor will be available for questions and provide exam reviews to help students prepare.
This document provides information about an Information Systems in Management course at the University of Michigan-Dearborn College of Business. Specifically:
- The course is ITM 310, which is 3 credits and taught by Peter Filias on Thursdays from 6-8:45PM in room 182 FCS.
- The course provides an overview of information systems in business, covering topics like hardware, software, databases, security and ethics. The goal is to understand how IS are used in organizations.
- Students will be graded based on 3 exams (75% of grade), group quizzes (11%), assignments (9%), and participation (5%). The required textbook is listed.
- A tentative course
We test the site www.whirlpool.net.au and did a detail analysis on that website and tried to find the issues. This is our analysis and finding about the website and some recommendation to improve the design of the website.
- A statistical model was developed to predict the probability of success (pps) for 30,000 new students at the UK Open University. The model assigned each student a pps based on factors like their level of entry, module credit rating, prior education, subject area, and demographics.
- The predictions generally matched actual success rates. Students with higher pps were proactively contacted, finding an average 5% increase in retention compared to a control group. This targeted support was deemed an effective use of resources.
- However, ethical issues arise around targeting support in a way that could introduce bias, and disclosing low pps scores to students.
This document provides an overview and syllabus for an international economics course taking place in the summer of 2015. It will be taught on Mondays through Thursdays from 8:35-9:55 AM by Professor Dilsat Dalkiran Ozel. The grading will be based on three exams, four homework assignments, and pop quizzes. The course will cover topics such as comparative advantage, tariffs, trade blocs, exchange rates, and macroeconomic policies in an open economy.
This is our introduction PowerPoint for our very first course, 'Fundamentals of Machine Tools.' It presents an overview of our course content, guidelines, requirements, and grading.
Learning about outliers and how to detect them in transactions of all types.
Learning Objectives: This webinar will explain the significance of outliers when testing transactions, whether they are vendor invoices, GL postings, or travel & entertainment expenses. Examples using Arbutus Analyzer will demonstrate the best analytics for identifying outliers.
Internet Explorer 6 is no longer supported. Please use a newer bro.docxmariuse18nolet
Internet Explorer 6 is no longer supported. Please use a newer browser.
Internet Explorer 7 is no longer supported. Please consider a newer browser.
Concourse works best with JavaScript enabled.
Toggle navigation
· Syllabus
· View
· Print
· Info
CMIT 451 6380 Implementing Cisco IP Routing (2162)
University of Maryland University College • Adelphi • Syllabus •
CMIT 451 6380 Implementing Cisco IP Routing (2162) CMIT-451
· Spring 2016
· Section 6380
· 3 Credits
· 01/11/2016 to 03/06/2016
Faculty Contact
Robert Chubbuck [email protected]
Course Description
Designed to help students prepare for the Cisco 300-101 ROUTE [Implementing Cisco IP Routing] Exams.) Prerequisite: CMIT 350. A comprehensive study of the implementation of a routed network using Cisco Systems Technologies. The goal is to use advanced IP routing and scalability solutions to increase the number of routers and sites without redesigning the LAN or WAN. Topics include configuration of secure routing solutions, configuration and troubleshooting of various routed environments (access, distributed, and core), and management of access and control. Students may receive credit for only one of the following: CMIT 451 or CMIT 499E.
Course Introduction
This course covers the requirements for one of the qualifying exams for the Cisco Certified Network Professional (CCNP), Cisco Certified Internetwork Professional (CCIP), and Cisco Certified Design Professional (CCDP) certifications.
Projects include configuring and implementing EIGRP, OSPF, and BGP routing protocols, implementing teleworking support services, configuring basic broadband connections, and using GRE tunnels for implementing VPNs.
UMUC does not guarantee that by completing this course you will pass the exam, nor does it provide the exam to you. The cost of the exam is not included in registration fees for the course. Registration for the exam can be done online at www.prometric.com or www.vue.com
Course Outcomes
After completing this course, students should be able to
· analyze network requirements to determine appropriate routing solutions for an organization's needs
· develop valid and reliable implementation, verification, and proactive monitoring plans based on industry standards
· configure and implement appropriate routing solutions that are scalable and secure
Course Materials
Click to access your course materials information
Class Guidelines
Students with Questions or Concerns
If you have questions related to the course content or any of the graded deliverables, contact me. For questions and concerns related to advising, e-mail [email protected] or call 301-985-7000 (toll-free: 800-888-8682).
For other questions and concerns, you can contact your academic director by writing to [email protected] or calling (240) 684-2882. Be sure to mention the course name, course number, and your section number in the subject field of your e-mail. Your e-mail will be treated confidentially.
Writing and Research
Effective w.
This document provides an orientation for a government course delivered via interactive television (ITV). It outlines the required textbooks and materials, how to access the online class site using a username and password, and tips for success in the course. Students are expected to complete reading assignments, review questions, and take exams on campus on scheduled dates. The instructor will be available for questions and provide exam reviews to help students prepare.
This document provides information about an Information Systems in Management course at the University of Michigan-Dearborn College of Business. Specifically:
- The course is ITM 310, which is 3 credits and taught by Peter Filias on Thursdays from 6-8:45PM in room 182 FCS.
- The course provides an overview of information systems in business, covering topics like hardware, software, databases, security and ethics. The goal is to understand how IS are used in organizations.
- Students will be graded based on 3 exams (75% of grade), group quizzes (11%), assignments (9%), and participation (5%). The required textbook is listed.
- A tentative course
We test the site www.whirlpool.net.au and did a detail analysis on that website and tried to find the issues. This is our analysis and finding about the website and some recommendation to improve the design of the website.
- A statistical model was developed to predict the probability of success (pps) for 30,000 new students at the UK Open University. The model assigned each student a pps based on factors like their level of entry, module credit rating, prior education, subject area, and demographics.
- The predictions generally matched actual success rates. Students with higher pps were proactively contacted, finding an average 5% increase in retention compared to a control group. This targeted support was deemed an effective use of resources.
- However, ethical issues arise around targeting support in a way that could introduce bias, and disclosing low pps scores to students.
This document provides an overview of the MIS 111 class, including the instructor's contact information, class topics, administration, and assessments. The class will cover what information systems are, how they enable different business functions, and the roles of information systems professionals. Assessments include attendance/participation, three in-class exams, five projects, and 10 online quizzes. The final exam can optionally replace one low score. Late work and absences are not accepted without documentation or accommodations. Academic integrity policies regarding clicker use are also outlined.
I love the smell of data in the morning (getting started with data science) ...Troy Magennis
Data Science 101 for software development. I know it misses the purist view of Data Science, but this is intended to get you started! First presented at Agile 2017 in Florida.
Here are a few key points about infant bonding:
- Bonding with an infant in the early stages of development is important for the child's social and emotional well-being. It helps the baby feel safe, secure, and able to form healthy attachments.
- However, bonding does not always happen instantly or naturally for some mothers and babies due to medical or mental health issues. Things like a NICU stay, postpartum depression, or a difficult delivery can make immediate bonding challenging.
- Even if bonding is difficult at first due to outside factors, it is still possible to form a strong attachment with time, care, and consistency. Having family support can help the mother-baby bond develop when medical issues interfere with
This document provides 7 important considerations for evaluating selection tests:
1) Take control of the evaluation process and consider all relevant factors, not just what test providers present.
2) No test is perfectly valid on its own; validity depends on how test scores are interpreted and used.
3) Not all validation evidence is equal - it exists on a continuum and should be evaluated accordingly.
4) Context matters - validity depends on how the test was developed and validated, the job being assessed, and other situational factors.
5) Beware of small, unrepresentative samples which can overstate validity and understate adverse impact due to chance.
6) Consider a broad range of job
The case study discusses all the phases of survey work from problem statement to statistical analysis.
Source: Research Methods in Marketing: Survey Research, Harvard Business Review, Rev. September 29, 1986.
What is a District Test Coordinator_updated 11-18-14Kristine Keizer
The document outlines the key roles and responsibilities of a District Test Coordinator (DTC). As the DTC, the individual is responsible for overseeing the administration of state assessments in their district. This includes training other staff, ensuring compliance with testing policies, ordering and returning paper assessments, setting student accommodations in the system, and reviewing student data. The role requires knowledge of Oregon's various assessments and a significant time commitment throughout the year to manage assessment administration.
The document discusses descriptive statistical analysis techniques used in marketing research such as measures of central tendency, variability, frequency distributions, and hypothesis testing. It provides examples of how to calculate the mean, median, mode, and range of a data set and construct a frequency distribution table. The document also demonstrates how to conduct a hypothesis test to determine if a sample provides sufficient evidence to support or reject a hypothesized population parameter value.
This document provides information about the Tel. T207 course offered in Fall 2013 at Indiana University. The course will be taught on Tuesdays and Thursdays from 1:00-2:15 PM in Room 251. The instructor is Ryland Sherman and contact information is provided for the instructor and two associate instructors. The course objectives are outlined, including introducing students to major telecommunications and media industries, management practices, and the evolution of different industries over time. Required materials and assignments are listed, along with attendance policies, grading procedures, and an overview of topics to be covered each week.
This document outlines information for the subject ITC544 - Computer Organisation and Architecture at Charles Sturt University:
- It provides an overview of the subject content which covers topics such as data representation, digital logic, computer memory, and trends in computing technologies.
- The learning outcomes, assessment items, and schedule are described. Students will complete two assignments and an online quiz.
- Resources for study include online modules, lecture notes, tutorials, and the prescribed textbook. Support services from the university such as the library and learning skills support are also mentioned.
This document outlines the key details of the ITC597 - Digital Forensics subject, including:
- The subject coordinator and their contact details.
- An overview of what the subject covers, including digital forensics processes, data acquisition, e-evidence collection and mobile device forensics.
- The learning outcomes which focus on understanding legal and ethical issues, analyzing data and evidence, and preparing investigation reports.
- The assessment schedule and topics to be covered over the semester.
- Contact Prometric or Pearson VUE to schedule an exam and find a testing location near you
- Provide two forms of ID on exam day, such as a driver's license and credit card
- Arrive at least 20 minutes early for check-in and allow the recommended time to complete the exam
- Bring only your ID; no notes or other materials are permitted in the testing center
SPSS is a statistical software package used for data management and analysis. It allows users to enter and manage large amounts of data, perform a wide range of statistical analyses, and output results in tables and graphs. The main SPSS windows are the Data Editor, used to enter and view data, and the Viewer, which displays output of statistical analyses. Common analysis techniques demonstrated in the document include independent and paired t-tests to compare group means. The document provides guidance on using SPSS for questionnaire design and statistical analysis to efficiently analyze social science and business data.
BUSI 230Discussion Board Forum 1Project 2 InstructionsSta.docxRAHUL126667
BUSI 230
Discussion Board Forum 1/Project 2 Instructions
Standard Deviation and Outliers
Thread:
For this assignment, you will use the Project 2 Excel Spreadsheet to answer the questions below. In each question, use the spreadsheet to create the graphs as described and then answer the question.
Put all of your answers into a thread posted in Discussion Board Forum 1/Project 2.
This course utilizes the Post-First feature in all Discussion Board Forums. This means you will only be able to read and interact with your classmates’ threads after you have submitted your thread in response to the provided prompt. For additional information on Post-First, click here for a tutorial. This is intentional. You must use your own work for answers to Questions 1–5. If something happens that leads you to want to make a second post for any of your answers to Questions 1–5, you must get permission from your instructor.
1. A. Create a set of 5 points that are very close together and record the standard deviation. Next, add a sixth point that is far away from the original 5 and record the new standard deviation.
What is the impact of the new point on the standard deviation? Do not just give a numerical value for the change. Explain in sentence form what happened to the standard deviation. (4 points)
B. Create a data set with 8 points in it that has a mean of approximately 10 and a standard deviation of approximately 1. Use the second chart to create a second data set with 8 points that has a mean of approximately 10 and a standard deviation of approximately 4. What did you do differently to create the data set with the larger standard deviation? (4 points)
2. Go back to the spreadsheet and clear the data values from Question 1 from the data column and then put values matching the following data set into the data column for the first graph. (8 points)
50, 50, 50, 50, 50.
Notice that the standard deviation is 0. Explain why the standard deviation for this one is zero. Do not show the calculation. Explain in words why the standard deviation is zero when all of the points are the same. If you don’t know why, try doing the calculation by hand to see what is happening. If that does not make it clear, try doing a little research on standard deviation and see what it is measuring and then look again at the data set for this question.
3. Go back to the spreadsheet one last time and put each of the following three data sets into one of the graphs. Record what the standard deviation is for each data set and answer the questions below.
Data set 1:
0, 0, 0, 100, 100, 100
Data set 2:
0, 20, 40, 60, 80, 100
Data set 3:
0, 40, 45, 55, 60, 100
Note that all three data sets have a median of 50. Notice how spread out the points are in each data set and compare this to the standard deviations for the data sets. Describe the relationship you see between the amount of spread and the size of the standard deviation and explain why this connection exists. Do not give your calcu ...
This document discusses metrics for evaluating the Texas Affordable Baccalaureate (TAB) program. It outlines three key components of metrics: performance, efficiency, and demographics. Under performance, it lists metrics like enrollment, retention, GPA, credits earned. For efficiency, it examines time to degree and costs. Demographics capture student characteristics. The document then provides data on TAB student enrollment growth, retention rates, GPA, credits completed, and financial aid received. It explains how parameters like term codes and part-of-term codes are used to calculate metrics longitudinally. Surveys of graduating students show most worked while enrolled and pursued degrees for career growth. Predictive analytics can provide insights into student success based on prior
This 3-sentence summary provides the essential information about the document:
The document describes the course description for the Fundamentals of Robotics course at Tennessee State University, including the course objectives, topics, schedule, textbooks, assignments, policies, and instructor information. The principal objective is to teach students the fundamental principles of robotics, with an emphasis on mathematical models of robot kinematics, dynamics, motion, control, and applications. The course will cover topics such as coordinate systems, manipulator kinematics, mobile robot kinematics, differential motion, dynamics, task planning, and localization over a 15-week semester.
This document summarizes a grade 12 parent meeting about the International Baccalaureate (IB) Diploma Programme. It introduces the school principal and coordinators for key IB components like Theory of Knowledge and the Extended Essay. It discusses managing student anxiety and time. The document analyzes the school's past IB exam performance and success rates. It provides the timeline and expectations for the current cohort of students. Finally, it discusses the university application process and predicted grades.
The Division of Student Affairs at the University of North Texas conducted a climate survey of its employees in Fall 2014. The survey aimed to develop a better understanding of how DSA employees relate to one another and their level of job satisfaction. Over 380 employees responded, with most having worked at UNT for 1-5 years. The survey found generally positive ratings of aspects like feeling part of a team and appreciation from supervisors. However, fewer employees agreed they have clear career paths or that their opinions count within DSA. The results will help DSA identify areas of strength and opportunities for improving inclusion, equity and job satisfaction.
This document discusses challenges related to tracking and apprehending cyber-stalkers through technology. It notes that a cyber-stalker could harass a victim from anywhere in the world, creating jurisdictional issues for law enforcement. It also states that determining appropriate penalties for cyber-stalking is difficult as the emotional damage from stalking is hard to assess. The document asks students to consider how law enforcement could use technology to track cyber-stalkers, challenges they may face, and penalties for cyber-stalking in their state or country.
This document provides information about the ITC508 - Object Modelling subject for Charles Sturt University students. It introduces the subject coordinator and lecturer, outlines the key learning outcomes which focus on object-oriented analysis and design techniques. It also details the assessment items, textbook, and weekly topics to be covered over the semester. The subject will use online resources and weekly classes to teach students how to model systems using Unified Modelling Language (UML) notation.
Southampton Business School Postgraduate Module Grade Descrip.docxrosemariebrayshaw
Southampton Business School: Postgraduate Module Grade Descriptor
Postgraduate Grade Descriptor for MANG6331 Text Mining and Social Network Analytics
Percentage 0 - 34 35 – 49 50 – 59 60 – 69 70 - 79 80 - 100
Degree Class Fail Compensatable
fail*
Pass Merit Distinction Distinction
Collecting
unstructured data and
conducting
exploratory analysis
Collecting raw tweets of
two different airlines and
conducting exploratory
data analysis
Weighting 20%
No/inadequate
evidence of
collecting and pre-
processing the raw
data.
No/inadequate
evidence of any
data analysis.
Evidence of basic
but inadequate
approaches to
collect and/or pre-
process the raw
data.
Mostly descriptive,
with minimal data
analysis. Argument
is basic and poorly
constructed.
Collecting and/or
pre-processing the
raw data is evident
but with some
confusion.
Data analysis is
reasonable.
Argument is
appropriate but
with some
confusion.
Clear evidence of
data pre-
processing and
exploratory data
analysis with
minimal
omissions/errors.
Clear and effective
analysis. Argument
is structured and is
legitimate.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Comprehensive
and precise
analysis. Well-
structured
argument that
provides very good
clarity.
Appropriately use
of other sources of
information to
support arguments.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Excellent analysis,
precise and
concise.
Exceptionally well-
structured
argument that
provides excellent
clarity.
Outstanding use of
other sources of
information to
support arguments.
Gaining customer
insights: traditional
versus social media
Evaluate the pros and
cons of replacing
customer satisfaction
survey by mining twitter
data
Weighting 20%
Not included. Limited and patchy
evidence of
knowledge and
understanding of
the pros and cons.
Limited evidence of
reading.
Lacks focus and
direction with
limited coherent
argument.
Sufficient but
inconsistent
evidence of
knowledge and
understanding of
the pros and cons.
Evidence of some
use of academic/
business literature.
Argument is basic
and poorly
constructed.
Good knowledge
and understanding
of the pros and
cons.
Good use of
academic/
business literature
to support
arguments.
Clear and effective
argument.
A comprehensive
and thorough
awareness of the
pros and cons.
Evidence of
comprehensive
reading.
Well-structured
argument that
provides very good
clarity.
A comprehensive
and thorough
awareness of the
pros and cons.
Excellent coverage
of relevant
literature.
Exceptionally well-
structured
argument that
provides excellent
clarity.
*Compensatable fail is only possible for compulsory or optional modules, subject to University of Southampton Progression Regulation.
Southwestern Business Administration JournalVolume 16 Is.docxrosemariebrayshaw
Southwestern Business Administration Journal
Volume 16 | Issue 1 Article 1
2017
Leveraging Decision Making in Cyber Security
Analysis through Data Cleaning
Chen Zhong
Hong Liu
Awny Alnusair
Follow this and additional works at: https://digitalscholarship.tsu.edu/sbaj
Part of the Business Administration, Management, and Operations Commons, E-Commerce
Commons, Entrepreneurial and Small Business Operations Commons, Management Information
Systems Commons, Marketing Commons, Organizational Behavior and Theory Commons, and the
Real Estate Commons
This Article is brought to you for free and open access by Digital Scholarship @ Texas Southern University. It has been accepted for inclusion in
Southwestern Business Administration Journal by an authorized editor of Digital Scholarship @ Texas Southern University. For more information,
please contact [email protected]
Recommended Citation
Zhong, Chen; Liu, Hong; and Alnusair, Awny (2017) "Leveraging Decision Making in Cyber Security Analysis through Data
Cleaning," Southwestern Business Administration Journal: Vol. 16 : Iss. 1 , Article 1.
Available at: https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
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http://network.bepress.com/hgg/discipline/623?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
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ht.
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The document outlines the key roles and responsibilities of a District Test Coordinator (DTC). As the DTC, the individual is responsible for overseeing the administration of state assessments in their district. This includes training other staff, ensuring compliance with testing policies, ordering and returning paper assessments, setting student accommodations in the system, and reviewing student data. The role requires knowledge of Oregon's various assessments and a significant time commitment throughout the year to manage assessment administration.
The document discusses descriptive statistical analysis techniques used in marketing research such as measures of central tendency, variability, frequency distributions, and hypothesis testing. It provides examples of how to calculate the mean, median, mode, and range of a data set and construct a frequency distribution table. The document also demonstrates how to conduct a hypothesis test to determine if a sample provides sufficient evidence to support or reject a hypothesized population parameter value.
This document provides information about the Tel. T207 course offered in Fall 2013 at Indiana University. The course will be taught on Tuesdays and Thursdays from 1:00-2:15 PM in Room 251. The instructor is Ryland Sherman and contact information is provided for the instructor and two associate instructors. The course objectives are outlined, including introducing students to major telecommunications and media industries, management practices, and the evolution of different industries over time. Required materials and assignments are listed, along with attendance policies, grading procedures, and an overview of topics to be covered each week.
This document outlines information for the subject ITC544 - Computer Organisation and Architecture at Charles Sturt University:
- It provides an overview of the subject content which covers topics such as data representation, digital logic, computer memory, and trends in computing technologies.
- The learning outcomes, assessment items, and schedule are described. Students will complete two assignments and an online quiz.
- Resources for study include online modules, lecture notes, tutorials, and the prescribed textbook. Support services from the university such as the library and learning skills support are also mentioned.
This document outlines the key details of the ITC597 - Digital Forensics subject, including:
- The subject coordinator and their contact details.
- An overview of what the subject covers, including digital forensics processes, data acquisition, e-evidence collection and mobile device forensics.
- The learning outcomes which focus on understanding legal and ethical issues, analyzing data and evidence, and preparing investigation reports.
- The assessment schedule and topics to be covered over the semester.
- Contact Prometric or Pearson VUE to schedule an exam and find a testing location near you
- Provide two forms of ID on exam day, such as a driver's license and credit card
- Arrive at least 20 minutes early for check-in and allow the recommended time to complete the exam
- Bring only your ID; no notes or other materials are permitted in the testing center
SPSS is a statistical software package used for data management and analysis. It allows users to enter and manage large amounts of data, perform a wide range of statistical analyses, and output results in tables and graphs. The main SPSS windows are the Data Editor, used to enter and view data, and the Viewer, which displays output of statistical analyses. Common analysis techniques demonstrated in the document include independent and paired t-tests to compare group means. The document provides guidance on using SPSS for questionnaire design and statistical analysis to efficiently analyze social science and business data.
BUSI 230Discussion Board Forum 1Project 2 InstructionsSta.docxRAHUL126667
BUSI 230
Discussion Board Forum 1/Project 2 Instructions
Standard Deviation and Outliers
Thread:
For this assignment, you will use the Project 2 Excel Spreadsheet to answer the questions below. In each question, use the spreadsheet to create the graphs as described and then answer the question.
Put all of your answers into a thread posted in Discussion Board Forum 1/Project 2.
This course utilizes the Post-First feature in all Discussion Board Forums. This means you will only be able to read and interact with your classmates’ threads after you have submitted your thread in response to the provided prompt. For additional information on Post-First, click here for a tutorial. This is intentional. You must use your own work for answers to Questions 1–5. If something happens that leads you to want to make a second post for any of your answers to Questions 1–5, you must get permission from your instructor.
1. A. Create a set of 5 points that are very close together and record the standard deviation. Next, add a sixth point that is far away from the original 5 and record the new standard deviation.
What is the impact of the new point on the standard deviation? Do not just give a numerical value for the change. Explain in sentence form what happened to the standard deviation. (4 points)
B. Create a data set with 8 points in it that has a mean of approximately 10 and a standard deviation of approximately 1. Use the second chart to create a second data set with 8 points that has a mean of approximately 10 and a standard deviation of approximately 4. What did you do differently to create the data set with the larger standard deviation? (4 points)
2. Go back to the spreadsheet and clear the data values from Question 1 from the data column and then put values matching the following data set into the data column for the first graph. (8 points)
50, 50, 50, 50, 50.
Notice that the standard deviation is 0. Explain why the standard deviation for this one is zero. Do not show the calculation. Explain in words why the standard deviation is zero when all of the points are the same. If you don’t know why, try doing the calculation by hand to see what is happening. If that does not make it clear, try doing a little research on standard deviation and see what it is measuring and then look again at the data set for this question.
3. Go back to the spreadsheet one last time and put each of the following three data sets into one of the graphs. Record what the standard deviation is for each data set and answer the questions below.
Data set 1:
0, 0, 0, 100, 100, 100
Data set 2:
0, 20, 40, 60, 80, 100
Data set 3:
0, 40, 45, 55, 60, 100
Note that all three data sets have a median of 50. Notice how spread out the points are in each data set and compare this to the standard deviations for the data sets. Describe the relationship you see between the amount of spread and the size of the standard deviation and explain why this connection exists. Do not give your calcu ...
This document discusses metrics for evaluating the Texas Affordable Baccalaureate (TAB) program. It outlines three key components of metrics: performance, efficiency, and demographics. Under performance, it lists metrics like enrollment, retention, GPA, credits earned. For efficiency, it examines time to degree and costs. Demographics capture student characteristics. The document then provides data on TAB student enrollment growth, retention rates, GPA, credits completed, and financial aid received. It explains how parameters like term codes and part-of-term codes are used to calculate metrics longitudinally. Surveys of graduating students show most worked while enrolled and pursued degrees for career growth. Predictive analytics can provide insights into student success based on prior
This 3-sentence summary provides the essential information about the document:
The document describes the course description for the Fundamentals of Robotics course at Tennessee State University, including the course objectives, topics, schedule, textbooks, assignments, policies, and instructor information. The principal objective is to teach students the fundamental principles of robotics, with an emphasis on mathematical models of robot kinematics, dynamics, motion, control, and applications. The course will cover topics such as coordinate systems, manipulator kinematics, mobile robot kinematics, differential motion, dynamics, task planning, and localization over a 15-week semester.
This document summarizes a grade 12 parent meeting about the International Baccalaureate (IB) Diploma Programme. It introduces the school principal and coordinators for key IB components like Theory of Knowledge and the Extended Essay. It discusses managing student anxiety and time. The document analyzes the school's past IB exam performance and success rates. It provides the timeline and expectations for the current cohort of students. Finally, it discusses the university application process and predicted grades.
The Division of Student Affairs at the University of North Texas conducted a climate survey of its employees in Fall 2014. The survey aimed to develop a better understanding of how DSA employees relate to one another and their level of job satisfaction. Over 380 employees responded, with most having worked at UNT for 1-5 years. The survey found generally positive ratings of aspects like feeling part of a team and appreciation from supervisors. However, fewer employees agreed they have clear career paths or that their opinions count within DSA. The results will help DSA identify areas of strength and opportunities for improving inclusion, equity and job satisfaction.
This document discusses challenges related to tracking and apprehending cyber-stalkers through technology. It notes that a cyber-stalker could harass a victim from anywhere in the world, creating jurisdictional issues for law enforcement. It also states that determining appropriate penalties for cyber-stalking is difficult as the emotional damage from stalking is hard to assess. The document asks students to consider how law enforcement could use technology to track cyber-stalkers, challenges they may face, and penalties for cyber-stalking in their state or country.
This document provides information about the ITC508 - Object Modelling subject for Charles Sturt University students. It introduces the subject coordinator and lecturer, outlines the key learning outcomes which focus on object-oriented analysis and design techniques. It also details the assessment items, textbook, and weekly topics to be covered over the semester. The subject will use online resources and weekly classes to teach students how to model systems using Unified Modelling Language (UML) notation.
Similar to SOCW 6135 Criminal Behavior Final Project Guidelines .docx (20)
Southampton Business School Postgraduate Module Grade Descrip.docxrosemariebrayshaw
Southampton Business School: Postgraduate Module Grade Descriptor
Postgraduate Grade Descriptor for MANG6331 Text Mining and Social Network Analytics
Percentage 0 - 34 35 – 49 50 – 59 60 – 69 70 - 79 80 - 100
Degree Class Fail Compensatable
fail*
Pass Merit Distinction Distinction
Collecting
unstructured data and
conducting
exploratory analysis
Collecting raw tweets of
two different airlines and
conducting exploratory
data analysis
Weighting 20%
No/inadequate
evidence of
collecting and pre-
processing the raw
data.
No/inadequate
evidence of any
data analysis.
Evidence of basic
but inadequate
approaches to
collect and/or pre-
process the raw
data.
Mostly descriptive,
with minimal data
analysis. Argument
is basic and poorly
constructed.
Collecting and/or
pre-processing the
raw data is evident
but with some
confusion.
Data analysis is
reasonable.
Argument is
appropriate but
with some
confusion.
Clear evidence of
data pre-
processing and
exploratory data
analysis with
minimal
omissions/errors.
Clear and effective
analysis. Argument
is structured and is
legitimate.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Comprehensive
and precise
analysis. Well-
structured
argument that
provides very good
clarity.
Appropriately use
of other sources of
information to
support arguments.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Excellent analysis,
precise and
concise.
Exceptionally well-
structured
argument that
provides excellent
clarity.
Outstanding use of
other sources of
information to
support arguments.
Gaining customer
insights: traditional
versus social media
Evaluate the pros and
cons of replacing
customer satisfaction
survey by mining twitter
data
Weighting 20%
Not included. Limited and patchy
evidence of
knowledge and
understanding of
the pros and cons.
Limited evidence of
reading.
Lacks focus and
direction with
limited coherent
argument.
Sufficient but
inconsistent
evidence of
knowledge and
understanding of
the pros and cons.
Evidence of some
use of academic/
business literature.
Argument is basic
and poorly
constructed.
Good knowledge
and understanding
of the pros and
cons.
Good use of
academic/
business literature
to support
arguments.
Clear and effective
argument.
A comprehensive
and thorough
awareness of the
pros and cons.
Evidence of
comprehensive
reading.
Well-structured
argument that
provides very good
clarity.
A comprehensive
and thorough
awareness of the
pros and cons.
Excellent coverage
of relevant
literature.
Exceptionally well-
structured
argument that
provides excellent
clarity.
*Compensatable fail is only possible for compulsory or optional modules, subject to University of Southampton Progression Regulation.
Southwestern Business Administration JournalVolume 16 Is.docxrosemariebrayshaw
Southwestern Business Administration Journal
Volume 16 | Issue 1 Article 1
2017
Leveraging Decision Making in Cyber Security
Analysis through Data Cleaning
Chen Zhong
Hong Liu
Awny Alnusair
Follow this and additional works at: https://digitalscholarship.tsu.edu/sbaj
Part of the Business Administration, Management, and Operations Commons, E-Commerce
Commons, Entrepreneurial and Small Business Operations Commons, Management Information
Systems Commons, Marketing Commons, Organizational Behavior and Theory Commons, and the
Real Estate Commons
This Article is brought to you for free and open access by Digital Scholarship @ Texas Southern University. It has been accepted for inclusion in
Southwestern Business Administration Journal by an authorized editor of Digital Scholarship @ Texas Southern University. For more information,
please contact [email protected]
Recommended Citation
Zhong, Chen; Liu, Hong; and Alnusair, Awny (2017) "Leveraging Decision Making in Cyber Security Analysis through Data
Cleaning," Southwestern Business Administration Journal: Vol. 16 : Iss. 1 , Article 1.
Available at: https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj/vol16?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj/vol16/iss1?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/623?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/624?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/624?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/630?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/636?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/636?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
http://network.bepress.com/hgg/discipline/638?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
ht.
Spadoni • revised Jan. 2020 —continued— Checklist for .docxrosemariebrayshaw
Spadoni • revised Jan. 2020
—continued—
Checklist for Essay Writers
PART 1. FORMATTING
Follow these steps now to save yourself headaches later and avoid losing credit
Title a word processor file “film-template” or something. Follow the instructions in this Formatting section. For an
essay title, type “[essay title]”. For paragraph text, type a sentence and copy and paste it repeatedly until you have a
paragraph. Do the same to make another paragraph, and another, until you’re onto your second page. Do this to
make sure MS Word isn’t adding extra space between paragraphs (see below) and that you have no first page header
and the correct second page header (see below). When it’s time to write your essay, open this template file and save
it to a new name. Keep the template file for your next essay (and any future course you take with me).
Some formatting instructions below are to ensure students are meeting the same length requirement and that no
formatting deviations are disguising this fact. If I ask you to email me the word-processor copy of your essay and it
shows deviations, you will lose more credit than if you had just handed in a paper under the page minimum. If you
email me a file that is not identical to the essay you handed in, you will lose even more credit.
1. Format the top of your essay like this. To get the above-and-below spacing for your title as below, enter a hard return above and
below your title, then (in your double-spaced document) make these above-and-below lines single space.
Angelo Marconi
Engl 367—Intro to Film
Prof. Spadoni
May 24, 2020
[Center essay title; 12 pt font; no boldface, underlining, or brackets]
Essay text starts here. Make sure no more space precedes and
follows your essay title than you see above. ....
2. Last name and page number in the top-right corner of the second and subsequent pages (not the first page). Don’t hand write this
information on the tops of your pages.
Marconi 6
3. Black ink. Standard white paper. Single sided.
4. Times, Times Roman, or Times New Roman typeface (not Cambria), 12 point—including essay title. Don’t change typeface or
font size to increase page length.
5. Double space your work. Don’t alter line spacing to increase page length.
6. Standard margins (1 inch top and bottom, 1 or 1.25 inch left and right). Don’t adjust margins to increase page length.
7. One space (not two) between sentences.
8. No extra space between paragraphs. MS Word likes to insert extra space. Don’t leave figuring out how to tell it not to for the last
minute.
9. Italicize film titles—and at the first mention, follow title with the director and year in parentheses, like this: In an early scene in
Jaws (Steven Spielberg, 1975), a character tries to… Italicize book titles; essay titles are not italicized and go in double quotes.
10. Staple pages, top-left corner. Unstapled.
SPAN100Course SummaryCourse SPAN100 Title Spanish I.docxrosemariebrayshaw
SPAN100
Course Summary
Course : SPAN100 Title : Spanish I
Length of Course : 8 Faculty : Dallas Jurisevic
Prerequisites : N/A Credit Hours : 3
Description
Course Description:
This course will expose the student to the fundamentals of the Spanish language. The student will learn basic
vocabulary, verb conjugations and grammatical usage through workbook and listening exercises. The student
will also learn about the Spanish culture through reading and listening exercises. Please note the technical
specifications below. These are required to interface with the online version of Rosetta Stone. If you cannot meet
these requirements we strongly recommend you do not take this course. Please contact
[email protected] if you are unsure or have any questions. * The ability to download and install the
speech component. * A working microphone installed on the computer for speech recognition. * Access to
streaming media is also required and should be confirmed before registering for the class.
Course Scope:
Standards for Foreign Language Learning in the 21st Century (1999) “Language and communication are at the
heart of the human experience. The United States must educate students who are linguistically and culturally
equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a
future in which ALL students will develop and maintain proficiency in English and at least one other language…”
Our major focus is on learning to communicate appropriately in practical, culturally authentic contexts. Students
are asked, to a limited extent, to use their Spanish to engage in simple dialog and talk about themselves and
create with the language in practical ways. Students also correct peer work and in doing so, students solve
problems (and thus engage in analysis, synthesis, and evaluation).
In these courses, students gradually add to their vocabulary and communication skills, practice question- and-
answer techniques, and apply what they learn in order to communicate and solve problems in practical
situations.
Objectives
Students who successfully complete Spanish 100 should be able to:
► Listening Skills
1. Distinguish all the sounds of Spanish important to meaning.
2. Comprehend brief sentences expressed within the framework of high- frequency vocabulary, grammatical
forms, and sentence structures.
3. Determine the meaning of unfamiliar words or phrases though logical guessing based on contextual clues.
► Speaking Skills
1. Produce all the sounds of Spanish and link sounds together in sentences with sufficient accuracy to
communicate with Spanish speakers.
2. Use high- frequency vocabulary, grammatical forms, and sentence structures to converse in brief sentences in
everyday situations (such as greetings, asking for directions, answering short questions, expressing basic
needs and reactions, exchanging information, or persuading others)
► Reading Skills
1. Comprehend non- technical, narrative Spanish.
.
Sources and Resources for RC004Informed Advocacy in Early .docxrosemariebrayshaw
Sources and Resources for RC004
Informed Advocacy in Early Childhood Care and Education: Making a Difference for Young Children and Families, pp. 107-111
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-628&srcou=6738
WEBSITE: KIDS COUNT DATA CENTER
http://datacenter.kidscount.org/topics
KIDS COUNT Data Center
Annie E. Casey Foundation. (2014). KIDS COUNT data center: Data topics. Retrieved from http://datacenter.kidscount.org/topics
WEBSITE: NATIONAL AND STATE FACTS
http://www.cwla.org/our-work/advocacy/
WEBSITE: U.S. CHILD STATE DATA
http://www.cwla.org/our-work/advocacy/
WEBSITE: DATA TOOLS
http://www.nccp.org/tools/
Consider how this information will be beneficial within the context of Part 1 of your Work Product.
WEBSITE: ASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONAL
http://www.acei.org/
WEBSITE: DIVISION FOR EARLY CHILDHOOD
http://www.dec-sped.org/
WEBSITE: INTERNATIONAL READING ASSOCIATION
http://www.reading.org/
WEBSITE: NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN
http://www.naeyc.org/
WEBSITE: NATIONAL BLACK CHILD DEVELOPMENT INSTITUTE
http://www.nbcdi.org/
BOOK EXCERPT: DEVELOPING INITIATIVES
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-640&srcou=6738
The following links lead to early childhood advocacy initiatives that focus on social change on behalf of children, families, and the early childhood field.
WEBSITE: WORLDWIDE TEACHER SHORTAGE: REGIONAL AND GLOBAL IMPLICATIONS
http://www.businessinsider.com/theres-a-massive-global-teacher-shortage-2016-10
WEBSITE: LEGISLATIVE HOT TOPICS
https://www.literacyworldwide.org/
WEBSITE: TAKEN ACTION NOW
http://www.naeyc.org/policy/action
WEBSITE: WHAT WE DO: POLICY
http://www.nbcdi.org/what-we-do/policy
BOOK EXCERPT: COMPREHENSIVE DEVELOPMENTAL SCREENING
As you read this information and the Guided Notes , consider how these apply to Part 2 and Part 3 of your Work Product.
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-647&srcou=6738
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-747&srcou=6738
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-2320&srcou=6738
This information is beneficial in the context of Part 2 and Part 3 of your Work Product.
ARTICLE: HOW TO BE A VOICE FOR BABIES: USING DATA TO ADVOCATE EFFECTIVELY
https://www.zerotothree.org/resources/496-how-to-use-data-to-advocate-effectively
ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: UNDERSTANDING THE BASICS OF FRAMING
https://www.zerotothree.org/resources/482-understand-the-basics-of-framing-to-communicate-effectively
ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: THE ELEMENTS OF THE FRAME: PART ONE
https://www.zerotothree.org/resources/483-the-elements.
Sources of General Information about the Topic A paragr.docxrosemariebrayshaw
Sources of General Information about the Topic
A paragraph that explains that the follow-
ing sources provide more in depth information about
the topic.
Smith, John. “An Understanding of Animal Experimen-
tation.” The Journal of Animal Husbandry, vol33,
no 2 Jan 2010 pp.70-91. JSTOR,
ww.libray.dcccd.edu. Accessed 10-30-19.
This paragraph will include indicative information
about the source. Other info the reader needs about
the source.
This paragraph will include info about the value
of the source. Other info needed by the reader .
This can/will be multiple pages. The annotation
is to include indicative and evaluative information—a
combined annotation. For this and the following sec-
tions needed will be five(5) sources and associated
annotations for each. The sources are to be in stand-
ard MLA alphabetic order.
An Annotated Bibliography
Of
Topic
First Paragraph will include what the
topic is in language that shows a complete un-
derstanding of the issue.
The second paragraph will include
statements about why this is a topic of concern.
It may also include some background and defini-
tions. Here will also be general information
about the topic (GEN)
The third paragraph will include
some possible reasons why there are views in
favor of the topic( PROs).
The fourth paragraph will include
some possible reasons why the topic has detrac-
tors (CONs).
Sources of Information in Favor of the Topic
This paragraph will explain what some
of the positions in favor of the topic are. It will
provide more detail and depth about the PRO
side of the issue.
Jones, Mary. “Using Animals for Good.” Animals
in Experiments, Society for Ethics in the
Animal World. www.anieths.org. Accessed
10-30-19.
This paragraph provides the indicative
use of the info. It may include the breadth of the
subject covered, the typical use, etc.
This paragraph will discuss the relative
merits of the article. Who can use it, whether it is
complex or simple, is it a good source or is it
somehow lacking.
See above for more details on criteria
for the annotations and bibliography.
Sources of Information Opposed to the Topic
This paragraph will explain some of
the positions taken in opposition to the topic. It
provides more detail and depth about the op-
posed position on the topic.
Hector, James. “Animal Use in Cosmetic Re-
search.” Animals in Our World, edited by
The Staff of the Department of Ecology. 4th
ed. Columbia UP, 2015, pp 456-459.
This paragraph will include indicative
information about the source. Other info the
reader needs about the source.
This paragraph will include info about the
value of the source. Other info needed by the
reader .
.
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—.docxrosemariebrayshaw
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—3 pages here
LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.]
Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source.
Use ONLY the sources designated. If for some reason you must use additional sources, do NOT google for them—use the university library. Pages 2 and 3 below show the sources for each topic and the SWS format for listing and citing each.
In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality.
--------------------
ON THE NEXT TWO PAGES—How to list and how to cite the sources in your paper. Each of the three topics (as shown on the instruction sheet) identified sources by link and short identification. On the next two pages, you will see how each of those same sources look in an in-tex.
Source for ArticleMilliken, A. (2018). Ethical awareness What .docxrosemariebrayshaw
Source for Article:
Milliken, A. (2018). Ethical awareness: What it is and why it matters. OJIN: Online Journal of Issues in Nursing, 23(1), Manuscript 1. doi:10.3912/OJIN.Vol23No01Man01. Retrieved from http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-23-2018/No1-Jan-2018/Ethical-Awareness.html
Article:
Ethical Awareness: What It Is and Why It Matters
^ m d
Aimee Milliken, PhD, RN
Abstract
Given the complexity of contemporary healthcare environments, it is vital that nurses are able to recognize and address ethical issues as they arise. Though dilemmas and challenging situations create the most obvious, dramatic risks to patients, routine nursing actions have implications for patients as well. Ethical awareness involves recognizing the ethical implications of all nursing actions. Developing ethical awareness is one way to empower nurses to act as moral agents in order to provide patients with safe and ethical care. The aim of this article is to provide an overview of the concept of ethical awareness and the role it plays in patient care. Background information is provided; three everyday scenarios highlight the importance of ethical awareness in everyday nursing practice; followed by additional discussion; and strategies for heightening ethical awareness are suggested.
Citation: Milliken, A., (January 31, 2018) "Ethical Awareness: What It Is and Why It Matters" OJIN: The Online Journal of Issues in Nursing Vol. 23, No. 1, Manuscript 1.
DOI: 10.3912/OJIN.Vol23No01Man01
Key Words: ethical awareness, nursing ethics, ethical sensitivity, moral sensitivity, critical care
Ethical awareness involves recognizing the ethical implications of all nursing actions, and is the first step in moral action.
Given the complexity of contemporary healthcare environments, it is vital that nurses are able to recognize and address ethical issues as they arise. Ethical awareness involves recognizing the ethical implications of all nursing actions, and is the first step in moral action (Milliken & Grace, 2015). This means that nurses must first recognize the potential ethical repercussions of their actions in order to effectively resolve problems and address patient needs. The aim of this article is to provide an overview of ethical awareness and its important role in ethical nursing care. Three everyday scenarios highlight the importance of ethical awareness in everyday nursing practice. Finally, strategies for heightening ethical awareness in the clinical setting are suggested.
Background
...nurses do not often recognize daily activities... as having ethical implications.
Many scholars have addressed the ethical nature of nursing practice (Austin, 2007; Erlen, 1997; Milliken & Grace, 2015; Truog et al., 2015; Ulrich et al., 2010). Though nursing ethics education often focuses on dilemmas and challenging situations (Truog et al., 2015; Zizzo, Bell, & Racine, 2016), ethical awareness involves recognizing .
Soria 2Victoria SoriaDean WintherEnglish 101 10 March 20.docxrosemariebrayshaw
Soria 2
Victoria Soria
Dean Winther
English 101
10 March 2020
RAVENArticle 1 by Theresa Capra (2009).
Reputation. The author is a renowned researcher at Mercer County Community College who holds a Ph.D. and specializes in issues of education and children.
Ability to Observe. Being a researcher, the author is in a position to access reliable evidence from other scholarly researchers like her. Working as a director in the College also allows her to observe the effects of poverty on the education of children.
Vested Interest. Being a researcher, the author has no personal interest in the topic. Instead, she seeks to inform the general public about the effects of poverty.
Expertise. The author is an expert in the field of education such that she is even pursuing her Ph.D. She also refers to scholarly sources written by experts as evidence in the article.
Neutrality. The author is neutral about poverty and education. She provides a discussion of the causes, effects, and possible solutions that can be applied to curb the problem. Article 2 by Sean Slade (2015)
Reputation. The author is the director of Global Outreach at ASCD which aims at providing quality education that will grow children emotionally, physically, psychologically, and socially (ASCD, 2020). Thus, the author is in a position of authority.
Ability to Observe. The author is in a position that allows him to access reliable evidence. Being the director of Global Outreach at ASCD, the author works and interacts with children and this allows him to observe how poverty can affect their education.
Vested Interest. The author has some personal interest in the topic. He is a contributor to news being posted on the website. Thus, to get more views and reads, the author has to write something captivating and which will get more reads. This will increase his image in the online world.
Expertise. The author is not an expert in the field of poverty and education. Judging from the website, the author is just a contributor. It is only one evidence that quotes scholarly research. All the other evidence is from news and politics.
Neutrality. The author is biased about the issue of poverty and its impact on education. The author decided to focus on the negative side of poverty only. This painted a bad picture on the government and rich countries who, it is claimed, are the ones who cause poverty. Although this is partially true, the author fails to recognize intervention efforts from these rich countries that have worked to curb poverty. In this biased state, the author presents a one-sided argument only. Article 3 by Kelley Taylor (2017)
Reputation. The author is a contributor to contents on the Insight website which reports news about various issues facing the world today. being a magazine website, the source is not in a position of authority.
Ability to Observe. Being a news reporter, the author is in a position to access reliable evidence through researching on the internet and conduc.
SPC1017 Rubric: Informative Speech
Name: Jhoan Speech Topic: Tanorexia
Time: 4 minutes Points: 81
Introduction 15%
4
Strong attention getter and relevance statement
3
Strong credibility statement
5
Good overview of main points
Main Body 30%
5
Each main point is clear
5
Organization is logical
5
Information is new and relatable to audience, practical
3
Main points supported with research
3
At least one oral citation with needed information
3
Good transitions, good flow from one point to the next
Conclusion 15%
5
Prepared audience for conclusion
4
Summarized main points, no extra information
4
Strong ending, related back to attention getter
Delivery 40%
5
Good volume and speech rate
3
Good vocal variety, speaker was energetic, passionate
3
Good eye contact
4
Good posture and hand gestures, good overall body language
5
Good articulation, pronunciation (few verbal fillers, appropriate language)
4
Professional appearance, business casual attire, professional notes
3
Presentation aid (supportive, easily visible, correct spelling, duration)
4
Time Limit (stayed within designated time limit)
81
TOTAL
5 –Very Good
4 – good
3 – average
2– needs work
1 – unacceptable
.
South University College of Nursing and Public Health Graduate.docxrosemariebrayshaw
South University College of Nursing and Public Health Graduate Online
Nursing Program
Aquifer Internal Medicine
Internal
Medicine
08: 55-year-
old male
with chronic
disease
management
Author/Editor:Author/Editor: Cynthia A. Burns, MD
INTRODUCTION HISTORY
You review Mr. Morales' records on the computer.You review Mr. Morales' records on the computer.
!
You are working with Dr. Clay in her outpatient diabetes clinic this morning.
https://southu-nur.meduapp.com/
https://southu-nur.meduapp.com/document_sets/6094
Your first patient, Mr. Morales, was seen by Dr. Clay once before, eight years ago,
but was lost to follow-up after that time.
Based on review of the electronic medical record you are able to collect the
following information prior to heading into the room to meet Mr. Morales:
Mr. Morales is a 55-year-old Hispanic male, diagnosed with Type 2 diabetes
mellitus thirteen years ago after experiencing a 20-pound unintentional weight
loss, blurry vision, and nocturia.
He was hospitalized six weeks ago with a non-ST elevation myocardial infarction
and required three vessel coronary artery bypass grafting. During his admission,
he was found to have a reduced ejection fraction of 20%.
He was referred for today's visit by the cardiologist to focus on optimizing his
glycemic control and reducing his risk of the comorbidities associated with poorly
controlled Type 2 diabetes mellitus.
His last hemoglobin A1c (HbA1c) was 9.5% eight years ago, and he had
microalbuminuria at that time.
DIABETES CHRONIC DISEASE
MANAGEMENT 1
MANAGEMENT
You review diabetes chronic disease management with Dr. Clay.You review diabetes chronic disease management with Dr. Clay.
!
Before you see Mr. Morales, Dr. Clay reviews diabetes chronic disease
management with you.
Diabetes Chronic Disease Management
Evaluate for and optimize prevention of diabetic complicationsEvaluate for and optimize prevention of diabetic complications
Macrovascular complications:
Cardiovascular disease
Cerebrovascular disease
Microvascular complications:
Retinopathy
Nephropathy
Neuropathy
In particular, cardiovascular disease is the No. 1 cause of mortality for people
with diabetes, and one of the top causes of morbidity.
Hypoglycemia, infections, foot ulcers, and amputations are additional causes of
morbidity and mortality in patients with diabetes.
The American Diabetes Association publishes annual guidelines to assist in the
management of a patient with diabetes.
Remember the large role that the psychosocial aspects of a diabetesRemember the large role that the psychosocial aspects of a diabetes
diagnosis play in managementdiagnosis play in management
Non-adherence with medical recommendations could be due to economic,
work-related, religious, social, or linguistic barriers to care. Care must be taken
to assess the psychosocial status of each person with diabetes at each clinic
visit to ensure that barriers to successful diabetes care are minimized.
Question
Which .
Sources to UseSuskie, L. (2014, March 17). What is good.docxrosemariebrayshaw
Sources to Use:
Suskie, L. (2014, March 17). What is good assessment? A second look [PDF]. Retrieved from http://www.lindasuskie.com/apps/blog/show/41934533-what-is-good-assessment-a-second-look
Suskie, L. (2018, May 27). What are the characteristics of well-stated learning goals? [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/45689916-what-are-the-characteristics-of-well-stated-learning-goals-
Suskie, L. (2015, March 23). Setting meaningful benchmarks or standards [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/43191428-setting-meaningful-benchmarks-or-standards
Braskamp, L. A., & Engberg, M. E. (2014). Guidelines for judging the effectiveness of assessing student learning [PDF]. Retrieved from http://www.learningoutcomesassessment.org/documents/BraskampGuidelines.pdf
Hutchings, P., Ewell, P., & Banta, T. (2012). AAHE principles of good practice: Aging Nicely. Retrieved from: https://www.learningoutcomesassessment.org/wp-content/uploads/2019/08/Viewpoint-Hutchings-EwellBanta.pdf
Jankowski, N. A., Timmer, J. D., Kinzie, J., & Kuh, G. D. (2018). Assessment that matters: Trending toward practices that document authentic student learning. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning outcomes Assessment (NILOA).
Banta, T., & Blaich, C. (2011). Closing the Assessment Loop. Change, 43(1), 22–27.
Running head: WEEK FIVE PAPER 1
TITLE OF PAPER 5
Week Five Paper
Your Name
Course Number & Title
Instructor's Name
Month Day, Year
Week Five Paper
Start the first paragraph here. It should introduce your reader to the subject you are writing about, as well as your particular position or claim. Before you can create your first paragraph, check that you Understand Your Assignment. You can use this template to help you format your paper. For longer papers, include sub-headings or levels of heading.
Challenges and Communication Needs
Communication Theories and Use to Effectively Engage Clients
Three Verbal and Three Nonverbal Techniques to Use With Clients
Selected Communication Theories and Benefits and Limitations
How Active Listening Skills Are Used
How Empathy Skills Are Used
Family, Culture and Gender Issues
Personal Communication Strengths and Growth Areas
Conclusion
.
References
The following are commonly used references. Please fill in the required information, and if you need more help, see the Formatting Your References List page. References are listed in alphabetical order.
Ashford Textbook (Online edition): *
Author, A. (Year published). Title of book: Subtitle of book (edition, if other than the first) [Electronic version]. Retrieved from from URL
Example:
Witt, G. A., & Mossler, R. A. (2010). Adult development and life assessment [Electronic version]. Retrieved from https://content.ashford.edu/books/4
Online Journal Article (such as from the Ashford Library):**
Author, A. (Year Published). Article title. Journal.
Sooner or later you’ll find your-self leading a team where one.docxrosemariebrayshaw
Sooner or later you’ll find your-self leading a team where one
or more of your people work
remotely. You can turn this situa-
tion into an advantage by leverag-
ing diverse backgrounds and
highly motivated employees. To do
this, you’ll need to avoid the possi-
ble communication and effective-
ness pitfalls and make sure you’re
making use of all the means at
your disposal to operate effectively
from a distance. Interestingly
enough, my experiences in P&G as
both a remote manager and a
remote employee have made me a
more disciplined manager.
Various situations, be it with
remote teams who work from
their homes or international
employees in different time zones,
bring unique characteristics to
which you’ll need to adjust your
management style. That said, the
basics for any manager remain the
same—you just have to do them
better. Do them well, and you’ll
have a highly energized and driven
work team. The consequences of
not doing so are twice as disas-
trous with remote teams.
What You Can Do
Let me share some of my favorite
must-do items for any remote
leader.
1. Energize your team with a
vision. To win as a team and as an
organization, it’s critical to involve
your remote group in the creation
and deployment of a common
vision. Ask yourself what your
most important breakthrough will
be, and set this as the direction
that propels your people and your
action plan. If it isn’t possible to do
this face to face, take time to have a
brainstorming forum, group chats,
and calls with video where you
come to a clear, meaningful state-
ment of the accomplishment your
team will be known for.
2. Engage them with a robust
action plan. This is probably one
of the most critical aspects of
remote leadership. Each team
member needs to feel engaged and
have a clear understanding about
what will be requested from them
or their teams, how it will be mea-
sured, and when you will expect it.
To do this well is to set a solid
foundation and clear the way for
what will come. Draft an action
plan with a clear link to your
vision, and engage each team
member individually with the
objectives assigned to them. Align
on the way updates will be pre-
sented and on key milestones.
Give examples of the way you like
updates to be presented and the
data you expect to see in them.
3. Be in touch with your team.
You need to be disciplined about
having periodic touchpoints in
order to stay connected. Watch out
for overly independent employees
who think they don’t need direc-
tion and allow the distance to
grow. It’s important to align prior-
ities, review action-plan progress,
and talk about career develop-
ment. It also doesn’t hurt to build
a personal relationship that fosters
trust and open communication.
Though there are various con-
straints, mostly financial, make
sure to schedule face-to-face time
as much as possible, and, again,
make use of the vast array of avail-
able videoconferencing te.
Sophia Bosoni, Tombra Esite & Junhui Liu
February 6, 2020
Innovation and Organization Transformation
The Boston Globe Organizational Transformations and Innovations
Introduction
The Boston Globe is a company that has been running since 1872. They are experiencing great changes due to changes in the media industry. The owner of The Boston Globe is The Boston Globe Media Partners, LLC. Now, the publisher and the owner of The Boston Globe is John Henry (The Boston Globe). Due to technological innovations, the way and how we inform ourselves is different than the past generations (ex: virtually).
The Boston Globe’s structure, human resources, political and symbolic frames activities are changing so quickly due to the new organization’s transformations and innovations. The structure of the media organizations has changed internally and externally. In relation to human resources we are going to focus on the internal and external changes as a result of the structural change. Politically and symbolically The Boston Globehas transformed, as well. We are going to explore how digital innovation has completely transformed The Boston Globe. This issue is important as The Boston Globe is experiencing many transformations and revenue challenges and they have to survive. Moreover, as a group, we will focus on the organizational transformations in relation to the four frames (structural, human resources, political & symbolic).
Main Issue
· Requires organization response involving key decision makers
Underlying Causes
Activity in the Four Frames
Structural Frame
The Boston Globe had to restructure because of the technological changes in this century. The Boston Globe had to adapt; therefore they created the BostonGlobe.com in 1995. The Boston Globe mains goal is to survive; then it is to deliver news. The Boston Globe went from an all paper organization to an electronic and paper organization (BostonGlobe.com). Due to all the new technological innovation and other online website there has been a need to get an IT department. This IT department takes care of the online website. Moreover, there needs to be a cyber security team because of all the hacking. The Boston Globe needs to protect themselves from the hackers. Additionally, jobs at The Boston Globe have changed greatly. They had to fire Truck drivers to deliver the newspapers and paper boys and hire more tech people.
Human Resources Frame
Political Frame
The owner of The Boston Globe, John Henry, is also the “Red Sox” owner. “In February 2013, the Red Sox owner John Henry assumed ownership, marking a new chapter (The Boston Globe).” This involves means that there is a lot of politics involved as John Henry has biases.
Due to the new structure at The Boston Globe it changes a lot of activity that relates to the political frame. Some of the changes are that there is no more need for different jobs that were very important and essential a couple decades ago, a generation ago. .
Soria 2Victoria Soria Dean WintherEnglish 101 04 Februar.docxrosemariebrayshaw
Soria 2
Victoria Soria
Dean Winther
English 101
04 February 2020
Poverty’s Impact on Education in America
Most evidently in America children born or brought up in poverty are faced with insignificant education, versus a child with a higher income background. I have chosen this topic for my research assignment being that an impact of poverty can affect a child’s academic accomplishments significantly. This results in them facing challenges such as lacking intellectual and literary skills. The child readiness for school is reduced by poverty because it brings forth poor physical health and motor skills, dwindles the children's ability to concentrate and remember information, reduces curiosity, attentiveness and motivation. Children from lower-income families who manage to complete high school are less likely to proceed to college. Such children end up not achieving their life goals for lack of education. The effects of poverty on education for some children present unique challenges in breaking the cycle of generational poverty. It further reduces their chances of living productive and rewarding lives.
Featured Research
Exploring the Job Duties That Impact
School Counselor Wellness: The Role
of RAMP, Supervision, and Support
Nicole M. Randick
1
, Shannon Dermer
2
, and Rebecca E. Michel
3
Abstract
The authors examined the predictive relationship between the performance of job duties informed by the American School
Counselor Association (ASCA) National Model and overall wellness of school counselors. We also examined the relationship
between organizational factors (i.e., Recognized ASCA Model Program, supervision, and support), the frequency of job duties
performed, and overall wellness. The results revealed a predictive relationship between some of the job duties school counselors
perform and wellness. We provide implications for school counseling practice and training programs.
Keywords
ASCA National Model, organizational factors, school counselors, wellness
Wellness, defined as a way of life that fosters “the optimum
state of health and well-being that each individual is capable of
achieving” (Myers, Sweeny, & Witmer, 2000, p. 252), is a
central foundation of the school counseling profession. The
American School Counselor Association’s ASCA Ethical Stan-
dards for School Counselors require school counselors to per-
form duties identified by the ASCA National Model (ASCA,
2012, 2016; Standard B.3.c) and to “monitor their emotional
and physical health and practice wellness to ensure optimal
professional effectiveness” (Standard B.3.f). Therefore, school
counselors must balance the dual task of supporting their stu-
dents’ academic, social/emotional, and career development
while also ensuring that their own wellness needs are being
met (ASCA, 2012, 2016; Bryant & Constantine, 2006; Limberg,
Lambie, & Robinson, 2016).
School counselors must balance the dual task of
supporting their students’ academic, social/
emoti.
Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—.docxrosemariebrayshaw
This document provides instructions and guidance for a history assignment on America as a superpower from 1947 to the present. It discusses the structure and formatting of the paper, including it being 5 paragraphs long and 500-800 words. It provides sources to use, including a textbook and lists additional sources categorized by topic. It provides examples of in-text citations and formatting the sources list. The document aims to help students understand the requirements and find relevant sources to write their history paper on examples from the Cold War and post-Cold War eras.
Sources of Risk for Chronic Conditions in the State of Flo.docxrosemariebrayshaw
Sources of Risk for Chronic Conditions in the State of Florida
DHA-7010 - Project and Resource Management in Integrated Systems
4/05/20
*
Introduction
A chronic condition is a disease that endures along period.
Chronic illness is one of the health issues which has been prevalent in the United States for an extended period.
Various sources of risk are associated with chronic conditions that directly impact the success of this project.
These sources of risks fall under factors such as technical, managerial, commercial, and external risk factors.
Introduction
A chronic condition is a disease that endures along period. Chronic illness is one of the health issues which has been prevalent in the United States for an extended period. However, multiple sources of risk are associated with chronic conditions that directly impact the success of this project. These sources of risks fall under factors such as technical, managerial, commercial, and external risk factors.
*
Sources of Technical Risk Factors
Technical risk factors in this project are associated with factors such as:
Scope definition in the study
Research design
Research of information (Cachada et al., 2019)
Methods used to conduct the research study
Sources of Technical risk factors
Technical risk factors in this project arise from issues or activities associated with the scope definition, research design, research of information, and methods used to conduct the research study. In this case, conduction research to know more about chronic conditions in the State of Florida will involve in-depth scope definition to understand more the status of chronic illness in the State of Florida (Cachada et al., 2019)
.
*
Sources of Managerial Risk Factors
Managerial risk factors in this project arise from management decisions that affect the flow of performing operations of the activity (Cachada et al., 2019).
Sources of managerial risks affecting the success of this project include the following factors:
Cost factors
Legal factors
Legal factors
Sources of managerial risk factors
Managerial risk factors in this project arise from management decisions that affect the flow of performing operations of the activity. The primary source of such risk includes cost factors, which escalates the cost of conducting a project due to the inability to make proper cost estimations.
Schedule factors is another source of risk that affect how activities of the project should be conducted (Cachada et al., 2019). In the research study, the schedule of performing on the status of chronic illness in the State of Florida will be timed to collect enough information to help in making proper decisions.
Legal risk factors is another set of sources of managerial risks that are likely to affect the effectiveness of this research. These factors arise from regulatory obligations such as contract risks that approve the use of chronic condition data to perform a research project. This set of risks will.
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104 PART ONE DIRECTING THE OPERATION
● Implementation – the way that strategy is operationalized or executed. Three issues are
often mentioned by strategy practitioners as being important in achieving successful
implementation: the clarity of the strategy, the nature of the leadership provided by top
management, and effective project management.
● Monitoring – involves tracking ongoing performance and diagnosing data to make sure
that the changes are proceeding as planned and providing early indications of any devi-
ation from the plan.
● Control – involves the evaluation of the results from monitoring the implementation so
that activities, plans and performance can be assessed with the intention of correcting
future action if that is required.
CASE STUDY McDonald’s: half a century of growth 13
It is loved and it is hated. It is a shining example of how
good-value food can be brought to a mass market. It is a
symbol of everything that is wrong with ‘industrialized’, cap-
italist, bland, high-calorie and environmentally unfriendly
commercialism. It is the best-known and most loved fast
food brand in the world with more than 36,000 restau-
rants in 117 countries, providing jobs for 1.7 million staff
and feeding 69 million customers per day (yes, per day!).
It is part of the homogenization of individual national cul-
tures, filling the world with bland, identical, ‘cookie cutter’,
Americanized and soulless operations that dehumanize
its staff by forcing them to follow ridged and over-defined
procedures. But whether you see it as friend, foe, or a bit
of both, McDonald’s has revolutionized the food industry,
affecting the lives of both the people who produce food and
the people who eat it. It has also had its ups (mainly) and
downs (occasionally) as markets, customers and economic
circumstances change. Yet, even in the toughest times it has
always displayed remarkable resilience. What follows is a
brief (for such a large corporation) summary of its history.
Starting small
Central to the development of McDonald’s is Ray Kroc, who
by 1954 and at the age of 52 had been variously a piano
player, a paper cup salesman and a multi-mixer salesman.
He was surprised by a big order for eight multi-mixers
from a restaurant in San Bernardino, California. When
he visited the customer he found a small but successful
restaurant run by two brothers Dick and Mac McDonald.
They had opened their ‘Bar-B-Que’ restaurant 14 years
earlier, and by the time Ray Kroc visited the brothers’ oper-
ation it had a self-service drive-in format with a limited
menu of nine items. He was amazed by the effectiveness
of their operation. Focusing on a limited menu including
burgers, fries and beverages had allowed them to analyse
every step of the process of producing and serving their
food. Ray Kroc was so impressed that he p.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
SOCW 6135 Criminal Behavior Final Project Guidelines .docx
1. SOCW 6135: Criminal Behavior
Final Project Guidelines
For your Final Project, you will examine three case scenarios
from the e-book
provided for this course, in which each case scenario represents
a different type
of offender (i.e., mentally disordered offender, sex offender,
violent offender,
family violence offender, female offender, white-collar
criminal, cyber criminal, or
terrorist). You will apply a specific theoretical approach to the
criminal behaviors
displayed in each case. You also will analyze the degree to
which developmental
risk factors and correlates of criminal behavior influence the
criminal behavior
that the offender exhibits. Finally, you will evaluate whether or
not the offender in
each case scenario is a criminal.
Note: Although assessment is an integral step in the tasks you
complete in this
Final Project, for the purposes of this course and Final Project,
you will not
assess the offenders in the case scenarios you select.
2. Your Final Project shall be presented as follows:
• A 10- to 12-page (not including references, title page, or
abstract),
double-spaced, APA-formatted paper that is submitted to the
Week 10
Assignment Turnitin link.
The Final Project must include the following:
• A minimum of seven references (in addition to any course
readings that
you may wish to reference). Be aware that user-created websites
such as
Wikipedia will not be accepted as scholarly references. (Please
consult
the Walden University Library's instructions for evaluating
research
resources, which includes a link to criteria for evaluating
resources.)
• A brief description of each of the three case scenarios you
selected
• A description of each of the criminal behaviors exhibited by
the offender in
each case scenario
• An analysis of how you might apply a specific biological,
psychological, or
sociological theory or approach to understanding and explaining
each of
5. will be presented with
information relevant to Smart Devices. Then, you will be asked
to answer some questions
about it. Your responses will be kept completely confidential.
The study should take you
around 9 MINUTES to complete. Your participation in this
research is voluntary. You have
the right to withdraw at any point during the study. The
Principal Investigator of this study
can be contacted at [email protected], [email protected]
,[email protected] and [email protected] By clicking the
button below, you acknowledge: Your participation in the study
is voluntary. You are aware
that you may choose to terminate your participation at any time
for any reason.
I consent, begin the
study
I do not consent, I
do not wish to
participate
0 10 20 30 40 50 60 70 80 90
# Field Minimum Maximum Mean
Std
6. Deviation
Variance Count
# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
Welcome to the research study! We are interested in
understanding
Intention To Use Internet Of Things Device. For this study, you
will be
presented with information relevant to Smart Devices. Then,
you will
be asked to answer some questions about it. Your responses will
be
kept completely confidential. The study should take you around
9
MINUTES to complete. Your participation in this research is
voluntary.
You have the right to withdraw at any point during the study.
The
Principal Investigator of this study can be contacted at
[email protected], [email protected]
,[email protected] and
[email protected] By clicking the button below, you
acknowledge: Your participation in the study is voluntary. You
are
7. aware that you may choose to terminate your participation at
any
time for any reason.
1.00 2.00 1.04 0.20 0.04 91
Showing rows 1 - 3 of 3
# Field
Choice
Count
1 I consent, begin the study 95.60% 87
2 I do not consent, I do not wish to participate 4.40% 4
91
Q1 - What is your age?
Under 18
18 - 24
25 - 34
35 - 44
45 - 54
55 - 64
65 - 74
8. 75 - 84
85 or older
0 5 10 15 20 25 30 35 40
# Field Minimum Maximum Mean Std Deviation Variance
Count
1 What is your age? 2.00 6.00 2.84 0.84 0.70 85
# Field
Choice
Count
1 Under 18 0.00% 0
2 18 - 24 38.82% 33
3 25 - 34 43.53% 37
4 35 - 44 14.12% 12
5 45 - 54 2.35% 2
6 55 - 64 1.18% 1
7 65 - 74 0.00% 0
8 75 - 84 0.00% 0
9 85 or older 0.00% 0
9. Showing rows 1 - 10 of 10
# Field
Choice
Count
85
Q2 - Gender?
Male
Female
Prefer not to
mention
0 5 10 15 20 25 30 35 40 45 50
# Field Minimum Maximum Mean Std Deviation Variance
Count
1 Gender? 1.00 3.00 1.45 0.54 0.29 86
Showing rows 1 - 4 of 4
# Field
Choice
Count
1 Male 56.98% 49
2 Female 40.70% 35
10. 3 Prefer not to mention 2.33% 2
86
Q3 - Employment Status?
Employed full time
Employed part time
Unemployed looking
for work
Unemployed not
looking for work
Retired
Student
Disabled
0 5 10 15 20 25 30 35 40 45
# Field Minimum Maximum Mean Std Deviation Variance
Count
1 Employment Status? 1.00 6.00 3.70 2.39 5.70 86
Showing rows 1 - 8 of 8
# Field
Choice
Count
11. 1 Employed full time 37.21% 32
2 Employed part time 9.30% 8
3 Unemployed looking for work 2.33% 2
4 Unemployed not looking for work 0.00% 0
5 Retired 0.00% 0
6 Student 51.16% 44
7 Disabled 0.00% 0
86
Q4 - What is the highest degree or level of school you have
completed?
Less than high
school
High school graduate
Some college
2 year degree
4 year degree
Professional degree
Doctorate
12. 0 5 10 15 20 25 30 35 40 45 50
# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
What is the highest degree or level of school you have
completed?
2.00 7.00 5.10 0.95 0.91 86
Showing rows 1 - 8 of 8
# Field
Choice
Count
1 Less than high school 0.00% 0
2 High school graduate 4.65% 4
3 Some college 2.33% 2
4 2 year degree 4.65% 4
5 4 year degree 55.81% 48
6 Professional degree 31.40% 27
7 Doctorate 1.16% 1
86
13. Q5 - How comfortable are you using a smart device?
Extremely
comfortable
Moderately
comfortable
Slightly comfortable
Neither comfortable
nor uncomfortable
Slightly
uncomfortable
Moderately
uncomfortable
Extremely
uncomfortable
0 10 20 30 40 50 60 70
# Field Minimum Maximum Mean Std Deviation Variance
Count
1 How comfortable are you using a smart device? 11.00 15.00
11.29 0.61 0.37 84
Showing rows 1 - 8 of 8
# Field
14. Choice
Count
11 Extremely comfortable 76.19% 64
12 Moderately comfortable 21.43% 18
13 Slightly comfortable 1.19% 1
14 Neither comfortable nor uncomfortable 0.00% 0
15 Slightly uncomfortable 1.19% 1
16 Moderately uncomfortable 0.00% 0
17 Extremely uncomfortable 0.00% 0
84
Q6 - How many Smart Devices do you own?
How many Smart Devices do you own?
2
2
4
4
5
1
19. 5
1
1
1
3
Almost 10
4
3
7
2
2
3
3
2
Q8 - Using Smart Devices will allow me to finish various
technical tasks (i.e., online
payments, identification and information exchange etc.)
20. Strongly agree
Agree
Somewhat agree
Neither agree nor
disagree
Somewhat disagree
Disagree
Strongly disagree
0 5 10 15 20 25 30 35 40 45 50 55 60
# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
Using Smart Devices will allow me to finish various technical
tasks
(i.e., online payments, identification and information exchange
etc.)
1.00 3.00 1.38 0.57 0.33 86
Showing rows 1 - 8 of 8
# Field
Choice
Count
22. 0 5 10 15 20 25 30 35 40 45
# Field Minimum Maximum Mean Std Deviation Variance
Count
1 I feel very knowledgeable about technology of Smart Devices
1.00 4.00 1.73 0.69 0.47 86
Showing rows 1 - 8 of 8
# Field
Choice
Count
1 Strongly agree 39.53% 34
2 Agree 48.84% 42
3 Somewhat agree 10.47% 9
4 Neither agree nor disagree 1.16% 1
5 Somewhat disagree 0.00% 0
6 Disagree 0.00% 0
7 Strongly disagree 0.00% 0
86
Q10 - Sometimes, i think that technology systems are not
designed for use by ordinary
23. people
Strongly agree
Agree
Somewhat agree
Neither agree nor
disagree
Somewhat disagree
Disagree
Strongly disagree
0 2 4 6 8 10 12 14 16 18 20 22
# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
Sometimes, i think that technology systems are not designed for
use
by ordinary people
4.00 10.00 7.14 1.61 2.60 84
Showing rows 1 - 8 of 8
# Field
Choice
24. Count
4 Strongly agree 8.33% 7
5 Agree 10.71% 9
6 Somewhat agree 13.10% 11
7 Neither agree nor disagree 21.43% 18
8 Somewhat disagree 20.24% 17
9 Disagree 25.00% 21
10 Strongly disagree 1.19% 1
84
Q11 - I am aware of wide range of technical apps in Smart
Devices
Strongly agree
Agree
Somewhat agree
Neither agree nor
disagree
Somewhat disagree
Disagree
25. Strongly disagree
0 5 10 15 20 25 30 35 40
# Field Minimum Maximum Mean Std Deviation Variance
Count
1 I am aware of wide range of technical apps in Smart Devices
4.00 7.00 5.02 0.77 0.59 84
Showing rows 1 - 8 of 8
# Field
Choice
Count
4 Strongly agree 26.19% 22
5 Agree 47.62% 40
6 Somewhat agree 23.81% 20
7 Neither agree nor disagree 2.38% 2
8 Somewhat disagree 0.00% 0
9 Disagree 0.00% 0
10 Strongly disagree 0.00% 0
84
Q12 - Smart Devices are easy and fast to use
26. Strongly agree
Agree
Somewhat agree
Neither agree nor
disagree
Somewhat disagree
Disagree
Strongly disagree
0 5 10 15 20 25 30 35 40
# Field Minimum Maximum Mean Std Deviation Variance
Count
1 Smart Devices are easy and fast to use 1.00 4.00 1.80 0.76
0.58 86
Showing rows 1 - 8 of 8
# Field
Choice
Count
1 Strongly agree 38.37% 33
2 Agree 45.35% 39
3 Somewhat agree 13.95% 12
4 Neither agree nor disagree 2.33% 2
27. 5 Somewhat disagree 0.00% 0
6 Disagree 0.00% 0
7 Strongly disagree 0.00% 0
86
Q13 - Interacting with Smart Devices does not require a lot of
my mental effort
Strongly agree
Agree
Somewhat agree
Neither agree nor
disagree
Somewhat disagree
Disagree
Strongly disagree
0 5 10 15 20 25 30 35 40
# Field Minimum Maximum Mean
Std
Deviation
Variance Count
28. 1
Interacting with Smart Devices does not require a lot of my
mental
effort
1.00 6.00 2.23 1.09 1.18 86
Showing rows 1 - 8 of 8
# Field
Choice
Count
1 Strongly agree 25.58% 22
2 Agree 43.02% 37
3 Somewhat agree 19.77% 17
4 Neither agree nor disagree 6.98% 6
5 Somewhat disagree 3.49% 3
6 Disagree 1.16% 1
7 Strongly disagree 0.00% 0
86
Q15 - I am confident in my ability to understand the use of
Smart Devices
Strongly agree
29. Agree
Somewhat agree
Neither agree nor
disagree
Somewhat disagree
Disagree
Strongly disagree
0 5 10 15 20 25 30 35 40
# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
I am confident in my ability to understand the use of Smart
Devices
1.00 4.00 1.66 0.69 0.48 86
Showing rows 1 - 8 of 8
# Field
Choice
Count
1 Strongly agree 45.35% 39
30. 2 Agree 44.19% 38
3 Somewhat agree 9.30% 8
4 Neither agree nor disagree 1.16% 1
5 Somewhat disagree 0.00% 0
6 Disagree 0.00% 0
7 Strongly disagree 0.00% 0
86
Q17 - Smart Devices allow my work to be more autonomy
Strongly agree
Agree
Somewhat agree
Neither agree nor
disagree
Somewhat disagree
Disagree
Strongly disagree
0 5 10 15 20 25 30 35 40
# Field Minimum Maximum Mean Std Deviation Variance
31. Count
1 Smart Devices allow my work to be more autonomy 1.00 5.00
2.14 1.01 1.03 86
Showing rows 1 - 8 of 8
# Field
Choice
Count
1 Strongly agree 27.91% 24
2 Agree 45.35% 39
3 Somewhat agree 13.95% 12
4 Neither agree nor disagree 10.47% 9
5 Somewhat disagree 2.33% 2
6 Disagree 0.00% 0
7 Strongly disagree 0.00% 0
86
Q18 - Smart devices help me improve my efficiency both in
personal and professional life
Strongly agree
Agree
32. Somewhat agree
Neither agree nor
disagree
Somewhat disagree
Disagree
Strongly disagree
0 5 10 15 20 25 30 35 40
# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
Smart devices help me improve my efficiency both in personal
and
professional life
4.00 8.00 4.82 0.89 0.79 84
Showing rows 1 - 8 of 8
# Field
Choice
Count
4 Strongly agree 40.48% 34
5 Agree 45.24% 38
33. 6 Somewhat agree 7.14% 6
7 Neither agree nor disagree 5.95% 5
8 Somewhat disagree 1.19% 1
9 Disagree 0.00% 0
10 Strongly disagree 0.00% 0
84
Q19 - Using a Smart Device, I might reduce mistakes both in
personal and professional
life
Strongly agree
Agree
Somewhat agree
Neither agree nor
disagree
Somewhat disagree
Disagree
Strongly disagree
0 5 10 15 20 25 30 35
34. # Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
Using a Smart Device, I might reduce mistakes both in personal
and
professional life
4.00 9.00 5.33 1.20 1.44 84
Showing rows 1 - 8 of 8
# Field
Choice
Count
4 Strongly agree 25.00% 21
5 Agree 42.86% 36
6 Somewhat agree 14.29% 12
7 Neither agree nor disagree 10.71% 9
8 Somewhat disagree 5.95% 5
9 Disagree 1.19% 1
10 Strongly disagree 0.00% 0
84
35. Q20 - I’m concerned about data collected by Smart Devices
without my permission
Strongly agree
Agree
Somewhat agree
Neither agree nor
disagree
Somewhat disagree
Disagree
Strongly disagree
0 5 10 15 20 25 30 35 40
# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
I’m concerned about data collected by Smart Devices without
my
permission
1.00 6.00 1.91 1.05 1.11 86
Showing rows 1 - 8 of 8
36. # Field
Choice
Count
1 Strongly agree 45.35% 39
2 Agree 29.07% 25
3 Somewhat agree 18.60% 16
4 Neither agree nor disagree 4.65% 4
5 Somewhat disagree 1.16% 1
6 Disagree 1.16% 1
7 Strongly disagree 0.00% 0
86
Q21 - I am concerned that Smart Devices producers are
collecting too much personal
information about me
Strongly agree
Agree
Somewhat agree
Neither agree nor
disagree
37. Somewhat disagree
Disagree
Strongly disagree
0 5 10 15 20 25 30 35 40
# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
I am concerned that Smart Devices producers are collecting too
much
personal information about me
1.00 6.00 1.93 1.05 1.11 86
Showing rows 1 - 8 of 8
# Field
Choice
Count
1 Strongly agree 43.02% 37
2 Agree 32.56% 28
3 Somewhat agree 16.28% 14
4 Neither agree nor disagree 5.81% 5
5 Somewhat disagree 1.16% 1
38. 6 Disagree 1.16% 1
7 Strongly disagree 0.00% 0
86
Q22 - It bothers me to give personal information to so many
Smart Devices producers
Strongly agree
Agree
Somewhat agree
Neither agree nor
disagree
Somewhat disagree
Disagree
Strongly disagree
0 5 10 15 20 25 30 35 40
# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
39. It bothers me to give personal information to so many Smart
Devices
producers
1.00 5.00 1.91 1.01 1.01 86
Showing rows 1 - 8 of 8
# Field
Choice
Count
1 Strongly agree 44.19% 38
2 Agree 31.40% 27
3 Somewhat agree 15.12% 13
4 Neither agree nor disagree 8.14% 7
5 Somewhat disagree 1.16% 1
6 Disagree 0.00% 0
7 Strongly disagree 0.00% 0
86
Q23 - Smart Devices are intrusive
Strongly agree
Agree
47. Strongly disagree
0 5 10 15 20 25 30 35
# Field Minimum Maximum Mean Std Deviation Variance
Count
1 Smart devices make me more productive 4.00 9.00 5.20 1.14
1.30 84
Showing rows 1 - 8 of 8
# Field
Choice
Count
4 Strongly agree 28.57% 24
5 Agree 42.86% 36
6 Somewhat agree 15.48% 13
7 Neither agree nor disagree 7.14% 6
8 Somewhat disagree 4.76% 4
9 Disagree 1.19% 1
10 Strongly disagree 0.00% 0
84
Q29 - I find smart devices to be novel
48. Strongly agree
Agree
Somewhat agree
Neither agree nor
disagree
Somewhat disagree
Disagree
Strongly disagree
0 5 10 15 20 25 30
# Field Minimum Maximum Mean Std Deviation Variance
Count
1 I find smart devices to be novel 4.00 10.00 5.96 1.48 2.18 84
Showing rows 1 - 8 of 8
# Field
Choice
Count
4 Strongly agree 15.48% 13
5 Agree 33.33% 28
6 Somewhat agree 11.90% 10
7 Neither agree nor disagree 26.19% 22
49. 8 Somewhat disagree 5.95% 5
9 Disagree 5.95% 5
10 Strongly disagree 1.19% 1
84
Q30 - I keep up with the latest technological developments in
my areas of interest
Strongly agree
Agree
Somewhat agree
Neither agree nor
disagree
Somewhat disagree
Disagree
Strongly disagree
0 5 10 15 20 25 30 35 40
# Field Minimum Maximum Mean
Std
Deviation
Variance Count
50. 1
I keep up with the latest technological developments in my
areas of
interest
1.00 6.00 2.22 1.11 1.23 85
Showing rows 1 - 8 of 8
# Field
Choice
Count
1 Strongly agree 25.88% 22
2 Agree 45.88% 39
3 Somewhat agree 14.12% 12
4 Neither agree nor disagree 9.41% 8
5 Somewhat disagree 3.53% 3
6 Disagree 1.18% 1
7 Strongly disagree 0.00% 0
85
Q31 - In general, I am among the first in my circle of friends to
acquire new technology
when it appears
51. Strongly agree
Agree
Somewhat agree
Neither agree nor
disagree
Somewhat disagree
Disagree
Strongly disagree
0 2 4 6 8 10 12 14 16 18
# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
In general, I am among the first in my circle of friends to
acquire new
technology when it appears
1.00 7.00 3.55 1.71 2.93 85
Showing rows 1 - 8 of 8
# Field
Choice
Count
52. 1 Strongly agree 12.94% 11
2 Agree 20.00% 17
3 Somewhat agree 17.65% 15
4 Neither agree nor disagree 18.82% 16
5 Somewhat disagree 11.76% 10
6 Disagree 16.47% 14
7 Strongly disagree 2.35% 2
85
Q32 - I am uncertain in understanding the advantages of smart
devices
Strongly agree
Agree
Somewhat agree
Neither agree nor
disagree
Somewhat disagree
Disagree
Strongly disagree
53. 0 5 10 15 20 25 30 35
# Field Minimum Maximum Mean Std Deviation Variance
Count
1 I am uncertain in understanding the advantages of smart
devices 1.00 7.00 4.33 1.98 3.91 84
Showing rows 1 - 8 of 8
# Field
Choice
Count
1 Strongly agree 13.10% 11
2 Agree 15.48% 13
3 Somewhat agree 3.57% 3
4 Neither agree nor disagree 10.71% 9
5 Somewhat disagree 13.10% 11
6 Disagree 38.10% 32
7 Strongly disagree 5.95% 5
84
Q33 - I prefer not to use smart devices as i am not certain about
its functionality
Strongly agree
54. Agree
Somewhat agree
Neither agree nor
disagree
Somewhat disagree
Disagree
Strongly disagree
0 5 10 15 20 25 30
# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
I prefer not to use smart devices as i am not certain about its
functionality
1.00 7.00 4.81 1.86 3.46 84
Showing rows 1 - 8 of 8
# Field
Choice
Count
1 Strongly agree 9.52% 8
55. 2 Agree 8.33% 7
3 Somewhat agree 3.57% 3
4 Neither agree nor disagree 14.29% 12
5 Somewhat disagree 13.10% 11
6 Disagree 36.90% 31
7 Strongly disagree 14.29% 12
84
Q34 - Using smart devices make me less certain to do my work
Strongly agree
Agree
Somewhat agree
Neither agree nor
disagree
Somewhat disagree
Disagree
Strongly disagree
0 2 4 6 8 10 12 14 16 18 20 22
# Field Minimum Maximum Mean Std Deviation Variance
56. Count
1 Using smart devices make me less certain to do my work 4.00
10.00 7.52 1.94 3.77 83
Showing rows 1 - 8 of 8
# Field
Choice
Count
4 Strongly agree 9.64% 8
5 Agree 13.25% 11
6 Somewhat agree 6.02% 5
7 Neither agree nor disagree 14.46% 12
8 Somewhat disagree 15.66% 13
9 Disagree 25.30% 21
10 Strongly disagree 15.66% 13
83
Q35 - If I have enough time, I will explore and use smart
devices.
Strongly agree
Agree
57. Somewhat agree
Neither agree nor
disagree
Somewhat disagree
Disagree
Strongly disagree
0 5 10 15 20 25 30 35 40
# Field Minimum Maximum Mean Std Deviation Variance
Count
1 If I have enough time, I will explore and use smart devices.
4.00 9.00 5.25 1.17 1.37 83
Showing rows 1 - 8 of 8
# Field
Choice
Count
4 Strongly agree 26.51% 22
5 Agree 46.99% 39
6 Somewhat agree 7.23% 6
7 Neither agree nor disagree 14.46% 12
8 Somewhat disagree 3.61% 3
9 Disagree 1.20% 1
58. 10 Strongly disagree 0.00% 0
83
Q36 - if I need any devices to help my work, I would like to use
smart devices.
Strongly agree
Agree
Somewhat agree
Neither agree nor
disagree
Somewhat disagree
Disagree
Strongly disagree
0 5 10 15 20 25 30 35 40
# Field Minimum Maximum Mean
Std
Deviation
Variance Count
1
if I need any devices to help my work, I would like to use smart
59. devices.
4.00 9.00 5.20 1.04 1.08 83
Showing rows 1 - 8 of 8
# Field
Choice
Count
4 Strongly agree 24.10% 20
5 Agree 46.99% 39
6 Somewhat agree 18.07% 15
7 Neither agree nor disagree 7.23% 6
8 Somewhat disagree 2.41% 2
9 Disagree 1.20% 1
10 Strongly disagree 0.00% 0
83
Q37 - I use smart devices if i am bored
End of Report
Strongly agree
Agree
Somewhat agree
60. Neither agree nor
disagree
Somewhat disagree
Disagree
Strongly disagree
0 5 10 15 20 25 30
# Field Minimum Maximum Mean Std Deviation Variance
Count
1 I use smart devices if i am bored 4.00 10.00 5.33 1.34 1.79 83
Showing rows 1 - 8 of 8
# Field
Choice
Count
4 Strongly agree 30.12% 25
5 Agree 37.35% 31
6 Somewhat agree 14.46% 12
7 Neither agree nor disagree 10.84% 9
8 Somewhat disagree 3.61% 3
9 Disagree 2.41% 2
10 Strongly disagree 1.20% 1