Making Sense of Rational ExpressionsA rational expression .docx

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Making Sense of Rational Expressions A rational expression is nothing more than a fraction in which the numerator and/or the denominator are polynomials. Here are some examples of rational expressions. The last one may look a little strange since it is more commonly written. Simplifying rational expressions requires good factoring skills. The twist now is that you are looking for factors that are common to both the numerator and the denominator of the rational expression. This unit emphasizes performing mathematical operations on rational expressions and using these operations to solve equations and inequalities. Number Sense, Concepts, and Operations Add, subtract, multiply, and divide real numbers, including square roots and exponents, using appropriate methods of computing, such as mental mathematics, paper and pencil, and calculator. Describe, analyze and generalize relationships, patterns, and functions using words, symbols, variables, tables, and graphs. Determine the impact when changing the parameters of given functions. .

$Making Sense of Rational Expressions A rational expression is nothing more than a fraction in which the numerator and/or the denominator are polynomials. Here are some examples of rational expressions. The last one may look a little strange since it is more commonly written. Simplifying rational expressions requires good factoring skills. The twist now is that you are looking for factors that are common to both the numerator and the denominator of the rational expression. This unit emphasizes performing mathematical operations on rational expressions and using these operations to solve equations and inequalities. Number Sense, Concepts, and Operations Add, subtract, multiply, and divide real numbers, including square roots and exponents, using appropriate methods of computing, such as mental mathematics, paper and pencil, and calculator. Describe, analyze and generalize relationships, patterns, and functions using words, symbols, variables, tables, and graphs. Determine the impact when changing the parameters of given functions.$

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Common Assessment – Bachelor of Information Technology, Version 2.0 Common Rubric Criteria for ITCO 341 Expectations: Student work at the undergraduate level is expected to focus on a broad overview of an academic discipline, along with—where appropriate— basic theoretical frameworks of professional practices and familiarity with discipline‐specific tools and their application. Blooms taxonomy levels only apply for IT content criteria. Blue color refers the basic expectation on the criterion for the assignment. Besides the five level letters, "N/A" option is also available for 1) The student didn't submit the work. 2) The topics in the criterion are not covered in the assignment requirements. Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F) QUANTITATIVE LITERACY: UNDERSTANDING APPLICATION OF DISCRETE MATHEMATICS Demonstrates outstanding or exemplary ability to provide accurate understanding and explanations of the three important topics in discrete mathematics: logic, sets, and functions. For example, accurately explains the rules of logic that specifies the meaning of mathematical statements; understands what makes up a correct mathematical argument, such as proof used for program verification and algorithm correctness. Calculations attempted are essentially successful and sufficiently comprehensive to solve the problem. Demonstrates sound or accomplished ability to provide accurate understanding and explanations of the three important topics in discrete mathematics: logic, sets, and functions. For example, accurately explains the rules of logic that specifies the meaning of mathematical statements; understands what makes up a correct mathematical argument, such as proof used for program verification and algorithm correctness. Calculations attempted are mostly successful and sufficiently comprehensive to solve the problem. Demonstrates adequate or proficient ability to provide somewhat accurate understanding and explanations of the three important topics in discrete mathematics: logic, sets, and functions, but occasionally makes minor errors related to application of functions or logic. For instance, accurately explains the rules of logic that specifies the meaning of mathematical statements; understands what makes up a correct mathematical argument, such as proof used for program verification and algorithm correctness. Calculations attempted are often successful and sufficiently comprehensive to solve the problem Attempts to understand and explain the three important topics in discrete mathematics: logic, sets, and functions, but draws incorrect conclusions about what these important concepts means. For example, attempts to explain the rules of logic that specifies the meaning of mathematical statements, but will frequently misinterpret what makes up a correct mathematical ar.

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Categorical Data Categorical data represents characteristics. Therefore it can represent things like a person’s gender, language etc. Categorical data can also take on numerical values (Example: 1 for female and 0 for male). Note that those numbers don’t have mathematical meaning. Nominal Data Nominal values represent discrete units and are used to label variables, that have no quantitative value. Just think of them as „labels“. Note that nominal data that has no order. Therefore if you would change the order of its values, the meaning would not change. You can see two examples of nominal features below: The left feature that describes a persons gender would be called „dichotomous“, which is a type of nominal scales that contains only two categories. Ordinal Data Ordinal values represent discrete and ordered units. It is therefore nearly the same as nominal data, except that it’s ordering matters. You can see an example below: Note that the difference between Elementary and High School is different than the difference between High School and College. This is the main limitation of ordinal data, the differences between the values is not really known. Because of that, ordinal scales are usually used to measure non-numeric features like happiness, customer satisfaction and so on. Numerical Data 1. Discrete Data We speak of discrete data if its values are distinct and separate. In other words: We speak of discrete data if the data can only take on certain values. This type of data can’t be measured but it can be counted. It basically represents information that can be categorized into a classification. An example is the number of heads in 100 coin flips. You can check by asking the following two questions whether you are dealing with discrete data or not: Can you count it and can it be divided up into smaller and smaller parts? 2. Continuous Data Continuous Data represents measurements and therefore their values can’t be counted but they can be measured. An example would be the height of a person, which you can describe by using intervals on the real number line. Interval Data Interval values represent ordered units that have the same difference. Therefore we speak of interval data when we have a variable that contains numeric values that are ordered and where we know the exact differences between the values. An example would be a feature that contains temperature of a given place like you can see below: The problem with interval values data is that they don’t have a „true zero“. That means in regards to our example, that there is no such thing as no temperature. With interval data, we can add and subtract, but we cannot multiply, divide or calculate ratios. Because there is no true zero, a lot of descriptive and inferential statistics can’t be applied. Ratio Data Ratio values are also ordered units that have the same difference. Ratio values are the same as interval values, with the difference that they do have an absolute zero. Good e ...

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complete a correlation matrix of the four Interpersonal Strategies above with the eight CCSSM practices: 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Look for and make use of structure. 7.Look for and express regularity in repeated Solution Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \"Does this make sense?\" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. MP2 Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. MP3 Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a.

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Martin Wolf MARCH 24 2020 The coronavirus seeks only to replicate. We seek to halt that replication. Unlike the virus, humans make choices. This pandemic will pass into history. But the way in which it passes will shape the world it leaves behind. It is the first such pandemic for a century. And it comes to a world that — unlike in 1918, when the Spanish flu hit — has been at peace and enjoys unprecedented wealth. We should be able to manage it well. If we do not do so, this will be a turning point for the worse. Making the right decisions requires that we understand the options and their moral implications. We now confront two fundamental sets of choices: within our countries and across borders. In high-income countries, the biggest choice is how aggressively to halt transmission of the virus. But we also need to decide who will bear the costs of that choice and how. Some continue to argue that it is wrong to force the economy into a depression to suppress transmission of the virus. This, they suggest, will cause unnecessary disruption. If, instead, the virus is left to spread relatively freely, we can achieve “herd immunity”, sustain the economy and still focus resources on the vulnerable. Yet it is not clear that the economy would fare better under this relatively laissez faire “mitigation” policy than under one of determined “suppression”. Long before government-imposed lockdowns, many people stopped travelling or going to restaurants, cinemas or shops. Decisive action to suppress the virus and follow up with testing and tracking of new infections could well end the inevitable economic slump even sooner than otherwise. What seems quite certain is the global health system would fare much better under suppression than mitigation. Under the latter, argues the Imperial College Covid-19 Response Team, the health systems of the UK and US would be overwhelmed: large numbers of predominantly old people would be left to die untreated. It was presumably to prevent this from happening across China that the government suppressed the virus so fiercely in Hubei. Could a health calamity that is unacceptable in China be acceptable in the UK or US? Yet the critics are also right: it will be impossible to close large parts of our economies for very long. If suppression is to be tried, it must be successful quickly and resurgence of the virus must be throttled. Meanwhile, central banks and governments must seek to keep as much of the economy going as possible, preserve as much productive capacity intact as possible and ensure that the people, above all the vulnerable, are generously protected in whatever way a country finds practical. The solidarity between countries needs to be as strong as within them. The financial instability and looming recession (probably depression) we see coming will inflict huge harm on emerging and developing countries. The IMF states that investors have already removed $83.

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MBA 599 – Strategic Management Case Project This capsto.docx

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MBA 640 Final Project Milestone Two Guidelines and Rubric Overview: The final project for this course is the creation of an external capital funding proposal. Most businesses face a landscape of uncertainty and a never-ending stream of risks and opportunities. Managers must continually project the likely financial impact of decisions, make recommendations, act on those decisions, determine how to pay for them, and evaluate the costs and effectiveness of what has been done. Many decisions are short-term, routine, and operational. Others are longer-term investment decisions that require substantial new resources, such as developing new services, expanding into new geographic markets, or undertaking business combinations or spin-offs. Each requires managers to forecast, plan, and make decisions based on a thorough understanding of both internal and external factors that can affect a company’s financial success. For the summative assessment in this course, you will bring your finance and economics knowledge to bear by preparing an external capital funding proposal for a major international investment at a publicly traded corporation. In order to secure the support of potential financial backers, your proposal will need to lay out what the proposed investment opportunity is, how it fits within the company’s broader mission and goals, its financial impact, and the amount being requested and why (including alternative funding mechanisms considered). In addition, it will also need to include information on the organization’s context, risk factors, and microeconomic assumptions that could affect the success of the investment. Prompt: Submit a paper that addresses critical element IV, Risks, of the final project. Discuss any risks that might affect the success of the project and how you have planned for those contingencies. Note: The risks (and opportunities) you identify should demonstrate your understanding of the company you selected, the industry, the investment project you are proposing, and your project’s country and timing. Your estimates of financial impacts will be only preliminary; you will most likely revise them in your final submission at the end of Module Nine. Specifically, the following critical elements must be addressed: Section IV Risks: 1. Internal. What are the company’s most significant internal risks and opportunities related to the project? How might they affect your financial estimates and how will you address them? Support your response with specific examples. 2. External. How will you address significant qualitative risks outside the company that might affect project success? Give specific examples. For example, how might culture or politics in the target country affect the proposed investment’s financial success? Natural disasters? How have you planned for these risks? 3. Microeconomic. Assess the microeconomic factors that might affect decisions about the proposed investment. .

MBA 640 Final Project Milestone Two Guidelines and Rubric .docx

MBA 640 Final Project Milestone Two Guidelines and Rubric .docx

MBA 640 Final Project Milestone Two Guidelines and Rubric .docx

Mary and Elmer’s fifth child, Melvin, was born 6 weeks prematurely and is 1-month old. Sarah, age 13, Martin, age 12, and Wayne, age 8, attend the Amish elementary school located 1 mile from their home. Lucille, age 4, is staying with Mary’s sister and her family for a week because baby Melvin has been having respiratory problems, and their physician told the family he will need to be hospitalized if he does not get better within 2 days. Choose two or three areas of prenatal care that you would want to discuss with Mary, and then write brief notes about what you know and/or need to learn about Amish values to discuss perinatal care in a way that is culturally congruent. Discuss three Amish values, beliefs, or practices to consider when preparing to do prenatal education classes with Amish patients. Submission Instructions: Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. .

Mary and Elmer’s fifth child, Melvin, was born 6 weeks prematurely a.docx

Mary and Elmer’s fifth child, Melvin, was born 6 weeks prematurely a.docx

Mary and Elmer’s fifth child, Melvin, was born 6 weeks prematurely a.docx

Maryland Technology Consultants is a fictitious company created for the IFSM 300 Case Study. MTC Case Study 11/23/2019 Ver. 1 1 Maryland Technology Consultants, Inc. Maryland Technology Consultants (MTC) is a successful Information Technology consulting firm that utilizes proven IT and management methodologies to achieve measurable results for its customers. Its customer base includes small to mid-tier businesses, non-profit organizations and governmental agencies at the local, state and federal levels. MTC feels strongly that its success is dependent on the combination of the talent of its IT consultants in the areas of, Business Process Consulting, IT Consulting and IT Outsourcing Consulting and their ability to deliver truly extraordinary results to their clients. Corporate Profile Corporate Name: Maryland Technology Consultants, Inc. Founded: May 2008 Headquarters: Baltimore, Maryland Satellite Locations: Herndon, Virginia; Bethesda, Maryland Number of Employees: 450 Total Annual Gross Revenue: $95,000,000 President and Chief Executive Officer (CEO): Samuel Johnson Business Areas MTC provides consulting services in the following areas: • Business Process Consulting - Business process redesign, process improvement, and best practices • IT Consulting - IT strategy, analysis, planning, system development, implementation, and network support • IT Outsourcing Consulting – Requirements analysis; vendor evaluation, due diligence, selection and performance management; Service Level Agreements Business Strategy MTC's business strategy is to provide extraordinary consulting services and recommendations to its customers by employing highly skilled consultants and staying abreast of new business concepts and technology and/or developing new business concepts and best practices of its own. Maryland Technology Consultants is a fictitious company created for the IFSM 300 Case Study. MTC Case Study 11/23/2019 Ver. 1 2 Excerpt from the MTC Strategic Business Plan While the complete strategic plan touches on many areas, below is an excerpt from MTC’s latest Strategic Business Plan that identifies a few of MTC's Goals. Goal 1: Increase MTC Business Development by winning new contracts in the areas of IT consulting. Goal 2: Build a cadre of consultants internationally to provide remote research and analysis support to MTC’s onsite teams in the U. S. Goal 3: Continue to increase MTC’s ability to quickly provide high quality consultants to awarded contracts to best serve the clients’ needs. Goal 4: Increase MTC’s competitive advantage in the IT consulting marketplace by increasing its reputation for having IT consultants who are highly skilled in leading edge technologies and innovative solutions for its clients. Current Business Environment MTC provides consultants on-site to work with its cli.

Maryland Technology Consultants is a fictitious company create.docx

Maryland Technology Consultants is a fictitious company create.docx

Maryland Technology Consultants is a fictitious company create.docx

Martha Rogers’ Science of Unitary Human Beings FOR THE THEORY CRITIQUE of Martha Rogers’ Science of Unitary Human Beings SUGGESTION: Get article/s which are CRITIQUES of the THEORY ASSIGNED TO YOU CRITERIA UNITS OF ANALYSIS CRITIQUE ARTICLE NO. 1 (Author of Critique) CRITIQUE ARTICLE NO. 2 (Author of Critique) MY VIEWPOINT (3.1) Relationship between structure and function (3.1.1) Clarity (3.1.2) Consistency (3.1.3) Simplicity / Complexity (3.1.4) Tautology / Teleology (3.2) Diagram of Theory (3.2.1) Visual and Graphic Presentation (3.2.2) Logical Representation (3.2.3) Clarity (3.3) Circle of Contagiousness (3.3.1) Graphical origin of theory and geographical spread (3.3.2) Influence of theorist versus theory (4) Usefulness (4.1) Practice (4.1.1) Direction (4.1.2) Applicability (4.1.3) Generalizability (4.1.4) Cost Effectiveness (4.1.5) Relevance (4.2) Research (4.2.1) Consistency (4.2.2) Testability (4.2.3) Predictability (4.3) Education (4.3.1) Philosophical Statement (4.3.2) Objectives (4.3.3) Concepts (4.4) Administration (4.4.1) Structure of Care (4.4.2) Organization of Care (4.4.3) Guidelines for Patient Care (4.4.4) Patient Classification System (5) External Components of Theory (5.1) Personal Values (5.1.1) Theorist implicit/explicit values (5.2) Congruence with other professional values (5.2.1) Comlementarity (5.2.2) Esoterism (5.2.3) Competition (5.3) Congruence with social values (5.3.1) Beliefs (5.3.2) Values (5.3.3) Customs (5.4) Social Significance ISM 645 Mission, Vision, and Time Horizon Statement (MVTH) Worksheet The following information is provided to assist you in writing the Mission, Vision, and Time Horizon Statements. Writing the Mission Statement – Comparisons The mission statement describes the purpose of the organization and the reason the business or business unit exists. You will be creating an IT mission statement for the Acme Company. Review the article, “Mission Statements.” Then, based on what you have learned, evaluate the mission statements of the following service companies: • Microsoft® “At Microsoft, our mission and values are to help people and businesses throughout the world realize their full potential.” • Apple® “Apple designs Macs, the best personal computers in the world, along with OS X, iLife, iWork and professional software. Apple leads the digital music revolution with its iPods and iTunes online store. Apple has reinvented the mobile phone with its revolutionary iPhone and App store, and is defining the future of mobile media and computing devices with iPad.” In your evaluation, consider the positive aspects as well as the shortfalls of the statements. Do your own additional research on these companies and consider whether the company’s strategic approach aligns with its mission statement. Writing the Vision Statement – Comparisons The vision statement describes the business o.

Martha Rogers’ Science of Unitary Human BeingsFOR THE THEORY CRI.docx

Martha Rogers’ Science of Unitary Human BeingsFOR THE THEORY CRI.docx

Martha Rogers’ Science of Unitary Human BeingsFOR THE THEORY CRI.docx

Materials for Your Works Cited Pages NOTE: When you are writing your papers for this class, you will notice that some of the versions of the primary texts that I have posted do not have any publication information. This is because I like to present the works to you in a consistent Word format. However, when you write your papers, you will be required to provide a works cited page in proper MLA format. So below you will find pre-made entries that you can cut and paste into the works cited page at the end of your papers. Of course, for any additional material you use, you will have to create the citations yourself. If you are writing about Dante: Alighieri, Dante. The Inferno. Dante On Line . Societa Dantesca Italiana, n.d. Web. 09 May 2016. If you are writing about Antigone: Johnston, Ian, trans. Sophocles’ Antigone. 442 B.C. n.p. Johnstonia Web. May 2005. Web. 9 May 2016. If you are writing about The Code of Hammurabi: "Ancient History Sourcebook: Code of Hammurabi, C. 1780 BCE." Internet History Sourcebooks. n.p., n.d. Web. 16 May 2016. If you are writing about: Deuteronomy: Deuteronomy. New International Version . