Student: ________________________ Course-Section: ______________________ Date: ___________
MATH Assignment for Core Assessment, 2017-18
Job opportunity surveys have consistently shown a high demand for those who can use mathematics to model complex processes and make informed predictions of the future. With this assignment, the student has the opportunity to demonstrate his or her level of sophistication with respect to the key, in-demand skills of communication, quantitative literacy, and critical thinking.
One skill of critical thinking involves evaluating information taken from sources and questioning its authenticity. This assignment may contain questionable information.
Objective: You are to consider the implications of rising tuition costs and make better, more informed life decisions with respect to course load. Specifically, you will estimate the tuition costs in the year 2019 - 2020.
Answer the following questions using complete sentences.
I. Visual Communication (the ability to recognize and understand ideas conveyed through visible images.)
The attached set of images, “Are you on the Fast-Track?” is found on the Eastfield College website. Although figure numbers are not actually printed on the graphic, consider Figure 1 as being “Time Is Money”. This particular image will not be used in this assignment. Consider Figure 2 as relating the number of classes taken per semester to the time required to complete a degree. Consider Figure 3 as the COST graph, predicting costs of tuition (the smooth solid (red) line with an arrow.) (Perhaps writing “Fig. 2” and “Fig 3” beside these images would be helpful.)
1. Description of the image
For Figure 2, “Number of classes” and Figure 3, “Cost,” identify the type of graph. Choose one of the following: line graph, bar graph, picture graph, or pie (circle) graph.
a. Figure 2 is a _______________________________
b. Figure 3 is a _______________________________
c. Explain how the choice of books and caps as icons in Figure 2 affect the image’s message._________________________________________________________________________________________________________________________________________________________________
d. What other icons would you suggest that could convey the message of Figure 2? _________________________________________________________________________________________________________________________________________________________________________
2. Explanation (meanings and purposes of the image)
a. How do you interpret the message of Figure 2 (books and caps)? _________________________________________________________________________________
b. How do you interpret the message of Figure 3 (colored lines)? _________________________________________________________________________________
3. Consequences and Implications
a. In Figure 2 (books and caps), the choice of taking 4 classes per semester (a full load) is conspicuously absent. Assuming 4 classes per sem.
Math 227 Sample Project Project 1 Data Collection and DescAbramMartino96
Math 227 Sample Project
Project 1 Data Collection and Descriptive Statistics
In this project, you will demonstrate your understanding of data collection and descriptive statistics. You
will collect the data, organize, summarize, and describe the data the way it is explained in Chapter 1-
Chapter 3. You will, then, create a written report including all parts below and turn in by the stated due
date according to the guidelines provided in this paper.
Required components:
1. Research Questions about a Population (Chapter 1)
Question 1: Come up with a research question on making an estimate about a population
proportion.
(For example: What proportion of Los Angeles Mission College students are full time students?)
State your Question 1 (and your estimated prediction of the results):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Question 2: Come up with a research question on making an estimate about a population mean.
(For example: What is the average number of hours that Los Angeles Mission College students
work each week?)
State your Question 2 (and your estimated prediction of the results):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Collecting Data- (Chapter 1)
a) Create a survey and collect the data for responses to your proposed questions above.
For question 1, your survey should have a qualitative variable with only two possible responses,
Write your variable and the question below (For example: full time student status. “Are you a
full-time student, Yes or No?”):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
For question 2, your survey should have a quantitate variable. Write your variable and the
question below (For example: number of hours of work in a week. “How many hours do you
work each week?”):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
b) Describe the data collecting process including the population of interest. For each question,
address if there was any of the following biases: Sampling bias, Non-response bias, and
Response bias.
c) Enter your raw data in Column 1 (categorical data) and in Column 2 (numerical data) in
StatCrunch. Name each column and save the data (Data>Save>Enter the File Name>Click Save).
To later open the saved data in StatCr ...
Math 227 Sample Project Project 1 Data Collection and DescAbramMartino96
Math 227 Sample Project
Project 1 Data Collection and Descriptive Statistics
In this project, you will demonstrate your understanding of data collection and descriptive statistics. You
will collect the data, organize, summarize, and describe the data the way it is explained in Chapter 1-
Chapter 3. You will, then, create a written report including all parts below and turn in by the stated due
date according to the guidelines provided in this paper.
Required components:
1. Research Questions about a Population (Chapter 1)
Question 1: Come up with a research question on making an estimate about a population
proportion.
(For example: What proportion of Los Angeles Mission College students are full time students?)
State your Question 1 (and your estimated prediction of the results):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Question 2: Come up with a research question on making an estimate about a population mean.
(For example: What is the average number of hours that Los Angeles Mission College students
work each week?)
State your Question 2 (and your estimated prediction of the results):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Collecting Data- (Chapter 1)
a) Create a survey and collect the data for responses to your proposed questions above.
For question 1, your survey should have a qualitative variable with only two possible responses,
Write your variable and the question below (For example: full time student status. “Are you a
full-time student, Yes or No?”):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
For question 2, your survey should have a quantitate variable. Write your variable and the
question below (For example: number of hours of work in a week. “How many hours do you
work each week?”):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
b) Describe the data collecting process including the population of interest. For each question,
address if there was any of the following biases: Sampling bias, Non-response bias, and
Response bias.
c) Enter your raw data in Column 1 (categorical data) and in Column 2 (numerical data) in
StatCrunch. Name each column and save the data (Data>Save>Enter the File Name>Click Save).
To later open the saved data in StatCr ...
Math 107 Final ExaminationSpring, 20131Math 107 College Algebr.docxandreecapon
Math 107 Final ExaminationSpring, 20131
Math 107 College AlgebraName______________________________
Final Examination: Spring, 2013Instructor __________________________
Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document.
There are 30 problems.
Problems #1-12 are multiple choice. Record your choice for each problem.
Problems #13-21 are short answer. Record your answer for each problem.
Problems #22-30 are short answer with work required. When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain-text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.
You must complete the exam individually. Neither collaboration nor consultation with others is allowed. Your exam will receive a zero grade unless you complete the following honor statement.
(
Please sign (or type) your name below the following honor statement:
I have completed this
final examination
myself,
working independently and not consulting anyone except the instructor.
I have neither given nor received help on this final examination.
Name ____________
______
___
Date___________________
)
MULTIPLE CHOICE. Record your answer choices.
1.7.
2.8.
3.9.
4.10.
5.11.
6.12.
SHORT ANSWER. Record your answers below.
13.
14.
15.
16.
17.
18.
19. (a)
(b)
(c)
20. (a)
(b)
(c)
(d)
21. (a)
(b)
(c)
(d)
SHORT ANSWER with Work Shown. Record your answers and work.
Problem Number
Solution
22
Answer:
Work:
23
Answers:
(a)
(b)
(c)
Work for part (a):
24
Answer:
Work:
25
Answer:
Work:
26
Answers:
(a)
(b)
Work for part (a) and for part (b):
27
Answer:
Work:
28
Answer:
Work:
29
Answers:
(a)
(b)
Work for (b):
30
Answer:
Work:
The Final Assessment
1. Identify three areas where IT could be applied to improve management of Unchained Melody Ulmus Company (UMUC).
0. _________________________
0. _________________________
0. _________________________
1. Explain how each solution would benefit the furniture outlets, specifically addressing how it could improve business intelligence (BI) and decision-making and/or overall management of the business.
0. ____________________________________________________________________________________________________________________________________________________________________________________
0. _________________________________________________________________________________________________________________________________________________ ...
Part 1 - Sample costing flow for a product (10 marks)More re.docxPOLY33
Part 1 - Sample costing flow for a product (10 marks)
More readings:
Accounting academic help
Box D
Finished Goods:
Opening Balance
+ Transfers in
- Transfers out
Ending Balance
Box B
Sales
- Cost of Goods Sold
Gross Margin
- Corporate Overhead
Earnings before Taxes (operating profit)
- Taxes
Net Income
Box A
Materials:
Opening Balance
+ New work
- Transfers out
Ending Balance
Box C
Work In Process:
Opening Balance
+ Transfers in
+ Labour
+ Mfg Overhead
- Transfers out
Ending Balance
Questions:
1. What type of costing system is illustrated above on this page?
__________________________________________________________________________________
2. What is the correct ordering of the flow of boxes above (example: B to D to C to A)
Also read:
Calculation and classification of cost
___________________________________________________________________________________
3. True and False questions – Mark with X.
Question
True
False
A. Inventory in “finished goods” is the end of the production process.
B. Units transferred out from a department will have material, labour and factory overhead in its cost and is considered material in the next department.
C. Equivalent units of production are the portion of whole units that are complete with respect to either materials or conversion (direct labour and factory overhead) costs.
D. Process costing is used for custom production.
E. Process costing and job costing assign the same costs.
F. FIFO costing includes beginning inventory costs in the equivalent per unit cost.
G. If material for 1000 products was added to Work in Process but conversion costs are 75% complete at month end, the equivalent units for allocating conversion costs incurred in the month are A = 1,000 or B = 750 units. Which is correct?
A
B
H. The Finished Goods in Box D received $25,000 of costs (Transferred in). Opening inventory was $10,000 and ending inventory was $5,000. Transferred out must be A = $25,000 or B = $30,000. Which is correct?
