The Progressive Case Study
The Green Organization Executive Team has met with you and their Leadership Teams for each group. The key objectives for increasing the performance are decided upon. The challenges now are training the groups and the teams within the group to have a clear and concise understanding of the next steps in the process.
Overestimating the potential of a project or end result can lead to disaster. The video clip that is part of this week’s lesson addresses root cause analysis. We are quick to judge or blame when the results are less than desired. How will you design, develop, implement, and evaluate the training program you have presented?
The different groups are dealing with different cultures, various levels of education and experience, and differing motivation levels to succeed. Sharing and instilling the organization’s mission, purpose, and strategy are integral to this training. Sharing the organizational goal is important to be communicated at the corporate level as well as in each independent group. Each group must develop and implement their own organizational, team and individual goals that are in line with the organizational goals.
Consider this:
· What methods of training will you use?
· Will you facilitate a learning environment/organization?
· How will you determine the necessary training for each group, team, and individual?
· What are the cultural factors?
· What immediate, short term, and long term plans do you have for the ongoing training?
· What is your implementation plan?
· How will you monitor, assess, analyze, and evaluate progress?
Your plan (response) should be a minimum of 300 words. Be sure to utilize outside resources in order to back up your plan with data/theories that have proven to be a success. Be sure to respond to your classmates posts this week.
Format For All Assignments
Assignments must be submitted in MS Word format and should follow proper APA format. This includes Times New Roman 12 point font, double space and indented paragraphs, in-text citations, and a reference page.
5/15/2019 Assignment Print View
ezto.mheducation.com/hm.tpx?todo=c15SinglePrintView&singleQuestionNo=10.&postSubmissionView=13252708839554181&wid=132527113993312… 1/2
10. Award: 0.20 points
Listed below is a table showing the number of employed and unemployed workers 20 years or older
by gender in the United States.
Number of Workers
Gender Employed Unemployed
Men 70,415,000 4,209,000
Women 61,402,000 3,314,000
a. How many workers were studied?
Workers
b. What percent of the workers were unemployed? (Round your answer to 1 decimal place.)
Percentage of unemployed workers %
c. Compare the percent unemployed for the men and the women. (Round your answers to 1
decimal place.)
Men %
Women %
References
Worksheet Difficulty: 2
Intermediate
Learning Objective: 04-07 Develop and
explain a contingency table.
5/15/2019 Assignment Print View
ezto.mheducation.com/hm.tpx?todo=c1.
This is my Contemporary Marketing for Sustainability (CMS) subject assignment. It wasn't the best in the batch. But was able to get me through the 3rd stage of the PgDip of Marketing at SLIM, Sri Lanka. Feel free to use this for academic purposes only
This document provides instructions and a rubric for a strategic problem-solving assignment involving an agricultural science program. The assignment has three parts: a memo, documentation, and a reflection. For the memo, students must create a new vision statement for the program aligned with the campus vision. They must also describe steps taken to develop the vision statement and share details of stakeholder involvement. The memo must address these points using four "building blocks" - modeling collaboration, establishing expectations, defining roles, and aligning priorities. Documentation to support the memo and a reflective component are also required. The rubric evaluates students' demonstration of problem-solving skills and capacity to support a school's mission and vision through management and operations.
The document summarizes Merrill's First Principles of Instruction, which are research-based guidelines for effective instructional design. The principles are: 1) activation of prior experience, 2) demonstration of skills, 3) application of skills, and 4) integration of these skills into real-world tasks. The document provides examples of how to apply these principles when designing instructional problems, components, sequences, and strategies.
Develop teams and individuals(Assessment objectives ...)QuestiLinaCovington707
Develop teams and individuals
(Assessment objectives ...)
Question 1.1
Top of Form
It is necessary to systematically identify and implement learning and development needs in line with organisational requirements. To do this a training needs analysis would be conducted. Explain what a TNA is, how it would be conducted, who would be involved and how it would be used.
Attach filesSave
Bottom of Form
(Assessment objectives ...)
Question 1.2
1.2.a
Top of Form
A learning plan that meets individual and group training and development needs will be collaboratively developed, agreed to and implemented. Draw on your own experience and that of others, plus independent research, to determine why prospective learners should be consulted about the type of learning to be delivered and the structure of the learning process.
Attach filesSave
Bottom of Form
1.2.b
Top of Form
What are the likely repercussions if employees are not consulted and involved in the design, development and targeting of training or learning opportunities?
Attach filesSave
Bottom of Form
(Assessment objectives ...)
Question 1.3
Top of Form
What advantages are there when an individual self-evaluates their competence and identifies what is needed to learn, grow and improve knowledge and skills?
Attach filesSave
Bottom of Form
(Assessment objectives ...)
Question 1.4
Top of Form
How does collecting regular feedback on the performance of team members, from relevant sources assist managers in identifying the learning needs of individuals and teams?
Question 2.1
2.1.a
Top of Form
Explain how trainers can identify career pathways and competency standards relevant to the industry and why it is necessary for them to do this.
Attach filesSave
Bottom of Form
2.1.b
Top of Form
Why is it important to clearly identify learning and development program goals and objectives?
Attach filesSave
Bottom of Form
(Assessment objectives ...)Question 2.2
2.2.a
Top of Form
Why is it beneficial to identify learning styles?
Attach filesSave
Bottom of Form
2.2.b
Top of Form
Why is it necessary to consider, when designing a program, the physical resources that might be needed? Use examples where appropriate.
Attach filesSave
Bottom of Form
(Assessment objectives ...)Question 2.3
2.3.a
Top of Form
Describe three facilitation techniques that will encourage team development and improvement.
Attach filesSave
Bottom of Form
2.3.b
Top of Form
List six reasons why it is beneficial for management to provide workplace learning, coaching or mentoring opportunities.
Attach filesSave
Bottom of Form
(Assessment objectives ...)Question 2.4
2.4.a
Top of Form
Effective training will incorporate a range of activities and support materials appropriate to the achievement of identified competencies. Explain what this means.
Attach filesSave
Bottom of Form
2.4.b
Top of Form
Choose a topic around which you could create a development opportunity. For example:
a. A procedure that you need team members to follow.
b. A p ...
BUS102 Group Assignment T217 BUS102 Microeconomics T217, G.docxRAHUL126667
BUS102 Group Assignment T217
BUS102 Microeconomics T217, Group Assignment due 09 September 2017 Page 1
BUS102 Introduction to Microeconomics
Questions, Notes & Guideline for Group Assignment
Due 3.00pm, Saturday 09 September 2017
Three Problem-Solving Questions that require written answers
1. General information
1.1 This group assignment is worth 20 per cent of total assessment and is to be submitted by
3.00pm, Saturday 09 September 2017.
There are 3 questions and answer all 3 questions, worth a total of 60 marks all together.
Then the marks will be converted to a total of 20 marks scale to be uploaded in Moodle
for 20 per cent of your total course assessment.
A hard copy of the assignment must be submitted to KOI Librarian in Kent street campus
by 3.00pm, Saturday 09 September 2017. You must keep the receipt after the submission
for your own record. You are also required to upload an electronic copy of the
assignment in Moodle Turnitin by 3:00pm Saturday 09 September 2017.
Late submission will attract loss of 4 marks out of 20 marks (20 per cent), and the
assignment submitted to the library after 5:00pm Monday 11 Sept 2017 will not be
accepted.
1.2 This assignment is a group assignment and each group must contain only two (2) people.
1.3 Names and ID numbers of students in the group must be clearly printed on the Assignment
Cover Sheet. A member, who has not contributed to the discussion and assignment, must be
marked as “Not contributed” in a bracket following the student’s name and ID.
1.4 You must follow the appropriate format explained below. Not following the appropriate
format will cause a loss of some marks.
All written answers must be clearly typed and printed. Hand-written answers will NOT be
accepted.
All assignment questions and sub-questions must be typed in order at the heading.
Answer each question on a different page. For example, if Question 1 (a) (b) (c) and (d)
are answered on pages 1-2, then start Question 2 on page 3, etc.
You must analyse, explain and show how and why you reached your answers. Providing
just answers without explanation will not receive full marks.
You must also draw and include appropriate and relevant graphs and tables together in
your explanation. Draw them using Microsoft Power Point/Word/Excel, NOT hand-drawn.
BUS102 Group Assignment T217
BUS102 Microeconomics T217, Group Assignment due 09 September 2017 Page 2
1.5 Copying the assignment contents from other group assignment is a serious violation of copy
right. It will be penalized and will attract a VERY heavy loss of marks – “Fail”.
Please remember that it is not difficult to identify the contents that are copied from other
group(s). Write the answers in your own English words.
Please DO NOT SHOW work students in other groups. If you did, both the person who
showed the assignment and the one who copied the assignment will be awarded zero
out of 20 mar ...
This document reviews outcome-based education (OBE) as an alternative to the traditional education system. It discusses some of the shortcomings of the traditional system, where students can pass courses by focusing only on some chapters or content, without fully mastering the material. The document proposes implementing OBE, where students must meet specific learning outcomes for each course rather than just achieving a minimum grade. It outlines steps to implement OBE, including defining program and course outcomes, assessing students based on rubrics to evaluate their mastery of the outcomes, and ensuring students meet minimum thresholds for each outcome to pass. OBE aims to ensure students more fully master all course content and establish minimum competencies before progressing to new courses.
Design For InstructionTeacher will now design the instruction LinaCovington707
Design For Instruction
Teacher will now design the instruction for the learning goals provided in previous chapter. How will you teach the learning goals you have designed
The following will be discussed At this point you have administered the pre-assessment
Remember to include charts to report the findings of the pre assessment
Page length 3 + visual organizer
Pre Assessment Results
Don’t forget to label your responses using subheadings in the TWS outline
Discuss what your pre-assessment scores revealed about your students
You could discuss but is not limited to:
Range of scores for each student showing percentages
Be specific about what learning goals you are using ( Question 10, & 12 addressed LG 2 that showed a low percentage (12%) of students that mastered
Use charts to show the results/ could show graph for each learning goal
Restate learning goals as you discuss results
Show target performance set for each learning goal
Show lowest and highest mastery of each goal
Show graph with mastery of each question for each student
Remember your sub headings are
Results of pre- assessment ( discussed on the first few pages)
Unit Overview- discuss what your unit will include (you may use your outline here of your unit. Explain your unit and alignment with goals. List topics for each day. Include activity for each day
Activities – what activities will you use for each unit. Discuss and explain/ Review page 10 of TWS to include explanation of activity
Technology – What technology will you use for this unit
MUST HAVE
Analyzed descriptions of student performance
Activities linked to learning goals
Identify patterns of student performance
Show activity you are doing each day
Use visual organizer
Describe a minimum of 3 activities using a variety of instructional strategies
Analyze student performance related to the goals
Show how you will score assessments
Show how activity relates to goals
What materials are needed for activity
Can use scoring rubrics, observation, checklist, rating scales ect.
How will you check on student progress
Instructional Decision-Making FIVE
Describe Modifications
Give 2 examples of when student learning or response caused you to modify your lesson
Describe in detail the activity that you modified and why
Explain why you thought this would improve student learning of
the goal. Explain in detail
Give a second example of when a student’s learning or response
caused you to modify the lesson. Explain in detail
Suggested page length 3-4 pages
Review page 13 TWS
Analysis of Student Learning
Teacher uses assessment data to profile student learning giving information about student achievement
Now you will analyze data
Show performance of whole class, subgroups and individual students
Conclusions will be drawn in Factor 7
Focus student achievement
Subheadings
Whole Cl ...
This is my Contemporary Marketing for Sustainability (CMS) subject assignment. It wasn't the best in the batch. But was able to get me through the 3rd stage of the PgDip of Marketing at SLIM, Sri Lanka. Feel free to use this for academic purposes only
This document provides instructions and a rubric for a strategic problem-solving assignment involving an agricultural science program. The assignment has three parts: a memo, documentation, and a reflection. For the memo, students must create a new vision statement for the program aligned with the campus vision. They must also describe steps taken to develop the vision statement and share details of stakeholder involvement. The memo must address these points using four "building blocks" - modeling collaboration, establishing expectations, defining roles, and aligning priorities. Documentation to support the memo and a reflective component are also required. The rubric evaluates students' demonstration of problem-solving skills and capacity to support a school's mission and vision through management and operations.
The document summarizes Merrill's First Principles of Instruction, which are research-based guidelines for effective instructional design. The principles are: 1) activation of prior experience, 2) demonstration of skills, 3) application of skills, and 4) integration of these skills into real-world tasks. The document provides examples of how to apply these principles when designing instructional problems, components, sequences, and strategies.
Develop teams and individuals(Assessment objectives ...)QuestiLinaCovington707
Develop teams and individuals
(Assessment objectives ...)
Question 1.1
Top of Form
It is necessary to systematically identify and implement learning and development needs in line with organisational requirements. To do this a training needs analysis would be conducted. Explain what a TNA is, how it would be conducted, who would be involved and how it would be used.
Attach filesSave
Bottom of Form
(Assessment objectives ...)
Question 1.2
1.2.a
Top of Form
A learning plan that meets individual and group training and development needs will be collaboratively developed, agreed to and implemented. Draw on your own experience and that of others, plus independent research, to determine why prospective learners should be consulted about the type of learning to be delivered and the structure of the learning process.
Attach filesSave
Bottom of Form
1.2.b
Top of Form
What are the likely repercussions if employees are not consulted and involved in the design, development and targeting of training or learning opportunities?
Attach filesSave
Bottom of Form
(Assessment objectives ...)
Question 1.3
Top of Form
What advantages are there when an individual self-evaluates their competence and identifies what is needed to learn, grow and improve knowledge and skills?
Attach filesSave
Bottom of Form
(Assessment objectives ...)
Question 1.4
Top of Form
How does collecting regular feedback on the performance of team members, from relevant sources assist managers in identifying the learning needs of individuals and teams?
Question 2.1
2.1.a
Top of Form
Explain how trainers can identify career pathways and competency standards relevant to the industry and why it is necessary for them to do this.
Attach filesSave
Bottom of Form
2.1.b
Top of Form
Why is it important to clearly identify learning and development program goals and objectives?
Attach filesSave
Bottom of Form
(Assessment objectives ...)Question 2.2
2.2.a
Top of Form
Why is it beneficial to identify learning styles?
Attach filesSave
Bottom of Form
2.2.b
Top of Form
Why is it necessary to consider, when designing a program, the physical resources that might be needed? Use examples where appropriate.
Attach filesSave
Bottom of Form
(Assessment objectives ...)Question 2.3
2.3.a
Top of Form
Describe three facilitation techniques that will encourage team development and improvement.
Attach filesSave
Bottom of Form
2.3.b
Top of Form
List six reasons why it is beneficial for management to provide workplace learning, coaching or mentoring opportunities.
Attach filesSave
Bottom of Form
(Assessment objectives ...)Question 2.4
2.4.a
Top of Form
Effective training will incorporate a range of activities and support materials appropriate to the achievement of identified competencies. Explain what this means.
Attach filesSave
Bottom of Form
2.4.b
Top of Form
Choose a topic around which you could create a development opportunity. For example:
a. A procedure that you need team members to follow.
b. A p ...
BUS102 Group Assignment T217 BUS102 Microeconomics T217, G.docxRAHUL126667
BUS102 Group Assignment T217
BUS102 Microeconomics T217, Group Assignment due 09 September 2017 Page 1
BUS102 Introduction to Microeconomics
Questions, Notes & Guideline for Group Assignment
Due 3.00pm, Saturday 09 September 2017
Three Problem-Solving Questions that require written answers
1. General information
1.1 This group assignment is worth 20 per cent of total assessment and is to be submitted by
3.00pm, Saturday 09 September 2017.
There are 3 questions and answer all 3 questions, worth a total of 60 marks all together.
Then the marks will be converted to a total of 20 marks scale to be uploaded in Moodle
for 20 per cent of your total course assessment.
A hard copy of the assignment must be submitted to KOI Librarian in Kent street campus
by 3.00pm, Saturday 09 September 2017. You must keep the receipt after the submission
for your own record. You are also required to upload an electronic copy of the
assignment in Moodle Turnitin by 3:00pm Saturday 09 September 2017.
Late submission will attract loss of 4 marks out of 20 marks (20 per cent), and the
assignment submitted to the library after 5:00pm Monday 11 Sept 2017 will not be
accepted.
1.2 This assignment is a group assignment and each group must contain only two (2) people.
1.3 Names and ID numbers of students in the group must be clearly printed on the Assignment
Cover Sheet. A member, who has not contributed to the discussion and assignment, must be
marked as “Not contributed” in a bracket following the student’s name and ID.
1.4 You must follow the appropriate format explained below. Not following the appropriate
format will cause a loss of some marks.
All written answers must be clearly typed and printed. Hand-written answers will NOT be
accepted.
All assignment questions and sub-questions must be typed in order at the heading.
Answer each question on a different page. For example, if Question 1 (a) (b) (c) and (d)
are answered on pages 1-2, then start Question 2 on page 3, etc.
You must analyse, explain and show how and why you reached your answers. Providing
just answers without explanation will not receive full marks.
You must also draw and include appropriate and relevant graphs and tables together in
your explanation. Draw them using Microsoft Power Point/Word/Excel, NOT hand-drawn.
BUS102 Group Assignment T217
BUS102 Microeconomics T217, Group Assignment due 09 September 2017 Page 2
1.5 Copying the assignment contents from other group assignment is a serious violation of copy
right. It will be penalized and will attract a VERY heavy loss of marks – “Fail”.
Please remember that it is not difficult to identify the contents that are copied from other
group(s). Write the answers in your own English words.
Please DO NOT SHOW work students in other groups. If you did, both the person who
showed the assignment and the one who copied the assignment will be awarded zero
out of 20 mar ...
This document reviews outcome-based education (OBE) as an alternative to the traditional education system. It discusses some of the shortcomings of the traditional system, where students can pass courses by focusing only on some chapters or content, without fully mastering the material. The document proposes implementing OBE, where students must meet specific learning outcomes for each course rather than just achieving a minimum grade. It outlines steps to implement OBE, including defining program and course outcomes, assessing students based on rubrics to evaluate their mastery of the outcomes, and ensuring students meet minimum thresholds for each outcome to pass. OBE aims to ensure students more fully master all course content and establish minimum competencies before progressing to new courses.
Design For InstructionTeacher will now design the instruction LinaCovington707
Design For Instruction
Teacher will now design the instruction for the learning goals provided in previous chapter. How will you teach the learning goals you have designed
The following will be discussed At this point you have administered the pre-assessment
Remember to include charts to report the findings of the pre assessment
Page length 3 + visual organizer
Pre Assessment Results
Don’t forget to label your responses using subheadings in the TWS outline
Discuss what your pre-assessment scores revealed about your students
You could discuss but is not limited to:
Range of scores for each student showing percentages
Be specific about what learning goals you are using ( Question 10, & 12 addressed LG 2 that showed a low percentage (12%) of students that mastered
Use charts to show the results/ could show graph for each learning goal
Restate learning goals as you discuss results
Show target performance set for each learning goal
Show lowest and highest mastery of each goal
Show graph with mastery of each question for each student
Remember your sub headings are
Results of pre- assessment ( discussed on the first few pages)
Unit Overview- discuss what your unit will include (you may use your outline here of your unit. Explain your unit and alignment with goals. List topics for each day. Include activity for each day
Activities – what activities will you use for each unit. Discuss and explain/ Review page 10 of TWS to include explanation of activity
Technology – What technology will you use for this unit
MUST HAVE
Analyzed descriptions of student performance
Activities linked to learning goals
Identify patterns of student performance
Show activity you are doing each day
Use visual organizer
Describe a minimum of 3 activities using a variety of instructional strategies
Analyze student performance related to the goals
Show how you will score assessments
Show how activity relates to goals
What materials are needed for activity
Can use scoring rubrics, observation, checklist, rating scales ect.
How will you check on student progress
Instructional Decision-Making FIVE
Describe Modifications
Give 2 examples of when student learning or response caused you to modify your lesson
Describe in detail the activity that you modified and why
Explain why you thought this would improve student learning of
the goal. Explain in detail
Give a second example of when a student’s learning or response
caused you to modify the lesson. Explain in detail
Suggested page length 3-4 pages
Review page 13 TWS
Analysis of Student Learning
Teacher uses assessment data to profile student learning giving information about student achievement
Now you will analyze data
Show performance of whole class, subgroups and individual students
Conclusions will be drawn in Factor 7
Focus student achievement
Subheadings
Whole Cl ...
1ACC 201 Essentials of Accounting Accounting For Entreprene.docxfelicidaddinwoodie
1
ACC 201: Essentials of Accounting Accounting For EntrepreneursSpring 2016: Course Description
Accounting is a set of activities that translates day to day business transactions into quantifiable information useful for decision makers. Financial accounting focuses on outside decision makers such as investors, creditors, customers, suppliers and produces financial statements in the form of balance sheet, income statement and cash-flow statement. In contrast, managerial accounting focuses on inside decision makers, namely managers, and provides concepts beyond the financial statements to enhance managerial decisions.
An entrepreneur is both an outsider (investor) and insider (manager). As such, an entrepreneurial context is a good platform to learn both financial and managerial accounting. Accordingly, in this course, you will be required to form your own organization to meet a need in the market place that is in line with your personal desires and assets. The financial and managerial accounting principles you learn in this course will help you make better decisions and prepare a sound business plan of your entrepreneurial idea.
Accounting is also the language of business. In this role, it provides the entrepreneur the language to communicate between the branches of business be it finance, marketing, operations or management. This is why I have sub-titled this course as: Accounting for Entrepreneurs. Learning Objectives:
1. To identify a business idea in line with your ‘DNA’
2. To estimate and enhance the net cash flow of your organization
3. To learn accounting concepts that facilitate managerial decisions: IV, BEP, NPV, IRR, Tax Analysis and Optimal Financing
4. To understand the nature of balance sheet, income statement and cash flow statement
5. To prepare financial statements through the double entry process
6. To calculate and interpret ROI and the three DuPont Ratios
7. To prepare a business plan
8. To develop Excel skills Text Book / Clicker:
There is no required textbook for this course. All course-relevant materials will be posted on the blackboard
For those who like to be able to refer a book, I recommend: Financial and Managerial Accounting, Information for Decisions, by Wild, Larson and Chiappetta. McGraw Hill Irwin; the latest is the fifth edition but any earlier edition would be sufficient and cheaper.
You are required however to purchase any basic clicker which is available in the University Bookstore. Example: Response Card NXT Course Grade: Lecture Notes 10Clicker Questions 10 Homework 10Graded Lecture Notes 10Graded Homework 10Quizzes 20Business Plan 30Total 100Extra Credits / Debits
?Course Structure:
Each Tuesday’s class will introduce an accounting concept required to answer an entrepreneur’s question. Given that there is no required text for this course, it is very important that you come to this class with your laptop and take good notes. At the end of e ...
The document discusses requirements analysis for an online course management system using rich pictures and use case modeling. It includes rich pictures from the perspectives of the New Skill Set Gateway (NSSG) head office and Easy Learning Organisation (ELO). Key actors and issues are identified. A use case diagram is presented with five use cases: Manage Course, Teach Course, Help Clients, Join Course, and Manage Funding. An understanding of use case modeling is provided along with the strengths and weaknesses of use cases and rich pictures for requirements analysis.
