MTH 115 Statistics Project / Paper
DUE: Tuesday, December 10 - the last day of class
Each paper should consist of these parts:
Part I: Introduction
This section should include some perspective about the problem you are trying to analyze; in other words, you should
review the literature concerning your subject. The library or the web will be a good source of information. This research
should provide the rationale for your study; it is a very important part of your paper / project.
Part II: Statement of the Problem
This section should contain a clear and concise description of the problem that you are trying to solve. This should be
short, not to exceed one paragraph.
Part III: Statement of the Hypotheses
This section should contain a listing of the hypotheses (null and alternate) for each test you are conducting.
Part IV: Methodology
This section needs to include a detailed explanation of the manner in which you selected your sample(s). Make sure the
reader knows whether or not this sample was randomly selected. If it was randomly selected, make sure the process of
selection is well documented. This section should include a statement of the possible weaknesses of our study based on
your inability to collect a random sample. Describe your sample(s) in detail. Be sure to tell the reader the makeup in
terms of gender, ethnicity, socioeconomic status, etc.
The section should also include a description of how you obtained your data from your sample(s). If you used a
questionnaire that you developed, include it in this part of the project. Give reasons for including specific questions. If
you used a questionnaire developed by someone else, you should provide background information on the questionnaire
including its author and purpose. Include a copy of the questionnaire in this section. Any and all descriptions of how you
conducted your study should be placed inside this section.
Part V: Analysis of the data
If you are doing some preliminary descriptive statistics on your sample(s) be sure to include this information here. You
may wish to include charts, frequency tables, means and standard deviations. Explain, in great detail, how you conducted
your test(s) and how you analyzed your data and results. All statistical results should be provided. You may want to
include a printout of the results (if you used Excel) in this section.
Part VI: Conclusions and Implications
This section should include the conclusions that you made after analyzing your data. Be sure you do not make grandiose
statements about your population in general if your sample was not representative of the entire population. You might
add your own opinion about any other study that you might think appropriate to follow your own.
Part VII: Bibliography
This section should contain references to at least 4 sources of information.
Grading Rubric Name: _______________________
Section Possible
points
Comment.
This document provides guidance on effective sports writing for scholastic newspapers. It emphasizes writing about players and teams rather than individual games, using relevant statistics and records, and including quotes from coaches and players. Sports stories should focus on the score, additional game details, and player perspectives to concisely summarize the outcome and key events for readers. Proper sports writing style and avoiding bias are also addressed.
Math 273Sampling Procedures for Project 1On the course porta.docxandreecapon
Math 273
Sampling Procedures for Project 1
On the course portal webpage there is a file called “Project 1 Data.” This is the data file you want.
1. Save the Project 1 Data to your I:/ drive. Open the file in Excel.
2. Find the name closest to your last name on the list. This is the first member of your sample. In my case this is Deandre Bell.
3. Select the entire row using the row tag on the left end.
4. Start counting with the next name on the list. Count down three names. While holding the “Ctrl” key, select the row by clicking on the row tag. You now have two non-adjacent rows selected. Count down three more lines and select the next member of your sample. Repeat this procedure until you have thirty players. If you reach the bottom of the list go to the top and continue.
5. “Copy” the selection. Now go to the “Blank” worksheet and “Paste” the selection. You will now have your sample of thirty players in its own sheet for analysis.
Roster#First NameLast NameCl.Pos.Ht.Wt.Hometown60WarsameAdenFROL6’ 5”278Columbus, OhioPopulation Mean214.64393939394JalenAlexanderSODB5’ 10”180Miami Gardens, Fla.Population Standard Deviation42.246773693571MattAndersonFROL6’ 4”295Monticello, Indiana10JeremyArmstrongJRWR6’ 3”205Springfield, Ohio25RoamelleBellSRCB5’ 9”182Shaker Heights, OhioJonathanBisonoFROL6’ 2”270Cincinnati, OhioNathanBlairFROL6’ 4”300Amherst, OhioJonBlankenshipFRDE6’ 0”230Dunkirk, Indiana20PatrickBoggsSRRB6’ 0”205Mogadore, Ohio40DavionBowersSRRB5’ 10”220Canal Winchester OH96JoshBrebantFRK6’ 1”190Akron, Ohio24JerryBrownJRRB6’ 1”185McComb, Ohio62MasonButlerSOOL6’ 2”275Malvern, Ohio19DerekCalderonSODB5’ 10”180Covina, Ca.48JakeCarisalesSOLB5’ 10”190Port Clinton, Ohio68AlecCarnicomFROL6’ 2”280Freemont, Ohio73ChaseCarterSOOL6’ 3”275Lewis Center, Ohio77DavidCastorenaSROL6’ 3”295Phoenix, Ariz.12VictorCaveFRLS6’ 1”240Cincinnati, OhioColeChandlerFRWR5’ 10”180Springboro, OhioMauriceChatman IIFRRB5’ 7”160Columbus, OhioTroyClayFRRB5’ 9”190Springfield, Ohio46SheldonClemonsSRRB5’ 11”180Detroit, Mich.NathanCoffmanFRTE6’ 4”230Crestline, OhioCharlesCole IIIFRDE6’ 2”240Ypsilanti, Michigan18CarringtonConteeSODB5’ 9”160Tracey's Landing, MD84PedroCorrea IIISRWR6’ 1”165Deerfield Beach, Fla.15MikeCovingtonJRLB6’ 1”210Columbus, Ohio65KameronCrimFROL6’ 4”305Covington, KentuckyAlecD'AngelaFRLB5’ 10”190Windsor, Ontario, CanadaBlakeDarnellFRDT6’ 2”240New Lexington, OhioTwainDavisFRDT6’ 2”330Marion, OhioChristianDawsonFRWR5’ 11”205Mt. Orab, Ohio37TomislavDerezicSRK6’ 0”220Mentor, OhioQuintinDowdyFRFS6’ 2”190Walled Lake, Michigan94RyeanDowlingSOLB5’ 11”180St. Thomas, Virgin Islands33JordanDyeFRSS6’ 0”200Tiffin, Ohio18DJEdwards-StewartSRDB6’ 0”205Detroit, MichiganTommyFallowFRDE6’ 3”210Chillicothe, Ohio13BrockFargusFRQB6’ 2”185Zanesville, Ohio70KileFoxSOOL6’ 2”275Bellevue, Ohio98JaredFriszmanSOPK5’ 10”170Macedonia, Ohio87DerekGoeckeJRWR6’ 2”185Spencerville, OhioCalvinGreenFRWR5’ 11”200Flint, Michigan50EvanGreenFRLB6’ 3”220Lapeer, Michigan30RyanGroomsFRLB6’ 3”230Grove Ci ...
This document provides instructions for a WebQuest activity where students take on the role of sportswriters creating an NCAA tournament bracket based on statistical research. Students are assigned a conference and must research team statistics like coaching records and shooting percentages to determine which teams advance in their bracket. They then participate in a mock debate show defending their bracket picks. The activity aims to have students make bracket decisions based on mathematical analysis rather than opinion.
The document discusses APA format, providing an overview of the key elements and guidelines for formatting research papers and references according to the 5th edition of the APA Publication Manual. It outlines the major sections of an APA paper including the title page, abstract, body, and references. Guidelines are provided for in-text citations, references for different media like periodicals, books, and online sources. The importance of adhering to APA style for academic papers is emphasized.
SOCS185N-11504 Assignments Week 5 Assignment: Essay - Yo…!
Total Points: 175.0
Week 5 Assignment: Essay - You
Decide
Due Monday by 1:59am Points 175
Submitting a file upload
Week 5 Essay Grading Rubric - 175 pts
Criteria Ratings Pts
10.0 pts
10.0 pts
35.0 pts
50.0 pts
20.0 pts
20.0 pts
10.0 pts
20.0 pts
Submit Assignment
Required Resources
Read/review the following resources for this activity:
Textbook: Chapter 9
Lesson
Link (website): Pew Research Center
Click on the Social Trends tab.
Click on the Interactives tab.
Locate the following link: How Census Race
Categories Have Changed Over Time
Click on "1790" to see two columns comparing the
1790 Census categories with the 2010 Census
categories.
Minimum of 4 outside scholarly sources
Instructions
In this week's lesson, you learned about the U.S. Census
Bureau's most recent racial and ethnic categories. For this
assignment, consider the racial and ethnic categories used in
the 2010 Census with the four racial, ethnic, and gender
categories used in the 1790 Census: Free white males, free
white females, all other free persons, slaves (Pew Research
Center, 2015). Analyze the concepts of race, ethnicity, and
gender as social constructs, just as sociologists do, by
addressing the following:
1. Explain how you might have been categorized by the
1790 Census and how you would have been
categorized by the 2010 Census.
2. Compare and contrast the two potential categorizations
and explain how this exercise shows that the concepts
of race, ethnicity, and even gender change over time.
Most importantly, explain how this exercise shows that
the concepts of race, ethnicity, and gender are social
constructs.
3. Determine and describe what ethnic, racial, and/or
gender categories, if any, would be best, in your view,
for the 2020 Census or the 2030 Census, to most
accurately show the diversity of the U.S. population.
What categories would be best to reveal the segments
of the U.S. population most vulnerable to racial, ethnic,
and/or gender inequalities or discrimination? What
categories could be listed in the 2020 Census or the
2030 Census that might best educate the U.S.
population on differences between race and ethnicity?
Explain your decisions.
Include headings for each of the three main sections of the
paper:
What the Census Might Have Called Me
Social Constructs
Better Future Census Categories
Each of the three main sections of your paper must contain
scholarly support in the form of quotes or paraphrases with
respective citations from assigned reading (the
textbook/lesson) and the outside scholarly source that you
identify on your own.
*This assignment is adapted from Glaser (2018).
Writing Requirements (APA format)
Length: 3-4 pages (not including references page)
1-inch margins
Double spaced
12-point Times New Roman font
Running header in the upper left of all pages
Page number in the upper right of all pages
Minimum of 3 headings (centered, bold, & title case)
Parenthe.
MTH 115 Statistics Project / Paper
DUE: Tuesday, December 10 - the last day of class
Each paper should consist of these parts:
Part I: Introduction
This section should include some perspective about the problem you are trying to analyze; in other words, you should
review the literature concerning your subject. The library or the web will be a good source of information. This research
should provide the rationale for your study; it is a very important part of your paper / project.
Part II: Statement of the Problem
This section should contain a clear and concise description of the problem that you are trying to solve. This should be
short, not to exceed one paragraph.
Part III: Statement of the Hypotheses
This section should contain a listing of the hypotheses (null and alternate) for each test you are conducting.
Part IV: Methodology
This section needs to include a detailed explanation of the manner in which you selected your sample(s). Make sure the
reader knows whether or not this sample was randomly selected. If it was randomly selected, make sure the process of
selection is well documented. This section should include a statement of the possible weaknesses of our study based on
your inability to collect a random sample. Describe your sample(s) in detail. Be sure to tell the reader the makeup in
terms of gender, ethnicity, socioeconomic status, etc.
The section should also include a description of how you obtained your data from your sample(s). If you used a
questionnaire that you developed, include it in this part of the project. Give reasons for including specific questions. If
you used a questionnaire developed by someone else, you should provide background information on the questionnaire
including its author and purpose. Include a copy of the questionnaire in this section. Any and all descriptions of how you
conducted your study should be placed inside this section.
Part V: Analysis of the data
If you are doing some preliminary descriptive statistics on your sample(s) be sure to include this information here. You
may wish to include charts, frequency tables, means and standard deviations. Explain, in great detail, how you conducted
your test(s) and how you analyzed your data and results. All statistical results should be provided. You may want to
include a printout of the results (if you used Excel) in this section.
Part VI: Conclusions and Implications
This section should include the conclusions that you made after analyzing your data. Be sure you do not make grandiose
statements about your population in general if your sample was not representative of the entire population. You might
add your own opinion about any other study that you might think appropriate to follow your own.
Part VII: Bibliography
This section should contain references to at least 4 sources of information.
Grading Rubric Name: _______________________
Section Possible
points
Comment.
This document provides guidance on effective sports writing for scholastic newspapers. It emphasizes writing about players and teams rather than individual games, using relevant statistics and records, and including quotes from coaches and players. Sports stories should focus on the score, additional game details, and player perspectives to concisely summarize the outcome and key events for readers. Proper sports writing style and avoiding bias are also addressed.
Math 273Sampling Procedures for Project 1On the course porta.docxandreecapon
Math 273
Sampling Procedures for Project 1
On the course portal webpage there is a file called “Project 1 Data.” This is the data file you want.
1. Save the Project 1 Data to your I:/ drive. Open the file in Excel.
2. Find the name closest to your last name on the list. This is the first member of your sample. In my case this is Deandre Bell.
3. Select the entire row using the row tag on the left end.
4. Start counting with the next name on the list. Count down three names. While holding the “Ctrl” key, select the row by clicking on the row tag. You now have two non-adjacent rows selected. Count down three more lines and select the next member of your sample. Repeat this procedure until you have thirty players. If you reach the bottom of the list go to the top and continue.
5. “Copy” the selection. Now go to the “Blank” worksheet and “Paste” the selection. You will now have your sample of thirty players in its own sheet for analysis.
Roster#First NameLast NameCl.Pos.Ht.Wt.Hometown60WarsameAdenFROL6’ 5”278Columbus, OhioPopulation Mean214.64393939394JalenAlexanderSODB5’ 10”180Miami Gardens, Fla.Population Standard Deviation42.246773693571MattAndersonFROL6’ 4”295Monticello, Indiana10JeremyArmstrongJRWR6’ 3”205Springfield, Ohio25RoamelleBellSRCB5’ 9”182Shaker Heights, OhioJonathanBisonoFROL6’ 2”270Cincinnati, OhioNathanBlairFROL6’ 4”300Amherst, OhioJonBlankenshipFRDE6’ 0”230Dunkirk, Indiana20PatrickBoggsSRRB6’ 0”205Mogadore, Ohio40DavionBowersSRRB5’ 10”220Canal Winchester OH96JoshBrebantFRK6’ 1”190Akron, Ohio24JerryBrownJRRB6’ 1”185McComb, Ohio62MasonButlerSOOL6’ 2”275Malvern, Ohio19DerekCalderonSODB5’ 10”180Covina, Ca.48JakeCarisalesSOLB5’ 10”190Port Clinton, Ohio68AlecCarnicomFROL6’ 2”280Freemont, Ohio73ChaseCarterSOOL6’ 3”275Lewis Center, Ohio77DavidCastorenaSROL6’ 3”295Phoenix, Ariz.12VictorCaveFRLS6’ 1”240Cincinnati, OhioColeChandlerFRWR5’ 10”180Springboro, OhioMauriceChatman IIFRRB5’ 7”160Columbus, OhioTroyClayFRRB5’ 9”190Springfield, Ohio46SheldonClemonsSRRB5’ 11”180Detroit, Mich.NathanCoffmanFRTE6’ 4”230Crestline, OhioCharlesCole IIIFRDE6’ 2”240Ypsilanti, Michigan18CarringtonConteeSODB5’ 9”160Tracey's Landing, MD84PedroCorrea IIISRWR6’ 1”165Deerfield Beach, Fla.15MikeCovingtonJRLB6’ 1”210Columbus, Ohio65KameronCrimFROL6’ 4”305Covington, KentuckyAlecD'AngelaFRLB5’ 10”190Windsor, Ontario, CanadaBlakeDarnellFRDT6’ 2”240New Lexington, OhioTwainDavisFRDT6’ 2”330Marion, OhioChristianDawsonFRWR5’ 11”205Mt. Orab, Ohio37TomislavDerezicSRK6’ 0”220Mentor, OhioQuintinDowdyFRFS6’ 2”190Walled Lake, Michigan94RyeanDowlingSOLB5’ 11”180St. Thomas, Virgin Islands33JordanDyeFRSS6’ 0”200Tiffin, Ohio18DJEdwards-StewartSRDB6’ 0”205Detroit, MichiganTommyFallowFRDE6’ 3”210Chillicothe, Ohio13BrockFargusFRQB6’ 2”185Zanesville, Ohio70KileFoxSOOL6’ 2”275Bellevue, Ohio98JaredFriszmanSOPK5’ 10”170Macedonia, Ohio87DerekGoeckeJRWR6’ 2”185Spencerville, OhioCalvinGreenFRWR5’ 11”200Flint, Michigan50EvanGreenFRLB6’ 3”220Lapeer, Michigan30RyanGroomsFRLB6’ 3”230Grove Ci ...
This document provides instructions for a WebQuest activity where students take on the role of sportswriters creating an NCAA tournament bracket based on statistical research. Students are assigned a conference and must research team statistics like coaching records and shooting percentages to determine which teams advance in their bracket. They then participate in a mock debate show defending their bracket picks. The activity aims to have students make bracket decisions based on mathematical analysis rather than opinion.
The document discusses APA format, providing an overview of the key elements and guidelines for formatting research papers and references according to the 5th edition of the APA Publication Manual. It outlines the major sections of an APA paper including the title page, abstract, body, and references. Guidelines are provided for in-text citations, references for different media like periodicals, books, and online sources. The importance of adhering to APA style for academic papers is emphasized.
SOCS185N-11504 Assignments Week 5 Assignment: Essay - Yo…!
Total Points: 175.0
Week 5 Assignment: Essay - You
Decide
Due Monday by 1:59am Points 175
Submitting a file upload
Week 5 Essay Grading Rubric - 175 pts
Criteria Ratings Pts
10.0 pts
10.0 pts
35.0 pts
50.0 pts
20.0 pts
20.0 pts
10.0 pts
20.0 pts
Submit Assignment
Required Resources
Read/review the following resources for this activity:
Textbook: Chapter 9
Lesson
Link (website): Pew Research Center
Click on the Social Trends tab.
Click on the Interactives tab.
Locate the following link: How Census Race
Categories Have Changed Over Time
Click on "1790" to see two columns comparing the
1790 Census categories with the 2010 Census
categories.
Minimum of 4 outside scholarly sources
Instructions
In this week's lesson, you learned about the U.S. Census
Bureau's most recent racial and ethnic categories. For this
assignment, consider the racial and ethnic categories used in
the 2010 Census with the four racial, ethnic, and gender
categories used in the 1790 Census: Free white males, free
white females, all other free persons, slaves (Pew Research
Center, 2015). Analyze the concepts of race, ethnicity, and
gender as social constructs, just as sociologists do, by
addressing the following:
1. Explain how you might have been categorized by the
1790 Census and how you would have been
categorized by the 2010 Census.
2. Compare and contrast the two potential categorizations
and explain how this exercise shows that the concepts
of race, ethnicity, and even gender change over time.
Most importantly, explain how this exercise shows that
the concepts of race, ethnicity, and gender are social
constructs.
3. Determine and describe what ethnic, racial, and/or
gender categories, if any, would be best, in your view,
for the 2020 Census or the 2030 Census, to most
accurately show the diversity of the U.S. population.
What categories would be best to reveal the segments
of the U.S. population most vulnerable to racial, ethnic,
and/or gender inequalities or discrimination? What
categories could be listed in the 2020 Census or the
2030 Census that might best educate the U.S.
population on differences between race and ethnicity?
Explain your decisions.
Include headings for each of the three main sections of the
paper:
What the Census Might Have Called Me
Social Constructs
Better Future Census Categories
Each of the three main sections of your paper must contain
scholarly support in the form of quotes or paraphrases with
respective citations from assigned reading (the
textbook/lesson) and the outside scholarly source that you
identify on your own.
*This assignment is adapted from Glaser (2018).
Writing Requirements (APA format)
Length: 3-4 pages (not including references page)
1-inch margins
Double spaced
12-point Times New Roman font
Running header in the upper left of all pages
Page number in the upper right of all pages
Minimum of 3 headings (centered, bold, & title case)
Parenthe.
Deadline 6 PM Friday September 27, 201310 Project Management Que.docxedwardmarivel
Deadline 6 PM Friday September 27, 2013
10 Project Management Questions with sub-questions under each question. A word document is provided with all questions and directions.
Problem 1
The following data were obtained from a project to create a new portable electronic.
Activity
Duration
Predecessors
A
5 Days
---
B
6 Days
---
C
8 Days
---
D
4 Days
A, B
E
3 Days
C
F
5 Days
D
G
5 Days
E, F
H
9 Days
D
I
12 Days
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
What is the Scheduled Completion of the Project?
b)
What is the Critical Path of the Project?
c)
What is the ES for Activity D?
d)
What is the LS for Activity G?
e)
What is the EF for Activity B?
f)
What is the LF for Activity H?
g)
What is the float for Activity I?
Problem 2
The following data were obtained from a project to build a pressure vessel:
Activity
Duration
Predecessors
A
6 weeks
---
B
6 weeks
---
C
5 weeks
B
D
4 weeks
A, C
E
5 weeks
B
F
7 weeks
D, E, G
G
4 weeks
B
H
8 weeks
F
I
5 weeks
G
J
3 week
I
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 3
The following data were obtained from a project to design a new software package:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
6 Days
A
D
4 Days
C, B
E
5 Days
A
F
4 Days
D, E, G
G
4 Days
B, C
H
3 Day
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path(s)
c)
What is the slack time (float) for activity B?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 4
The following data were obtained from an in-house MIS project:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
5 Days
A
D
4 Days
B
E
5 Days
B
F
3 Day
C, D
G
7 Days
C, D
H
6 Days
E, F, G
I
9 Days
E, F
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e)
What is the slack time (float) for activity E?
f)
What is the slack time (float) for activity F?
PROBLEM 5
Use the network diagram below and the additional information provided to answer the corresponding questions.
a) Give the crash cost per day per activity.
b) Which activities should be crash.
DEADLINE 15 HOURS
6 PAGES
UNDERGRADUATE
COURSEWORK
HARVARD FORMATING
DOUBLE SPACING
INSTRUCTIONS
This assignment seeks to assess your ability to:
• Critically evaluate and discuss the major developments during 2017 in corporate taxation from the perspective of multinational companies and their auditors, governments and other stakeholders.
• Apply appropriate knowledge, analytical techniques and concepts to problems and issues arising from both familiar and unfamiliar situations;
• Think critically, examine problems and issues from a number of perspectives, challenge viewpoints, ideas and concepts and make well-reasoned judgements;
• Present, discuss and defend ideas, concepts and views effectively through formal language.
Background:
In the final weeks of 2017 a leading tax expert suggested that “a whirlwind of international tax changes has swept the globe”. He also went on to say that for companies operating in Europe there is no end in sight to the pace of change. The final recommendations on base erosion and profit shifting (BEPS) from the OECD have been endorsed by the EU. In fact a number of European governments have already implemented large parts of these proposals ahead of schedule.
The third quarter of the year saw the European Commission in the spotlight with its landmark decision that the technology giant Apple must repay no less than €13 billion of taxes to the Irish government. This ruling was based on the view that the favourable tax treatment was effectively state aid and hence the Irish government had broken EU law. At the same time countries across the world continue to compete by reducing the rate of corporate taxes. Many commentators suggest that the UK government will cut the corporate tax rate to 10% if the country fails to negotiate a trade deal with the European Union as part of the Brexit process. In a separate development earlier in the year the government of Hungary announced it would become the tax haven of Central Europe with a plan to reduce corporation tax to a mere 9%.
Required:
You are to write a report for the Board of Directors of a listed global company that has manufacturing and R&D activities across Europe, Asia, Australasia and America. The report should assume that the directors have detailed knowledge of the group activities but are not taxation specialists. However they would be aware of issues relating to corporate governance, transparency and reputational risks.
The report should cover the following aspects:
Evaluate the major developments that occurred in corporate taxation in 2017 and the issues that may arise in the current year.
Discuss the implications for the group in regard to the relationship with its auditors.
Consider how other stakeholders and non-governmental organisations (NGOs) may be affected by changes in the level of corporate taxes and their possible reaction.
The resources below are on Blackboard and provide an introduction to the topic.
“Corpor.
De nada.El gusto es mío.Encantada.Me llamo Pepe.Muy bien, grac.docxedwardmarivel
Este documento presenta varios diálogos y conversaciones cortas que incluyen saludos comunes, preguntas sobre el origen y el nombre de las personas, y despedidas. Los diálogos practican vocabulario y estructuras básicas de conversación en español.
DDL 24 hours reading the article and writing a 1-page doubl.docxedwardmarivel
DDL:
24 hours
reading the article and writing a
1-page double space
annotated bibliography
including:
1.reference
2.specify the concept you will use
3.explain its significance to the course
4.specify how you'll use it in your project
see the article and project inf below
.
*
DCF valuation methodSuper-normal growth modelApplications: single CF, annuity, perpetuity, uneven CFs, bond, stock, etc.
LECTURE 2 Valuation Basics
(Chapters 4, 6, 7)
*
Amount of cash flows expectedRisk of the cash flows Timing of the cash flow stream
Factors that Determine Value
*
DCF Method: General Formula
Finding PVs is discounting. The discount factor i is determined by the cost of capital invested.
*
10%
Single Cash Flow
100
0
1
2
3
PV = ?
What’s the PV of $100 due in 3 years if i = 10%?
*
Financial Calculator Setup
BGN END
P/Y 1
FORMAT: DEC 4 or larger
*
Financial Calculator
Solution
s
N I/YR PV PMTFV
?
N = 3, I/YR = 10, PMT = 0, FV = 100
CPT, PV
-75.13
/
INPUTS
OUTPUT
*
Spreadsheet
.
DDBA 8307 Week 2 Assignment Exemplar
John Doe[footnoteRef:1] [1: Type your name here]
DDBA 8307-6[footnoteRef:2] [2: Type in DDBA section number (e.g. DDBA 8307 – 6) ]
Dr. Jane Doe[footnoteRef:3] [3: Enter faculty name here.]
1
Scales of Measurement
Type text here. Discuss the implications of “scales of measurement” in quantitative research. Be sure to use a minimum of two citations to support your position(s). Be sure to review the “Scales of Measurement” media from Week 1. This section should be no more than two paragraphs.
Research Question
What are the means, standard deviations, frequencies, and percentages of the Lesson 21 Exercise File variables?
Presentation of Findings
I analyzed data from Lesson 21 Exercise File [footnoteRef:4]. In this section, I present descriptive statistics for the study quantitative and qualitative variables. Appropriate APA tables and figures accompany the analysis[footnoteRef:5]. [4: Insert the appropriate file name. ] [5: The tables and figures from your SPSS output will need to be copied and pasted in the appropriate location.]
Descriptive Statistics[footnoteRef:6] [6: Detailed information can be found in Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables,” and Lesson 21, “Univariate Descriptive Statistics for Quantitative Variables,” in the Green and Salkind text.
]
Descriptive statistics were run for the quantitative and qualitative variables in the Week 1 Assignment data set. Table 1 depicts the means and standard deviations for the quantitative data. Figure 1 depicts a histogram for the GPA variable. Table 2 depicts the frequencies and percentages for the qualitative (categorical) data. Figure 2 depicts a pie chart for the ethnic variable. Appendix 1 depicts the SPSS output.
Table 1[footnoteRef:7] [7: This is an example of an APA-formatted descriptive statistics table. Refer to Sections 5.01-5.19, in the APA Manual for detailed information on APA tables. The descriptive statistics table here includes the appropriate information derived from the SPSS output that is to be pasted as an appendix. Do not split tables across pages. Note: The numbers in the SPSS output presented here are fictitious numbers and do not represent correct numbers in the data set you will use for this application.
]
Means (M) and Standard Deviations (SD) for Study
Quantitative Variables (N = 105)
Variable[footnoteRef:8] [8: You would simply add rows to the table to accommodate the variables you have used in the analysis (i.e., variable 3, variable 4, etc.). Hint: Use the Microsoft Word Table feature.
]
M
SD
GPA
2.78
.76
Final
61.48
7.94
Percent
80.34
12.12
Figure 1. Histogram of GPA distribution.
Table 2[footnoteRef:9] [9: Recall from Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables” (Green & Salkind, 2017), frequencies and percentages are reported for qualitative (nominal) variables. Note: Frequency and percentages are the only c.
DBM380 v14Create a DatabaseDBM380 v14Page 2 of 2Create a D.docxedwardmarivel
DBM/380 v14
Create a Database
DBM/380 v14
Page 2 of 2Create a Database
The following assignment is based on the business scenario for which you created both an entity-relationship diagram and a normalized database design in Week 2.
For this assignment, you will create multiple related tables that match your normalized database design. In other words, you will implement a physical design (an actual, usable database) based on a logical design.
Refer to the linked W3Schools.com articles “SQL CREATE TABLE Statement,” “SQL PRIMARY KEY Constraint,” “SQL FOREIGN KEY Constraint,” and “SQL INSERT INTO Statement” for help in completing this assignment.
Note: In the industry, even the most carefully thought out database designs can contain mistakes. Feel free to correct in your tables any mistakes you notice in your normalized database design. Also, note that in Microsoft® Access®, you follow the steps below to launch the SQL editor:
Figure 1. To create a SQL query in Microsoft® Access®, begin by clicking the CREATE tab.
To Complete This Assignment:
1. Use the CREATE TABLE statement to create each table in your design. Note that a table in a RDMS corresponds to an entity in an entity-relationship diagram. Recommended tables for this assignment are CUSTOMER, ORDER, ORDER_DETAIL, PRODUCT, EMPLOYEE, and STORE.
2. As part of each CREATE TABLE statement, define all of the columns, or fields, that you want each particular table to contain. Give them short, meaningful names and include constraints; that is, describe what type of data each column (field) is allowed to hold and any other constraints, such as size, range, or uniqueness.
3. Note that any field you marked as a unique identifier in your normalized database design is a key field. Key fields must be described as both UNIQUE and NOT NULL, which means a value must exist for each record and that value must be unique across all records.
4. After you have created all six tables, including relationships between the tables as appropriate (matching the primary key in one table to a foreign key in another table), use the INSERT INTO statement to insert 10 records into each of your tables. You will need to make up the data you insert into your tables. For example, to insert one record into the CUSTOMER table, you will need to invent a customer number, a customer name, and so on—one value for each of the fields you defined for the CUSTOMER table—to insert into the table.
5. To ensure that your INSERT INTO statements succeeded in populating your tables, use the SELECT statement described in Ch. 7, “Introduction to Structured Query Language,” in Database Systems: Design, Implementation, and Management.to retrieve the records you inserted. For example, to see all 10 records you inserted into the CUSTOMER table, you might apply the following SQL statement: SELECT * FROM CUSTOMER;
After you have created all six tables and populated ten records in each table, submit to the Assignment Files tab the database containin.
DB3.1 Mexico corruptionDiscuss the connection between pol.docxedwardmarivel
DB3.1: Mexico corruption
Discuss the connection between politics, corruption, and criminal organizations in Mexico. How would you go about separating these? Give examples and be specific. Support your ideas on why you would do these specific measures.
DB3.2: Collapse of Soviet Union
How has the collapse of the Soviet Union fostered pirate capitalism and organized crime? Be specific with your answer and support your answer. Do you think that if the Soviet Union did not collapse pirate capitalism and organized crime would still flourish? Support your opinion.
300 words per post
.
DB2Pepsi Co and Coke American beverage giants, must adhere to th.docxedwardmarivel
DB2
Pepsi Co and Coke American beverage giants, must adhere to the U.S Foreign Corruption Act wherever their businesses may take them. Both companies expanded their U.S businesses to India with differing initial results. Coke came home (initially) and Pepsi Co prospered.
Do your research and explain the socio-cultural barriers faced by these two companies? What in your view were the reasons which negatively impacted Coke and positively touched Pepsi Co?
WEEK 3:
Interactive
: Select one company other than the 2 mentioned above, and share this company’s experience in the United Arab Emirates. Comment on another learner’s company experience in a different location of the world.
WEEK 4:
Interactive
: Comment on a different learner’s company experience in a totally different location from those completed earlier. Do you feel that cultural training is an essential pre-requisite for expatriates in any host country? Why/Why not?
Remember to use APA referencing in the body of your posting.
.
DB1 What Ive observedHave you ever experienced a self-managed .docxedwardmarivel
DB1: What I've observed
Have you ever experienced a self-managed team? If so, describe it. If not, why do you think your organization has not embraced self managed teams?
DB2: Case Analysis
Review the case study at the end of Chapter 8, Frederick W. Smith - FedEx. Answer the five questions below:
1. How do the standards set by Fred Smith for FedEx teams improve organizational performance?
2. What motivates the members of FedEx to remain highly engaged in their teams?
3. Describe the role FedEx managers play in facilitating team effectiveness.
4. What types of teams does FedEx use? Provide evidence from the case to support your answer.
5. Leaders play a critical role in building effective teams. Cite evidence from the case that FedEx managers performed some of these roles in developing effective teams.
Image Source Team:
http://www.freedigitalphotos.net/images/gallery-thumbnails.php?id=50143103253525199427035558
.
DB Response 1I agree with the decision to search the house. Ther.docxedwardmarivel
DB Response 1
I agree with the decision to search the house. There was reasonable suspicion to believe the fugitive could have been in the home. The homeowner not only consented to the search of the house but requested it for her safety. Complacency kills. In this situation, the officer is very regretful in his decision to conduct a complacent search of the home, and luckily nobody was killed.
My department does not have body cameras, but I still conduct business as if somebody is recording me. We live in a generation of surveillance. You never know when there are hidden cameras, a camera on a business you did not notice, or a cell phone recording from the top floor of a building. We hire police officers with high amounts of integrity because the definition of integrity is doing the right thing even when nobody is looking. I would be lying if I said my grandmother would approve of everything I do on the job. I am most guilty of foul language and it is something that I am working on not doing that. However, I can emphatically say I work with integrity and honesty without a doubt.
I think setting limits on tolerable behavior in regards to sexual and general harassment is appropriate; however, there are too many situations to make a policy for every behavior one could find inappropriate. When it comes to using force again every situation is different but there should be a pretty well laid out policy at departments for when and how an officer should use a certain amount of force. Officers should be trained on de-escalation tactics and alternatives to using force. Tactical training should include strategies to create time, space, and distance, to reduce the likelihood that force will be necessary and should occur in realistic conditions appropriate to the department’s location (U.S. Commission On Civil Rights, 2018).
Philippians 2 verses 3 – 8 is a pretty straightforward verse with great leadership lessons. Be humble, put others before yourself, and be a servant leader.
From the very beginning of any interrogation, the accused has constitutional rights not to speak to police and also to have an attorney present. The Eighth Amendment to the Constitution prohibits cruel and unusual punishments placed upon any persons in the U.S. With these rights in mind I will only go as far as the Constitution allows when interrogating this suspect even if the suspect admits where the child is if the admission was coerced that admission could get thrown out of court. I would never compromise the investigation. There are other ways to find the abducted girl through detective work than just interrogating the suspect. The cost of illegal interrogations is documented in the number of lost prosecutions. Literally, thousands of cases across the country have had to be dismissed because prosecutors could not trust that the evidence provided by police officers was legitimate or the officer had lost credibility as a witness in all cases because of his or her wrongdoing (P.
DB Response prompt ZAKChapter 7, Q1.Customers are expecting.docxedwardmarivel
DB Response prompt ZAK
Chapter 7, Q1.
Customers are expecting more from their service providers. Rather than traditionally accepting boilerplate offerings from service providers, customers desire that service providers cater to their requests. Organizations providing services must keep up with the customer’s demand or risk losing business to others who will. Many service providers have been adopting lean principles to accommodate the needs of their customers in successful attempts to decrease waste, increase efficiency, improve customer service and satisfaction (Daft, 2016, p. 275). From online music providers, customers expect music tracks personalized for their tastes. From airlines, customers can expect preflight seat and meal selections. Amazon.com provides custom personalization to a customers’ home pages by placing personally directed advertisements and products which the customer is more likely to order from the company. Amazon book recommendations are personalized to the specific customer and are provided based upon previous books read. With customers expecting customized and catered experiences, companies need to keep up with this demand and embrace mass customization in order to obtain and retain customers.
Chapter 7, Q2.
While many facets of businesses may involve craft technology, it is still important for business schools to teach management. Some businesses which only expect their leaders to gain knowledge and expertise from experience, may be creating a bureaucratic and restricted model for their business. Companies which rely only on internal training for their leaders can miss opportunities from potential leaders coming in from the outside. Business schools which teach management can provide potential leaders with a foundation to draw from. Teaching management can expose students to issues and opportunities experienced by others, not just ones restricted to one specific company. Teaching management from a textbook is just one method of conveying information. Just as one would not necessarily be proficient in piloting a boat from reading a book, a textbook about doing so would provide the student with underlying concepts which could dramatically increase the success of the student when they move to an actual boat. This textbook based training would be further enhanced with some practical experience.
Chapter 8, Q1.
Technology has progressed allowing real time instant messaging and virtual meetings. High level managers can indeed expect technology to allow them to do their jobs with little face-to-face communication, but they should question if that is something they really want to do. There are currently methods available which could be used effectively to communicate with subordinates, employees and stockholders, such as recorded feeds which would be able to reach every associated individual. These however may not provide a sense of personalization from the managers. Leaders in an organization may resort to using tec.
DB Topic of Discussion Information-related CapabilitiesAnalyze .docxedwardmarivel
DB Topic of Discussion: Information-related Capabilities
Analyze 2 of the 14 information-related capabilities and explain how the joint force can use these capabilities to affect the three dimensions of the information environment. Give examples of real-world or life events for the capabilities and how can you use these concepts as a CSM/SGM.
Consumer Brand Metrics Q3 2015
Eater Archetypes:
Brand usage and preferences by consumer segment
The restaurant industry has long relied on demographic factors to
identify and prioritize consumer groups. For example, many
brands currently obsess over attracting Millennials—some
without pausing to consider the variations among consumers
within this demographic cohort. In addition to life stages,
consumer attitudes about health, value, convenience and the
overall role of foodservice in their lives drive significant
differences in preferences and behavior.
With these distinctions in mind, we have updated the Consumer
Brand Metrics (CBM) survey with questions that allow us to
segment consumers into one of seven Eater Archetypes. Each
segment has a distinct psychographic profile, which is outlined in
our recent Consumer Foodservice Landscape. Accordingly, their
patronage of the segments and brands tracked in CBM varies.
This paper explores some differences we can discern after the
initial quarterly results, including the archetypes’ segment usage,
brand patronage and occasion dynamics. Examining CBM data by
Eater Archetype reveals nuances that complement a demographic
profile of a chain’s guests.
By Colleen Rothman, Manager, Consumer Insights
To learn more about the Consumer Brand Metrics program or to sign up for future
Spotlight by Consumer Brand Metrics white papers, please contact Bart Henyan,
Senior Marketing Manager, at [email protected]
Consumer Brand Metrics Q3 2015
Segmenting consumers by psychographic factors, rather than
just demographic characteristics, can lead to a better
understanding of the consumers that matter to your brand and
how to appeal to them.
Key Takeaways
Busy Balancers and Functional Eaters drive usage across
restaurants and convenience stores. Full-service restaurant
(FSR) operators may also consider targeting Foodservice
Hobbyists and Affluent Socializers, as these archetypes
comprise more than a quarter of FSR patrons, on average.
How does foodservice segment usage vary by archetype?
Driven by unique needs and motivations, Eater Archetypes
gravitate to a wide variety of brands. For example,
McDonald’s, Burger King and Whataburger each
disproportionately attract unique archetypes (Habitual
Matures, Bargain Hunters and Functional Eaters,
respectively).
Which chains do each archetype visit most frequently?
Archetypes that patronize the same restaurant may not use
the brand the same way. For example, usage varies by
daypart, with afternoon snacks skewing to Busy Balancers
and late-night meals d.
DB Instructions Each reply must be 250–300 words with a minim.docxedwardmarivel
DB Instructions:
Each reply must be 250–300 words with a minimum of 1 scholarly source. The scholarly source used for your thread and response should be in addition to the class textbooks.
Reference Book: Young, M. (2017). Learning the Art of Helping. Boston, MA: Pearson. ISBN: 9780134165783.
.
DB Defining White Collar CrimeHow would you define white co.docxedwardmarivel
DB: Defining White Collar Crime
How would you define white collar crime? What are the advantages and disadvantages of the various terms, such as “white collar crime,” “crimes of the powerful,” “elite deviance,” etc., used to describe the type of crimes.
300 Word Minimum
.
Deadline 6 PM Friday September 27, 201310 Project Management Que.docxedwardmarivel
Deadline 6 PM Friday September 27, 2013
10 Project Management Questions with sub-questions under each question. A word document is provided with all questions and directions.
Problem 1
The following data were obtained from a project to create a new portable electronic.
Activity
Duration
Predecessors
A
5 Days
---
B
6 Days
---
C
8 Days
---
D
4 Days
A, B
E
3 Days
C
F
5 Days
D
G
5 Days
E, F
H
9 Days
D
I
12 Days
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
What is the Scheduled Completion of the Project?
b)
What is the Critical Path of the Project?
c)
What is the ES for Activity D?
d)
What is the LS for Activity G?
e)
What is the EF for Activity B?
f)
What is the LF for Activity H?
g)
What is the float for Activity I?
Problem 2
The following data were obtained from a project to build a pressure vessel:
Activity
Duration
Predecessors
A
6 weeks
---
B
6 weeks
---
C
5 weeks
B
D
4 weeks
A, C
E
5 weeks
B
F
7 weeks
D, E, G
G
4 weeks
B
H
8 weeks
F
I
5 weeks
G
J
3 week
I
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 3
The following data were obtained from a project to design a new software package:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
6 Days
A
D
4 Days
C, B
E
5 Days
A
F
4 Days
D, E, G
G
4 Days
B, C
H
3 Day
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path(s)
c)
What is the slack time (float) for activity B?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 4
The following data were obtained from an in-house MIS project:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
5 Days
A
D
4 Days
B
E
5 Days
B
F
3 Day
C, D
G
7 Days
C, D
H
6 Days
E, F, G
I
9 Days
E, F
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e)
What is the slack time (float) for activity E?
f)
What is the slack time (float) for activity F?
PROBLEM 5
Use the network diagram below and the additional information provided to answer the corresponding questions.
a) Give the crash cost per day per activity.
b) Which activities should be crash.
DEADLINE 15 HOURS
6 PAGES
UNDERGRADUATE
COURSEWORK
HARVARD FORMATING
DOUBLE SPACING
INSTRUCTIONS
This assignment seeks to assess your ability to:
• Critically evaluate and discuss the major developments during 2017 in corporate taxation from the perspective of multinational companies and their auditors, governments and other stakeholders.
• Apply appropriate knowledge, analytical techniques and concepts to problems and issues arising from both familiar and unfamiliar situations;
• Think critically, examine problems and issues from a number of perspectives, challenge viewpoints, ideas and concepts and make well-reasoned judgements;
• Present, discuss and defend ideas, concepts and views effectively through formal language.
Background:
In the final weeks of 2017 a leading tax expert suggested that “a whirlwind of international tax changes has swept the globe”. He also went on to say that for companies operating in Europe there is no end in sight to the pace of change. The final recommendations on base erosion and profit shifting (BEPS) from the OECD have been endorsed by the EU. In fact a number of European governments have already implemented large parts of these proposals ahead of schedule.