A
B
Part 2 - Sample costing flows and pricing for three customers (10 marks)
Box A
Customer 1
+ Material
+ Labour
+ Mfg. Overhead
+ Corp Overhead
+ Mark up
= Floating Price
Box D
Customer 4
+ Material
+ Labour
+ Mfg. Overhead
+ Corp Overhead
+ Mark up
= Fixed Price
Box C Actual
Customer 2
+ Material to-date
+ Labour to date
+ Mfg. Overhead
+ Corp Overhead
Costs to date
Box C Forecast
Customer 2
+ Material
+ Labour
+ Mfg. Overhead
+ Corp Overhead
+ Mark up
= Fixed Price
Questions:
1. What type of costing system is illustrated above on this page?
__________________________________________________________________________________
2. What is a potential issue with Customer 2 if the overhead allocation is based on a budget and actual results mean the allocat.
Name________________________________________________ Block_______________ Date_________________
U6T1 Remediation – I can determine the inverse of a function algebraically and graphically.
%
· Mastery
· Partial Mastery
· Non-Mastery
1. The graph of a function is given below. Sketch the graph of the inverse of this function on the same coordinate plane.
2. Determine the inverse of the function:
3. Determine the inverse of the function:
4. Determine the inverse of the function:
5. The graph of a function is given below. Sketch the graph of the inverse of this function on the same coordinate plane.
Is the inverse a function?
Name________________________________________________ Block_______________ Date_________________
U6T2 Remediation – I can perform operations on two functions.
%
· Mastery
· Partial Mastery
· Non-Mastery
Complete the following using the functions:
6.
7.
8.
9.
10. A craftsman makes and sells pianos. The function represents his cost in dollars to produce pianos. The function represents his income in dollars from selling pianos.
a) Write and Simplify the profit function below.
b) Find the profit he earns when he makes and sells 22 pianos.
Name________________________________________________ Block_______________ Date_________________
U2T3 Remediation – I can calculate the composition of two functions, and use the composition to determine if two functions are inverses.
%
· Mastery
· Partial Mastery
· Non-Mastery
Complete each of the following using the functions:
11.
12.
13.
14. Using function composition, determine if the functions below are inverses of each other.
15. A salesperson earns a 5% bonus on weekly sales over $125,000.
a) Consider the functions and . Explain what each of these functions represents.
b) Which composition, or , represents the actual weekly bonus the salesperson earns? Explain.
Name________________________________________________ Block_______________ Date_________________
Algebra II Unit 7– Polynomial Functions - Remediation
Obj 07c – I can understand the fundamental theorem of Algebra and its effects on multiplicity.
1.
Identify the number of zeros for the
polynomial shown.
𝑓(𝑥) = (𝑥 − 3)2(𝑥 + 2)(𝑥 − 1)3
2.
What degree polynomial has 2 imaginary
solutions and 3 real solutions?
3. The polynomial below has at least 1
imaginary solution. What could the
minimum degree of the polynomial be?
4. For the 7th degree polynomial below find the
number of real and imaginary solutions.
Real: ___________ Imaginary: ________
5. Determine the number of real and imaginary solutions for the polynomial shown.
ℎ(𝑥) = 𝑥5 − 4𝑥3 + 3𝑥
Real: ___________ Imaginary: ________
Obj 07c – I can understand the fundamental theorem of Algebra and its effects on multiplicity.
Remediation
Divide the polynomials.
6.
(30
IDEA requires IEP teams to notify parents of their rights and proced.docxflorriezhamphrey3065
IDEA requires IEP teams to notify parents of their rights and procedural safeguards when informing them about the need to assess their child, either to determine eligibility or to re-evaluate to show growth. IEP teams must describe the purpose of assessments and describe the assessments that will be used when securing permission from parents to evaluate their child. Providing informational brochures can help parents understand assessment and document the team’s attempts to inform parents and involve them in the decision-making process.
In 500-750 words, design a brochure for general education teachers and families detailing the following about assessment and eligibility:
The process of reviewing existing data to determine the need to conduct further assessments.
Different assessment methods, their purpose, and how the data will be used to make educational decisions related to eligibility or intervention to include: Pictures and
Norm-referenced, standardized testing
Language sampling
Dynamic assessment and criterion-referenced assessment
Intelligence testing
The rights and responsibilities of students with disabilities, their families, and teachers related to eligibility assessment.
Support your brochure with appropriate images and diagrams.
Support your work with 2-3 resources.
.
ID Task
Mode
Task Name Duration Start Finish Predecessors Total Slack
1 PJM Template Repository 98 days Wed 7/1/20 Fri 11/13/20 0 days
2 Initation/ Plan 43 days Wed 7/1/20 Fri 8/28/20 0 days
3 Create project charter 5 days Wed 7/1/20 Tue 7/7/20 0 days
4 Approve project charter 5 days Wed 7/8/20 Tue 7/14/20 3 0 days
5 Create requirements document 10 days Wed 7/15/20Tue 7/28/20 4 0 days
6 Approve requirements document 5 days Wed 7/29/20Tue 8/4/20 5 0 days
7 Create project management plan 10 days Wed 8/5/20 Tue 8/18/20 6 0 days
8 Review/revise project management plan 5 days Wed 8/19/20Tue 8/25/20 7 0 days
9 Approve project management plan 3 days Wed 8/26/20Fri 8/28/20 8 0 days
10 Project Execution 53 days Mon 8/31/20Wed 11/11/20 1 day
11 Manage issues, risks, changes 53 days Mon 8/31/20Wed 11/11/209 1 day
12 Communicate project status 53 days Mon 8/31/20Wed 11/11/209 1 day
13 Design and Development 42 days Mon 8/31/20Tue 10/27/20 0 days
14 Technology procurement 18 days Mon 8/31/20Wed 9/23/20 0 days
15 Research available technologies/vendors 10 days Mon 8/31/20Fri 9/11/20 9 0 days
16 Negotiate Contract 5 days Mon 9/14/20Fri 9/18/20 15 0 days
17 Sign Contract/Obtain license 3 days Mon 9/21/20Wed 9/23/2016 0 days
18 SIte Wireframe 10 days Thu 9/24/20 Wed 10/7/20 0 days
19 Create site requirements 5 days Thu 9/24/20 Wed 9/30/2017 0 days
20 Create site Wireframe 2 days Thu 10/1/20 Fri 10/2/20 19 0 days
21 Revew/ revise site wireframe 3 days Mon 10/5/20Wed 10/7/2020 0 days
22 Developed website application 4 days Thu 10/8/20 Tue 10/13/20 0 days
23 Create Repository Site 3 days Thu 10/8/20 Mon 10/12/2021 0 days
24 Review/revise/approve respository site 1 day Tue 10/13/20Tue 10/13/2023 0 days
25 Templates collection 40 days Mon 8/31/20Fri 10/23/20 9 days
26 Request templates 15 days Mon 8/31/20Fri 9/18/20 9 9 days
27 Review/ revise templates 20 days Mon 9/21/20Fri 10/16/20 26 9 days
28 Upload approved Templates 5 days Mon 10/19/20Fri 10/23/20 27,24 9 days
29 Project Product Evaluation 2 days Mon 10/26/20Tue 10/27/20 9 days
30 Repository Testing 2 days Mon 10/26/20Tue 10/27/20 9 days
31 Test Repository Site 1 day Mon 10/26/20Mon 10/26/2028 9 days
Page 1
ID Task
Mode
Task Name Duration Start Finish Predecessors Total Slack
32 Revise/ approve Repository Site 1 day Tue 10/27/20Tue 10/27/2031 9 days
33 Final Version Release 53 days Mon 8/31/20Wed 11/11/20 2 days
34 Create Alumni Communication Plan 3 days Mon 8/31/20Wed 9/2/20 9 44 days
35 Create Student Communication Plan 3 days Mon 8/31/20Wed 9/2/20 9 45 days
36 Communicate to alumni 5 days Thu 9/3/20 Wed 9/9/20 34 44 days
37 Communicate to students 5 days Thu 9/3/20 Wed 9/9/20 35 45 days
38 Provide access to alumni 3 days Mon 11/9/20Wed 11/11/2040,36 2 days
39 Provide access to students 2 days Mon 11/9/20Tue 11/10/2040,37 3 days
40 Release Final Version of the Website 1 day Fri 11/6/20 Fri 11/6/20 32,41,47 2 days
41 Create operational/ support plan 5 days.
More Related Content
Similar to Student ________________________ Course-Section ______________.docx
Math 107 Final ExaminationSpring, 20131Math 107 College Algebr.docxandreecapon
Math 107 Final ExaminationSpring, 20131
Math 107 College AlgebraName______________________________
Final Examination: Spring, 2013Instructor __________________________
Answer Sheet
Instructions:
This is an open-book exam. You may refer to your text and other course materials as you work on the exam, and you may use a calculator.
Record your answers and work in this document.
There are 30 problems.
Problems #1-12 are multiple choice. Record your choice for each problem.
Problems #13-21 are short answer. Record your answer for each problem.
Problems #22-30 are short answer with work required. When requested, show all work and write all answers in the spaces allotted on the following pages. You may type your work using plain-text formatting or an equation editor, or you may hand-write your work and scan it. In either case, show work neatly and correctly, following standard mathematical conventions. Each step should follow clearly and completely from the previous step. If necessary, you may attach extra pages.
You must complete the exam individually. Neither collaboration nor consultation with others is allowed. Your exam will receive a zero grade unless you complete the following honor statement.
(
Please sign (or type) your name below the following honor statement:
I have completed this
final examination
myself,
working independently and not consulting anyone except the instructor.
I have neither given nor received help on this final examination.
Name ____________
______
___
Date___________________
)
MULTIPLE CHOICE. Record your answer choices.
1.7.
2.8.
3.9.
4.10.
5.11.
6.12.
SHORT ANSWER. Record your answers below.
13.
14.
15.
16.
17.
18.
19. (a)
(b)
(c)
20. (a)
(b)
(c)
(d)
21. (a)
(b)
(c)
(d)
SHORT ANSWER with Work Shown. Record your answers and work.
Problem Number
Solution
22
Answer:
Work:
23
Answers:
(a)
(b)
(c)
Work for part (a):
24
Answer:
Work:
25
Answer:
Work:
26
Answers:
(a)
(b)
Work for part (a) and for part (b):
27
Answer:
Work:
28
Answer:
Work:
29
Answers:
(a)
(b)
Work for (b):
30
Answer:
Work:
The Final Assessment
1. Identify three areas where IT could be applied to improve management of Unchained Melody Ulmus Company (UMUC).
0. _________________________
0. _________________________
0. _________________________
1. Explain how each solution would benefit the furniture outlets, specifically addressing how it could improve business intelligence (BI) and decision-making and/or overall management of the business.
0. ____________________________________________________________________________________________________________________________________________________________________________________
0. _________________________________________________________________________________________________________________________________________________ ...
Part 1 - Sample costing flow for a product (10 marks)More re.docxPOLY33
Part 1 - Sample costing flow for a product (10 marks)
More readings:
Accounting academic help
Box D
Finished Goods:
Opening Balance
+ Transfers in
- Transfers out
Ending Balance
Box B
Sales
- Cost of Goods Sold
Gross Margin
- Corporate Overhead
Earnings before Taxes (operating profit)
- Taxes
Net Income
Box A
Materials:
Opening Balance
+ New work
- Transfers out
Ending Balance
Box C
Work In Process:
Opening Balance
+ Transfers in
+ Labour
+ Mfg Overhead
- Transfers out
Ending Balance
Questions:
1. What type of costing system is illustrated above on this page?
__________________________________________________________________________________
2. What is the correct ordering of the flow of boxes above (example: B to D to C to A)
Also read:
Calculation and classification of cost
___________________________________________________________________________________
3. True and False questions – Mark with X.
Question
True
False
A. Inventory in “finished goods” is the end of the production process.
B. Units transferred out from a department will have material, labour and factory overhead in its cost and is considered material in the next department.
C. Equivalent units of production are the portion of whole units that are complete with respect to either materials or conversion (direct labour and factory overhead) costs.
D. Process costing is used for custom production.
E. Process costing and job costing assign the same costs.
F. FIFO costing includes beginning inventory costs in the equivalent per unit cost.
G. If material for 1000 products was added to Work in Process but conversion costs are 75% complete at month end, the equivalent units for allocating conversion costs incurred in the month are A = 1,000 or B = 750 units. Which is correct?
A
B
H. The Finished Goods in Box D received $25,000 of costs (Transferred in). Opening inventory was $10,000 and ending inventory was $5,000. Transferred out must be A = $25,000 or B = $30,000. Which is correct?
A
B
Part 2 - Sample costing flows and pricing for three customers (10 marks)
Box A
Customer 1
+ Material
+ Labour
+ Mfg. Overhead
+ Corp Overhead
+ Mark up
= Floating Price
Box D
Customer 4
+ Material
+ Labour
+ Mfg. Overhead
+ Corp Overhead
+ Mark up
= Fixed Price
Box C Actual
Customer 2
+ Material to-date
+ Labour to date
+ Mfg. Overhead
+ Corp Overhead
Costs to date
Box C Forecast
Customer 2
+ Material
+ Labour
+ Mfg. Overhead
+ Corp Overhead
+ Mark up
= Fixed Price
Questions:
1. What type of costing system is illustrated above on this page?
__________________________________________________________________________________
2. What is a potential issue with Customer 2 if the overhead allocation is based on a budget and actual results mean the allocat.
Name________________________________________________ Block_______________ Date_________________
U6T1 Remediation – I can determine the inverse of a function algebraically and graphically.
%
· Mastery
· Partial Mastery
· Non-Mastery
1. The graph of a function is given below. Sketch the graph of the inverse of this function on the same coordinate plane.
2. Determine the inverse of the function:
3. Determine the inverse of the function:
4. Determine the inverse of the function:
5. The graph of a function is given below. Sketch the graph of the inverse of this function on the same coordinate plane.
Is the inverse a function?
Name________________________________________________ Block_______________ Date_________________
U6T2 Remediation – I can perform operations on two functions.
%
· Mastery
· Partial Mastery
· Non-Mastery
Complete the following using the functions:
6.
7.
8.
9.
10. A craftsman makes and sells pianos. The function represents his cost in dollars to produce pianos. The function represents his income in dollars from selling pianos.
a) Write and Simplify the profit function below.
b) Find the profit he earns when he makes and sells 22 pianos.
Name________________________________________________ Block_______________ Date_________________
U2T3 Remediation – I can calculate the composition of two functions, and use the composition to determine if two functions are inverses.
%
· Mastery
· Partial Mastery
· Non-Mastery
Complete each of the following using the functions:
11.
12.
13.
14. Using function composition, determine if the functions below are inverses of each other.
15. A salesperson earns a 5% bonus on weekly sales over $125,000.
a) Consider the functions and . Explain what each of these functions represents.
b) Which composition, or , represents the actual weekly bonus the salesperson earns? Explain.
Name________________________________________________ Block_______________ Date_________________
Algebra II Unit 7– Polynomial Functions - Remediation
Obj 07c – I can understand the fundamental theorem of Algebra and its effects on multiplicity.
1.
Identify the number of zeros for the
polynomial shown.
𝑓(𝑥) = (𝑥 − 3)2(𝑥 + 2)(𝑥 − 1)3
2.
What degree polynomial has 2 imaginary
solutions and 3 real solutions?
3. The polynomial below has at least 1
imaginary solution. What could the
minimum degree of the polynomial be?
4. For the 7th degree polynomial below find the
number of real and imaginary solutions.
Real: ___________ Imaginary: ________
5. Determine the number of real and imaginary solutions for the polynomial shown.
ℎ(𝑥) = 𝑥5 − 4𝑥3 + 3𝑥
Real: ___________ Imaginary: ________
Obj 07c – I can understand the fundamental theorem of Algebra and its effects on multiplicity.
Remediation
Divide the polynomials.
6.
(30
IDEA requires IEP teams to notify parents of their rights and proced.docxflorriezhamphrey3065
IDEA requires IEP teams to notify parents of their rights and procedural safeguards when informing them about the need to assess their child, either to determine eligibility or to re-evaluate to show growth. IEP teams must describe the purpose of assessments and describe the assessments that will be used when securing permission from parents to evaluate their child. Providing informational brochures can help parents understand assessment and document the team’s attempts to inform parents and involve them in the decision-making process.
In 500-750 words, design a brochure for general education teachers and families detailing the following about assessment and eligibility:
The process of reviewing existing data to determine the need to conduct further assessments.
Different assessment methods, their purpose, and how the data will be used to make educational decisions related to eligibility or intervention to include: Pictures and
Norm-referenced, standardized testing
Language sampling
Dynamic assessment and criterion-referenced assessment
Intelligence testing
The rights and responsibilities of students with disabilities, their families, and teachers related to eligibility assessment.
Support your brochure with appropriate images and diagrams.
Support your work with 2-3 resources.
.
ID Task
Mode
Task Name Duration Start Finish Predecessors Total Slack
1 PJM Template Repository 98 days Wed 7/1/20 Fri 11/13/20 0 days
2 Initation/ Plan 43 days Wed 7/1/20 Fri 8/28/20 0 days
3 Create project charter 5 days Wed 7/1/20 Tue 7/7/20 0 days
4 Approve project charter 5 days Wed 7/8/20 Tue 7/14/20 3 0 days
5 Create requirements document 10 days Wed 7/15/20Tue 7/28/20 4 0 days
6 Approve requirements document 5 days Wed 7/29/20Tue 8/4/20 5 0 days
7 Create project management plan 10 days Wed 8/5/20 Tue 8/18/20 6 0 days
8 Review/revise project management plan 5 days Wed 8/19/20Tue 8/25/20 7 0 days
9 Approve project management plan 3 days Wed 8/26/20Fri 8/28/20 8 0 days
10 Project Execution 53 days Mon 8/31/20Wed 11/11/20 1 day
11 Manage issues, risks, changes 53 days Mon 8/31/20Wed 11/11/209 1 day
12 Communicate project status 53 days Mon 8/31/20Wed 11/11/209 1 day
13 Design and Development 42 days Mon 8/31/20Tue 10/27/20 0 days
14 Technology procurement 18 days Mon 8/31/20Wed 9/23/20 0 days
15 Research available technologies/vendors 10 days Mon 8/31/20Fri 9/11/20 9 0 days
16 Negotiate Contract 5 days Mon 9/14/20Fri 9/18/20 15 0 days
17 Sign Contract/Obtain license 3 days Mon 9/21/20Wed 9/23/2016 0 days
18 SIte Wireframe 10 days Thu 9/24/20 Wed 10/7/20 0 days
19 Create site requirements 5 days Thu 9/24/20 Wed 9/30/2017 0 days
20 Create site Wireframe 2 days Thu 10/1/20 Fri 10/2/20 19 0 days
21 Revew/ revise site wireframe 3 days Mon 10/5/20Wed 10/7/2020 0 days
22 Developed website application 4 days Thu 10/8/20 Tue 10/13/20 0 days
23 Create Repository Site 3 days Thu 10/8/20 Mon 10/12/2021 0 days
24 Review/revise/approve respository site 1 day Tue 10/13/20Tue 10/13/2023 0 days
25 Templates collection 40 days Mon 8/31/20Fri 10/23/20 9 days
26 Request templates 15 days Mon 8/31/20Fri 9/18/20 9 9 days
27 Review/ revise templates 20 days Mon 9/21/20Fri 10/16/20 26 9 days
28 Upload approved Templates 5 days Mon 10/19/20Fri 10/23/20 27,24 9 days
29 Project Product Evaluation 2 days Mon 10/26/20Tue 10/27/20 9 days
30 Repository Testing 2 days Mon 10/26/20Tue 10/27/20 9 days
31 Test Repository Site 1 day Mon 10/26/20Mon 10/26/2028 9 days
Page 1
ID Task
Mode
Task Name Duration Start Finish Predecessors Total Slack
32 Revise/ approve Repository Site 1 day Tue 10/27/20Tue 10/27/2031 9 days
33 Final Version Release 53 days Mon 8/31/20Wed 11/11/20 2 days
34 Create Alumni Communication Plan 3 days Mon 8/31/20Wed 9/2/20 9 44 days
35 Create Student Communication Plan 3 days Mon 8/31/20Wed 9/2/20 9 45 days
36 Communicate to alumni 5 days Thu 9/3/20 Wed 9/9/20 34 44 days
37 Communicate to students 5 days Thu 9/3/20 Wed 9/9/20 35 45 days
38 Provide access to alumni 3 days Mon 11/9/20Wed 11/11/2040,36 2 days
39 Provide access to students 2 days Mon 11/9/20Tue 11/10/2040,37 3 days
40 Release Final Version of the Website 1 day Fri 11/6/20 Fri 11/6/20 32,41,47 2 days
41 Create operational/ support plan 5 days.
Id like for us to use our sociological imagination. C. Wright M.docxflorriezhamphrey3065
I'd like for us to use our sociological imagination. C. Wright Mills (a famous sociologist) described the sociological imagination as: "the vivid awareness of the relationship between personal experience and the wider society". Choose one social problem (such as: abortion, bullying, alcoholism, date rape, capital punishment/death penalty, racism, poverty, eating disorders, etc.) and describe, in your ideal society, how you would combat your selected issue to solve it. Describe the experience of those affected by the social problem and how their experience would be shifted through the changes made in your ideal society. (200 words) (15 points)
2. Go into more depth within your chosen social problem. Examine your selected social problem and theorize why your social problem exists in the first place. Which sociological theory do you identify most with as you describe your social problem (see page 15 of your text/figure 1.7 & table 1.2). Why? (100-150 words)
.
IAHTopic Whose work goes into space science How do different .docxflorriezhamphrey3065
IAH
Topic: Whose work goes into space science? How do different kinds of work contribute? Who besides astronauts and scientists do work that makes a difference?
文体:Annotated Bibliography
页数: two pages ( two resource)(single)1000 words要求: · MLA, APA, or Chicago style bibliographic entry
· A summary of the article; someone who hasn’t read it should be able to understand what the article is saying overall
o Include the main claims and types of evidence used to support the argument (if an argument is made)
· A summary of the most relevant details
· A brief explanation of what your group could use this source for – it should be clear why this is a relevant source
· An analysis of the audience and purpose
o Scholarly or popular published media or other?
o Publication – where was it published? Who is the audience of this journal/website/etc.?
o What is the main purpose? How is the author trying to intervene in a larger conversation?
o Audience knowledge/values/interest
· An analysis of the credibility of the source
o Who wrote it? Where was it published?
o What in the article itself suggests credibility or not?
· An analysis of what shapes the knowledge work (at least one of the following, but not all):
o Fairness or bias
o Discipline or field of specialization of the author/publication
Cultural or historical contexts/other communities the author/audience are part of
All analysis should show precise, clear reasoning – think about how to make your language explain the reasons for your conclusions in a precise way.
due:02/03/2019
Example:
Martin, Emily. "The Egg and the Sperm: How Science has Constructed a Romance
Based on Stereotypical Male-Female Roles."
Signs
16.3 (1991): 485-501.
ProQuest.
Web. 14 Jan. 2019.
This article analyzes how stereotypical gender roles have affected scientific writing about human reproduction. Using numerous examples from science textbooks and other scientific communications, Martin demonstrates how the role of the egg is portrayed as passive or negative, while the role of the sperm is portrayed as active, assertive, and heroic. Martin begins by explaining how the reproductive biology associated with (cis) women is viewed in scientific literature as wasteful and negative, which places her analysis in the context of a broader pattern of how reproductive systems are portrayed in anti-woman ways. Martin notes that these portrayals persist even when they are not scientifically well-supported, which suggests that these gender stereotypes are detrimental to scientific understanding. For example, Martin notes that while the egg is often portrayed as waiting passively without taking action, this portrayal is counter to the usual scientific convention of calling the protein member of a pair of binding molecules “the receptor” (496). Moreover, recent research has shown that “sperm and egg are mutually active partners” (Schatten and Schatten, qtd.
I211 – Information Infrastructure II
Lecture 20
Today
CGI
Forms
HTML Forms and CGI
We can get input from users online by using HTML forms! (These have the same sorts of elements as Tkinter)
Text boxes
<input type="text" name="name">
Radio buttons
<input type="radio" name="y_or_n" value="yes" checked > Yes
Text areas
<textarea name="comments" rows="3">None</textarea>
Buttons
<button name="name"></button>
Check boxes
<input type="checkbox" name="size" value="Large"> Large
HTML Forms and CGI
HTML form elements must be enclosed in <form> tags.
The <form> tag has an action attribute that specifies what URL to send the data to:
<form action="name.cgi" method="post">
Form Submit
<!doctype html>
<html>
<head><meta charset ="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>First Interactive Form</title></head>
<body>
<form action="name.cgi" method="post">
Please enter your name:
<input type="text" name="username"><br>
<button type="submit">Submit</button>
</form>
</body>
</html>
HTML Form Elements:
You don’t need to
chmod .html files!
A submit button creates a button that will submit the form when clicked!
HTML Forms and CGI
import cgi
form = cgi.FieldStorage()
form now has a dictionary-like object where the form element’s name attribute is the key, and the form element’s data (user-typed or value attribute) is the value
CGI Handler with .getfirst()
#! /usr/bin/env python3
print('Content-type: text/html\n')
import cgi
form = cgi.FieldStorage() #parses form data
html = """<!doctype html>
<html>
<head><meta charset="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>Form in CGI</title></head>
<body>
<p>{content}</p>
</body>
</html>"""
user = form.getfirst('username','Who are you?')
print(html.format(content = 'Hello,' + user))
The first argument is the name of the form element
we want, and the second argument is what to return if it isn’t found.
This is exactly like the
.get() method for dictionaries!
Simple Form (Individual)
<!doctype html>
<html>
<head><meta charset ="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>First Interactive Form</title></head>
<body>
<form action="name.cgi" method="post">
<p>Please enter your name:
<input type="text" name="username"></p>
<button type="submit">Submit</button>
</form>
</body>
</html>
Save this as name.html and upload
Form CGI Handler (Individual)
#! /usr/bin/env python3
print('Content-type: text/html\n')
import cgi
form = cgi.FieldStorage() #parses form data
html = """<!doctype html>
<html>
<head><meta charset="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>Form in CGI</title></head>
<body>
<h1>Greetings!</h1>
<p>{content}</p>
</body>
</html>"""
user = form.getfirst('username','Who are you?')
print(html.format(content = 'Hello,' + user))
Save this as name.cgi, and don’t forget to.
I.Mulcahy’s qualifications1. As a Xerox board member, do yo.docxflorriezhamphrey3065
I.
Mulcahy’s qualifications:
1. As a Xerox board member, do you support the selection of Mulcahy to turn
Xerox around? What are her strengths and weaknesses vis-a-vis this role?
2. How did Xerox get to the point of bankruptcy? Was it a case of management
ineptitude or simply shifting industry trends?
II.
Mulcahy’s disposition:
3. Is Mulcahy so concerned about her employees’ job security that she cannot take
painful yet necessary actions?
4. Did the stress of Mulcahy’s role take an abject toll on her reasoning faculties?
III.
Twin problems of bank debt & SEC investigation:
5. How can Mulcahy get these on-going problems resolved? Can her personal involvement
make a difference?
6. Is there a linkage between the two issues? Can one be solved without the other?
.
I. Many of you may believe that you have never worked in project ma.docxflorriezhamphrey3065
I. Many of you may believe that you have never worked in project management, but in reality, most of you have already at some point in your life. Think back to a time when you organized a key event (e.g., birthday parties, weddings, yard projects, house renovations, family vacations, projects at work) that meets the definition of a project.
Describe the event you planned.
Summarize the things that went well and / or things that went wrong.
Be sure to reference some of the key skills covered from the chapter.
____________________________________________________________
II. You are working with your Project Sponsor to decide on the optimal project management structure for an upcoming complex project that will involve over 100 members, similar to this project:
https://www.washingtonpost.com/news/digger/wp/2016/10/18/marriott-to-move-headquarters-to-downtown-bethesda/?utm_term=.721d2114db06
.
The Sponsor believes that a dedicated project team structure will not work. He has the same concerns about this structure that the author has noted. You are confident that this structure or a matrix structure will work for the project.
Describe how you will reassure him that either structure will be successful.
.
i1) The culture you have selected and some general information a.docxflorriezhamphrey3065
i
1) The culture you have selected and some general information about that culture (traditions, beliefs, practices, etc.). Note: This is general info and you are not discussing yourself and your practices here.
2) How you and those close to you within your culture (friends, family, etc.) practice the traditions & beliefs, what the values mean to you, etc. Note: This is when you can discuss in more detail how you practice the culture you have selected.
3) Discussion of the food item that you brought in and how it represents your culture. What meaning does that food have for your culture? For example, in the Chinese culture, dumplings represent luck (a student’s words, not mine). Note: You may also discuss your own practices (example: your family makes this food on holidays).
.
I. Use Venn diagrams to test the validity of the following arguments.docxflorriezhamphrey3065
I. Use Venn diagrams to test the validity of the following arguments.
1. No sharks are pets, since no barracuda are pets, and no sharks are barracuda.
2. No farmers are city dwellers. Hence, since all city dwellers are urbanites, no urbanites
are farmers.
3. All curmudgeons are pessimists. All pessimists are cynics. So, some cynics are
curmudgeons.
4. Some bankers are vegetarians. No anarchists are bankers. So, some anarchists are not
vegetarians.
5. No beach bums are workaholics. Some beach bums are rollerbladers. So, some
rollerbladers are not workaholics.
6. All violinists are musicians. Therefore, since some bookworms are violinists, some
bookworms are musicians.
7. No poker players are early risers. Some firefighters are early risers. So, some
firefighters are not poker players.
8. Some dot-com millionaires are philanthropists. All philanthropists are altruists. Hence,
some altruists are dot-com millionaires.
9. Some telemarketers are Methodists. Some Methodists are Democrats. So, some
Democrats are telemarketers.
10. No Fords are Pontiacs. All Escorts are Fords. So, some Escorts are not Pontiacs.
11. No mockingbirds are cardinals. Some cardinals are songbirds. So, some songbirds are
not mockingbirds.
12. Page 249All ecologists are environmentalists. Hence, because all ecologists are
wilderness lovers, all wilderness lovers are environmentalists.
13. No landlubbers are sailors. Some sailors are not pirates. So, some pirates are not
landlubbers.
14. All cats are carnivores. All tigers are cats. So, all tigers are carnivores.
15. All sound arguments are valid arguments. Therefore, because some sound arguments
are mathematical arguments, some mathematical arguments are not valid arguments.
16. No fish are reptiles. All trout are fish. So, some trout are not reptiles.
17. Some dreamers are not romantics, because some idealists are not romantics, and all
idealists are dreamers.
18. Some stockbrokers are couch potatoes. Hence, because all stockbrokers are e-traders,
some e-traders are couch potatoes.
19. Some butchers are not bakers. No butchers are candlestick makers. Therefore, some
candlestick makers are not bakers.
20. All meteorologists are forecasters. Hence, because some forecasters are psychics,
some psychics are meteorologists.
II. Translate the following into standard categorical form. Then use Venn diagrams to test the
arguments for validity.
1. No one who is a Nobel Prize winner is a rock star. A number of astrophysicists are
Nobel Prize winners. Therefore, a number of astrophysicists are not rock stars.
2. Many philosophers are determinists. Anyone who is a fatalist is a determinist. So,
many fatalists are philosophers.
3. If anything is a maple, then it's a tree. Hence, because nothing that is a bush is a tree,
nothing that is a bush is a maple.
4. Everybody who is a liberal is a big spender. Therefore, because Senator Crumley i.
I.Context and Situation AnalysisLiberia is a country div.docxflorriezhamphrey3065
I.
Context and Situation Analysis
Liberia is a country divided in to fifteen subdivision regions with little over 4.6millin population, where the literacy rate is 42.94% and poverty rate is high, many of the women are mothers of many children and the girl become bread winner through prostitution.
The COVID-19 pandemic is a serious threat to our society because of the above mention circumstances , the ability to prevent widespread of the virus required high volume of awareness in every corner of our country moreover the states home state of emergency strategy being imposed by government is one measure that we are working with to have control of the spread, but on the other hands it become difficult situation for many lower incomes to survive most especially the women and girl who survive on prostitution which could be a easy risk for the widespread of the virus including people who survive on daily hustle.
The context should provide an analysis of the broad political context – nature of conflict / emergency/ humanitarian situation as well as how it relates to the current COVID19 crisis. It should also contain an analysis of the situation of local civil society organizations working on women’s engagement in peace and security and humanitarian processes as well as that of women and girls in your particular context
II.
Rationale for WPHF’s support
This project with help IDAD enforce women organization initiative to educate illiterate women and girls to understand the dangers involve in the widespread of COVID-19 and provides feeling to ensure that the state home emergency by the government is fully implemented without violating the right of the citizen to survive.
This section will provide an overview your organization’s plans and expected result. It will explain the added value of this institutional support and how it would complement other initiatives.
It will also contain the problem statement – challenges facing your civil society organization throughout the COVID19 and how the Project intends so solve it (underlining added value of your organization and why it is important to strengthen its operations and capacities). It will underline, for example, how the COVID19 crisis undermines your availability to raise funding and implement your projects, hence necessitating institutional support throughout the crisis.
III.
Results and Resources Framework
This section describes the results to be achieved by the Project and the means of implementation (narrative).
The results will also be formulated in a results framework (using the same format in Annex A).
New indicators must be SMART and contribute to higher level of WPHF’s Theory of Change. Key activities that are necessary to produce each output are also defined. Activities do not have indicators. In the “Means of Verification/Sources of Information” column, identify the methods and sources of information that will be used to measure performance against the indicators.
A Resour.
I. Defining Facta. Value free” packets of information; Ex 5’10.docxflorriezhamphrey3065
I. Defining Fact
a. “Value free” packets of information; Ex: 5’10”, weighs 119 lbs., “eats chicken on Sunday at 5:00 p.m.,” “contains the chemical compound acetone,” “operates on unleaded gasoline,” etc.
OR
b. Academically Verifiable (i.e., coming from a fixed medium or source, such as a book, journal article, recorded interview).
\ver·i·fy [ver-uh-fahy]
verb (used with object), ver·i·fied, ver·i·fy·ing.
1.to prove the truth of, as by evidence or testimony; confirm; substantiate: Events verified his prediction.
2.to ascertain the truth or correctness of, as by examination, research, or comparison: to verify a spelling.
3.to act as ultimate proof or evidence of; serve to confirm.
4.Law.
a. to prove or confirm (an allegation).
b. to state to be true, especially in legal use, formally or upon oath
c. Subjective Words, on the other hand, are those that mean different things to each person; Ex: respect, honor, worth, short, low, cold, hungry, dark, tired, fast, etc. (More about these when we study the next learning unit on opinion).
i. Subjective words can be made into FACTS, if and only if you can attribute them to someone else, in a cited source. By doing so, you’re not verifying (or proving) the word itself; instead, you’re verifying that the word was used by a particular individual, thereby making the overall statement FACTUAL because you have confirmed that the opinionated (subjective) word is documented as an individual’s statement/belief.
ii. The tool is attribution.
iii. Example: Let’s take the statement:
His mother is relatively short.
Let’s run the sentence through our tests above…
(1) Is the sentence “value free?” NO, because the word short means something different to you than it does to me.
(2) Is the statement “academically” verifiable? NO, you’re not going to find any source of print or recorded data that indicates that she is “short.”
(3) Lastly, can I make the sentence factual, by putting it in quotes, and attributing it to the original speaker? YES!!! If I write in my essay, “His mother is relatively short (According to S. Ramdial, personal communication, July 20, 2011).” Now, I have “verified” that the statement was made, thereby turning a subjective word/phrase, into FACT.
He is 5’10”
Vs.
He is of average height.
Students on the SJSU campus are said to “come from diverse backgrounds” (SJSU Marketing Brochure, 2014).
According to a declassified CIA document, “Santa Claus is the supreme leader of the North Pole” (CIA…..).
DERMATOLOGY CASE STUDY
Chief complaint: “ My right great toe has been hurting for about 2 months and now it’s itchy, swollen and yellow. I can’t wear closed shoes and I was fine until I started going to the gym”.
HPI: E.D a 38 -year-old Caucasian female presents to the clinic with complaint of pain, itching, inflammation, and “yellow” right great toe. She noticed that the toe was moderately itching after she took a shower at the gym. She did not pay much attention. About two weeks after the.
I only need 100 words minimum response for the following several pa.docxflorriezhamphrey3065
I only need 100 words minimum response for the following several paragraphs
"If I had to explain what sex, love, and romance is to someone from another world, well...I suppose I would explain sex first.
I was raised with both incredibly religious and sensual views about sex, as well with very liberated and casual views about it. Sex, in essence, is just an act done between two or more consenting adults, done with the intent of experiencing pleasure, and is not dependent on whether or not orgasm was achieved. Sex can be something very intimate and emotionally profound, done monogamously between only two people after marriage, it can be something completely casual, sort of like just a simple release of tension between two strangers who don’t have any emotional connection or tether to each other, and sex can also be anything else amongst the spectrum between those two extremes. Sex can mean absolutely nothing or absolutely everything, it’s up to those involved to decide. Additionally, sex is defined differently for every person. And sex doesn’t need to involve a penis, or penile-vaginal penetration — it doesn’t even need to involve skin-to-skin genital contact to be classified as sex.
Romance is honestly a very culturally driven phenomenon. Something seen as romantic amongst various cultures is having an intimate candlelit dinner, maybe watching a sunset with a beloved, or doing something above-and-beyond for another, like an act of service or gift-giving. Romance is sort of the whole process of practicing and introducing romantic things into an already existing relationship or a new one; romance is definitely not for platonic relationships.
Love, well, is the hardest to explain. Love is a very strong feeling. It has to be felt within one person, but it can be felt between two or more. Love can be familial, platonic, or romantic. You can love your parents, your dog, your favorite scarf, a plant, a significant other, a song, etc. The different types of love have very specific and different meanings and connotations and patterns, but one thing that stays constant across the board: love happens when you really care about something/someone, and do things to benefit the recipient, even if it inconveniences you. This doesn’t always translate into something positive for those involved. There’s a thing such as tough love, and there’s countless people out there who are in love, don’t know how to handle their feelings, and hurt the ones they love. There is also a concept of self-love, which is the radical acceptance of oneself, flaws and all. Love is strange, as the song goes. If the road to hell is paved with good intentions, perhaps the road to love is as well. After all, experiencing love can feel like heaven and hell at times. Love is universal, and I believe, something we can’t live without. We all have to love something, if not someone."
.
I. PurposeThe purpose of this experiential learning activity.docxflorriezhamphrey3065
I. Purpose
The purpose of this experiential learning activity is to apply nursing leadership knowledge and skills to plan for organizational change with system-wide impact. (CO 2, 3, 5)
III. Requirements
Description of the Assignment
This assignment provides the opportunity for the student to:
Create an evidence-based plan for system-wide change guided by a selected organizational change model
Engage in high-level decision-making processes common in the nurse executive role
Use reflective practice knowledge and skills in making high level decision making and change management
IV. Preparing the Assignment
Address all components of the Advanced Communication in Systems Leadership paper as outlined under "Assignment Directions and Criteria".
The paper is graded on quality and completeness of information, depth of thought, organization following outline provided, substantive narrative, use of citations, use of Standard English, and writing conventions.
Format:
American Psychological Association. (2010).
Publication manual of the American Psychological Association
(current ed.). Washington, DC: Author. Is the source used for this paper
Required elements
Title page, reference page
Use Microsoft Word
Page numbers, running head, doubles-spaced, times new roman, 12pt font, 1" margins, level 1 headings
Paper length: 7 maximum, excluding reference page and title page
Scholarly sources
Minimum of four (4) scholarly resources no older than 5 years (See:
What is a Scholarly Source
under APA resources)
Proof-reading
Use spell check and grammar check and correct all errors
Compare final draft to detailed outline directions to ensure all required elements included
Submitting the paper
DIRECTIONS AND ASSIGNMENT CRITERIA
You will use the following headings for your paper:
Approach to the organizational mandate
Purpose of the paper
Overview of the tasks, potential challenges, and implications of a reduction in workforce
Part II: Reduction in Workforce-Deciding
Using Human Resources (HR) metrics Table 1
Approach, choices, rationale
Challenges presented (including role of ethics)
Using HR metrics with Relative Information Table 2
Approach, choices, rational
Challenges presented
Conflicts raised
Negotiation used
Part III: Reduction in Workforce-Planning the Change
Overview of reorganization plan including timeline
Plan for change and application of Kotter's or Rogers' change model
Anticipated conflict (three areas) and the benefits of using a change model
Healthy work environment
Describe department and system-wide implications, impact, and conflict
Strategies for addressing morale and motivation of remaining workforce
Summary/Conclusions
Restatement of purpose
Overview of tasks
What was learned
.
I would sooner believe that two Yankee professors lied, than th.docxflorriezhamphrey3065
“I would sooner believe that two Yankee professors lied, than that stones fell from the sky” –Thomas Jefferson 1807 On hearing an eyewitness report of falling meteorites.“I have traveled the length and breadth of this country and talked with the best people, and I can assure you that data processing is a fad that won’t last out the year.” –Editor in Charge 1957 Business books for Prentice Hall
Prepare a 20 slide PowerPoint presentation with speaker’s notes for senior leadership that outlines a strategic plan to senior leadership regarding the potential impact of future technology on organizational development in a global environment. You will have time for a maximum of 20 slides with footnote. presentation should report new and emerging technologies in TWO of the critical areas listed above.
Describe the technologies and their proposed applications. Consider the implications of these developments for leadership policy and planning. Please be sure to explain how these technologies will enhance corporate operations on a multi-national scale. What must leadership do now to prepare for the technological innovations you describe? Offer concrete recommendations for action.Begin by reviewing the following critical impact areas:
Health and Science
Telecommunications
Defense and Security
The Environment
Household and Living
Education
Transportation and Travel
Leisure and Entertainment
The Church
Ministry Organizations
.
I wrote my paper and my feed back was- This is supposed to be a prof.docxflorriezhamphrey3065
I wrote my paper and my feed back was- This is supposed to be a professional writing paper, however there were a lot of errors and run on sentences. Please reread it, make the changes (grammar, spelling, capitalization). It needs to be more professional. Since this suppose to be a professional paper that I am writing for this course to get college credit for this class.
Course Learning Outcome Statement The Course Learning Outcomes section of the portfolio describes how the student has met the learning outcomes for the course(s) that are being pursued through the Prior Learning Assessment Portfolio.
Students are required to write a statement for the learning outcomes that have been identified for the course(s) the student is requesting credit for. The faculty advisor will review the statement. The statement should be well written and supported by sufficient evidence of the student’s learning. It should convey motivation, competence, and the ability to communicate. The focus of the statement is not autobiographical, it should focus on analyzing the student’s learning in the context of the experience. This will be used when determining the number of credits and courses a student receives for learning. The statement should be clear, concise, and descriptive. There is no set length for the narrative, but generally it is three to five pages long, depending on the number of credits/courses being pursued. Students should complete as many pages as necessary to describe their learning and discuss how the learning is connected with the course and degree requirements.
Course Learning Outcome Statement Outline
1. A short introduction identifying the course the student has selected for PLA and describing the learning that the narrative will substantiate.
2. The student should write approximately one paragraph for each course outcome. Each paragraph should describe the following: What you know How you gained the knowledge/how did you learn and how this learning/knowledge relates to the course’s learning outcomes How this learning applied in other contexts (provide clear examples) How this learning relates to college-level learning
3. A short conclusion summarizing your learning and relating it to the course learning.
**** Here is my paper down below **** Please make edits and corrections with grammar, capitalization and spelling and run-on sentences.
EN206: Professional Writing and Presentation
When it comes to professional writing and presentation it’s all about the tone, audience and professional language that are a few of my strong points. The clinical providers and leadership team is my main audience and individuals that I work closely with. The importance of professional writing and presentation is where I learned more as a Senior Administration Assistant II. I crafted the art of writing in the business admin world in sending out emails and business letters to communicate information quickly and organized. Here are some to.
I would like to discuss my experience developing and implementing .docxflorriezhamphrey3065
I would like to discuss my experience developing and implementing a SaaS based CRM application(pega) in my current organization. While business is planning to spin a new CRM application, they had some list of vendors and per the requirements they chose to go with Pega. The next question they had is whether to host the application on premise or cloud. For this, they had multiple discussions with CIO and IT staff evaluating the pros and cons of application hosting on cloud.
In requirements gathering phase Business Owners are involved with application analysts, Application architects to captured requirements. Application architect will determine if a requirement can be met from the application. Requirements are then converted into use cases and Requirement documents. Requirements include both Functional and Non-functional. Requirements play a crucial role as they guide developers on what to code. It will be a huge burden for an organization if requirements change constantly. Hence, Business and IT should spend most of their times to gather requirements.
Apart from Business owners and systems analysts, developers should be involved in development phase. Once the application is developed Quality assurance teams are used to see if the Application is functionally stable i.e. they make sure that all the Requirements gathered are covered by test case. For non-functional requirements security tests, Load test and performance tests are conducted. A Release Manager is also needed for accepting the application into production Environment. Proper requirements will come in handy for success of a project. Also, documentation like Requirements traceability matrix will ensure that each requirement is mapped to tasks and Test scripts.
Reference
· David Bourgeois(2019). Information System for Business and Beyond. Information systems, their use in business, and the larger impact they are having on our world
Focused Written Corrective Feedback:
What a Replication Study Reveals
About Linguistic Target Mastery
Monika Ekiert, LaGuardia CC, City University of New York
Kristen di Gennaro, Pace University
The Debate
Truscott (1996). The case against grammar correction in
L2 writing classes.
Argued that corrective feedback regarding students’ grammar on writing
assignments was not only ineffective but potentially harmful.
Ferris (1999). The case for grammar correction in L2
writing classes: A response to Truscott.
Strongly objected to Truscott’s claims, stating that such claims are more
harmful to students than error correction.
The Debate
Truscott (1996). The case against grammar correction in
L2 writing classes.
Argued that corrective feedback regarding students’ grammar on writing
assignments was not only ineffective but potentially harmful.
Ferris (1999). The case for grammar correction in L2
writing classes: A response to Truscott.
Strongly objected to Truscott’s claims, stating that such c.
I would do it myself, but I have been taking care of my sick child. .docxflorriezhamphrey3065
I would do it myself, but I have been taking care of my sick child. please help whiling to pay...
Assignment 1: Personal Narrative
Due Week
In 400-500 words, please share a time in your professional life where you observed an unethical situation. What were your thoughts and opinions on this ethical issue?
This assignment is a personal narrative and does not require any outside sources.
.
I would have to identify the character Desiree. I chose Desiree for.docxflorriezhamphrey3065
I would have to identify the character Desiree. I chose Desiree for the reason being is she was told by Armand "the baby is not white therefore you are not white" (pg. 445).
Before all the excitement of the White/Black debate between Desiree and Armand, Armand was the happiest person in the world for a few week. Desiree could sense
tension in the air, but could not exactly pin point where it was coming from (pg.444 para. 5). The great confrontation between Armand and Desiree, left Desiree to seek
guidance from and outside source (her mother Madame Valmonde). Desiree wrote a letter asking her mother, her mothers response was "Come home to Valmonde; back
to your mother who loves, come with your child" (pg 445). After Desiree and the child's departure, Armand was burning the bed, cloths and all other belongings to include
letters Desiree wrote to him. He finds a letter written from his mother to his father saying, " night and day, I thank God for having so arranged our lives that our dead
Armand will never know that his mother, who adores him, belongs to the race that is cursed with the brand of slavery" (pg 446, last paragraph).
The nonfiction character would have to be the gentleman who the story is written about in "A Modest Proposal". The gentleman has hid the fact he was gay since he was
young. The fact that his mother called him "queer" ( Article A modest proposal). His father would call him "sissy" (Article: A modest proposal). The fact that he fantasized
about being straight. I was not until he was about Twenty that he finally came out to his best friend, she accepted him for him. After the long suspense of waiting for the
supreme court, it was announced, "Supreme Court Ruling Makes Same-Sex Marriage A Right Nationwide" (Article: A Modest Proposal). Him and his partner went on to live
together without ever getting married. They didn't need a piece of paper nor a church's blessing to stay together forever.
.
I would appreciate your help on this!Prepare a version of Final .docxflorriezhamphrey3065
I would appreciate your help on this!
Prepare a version of Final Paper by including the following:
Introduction paragraph and thesis statement. See thesis and bibliography attached.
Background information of the global societal issue unemployment and economic opportunity.
Brief argument supporting at least two solutions to the global societal issue.
Conclusion paragraph.
Must document any information used from at least five scholarly sources in APA style
.
I will give you an example of the outline paper from my teacherI.docxflorriezhamphrey3065
I will give you an example of the outline paper from my teacher
I must have TWO own document example pages mean Two reference pages to support for the outline paper and must have 2 sources from two that reference on the outline paper
IMPORTANT: the due date on 4/24 at 10 pm mean just have ONE day to do it.
Total: 1 document outline paper must have 2 sources
Own TWO documents of reference papes to support to do the outline paper.
.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Student: ________________________ Course-Section:
______________________ Date: ___________
MATH Assignment for Core Assessment, 2017-18
Job opportunity surveys have consistently shown a high demand
for those who can use mathematics to model complex processes
and make informed predictions of the future. With this
assignment, the student has the opportunity to demonstrate his
or her level of sophistication with respect to the key, in-demand
skills of communication, quantitative literacy, and critical
thinking.
One skill of critical thinking involves evaluating information
taken from sources and questioning its authenticity. This
assignment may contain questionable information.
Objective: You are to consider the implications of rising tuition
costs and make better, more informed life decisions with respect
to course load. Specifically, you will estimate the tuition costs
in the year 2019 - 2020.
Answer the following questions using complete sentences.
I. Visual Communication (the ability to recognize and
understand ideas conveyed through visible images.)
The attached set of images, “Are you on the Fast-Track?” is
found on the Eastfield College website. Although figure
numbers are not actually printed on the graphic, consider Figure
1 as being “Time Is Money”. This particular image will not be
used in this assignment. Consider Figure 2 as relating the
number of classes taken per semester to the time required to
complete a degree. Consider Figure 3 as the COST graph,
predicting costs of tuition (the smooth solid (red) line with an
arrow.) (Perhaps writing “Fig. 2” and “Fig 3” beside these
images would be helpful.)
1. Description of the image
For Figure 2, “Number of classes” and Figure 3, “Cost,”
2. identify the type of graph. Choose one of the following: line
graph, bar graph, picture graph, or pie (circle) graph.
a. Figure 2 is a _______________________________
b. Figure 3 is a _______________________________
c. Explain how the choice of books and caps as icons in Figure
2 affect the image’s
message._____________________________________________
_____________________________________________________
_____________________________________________________
__________
d. What other icons would you suggest that could convey the
message of Figure 2?
_____________________________________________________
_____________________________________________________
_____________________________________________________
__________
2. Explanation (meanings and purposes of the image)
a. How do you interpret the message of Figure 2 (books and
caps)?
_____________________________________________________
____________________________
b. How do you interpret the message of Figure 3 (colored
lines)?
_____________________________________________________
____________________________
3. Consequences and Implications
a. In Figure 2 (books and caps), the choice of taking 4 classes
per semester (a full load) is conspicuously absent. Assuming 4
classes per semester, how many years do you think it would take
to complete an Associates Degree?
_____________________________________________________
____________________________
b. For whom are Figures 2 and 3 designed?
_____________________________________________________
_____________________________________________________
3. _____________________________________________________
___
c. What do you need to do based on the suggestion of this visual
graphic?
_____________________________________________________
__________________________
II. Quantitative Literacy (using numerical data to reason and
accurately solve quantitative problems.)
1. Interpretation
a. Explain the information presented in Table 1 (Note: Table 1-
A costs have been adjusted for inflation relative to the 2014-
2015 school year costs. Table 1-B costs represent actual costs
at that time for that specific school year.)
_____________________________________________________
_____________________________________________________
_____________________________________________________
___________
b. Notice that all of the numbers in Table 1-A and 1-B differ for
the same school year period except for the last column of
$2286. Why is this?
_____________________________________________________
_________________________
2. Representation (converting information into mathematical
forms)
3. Calculations
a. Compute the average (the mean) tuition costs for public two-
year colleges, using Table 1-B.
_____________________________________________________
_____________________________________________________
_____________________________________________________
___
b. Find the median of Table 1-A.
___________________________________________________
4. c. Find the mode of Table 1-A.
_____________________________________________________
d. Now round the numbers in Table 1-A to the nearest $10.
Find the mode using these rounded figures.
__________________
e. How much did tuition increase from 2004 through 2015 from
Table 1-A?
_____________________________________________________
____________________________
Find the average increase per year:
______________________________________________
f. How much did tuition increase from 2004 through 2015 from
Table 1-B?
_____________________________________________________
____________________________
Find the average increase per year:
______________________________________________
g. Using your averages in (e) and (f), estimate:
Tuition in 2019-2020 in 2014 dollars (Table 1-A):
_________________________________
Tuition in 2019-2020 in current dollars (Table 1-B):
______________________________
4. Application/Analysis
Make a judgment and draw appropriate conclusions based on the
quantitative analysis of the data in Table 1 using your math
model. Recognize the limits of this analysis.
_____________________________________________________
_____________________________________________________
_____________________________________________________
___________
5. Assumptions
What assumptions were made in your estimate of tuition costs in
Part II.3.g?
_____________________________________________________
5. _____________________________________________________
_____________________________________________________
___________
6. Use of quantitative information
Which calculations in Section II.3 above might satisfy the
stated objective of estimating tuition costs in the year 2019-
2020? Explain.
_____________________________________________________
________________________________
_____________________________________________________
_____________________________
III. Critical Thinking (exploring issues and ideas before
accepting or formulating an opinion or conclusion.)
1. Explanation
What exactly are you being asked to do with this assignment?
_____________________________________________________
_____________________________________________________
_____________________________________________________
___________
2. Evidence
What are the sources of data used in this problem?
a. Source of EFC data in Figure 3, the COST graph:
______________________________________
b. Source of data of Table 1?
__________________________________________
Are there other sources of information which could be
considered?
_____________________________________________________
_____________________________________________________
_____________________________________________________
___________
3. Influence of context and assumptions
a. What mathematical assumptions do you think were made in
6. deriving Fig 3, the COST graph?
_____________________________________________________
_____________________________________________________
_____________________________________________________
___
b. Compare your cost estimates in 2020 using Table 1, A and B,
(Part II.3.g) with the cost estimates in Figure 3 of the EFC
image. (The smooth solid (red) line with the arrow is the
tuition cost line.)
_____________________________________________________
_____________________________________________________
_____________________________________________________
___
c. What contextual influences of cultural, social, political,
philosophical, and/or historical do you recognize?
_____________________________________________________
_____________________________________________________
_____________________________________________________
___
4. Conclusions
What conclusions can be made from your analysis?
_____________________________________________________
_____________________________________________________
_____________________________________________________
___________
5. Application
What do you need to do based on your consideration of the
factors in this study?
_____________________________________________________
_____________________________________________________
_____________________________________________________
___________
---------------------------------------------------------------------------
-----------------------------------------------
---------------------------------------------------------------------------
7. -----------------------------------------------
Graphic by: Liliana Rodriguez
Page 3 of 4
TABLE 1. Average Published Tuition and Fees in Current
Dollars and in 2014 Dollars, by State, 2004-05 to 2014-15
In 2014 Dollars2004-052005-062006-07 2007-08 2008-092009-
10
2010-112011-122012-132013-142014-15
Texas$1,738$1,791$1,885$1,886$1,800$1,932$2,030$2,151$2,2
32$2,248$2,286
Table 1-A
In Current Dollars2004-052005-062006-07 2007-08 2008-
092009-10
2010-112011-122012-132013-142014-15
Texas$1,382$1,469$1,610$1,649$1,662$1,746$1,858$2,040$2,1
46$2,204$2,286
Table 1-B
SOURCE: The College Board, Annual Survey of Colleges.
Note: Average tuition and fee prices are weighted by full-time
enrollment.
Public Two-Year In-District Tuition and Fees
Public Two-Year In-State Tuition and Fees
Literacy in Media.
You have earned 0 point(s) out of 0 point(s) thus far.
Historical Development of Media in the U.S.
The Historical Foundation of U.S. Media.
With media filling our lives, from television to cellphones,
they can have undue influence on us in how we make decisions
and use our time; unless we understand how they make their
messages and how we receive them. Media literacy can be
defined here as “Understanding a message’s design, its
underlying messages and the filtering that selects what is left in
and kept out.” We start developing this literacy in you by
covering US media in the three areas of historical background,
8. grammar and commercialization.
A. The first element of literacy is understanding it's Historical
Development.
1 Media in the US developed on a for-profit basis. In the early
1800's the Us government made a fateful decision that
transportation, communication and media should all be operated
by private corporations, rather than the government. This
followed the philosophy of small government and has been
maintained since.
a. In 1840 the first successful telegraph line between
Washington and Baltimore was funded by the government, who
then handed it over to private development, which became the
Western Union monopoly. This pattern was maintained for later
systems of railroads, telephone systems, radio and television
networks, and the internet. A result of this is systems that focus
first on profitability rather than a less-clear concept of "public
good". For example the Public Broadcasting system in the US
received approximately $1.40 per citizen in funding. Most of its
revenue comes from corporate and individual donations, making
it difficult to compete with entertainment networks for audience
share.
Compare this to the alternative British Broadcasting
Corporation model which receives tax revenue at a level of
approximately $16 per citizen.
b. Other countries chose to follow different patterns of direct
government control. This is seen today in systems such as the
popular German rail system, BBC television and France
Telecom, the national government-owned telephone system.
c. Regulation is an attempt by the government
to counteract the negative effects of for-profit forces that can
work against the public good. This is a continual conflict
9. between the concept of "public good" and for-profit
organizations.
i. The most common regulation is anti-trust to try to prevent
Monopoly systems limiting what the public gets. For example
Newscorp, parent of Fox, has had to work around regulations by
limiting its ownership of both television stations and
newspapers in one market, and keep from gaining too much
control in media delivery.
ii. Recent regulation on Net neutrality was used to keep ISP
systems, such as Comcast, from throttling your internet speed,
charging more for sites such as Netflix, filtering sites, etc. That
has helped prevent the internet being run like cable television:
2. Sociocultural influences direct what is developed as much as,
or more than, pure reason would dictate. The specifics of a
culture can make media decisions that aren't predictable by
business calculations.
a. Videoconferencing is a good alternative to the expensive and
time-consuming flights needed for face-to-face meetings. Yet in
the US these were little used because of the popular appeal of
'business travel'. Only after business expense cutbacks and the
9/11 flight limits, was videoconferencing commonly used. It
was found to work fine and was cheaper.
b. The telephone was designed as a business device in the U.S.
The company even developed a series of advertisements to train
people how to communicate briefly for quick commercial
purposes only.
But the culture of people here kept using the telephone for
social calls and personal interaction until finally the system had
to accommodate them.
10. c. The US is more comfortable with having limited privacy than
other cultures. Thus we have fast-growing use of Youtube
submissions, Google sites that provide information on ourselves
and homes, and sites such as Facebook that favor very little
personal privacy in favor of publicity. This is less popular in
Europe and their searches and websites are different in what
you can find because of it.
3. Technological development is stifled by inertia. Once a
system is in place, it tends to limit development of alternatives.
Our internet systems, for example, are slower than much of the
world as ours is built on the slower systems of telephone and
cable systems.
a. The US is ranked 26th for internet speed and penetration. Our
early systems of telephone and cable at “good enough” levels
keep us from putting in better systems like South Korea has.
b. People use older internet browsers not because they are
better, but because they are comfortable and familiar with what
they first experienced. They often stop looking for better
alternatives.
B. Digital media is the biggest concern in media today because
it threatens all pre-existing business models.
1. Prior media systems depended on controlling access to a
limited amount of content. They profited by providing what was
difficult for the public to get.
i. A small town with a single movie theater offered usually only
2 films per week. With such limited choice, many people would
pay to see whatever was offered.
11. ii. Most towns have only one newspaper. They can charge more
to advertisers and subscribers who want local news.
iii. Television networks in the 1960's had only 3 networks. If
you wanted entertainment or news at home, these were your
only choices.
2. Digital systems provide a variety of media forms anywhere,
at any time, at very low cost. Providers must essentially adapt
to this new system or perish.
i. Digital books have already become popular enough to result
in the closing of bookstores and bypass traditional editors and
reviewers. With free digital books online, the pressure to
change quickly for old book systems is intense.
ii. Digital news means that you can find news at anytime and at
your convenience: cable, internet, twitter, etc. The developing
news sites blend entertainment, news and user commentary
together in a form completely foreign to past newspaper and
television news patterns.
iii. Youtube is taking over, for some, from television
programming. Dashcam videos, fail videos, etc are popular
enough that some people find them more entertaining than 19
Kids and Counting, or Keeping Up With the Kardashians.
3. Regulation will be a concern in this digital system to try to
maintain a public good. The Digital Divide is a problem
whereby those with the least education and income, or even just
limited access to the internet, can leave them substantially
behind in their information and ability to participate. This is
already seen in some areas as fast-moving systems are leaving
some elements of our society behind. Those who have only the
old systems, such as cable television, will be less informed and
less involved in our society.
The US experiment in media is that it has allowed for private
12. development and operation of systems. This has given us
service, but not necessarily better in access or content than
other systems. The challenge in the future is with digital
systems to try to develop these for the public good while
maintaining the approach of private companies and limited
government regulation.
Literacy in Media.
You have earned 0 point(s) out of 0 point(s) thus far.
Media Grammar
The second element in developing your Media Literacy is to
increase your understanding of Media Grammar. In writing
your grammar knowledge allows you to know how to identify
formal, business writing as compared to casual writing. You
have a variety of levels you can operate within such as research
reports, friendly letters and brief messages. This ability to
operate on multiple levels in digital media requires you to know
the formats, styles and expectations to meet.
A. Each communication medium presents its ideals in a distinct
way that has identifiable patterns.
1. Print media developed over a period of centuries and have
many subtle cues that most of us can interpret.
a. Spacing, size and font selection are all important in our
reception of a message. We know that Comic Sans 14 is very
different in its appeal than Ariel 10. The Times New Roman
font is more “ink efficient” than Ariel.
b. Newspapers built on standard expectations of font type and
story writing by adding expanded graphics and shortened
stories. This has especially increased since the 1980’s, as seen
in the following comparison, in order to compete with
television.
13. i. Some of the more subtle expectations of news grammar is that
the first story is most important in newspapers and magazines,
with later stories considered as less significant. In addition any
story that is not of that day counts for less, regardless of how
much research and detail has gone into it.
2. Audio media needs dramatic elements to capture audience
interest. With print media we can easily see stunning photos and
read startling stories. Audio media, such as radio and music,
need to capture our attention with their own unique appeals.
a. Sound effects are used to heighten the effect of stories. This
was used in radio plays and is often found with radio news
emphasizing sounds such as gunfire to grab attention. It
provides little information, just emotional appeal. You can find
almost any sound effect you can think of to add appeal to your
creations.
b. Music emphasizes Dramatic singing as if your life depended
on it, or uses autotune to create unique effects not found in
nature. The more competition there is, the more dramatic you
need to be to get noticed.
2000~11 Best Korean Drama Soundtracks(50 Songs)
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c. Music formats are associated with different ages and cultures.
We have learned to expect Jazz to be for older and hipper
audiences, classical for more educated, dance music for younger
audiences. You can see the stability of these expectations when
car advertisements use particular music backgrounds to appeal
to a target audience.
d. Talk radio is competing with many other forms of
entertainment and information. In order to succeed it uses
dramatic delivery. Most common is the use of outrage and
creative delivery over current events. It succeeds on an
emotional basis rather than an informative one.
3. Visual media conveys information through subtle design
elements. By identifying these elements we can see how the
message is constructed and if it is being artistic, or
manipulative. See if you can identify any other visual keys
besides the 3 following.
a. Having very fast cutting of shots tells us that a scene is
exciting. If not done well it can tell us that a scene is largely
pointless. Slower cutting shows more emotion and emphasizes
the story. Watch any one of Key & Peel's clips and identify a
visual factor that influenced your evaluation.
b. The camera viewpoint favors one subject over others. Note
how the simple shooting up or down at a subject influences how
we evaluate the subject.
2
c. The placing of people or objects on the right side of the
15. screen indicates that they are more important. What is on the
left is almost always less so. Almost every talk show, for
example, uses this basic set design.
B. The Digital grammar is still developing and so we have the
opportunity to see the standards being created. Can you identify
any one element of a website or digital communication that
clearly identifies the originator as professional or amateur?
1. General rules are already being seen in digital grammar: We
expect in a Website that the logo is in the upper left of the
screen. Hypertext is underlined, regular text is not. Standard
icons are used for printing, zooming, etc. Emoticons in texts are
shorthand for feelings.
2. Multimedia: It is very easy to combine sight, sound and
print in digital media. What is unclear is how to do this and
emphasize the key ideas while maintaining interest. Public
likes visual the most so most formats highlight video, pictures,
graphs. Compare the two websites below and see what elements
work best to attract you but not deter you getting the important
ideas.
3. Interactivity is an increasing part of digital media. With the
16. ability for media to have users customize their experience, those
media that allow this are more popular. What is yet to be
determined is how much control the user wants. Is the google
news website, for example, one that appears professional and
desirable in how much you can interact with it?
Knowing grammar is recognizing the tools used to construct a
message. The best messages used these tools well to
communicate ideas and emotions. The lesser messages use them
just to grab audiences without much concern about the quality
of the messages. You will be learning digital media grammar as
it develops in your lifetime.
Questions: Describe one element of a good website that you
expect. It may be a clear "buy now" placement or a clear search
function. Name one site that you find has this element done
especially well.