Hey Carzetta, You did a beautiful job on your char.docxhanneloremccaffery
Hey Carzetta,
You did a beautiful job on your chart :) it's very well laid out I liked how you said " For accountability, the teaching staffs will be assessed before and after the semester to ensure the Accreditation standards are met." like (Diamond, 2008 p.16) said in years past , an institution could simply dust off its previous documents, make a few modest modifications, and be finished, but this is simply no longer possible. im glad you will be reviewing staff and faculty consistently to make sure they are meeting the accreditation standards excellent post.
Hello Carzetta,
How are you? I think you did a good job on this post.
My feedback:
Clarification: Is the information practical? Does it make sense?
The information is practical. The table is perfect, it is organized and easy to read. But, I find the Outcome section unclear. Also, there was no reference section.
Justification: Does the entry include adequate details to justify the direction being taken?
The entry in the outcome section does not include details to justify the direction being taken. The outcome should be based on, as the University Office of Evaluation and Educational Effectiveness (n. d.). stresses that there are going to be questions to answer upon graduation. What the graduates know and are able to do at the time they have completed the program?” What is going to happen at the end of the program?
Rationale: Have sufficient references been included to support the direction being adopted?
No, there are no references to support the direction being adopted.
Relevance: Do you have (or have you heard of) similar experiences that you can share?
Your program really hit home for me! Meaning that, I took numerous classes in your curriculum while waiting to be accepted into the nursing program. Long story short, as we, my classmates and I got to the folk in the road, some went into Biomedical science program and natural sciences program while, I chose education.
Recommendations: Do you have suggestions or advice that you can share?
There are two areas that is in need of assistance. The Outcome section and the reference section:
Firstly, the Outcome section, as the University Office of Evaluation and Educational Effectiveness (n. d.) states, that program outcomes are attainment, skills, and competencies students should acquire upon graduation from your program in Biomedical Science.
Secondly, I think your report needs one or two references, which will add some credibility to your project.
Again, I think you did a great job with the table, all it needs is a little help in the areas in the recommendation section.
Thanks for sharing,
Hello Carzetta
I really liked reading about your program outcomes and list of courses. However I was wondering what are your program outcomes? You supplied great information on what a program outcome was and why it is needed which was very informational and helped grow my knowledge and understanding but I did not see your outcomes listed.
The c.
Dear students get fully solved assignments
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Communications exampleStakeholder NameRoleInformationTimeframeMediaResponsible for UpdatesResponsible for DeliveryCarol AndersonProject SponsorSummary project status1st each monthe-mailTeamJames White (PM)Critical risks and issuesWeeklyDashboardJames White (PM)James White (PM)Budget & timeline performance1st each monthDashboardJames White (PM)James White (PM)James WhiteProject ManagerDetailed project statusWeeklyTeam status systemTeanTeam status systemAll risks and issuesWeeklyTeam status systemTeamTeam status systemResource, supplier, procurement budget & timeline performancee/o weeke-mailTeamFinance MatrixSam DeanSafety AuditorLevel of safety compliance of all deliverables produced1st each month1st each monthQuality ManagerQuality Manager
AMBERTON UNIVERSITY
MGT6220
Managing the Global Workforce
Dr. Di Ann Sanchez, SPHR, SHRM-SCP
ASSIGNMENTS
All assignments should be submitted in Microsoft Word using a 12 pt. Font size and formatted as
double-spaced using Times New Roman. Each of the Assignments has been divided into specific
questions with the suggested completion order. However, all the questions in Assignment One will
be submitted together by the due date and so forth. Only one Assignment will be submitted at a time.
Assignments may be submitted early so you can work around other scheduling issues; however, they
will not be graded until after the official due date. Once one Assignment has been graded and
returned to you, another may be submitted. All Assignments are to be of graduate-level quality and
will be graded accordingly.
ORIENTATION TO CLASS AND TEXT REVIEW – DUE SEE MOODLE AND SYLLABI
(11:30 pm CST). POST AN INTRODUCTION OF YOURSELF FOLLOWING THE
OUTLINE BELOW (DISCUSSION AND PARTICIPATION – 2.5 pts.)
Discussion Forum Assignment: Access the Discussion Forum for the class and post a Welcome
Introduction to your Classmates. Include such things as highlighted below.
Enrollment Assignment:
Your posting to the class should include the following:
Your Name
Your Occupation
Your Field of Study
What State do you live in?
How long have you been a student at Amberton University?
Why are you interested in this topic?
What is your learning style? MBTI
What do you hope to achieve at the end of this course?
Your expectations of Professor Sanchez
I have been in the Moodle Platform and have downloaded AND READ the Syllabus, Study
Guide, Assignments, and Reference Materials. I understand that all Assignments are due by
11:30 pm CST on the due dates.
Assignment Guidelines:
When completing assignments, please identify the question to which you are responding by retyping
the question. While retyping the question is not a typical APA style, it will assure that I see your
complete response. The following orientation should be submitted first to verify that students can
submit readable attached files and post information in the Disc ...
1. Assessment for Learning (AFL) involves understanding how well students are doing and what they need to do to improve their grades.
2. AFL includes effective questioning techniques, marking and feedback, sharing learning goals, and peer and self-assessment.
3. Teachers in the Business & Economics Faculty use a variety of questioning techniques, provide exam questions for practice, and give regular feedback to help students assess their learning.
007 a college of administrative and financial sciencesassignmesmile790243
This document contains instructions for three separate assignments. The first assignment is for an Introduction to Operations Management course and involves drawing a network diagram and performing forward and backward passes to determine start/finish times and identify critical paths for a project. The second assignment is for a Management of Technology course and involves answering questions about a case study on protecting innovation in the music industry. The third assignment is for an Introduction to International Business course and involves writing a 500-word report and SWOT analysis on a Saudi company operating in Europe and/or Africa.
Campus Budget assignment
Objective:
In EDAD 5384, Resource Management in Education, you have learned about school finance, methods of budgeting, and procedures for resource acquisition and allocation. For the campus budget project (course final), you will demonstrate your mastery of these concepts by developing and coding a plan for addressing an academic problem on your campus. Your evaluation of Texas Academic Performance Report (TAPR) or other longitudinal campus data, along with your approach to strategic problem solving for the challenges described below, will formulate the basis for your budgeting decisions.
Instructions:
Part 1: Identifying and Addressing the Problem
You have been offered a budget of $250,000 specifically for targeted improvement on your campus.
1. Identify longitudinal data to address a targeted area of growth on your campus for either reading or math performance. What longitudinal student data would you use to identify the problem? Provide examples of data used and describe the problem that you are addressing.
2. Identify resources you would use to address the problem. Describe your plan to address the problem. Provide a planning document (including timeline, checkpoints and specific action steps) of your overall plan to address the problem.
3. Describe how you would address your stakeholders to include them in your planning process. Include a sample agenda for a stakeholder meeting.
4. Explain how much of the budget would be allocated to personnel (i.e. tutoring, content specialists) or materials (technology supports or instructional materials for students).
5. Make a chart of how you would code at least 5 expenditures for this task using the 20-digit coding structure provided by TEA.
Part 2: Reporting Progress
Imagine that you made significant progress on this issue. Write a brief follow-up report to be shared at your stakeholder meeting. In your narrative, explain your problem-solving process and your rationale for the budget.
Sample Budget Scenario Project
Jane D. Doe
The University of Texas at Arlington
EDAD 5384
Summer 2021
Jane D. Doe, Department of Educational Leadership and Policy Studies, The University of Texas at Arlington.
[Type text] [Type text] [Type text]
Running head: SAMPLE BUDGET SCENARIO PROJECT 1
Correspondence concerning this article should be addressed to Jane D. Doe, E-mail: [email protected]
Sample Budget Scenario Project
This section introduces the scenario by describing what you have been asked to accomplish with this report. You should begin by stating your objective for the report and describe the parts of the report in this section (see below). Since this part of the report is fairly generic, you are welcome to copy and paste the sample introduction shown below directly into your own paper to serve as your introduction to the assignment. You will not lose any points for doing so. You should not copy the rest of the paper, but you will find that it will serve as a good ...
This document provides information about a learning material on food and fish processing. It discusses three key competencies covered in the material: operation of equipment, cleaning and sanitizing equipment, and loading/unloading raw materials. It outlines the general objectives and content of the five modules that make up the material. The document provides guidance on how to work through each module, including setting learning goals and targets. It includes a pre-assessment activity to gauge existing knowledge around personal entrepreneurial competencies.
Project Overview –Virtual PMO Services for PJM Students and Alum.docxwoodruffeloisa
Project Overview –
Virtual PMO Services for PJM Students and Alumni
This project is one I have wanted to do for some time now – in order to move it forward to our leaders for approval, it would be very helpful to have an integrated plan to share for decision making – a draft charter/ scope statement and workplan has been created for this project. The next planning step is to complete the risk work.
Project Background
Currently, each faculty within our PJM program shares a number of project management templates used in their own project management work for use within their courses. The intent is to collect and share these templates across all sections of a course so that all students have access to a number of potential templates in that subject area and can then create their own version of the template that best meets the needs of their assignment projects. This will also store all templates in one place for easy access – regardless of the course that one is in it is convenient to locate other templates that might be helpful for the work in any course.
We also would like to make this available to alumni of the program – to allow them to benefit from our inventory of templates and also to allow them to contribute templates to the NU PJM community. This provides yet another opportunity for industry alignment and maintains a connection with our esteemed alumni.
This project is still considered to be at the beginning of its efforts. It will be a visible project within the Northeastern community – for faculty, current students and alumni.
Work to date – currently, there are many project management templates floating around our program. There has not been a coordinated effort to locate, vet and store these templates – nor have we considered if there are gaps in the templates provided.
Work includes understanding the needs of faculty, students and alumni and then creating a shared repository solution that will meet these needs. At minimum, the project will identify all available templates from faculty, reviewing these to ensure they are comprehensive, clear and ready for use and well as to review the inventory of templates against good practices in project management and the PMBOK - and that there are no copyright issues with posting on our shared site. Both faculty and students near the end of the program should be included in the review of the templates.
The shared site tool needs to be selected – this will require understanding the needs of faculty, students and alumni as well as standards to be followed in the IT constraints. The site needs to be designed and the templates uploaded.
A process needs to be created and implemented for upkeep on the templates as well as how additional templates are submitted for consideration, vetted and the site updated.
• • •
Ÿ 1
A plan for transition and sustainment needs to be created and implemented – how will students and alumni find out about this site? Who do they contact if they have questions o ...
This document outlines strategies for participatory monitoring and evaluation (M&E) in Tonga's education system. It discusses using problem and solution trees to thoroughly analyze issues. The problem tree identifies core problems, causes, and effects, revealing complexity requiring multiple solutions. Drawing the problem tree collaboratively helps stakeholders understand issues. The solution tree then informs goals, objectives, and interventions to address root causes. Together, these tools provide a framework for designing effective M&E processes and selecting appropriate activities, indicators, and targets to solve problems in Tonga's education system.
This book is a preview for the book described below for IELTS task 1 report writing. The preview gives a very detailed explanation of how to plan and write a task using step-by-step instructions.
Assignment 05MA260 Statistical Analysis IDirections Be sure t.docxdavezstarr61655
Assignment 05
MA260 Statistical Analysis I
Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Refer to the "Assignment Format" page located on the Course Home page for specific format requirements.
NOTE: Show your work in the problems.
1. Compute the mean and variance of the following discrete probability distribution.
x
P(x)
2
.50
8
.30
10
.20
2. The Computer Systems Department has eight faculty, six of whom are tenured. Dr. Vonder, the chair, wants to establish a committee of three department faculty members to review the curriculum. If she selects the committee at random:
a. What is the probability all members of the committee are tenured?
b. What is the probability that at least one member is not tenured? (Hint: For this question, use the complement rule).
3. New Process, Inc., a large mail-order supplier of women’s fashions, advertises same-day service on every order. Recently, the movement of orders has not gone as planned, and there were a large number of complaints. Bud Owens, director of customer service, has completely redone the method of order handling. The goal is to have fewer than five unfilled orders on hand at the end of 95% of the working days. Frequent checks of the unfilled orders follow a Poisson distribution with a mean of two orders. A Poisson distribution is a discrete frequency distribution.
Has New Process, Inc. lived up to its internal goal? Cite evidence.
4. Recent information published by the U.S. Environmental Protection Agency indicates that Honda is the manufacturer of four of the top nine vehicles in terms of fuel economy.
a. Determine the probability distribution for the number of Hondas in a sample of three cars chosen from the top nine.
b. What is the likelihood that in the sample of three at least one Honda is included?
Grading Rubric
Please refer to the rubric below for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
15 points11 points7 points3 points
The student provides a clear
and logical table to organize
data and accurately includes
the equations and the correct
answers for the mean and
the variance.
The student provides an
adequate table to organize
data and accurately includes
the equations and the
correct answer for either
the mean or the variance.
The student does not
provide a clear and logical
table to organize data and
accurately includes the
equations and may have
only one correct answer for
the mean or the variance.
The student does not
provide a clear and logical
table to organize data and
has only 1 accurate
equation and one correct
answer for the mean or the
variance.
20 points15 points10 points5 points
The student provides correct
equations and answers for
both parts of the question.
The student provides correct
equatio.
Page 1 of 4 NIZWA COLLEGE OF TECHNOLOGY BUSINESS .docxhoney690131
Page 1 of 4
NIZWA COLLEGE OF TECHNOLOGY
BUSINESS STUDIES DEPARTMENT
SEMESTER -2 / ACADEMIC YEAR
2019-2020
FINAL EXAM (ASSIGNMENT)
COURSE CODE BAHR3106
COURSE NAME Training and Development
LEVEL Advance Diploma
TUTOR(S) Sangeetha TR
SECTION(S) 2
DURATION:
DATE TIME
START 21 May 2020 9:00AM
END 23 May 2020 8:00AM
MARKS BREAK UP:
No. of Questions Marks for Each Question
1 25
2 15
3 10
TOTAL MARKS 50
INSTRUCTIONS:
1) The Final Assignment will be available in Moodle at 9:00 am on the date of
examination.
2) This is an open resource examination; there are (04) pages. Students are allowed to
refer any digital materials (Internet, Proquest, Masader, and OER) with proper
referencing and citation for each answers.
3) Students has to answer the questions typewritten in the word (.docx) format.
Figures / Diagrams, equations and solving of problems can be written by hand and
added to the document as a picture/image.
4) Save the assignment file using the student ID & Course code.[ Eg : 22s1234 –
EECPxxxx]
5) Students should submit the answers through the turnitin link provided in moodle
page. If any problem occurs, send it to the staff email [[email protected]]
6) Students are encouraged to upload the answers in the moodle at least two hours
before the deadline to avoid any technical issues.
7) In case of any technical problem in opening or submitting your assignment please
contact your course tutor through email and copy the Department Head
Page 2 of 4
8) Any form of cheating is punishable. Students involved in cheating will be treated
according to the Plagiarism and Academic Integrity Policies.
9) Students are advised to write the answers in their own words. Based on the
plagiarism policy and the department approved similarity level, the marks will be
deducted for the plagiarized [Copied] answers.
10) Students should complete their assignment within the given time. Assignments
submitted after the deadline will be marked 0.
ACADEMIC INTEGRITY & PLAGIARISM POLICY:
The student should be ready to prove the authenticity of the work done. If any form of
plagiarism/reproduction of answers are discovered, student will be awarded zero marks.
DECLARATION:
I declare that the Final Exam (assignment) submitted is original and acknowledge that I am
aware of the NCT’s Integrity and Plagiarism Policies (January 2011) mentioned in moodle, and
the disciplinary guidelines and procedures applicable to breaches of such policy and
regulations.
I AGREE TO THE TERMS AND CONDITIONS:
STUDENT NAME
STUDENT ID
DATE OF SUBMISSION
Page 3 of 4
Question No 1 (25 Marks)
Honest Bank, is one among the popular financial institutions in Oman. Honest Bank’s operating
strategy distinguishes it from other financial and banking companies. Thi.
Page 1 of 4 NIZWA COLLEGE OF TECHNOLOGY BUSINESS .docxaman341480
Page 1 of 4
NIZWA COLLEGE OF TECHNOLOGY
BUSINESS STUDIES DEPARTMENT
SEMESTER -2 / ACADEMIC YEAR
2019-2020
FINAL EXAM (ASSIGNMENT)
COURSE CODE BAHR3106
COURSE NAME Training and Development
LEVEL Advance Diploma
TUTOR(S) Sangeetha TR
SECTION(S) 2
DURATION:
DATE TIME
START 21 May 2020 9:00AM
END 23 May 2020 8:00AM
MARKS BREAK UP:
No. of Questions Marks for Each Question
1 25
2 15
3 10
TOTAL MARKS 50
INSTRUCTIONS:
1) The Final Assignment will be available in Moodle at 9:00 am on the date of
examination.
2) This is an open resource examination; there are (04) pages. Students are allowed to
refer any digital materials (Internet, Proquest, Masader, and OER) with proper
referencing and citation for each answers.
3) Students has to answer the questions typewritten in the word (.docx) format.
Figures / Diagrams, equations and solving of problems can be written by hand and
added to the document as a picture/image.
4) Save the assignment file using the student ID & Course code.[ Eg : 22s1234 –
EECPxxxx]
5) Students should submit the answers through the turnitin link provided in moodle
page. If any problem occurs, send it to the staff email [[email protected]]
6) Students are encouraged to upload the answers in the moodle at least two hours
before the deadline to avoid any technical issues.
7) In case of any technical problem in opening or submitting your assignment please
contact your course tutor through email and copy the Department Head
Page 2 of 4
8) Any form of cheating is punishable. Students involved in cheating will be treated
according to the Plagiarism and Academic Integrity Policies.
9) Students are advised to write the answers in their own words. Based on the
plagiarism policy and the department approved similarity level, the marks will be
deducted for the plagiarized [Copied] answers.
10) Students should complete their assignment within the given time. Assignments
submitted after the deadline will be marked 0.
ACADEMIC INTEGRITY & PLAGIARISM POLICY:
The student should be ready to prove the authenticity of the work done. If any form of
plagiarism/reproduction of answers are discovered, student will be awarded zero marks.
DECLARATION:
I declare that the Final Exam (assignment) submitted is original and acknowledge that I am
aware of the NCT’s Integrity and Plagiarism Policies (January 2011) mentioned in moodle, and
the disciplinary guidelines and procedures applicable to breaches of such policy and
regulations.
I AGREE TO THE TERMS AND CONDITIONS:
STUDENT NAME
STUDENT ID
DATE OF SUBMISSION
Page 3 of 4
Question No 1 (25 Marks)
Honest Bank, is one among the popular financial institutions in Oman. Honest Bank’s operating
strategy distinguishes it from other financial and banking companies. Thi.
2Jubail University CollegeDepartment of Business Adm.docxlorainedeserre
2
Jubail University College
Department of Business Administration
Semester 392
Assignment No.: 2
Section No.: 201
Course Code: MIS 305
Course Name: Intelligent Support Systems in Business
Student Name
Student ID
1. Nejood Alshehri
36120067
2. Ghaida Alasman
36120311
3. Dhai Alotaibi
36120355
4. Fetoon Alhulais
36120019
Project Based Assignment
The Assignment Objective:
This is a project-based assignment divided into two deliverables: theoretical and practical part. Each with 10% of your final grade. It aims to familiarize and expose students to the business intelligence tools and the four phases of the decision making process as well as improving students’ effective communication and team working skills. In addition, it helps expose students to tools and techniques that aid them in practically developing a DSS to solve a problem or take advantage of an opportunity based on the four phases of decision making process.
Topic- A Business Case:
Each group should identify particular opportunity or problem to be solved by any managerial level in Business. You need to follow the 4 phases of decision making process. Use any tool in M.S. Excel to help automate this decision. Your DSS should provide a correct answer to be given to managers or staff. Examples that could help you:
· DSS to help HR answer Employees questions.
· DSS to help Marketing and development department to increase customer satisfaction.
Each group (of 3-4 members) create their own scenarios in relevance to their business case. Note that you need to consider the various users and existing operations as well as any new operations and functions for proper utilization of data and accurate decision making process.
Practical Part (Submission on week 13):(10 %)
This part focuses on the implementation phase of your DSS for the problem (opportunity) that you have identified in assignment 1.
DSS Criteria:
· You should use analytical tool and functions.
· The design and format should be attractive yet clear.
· Use visualization to easily analyze the results.
· Develop two dashboards. Please ensure that you adhere to the dashboard design principles and guidelines.
· Keep intended users of your DSS in mind and ensure that you consider all the possible factors.
· Identify the routine business functions and the management activities supported by your DSS.
· Assume the business rules for the DSS users to follow and make sure to incorporate them.
The required materials: (100 marks = 10%)
A) CD containing the following: (60 marks)
1- Documentation:
a. Assignment cover page and Tables of content
b. Introduction: Brief introduction about the decision you will assist in. (2 mark)
c. Content
· This part shoud Breifly and consizly address all the work that you have done and assubsions you followed in preparing your DSS Implementation phase such as:
· How the solution is implemented.(10 mark)
· Explain the tools that you developed (10 mark)
· The functions you used with ...
MGT-350 Russell.docx - Cameron School of Business - University of ...butest
This document outlines the syllabus for an undergraduate Principles of Management course. It provides details on the course description, objectives, prerequisites, required text, policies, grading scale, schedule, and expectations. The course is intended to survey various perspectives on management and develop students' skills in areas like critical thinking, problem solving, communication, and adapting to change. Students will complete exams, homework, a current events paper, and mandatory participation in the Cameron Resume Assistance Program (RAP) to work with business professionals and improve their resume.
SEU Management the Blue Sky Project Case Questions.docxwrite5
1. The document provides instructions for an assignment on project management for a college course. It includes a case study from the textbook on a project called the Blue Sky Project and asks students to answer 3 questions about the case study.
2. The questions ask how a project manager would respond to issues, what mistakes were made, and lessons learned from the case study related to project management concepts. The assignment is due by a specified date and guidelines are provided on formatting, references, and plagiarism.
3. Additional details are given on assignment requirements and objectives to understand project management concepts, monitor and control projects, and work effectively in a team.
The Progressive PresidentsThe presidential election of 1912 wa.docxoscars29
The Progressive Presidents
The presidential election of 1912 was the most Progressive in US history, with the two frontrunners, Theodore Roosevelt and Woodrow Wilson, both espousing Progressive philosophies. Although both Wilson and Roosevelt were Progressive, their attitudes toward Progressivism differed, at least in theory. This paper will provide an opportunity to review the complex nature of Progressivism, and to explore how presidents’ policies while in office often differ from their rhetoric on the campaign trail.
Using the primary sources below, compare and contrast the two men’s principles based on their writings, and then, using the textbook and at least one secondary source from the library’s JSTOR or Project MUSE databases, compare each presidents’ political principles with his actions while in office—how well did their actions match their rhetoric?
Draw from the material in the AT LEAST ONE of the Following sources when writing your paper:
Bull Moose Party. (1912, Aug. 7). Platform of the Progressive party. Retrieved from http://www.pbs.org/wgbh/americanexperience/features/primary-resources/tr-progressive/
Roosevelt, T. R. (1910, Aug. 31). The new nationalism. Retrieved from http://www.pbs.org/wgbh/americanexperience/features/primary-resources/tr-nationalism/
Wilson, W. (1913, March 4). First inaugural address. Retrieved from http://www.pbs.org/wgbh/americanexperience/features/primary-resources/tr-woodrow/
Wilson, W. (1913). What is progress?. In The new freedom: A call for the emancipation of the generous energies of a people (Chapter II). New York: Doubleday, Page & Company. Retrieved from http://www.gutenberg.org/files/14811/14811-h/14811-h.htm#II
The paper must be three to four pages in length and formatted according to APA style. Cite your sources within the text of your paper and on the reference page. For information regarding APA, including samples and tutorials, visit the Ashford Writing Center, located within the Learning Resources tab on the left navigation toolbar.
.
The project is structured as follows Project Part Deliverable P.docxoscars29
The project is structured as follows: Project Part Deliverable
Project Part 2
Part 2 - Task 1: Business Impact Analysis (BIA) Plan
Part 2 - Task 2: Business Continuity Plan (BCP)
Part 2 - Task 3: Disaster Recovery Plan (DRP)
Submission Requirements
All project submissions should follow this format:
Format: Microsoft Word or compatible
Font: Arial, 10-point, double-space
APA Citation Style
Scenario
You are an information technology (IT) intern working for Health Network, Inc. (Health Network), a fictitious health services organization headquartered in Minneapolis, Minnesota. Health Network has over 600 employees throughout the organization and generates $500 million USD in annual revenue. The company has two additional locations in Portland, Oregon and Arlington, Virginia, which support a mix of corporate operations. Each corporate facility is located near a colocation data center, where production systems are located and managed by third-party data center hosting vendors.
Company Products
Health Network has three main products: HNetExchange, HNetPay, and HNetConnect.
HNetExchange is the primary source of revenue for the company. The service handles secure electronic medical messages that originate from its customers, such as large hospitals, which are then routed to receiving customers such as clinics.
HNetPay is a Web portal used by many of the company’s HNetExchange customers to support the management of secure payments and billing. The HNetPay Web portal, hosted at Health Network production sites, accepts various forms of payments and interacts with credit-card processing organizations much like a Web commerce shopping cart. HNetConnect is an online directory that lists doctors, clinics, and other medical facilities to allow Health Network customers to find the right type of care at the right locations. It contains doctors’ personal information, work addresses, medical certifications, and types of services that the doctors and clinics offer. Doctors are given credentials and are able to update the information in their profile. Health Network customers, which are the hospitals and clinics, connect to all three of the company’s products using HTTPS connections. Doctors and potential patients are able to make payments and update their profiles using Internet-accessible HTTPS Web sites.
Information Technology Infrastructure Overview
Health Network operates in three production data centers that provide high availability across the company’s products. The data centers host about 1,000 production servers, and Health Network maintains 650 corporate laptops and company-issued mobile devices for its employees.
Threats Identified
Upon review of the current risk management plan, the following threats were identified:
Loss of company data due to hardware being removed from production systems
Loss of company information on lost or stolen company-owned assets, such as mobile devices and laptops
Loss of customers due to production ou.
The Progressive era stands out as a time when reformers sought to ad.docxoscars29
The Progressive era stands out as a time when reformers sought to address social ills brought about by a rapidly changing society. Debates surrounded issues such as political corruption, the regulation of business practices, racial equality, women's suffrage and the living conditions of impoverished immigrants overcrowded into urban slums.
After you have completed your readings post a response to only ONE of the following questions.
Compare and contrast the ideas of Booker T. Washington and W.E.B. Du Bois. In your opinion, which of these two men had the better plan? Explain why.
When it came to the issue of suffrage, did all women agree? Explain.
Which social problem was Jacob Riis addressing through his work? How did he communicate the severity of this problem?
.
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1ACC 201 Essentials of Accounting Accounting For Entreprene.docxfelicidaddinwoodie
1
ACC 201: Essentials of Accounting Accounting For EntrepreneursSpring 2016: Course Description
Accounting is a set of activities that translates day to day business transactions into quantifiable information useful for decision makers. Financial accounting focuses on outside decision makers such as investors, creditors, customers, suppliers and produces financial statements in the form of balance sheet, income statement and cash-flow statement. In contrast, managerial accounting focuses on inside decision makers, namely managers, and provides concepts beyond the financial statements to enhance managerial decisions.
An entrepreneur is both an outsider (investor) and insider (manager). As such, an entrepreneurial context is a good platform to learn both financial and managerial accounting. Accordingly, in this course, you will be required to form your own organization to meet a need in the market place that is in line with your personal desires and assets. The financial and managerial accounting principles you learn in this course will help you make better decisions and prepare a sound business plan of your entrepreneurial idea.
Accounting is also the language of business. In this role, it provides the entrepreneur the language to communicate between the branches of business be it finance, marketing, operations or management. This is why I have sub-titled this course as: Accounting for Entrepreneurs. Learning Objectives:
1. To identify a business idea in line with your ‘DNA’
2. To estimate and enhance the net cash flow of your organization
3. To learn accounting concepts that facilitate managerial decisions: IV, BEP, NPV, IRR, Tax Analysis and Optimal Financing
4. To understand the nature of balance sheet, income statement and cash flow statement
5. To prepare financial statements through the double entry process
6. To calculate and interpret ROI and the three DuPont Ratios
7. To prepare a business plan
8. To develop Excel skills Text Book / Clicker:
There is no required textbook for this course. All course-relevant materials will be posted on the blackboard
For those who like to be able to refer a book, I recommend: Financial and Managerial Accounting, Information for Decisions, by Wild, Larson and Chiappetta. McGraw Hill Irwin; the latest is the fifth edition but any earlier edition would be sufficient and cheaper.
You are required however to purchase any basic clicker which is available in the University Bookstore. Example: Response Card NXT Course Grade: Lecture Notes 10Clicker Questions 10 Homework 10Graded Lecture Notes 10Graded Homework 10Quizzes 20Business Plan 30Total 100Extra Credits / Debits
?Course Structure:
Each Tuesday’s class will introduce an accounting concept required to answer an entrepreneur’s question. Given that there is no required text for this course, it is very important that you come to this class with your laptop and take good notes. At the end of e ...
The document discusses requirements analysis for an online course management system using rich pictures and use case modeling. It includes rich pictures from the perspectives of the New Skill Set Gateway (NSSG) head office and Easy Learning Organisation (ELO). Key actors and issues are identified. A use case diagram is presented with five use cases: Manage Course, Teach Course, Help Clients, Join Course, and Manage Funding. An understanding of use case modeling is provided along with the strengths and weaknesses of use cases and rich pictures for requirements analysis.
Hey Carzetta, You did a beautiful job on your char.docxhanneloremccaffery
Hey Carzetta,
You did a beautiful job on your chart :) it's very well laid out I liked how you said " For accountability, the teaching staffs will be assessed before and after the semester to ensure the Accreditation standards are met." like (Diamond, 2008 p.16) said in years past , an institution could simply dust off its previous documents, make a few modest modifications, and be finished, but this is simply no longer possible. im glad you will be reviewing staff and faculty consistently to make sure they are meeting the accreditation standards excellent post.
Hello Carzetta,
How are you? I think you did a good job on this post.
My feedback:
Clarification: Is the information practical? Does it make sense?
The information is practical. The table is perfect, it is organized and easy to read. But, I find the Outcome section unclear. Also, there was no reference section.
Justification: Does the entry include adequate details to justify the direction being taken?
The entry in the outcome section does not include details to justify the direction being taken. The outcome should be based on, as the University Office of Evaluation and Educational Effectiveness (n. d.). stresses that there are going to be questions to answer upon graduation. What the graduates know and are able to do at the time they have completed the program?” What is going to happen at the end of the program?
Rationale: Have sufficient references been included to support the direction being adopted?
No, there are no references to support the direction being adopted.
Relevance: Do you have (or have you heard of) similar experiences that you can share?
Your program really hit home for me! Meaning that, I took numerous classes in your curriculum while waiting to be accepted into the nursing program. Long story short, as we, my classmates and I got to the folk in the road, some went into Biomedical science program and natural sciences program while, I chose education.
Recommendations: Do you have suggestions or advice that you can share?
There are two areas that is in need of assistance. The Outcome section and the reference section:
Firstly, the Outcome section, as the University Office of Evaluation and Educational Effectiveness (n. d.) states, that program outcomes are attainment, skills, and competencies students should acquire upon graduation from your program in Biomedical Science.
Secondly, I think your report needs one or two references, which will add some credibility to your project.
Again, I think you did a great job with the table, all it needs is a little help in the areas in the recommendation section.
Thanks for sharing,
Hello Carzetta
I really liked reading about your program outcomes and list of courses. However I was wondering what are your program outcomes? You supplied great information on what a program outcome was and why it is needed which was very informational and helped grow my knowledge and understanding but I did not see your outcomes listed.
The c.
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Communications exampleStakeholder NameRoleInformationTimeframeMediaResponsible for UpdatesResponsible for DeliveryCarol AndersonProject SponsorSummary project status1st each monthe-mailTeamJames White (PM)Critical risks and issuesWeeklyDashboardJames White (PM)James White (PM)Budget & timeline performance1st each monthDashboardJames White (PM)James White (PM)James WhiteProject ManagerDetailed project statusWeeklyTeam status systemTeanTeam status systemAll risks and issuesWeeklyTeam status systemTeamTeam status systemResource, supplier, procurement budget & timeline performancee/o weeke-mailTeamFinance MatrixSam DeanSafety AuditorLevel of safety compliance of all deliverables produced1st each month1st each monthQuality ManagerQuality Manager
AMBERTON UNIVERSITY
MGT6220
Managing the Global Workforce
Dr. Di Ann Sanchez, SPHR, SHRM-SCP
ASSIGNMENTS
All assignments should be submitted in Microsoft Word using a 12 pt. Font size and formatted as
double-spaced using Times New Roman. Each of the Assignments has been divided into specific
questions with the suggested completion order. However, all the questions in Assignment One will
be submitted together by the due date and so forth. Only one Assignment will be submitted at a time.
Assignments may be submitted early so you can work around other scheduling issues; however, they
will not be graded until after the official due date. Once one Assignment has been graded and
returned to you, another may be submitted. All Assignments are to be of graduate-level quality and
will be graded accordingly.
ORIENTATION TO CLASS AND TEXT REVIEW – DUE SEE MOODLE AND SYLLABI
(11:30 pm CST). POST AN INTRODUCTION OF YOURSELF FOLLOWING THE
OUTLINE BELOW (DISCUSSION AND PARTICIPATION – 2.5 pts.)
Discussion Forum Assignment: Access the Discussion Forum for the class and post a Welcome
Introduction to your Classmates. Include such things as highlighted below.
Enrollment Assignment:
Your posting to the class should include the following:
Your Name
Your Occupation
Your Field of Study
What State do you live in?
How long have you been a student at Amberton University?
Why are you interested in this topic?
What is your learning style? MBTI
What do you hope to achieve at the end of this course?
Your expectations of Professor Sanchez
I have been in the Moodle Platform and have downloaded AND READ the Syllabus, Study
Guide, Assignments, and Reference Materials. I understand that all Assignments are due by
11:30 pm CST on the due dates.
Assignment Guidelines:
When completing assignments, please identify the question to which you are responding by retyping
the question. While retyping the question is not a typical APA style, it will assure that I see your
complete response. The following orientation should be submitted first to verify that students can
submit readable attached files and post information in the Disc ...
1. Assessment for Learning (AFL) involves understanding how well students are doing and what they need to do to improve their grades.
2. AFL includes effective questioning techniques, marking and feedback, sharing learning goals, and peer and self-assessment.
3. Teachers in the Business & Economics Faculty use a variety of questioning techniques, provide exam questions for practice, and give regular feedback to help students assess their learning.
007 a college of administrative and financial sciencesassignmesmile790243
This document contains instructions for three separate assignments. The first assignment is for an Introduction to Operations Management course and involves drawing a network diagram and performing forward and backward passes to determine start/finish times and identify critical paths for a project. The second assignment is for a Management of Technology course and involves answering questions about a case study on protecting innovation in the music industry. The third assignment is for an Introduction to International Business course and involves writing a 500-word report and SWOT analysis on a Saudi company operating in Europe and/or Africa.
Campus Budget assignment
Objective:
In EDAD 5384, Resource Management in Education, you have learned about school finance, methods of budgeting, and procedures for resource acquisition and allocation. For the campus budget project (course final), you will demonstrate your mastery of these concepts by developing and coding a plan for addressing an academic problem on your campus. Your evaluation of Texas Academic Performance Report (TAPR) or other longitudinal campus data, along with your approach to strategic problem solving for the challenges described below, will formulate the basis for your budgeting decisions.
Instructions:
Part 1: Identifying and Addressing the Problem
You have been offered a budget of $250,000 specifically for targeted improvement on your campus.
1. Identify longitudinal data to address a targeted area of growth on your campus for either reading or math performance. What longitudinal student data would you use to identify the problem? Provide examples of data used and describe the problem that you are addressing.
2. Identify resources you would use to address the problem. Describe your plan to address the problem. Provide a planning document (including timeline, checkpoints and specific action steps) of your overall plan to address the problem.
3. Describe how you would address your stakeholders to include them in your planning process. Include a sample agenda for a stakeholder meeting.
4. Explain how much of the budget would be allocated to personnel (i.e. tutoring, content specialists) or materials (technology supports or instructional materials for students).
5. Make a chart of how you would code at least 5 expenditures for this task using the 20-digit coding structure provided by TEA.
Part 2: Reporting Progress
Imagine that you made significant progress on this issue. Write a brief follow-up report to be shared at your stakeholder meeting. In your narrative, explain your problem-solving process and your rationale for the budget.
Sample Budget Scenario Project
Jane D. Doe
The University of Texas at Arlington
EDAD 5384
Summer 2021
Jane D. Doe, Department of Educational Leadership and Policy Studies, The University of Texas at Arlington.
[Type text] [Type text] [Type text]
Running head: SAMPLE BUDGET SCENARIO PROJECT 1
Correspondence concerning this article should be addressed to Jane D. Doe, E-mail: [email protected]
Sample Budget Scenario Project
This section introduces the scenario by describing what you have been asked to accomplish with this report. You should begin by stating your objective for the report and describe the parts of the report in this section (see below). Since this part of the report is fairly generic, you are welcome to copy and paste the sample introduction shown below directly into your own paper to serve as your introduction to the assignment. You will not lose any points for doing so. You should not copy the rest of the paper, but you will find that it will serve as a good ...
This document provides information about a learning material on food and fish processing. It discusses three key competencies covered in the material: operation of equipment, cleaning and sanitizing equipment, and loading/unloading raw materials. It outlines the general objectives and content of the five modules that make up the material. The document provides guidance on how to work through each module, including setting learning goals and targets. It includes a pre-assessment activity to gauge existing knowledge around personal entrepreneurial competencies.
Project Overview –Virtual PMO Services for PJM Students and Alum.docxwoodruffeloisa
Project Overview –
Virtual PMO Services for PJM Students and Alumni
This project is one I have wanted to do for some time now – in order to move it forward to our leaders for approval, it would be very helpful to have an integrated plan to share for decision making – a draft charter/ scope statement and workplan has been created for this project. The next planning step is to complete the risk work.
Project Background
Currently, each faculty within our PJM program shares a number of project management templates used in their own project management work for use within their courses. The intent is to collect and share these templates across all sections of a course so that all students have access to a number of potential templates in that subject area and can then create their own version of the template that best meets the needs of their assignment projects. This will also store all templates in one place for easy access – regardless of the course that one is in it is convenient to locate other templates that might be helpful for the work in any course.
We also would like to make this available to alumni of the program – to allow them to benefit from our inventory of templates and also to allow them to contribute templates to the NU PJM community. This provides yet another opportunity for industry alignment and maintains a connection with our esteemed alumni.
This project is still considered to be at the beginning of its efforts. It will be a visible project within the Northeastern community – for faculty, current students and alumni.
Work to date – currently, there are many project management templates floating around our program. There has not been a coordinated effort to locate, vet and store these templates – nor have we considered if there are gaps in the templates provided.
Work includes understanding the needs of faculty, students and alumni and then creating a shared repository solution that will meet these needs. At minimum, the project will identify all available templates from faculty, reviewing these to ensure they are comprehensive, clear and ready for use and well as to review the inventory of templates against good practices in project management and the PMBOK - and that there are no copyright issues with posting on our shared site. Both faculty and students near the end of the program should be included in the review of the templates.
The shared site tool needs to be selected – this will require understanding the needs of faculty, students and alumni as well as standards to be followed in the IT constraints. The site needs to be designed and the templates uploaded.
A process needs to be created and implemented for upkeep on the templates as well as how additional templates are submitted for consideration, vetted and the site updated.
• • •
Ÿ 1
A plan for transition and sustainment needs to be created and implemented – how will students and alumni find out about this site? Who do they contact if they have questions o ...
This document outlines strategies for participatory monitoring and evaluation (M&E) in Tonga's education system. It discusses using problem and solution trees to thoroughly analyze issues. The problem tree identifies core problems, causes, and effects, revealing complexity requiring multiple solutions. Drawing the problem tree collaboratively helps stakeholders understand issues. The solution tree then informs goals, objectives, and interventions to address root causes. Together, these tools provide a framework for designing effective M&E processes and selecting appropriate activities, indicators, and targets to solve problems in Tonga's education system.
This book is a preview for the book described below for IELTS task 1 report writing. The preview gives a very detailed explanation of how to plan and write a task using step-by-step instructions.
Assignment 05MA260 Statistical Analysis IDirections Be sure t.docxdavezstarr61655
Assignment 05
MA260 Statistical Analysis I
Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Refer to the "Assignment Format" page located on the Course Home page for specific format requirements.
NOTE: Show your work in the problems.
1. Compute the mean and variance of the following discrete probability distribution.
x
P(x)
2
.50
8
.30
10
.20
2. The Computer Systems Department has eight faculty, six of whom are tenured. Dr. Vonder, the chair, wants to establish a committee of three department faculty members to review the curriculum. If she selects the committee at random:
a. What is the probability all members of the committee are tenured?
b. What is the probability that at least one member is not tenured? (Hint: For this question, use the complement rule).
3. New Process, Inc., a large mail-order supplier of women’s fashions, advertises same-day service on every order. Recently, the movement of orders has not gone as planned, and there were a large number of complaints. Bud Owens, director of customer service, has completely redone the method of order handling. The goal is to have fewer than five unfilled orders on hand at the end of 95% of the working days. Frequent checks of the unfilled orders follow a Poisson distribution with a mean of two orders. A Poisson distribution is a discrete frequency distribution.
Has New Process, Inc. lived up to its internal goal? Cite evidence.
4. Recent information published by the U.S. Environmental Protection Agency indicates that Honda is the manufacturer of four of the top nine vehicles in terms of fuel economy.
a. Determine the probability distribution for the number of Hondas in a sample of three cars chosen from the top nine.
b. What is the likelihood that in the sample of three at least one Honda is included?
Grading Rubric
Please refer to the rubric below for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
15 points11 points7 points3 points
The student provides a clear
and logical table to organize
data and accurately includes
the equations and the correct
answers for the mean and
the variance.
The student provides an
adequate table to organize
data and accurately includes
the equations and the
correct answer for either
the mean or the variance.
The student does not
provide a clear and logical
table to organize data and
accurately includes the
equations and may have
only one correct answer for
the mean or the variance.
The student does not
provide a clear and logical
table to organize data and
has only 1 accurate
equation and one correct
answer for the mean or the
variance.
20 points15 points10 points5 points
The student provides correct
equations and answers for
both parts of the question.
The student provides correct
equatio.
Page 1 of 4 NIZWA COLLEGE OF TECHNOLOGY BUSINESS .docxhoney690131
Page 1 of 4
NIZWA COLLEGE OF TECHNOLOGY
BUSINESS STUDIES DEPARTMENT
SEMESTER -2 / ACADEMIC YEAR
2019-2020
FINAL EXAM (ASSIGNMENT)
COURSE CODE BAHR3106
COURSE NAME Training and Development
LEVEL Advance Diploma
TUTOR(S) Sangeetha TR
SECTION(S) 2
DURATION:
DATE TIME
START 21 May 2020 9:00AM
END 23 May 2020 8:00AM
MARKS BREAK UP:
No. of Questions Marks for Each Question
1 25
2 15
3 10
TOTAL MARKS 50
INSTRUCTIONS:
1) The Final Assignment will be available in Moodle at 9:00 am on the date of
examination.
2) This is an open resource examination; there are (04) pages. Students are allowed to
refer any digital materials (Internet, Proquest, Masader, and OER) with proper
referencing and citation for each answers.
3) Students has to answer the questions typewritten in the word (.docx) format.
Figures / Diagrams, equations and solving of problems can be written by hand and
added to the document as a picture/image.
4) Save the assignment file using the student ID & Course code.[ Eg : 22s1234 –
EECPxxxx]
5) Students should submit the answers through the turnitin link provided in moodle
page. If any problem occurs, send it to the staff email [[email protected]]
6) Students are encouraged to upload the answers in the moodle at least two hours
before the deadline to avoid any technical issues.
7) In case of any technical problem in opening or submitting your assignment please
contact your course tutor through email and copy the Department Head
Page 2 of 4
8) Any form of cheating is punishable. Students involved in cheating will be treated
according to the Plagiarism and Academic Integrity Policies.
9) Students are advised to write the answers in their own words. Based on the
plagiarism policy and the department approved similarity level, the marks will be
deducted for the plagiarized [Copied] answers.
10) Students should complete their assignment within the given time. Assignments
submitted after the deadline will be marked 0.
ACADEMIC INTEGRITY & PLAGIARISM POLICY:
The student should be ready to prove the authenticity of the work done. If any form of
plagiarism/reproduction of answers are discovered, student will be awarded zero marks.
DECLARATION:
I declare that the Final Exam (assignment) submitted is original and acknowledge that I am
aware of the NCT’s Integrity and Plagiarism Policies (January 2011) mentioned in moodle, and
the disciplinary guidelines and procedures applicable to breaches of such policy and
regulations.
I AGREE TO THE TERMS AND CONDITIONS:
STUDENT NAME
STUDENT ID
DATE OF SUBMISSION
Page 3 of 4
Question No 1 (25 Marks)
Honest Bank, is one among the popular financial institutions in Oman. Honest Bank’s operating
strategy distinguishes it from other financial and banking companies. Thi.
Page 1 of 4 NIZWA COLLEGE OF TECHNOLOGY BUSINESS .docxaman341480
Page 1 of 4
NIZWA COLLEGE OF TECHNOLOGY
BUSINESS STUDIES DEPARTMENT
SEMESTER -2 / ACADEMIC YEAR
2019-2020
FINAL EXAM (ASSIGNMENT)
COURSE CODE BAHR3106
COURSE NAME Training and Development
LEVEL Advance Diploma
TUTOR(S) Sangeetha TR
SECTION(S) 2
DURATION:
DATE TIME
START 21 May 2020 9:00AM
END 23 May 2020 8:00AM
MARKS BREAK UP:
No. of Questions Marks for Each Question
1 25
2 15
3 10
TOTAL MARKS 50
INSTRUCTIONS:
1) The Final Assignment will be available in Moodle at 9:00 am on the date of
examination.
2) This is an open resource examination; there are (04) pages. Students are allowed to
refer any digital materials (Internet, Proquest, Masader, and OER) with proper
referencing and citation for each answers.
3) Students has to answer the questions typewritten in the word (.docx) format.
Figures / Diagrams, equations and solving of problems can be written by hand and
added to the document as a picture/image.
4) Save the assignment file using the student ID & Course code.[ Eg : 22s1234 –
EECPxxxx]
5) Students should submit the answers through the turnitin link provided in moodle
page. If any problem occurs, send it to the staff email [[email protected]]
6) Students are encouraged to upload the answers in the moodle at least two hours
before the deadline to avoid any technical issues.
7) In case of any technical problem in opening or submitting your assignment please
contact your course tutor through email and copy the Department Head
Page 2 of 4
8) Any form of cheating is punishable. Students involved in cheating will be treated
according to the Plagiarism and Academic Integrity Policies.
9) Students are advised to write the answers in their own words. Based on the
plagiarism policy and the department approved similarity level, the marks will be
deducted for the plagiarized [Copied] answers.
10) Students should complete their assignment within the given time. Assignments
submitted after the deadline will be marked 0.
ACADEMIC INTEGRITY & PLAGIARISM POLICY:
The student should be ready to prove the authenticity of the work done. If any form of
plagiarism/reproduction of answers are discovered, student will be awarded zero marks.
DECLARATION:
I declare that the Final Exam (assignment) submitted is original and acknowledge that I am
aware of the NCT’s Integrity and Plagiarism Policies (January 2011) mentioned in moodle, and
the disciplinary guidelines and procedures applicable to breaches of such policy and
regulations.
I AGREE TO THE TERMS AND CONDITIONS:
STUDENT NAME
STUDENT ID
DATE OF SUBMISSION
Page 3 of 4
Question No 1 (25 Marks)
Honest Bank, is one among the popular financial institutions in Oman. Honest Bank’s operating
strategy distinguishes it from other financial and banking companies. Thi.
2Jubail University CollegeDepartment of Business Adm.docxlorainedeserre
2
Jubail University College
Department of Business Administration
Semester 392
Assignment No.: 2
Section No.: 201
Course Code: MIS 305
Course Name: Intelligent Support Systems in Business
Student Name
Student ID
1. Nejood Alshehri
36120067
2. Ghaida Alasman
36120311
3. Dhai Alotaibi
36120355
4. Fetoon Alhulais
36120019
Project Based Assignment
The Assignment Objective:
This is a project-based assignment divided into two deliverables: theoretical and practical part. Each with 10% of your final grade. It aims to familiarize and expose students to the business intelligence tools and the four phases of the decision making process as well as improving students’ effective communication and team working skills. In addition, it helps expose students to tools and techniques that aid them in practically developing a DSS to solve a problem or take advantage of an opportunity based on the four phases of decision making process.
Topic- A Business Case:
Each group should identify particular opportunity or problem to be solved by any managerial level in Business. You need to follow the 4 phases of decision making process. Use any tool in M.S. Excel to help automate this decision. Your DSS should provide a correct answer to be given to managers or staff. Examples that could help you:
· DSS to help HR answer Employees questions.
· DSS to help Marketing and development department to increase customer satisfaction.
Each group (of 3-4 members) create their own scenarios in relevance to their business case. Note that you need to consider the various users and existing operations as well as any new operations and functions for proper utilization of data and accurate decision making process.
Practical Part (Submission on week 13):(10 %)
This part focuses on the implementation phase of your DSS for the problem (opportunity) that you have identified in assignment 1.
DSS Criteria:
· You should use analytical tool and functions.
· The design and format should be attractive yet clear.
· Use visualization to easily analyze the results.
· Develop two dashboards. Please ensure that you adhere to the dashboard design principles and guidelines.
· Keep intended users of your DSS in mind and ensure that you consider all the possible factors.
· Identify the routine business functions and the management activities supported by your DSS.
· Assume the business rules for the DSS users to follow and make sure to incorporate them.
The required materials: (100 marks = 10%)
A) CD containing the following: (60 marks)
1- Documentation:
a. Assignment cover page and Tables of content
b. Introduction: Brief introduction about the decision you will assist in. (2 mark)
c. Content
· This part shoud Breifly and consizly address all the work that you have done and assubsions you followed in preparing your DSS Implementation phase such as:
· How the solution is implemented.(10 mark)
· Explain the tools that you developed (10 mark)
· The functions you used with ...
MGT-350 Russell.docx - Cameron School of Business - University of ...butest
This document outlines the syllabus for an undergraduate Principles of Management course. It provides details on the course description, objectives, prerequisites, required text, policies, grading scale, schedule, and expectations. The course is intended to survey various perspectives on management and develop students' skills in areas like critical thinking, problem solving, communication, and adapting to change. Students will complete exams, homework, a current events paper, and mandatory participation in the Cameron Resume Assistance Program (RAP) to work with business professionals and improve their resume.
SEU Management the Blue Sky Project Case Questions.docxwrite5
1. The document provides instructions for an assignment on project management for a college course. It includes a case study from the textbook on a project called the Blue Sky Project and asks students to answer 3 questions about the case study.
2. The questions ask how a project manager would respond to issues, what mistakes were made, and lessons learned from the case study related to project management concepts. The assignment is due by a specified date and guidelines are provided on formatting, references, and plagiarism.
3. Additional details are given on assignment requirements and objectives to understand project management concepts, monitor and control projects, and work effectively in a team.
The Progressive PresidentsThe presidential election of 1912 wa.docxoscars29
The Progressive Presidents
The presidential election of 1912 was the most Progressive in US history, with the two frontrunners, Theodore Roosevelt and Woodrow Wilson, both espousing Progressive philosophies. Although both Wilson and Roosevelt were Progressive, their attitudes toward Progressivism differed, at least in theory. This paper will provide an opportunity to review the complex nature of Progressivism, and to explore how presidents’ policies while in office often differ from their rhetoric on the campaign trail.
Using the primary sources below, compare and contrast the two men’s principles based on their writings, and then, using the textbook and at least one secondary source from the library’s JSTOR or Project MUSE databases, compare each presidents’ political principles with his actions while in office—how well did their actions match their rhetoric?
Draw from the material in the AT LEAST ONE of the Following sources when writing your paper:
Bull Moose Party. (1912, Aug. 7). Platform of the Progressive party. Retrieved from http://www.pbs.org/wgbh/americanexperience/features/primary-resources/tr-progressive/
Roosevelt, T. R. (1910, Aug. 31). The new nationalism. Retrieved from http://www.pbs.org/wgbh/americanexperience/features/primary-resources/tr-nationalism/
Wilson, W. (1913, March 4). First inaugural address. Retrieved from http://www.pbs.org/wgbh/americanexperience/features/primary-resources/tr-woodrow/
Wilson, W. (1913). What is progress?. In The new freedom: A call for the emancipation of the generous energies of a people (Chapter II). New York: Doubleday, Page & Company. Retrieved from http://www.gutenberg.org/files/14811/14811-h/14811-h.htm#II
The paper must be three to four pages in length and formatted according to APA style. Cite your sources within the text of your paper and on the reference page. For information regarding APA, including samples and tutorials, visit the Ashford Writing Center, located within the Learning Resources tab on the left navigation toolbar.
.
The project is structured as follows Project Part Deliverable P.docxoscars29
The project is structured as follows: Project Part Deliverable
Project Part 2
Part 2 - Task 1: Business Impact Analysis (BIA) Plan
Part 2 - Task 2: Business Continuity Plan (BCP)
Part 2 - Task 3: Disaster Recovery Plan (DRP)
Submission Requirements
All project submissions should follow this format:
Format: Microsoft Word or compatible
Font: Arial, 10-point, double-space
APA Citation Style
Scenario
You are an information technology (IT) intern working for Health Network, Inc. (Health Network), a fictitious health services organization headquartered in Minneapolis, Minnesota. Health Network has over 600 employees throughout the organization and generates $500 million USD in annual revenue. The company has two additional locations in Portland, Oregon and Arlington, Virginia, which support a mix of corporate operations. Each corporate facility is located near a colocation data center, where production systems are located and managed by third-party data center hosting vendors.
Company Products
Health Network has three main products: HNetExchange, HNetPay, and HNetConnect.
HNetExchange is the primary source of revenue for the company. The service handles secure electronic medical messages that originate from its customers, such as large hospitals, which are then routed to receiving customers such as clinics.
HNetPay is a Web portal used by many of the company’s HNetExchange customers to support the management of secure payments and billing. The HNetPay Web portal, hosted at Health Network production sites, accepts various forms of payments and interacts with credit-card processing organizations much like a Web commerce shopping cart. HNetConnect is an online directory that lists doctors, clinics, and other medical facilities to allow Health Network customers to find the right type of care at the right locations. It contains doctors’ personal information, work addresses, medical certifications, and types of services that the doctors and clinics offer. Doctors are given credentials and are able to update the information in their profile. Health Network customers, which are the hospitals and clinics, connect to all three of the company’s products using HTTPS connections. Doctors and potential patients are able to make payments and update their profiles using Internet-accessible HTTPS Web sites.
Information Technology Infrastructure Overview
Health Network operates in three production data centers that provide high availability across the company’s products. The data centers host about 1,000 production servers, and Health Network maintains 650 corporate laptops and company-issued mobile devices for its employees.
Threats Identified
Upon review of the current risk management plan, the following threats were identified:
Loss of company data due to hardware being removed from production systems
Loss of company information on lost or stolen company-owned assets, such as mobile devices and laptops
Loss of customers due to production ou.
The Progressive era stands out as a time when reformers sought to ad.docxoscars29
The Progressive era stands out as a time when reformers sought to address social ills brought about by a rapidly changing society. Debates surrounded issues such as political corruption, the regulation of business practices, racial equality, women's suffrage and the living conditions of impoverished immigrants overcrowded into urban slums.
After you have completed your readings post a response to only ONE of the following questions.
Compare and contrast the ideas of Booker T. Washington and W.E.B. Du Bois. In your opinion, which of these two men had the better plan? Explain why.
When it came to the issue of suffrage, did all women agree? Explain.
Which social problem was Jacob Riis addressing through his work? How did he communicate the severity of this problem?
.
The Progressive Presidents The presidential election of 1912 was.docxoscars29
T
he Progressive Presidents
The presidential election of 1912 was the most Progressive in US history, with the two frontrunners, Theodore Roosevelt and Woodrow Wilson, both espousing Progressive philosophies. Although both Wilson and Roosevelt were Progressive, their attitudes toward Progressivism differed, at least in theory. This paper will provide an opportunity to review the complex nature of Progressivism, and to explore how presidents’ policies while in office often differ from their rhetoric on the campaign trail.
Using the primary sources below,
compare and contrast
the two men’s principles based on their writings, and then, using the textbook and at least one secondary source from the library’s JSTOR or Project MUSE databases,
compare
each presidents’ political principles with his actions while in office—how well did their actions match their rhetoric?
Draw from the material in the
AT LEAST ONE
of the Following sources when writing your paper:
Bull Moose Party. (1912, Aug. 7).
Platform of the Progressive party
. Retrieved from http://www.pbs.org/wgbh/americanexperience/features/primary-resources/tr-progressive/
Roosevelt, T. R. (1910, Aug. 31).
The new nationalism
. Retrieved from http://www.pbs.org/wgbh/americanexperience/features/primary-resources/tr-nationalism/
Wilson, W. (1913, March 4).
First inaugural address
. Retrieved from http://www.pbs.org/wgbh/americanexperience/features/primary-resources/tr-woodrow/
Wilson, W. (1913).
What is progress?
. In
The new freedom: A call for the emancipation of the generous energies of a people
(Chapter II). New York: Doubleday, Page & Company. Retrieved from http://www.gutenberg.org/files/14811/14811-h/14811-h.htm#II
The paper must be three to four pages in length and formatted according to APA style. Cite your sources within the text of your paper and on the reference page. For information regarding APA, including samples and tutorials, visit the Ashford Writing Center, located within the Learning Resources tab on the left navigation toolbar.
.
The Progressive Presidents The presidential election of 1912 w.docxoscars29
T
he Progressive Presidents
The presidential election of 1912 was the most Progressive in US history, with the two frontrunners, Theodore Roosevelt and Woodrow Wilson, both espousing Progressive philosophies. Although both Wilson and Roosevelt were Progressive, their attitudes toward Progressivism differed, at least in theory. This paper will provide an opportunity to review the complex nature of Progressivism, and to explore how presidents’ policies while in office often differ from their rhetoric on the campaign trail.
Using the primary sources below,
compare and contrast
the two men’s principles based on their writings, and then, using the textbook and at least one secondary source from the library’s JSTOR or Project MUSE databases,
compare
each presidents’ political principles with his actions while in office—how well did their actions match their rhetoric?
Draw from the material in the
AT LEAST ONE
of the Following sources when writing your paper:
Bull Moose Party. (1912, Aug. 7).
Platform of the Progressive party
. Retrieved from http://www.pbs.org/wgbh/americanexperience/features/primary-resources/tr-progressive/
Roosevelt, T. R. (1910, Aug. 31).
The new nationalism
. Retrieved from http://www.pbs.org/wgbh/americanexperience/features/primary-resources/tr-nationalism/
Wilson, W. (1913, March 4).
First inaugural address
. Retrieved from http://www.pbs.org/wgbh/americanexperience/features/primary-resources/tr-woodrow/
Wilson, W. (1913).
What is progress?
. In
The new freedom: A call for the emancipation of the generous energies of a people
(Chapter II). New York: Doubleday, Page & Company. Retrieved from http://www.gutenberg.org/files/14811/14811-h/14811-h.htm#II
The paper must be three to four pages in length and formatted according to APA style. Cite your sources within the text of your paper and on the reference page. For information regarding APA, including samples and tutorials, visit the Ashford Writing Center, located within the Learning Resources tab on the left navigation toolbar.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
.
the project is attached.Be as specific as possible. Describe ho.docxoscars29
the project is attached.
Be as specific as possible. Describe how your project met each of these specific course outcomes:
Apply industry standards to the implementation and support of network systems and computer devices
Demonstrate the principles of information technology security
Express relevant information to technical and nontechnical audiences
Design secure network infrastructures for physical and virtual environments
Create information technology solutions based on business needs or requirements
Each objective should be addressed in one or two complete paragraphs.
.
The project is application oriented, but focuses on the usage and co.docxoscars29
The project is application oriented, but focuses on the usage and configuration of the services chosen to implement the functions.
Students has the flexibility to choose one or two AWS service(s) to be used in this project, including but not limited to storage services, database, container services, Lambda.
such as AWS Amplify
API Gateway
Lambda
DynamoDB
Congnito
AWS Cloud search
.
The Progressive PresidentsThe presidential election of 1912 was .docxoscars29
T
he Progressive Presidents
The presidential election of 1912 was the most Progressive in U.S. history, with the two frontrunners, Theodore Roosevelt and Woodrow Wilson, both espousing Progressive philosophies. Although both Wilson and Roosevelt were Progressive, their attitudes toward Progressivism differed, at least in theory. Your paper will provide an opportunity to review the complex nature of Progressivism, and to explore how presidents’ policies while in office often differ from their rhetoric on the campaign trail.
Using the primary sources below,
compare and contrast
the two men’s principles based on their writings. Using the textbook and at least one secondary source from the library’s JSTOR or Project MUSE databases, compare each presidents’ political principles with his actions while in office. How well did their actions match their rhetoric?
Draw from the material in the
AT LEAST ONE
of the following sources when writing your paper:
Bull Moose Party. (1912, Aug. 7).
Platform of the Progressive party
. Retrieved from http://www.pbs.org/wgbh/americanexperience/features/primary-resources/tr-progressive/
Roosevelt, T. R. (1910, Aug. 31).
The new nationalism
. Retrieved from http://www.pbs.org/wgbh/americanexperience/features/primary-resources/tr-nationalism/
Wilson, W. (1913, March 4).
First inaugural address
. Retrieved from http://www.pbs.org/wgbh/americanexperience/features/primary-resources/tr-woodrow/
Wilson, W. (1913).
What is progress?
In
The new freedom: A call for the emancipation of the generous energies of a people
(Chapter II). New York: Doubleday, Page & Company. Retrieved from http://www.gutenberg.org/files/14811/14811-h/14811-h.htm#II
The paper must be three to four pages in length with APA Style format
.
The Progressive u 17 Toward the end of the oral argum.docxoscars29
The Progressive u 17
Toward the end of the oral argument in a pivotal labor case before
the U.S. Supreme Court last February, Justice Sonia Sotomayor
made a comment that cut to the heart of the matter.
“You’re basically arguing, do away
with unions,” Sotomayor said.
The case, Janus v. American Feder-
ation of State, County, and Municipal
Employees, Council 31, concerns the
right of public-employee unions to
collect fees from nonunion workers.
The plaintiff, Mark Janus, is an Illinois
state public employee who refuses to
join AFSCME, which acts as the bar-
gaining agent for rank-and-file employ-
ees in his department, and objects to
having “fair-share” fees deducted from
his monthly paychecks.
Sotomayor’s remark was directed
to Janus’s attorney William Messenger.
It echoed the concerns of progressive
activists across the country, who say the
case poses an existential threat to pub-
lic-sector unions, which rely on fair-
share fees from nonmembers to defray
the costs of collective bargaining and
contract administration.
Messenger, a staff lawyer for the
National Right to Work Legal Defense
Foundation and member of the conser-
vative Federalist Society, hemmed a bit
at the justice’s bluntness, but he stuck to
the central position he had advanced in
his argument and briefs: that the case
was about the First Amendment. He
insisted that Americans have not only
an affirmative right to speak but also
Bill Blum is a Los Angeles lawyer and a former state of California administrative law judge who writes at Truthdig.com.
The Supremes v. Unions
Rulings Expose High Court’s Anti-Worker Bias
By Bill Blum
GW
EN
KE
RA
VA
L
https://www.supremecourt.gov/oral_arguments/argument_transcripts/2017/16-1466_gebh.pdf
https://assets.documentcloud.org/documents/4594026/Transcript-page.pdf
http://www.scotusblog.com/case-files/cases/janus-v-american-federation-state-county-municipal-employees-council-31/
http://www.scotusblog.com/case-files/cases/janus-v-american-federation-state-county-municipal-employees-council-31/
http://www.scotusblog.com/case-files/cases/janus-v-american-federation-state-county-municipal-employees-council-31/
https://fedsoc.org/contributors/william-messenger-1
https://www.sourcewatch.org/index.php/National_Right_to_Work_Legal_Defense_Foundation
https://www.sourcewatch.org/index.php/National_Right_to_Work_Legal_Defense_Foundation
http://www.scotusblog.com/case-files/cases/janus-v-american-federation-state-county-municipal-employees-council-31/
18 u August / September 2018
a passive right not to be compelled to
speak. And making nonunion public
employees pay fees to a union, he and
others contend, amounts to compelled
speech.
In late June, the Supreme Court ac-
cepted this reasoning and sided with
Janus, ruling 5-4 that public-employee
unions may not collect fair-share fees.
Without these revenues, many unions
believe their coffers will dry up, and
their membership rolls will shrivel.
.
The project involves the following five partsIntroduction.docxoscars29
The project involves the following
five
parts:
Introduction
(what is the hypothesis you want to test; what is the population data you have in mind)
Data collection
(what your sample data is and from where you collect them; on what basis you are convinced the sample is random)
Data summary and visualization
(the basic summary statistics of your data and a visualization of the main feature of the data)
Hypothesis-testing
(a statistical statement of the hypothesis you want to test and the test statistics that you have computed)
Conclusion
(what you can conclude concerning your hypothesis based on your test statistics)
You can choose your favorite statistical software to conduct the project. Write a two-page memo of the data project detailing the above four parts and submit the data file along with the memo. The Topics can be political, economic ( better ), social issues, etc. Here I attached some examples.
.
The programming Language is c++. I need a program that will initiali.docxoscars29
The programming Language is c++. I need a program that will initialize an integer queue and then remove key which in this case is 17. Please include comments and the code should also have the palindrome function if possible though not a requirement. I need this done by 11:30 PM tonight (3/14/21)
.
The program reads data from two files, itemsList-0x.txt and .docxoscars29
The program reads data from two files,
itemsList-0x.txt
and
inventoryList-0x.txt
. File extensions on Linux may be arbitrary–i.e., these files could have been named with
.dat
as the extensions.
The first file,
itemsList-0x.txt
, lists all possible items. Each line represents one item in the form
id name
.
Example 1: Sample itemsList-0x.txt
0 Air 1 HP Potion 2 MP Potion 5 Iron Ore 3 Bow Tie 4 Dirt 6 Diamond Ore 7 Iron Ingot 8 Diamond 9 Diamond Block
The second file,
inventoryList-0x.txt
, lists each individual inventory–or storage chest–followed by a list of items.
Example 2: Sample inventoryList-0x.txt
# 5
- 1 10 - 2 5 - 3 2 # 6
- 4 3 - 5 27 - 6 44 - 7 55 - 8 1 - 9 4 - 4 3 # 2
- 2 5 - 9 4 - 8 1 - 5 2 - 10 5
Each line preceded by
#
denotes the start of a new inventory. Each line preceded by
-
denotes an item. The program creates a new inventory each time a
#
is encountered.
When a
-
is encountered, a stack of items, ItemStack, is created. The
ItemStack
is placed in the
Inventory
based on the following rules:
If the Inventory is empty, store the ItemStack, and
return true
.
If the Inventory is not empty, examine the Inventory.
If a matching ItemStack is found, merge the two ItemStacks and
return true
.
If no matching ItemStack is found, store the new ItemStack and
return true
.
If the Inventory is full,
return false
.
Through the magic of abstraction, this is not one function, but four (4) functions in total. Yes, it does seem unnecessary at first. However, each function does one thing and only one thing. This is an exercise in understanding the thought process behind abstraction, interfaces, and the
S
/
O
in
S.O.L.I.D
(with some C++ code) in a multi-ADT program.
Most of your time will be spent on understanding the abstractions (and interfaces) as opposed to spamming cobblestone blocks… I mean C++ code.
3.2 Output
The output consists of three reports written to standard output, one after the other.
A report listing items that were stored or discarded.
A report listing all valid items.
Finally, a detailed report is printed. listing data for each inventory:
Maximum Capacity–i.e., total slots.
Utilized Capacity–i.e., occupied slots
Listing of all items.
If the program is run with the provided input files, the following output should be generated…
Example 3: Sample Output
Processing Log: Stored (10) HP Potion Stored ( 5) MP Potion Stored ( 2) Bow Tie Stored ( 3) Dirt Stored (27) Iron Ore Stored (44) Diamond Ore Stored (55) Iron Ingot Stored ( 1) Diamond Stored ( 4) Diamond Block Stored ( 3) Dirt Stored ( 5) MP Potion Stored ( 4) Diamond Block Discarded ( 1) Diamond Discarded ( 2) Iron Ore Item List: 0 Air 1 HP Potion 2 MP Potion 3 Bow Tie 4 Dirt 5 Iron Ore 6 Diamond Ore 7 Iron Ingot 8 Diamond 9 Diamond Block Storage Summary: -Used 3 of 5 slots (10) HP Potion ( 5) MP Potion ( 2) Bow Tie -Used 6 of 6 slots ( 6) Dirt.
The project is a video presentation of a PowerPoint. I will need not.docxoscars29
The project is a video presentation of a PowerPoint. I will need notes in the PowerPoint to read will recording.
please make a professional PowerPoint with notes embedded so i can record the video presentation
Thermodynamic properties of propane and refrigerant 134a & Propane p-h diagram & Refrigerant R134a p-h diagram I attached this please check
deadline is 6 hrs
.
The purpose of this 5 page paper is to write about any compound, for.docxoscars29
This 5-page paper assignment requires students to write about a compound formed by two or more elements. The paper should include a title, name, date and number; a paragraph explaining the selected compound; an abstract; an introduction describing the compound with data, illustrations and graphs if needed; a conclusion; and references in ACS format. Only the typed words will count toward the 5-page requirement, not any inserted images or tables.
The purpose of these assignment is to allow students the opp.docxoscars29
The purpose of these assignment is to allow students the opportunity to demonstrate understanding of concepts and to reflect on the completed assessments in relation to self. Please use the Assignment Link to submit these assignments as file uploads.
Cultural Competency Reflection:
2-3 Pages
Basic understanding of concepts
Importance and application
Your perception of your level of cultural competence
.
The Progressive EraTriangle Shirtwaist Factory Fire.docxoscars29
The Progressive Era
Triangle Shirtwaist Factory Fire
Shirtwaists
Factory Work
Horror
Press Accounts
Anger
Union Response
Progressivism
• Influential reform movement – mid 1890s-end of WWI
• Many impulses – both liberal and conservative;
Republican and Democrat
• Desired to soften the harsh impact of industrialization,
urbanization and immigration
• Began in the cities among the middle classes
• First nationwide reform movement
General Middle Class Unease
• America now a world power with an empire
• Most productive industrial nation
• Dramatic economic and demographic changes
• Social Problems
Specific Developments
• Depression of the 1890s
• Emergence of both Populist and
Socialist parties
• Numerous strikes and the rise of
some small, but violent, unions
• Arrogance of large corporations
• The assassination of President
McKinley by an anarchist
Reforms
• Relied on the new social sciences
• Moralistic and optimistic
• Need to reform society and institutions for “social
efficiency”
• But no single motive behind reforms
Social Gospel
• Humanitarian reformers
• A means to translate faith into action
• “ministers of reform” and “reforms of the heart”
• Social justice impulses
Jane Addams and Hull House
Self-Interest
• Middle class feared
possible class warfare or
the rise of socialism
• Believed that reform to
institutions and society
needed
• Worried about widening
gap between the few
“haves” and the many
“have-nots”
• Also feared the rising
immigrant tide as a
“menace” to democracy
Sense of Vulnerability
• Individuals no longer exercised control over their own
destinies
• The powerful corporation, “vested interests,”
“malefactors of great wealth” held the people hostage
• Reforms needed to protect/extend individual rights in the
modern industrial era
Muckrackers
• Articulated the general fears
• Gave focus to anxieties
• Laid bare the “shameful facts”
• Raised public awareness of
specific issues upon which to
focus reform
Women’s Activism
• General Federation of
Women’s Clubs – united white
middle class women’s clubs in
1890
• National Association of
Colored Women – organized
black middle class women’s
clubs in 1896
• Issues: suffrage, libraries,
schools, parks, hospitals,
sanitation, juvenile courts,
public health, pure foods and
drugs, etc.
Types of Reform
• Four broad categories
– To make the government more efficient, honest and
responsive to the popular will
– More stringent regulation of business to protect
consumers, workers and small businesses
– Efforts to improve the quality of life in the cities
– Use of the coercive power of government to impose
middle class standards on personal behavior and
morality
Moral “Reforms”
• Prohibition, anti-gambling, close dance halls
• Mandatory sterilization of sex offenders, certain criminals
and mentally deficient persons
• “Americanizing” immigrants
Grass-.
The purpose of the strategic plan is to allow the selected healthc.docxoscars29
The purpose of the strategic plan is to allow the selected healthcare organization to understand their current strategic position, where they want to be in the future, and how they will achieve those goals. For this strategic plan, you will select an existing healthcare organization local to your community to conduct a strategic plan analysis on. The strategic plan should project 3 year’s worth of planning. Additionally, students should focus on identifying a target market (consumer or business in South Florida) whose needs are not currently being met, not being met satisfactorily or even recognized. Students also should think about competitive offerings, and how their offering will be communicated and delivered. The solution must be actionable or realistic.
The strategic plan will be completed in 3 phases, which will all culminate to create the final strategic plan. Please see course calendar in syllabus for the due dates of each phase.
Phase 1 (10 points): Cover page, introduction, M,V,V,G
The purpose of the strategic plan is to allow the selected healthcare organization to
understand their current strategic position, where they want to be in the future, and how
they will achieve those goals.
For this strategic plan, you will select an exis
ting
healthcare organization local to your community to conduct a strategic plan analysis on.
The strategic plan should project 3 year’s worth of planning.
Additionally, students
should focus on identifying a target market (consumer or business in South F
lorida)
whose needs are not currently being met, not being met satisfactorily or even
recognized. Students also should think about competitive offerings, and how their
offering will be communicated and delivered. The solution must be actionable or
realisti
c.
The strategic plan will be completed in 3 phases, which will all culminate to create the
final strategic plan.
Please see course calendar in
syllabus
for the
due dates of each
phase.
Phase 1
(10 points):
Cover page, introduction, M,V,V,G
The purpose of the strategic plan is to allow the selected healthcare organization to
understand their current strategic position, where they want to be in the future, and how
they will achieve those goals. For this strategic plan, you will select an existing
healthcare organization local to your community to conduct a strategic plan analysis on.
The strategic plan should project 3 year’s worth of planning. Additionally, students
should focus on identifying a target market (consumer or business in South Florida)
whose needs are not currently being met, not being met satisfactorily or even
recognized. Students also should think about competitive offerings, and how their
offering will be communicated and delivered. The solution must be actionable or
realistic.
The strategic plan will be completed in 3 phases, which will all culminate to create the
final strategic plan. Please see course calendar in syllabus for the d.
The purpose of the Final Paper is to apply critical insight to disce.docxoscars29
The purpose of the Final Paper is to apply critical insight to discern fact from fiction with regard to a topical area of your choice.
***Please note that this assignment is a continuation of the work you began during the Week 3 Assignment. You will expand upon the topic you selected earlier, taking into consideration your instructor’s feedback and incorporating additional insight gained through your research and analysis of the issue.***
The goal of this paper is to review the available evidence for a commonly held belief and provide a conclusion regarding the merit of this claim by describing concepts in core psychological domains and examining variations in psychological functioning.
To complete this activity,
Write
an introduction paragraph
for your topic. (You must continue with your selected topic identified in Week 3, unless you have received permission from your instructor otherwise.)
For assistance with a thesis for your introduction paragraph, visit University of Arizona Global Campus Writing Center’s
Introductions & Conclusions (Links to an external site.)
and
Thesis Generator (Links to an external site.)
.
Develop supporting
Body Paragraphs (Links to an external site.)
that apply a professional psychological perspective to a commonly held belief about why people think or act as they do. Consider both perspectives. Use headings as necessary to organize your work. (Use your sources identified in your Week 3 annotated bibliography, your course content, as well as any additional scholarly resources that support your argument. Visit
APA Style Elements (Links to an external site.)
for help with headings, and the University of Arizona Global Campus Library to obtain additional scholarly articles as necessary to fully inform your thinking and address gaps in your knowledge of the topic. Refer to the
Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.)
table for additional guidance.).
Apply
psychological theory and research to a commonly held belief.
Employ
examples to fully illustrate your analysis.
Examine
potential implications of diversity.
Discern
any relevant ethical issues.
Relate
potential applications of this insight to various careers.
Write a conclusion paragraph
that summarizes your findings and whether or not the commonly held belief you have chosen to explore is supported by psychological research and theory. Review
Introductions & Conclusions (Links to an external site.)
for more.
The Fact or Fiction? Final Paper
Must be five double-spaced pages in length at minimum (not including title and references pages) and formatted according to APA Style as outlined in the University of Arizona Global Campus Writing Center’s
APA Style (Links to an external site.)
resource.
Must include a separate title page with the following:
A header
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
For .
The purpose of the Feasibility Analysis is to gain insights into the.docxoscars29
The purpose of the Feasibility Analysis is to gain insights into the viability of a business idea and to make sure that you are on the right track. Two basic questions need to be answered with the analysis: 1) Is there sufficient demand for the product or service? 2) Can the product or service be provided on a profitable basis; or if the product or service is aimed at creating social good, can it be offered on a sustainable basis?
.
The purpose of the Final Paper is for you to examine the issues rela.docxoscars29
The purpose of the Final Paper is for you to examine the issues related to corrections as well as the best strategies and options designed to meet the goals of corrections. Your paper should include the following:
An explanation of the history of the corrections system and varying approaches to corrections by era.
A complete description of the participants of the corrections system and their roles.
A detailed analysis of the impediments, or issues, faced by corrections administrations when running a prison.
A complete description of the rights of prisoners, and the administration of required services by prison officials.
A detailed description of alternative forms of corrections, including methods of rehabilitation and reintroduction to society.
A comprehensive list of alternative strategies to incarceration with an assessment, both pro and con, showing their worth as related to traditional, incarceration strategies.
The paper must be eight to ten pages in length...DOUBLE SPACED... (excluding title and reference pages) and formatted according to APA style. You must use at least five scholarly resources...NO PLAGIARISM OR YOU WILL BE REPORTED...
Cite your sources within the text of your paper and on the reference page.
.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
The Progressive Case Study The Green Organization Executive Team.docx
1. The Progressive Case Study
The Green Organization Executive Team has met with you and
their Leadership Teams for each group. The key objectives for
increasing the performance are decided upon. The challenges
now are training the groups and the teams within the group to
have a clear and concise understanding of the next steps in the
process.
Overestimating the potential of a project or end result can lead
to disaster. The video clip that is part of this week’s lesson
addresses root cause analysis. We are quick to judge or blame
when the results are less than desired. How will you design,
develop, implement, and evaluate the training program you have
presented?
The different groups are dealing with different cultures, various
levels of education and experience, and differing motivation
levels to succeed. Sharing and instilling the organization’s
mission, purpose, and strategy are integral to this training.
Sharing the organizational goal is important to be
communicated at the corporate level as well as in each
independent group. Each group must develop and implement
their own organizational, team and individual goals that are in
line with the organizational goals.
Consider this:
· What methods of training will you use?
· Will you facilitate a learning environment/organization?
· How will you determine the necessary training for each group,
team, and individual?
· What are the cultural factors?
· What immediate, short term, and long term plans do you have
for the ongoing training?
· What is your implementation plan?
2. · How will you monitor, assess, analyze, and evaluate progress?
Your plan (response) should be a minimum of 300 words. Be
sure to utilize outside resources in order to back up your plan
with data/theories that have proven to be a success. Be sure to
respond to your classmates posts this week.
Format For All Assignments
Assignments must be submitted in MS Word format and should
follow proper APA format. This includes Times New Roman 12
point font, double space and indented paragraphs, in-text
citations, and a reference page.
5/15/2019 Assignment Print View
ezto.mheducation.com/hm.tpx?todo=c15SinglePrintView&single
QuestionNo=10.&postSubmissionView=13252708839554181&w
id=132527113993312… 1/2
10. Award: 0.20 points
Listed below is a table showing the number of employed and
unemployed workers 20 years or older
by gender in the United States.
Number of Workers
Gender Employed Unemployed
Men 70,415,000 4,209,000
Women 61,402,000 3,314,000
a. How many workers were studied?
3. Workers
b. What percent of the workers were unemployed? (Round your
answer to 1 decimal place.)
Percentage of unemployed workers %
c. Compare the percent unemployed for the men and the women.
(Round your answers to 1
decimal place.)
Men %
Women %
References
Worksheet Difficulty: 2
Intermediate
Learning Objective: 04-07 Develop and
explain a contingency table.
5/15/2019 Assignment Print View
ezto.mheducation.com/hm.tpx?todo=c15SinglePrintView&single
QuestionNo=10.&postSubmissionView=13252708839554181&w
5. 81 107 113 147 147 175 183 192 202 209
233 251 254 266 283 284 284 316 372 401
417 423 490 500 507 518 550 557 590 594
Click here for the Excel Data File
a. Find the median and the first and third quartiles for the
number of CDs owned by senior citizens.
Median
Q1
Q3
b. Find the median and the first and third quartiles for the
number of CDs owned by young adults.
(Round your answers to 2 decimal places.)
Median
Q1
Q3
References
http://ezto.mheducation.com/extMedia/bne/Lind_17e_12599240
84/chapter_04/Ch4_32_17e.xlsx
6. 5/15/2019 Assignment Print View
ezto.mheducation.com/hm.tpx?todo=c15SinglePrintView&single
QuestionNo=9.&postSubmissionView=13252711178794070&wi
d=1325271139933128… 2/2
Worksheet Learning Objective:
04-03 Identify and
compute measures
of position.
Difficulty: 2
Intermediate
Learning Objective:
04-04 Construct and
analyze a box plot.
5/15/2019 Assignment Print View
ezto.mheducation.com/hm.tpx?todo=c15SinglePrintView&single
QuestionNo=8.&postSubmissionView=13252706535073447&wi
d=1325271139933128… 1/2
8. Award: 0.20 points
A sample of students attending Southeast Florida University is
asked the number of social activities in
which they participated last week. The chart below was
prepared from the sample data.
7. a. What is the name given to this chart?
Name of the chart .
b. How many students were in the study?
Number of students
c. How many students reported attending no social activities?
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Students attending no social activities
References
Worksheet Difficulty: 1 Basic Learning Objective: 04-01
Construct and
interpret a dot plot.
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7. Award: 0.20 points
The following values are the starting salaries, in $000, for a
sample of five accounting graduates who
accepted positions in public accounting last year.
36.0 26.0 33.0 28.0 31.0
Click here for the Excel Data File
a. Determine the mean, median, and the standard deviation.
(Round your answers to 2 decimal
places.)
Mean
Median
Standard deviation
b. Determine the coefficient of skewness using Pearson’s
method. (Round your answer to 2
9. decimal places. Negative amount should be indicated by a minus
sign.)
Coefficient of skewness
c. Determine the coefficient of skewness using the software
method. (Round your answer to 3
decimal places.)
Coefficient of skewness
References
http://ezto.mheducation.com/extMedia/bne/Lind_17e_12599240
84/chapter_04/Ch4_19_17e.xlsx
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Worksheet Difficulty: 2
Intermediate
Learning Objective: 04-05 Compute and
interpret the coefficient of skewness.
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The box plot shows the undergraduate in-state tuition per credit
hour at four-year public colleges.
c. Determine the interquartile range.
Interquartile range
References
Worksheet Difficulty: 1 Basic Learning Objective: 04-04
Construct and
analyze a box plot.
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11. 5. Award: 0.20 points
The box plot shows the undergraduate in-state tuition per credit
hour at four-year public colleges.
b. Estimate the first and third quartiles.
Q1
Q3
References
Worksheet Difficulty: 1 Basic Learning Objective: 04-04
Construct and
analyze a box plot.
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The box plot shows the undergraduate in-state tuition per credit
12. hour at four-year public colleges.
a. Estimate the median.
Median
References
Worksheet Difficulty: 1 Basic Learning Objective: 04-04
Construct and
analyze a box plot.
Ch4_11_17eValues4647494951535454555559
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Determine the median and the first and third quartiles in the
following data.
13. 46 47 49 49 51 53 54 54 55 55 59
Click here for the Excel Data File
Median
First quartile
Third quartile
References
Worksheet Difficulty: 2
Intermediate
Learning Objective: 04-03 Identify and
compute measures of position.
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84/chapter_04/Ch4_11_17e.xlsx
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14. The first row of a stem-and-leaf chart appears as follows: 62 | 1
3 3 7 9. Assume whole number
values. (The stem represents the ten's position and the leaf
represents the one's position.)
a. What is the "possible range" of the values in this row?
Possible range to
References
Worksheet Difficulty: 1 Basic Learning Objective: 04-02
Construct and
describe a stem-and-leaf display.
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A data set consists of 83 observations. How many classes would
you recommend for a frequency
distribution?
Classes
15. References
Worksheet Difficulty: 2
Intermediate
Learning Objective: 02-03 Summarize
quantitative variables with frequency and
relative frequency distributions.
LEARNING OBJECTIVES
When you have completed this chapter, you will be able to:
LO4-1 Construct and interpret a dot plot.
LO4-2 Construct and describe a stem-and-leaf display.
LO4-3 Identify and compute measures of position.
LO4-4 Construct and analyze a box plot.
LO4-5 Compute and interpret the coefficient of skewness.
LO4-6 Create and interpret a scatter diagram.
LO4-7 Develop and explain a contingency table.
MCGIVERN JEWELERS recently posted an advertisement on a
social media site reporting
the shape, size, price, and cut grade for 33 of its diamonds in
stock. Develop a box plot of
17. We study (1) dot plots,
(2) stem-and-leaf displays, (3) percentiles, and (4) box plots.
These charts and statistics
give us additional insight into where the values are concentrated
as well as the general
shape of the data. Then we consider bivariate data. In bivariate
data, we observe two
variables for each individual or observation. Examples include
the number of hours a
student studied and the points earned on an examination; if a
sampled product meets
quality specifications and the shift on which it is manufactured;
or the amount of electric-
ity used in a month by a homeowner and the mean daily high
temperature in the region
for the month. These charts and graphs provide useful insights
as we use business
analytics to enhance our understanding of data.
DOT PLOTS
Recall for the Applewood Auto Group data, we summarized the
profit earned on the
180 vehicles sold with a frequency distribution using eight
classes. When we orga-
nized the data into the eight classes, we lost the exact value of
the observations. A
dot plot, on the other hand, groups the data as little as possible,
and we do not lose
the identity of an individual observation. To develop a dot plot,
we display a dot for
each observation along a horizontal number line indicating the
possible values of the
data. If there are identical observations or the observations are
too close to be shown
individually, the dots are “piled” on top of each other. This
allows us to see the shape
18. of the distribution, the value about which the data tend to
cluster, and the largest and
smallest observations. Dot plots are most useful for smaller data
sets, whereas histo-
grams tend to be most useful for large data sets. An example
will show how to con-
struct and interpret dot plots.
LO4-1
Construct and interpret a
dot plot.
E X A M P L E
The service departments at Tionesta Ford Lincoln and Sheffield
Motors Inc., two
of the four Applewood Auto Group dealerships, were both open
24 days last
month. Listed below is the number of vehicles serviced last
month at the two
dealerships. Construct dot plots and report summary statistics to
compare the
two dealerships.
Tionesta Ford Lincoln
Monday Tuesday Wednesday Thursday Friday Saturday
23 33 27 28 39 26
30 32 28 33 35 32
29 25 36 31 32 27
35 32 35 37 36 30
96 CHAPTER 4
19. Sheffield Motors Inc.
Monday Tuesday Wednesday Thursday Friday Saturday
31 35 44 36 34 37
30 37 43 31 40 31
32 44 36 34 43 36
26 38 37 30 42 33
S O L U T I O N
The Minitab system provides a dot plot and outputs the mean,
median, maximum,
and minimum values, and the standard deviation for the number
of cars serviced
at each dealership over the last 24 working days.
The dot plots, shown in the center of the output, graphically
illustrate the distribu-
tions for each dealership. The plots show the difference in the
location and dis-
persion of the observations. By looking at the dot plots, we can
see that the
number of vehicles serviced at the Sheffield dealership is more
widely dispersed
and has a larger mean than at the Tionesta dealership. Several
other features of
the number of vehicles serviced are:
• Tionesta serviced the fewest cars in any day, 23.
• Sheffield serviced 26 cars during their slowest day, which is
4 cars less than
the next lowest day.
20. • Tionesta serviced exactly 32 cars on four different days.
• The numbers of cars serviced cluster around 36 for Sheffield
and 32 for Tionesta.
From the descriptive statistics, we see Sheffield serviced a
mean of 35.83 vehicles
per day. Tionesta serviced a mean of 31.292 vehicles per day
during the same
period. So Sheffield typically services 4.54 more vehicles per
day. There is also
more dispersion, or variation, in the daily number of vehicles
serviced at Sheffield
than at Tionesta. How do we know this? The standard deviation
is larger at Shef-
field (4.96 vehicles per day) than at Tionesta (4.112 cars per
day).
STEM-AND-LEAF DISPLAYS
In Chapter 2, we showed how to organize data into a frequency
distribution so we could
summarize the raw data into a meaningful form. The major
advantage to organizing the
data into a frequency distribution is we get a quick visual
picture of the shape of the
LO4-2
Construct and describe a
stem-and-leaf display.
DESCRIBING DATA: DISPLAYING AND EXPLORING DATA
97
distribution without doing any further calculation. To put it
21. another way, we can see
where the data are concentrated and also determine whether
there are any extremely
large or small values. There are two disadvantages, however, to
organizing the data into
a frequency distribution: (1) we lose the exact identity of each
value and (2) we are not
sure how the values within each class are distributed. To
explain, the Theater of the
Republic in Erie, Pennsylvania, books live theater and musical
performances. The the-
ater’s capacity is 160 seats. Last year, among the forty-five
performances, there were
eight different plays and twelve different bands. The following
frequency distribution
shows that between eighty up to ninety people attended two of
the forty-five perfor-
mances; there were seven performances where ninety up to one
hundred people at-
tended. However, is the attendance within this class clustered
about 90, spread evenly
throughout the class, or clustered near 99? We cannot tell.
Attendance Frequency
80 up to 90 2
90 up to 100 7
100 up to 110 6
110 up to 120 9
120 up to 130 8
130 up to 140 7
140 up to 150 3
150 up to 160 3
Total 45
22. One technique used to display quantitative information in a
condensed form
and provide more information than the frequency distribution is
the stem-and-leaf
display. An advantage of the stem-and-leaf display over a
frequency distribution is
we do not lose the identity of each observation. In the above
example, we would not
know the identity of the values in the 90 up to 100 class. To
illustrate the construc-
tion of a stem-and-leaf display using the number people
attending each perfor-
mance, suppose the seven observations in the 90 up to 100 class
are 96, 94, 93,
94, 95, 96, and 97. The stem value is the leading digit or digits,
in this case 9. The
leaves are the trailing digits. The stem is placed to the left of a
vertical line and the
leaf values to the right.
The values in the 90 up to 100 class would appear as follows:
9 ∣ 6 4 3 4 5 6 7
It is also customary to sort the values within each stem from
smallest to largest. Thus,
the second row of the stem-and-leaf display would appear as
follows:
9 ∣ 3 4 4 5 6 6 7
With the stem-and-leaf display, we can quickly observe that 94
people attended two
performances and the number attending ranged from 93 to 97. A
stem-and-leaf display
is similar to a frequency distribution with more information,
23. that is, the identity of the
observations is preserved.
STEM-AND-LEAF DISPLAY A statistical technique to present
a set of data. Each
numerical value is divided into two parts. The leading digit(s)
becomes the stem
and the trailing digit the leaf. The stems are located along the
vertical axis, and the
leaf values are stacked against each other along the horizontal
axis.
98 CHAPTER 4
The following example explains the details of developing a
stem-and-leaf display.
E X A M P L E
Listed in Table 4–1 is the number of people attending each of
the 45 performances
at the Theater of the Republic last year. Organize the data into a
stem-and-leaf
display. Around what values does attendance tend to cluster?
What is the smallest
attendance? The largest attendance?
S O L U T I O N
From the data in Table 4–1, we note that the smallest attendance
is 88. So we will
make the first stem value 8. The largest attendance is 156, so
we will have the
24. stem values begin at 8 and continue to 15. The first number in
Table 4–1 is 96,
which has a stem value of 9 and a leaf value of 6. Moving
across the top row, the
second value is 93 and the third is 88. After the first 3 data
values are considered,
the chart is as follows.
Stem Leaf
8 8
9 6 3
10
11
12
13
14
15
Organizing all the data, the stem-and-leaf chart looks as
follows.
Stem Leaf
8 8 9
9 6 3 5 6 4 4 7
10 8 7 3 4 6 3
11 7 3 2 7 2 1 9 8 3
12 7 5 7 0 5 5 0 4
13 9 5 2 9 4 6 8
14 8 2 3
15 6 5 5
The usual procedure is to sort the leaf values from the smallest
to largest. The last
line, the row referring to the values in the 150s, would appear
25. as:
15 ∣ 5 5 6
TABLE 4–1 Number of People Attending Each of the 45
Performances at the Theater of
the Republic
96 93 88 117 127 95 113 96 108 94 148 156
139 142 94 107 125 155 155 103 112 127 117 120
112 135 132 111 125 104 106 139 134 119 97 89
118 136 125 143 120 103 113 124 138
DESCRIBING DATA: DISPLAYING AND EXPLORING DATA
99
The final table would appear as follows, where we have sorted
all of the leaf values.
Stem Leaf
8 8 9
9 3 4 4 5 6 6 7
10 3 3 4 6 7 8
11 1 2 2 3 3 7 7 8 9
12 0 0 4 5 5 5 7 7
13 2 4 5 6 8 9 9
14 2 3 8
15 5 5 6
You can draw several conclusions from the stem-and-leaf
display. First, the mini-
mum number of people attending is 88 and the maximum is 156.
26. There were two per-
formances with less than 90 people attending, and three
performances with 150 or
more. You can observe, for example, that for the three
performances with more than
150 people attending, the actual attendances were 155, 155, and
156. The concentra-
tion of attendance is between 110 and 130. There were fifteen
performances with at-
tendance between 110 and 119 and eight performances between
120 and 129. We
can also tell that within the 120 to 129 group the actual
attendances were spread
evenly throughout the class. That is, 120 people attended two
performances, 124 peo-
ple attended one performance, 125 people attended three
performances, and 127 peo-
ple attended two performances.
We also can generate this information on the Minitab software
system. We have
named the variable Attendance. The Minitab output is below.
You can find the Minitab
commands that will produce this output in Appendix C.
The Minitab solution provides some additional information
regarding cumulative totals.
In the column to the left of the stem values are numbers such as
2, 9, 15, and so on. The
number 9 indicates there are 9 observations that have occurred
before the value of 100.
The number 15 indicates that 15 observations have occurred
prior to 110. About halfway
down the column the number 9 appears in parentheses. The
parentheses indicate that the
middle value or median appears in that row and there are nine
28. Number of employees
9680
(a) What are the maximum and minimum numbers of employees
per store?
(b) How many stores employ 91 people?
(c) Around what values does the number of employees per store
tend to cluster?
2. The rate of return for 21 stocks is:
8.3 9.6 9.5 9.1 8.8 11.2 7.7 10.1 9.9 10.8
10.2 8.0 8.4 8.1 11.6 9.6 8.8 8.0 10.4 9.8 9.2
S E L F - R E V I E W 4–1
DESCRIBING DATA: DISPLAYING AND EXPLORING DATA
101
Organize this information into a stem-and-leaf display.
(a) How many rates are less than 9.0?
(b) List the rates in the 10.0 up to 11.0 category.
(c) What is the median?
(d) What are the maximum and the minimum rates of return?
1. Describe the differences between a histogram and a dot plot.
When might a dot
plot be better than a histogram?
2. Describe the differences between a histogram and a stem-
and-leaf display.
3. Consider the following chart.
29. 6 72 3 4 51
a. What is this chart called?
b. How many observations are in the study?
c. What are the maximum and the minimum values?
d. Around what values do the observations tend to cluster?
4. The following chart reports the number of cell phones sold at
a big-box retail store
for the last 26 days.
199 144
a. What are the maximum and the minimum numbers of cell
phones sold in a day?
b. What is a typical number of cell phones sold?
5. The first row of a stem-and-leaf chart appears as follows: 62
| 1 3 3 7 9. Assume
whole number values.
a. What is the “possible range” of the values in this row?
b. How many data values are in this row?
c. List the actual values in this row of data.
6. The third row of a stem-and-leaf chart appears as follows: 21
| 0 1 3 5 7 9. Assume
whole number values.
a. What is the “possible range” of the values in this row?
b. How many data values are in this row?
c. List the actual values in this row of data.
7. The following stem-and-leaf chart shows the number of units
produced per day in a
factory.
30. Stem Leaf
3 8
4
5 6
6 0133559
7 0236778
8 59
9 00156
10 36
a. How many days were studied?
b. How many observations are in the first class?
E X E R C I S E S
102 CHAPTER 4
c. What are the minimum value and the maximum value?
d. List the actual values in the fourth row.
e. List the actual values in the second row.
f. How many values are less than 70?
g. How many values are 80 or more?
h. What is the median?
i. How many values are between 60 and 89, inclusive?
8. The following stem-and-leaf chart reports the number of
prescriptions filled per day
at the pharmacy on the corner of Fourth and Main Streets.
Stem Leaf
12 689
13 123
31. 14 6889
15 589
16 35
17 24568
18 268
19 13456
20 034679
21 2239
22 789
23 00179
24 8
25 13
26
27 0
a. How many days were studied?
b. How many observations are in the last class?
c. What are the maximum and the minimum values in the entire
set of data?
d. List the actual values in the fourth row.
e. List the actual values in the next to the last row.
f. On how many days were less than 160 prescriptions filled?
g. On how many days were 220 or more prescriptions filled?
h. What is the middle value?
i. How many days did the number of filled prescriptions range
between 170 and 210?
9. A survey of the number of phone calls made by a sample of
16 Verizon sub-
scribers last week revealed the following information. Develop
a stem-and-leaf
chart. How many calls did a typical subscriber make? What
were the maximum and
the minimum number of calls made?
52 43 30 38 30 42 12 46 39
32. 37 34 46 32 18 41 5
10. Aloha Banking Co. is studying ATM use in suburban
Honolulu. Yesterday, for a
sample of 30 ATM's, the bank counted the number of times each
machine was
used. The data is presented in the table. Develop a stem-and-
leaf chart to summa-
rize the data. What were the typical, minimum, and maximum
number of times each
ATM was used?
83 64 84 76 84 54 75 59 70 61
63 80 84 73 68 52 65 90 52 77
95 36 78 61 59 84 95 47 87 60
DESCRIBING DATA: DISPLAYING AND EXPLORING DATA
103
MEASURES OF POSITION
The standard deviation is the most widely used measure of
dispersion. However, there
are other ways of describing the variation or spread in a set of
data. One method is to
determine the location of values that divide a set of
observations into equal parts. These
measures include quartiles, deciles, and percentiles.
Quartiles divide a set of observations into four equal parts. To
explain further, think of
any set of values arranged from the minimum to the maximum.
In Chapter 3, we called the
middle value of a set of data arranged from the minimum to the
33. maximum the median.
That is, 50% of the observations are larger than the median and
50% are smaller. The
median is a measure of location because it pinpoints the center
of the data. In a similar
fashion, quartiles divide a set of observations into four equal
parts. The first quartile, usu-
ally labeled Q1, is the value below which 25% of the
observations occur, and the third
quartile, usually labeled Q3, is the value below which 75% of
the observations occur.
Similarly, deciles divide a set of observations into 10 equal
parts and percentiles
into 100 equal parts. So if you found that your GPA was in the
8th decile at your univer-
sity, you could conclude that 80% of the students had a GPA
lower than yours and 20%
had a higher GPA. If your GPA was in the 92nd percentile, then
92% of students had a
GPA less than your GPA and only 8% of students had a GPA
greater than your GPA. Per-
centile scores are frequently used to report results on such
national standardized tests
as the SAT, ACT, GMAT (used to judge entry into many master
of business administration
programs), and LSAT (used to judge entry into law school).
Quartiles, Deciles, and Percentiles
To formalize the computational procedure, let Lp refer to the
location of a desired percen-
tile. So if we want to find the 92nd percentile we would use
L92, and if we wanted the
median, the 50th percentile, then L50. For a number of
observations, n, the location of
the Pth percentile, can be found using the formula:
34. LO4-3
Identify and compute
measures of position.
LOCATION OF A PERCENTILE Lp = (n + 1)
P
100
[4–1]
An example will help to explain further.
E X A M P L E
Morgan Stanley is an investment company with offices located
throughout the
United States. Listed below are the commissions earned last
month by a sample of
15 brokers at the Morgan Stanley office in Oakland, California.
$2,038 $1,758 $1,721 $1,637 $2,097 $2,047 $2,205 $1,787
$2,287
1,940 2,311 2,054 2,406 1,471 1,460
Locate the median, the first quartile, and the third quartile for
the commissions
earned.
S O L U T I O N
The first step is to sort the data from the smallest commission to
the largest.
$1,460 $1,471 $1,637 $1,721 $1,758 $1,787 $1,940 $2,038
35. 2,047 2,054 2,097 2,205 2,287 2,311 2,406
104 CHAPTER 4
In the above example, the location formula yielded a whole
number. That is, we
wanted to find the first quartile and there were 15 observations,
so the location formula
indicated we should find the fourth ordered value. What if there
were 20 observations
in the sample, that is n = 20, and we wanted to locate the first
quartile? From the loca-
tion formula (4–1):
L25 = (n + 1)
P
100
= (20 + 1)
25
100
= 5.25
We would locate the fifth value in the ordered array and then
move .25 of the distance
between the fifth and sixth values and report that as the first
quartile. Like the median,
the quartile does not need to be one of the actual values in the
data set.
To explain further, suppose a data set contained the six values
36. 91, 75, 61, 101, 43,
and 104. We want to locate the first quartile. We order the
values from the minimum to
the maximum: 43, 61, 75, 91, 101, and 104. The first quartile is
located at
L25 = (n + 1)
P
100
= (6 + 1)
25
100
= 1.75
The position formula tells us that the first quartile is located
between the first and the
second values and it is .75 of the distance between the first and
the second values. The
first value is 43 and the second is 61. So the distance between
these two values is 18.
To locate the first quartile, we need to move .75 of the distance
between the first and
second values, so .75(18) = 13.5. To complete the procedure, we
add 13.5 to the first
value, 43, and report that the first quartile is 56.5.
We can extend the idea to include both deciles and percentiles.
To locate the 23rd
percentile in a sample of 80 observations, we would look for the
18.63 position.
L23 = (n + 1)
P
37. 100
= (80 + 1)
23
100
= 18.63
The median value is the observation in the
center and is the same as the 50th percen-
tile, so P equals 50. So the median or L50 is
located at (n + 1)(50/100), where n is the
number of observations. In this case, that is
position number 8, found by (15 + 1)
(50/100). The eighth-largest commission is
$2,038. So we conclude this is the median
and that half the brokers earned com-
missions more than $2,038 and half
earned less than $2,038. The result using
formula (4–1) to find the median is the same as the method
presented in
Chapter 3.
Recall the definition of a quartile. Quartiles divide a set of
observations into
four equal parts. Hence 25% of the observations will be less
than the first quartile.
Seventy-five percent of the observations will be less than the
third quartile. To
locate the first quartile, we use formula (4–1), where n = 15 and
P = 25:
L25 = (n + 1)
P
39. To find the value corresponding to the 23rd percentile, we
would locate the 18th value
and the 19th value and determine the distance between the two
values. Next, we would
multiply this difference by 0.63 and add the result to the smaller
value. The result would
be the 23rd percentile.
Statistical software is very helpful when describing and
summarizing data. Excel,
Minitab, and MegaStat, a statistical analysis Excel add-in, all
provide summary statistics
that include quartiles. For example, the Minitab summary of the
Morgan Stanley com-
mission data, shown below, includes the first and third
quartiles, and other statistics.
Based on the reported quartiles, 25% of the commissions earned
were less than
$1,721 and 75% were less than $2,205. These are the same
values we calculated
using formula (4–1).
There are ways other than formula (4–1) to lo-
cate quartile values. For example, another method
uses 0.25n + 0.75 to locate the position of the first
quartile and 0.75n + 0.25 to locate the position of
the third quartile. We will call this the Excel Method.
In the Morgan Stanley data, this method would
place the first quartile at position 4.5 (.25 × 15 +
.75) and the third quartile at position 11.5 (.75 ×
15 + .25). The first quartile would be interpolated
as 0.5, or one-half the difference between the
fourth- and the fifth-ranked values. Based on this
method, the first quartile is $1739.5, found by
($1,721 + 0.5[$1,758 − $1,721]). The third quar-
tile, at position 11.5, would be $2,151, or one-half
40. the distance between the eleventh- and the
twelfth-ranked values, found by ($2,097 + 0.5[$2,205 −
$2,097]). Excel, as shown in
the Morgan Stanley and Applewood examples, can compute
quartiles using either of
the two methods. Please note the text uses formula (4–1) to
calculate quartiles.
Is the difference between the two methods important? No.
Usually it is just a nui-
sance. In general, both methods calculate values that will
support the statement that ap-
proximately 25% of the values are less than the value of the
first quartile, and approximately
75% of the data values are less than the value of the third
quartile. When the sample is
large, the difference in the results
from the two methods is small. For
example, in the Applewood Auto
Group data there are 180 vehicles.
The quartiles computed using both
methods are shown to the left. Based
on the variable profit, 45 of the
180 values (25%) are less than both
values of the first quartile, and 135 of
the 180 values (75%) are less than
both values of the third quartile.
When using Excel, be careful to
understand the method used to
STATISTICS IN ACTION
John W. Tukey (1915–2000)
41. received a PhD in mathe-
matics from Princeton in
1939. However, when he
joined the Fire Control Re-
search Office during World
War II, his interest in ab-
stract mathematics shifted
to applied statistics. He de-
veloped effective numerical
and graphical methods for
studying patterns in data.
Among the graphics he
developed are the stem-
and-leaf diagram and the
box-and-whisker plot or box
plot. From 1960 to 1980,
Tukey headed the statistical
division of NBC’s election
night vote projection team.
He became renowned in
1960 for preventing an
early call of victory for
Richard Nixon in the presi-
dential election won by
John F. Kennedy.
Morgan Stanley
Commissions
1460 Equation 4-1
2047
1471
Quartile 1
Quartile 3
44. The Quality Control department of Plainsville Peanut Company
is responsible for checking
the weight of the 8-ounce jar of peanut butter. The weights of a
sample of nine jars pro-
duced last hour are:
7.69 7.72 7.8 7.86 7.90 7.94 7.97 8.06 8.09
(a) What is the median weight?
(b) Determine the weights corresponding to the first and third
quartiles.
S E L F - R E V I E W 4–2
11. Determine the median and the first and third quartiles in
the following data.
46 47 49 49 51 53 54 54 55 55 59
12. Determine the median and the first and third quartiles in
the following data.
5.24 6.02 6.67 7.30 7.59 7.99 8.03 8.35 8.81 9.45
9.61 10.37 10.39 11.86 12.22 12.71 13.07 13.59 13.89 15.42
13. The Thomas Supply Company Inc. is a distributor of gas-
powered generators.
As with any business, the length of time customers take to pay
their invoices is im-
portant. Listed below, arranged from smallest to largest, is the
time, in days, for a
sample of The Thomas Supply Company Inc. invoices.
13 13 13 20 26 27 31 34 34 34 35 35 36 37 38
41 41 41 45 47 47 47 50 51 53 54 56 62 67 82
45. a. Determine the first and third quartiles.
b. Determine the second decile and the eighth decile.
c. Determine the 67th percentile.
14. Kevin Horn is the national sales manager for National
Textbooks Inc. He
has a sales staff of 40 who visit college professors all over the
United States.
Each Saturday morning he requires his sales staff to send him a
report. This re-
port includes, among other things, the number of professors
visited during the
previous week. Listed below, ordered from smallest to largest,
are the number
of visits last week.
38 40 41 45 48 48 50 50 51 51 52 52 53 54 55 55 55
56 56 57
59 59 59 62 62 62 63 64 65 66 66 67 67 69 69 71 77
78 79 79
a. Determine the median number of calls.
b. Determine the first and third quartiles.
c. Determine the first decile and the ninth decile.
d. Determine the 33rd percentile.
E X E R C I S E S
DESCRIBING DATA: DISPLAYING AND EXPLORING DATA
107
BOX PLOTS
46. A box plot is a graphical display, based on quartiles, that helps
us picture a set of data.
To construct a box plot, we need only five statistics: the
minimum value, Q1 (the first
quartile), the median, Q3 (the third quartile), and the maximum
value. An example will
help to explain.
LO4-4
Construct and analyze a
box plot.
E X A M P L E
Alexander’s Pizza offers free delivery of its pizza within 15
miles. Alex, the owner,
wants some information on the time it takes for delivery. How
long does a typical
delivery take? Within what range of times will most deliveries
be completed? For a
sample of 20 deliveries, he determined the following
information:
Minimum value = 13 minutes
Q1 = 15 minutes
Median = 18 minutes
Q3 = 22 minutes
Maximum value = 30 minutes
Develop a box plot for the delivery times. What conclusions can
you make about
the delivery times?
47. S O L U T I O N
The first step in drawing a box plot is to create an appropriate
scale along the
horizontal axis. Next, we draw a box that starts at Q1 (15
minutes) and ends at Q3
(22 minutes). Inside the box we place a vertical line to represent
the median (18
minutes). Finally, we extend horizontal lines from the box out
to the minimum
value (13 minutes) and the maximum value (30 minutes). These
horizontal lines
outside of the box are sometimes called “whiskers” because
they look a bit like a
cat’s whiskers.
12 14 16 18 20 22 24 26 28 30 32
Q1
Median
Q3
Minimum
value
Maximum
value
Minutes
The box plot also shows the interquartile range of delivery
times between
Q1 and Q3. The interquartile range is 7 minutes and indicates
that 50% of the
48. deliveries are between 15 and 22 minutes.
The box plot also reveals that the distribution of delivery times
is positively skewed.
In Chapter 3, we defined skewness as the lack of symmetry in a
set of data. How do we
know this distribution is positively skewed? In this case, there
are actually two pieces
of information that suggest this. First, the dashed line to the
right of the box from 22
minutes (Q3) to the maximum time of 30 minutes is longer than
the dashed line from
the left of 15 minutes (Q1) to the minimum value of 13 minutes.
To put it another way,
108 CHAPTER 4
the 25% of the data larger than the third quartile is more spread
out than the 25% less
than the first quartile. A second indication of positive skewness
is that the median is
not in the center of the box. The distance from the first quartile
to the median is smaller
than the distance from the median to the third quartile. We
know that the number of
delivery times between 15 minutes and 18 minutes is the same
as the number of de-
livery times between 18 minutes and 22 minutes.
E X A M P L E
Refer to the Applewood Auto Group data. Develop a box plot
for the variable age of
49. the buyer. What can we conclude about the distribution of the
age of the buyer?
S O L U T I O N
Minitab was used to develop the following chart and summary
statistics.
The median age of the purchaser is 46 years, 25% of the
purchasers are less than
40 years of age, and 25% are more than 52.75 years of age.
Based on the sum-
mary information and the box plot, we conclude:
• Fifty percent of the purchasers are between the ages of 40 and
52.75 years.
• The distribution of ages is fairly symmetric. There are two
reasons for this con-
clusion. The length of the whisker above 52.75 years (Q3) is
about the same
length as the whisker below 40 years (Q1). Also, the area in the
box between
40 years and the median of 46 years is about the same as the
area between
the median and 52.75.
There are three asterisks (*) above 70 years. What do they
indicate? In a box
plot, an asterisk identifies an outlier. An outlier is a value that
is inconsistent with
the rest of the data. It is defined as a value that is more than 1.5
times the inter-
quartile range smaller than Q1 or larger than Q3. In this
example, an outlier would
be a value larger than 71.875 years, found by:
50. Outlier > Q3 + 1.5(Q3 − Q1) = 52.75 + 1.5(52.75 − 40) =
71.875
An outlier would also be a value less than 20.875 years.
Outlier < Q1 − 1.5(Q3 − Q1) = 40 − 1.5(52.75 − 40) = 20.875
DESCRIBING DATA: DISPLAYING AND EXPLORING DATA
109
The following box plot shows the assets in millions of dollars
for credit unions in Seattle,
Washington.
0 10 20 30 40 50 60 70 80 90 100
What are the smallest and largest values, the first and third
quartiles, and the median?
Would you agree that the distribution is symmetrical? Are there
any outliers?
S E L F - R E V I E W 4–3
From the box plot, we conclude there are three purchasers 72
years of age or
older and none less than 21 years of age. Technical note: In
some cases, a single
asterisk may represent more than one observation because of the
limitations of the
software and space available. It is a good idea to check the
actual data. In this in-
stance, there are three purchasers 72 years old or older; two are
51. 72 and one is 73.
15. The box plot below shows the amount spent for books and
supplies per year by
students at four-year public colleges.
0 350 700 1,050 1,400 $1,750
a. Estimate the median amount spent.
b. Estimate the first and third quartiles for the amount spent.
c. Estimate the interquartile range for the amount spent.
d. Beyond what point is a value considered an outlier?
e. Identify any outliers and estimate their value.
f. Is the distribution symmetrical or positively or negatively
skewed?
16. The box plot shows the undergraduate in-state tuition per
credit hour at four-year
public colleges.
*
0 300 600 900 1,200 $1,500
a. Estimate the median.
b. Estimate the first and third quartiles.
c. Determine the interquartile range.
d. Beyond what point is a value considered an outlier?
e. Identify any outliers and estimate their value.
f. Is the distribution symmetrical or positively or negatively
skewed?
17. In a study of the gasoline mileage of model year 2016
automobiles, the mean miles
per gallon was 27.5 and the median was 26.8. The smallest
value in the study was
52. 12.70 miles per gallon, and the largest was 50.20. The first and
third quartiles were
17.95 and 35.45 miles per gallon, respectively. Develop a box
plot and comment
on the distribution. Is it a symmetric distribution?
E X E R C I S E S
110 CHAPTER 4
SKEWNESS
In Chapter 3, we described measures of central location for a
distribution of data by re-
porting the mean, median, and mode. We also described
measures that show the amount
of spread or variation in a distribution, such as the range and
the standard deviation.
Another characteristic of a distribution is the shape. There are
four shapes com-
monly observed: symmetric, positively skewed, negatively
skewed, and bimodal. In a
symmetric distribution the mean and median are equal and the
data values are evenly
spread around these values. The shape of the distribution below
the mean and median
is a mirror image of distribution above the mean and median. A
distribution of values is
skewed to the right or positively skewed if there is a single
peak, but the values extend
much farther to the right of the peak than to the left of the peak.
In this case, the mean
is larger than the median. In a negatively skewed distribution
53. there is a single peak, but
the observations extend farther to the left, in the negative
direction, than to the right. In
a negatively skewed distribution, the mean is smaller than the
median. Positively
skewed distributions are more common. Salaries often follow
this pattern. Think of the
salaries of those employed in a small company of about 100
people. The president and
a few top executives would have very large salaries relative to
the other workers and
hence the distribution of salaries would exhibit positive
skewness. A bimodal distribu-
tion will have two or more peaks. This is often the case when
the values are from two or
more populations. This information is summarized in Chart 4–1.
LO4-5
Compute and interpret
the coefficient of
skewness.
M
ed
ia
n
M
ea
n
45
Fr
55. Monthly Salaries
Positively Skewed
$3,000 $4,000
M
ed
ia
n
M
ea
n
Median
Mean
Test Scores
Negatively Skewed
75 80 Score
Mean
Outside Diameter
Bimodal
.98 1.04 Inches$
CHART 4–1 Shapes of Frequency Polygons
56. There are several formulas in the statistical literature used to
calculate skewness.
The simplest, developed by Professor Karl Pearson (1857–
1936), is based on the differ-
ence between the mean and the median.
18. A sample of 28 time shares in the Orlando, Florida, area
revealed the follow-
ing daily charges for a one-bedroom suite. For convenience, the
data are ordered
from smallest to largest. Construct a box plot to represent the
data. Comment on
the distribution. Be sure to identify the first and third quartiles
and the median.
$116 $121 $157 $192 $207 $209 $209
229 232 236 236 239 243 246
260 264 276 281 283 289 296
307 309 312 317 324 341 353
DESCRIBING DATA: DISPLAYING AND EXPLORING DATA
111
Using this relationship, the coefficient of skewness can range
from −3 up to 3. A value
near −3, such as −2.57, indicates considerable negative
skewness. A value such as
1.63 indicates moderate positive skewness. A value of 0, which
will occur when the
mean and median are equal, indicates the distribution is
symmetrical and there is no
skewness present.
57. In this text, we present output from Minitab and Excel. Both of
these software pack-
ages compute a value for the coefficient of skewness based on
the cubed deviations
from the mean. The formula is:
SOFTWARE COEFFICIENT OF SKEWNESS
sk =
n
(n − 1) (n − 2) [
∑(
x − x
s )
3
] [4–3]
Formula (4–3) offers an insight into skewness. The right-hand
side of the formula is
the difference between each value and the mean, divided by the
standard deviation.
That is the portion (x − x )/s of the formula. This idea is called
standardizing. We will
discuss the idea of standardizing a value in more detail in
Chapter 7 when we describe
the normal probability distribution. At this point, observe that
the result is to report the
difference between each value and the mean in units of the
standard deviation. If this
difference is positive, the particular value is larger than the
mean; if the value is nega-
58. tive, the standardized quantity is smaller than the mean. When
we cube these values,
we retain the information on the direction of the difference.
Recall that in the formula for
the standard deviation [see formula (3–10)] we squared the
difference between each
value and the mean, so that the result was all nonnegative
values.
If the set of data values under consideration is symmetric, when
we cube the stan-
dardized values and sum over all the values, the result would be
near zero. If there are
several large values, clearly separate from the others, the sum
of the cubed differences
would be a large positive value. If there are several small values
clearly separate from
the others, the sum of the cubed differences will be negative.
An example will illustrate the idea of skewness.
PEARSON’S COEFFICIENT OF SKEWNESS sk =
3(x − Median)
s
[4–2]
STATISTICS IN ACTION
The late Stephen Jay Gould
(1941–2002) was a profes-
sor of zoology and professor
of geology at Harvard
University. In 1982, he was
diagnosed with cancer and
had an expected survival
59. time of 8 months. However,
never to be discouraged,
his research showed that
the distribution of survival
time is dramatically skewed
to the right and showed that
not only do 50% of similar
cancer patients survive
more than 8 months, but
that the survival time could
be years rather than months!
In fact, Dr. Gould lived an-
other 20 years. Based on
his experience, he wrote a
widely published essay
titled “The Median Is Not
the Message.”
E X A M P L E
Following are the earnings per share for a sample of 15 software
companies for the
year 2016. The earnings per share are arranged from smallest to
largest.
Compute the mean, median, and standard deviation. Find the
coefficient of
skewness using Pearson’s estimate and the software methods.
What is your
conclusion regarding the shape of the distribution?
S O L U T I O N
These are sample data, so we use formula (3–2) to determine the
mean
60. x =
Σx
n
=
$74.26
15
= $4.95
$0.09 $0.13 $0.41 $0.51 $ 1.12 $ 1.20 $ 1.49 $3.18
3.50 6.36 7.83 8.92 10.13 12.99 16.40
112 CHAPTER 4
The median is the middle value in a set of data, arranged from
smallest to largest.
In this case, there is an odd-number of observations, so the
middle value is the
median. It is $3.18.
We use formula (3–10) on page 78 to determine the sample
standard deviation.
s = √
Σ(x − x )2
n − 1
= √
($0.09 − $4.95)2 + … + ($16.40 − $4.95)2
15 − 1
61. = $5.22
Pearson’s coefficient of skewness is 1.017, found by
sk =
3(x − Median)
s
=
3($4.95 − $3.18)
$5.22
= 1.017
This indicates there is moderate positive skewness in the
earnings per share data.
We obtain a similar, but not exactly the same, value from the
software method.
The details of the calculations are shown in Table 4–2. To
begin, we find the differ-
ence between each earnings per share value and the mean and
divide this result
by the standard deviation. We have referred to this as
standardizing. Next, we cube,
that is, raise to the third power, the result of the first step.
Finally, we sum the cubed
values. The details for the first company, that is, the company
with an earnings per
share of $0.09, are:
(
x − x
s )
62. 3
= (
0.09 − 4.95
5.22 )
3
= (−0.9310)3 = −0.8070
When we sum the 15 cubed values, the result is 11.8274. That
is, the term
Σ[(x − x )/s]3 = 11.8274. To find the coefficient of skewness,
we use formula (4–3),
with n = 15.
sk =
n
(n − 1) (n − 2)
∑(
x − x
s )
3
=
15
(15 − 1) (15 − 2)
(11.8274) = 0.975
We conclude that the earnings per share values are somewhat
positively
skewed. The following Minitab summary reports the descriptive
63. measures, such as
TABLE 4–2 Calculation of the Coefficient of Skewness
Earnings per Share
(x − x )
s
(
x − x
s )
3
0.09 −0.9310 −0.8070
0.13 −0.9234 −0.7873
0.41 −0.8697 −0.6579
0.51 −0.8506 −0.6154
1.12 −0.7337 −0.3950
1.20 −0.7184 −0.3708
1.49 −0.6628 −0.2912
3.18 −0.3391 −0.0390
3.50 −0.2778 −0.0214
6.36 0.2701 0.0197
7.83 0.5517 0.1679
8.92 0.7605 0.4399
10.13 0.9923 0.9772
12.99 1.5402 3.6539
16.40 2.1935 10.5537
11.8274
64. DESCRIBING DATA: DISPLAYING AND EXPLORING DATA
113
A sample of five data entry clerks employed in the Horry
County Tax Office revised the fol-
lowing number of tax records last hour: 73, 98, 60, 92, and 84.
(a) Find the mean, median, and the standard deviation.
(b) Compute the coefficient of skewness using Pearson’s
method.
(c) Calculate the coefficient of skewness using the software
method.
(d) What is your conclusion regarding the skewness of the
data?
S E L F - R E V I E W 4–4
For Exercises 19–22:
a. Determine the mean, median, and the standard deviation.
b. Determine the coefficient of skewness using Pearson’s
method.
c. Determine the coefficient of skewness using the software
method.
19. The following values are the starting salaries, in $000, for a
sample of five
accounting graduates who accepted positions in public
accounting last year.
36.0 26.0 33.0 28.0 31.0
20. Listed below are the salaries, in $000, for a sample of 15
chief financial offi-
cers in the electronics industry.
65. $516.0 $548.0 $566.0 $534.0 $586.0 $529.0
546.0 523.0 538.0 523.0 551.0 552.0
486.0 558.0 574.0
E X E R C I S E S
the mean, median, and standard deviation of the earnings per
share data. Also in-
cluded are the coefficient of skewness and a histogram with a
bell-shaped curve
superimposed.
114 CHAPTER 4
DESCRIBING THE RELATIONSHIP BETWEEN
TWO VARIABLES
In Chapter 2 and the first section of this chapter, we presented
graphical techniques
to summarize the distribution of a single variable. We used a
histogram in Chapter 2
to summarize the profit on vehicles sold by the Applewood Auto
Group. Earlier in
this chapter, we used dot plots and stem-and-leaf
displays to visually summarize a set of data. Because
we are studying a single variable, we refer to this as
univariate data.
There are situations where we wish to study and
visually portray the relationship between two vari-
ables. When we study the relationship between two
variables, we refer to the data as bivariate. Data ana-
lysts frequently wish to understand the relationship
67. Carlos Beltran 15,000,000 Greg Bird 525,300
Brett Gardner 13,500,000 Luis Severino 521,300
Chase Headley 13,000,000 Bryan Mitchell 516,650
Aroldis Chapman 11,325,000 Kirby Yates 511,900
Andrew Miller 9,000,000 Mason Williams 509,700
Starlin Castro 7,857,143 Ronald Torreyes 508,600
Nathan Eovaldi 5,600,000 John Barbato 507,500
Michael Pineda 4,300,000 Dellin Betances 507,500
Ivan Nova 4,100,000 Luis Cessa 507,500
DESCRIBING DATA: DISPLAYING AND EXPLORING DATA
115
• Coastal Realty is studying the selling prices of homes. What
variables seem to be
related to the selling price of homes? For example, do larger
homes sell for more
than smaller ones? Probably. So Coastal might study the
relationship between the
area in square feet and the selling price.
• Dr. Stephen Givens is an expert in human development. He is
studying the relation-
ship between the height of fathers and the height of their sons.
That is, do tall fathers
tend to have tall children? Would you expect LeBron James, the
6′8″, 250 pound
professional basketball player, to have relatively tall sons?
One graphical technique we use to show the relationship
between variables is called a
scatter diagram.
68. To draw a scatter diagram, we need two variables. We scale one
variable
along the horizontal axis (X-axis) of a graph and the other
variable along the vertical
axis (Y-axis). Usually one variable depends to some degree on
the other. In the
third example above, the height of the son depends on the
height of the father. So
we scale the height of the father on the horizontal axis and that
of the son on the
vertical axis.
We can use statistical software, such as Excel, to perform the
plotting function for
us. Caution: You should always be careful of the scale. By
changing the scale of either
the vertical or the horizontal axis, you can affect the apparent
visual strength of the
relationship.
Following are three scatter diagrams (Chart 4–2). The one on
the left shows a
rather strong positive relationship between the age in years and
the maintenance
cost last year for a sample of 10 buses owned by the city of
Cleveland, Ohio. Note
that as the age of the bus increases, the yearly maintenance cost
also increases. The
example in the center, for a sample of 20 vehicles, shows a
rather strong indirect rela-
tionship between the odometer reading and the auction price.
That is, as the number
of miles driven increases, the auction price decreases. The
example on the right de-
picts the relationship between the height and yearly salary for a
sample of 15 shift
69. supervisors. This graph indicates there is little relationship
between their height and
yearly salary.
$24,000
21,000
18,000
15,000
12,000A
uc
tio
n
pr
ic
e
10,000 30,000 50,000
Odometer
Auction Price versus Odometer
$10,000
8,000
6,000
4,000
2,000
0
C
os
t
70. (a
nn
ua
l)
0 1 2 3 4 5 6
Age (years)
Age of Buses and
Maintenance Cost Height versus Salary
125
120
115
110
105
100
95
90
Sa
la
ry
($
00
0)
54 55 56 57 58 59 60 61 62 63
Height (inches)
CHART 4–2 Three Examples of Scatter Diagrams.
71. E X A M P L E
In the introduction to Chapter 2, we presented data from the
Applewood Auto
Group. We gathered information concerning several variables,
including the profit
earned from the sale of 180 vehicles sold last month. In addition
to the amount of
profit on each sale, one of the other variables is the age of the
purchaser. Is there a
relationship between the profit earned on a vehicle sale and the
age of the pur-
chaser? Would it be reasonable to conclude that more profit is
made on vehicles
purchased by older buyers?
116 CHAPTER 4
In the preceding example, there is a weak positive, or direct,
relationship between the
variables. There are, however, many instances where there is a
relationship between
the variables, but that relationship is inverse or negative. For
example:
• The value of a vehicle and the number of miles driven. As the
number of miles in-
creases, the value of the vehicle decreases.
• The premium for auto insurance and the age of the driver.
Auto rates tend to be the
highest for younger drivers and less for older drivers.
72. • For many law enforcement personnel, as the number of years
on the job increases,
the number of traffic citations decreases. This may be because
personnel become
more liberal in their interpretations or they may be in supervisor
positions and not
in a position to issue as many citations. But in any event, as age
increases, the num-
ber of citations decreases.
CONTINGENCY TABLES
A scatter diagram requires that both of the variables be at least
interval scale. In the
Applewood Auto Group example, both age and vehicle profit
are ratio scale variables.
Height is also ratio scale as used in the discussion of the
relationship between the
height of fathers and the height of their sons. What if we wish
to study the relationship
between two variables when one or both are nominal or ordinal
scale? In this case, we
tally the results in a contingency table.
LO4-7
Develop and explain a
contingency table.
S O L U T I O N
We can investigate the relationship between vehicle profit and
the age of the buyer
with a scatter diagram. We scale age on the horizontal, or X-
axis, and the profit on
the vertical, or Y-axis. We assume profit depends on the age of
the purchaser. As
73. people age, they earn more income and purchase more
expensive cars which, in
turn, produce higher profits. We use Excel to develop the
scatter diagram. The
Excel commands are in Appendix C.
The scatter diagram shows a rather weak positive relationship
between the two
variables. It does not appear there is much relationship between
the vehicle profit
and the age of the buyer. In Chapter 13, we will study the
relationship between
variables more extensively, even calculating several numerical
measures to ex-
press the relationship between variables.
0 10 20 30 40
Age (Years)
Profit and Age of Buyer at Applewood Auto Group
Pr
ofi
t p
er
V
eh
ic
le
($
)
74. 50 60 70 80
$0
$500
$1,000
$1,500
$2,000
$2,500
$3,000
$3,500
DESCRIBING DATA: DISPLAYING AND EXPLORING DATA
117
A contingency table is a cross-tabulation that simultaneously
summarizes two variables
of interest. For example:
• Students at a university are classified by gender and class
(freshman, sophomore,
junior, or senior).
• A product is classified as acceptable or unacceptable and by
the shift (day, after-
noon, or night) on which it is manufactured.
• A voter in a school bond referendum is classified as to party
75. affiliation (Democrat,
Republican, other) and the number of children that voter has
attending school in the
district (0, 1, 2, etc.).
CONTINGENCY TABLE A table used to classify observations
according to two
identifiable characteristics.
E X A M P L E
There are four dealerships in the Applewood Auto Group.
Suppose we want to com-
pare the profit earned on each vehicle sold by the particular
dealership. To put it
another way, is there a relationship between the amount of
profit earned and the
dealership?
S O L U T I O N
In a contingency table, both variables only need to be nominal
or ordinal. In this
example, the variable dealership is a nominal variable and the
variable profit is a
ratio variable. To convert profit to an ordinal variable, we
classify the variable profit
into two categories, those cases where the profit earned is more
than the median
and those cases where it is less. On page 64, we calculated the
median profit for all
sales last month at Applewood Auto Group to be $1,882.50.
Contingency Table Showing the Relationship between Profit
and Dealership
76. Above/Below
Median Profit Kane Olean Sheffield Tionesta Total
Above 25 20 19 26 90
Below 27 20 26 17 90
Total 52 40 45 43 180
By organizing the information into a contingency table, we can
compare the profit
at the four dealerships. We observe the following:
• From the Total column on the right, 90 of the 180 cars sold
had a profit above
the median and half below. From the definition of the median,
this is
expected.
• For the Kane dealership, 25 out of the 52, or 48%, of the cars
sold were sold
for a profit more than the median.
• The percentage of profits above the median for the other
dealerships are 50%
for Olean, 42% for Sheffield, and 60% for Tionesta.
We will return to the study of contingency tables in Chapter 5
during the study of
probability and in Chapter 15 during the study of nonparametric
methods of analysis.
118 CHAPTER 4
77. The rock group Blue String Beans is touring the United States.
The following chart shows
the relationship between concert seating capacity and revenue in
$000 for a sample of
concerts.
5800 6300 6800
Seating Capacity
8
7
6
5
4
3
2
Am
ou
nt
($
00
0)
7300
(a) What is the diagram called?
(b) How many concerts were studied?
78. (c) Estimate the revenue for the concert with the largest seating
capacity.
(d) How would you characterize the relationship between
revenue and seating capacity?
Is it strong or weak, direct or inverse?
S E L F - R E V I E W 4–5
23. Develop a scatter diagram for the following sample data.
How would you
describe the relationship between the values?
x-Value y-Value x-Value y-Value
10 6 11 6
8 2 10 5
9 6 7 2
11 5 7 3
13 7 11 7
24. Silver Springs Moving and Storage Inc. is studying the
relationship between the
number of rooms in a move and the number of labor hours
required for the move.
As part of the analysis, the CFO of Silver Springs developed the
following scatter
diagram.
1 2 3
Rooms
40
30
79. 20
10
0
H
ou
rs
54
E X E R C I S E S
DESCRIBING DATA: DISPLAYING AND EXPLORING DATA
119
a. How many moves are in the sample?
b. Does it appear that more labor hours are required as the
number of rooms
increases, or do labor hours decrease as the number of rooms
increases?
25. The Director of Planning for Devine Dining Inc. wishes to
study the relationship be-
tween the gender of a guest and whether the guest orders
dessert. To investigate the
relationship, the manager collected the following information
on 200 recent customers.
80. Gender
Dessert Ordered Male Female Total
Yes 32 15 47
No 68 85 153
Total 100 100 200
a. What is the level of measurement of the two variables?
b. What is the above table called?
c. Does the evidence in the table suggest men are more likely
to order dessert
than women? Explain why.
26. Ski Resorts of Vermont Inc. is considering a merger with
Gulf Shores Beach Resorts
Inc. of Alabama. The board of directors surveyed 50
stockholders concerning their
position on the merger. The results are reported below.
Opinion
Number of Shares Held Favor Oppose Undecided Total
Under 200 8 6 2 16
200 up to 1,000 6 8 1 15
Over 1,000 6 12 1 19
Total 20 26 4 50
a. What level of measurement is used in this table?
b. What is this table called?
c. What group seems most strongly opposed to the merger?
81. C H A P T E R S U M M A R Y
I. A dot plot shows the range of values on the horizontal axis
and the number of observa-
tions for each value on the vertical axis.
A. Dot plots report the details of each observation.
B. They are useful for comparing two or more data sets.
II. A stem-and-leaf display is an alternative to a histogram.
A. The leading digit is the stem and the trailing digit the leaf.
B. The advantages of a stem-and-leaf display over a histogram
include:
1. The identity of each observation is not lost.
2. The digits themselves give a picture of the distribution.
3. The cumulative frequencies are also shown.
III. Measures of location also describe the shape of a set of
observations.
A. Quartiles divide a set of observations into four equal parts.
1. Twenty-five percent of the observations are less than the first
quartile, 50% are
less than the second quartile, and 75% are less than the third
quartile.
2. The interquartile range is the difference between the third
quartile and the first
quartile.
B. Deciles divide a set of observations into 10 equal parts and
percentiles into 100
equal parts.
82. 120 CHAPTER 4
IV. A box plot is a graphic display of a set of data.
A. A box is drawn enclosing the regions between the first
quartile and the third quartile.
1. A line is drawn inside the box at the median value.
2. Dotted line segments are drawn from the third quartile to the
largest value to
show the highest 25% of the values and from the first quartile to
the smallest
value to show the lowest 25% of the values.
B. A box plot is based on five statistics: the maximum and
minimum values, the first and
third quartiles, and the median.
V. The coefficient of skewness is a measure of the symmetry of
a distribution.
A. There are two formulas for the coefficient of skewness.
1. The formula developed by Pearson is:
sk =
3(x − Median)
s
[4–2]
2. The coefficient of skewness computed by statistical software
is:
sk =
n
83. (n − 1) (n − 2) [
∑(
x − x
s )
3
] [4–3]
VI. A scatter diagram is a graphic tool to portray the
relationship between two variables.
A. Both variables are measured with interval or ratio scales.
B. If the scatter of points moves from the lower left to the upper
right, the variables un-
der consideration are directly or positively related.
C. If the scatter of points moves from the upper left to the lower
right, the variables are
inversely or negatively related.
VII. A contingency table is used to classify nominal-scale
observations according to two
characteristics.
P R O N U N C I A T I O N K E Y
SYMBOL MEANING PRONUNCIATION
Lp Location of percentile L sub p
Q1 First quartile Q sub 1
Q3 Third quartile Q sub 3
84. C H A P T E R E X E R C I S E S
27. A sample of students attending Southeast Florida
University is asked the number of so-
cial activities in which they participated last week. The chart
below was prepared from
the sample data.
41 2
Activities
30
a. What is the name given to this chart?
b. How many students were in the study?
c. How many students reported attending no social activities?
28. Doctor’s Care is a walk-in clinic, with locations in
Georgetown, Moncks Corner, and
Aynor, at which patients may receive treatment for minor
injuries, colds, and flu, as well
as physical examinations. The following charts report the
number of patients treated in
each of the three locations last month.
DESCRIBING DATA: DISPLAYING AND EXPLORING DATA
121
5020 30
Patients
4010
85. Location
Georgetown
Moncks Corner
Aynor
Describe the number of patients served at the three locations
each day. What are the
maximum and minimum numbers of patients served at each of
the locations?
29. Below is the number of customers who visited Smith’s
True-Value hardware store
in Bellville, Ohio, over the last twenty-three days. Make a stem-
and-leaf display of this
variable.
46 52 46 40 42 46 40 37 46 40 52 32 37 32 52
40 32 52 40 52 46 46 52
30. The top 25 companies (by market capitalization) operating
in the Washington, DC,
area along with the year they were founded and the number of
employees are given
below. Make a stem-and-leaf display of each of these variables
and write a short de-
scription of your findings.
Company Name Year Founded Employees
AES Corp. 1981 30,000
American Capital Ltd. 1986 484
AvalonBay Communities Inc. 1978 1,767
86. Capital One Financial Corp. 1995 31,800
Constellation Energy Group Inc. 1816 9,736
Coventry Health Care Inc. 1986 10,250
Danaher Corp. 1984 45,000
Dominion Resources Inc. 1909 17,500
Fannie Mae 1938 6,450
Freddie Mac 1970 5,533
Gannett Co. 1906 49,675
General Dynamics Corp. 1952 81,000
Genworth Financial Inc. 2004 7,200
Harman International Industries Inc. 1980 11,246
Host Hotels & Resorts Inc. 1927 229
Legg Mason 1899 3,800
Lockheed Martin Corp. 1995 140,000
Marriott International Inc. 1927 151,000
MedImmune LLC 1988 2,516
NII Holdings Inc. 1996 7,748
Norfolk Southern Corp. 1982 30,594
Pepco Holdings Inc. 1896 5,057
Sallie Mae 1972 11,456
T. Rowe Price Group Inc. 1937 4,605
The Washington Post Co. 1877 17,100
31. In recent years, due to low interest rates, many
homeowners refinanced their
home mortgages. Linda Lahey is a mortgage officer at Down
River Federal Savings
122 CHAPTER 4
and Loan. Below is the amount refinanced for 20 loans she
processed last week.
The data are reported in thousands of dollars and arranged from
87. smallest to
largest.
59.2 59.5 61.6 65.5 66.6 72.9 74.8 77.3 79.2
83.7 85.6 85.8 86.6 87.0 87.1 90.2 93.3 98.6
100.2 100.7
a. Find the median, first quartile, and third quartile.
b. Find the 26th and 83rd percentiles.
c. Draw a box plot of the data.
32. A study is made by the recording industry in the United
States of the number
of music CDs owned by 25 senior citizens and 30 young adults.
The information is
reported below.
Seniors
28 35 41 48 52 81 97 98 98 99
118 132 133 140 145 147 153 158 162 174
177 180 180 187 188
Young Adults
81 107 113 147 147 175 183 192 202 209
233 251 254 266 283 284 284 316 372 401
417 423 490 500 507 518 550 557 590 594
a. Find the median and the first and third quartiles for the
number of CDs owned by
senior citizens. Develop a box plot for the information.
b. Find the median and the first and third quartiles for the
number of CDs owned by
young adults. Develop a box plot for the information.
88. c. Compare the number of CDs owned by the two groups.
33. The corporate headquarters of Bank.com, an on-line
banking company, is located
in downtown Philadelphia. The director of human resources is
making a study of the
time it takes employees to get to work. The city is planning to
offer incentives to each
downtown employer if they will encourage their employees to
use public transportation.
Below is a listing of the time to get to work this morning
according to whether the em-
ployee used public transportation or drove a car.
Public Transportation
23 25 25 30 31 31 32 33 35 36
37 42
Private
32 32 33 34 37 37 38 38 38 39
40 44
a. Find the median and the first and third quartiles for the time
it took employees using
public transportation. Develop a box plot for the information.
b. Find the median and the first and third quartiles for the time
it took employees who
drove their own vehicle. Develop a box plot for the
information.
c. Compare the times of the two groups.
34. The following box plot shows the number of daily
89. newspapers published in each
state and the District of Columbia. Write a brief report
summarizing the number pub-
lished. Be sure to include information on the values of the first
and third quartiles,
DESCRIBING DATA: DISPLAYING AND EXPLORING DATA
123
the median, and whether there is any skewness. If there are any
outliers, estimate
their value.
Number of Newspapers
****
0 20 40 60 80 100
35. Walter Gogel Company is an industrial supplier of
fasteners, tools, and springs. The
amounts of its invoices vary widely, from less than $20.00 to
more than $400.00. During
the month of January the company sent out 80 invoices. Here is
a box plot of these in-
voices. Write a brief report summarizing the invoice amounts.
Be sure to include infor-
mation on the values of the first and third quartiles, the median,
and whether there is any
skewness. If there are any outliers, approximate the value of
these invoices.
90. Invoice Amount
*
0 50 100 150 200 250
36. The American Society of PeriAnesthesia Nurses (ASPAN;
www.aspan.org) is a
national organization serving nurses practicing in ambulatory
surgery, preanesthesia, and
postanesthesia care. The organization consists of the 40
components listed below.
State/Region Membership
Alabama 95
Arizona 399
Maryland, Delaware, DC 531
Connecticut 239
Florida 631
Georgia 384
Hawaii 73
Illinois 562
Indiana 270
Iowa 117
Kentucky 197
Louisiana 258
Michigan 411
Massachusetts 480
Maine 97
Minnesota, Dakotas 289
Missouri, Kansas 282
Mississippi 90
Nebraska 115
North Carolina 542
Nevada 106
91. State/Region Membership
New Jersey, Bermuda 517
Alaska, Idaho, Montana,
Oregon, Washington 708
New York 891
Ohio 708
Oklahoma 171
Arkansas 68
California 1,165
New Mexico 79
Pennsylvania 575
Rhode Island 53
Colorado 409
South Carolina 237
Texas 1,026
Tennessee 167
Utah 67
Virginia 414
Vermont,
New Hampshire 144
Wisconsin 311
West Virginia 62
Use statistical software to answer the following questions.
a. Find the mean, median, and standard deviation of the number
of members per
component.
124 CHAPTER 4
92. b. Find the coefficient of skewness, using the software. What do
you conclude about
the shape of the distribution of component size?
c. Compute the first and third quartiles using formula (4–1).
d. Develop a box plot. Are there any outliers? Which
components are outliers? What are
the limits for outliers?
37. McGivern Jewelers is located in the Levis Square Mall just
south of Toledo, Ohio.
Recently it posted an advertisement on a social media site
reporting the shape, size,
price, and cut grade for 33 of its diamonds currently in stock.
The information is re-
ported below.
Shape Size (carats) Price Cut Grade Shape Size (carats) Price
Cut Grade
Princess 5.03 $44,312 Ideal cut Round 0.77 $2,828 Ultra ideal
cut
Round 2.35 20,413 Premium cut Oval 0.76 3,808 Premium cut
Round 2.03 13,080 Ideal cut Princess 0.71 2,327 Premium cut
Round 1.56 13,925 Ideal cut Marquise 0.71 2,732 Good cut
Round 1.21 7,382 Ultra ideal cut Round 0.70 1,915 Premium cut
Round 1.21 5,154 Average cut Round 0.66 1,885 Premium cut
Round 1.19 5,339 Premium cut Round 0.62 1,397 Good cut
Emerald 1.16 5,161 Ideal cut Round 0.52 2,555 Premium cut
Round 1.08 8,775 Ultra ideal cut Princess 0.51 1,337 Ideal cut
Round 1.02 4,282 Premium cut Round 0.51 1,558 Premium cut
Round 1.02 6,943 Ideal cut Round 0.45 1,191 Premium cut
Marquise 1.01 7,038 Good cut Princess 0.44 1,319 Average cut
Princess 1.00 4,868 Premium cut Marquise 0.44 1,319 Premium
cut
93. Round 0.91 5,106 Premium cut Round 0.40 1,133 Premium cut
Round 0.90 3,921 Good cut Round 0.35 1,354 Good cut
Round 0.90 3,733 Premium cut Round 0.32 896 Premium cut
Round 0.84 2,621 Premium cut
a. Develop a box plot of the variable price and comment on the
result. Are there any
outliers? What is the median price? What are the values of the
first and the third
quartiles?
b. Develop a box plot of the variable size and comment on the
result. Are there any
outliers? What is the median price? What are the values of the
first and the third
quartiles?
c. Develop a scatter diagram between the variables price and
size. Be sure to put price
on the vertical axis and size on the horizontal axis. Does there
seem to be an associ-
ation between the two variables? Is the association direct or
indirect? Does any point
seem to be different from the others?
d. Develop a contingency table for the variables shape and cut
grade. What is the most
common cut grade? What is the most common shape? What is
the most common
combination of cut grade and shape?
38. Listed below is the amount of commissions earned last
month for the eight mem-
bers of the sales staff at Best Electronics. Calculate the
coefficient of skewness using
both methods. Hint: Use of a spreadsheet will expedite the
94. calculations.
980.9 1,036.5 1,099.5 1,153.9 1,409.0 1,456.4 1,718.4 1,721.2
39. Listed below is the number of car thefts in a large city
over the last week. Calculate
the coefficient of skewness using both methods. Hint: Use of a
spreadsheet will expe-
dite the calculations.
3 12 13 7 8 3 8
DESCRIBING DATA: DISPLAYING AND EXPLORING DATA
125
40. The manager of Information Services at Wilkin
Investigations, a private investigation firm,
is studying the relationship between the age (in months) of a
combination printer, copier,
and fax machine and its monthly maintenance cost. For a sample
of 15 machines, the
manager developed the following chart. What can the manager
conclude about the re-
lationship between the variables?
34 39 44
Months
$130
120
110
95. 100
90
80
M
on
th
ly
M
ai
nt
en
an
ce
C
os
t
49
41. An auto insurance company reported the following
information regarding the age
of a driver and the number of accidents reported last year.
Develop a scatter diagram for
the data and write a brief summary.
Age Accidents Age Accidents
96. 16 4 23 0
24 2 27 1
18 5 32 1
17 4 22 3
42. Wendy’s offers eight different condiments (mustard,
catsup, onion, mayonnaise, pickle,
lettuce, tomato, and relish) on hamburgers. A store manager
collected the following in-
formation on the number of condiments ordered and the age
group of the customer.
What can you conclude regarding the information? Who tends to
order the most or least
number of condiments?
Age
Number of Condiments Under 18 18 up to 40 40 up to 60 60 or
older
0 12 18 24 52
1 21 76 50 30
2 39 52 40 12
3 or more 71 87 47 28
43. Here is a table showing the number of employed and
unemployed workers 20 years or
older by gender in the United States.
Number of Workers (000)
Gender Employed Unemployed
Men 70,415 4,209
Women 61,402 3,314
97. a. How many workers were studied?
b. What percent of the workers were unemployed?
c. Compare the percent unemployed for the men and the
women.
126 A REVIEW OF CHAPTERS 1–4
D A T A A N A L Y T I C S
44. Refer to the North Valley real estate data recorded on
homes sold during the last
year. Prepare a report on the selling prices of the homes based
on the answers to the
following questions.
a. Compute the minimum, maximum, median, and the first and
the third quartiles of
price. Create a box plot. Comment on the distribution of home
prices.
b. Develop a scatter diagram with price on the vertical axis and
the size of the home on
the horizontal. Is there a relationship between these variables?
Is the relationship
direct or indirect?
c. For homes without a pool, develop a scatter diagram with
price on the vertical axis
and the size of the home on the horizontal. Do the same for
homes with a pool. How
do the relationships between price and size for homes without a
pool and homes
with a pool compare?
98. 45. Refer to the Baseball 2016 data that report information on
the 30 Major League
Baseball teams for the 2016 season.
a. In the data set, the year opened, is the first year of operation
for that stadium. For
each team, use this variable to create a new variable, stadium
age, by subtracting
the value of the variable, year opened, from the current year.
Develop a box plot
with the new variable, age. Are there any outliers? If so, which
of the stadiums are
outliers?
b. Using the variable, salary, create a box plot. Are there any
outliers? Compute the
quartiles using formula (4–1). Write a brief summary of your
analysis.
c. Draw a scatter diagram with the variable, wins, on the
vertical axis and salary on the
horizontal axis. What are your conclusions?
d. Using the variable, wins, draw a dot plot. What can you
conclude from this plot?
46. Refer to the Lincolnville School District bus data.
a. Referring to the maintenance cost variable, develop a box
plot. What are the mini-
mum, first quartile, median, third quartile, and maximum
values? Are there any
outliers?
b. Using the median maintenance cost, develop a contingency
table with bus manufac-
99. turer as one variable and whether the maintenance cost was
above or below the
median as the other variable. What are your conclusions?
A REVIEW OF CHAPTERS 1–4
This section is a review of the major concepts and terms
introduced in Chapters 1–4. Chapter 1 began by describing the
meaning and purpose of statistics. Next we described the
different types of variables and the four levels of measurement.
Chapter 2 was concerned with describing a set of observations
by organizing it into a frequency distribution and then
portraying the frequency distribution as a histogram or a
frequency polygon. Chapter 3 began by describing measures of
location, such as the mean, weighted mean, median, geometric
mean, and mode. This chapter also included measures of
dispersion, or spread. Discussed in this section were the range,
variance, and standard deviation. Chapter 4 included
several graphing techniques such as dot plots, box plots, and
scatter diagrams. We also discussed the coefficient of skew-
ness, which reports the lack of symmetry in a set of data.
Throughout this section we stressed the importance of statistical
software, such as Excel and Minitab. Many computer
outputs in these chapters demonstrated how quickly and
effectively a large data set can be organized into a frequency
distribution, several of the measures of location or measures of
variation calculated, and the information presented in
graphical form.
A REVIEW OF CHAPTERS 1–4 127
124 14 150 289 52 156 203 82 27 248
39 52 103 58 136 249 110 298 251 157
100. 186 107 142 185 75 202 119 219 156 78
116 152 206 117 52 299 58 153 219 148
145 187 165 147 158 146 185 186 149 140
Use a statistical software package such as Excel or Minitab to
help answer the following
questions.
a. Determine the mean, median, and standard deviation.
b. Determine the first and third quartiles.
c. Develop a box plot. Are there any outliers? Do the amounts
follow a symmetric distri-
bution or are they skewed? Justify your answer.
d. Organize the distribution of funds into a frequency
distribution.
e. Write a brief summary of the results in parts a to d.
2. Listed below are the 45 U.S. presidents and their age as
they began their terms in
office.
Number Name Age
1 Washington 57
2 J. Adams 61
3 Jefferson 57
4 Madison 57
5 Monroe 58
6 J. Q. Adams 57
7 Jackson 61
8 Van Buren 54
9 W. H. Harrison 68
10 Tyler 51
11 Polk 49
12 Taylor 64
13 Fillmore 50
101. 14 Pierce 48
15 Buchanan 65
16 Lincoln 52
17 A. Johnson 56
18 Grant 46
19 Hayes 54
20 Garfield 49
21 Arthur 50
22 Cleveland 47
23 B. Harrison 55
Number Name Age
24 Cleveland 55
25 McKinley 54
26 T. Roosevelt 42
27 Taft 51
28 Wilson 56
29 Harding 55
30 Coolidge 51
31 Hoover 54
32 F. D. Roosevelt 51
33 Truman 60
34 Eisenhower 62
35 Kennedy 43
36 L. B. Johnson 55
37 Nixon 56
38 Ford 61
39 Carter 52
40 Reagan 69
41 G. H. W. Bush 64
42 Clinton 46
43 G. W. Bush 54
44 Obama 47
45 Trump 70
102. Use a statistical software package such as Excel or Minitab to
help answer the following
questions.
a. Determine the mean, median, and standard deviation.
b. Determine the first and third quartiles.
c. Develop a box plot. Are there any outliers? Do the amounts
follow a symmetric distri-
bution or are they skewed? Justify your answer.
d. Organize the distribution of ages into a frequency
distribution.
e. Write a brief summary of the results in parts a to d.
P R O B L E M S
1. The duration in minutes of a sample of 50 power
outages last year in the state of
South Carolina is listed below.
128 A REVIEW OF CHAPTERS 1–4
3. Listed below is the 2014 median household income for the
50 states and the
District of Columbia.
https://www.census.gov/hhes/www/income/data/historical/
household/
State Amount
Alabama 42,278
Alaska 67,629
Arizona 49,254
Arkansas 44,922
103. California 60,487
Colorado 60,940
Connecticut 70,161
Delaware 57,522
D.C. 68,277
Florida 46,140
Georgia 49,555
Hawaii 71,223
Idaho 53,438
Illinois 54,916
Indiana 48,060
Iowa 57,810
Kansas 53,444
Kentucky 42,786
Louisiana 42,406
Maine 51,710
Maryland 76,165
Massachusetts 63,151
Michigan 52,005
Minnesota 67,244
Mississippi 35,521
Missouri 56,630
State Amount
Montana 51,102
Nebraska 56,870
Nevada 49,875
New Hampshire 73,397
New Jersey 65,243
New Mexico 46,686
New York 54,310
North Carolina 46,784
North Dakota 60,730
Ohio 49,644
Oklahoma 47,199
104. Oregon 58,875
Pennsylvania 55,173
Rhode Island 58,633
South Carolina 44,929
South Dakota 53,053
Tennessee 43,716
Texas 53,875
Utah 63,383
Vermont 60,708
Virginia 66,155
Washington 59,068
West Virginia 39,552
Wisconsin 58,080
Wyoming 55,690
Use a statistical software package such as Excel or Minitab to
help answer the following
questions.
a. Determine the mean, median, and standard deviation.
b. Determine the first and third quartiles.
c. Develop a box plot. Are there any outliers? Do the amounts
follow a symmetric distri-
bution or are they skewed? Justify your answer.
d. Organize the distribution of funds into a frequency
distribution.
e. Write a brief summary of the results in parts a to d.
4. A sample of 12 homes sold last week in St. Paul, Minnesota,
revealed the following
information. Draw a scatter diagram. Can we conclude that, as
the size of the home
(reported below in thousands of square feet) increases, the
selling price (reported in
$ thousands) also increases?
105. Home Size Home Size
(thousands of Selling Price (thousands of Selling Price
square feet) ($ thousands) square feet) ($ thousands)
1.4 100 1.3 110
1.3 110 0.8 85
1.2 105 1.2 105
1.1 120 0.9 75
1.4 80 1.1 70
1.0 105 1.1 95
5. Refer to the following diagram.
0 40 80 120 160 200
* *
a. What is the graph called?
b. What are the median, and first and third quartile values?
c. Is the distribution positively skewed? Tell how you know.
d. Are there any outliers? If yes, estimate these values.
e. Can you determine the number of observations in the study?
A REVIEW OF CHAPTERS 1–4 129
C A S E S
A. Century National Bank
The following case will appear in subsequent review sec-
tions. Assume that you work in the Planning Department of
the Century National Bank and report to Ms. Lamberg. You
will need to do some data analysis and prepare a short writ-
ten report. Remember, Mr. Selig is the president of the bank,
106. so you will want to ensure that your report is complete and
accurate. A copy of the data appears in Appendix A.6.
Century National Bank has offices in several cities in
the Midwest and the southeastern part of the United
States. Mr. Dan Selig, president and CEO, would like to
know the characteristics of his checking account custom-
ers. What is the balance of a typical customer?
How many other bank services do the checking ac-
count customers use? Do the customers use the ATM ser-
vice and, if so, how often? What about debit cards? Who
uses them, and how often are they used?
To better understand the customers, Mr. Selig asked
Ms. Wendy Lamberg, director of planning, to select a sam-
ple of customers and prepare a report. To begin, she has
appointed a team from her staff. You are the head of the
team and responsible for preparing the report. You select a
random sample of 60 customers. In addition to the balance
in each account at the end of last month, you determine
(1) the number of ATM (automatic teller machine) transac-
tions in the last month; (2) the number of other bank ser-
vices (a savings account, a certificate of deposit, etc.) the
customer uses; (3) whether the customer has a debit card
(this is a bank service in which charges are made directly to
the customer’s account); and (4) whether or not interest is
paid on the checking account. The sample includes cus-
tomers from the branches in Cincinnati, Ohio; Atlanta,
Georgia; Louisville, Kentucky; and Erie, Pennsylvania.
1. Develop a graph or table that portrays the checking
balances. What is the balance of a typical customer?
Do many customers have more than $2,000 in their
accounts? Does it appear that there is a difference in
the distribution of the accounts among the four
branches? Around what value do the account bal-
ances tend to cluster?
107. 2. Determine the mean and median of the checking ac-
count balances. Compare the mean and the median
balances for the four branches. Is there a difference
among the branches? Be sure to explain the difference
between the mean and the median in your report.
3. Determine the range and the standard deviation of
the checking account balances. What do the first and
third quartiles show? Determine the coefficient of
skewness and indicate what it shows. Because
Mr. Selig does not deal with statistics daily, include a
brief description and interpretation of the standard
deviation and other measures.
B. Wildcat Plumbing Supply Inc.:
Do We Have Gender Differences?
Wildcat Plumbing Supply has served the plumbing
needs of Southwest Arizona for more than 40 years.
The company was founded by Mr. Terrence St. Julian
and is run today by his son Cory. The company has
grown from a handful of employees to more than 500
today. Cory is concerned about several positions within
the company where he has men and women doing es-
sentially the same job but at different pay. To investi-
gate, he collected the information below. Suppose you
are a student intern in the Accounting Department and
have been given the task to write a report summarizing
the situation.
Yearly Salary ($000) Women Men
Less than 30 2 0
30 up to 40 3 1
40 up to 50 17 4
50 up to 60 17 24
108. 60 up to 70 8 21
70 up to 80 3 7
80 or more 0 3
To kick off the project, Mr. Cory St. Julian held a meeting
with his staff and you were invited. At this meeting, it was
suggested that you calculate several measures of
130 A REVIEW OF CHAPTERS 1–4
location, create charts or draw graphs such as a cumula-
tive frequency distribution, and determine the quartiles
for both men and women. Develop the charts and write
the report summarizing the yearly salaries of employees
at Wildcat Plumbing Supply. Does it appear that there are
pay differences based on gender?
C. Kimble Products: Is There a Difference
In the Commissions?
At the January national sales meeting, the CEO of Kimble
Products was questioned extensively regarding the com-
pany policy for paying commissions to its sales represen-
tatives. The company sells sporting goods to two major
markets. There are 40 sales representatives who call di-
rectly on large-volume customers, such as the athletic de-
partments at major colleges and universities and
professional sports franchises. There are 30 sales repre-
sentatives who represent the company to retail stores lo-
cated in shopping malls and large discounters such as
Kmart and Target.
Upon his return to corporate headquarters, the CEO
109. asked the sales manager for a report comparing the com-
missions earned last year by the two parts of the sales
team. The information is reported below. Write a brief re-
port. Would you conclude that there is a difference? Be
sure to include information in the report on both the cen-
tral tendency and dispersion of the two groups.
Commissions Earned by Sales Representatives
Calling on Large Retailers ($)
1,116 681 1,294 12 754 1,206 1,448 870 944 1,255
1,213 1,291 719 934 1,313 1,083 899 850 886 1,556
886 1,315 1,858 1,262 1,338 1,066 807 1,244 758 918
Commissions Earned by Sales Representatives
Calling on Athletic Departments ($)
354 87 1,676 1,187 69 3,202 680 39 1,683 1,106
883 3,140 299 2,197 175 159 1,105 434 615 149
1,168 278 579 7 357 252 1,602 2,321 4 392
416 427 1,738 526 13 1,604 249 557 635 527
P R A C T I C E T E S T
There is a practice test at the end of each review section. The
tests are in two parts. The first part contains several objec-
tive questions, usually in a fill-in-the-blank format. The second
part is problems. In most cases, it should take 30 to 45
minutes to complete the test. The problems require a calculator.
Check the answers in the Answer Section in the back of
the book.
Part 1—Objective
1. The science of collecting, organizing, presenting, analyzing,
and interpreting data to assist in
110. making effective decisions is called . 1.
2. Methods of organizing, summarizing, and presenting data in
an informative way are
called . 2.
3. The entire set of individuals or objects of interest or the
measurements obtained from all
individuals or objects of interest are called the . 3.
4. List the two types of variables. 4.
5. The number of bedrooms in a house is an example of a .
(discrete variable,
continuous variable, qualitative variable—pick one) 5.
6. The jersey numbers of Major League Baseball players are an
example of what level of
measurement? 6.
7. The classification of students by eye color is an example of
what level of measurement? 7.
8. The sum of the differences between each value and the mean
is always equal to what value? 8.
9. A set of data contained 70 observations. How many classes
would the 2k method suggest to
construct a frequency distribution? 9.
10. What percent of the values in a data set are always larger
than the median? 10.
11. The square of the standard deviation is the . 11.
12. The standard deviation assumes a negative value when . (all
the values are negative,
at least half the values are negative, or never—pick one.) 12.
13. Which of the following is least affected by an outlier?
(mean, median, or range—pick one) 13.
111. Part 2—Problems
1. The Russell 2000 index of stock prices increased by the
following amounts over the last 3 years.
18% 4% 2%
What is the geometric mean increase for the 3 years?
2. The information below refers to the selling prices ($000) of
homes sold in Warren, Pennsylvania, during 2016.
Selling Price ($000) Frequency
120.0 up to 150.0 4
150.0 up to 180.0 18
180.0 up to 210.0 30
210.0 up to 240.0 20
240.0 up to 270.0 17
270.0 up to 300.0 10
300.0 up to 330.0 6
a. What is the class interval?
b. How many homes were sold in 2016?
c. How many homes sold for less than $210,000?
d. What is the relative frequency of the 210 up to 240 class?
e. What is the midpoint of the 150 up to 180 class?
f. The selling prices range between what two amounts?
3. A sample of eight college students revealed they owned the
following number of CDs.
52 76 64 79 80 74 66 69
112. a. What is the mean number of CDs owned?
b. What is the median number of CDs owned?
c. What is the 40th percentile?
d. What is the range of the number of CDs owned?
e. What is the standard deviation of the number of CDs owned?
4. An investor purchased 200 shares of the Blair Company for
$36 each in July of 2013, 300 shares
at $40 each in September 2015, and 500 shares at $50 each in
January 2016. What is the
investor’s weighted mean price per share?
5. During the 50th Super Bowl, 30 million pounds of snack
food were eaten. The chart below depicts
this information.
Snack Nuts
8%
Potato Chips
37%
Tortilla Chips
28%
Pretzels
14%
Popcorn
13%
a. What is the name given to this graph?
b. Estimate, in millions of pounds, the amount of potato chips
eaten during the game.
c. Estimate the relationship of potato chips to popcorn. (twice
as much, half as much, three