The third quarter of the year saw the European Commission in the spotlight with its landmark decision that the technology giant Apple must repay no less than €13 billion of taxes to the Irish government. This ruling was based on the view that the favourable tax treatment was effectively state aid and hence the Irish government had broken EU law. At the same time countries across the world continue to compete by reducing the rate of corporate taxes. Many commentators suggest that the UK government will cut the corporate tax rate to 10% if the country fails to negotiate a trade deal with the European Union as part of the Brexit process. In a separate development earlier in the year the government of Hungary announced it would become the tax haven of Central Europe with a plan to reduce corporation tax to a mere 9%.
Required:
You are to write a report for the Board of Directors of a listed global company that has manufacturing and R&D activities across Europe, Asia, Australasia and America. The report should assume that the directors have detailed knowledge of the group activities but are not taxation specialists. However they would be aware of issues relating to corporate governance, transparency and reputational risks.
The report should cover the following aspects:
Evaluate the major developments that occurred in corporate taxation in 2017 and the issues that may arise in the current year.
Discuss the implications for the group in regard to the relationship with its auditors.
Consider how other stakeholders and non-governmental organisations (NGOs) may be affected by changes in the level of corporate taxes and their possible reaction.
The resources below are on Blackboard and provide an introduction to the topic.
“Corpor.
De nada.El gusto es mío.Encantada.Me llamo Pepe.Muy bien, grac.docxedwardmarivel
Este documento presenta varios diálogos y conversaciones cortas que incluyen saludos comunes, preguntas sobre el origen y el nombre de las personas, y despedidas. Los diálogos practican vocabulario y estructuras básicas de conversación en español.
DDL 24 hours reading the article and writing a 1-page doubl.docxedwardmarivel
DDL:
24 hours
reading the article and writing a
1-page double space
annotated bibliography
including:
1.reference
2.specify the concept you will use
3.explain its significance to the course
4.specify how you'll use it in your project
see the article and project inf below
.
*
DCF valuation methodSuper-normal growth modelApplications: single CF, annuity, perpetuity, uneven CFs, bond, stock, etc.
LECTURE 2 Valuation Basics
(Chapters 4, 6, 7)
*
Amount of cash flows expectedRisk of the cash flows Timing of the cash flow stream
Factors that Determine Value
*
DCF Method: General Formula
Finding PVs is discounting. The discount factor i is determined by the cost of capital invested.
*
10%
Single Cash Flow
100
0
1
2
3
PV = ?
What’s the PV of $100 due in 3 years if i = 10%?
*
Financial Calculator Setup
BGN END
P/Y 1
FORMAT: DEC 4 or larger
*
Financial Calculator
Solution
s
N I/YR PV PMTFV
?
N = 3, I/YR = 10, PMT = 0, FV = 100
CPT, PV
-75.13
/
INPUTS
OUTPUT
*
Spreadsheet
.
DDBA 8307 Week 2 Assignment Exemplar
John Doe[footnoteRef:1] [1: Type your name here]
DDBA 8307-6[footnoteRef:2] [2: Type in DDBA section number (e.g. DDBA 8307 – 6) ]
Dr. Jane Doe[footnoteRef:3] [3: Enter faculty name here.]
1
Scales of Measurement
Type text here. Discuss the implications of “scales of measurement” in quantitative research. Be sure to use a minimum of two citations to support your position(s). Be sure to review the “Scales of Measurement” media from Week 1. This section should be no more than two paragraphs.
Research Question
What are the means, standard deviations, frequencies, and percentages of the Lesson 21 Exercise File variables?
Presentation of Findings
I analyzed data from Lesson 21 Exercise File [footnoteRef:4]. In this section, I present descriptive statistics for the study quantitative and qualitative variables. Appropriate APA tables and figures accompany the analysis[footnoteRef:5]. [4: Insert the appropriate file name. ] [5: The tables and figures from your SPSS output will need to be copied and pasted in the appropriate location.]
Descriptive Statistics[footnoteRef:6] [6: Detailed information can be found in Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables,” and Lesson 21, “Univariate Descriptive Statistics for Quantitative Variables,” in the Green and Salkind text.
]
Descriptive statistics were run for the quantitative and qualitative variables in the Week 1 Assignment data set. Table 1 depicts the means and standard deviations for the quantitative data. Figure 1 depicts a histogram for the GPA variable. Table 2 depicts the frequencies and percentages for the qualitative (categorical) data. Figure 2 depicts a pie chart for the ethnic variable. Appendix 1 depicts the SPSS output.
Table 1[footnoteRef:7] [7: This is an example of an APA-formatted descriptive statistics table. Refer to Sections 5.01-5.19, in the APA Manual for detailed information on APA tables. The descriptive statistics table here includes the appropriate information derived from the SPSS output that is to be pasted as an appendix. Do not split tables across pages. Note: The numbers in the SPSS output presented here are fictitious numbers and do not represent correct numbers in the data set you will use for this application.
]
Means (M) and Standard Deviations (SD) for Study
Quantitative Variables (N = 105)
Variable[footnoteRef:8] [8: You would simply add rows to the table to accommodate the variables you have used in the analysis (i.e., variable 3, variable 4, etc.). Hint: Use the Microsoft Word Table feature.
]
M
SD
GPA
2.78
.76
Final
61.48
7.94
Percent
80.34
12.12
Figure 1. Histogram of GPA distribution.
Table 2[footnoteRef:9] [9: Recall from Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables” (Green & Salkind, 2017), frequencies and percentages are reported for qualitative (nominal) variables. Note: Frequency and percentages are the only c.
DBM380 v14Create a DatabaseDBM380 v14Page 2 of 2Create a D.docxedwardmarivel
DBM/380 v14
Create a Database
DBM/380 v14
Page 2 of 2Create a Database
The following assignment is based on the business scenario for which you created both an entity-relationship diagram and a normalized database design in Week 2.
For this assignment, you will create multiple related tables that match your normalized database design. In other words, you will implement a physical design (an actual, usable database) based on a logical design.
Refer to the linked W3Schools.com articles “SQL CREATE TABLE Statement,” “SQL PRIMARY KEY Constraint,” “SQL FOREIGN KEY Constraint,” and “SQL INSERT INTO Statement” for help in completing this assignment.
Note: In the industry, even the most carefully thought out database designs can contain mistakes. Feel free to correct in your tables any mistakes you notice in your normalized database design. Also, note that in Microsoft® Access®, you follow the steps below to launch the SQL editor:
Figure 1. To create a SQL query in Microsoft® Access®, begin by clicking the CREATE tab.
To Complete This Assignment:
1. Use the CREATE TABLE statement to create each table in your design. Note that a table in a RDMS corresponds to an entity in an entity-relationship diagram. Recommended tables for this assignment are CUSTOMER, ORDER, ORDER_DETAIL, PRODUCT, EMPLOYEE, and STORE.
2. As part of each CREATE TABLE statement, define all of the columns, or fields, that you want each particular table to contain. Give them short, meaningful names and include constraints; that is, describe what type of data each column (field) is allowed to hold and any other constraints, such as size, range, or uniqueness.
3. Note that any field you marked as a unique identifier in your normalized database design is a key field. Key fields must be described as both UNIQUE and NOT NULL, which means a value must exist for each record and that value must be unique across all records.
4. After you have created all six tables, including relationships between the tables as appropriate (matching the primary key in one table to a foreign key in another table), use the INSERT INTO statement to insert 10 records into each of your tables. You will need to make up the data you insert into your tables. For example, to insert one record into the CUSTOMER table, you will need to invent a customer number, a customer name, and so on—one value for each of the fields you defined for the CUSTOMER table—to insert into the table.
5. To ensure that your INSERT INTO statements succeeded in populating your tables, use the SELECT statement described in Ch. 7, “Introduction to Structured Query Language,” in Database Systems: Design, Implementation, and Management.to retrieve the records you inserted. For example, to see all 10 records you inserted into the CUSTOMER table, you might apply the following SQL statement: SELECT * FROM CUSTOMER;
After you have created all six tables and populated ten records in each table, submit to the Assignment Files tab the database containin.
DB3.1 Mexico corruptionDiscuss the connection between pol.docxedwardmarivel
DB3.1: Mexico corruption
Discuss the connection between politics, corruption, and criminal organizations in Mexico. How would you go about separating these? Give examples and be specific. Support your ideas on why you would do these specific measures.
DB3.2: Collapse of Soviet Union
How has the collapse of the Soviet Union fostered pirate capitalism and organized crime? Be specific with your answer and support your answer. Do you think that if the Soviet Union did not collapse pirate capitalism and organized crime would still flourish? Support your opinion.
300 words per post
.
DB2Pepsi Co and Coke American beverage giants, must adhere to th.docxedwardmarivel
DB2
Pepsi Co and Coke American beverage giants, must adhere to the U.S Foreign Corruption Act wherever their businesses may take them. Both companies expanded their U.S businesses to India with differing initial results. Coke came home (initially) and Pepsi Co prospered.
Do your research and explain the socio-cultural barriers faced by these two companies? What in your view were the reasons which negatively impacted Coke and positively touched Pepsi Co?
WEEK 3:
Interactive
: Select one company other than the 2 mentioned above, and share this company’s experience in the United Arab Emirates. Comment on another learner’s company experience in a different location of the world.
WEEK 4:
Interactive
: Comment on a different learner’s company experience in a totally different location from those completed earlier. Do you feel that cultural training is an essential pre-requisite for expatriates in any host country? Why/Why not?
Remember to use APA referencing in the body of your posting.
.
DB1 What Ive observedHave you ever experienced a self-managed .docxedwardmarivel
DB1: What I've observed
Have you ever experienced a self-managed team? If so, describe it. If not, why do you think your organization has not embraced self managed teams?
DB2: Case Analysis
Review the case study at the end of Chapter 8, Frederick W. Smith - FedEx. Answer the five questions below:
1. How do the standards set by Fred Smith for FedEx teams improve organizational performance?
2. What motivates the members of FedEx to remain highly engaged in their teams?
3. Describe the role FedEx managers play in facilitating team effectiveness.
4. What types of teams does FedEx use? Provide evidence from the case to support your answer.
5. Leaders play a critical role in building effective teams. Cite evidence from the case that FedEx managers performed some of these roles in developing effective teams.
Image Source Team:
http://www.freedigitalphotos.net/images/gallery-thumbnails.php?id=50143103253525199427035558
.
DB Response 1I agree with the decision to search the house. Ther.docxedwardmarivel
DB Response 1
I agree with the decision to search the house. There was reasonable suspicion to believe the fugitive could have been in the home. The homeowner not only consented to the search of the house but requested it for her safety. Complacency kills. In this situation, the officer is very regretful in his decision to conduct a complacent search of the home, and luckily nobody was killed.
My department does not have body cameras, but I still conduct business as if somebody is recording me. We live in a generation of surveillance. You never know when there are hidden cameras, a camera on a business you did not notice, or a cell phone recording from the top floor of a building. We hire police officers with high amounts of integrity because the definition of integrity is doing the right thing even when nobody is looking. I would be lying if I said my grandmother would approve of everything I do on the job. I am most guilty of foul language and it is something that I am working on not doing that. However, I can emphatically say I work with integrity and honesty without a doubt.
I think setting limits on tolerable behavior in regards to sexual and general harassment is appropriate; however, there are too many situations to make a policy for every behavior one could find inappropriate. When it comes to using force again every situation is different but there should be a pretty well laid out policy at departments for when and how an officer should use a certain amount of force. Officers should be trained on de-escalation tactics and alternatives to using force. Tactical training should include strategies to create time, space, and distance, to reduce the likelihood that force will be necessary and should occur in realistic conditions appropriate to the department’s location (U.S. Commission On Civil Rights, 2018).
Philippians 2 verses 3 – 8 is a pretty straightforward verse with great leadership lessons. Be humble, put others before yourself, and be a servant leader.
From the very beginning of any interrogation, the accused has constitutional rights not to speak to police and also to have an attorney present. The Eighth Amendment to the Constitution prohibits cruel and unusual punishments placed upon any persons in the U.S. With these rights in mind I will only go as far as the Constitution allows when interrogating this suspect even if the suspect admits where the child is if the admission was coerced that admission could get thrown out of court. I would never compromise the investigation. There are other ways to find the abducted girl through detective work than just interrogating the suspect. The cost of illegal interrogations is documented in the number of lost prosecutions. Literally, thousands of cases across the country have had to be dismissed because prosecutors could not trust that the evidence provided by police officers was legitimate or the officer had lost credibility as a witness in all cases because of his or her wrongdoing (P.
DB Response prompt ZAKChapter 7, Q1.Customers are expecting.docxedwardmarivel
DB Response prompt ZAK
Chapter 7, Q1.
Customers are expecting more from their service providers. Rather than traditionally accepting boilerplate offerings from service providers, customers desire that service providers cater to their requests. Organizations providing services must keep up with the customer’s demand or risk losing business to others who will. Many service providers have been adopting lean principles to accommodate the needs of their customers in successful attempts to decrease waste, increase efficiency, improve customer service and satisfaction (Daft, 2016, p. 275). From online music providers, customers expect music tracks personalized for their tastes. From airlines, customers can expect preflight seat and meal selections. Amazon.com provides custom personalization to a customers’ home pages by placing personally directed advertisements and products which the customer is more likely to order from the company. Amazon book recommendations are personalized to the specific customer and are provided based upon previous books read. With customers expecting customized and catered experiences, companies need to keep up with this demand and embrace mass customization in order to obtain and retain customers.
Chapter 7, Q2.
While many facets of businesses may involve craft technology, it is still important for business schools to teach management. Some businesses which only expect their leaders to gain knowledge and expertise from experience, may be creating a bureaucratic and restricted model for their business. Companies which rely only on internal training for their leaders can miss opportunities from potential leaders coming in from the outside. Business schools which teach management can provide potential leaders with a foundation to draw from. Teaching management can expose students to issues and opportunities experienced by others, not just ones restricted to one specific company. Teaching management from a textbook is just one method of conveying information. Just as one would not necessarily be proficient in piloting a boat from reading a book, a textbook about doing so would provide the student with underlying concepts which could dramatically increase the success of the student when they move to an actual boat. This textbook based training would be further enhanced with some practical experience.
Chapter 8, Q1.
Technology has progressed allowing real time instant messaging and virtual meetings. High level managers can indeed expect technology to allow them to do their jobs with little face-to-face communication, but they should question if that is something they really want to do. There are currently methods available which could be used effectively to communicate with subordinates, employees and stockholders, such as recorded feeds which would be able to reach every associated individual. These however may not provide a sense of personalization from the managers. Leaders in an organization may resort to using tec.
DB Topic of Discussion Information-related CapabilitiesAnalyze .docxedwardmarivel
DB Topic of Discussion: Information-related Capabilities
Analyze 2 of the 14 information-related capabilities and explain how the joint force can use these capabilities to affect the three dimensions of the information environment. Give examples of real-world or life events for the capabilities and how can you use these concepts as a CSM/SGM.
Consumer Brand Metrics Q3 2015
Eater Archetypes:
Brand usage and preferences by consumer segment
The restaurant industry has long relied on demographic factors to
identify and prioritize consumer groups. For example, many
brands currently obsess over attracting Millennials—some
without pausing to consider the variations among consumers
within this demographic cohort. In addition to life stages,
consumer attitudes about health, value, convenience and the
overall role of foodservice in their lives drive significant
differences in preferences and behavior.
With these distinctions in mind, we have updated the Consumer
Brand Metrics (CBM) survey with questions that allow us to
segment consumers into one of seven Eater Archetypes. Each
segment has a distinct psychographic profile, which is outlined in
our recent Consumer Foodservice Landscape. Accordingly, their
patronage of the segments and brands tracked in CBM varies.
This paper explores some differences we can discern after the
initial quarterly results, including the archetypes’ segment usage,
brand patronage and occasion dynamics. Examining CBM data by
Eater Archetype reveals nuances that complement a demographic
profile of a chain’s guests.
By Colleen Rothman, Manager, Consumer Insights
To learn more about the Consumer Brand Metrics program or to sign up for future
Spotlight by Consumer Brand Metrics white papers, please contact Bart Henyan,
Senior Marketing Manager, at [email protected]
Consumer Brand Metrics Q3 2015
Segmenting consumers by psychographic factors, rather than
just demographic characteristics, can lead to a better
understanding of the consumers that matter to your brand and
how to appeal to them.
Key Takeaways
Busy Balancers and Functional Eaters drive usage across
restaurants and convenience stores. Full-service restaurant
(FSR) operators may also consider targeting Foodservice
Hobbyists and Affluent Socializers, as these archetypes
comprise more than a quarter of FSR patrons, on average.
How does foodservice segment usage vary by archetype?
Driven by unique needs and motivations, Eater Archetypes
gravitate to a wide variety of brands. For example,
McDonald’s, Burger King and Whataburger each
disproportionately attract unique archetypes (Habitual
Matures, Bargain Hunters and Functional Eaters,
respectively).
Which chains do each archetype visit most frequently?
Archetypes that patronize the same restaurant may not use
the brand the same way. For example, usage varies by
daypart, with afternoon snacks skewing to Busy Balancers
and late-night meals d.
DB Instructions Each reply must be 250–300 words with a minim.docxedwardmarivel
DB Instructions:
Each reply must be 250–300 words with a minimum of 1 scholarly source. The scholarly source used for your thread and response should be in addition to the class textbooks.
Reference Book: Young, M. (2017). Learning the Art of Helping. Boston, MA: Pearson. ISBN: 9780134165783.
.
DB Defining White Collar CrimeHow would you define white co.docxedwardmarivel
DB: Defining White Collar Crime
How would you define white collar crime? What are the advantages and disadvantages of the various terms, such as “white collar crime,” “crimes of the powerful,” “elite deviance,” etc., used to describe the type of crimes.
300 Word Minimum
.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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).
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
TitleABC123 Version X1JudaismHUM130 Version 71.docx
1. Title
ABC/123 Version X
1
Judaism
HUM/130 Version 7
1
University of Phoenix MaterialJudaism
Complete parts one-four of this worksheet.
Part One
Complete the template with information from Jewish Holy
Days. Identify at least seven Jewish religious holy days and
place each holy day in the correct season (time of year) as
studied in the course.
APA-formatted citation
APA-formatted citation
Part Two
Write a 1- to 2-paragraph response for each of the following.
2. 1. Describe the three major sections of the Jewish bible. Include
what is contained in each section and the significance of each.
2. Describe the major similarities and differences between the
four branches of Judaism (Orthodox, Conservative, Reform,
Reconstructionist). How are these four groups distinct from one
another?
Part Three
Write a 350- to 500-word paper on the history of Judaism.
Include the key people and events in the history of Judaism.
Describe any rituals, symbols, and core beliefs associated with
Judaism.
December
Insert Holy Day
Insert Holy Day
Insert Holy Day
Insert Holy Day
Insert Holy Day
4. weights of the Tiffin University football team. Attached is a
roster of the players with their weights, and an electronic form
of this data is available on the course webpage.
Data Analysis:
Find your own personal sample of 30 players by starting at the
player named in the email that accompanied this assignment.
Start counting with the next person on the list, and take every
third person on the list until you get 30 people. (Jump to the top
of the table if you run out.)
Compute the five-number summary using the sample data above
and then construct a box-and-whisker plot for the data. If you
wish, you can use the graph template document and stretch the
elements to fit your data, or draw the graph neatly and
accurately by hand.
Calculate the mean and standard deviation for the sample data.
Use the mean and standard deviation from Part 3 to create an
Empirical Rule graph (normal curve). Compare the curve to the
box and whisker plot to determine if the data “roughly” follows
the Empirical Rule. If you wish, you can use the graph template
document and stretch the elements to fit your data.
The population mean for the entire team is 214.6 pounds and
population standard deviation for the entire team is 42.2
pounds. Compare these to the results for step 3. Do your sample
statistics fairly represent the population parameters?
Report your findings:
In addition to submitting all work and calculations (whether
done by hand or on Excel), you are to submit a word-processed
6-paragraph summary of the assignment and your findings. The
5. summary should be formatted with one paragraph for the
introduction , one paragraph of analysis/interpretation for each
of steps two through five listed above, and a one-paragraph
conclusion. The summary should notdetail your method of
calculations, rather it should report and interpret the results of
your calculations and what they mean. Submit the data, the
calculations, the graphs, and the analysis paper to Moodle or to
the instructor on or before the due date.
2015 Football Roster
#
First Name
Last Name
Cl.
Pos.
Ht.
Wt.
Hometown
60
Warsame
Aden
FR
OL
6’ 5”
278
Columbus, Ohio
4
Jalen
Alexander
SO
DB
5’ 10”
180
6. Miami Gardens, Fla.
71
Matt
Anderson
FR
OL
6’ 4”
295
Monticello, Indiana
10
Jeremy
Armstrong
JR
WR
6’ 3”
205
Springfield, Ohio
25
Roamelle
Bell
SR
CB
5’ 9”
182
Shaker Heights, Ohio
Jonathan
Bisono
FR
OL
6’ 2”
270
12. Tracey's Landing, MD
84
Pedro
Correa III
SR
WR
6’ 1”
165
Deerfield Beach, Fla.
15
Mike
Covington
JR
LB
6’ 1”
210
Columbus, Ohio
65
Kameron
Crim
FR
OL
6’ 4”
305
Covington, Kentucky
Alec
D'Angela
FR
LB
5’ 10”
190
13. Windsor, Ontario, Canada
Blake
Darnell
FR
DT
6’ 2”
240
New Lexington, Ohio
Twain
Davis
FR
DT
6’ 2”
330
Marion, Ohio
Christian
Dawson
FR
WR
5’ 11”
205
Mt. Orab, Ohio
37
Tomislav
Derezic
SR
K
6’ 0”
220
14. Mentor, Ohio
Quintin
Dowdy
FR
FS
6’ 2”
190
Walled Lake, Michigan
#
First Name
Last Name
Cl.
Pos.
Ht.
Wt.
Hometown
94
Ryean
Dowling
SO
LB
5’ 11”
180
St. Thomas, Virgin Islands
33
Jordan
Dye
FR
SS
6’ 0”
200
21. South Bend, Indiana
Marvin
Jackson III
FR
DB
6’ 2”
180
Oberlin, Ohio
43
Austin
Jasper
SO
LB
6’ 3”
235
Earlville, N.Y.
27
Sean
Johnson
SO
S
6’ 0”
195
Miramar, Florida
8
Vinny
Jones
JR
DE
6’ 3”
225
24. Clyde, Ohio
Keegan
Lowe
FR
LB
6’ 0”
220
Port Clinton, Ohio
42
Morgan
Loyd
JR
OLB
6’ 3”
220
Dacula, Ga.
William
Martin
FR
TE
6’ 1”
230
Rockford, Michigan
82
Eric
Maskey
SO
P
6’ 3”
210
25. Sycamore, Ohio
2
Willie
Mays III
JR
DE
6’ 4”
225
Escondido, California
15
Colin
McNamara
FR
QB
6’ 0”
175
Fairview Park, Ohio
Jacob
Mertus
FR
LB
6’ 1”
200
Tallmadge, Ohio
Blake
Miller
FR
SS
5’ 9”
180
29. Gary, Ind.
76
Max
Pollom
JR
OL
6’ 6”
310
Plain City, Ohio
44
Tommy
Pritchard
SR
LB
6’ 3”
230
Way Care, Ariz.
93
Jalen
Randolph
JR
DL
5’ 10”
250
Columbus, Ohio
91
Jamar
Randolph
JR
DL
6’ 0”
230
46. Ky.21ShawnScottJRDB6’ 0”195Dublin, OhioLoganSeeFRLS6’
0”220Grove City, Ohio11TonySheadSRWR6’ 1”190South Bend,
Ind.80JamalSlappyFRWR6’ 3”195Columbus,
Ohio83JalenSlickFRWR5’ 10”175Freemont,
Ohio29TajahSmithFRRB5’ 9”179South Bend,
IndianaAnthonySpringerFRWR6’ 1”208Southfield,
Michigan31JesseStoudtSRLB6’ 0”220Barnesville,
Ohio41MikeTaggartSOLB6’ 1”180Gahanna,
Ohio57RidgeTarwackiFROL6’ 3”300Edwardsburg,
MichiganBrokTheisenFRLB6’ 0”180New Bavaria,
OhioJohnsonThomasFRLB5’ 9”215Pompano Beach,
Florida75AlThompsonJRDT6’ 4”300Marysville,
OhioDeAndreThompsonFRTE6’ 1”255Euclid,
OhioManzyVelasquezFRDT5’ 11”265Tampa,
FloridaKevinWadeFRDL6’ 2”290Canal Winchester,
Ohio54HunterWaitsFRDE6’ 5”235Columbus,
Ohio53DariusWalkerSODT6’ 3”285Marysville,
OhioMartyWardFRRB5’ 9”223Niles,
Michigan3ChrisWatkinsSORB5’ 9”190Southfield,
Mich.20DareianWatkinsFRWR6’ 1”195Galion,
OhioBryanWatson IIFRDB5’ 9”155Farmington Hills,
Michigan19NickWheelerSOQB6’ 0”180Mansfield,
Ohio6StefanWillisSODB6’ 0”185Akron,
Ohio10AustinWoodsideFRQB5’ 11”200Chesterfield,
MichiganBrantZemelkaFRSS5’ 11”180Middlefield, Ohio
Math 273
Sampling Procedures for Project 1
On the course portal webpage there is a file called “Project 1
Data.” This is the data file you want.
1. Save the Project 1 Data to your I:/ drive. Open the file in
Excel.
2. Find the name closest to your last name on the list. This is
the first member of your sample. In my case this is Deandre
Bell.
47. 3. Select the entire row using the row tag on the left end.
4. Start counting with the next name on the list. Count down
three names. While holding the “Ctrl” key, select the row by
clicking on the row tag. You now have two non-adjacent rows
selected. Count down three more lines and select the next
member of your sample. Repeat this procedure until you have
thirty players. If you reach the bottom of the list go to the top
and continue.
5. “Copy” the selection. Now go to the “Blank” worksheet and
“Paste” the selection. You will now have your sample of thirty
players in its own sheet for analysis.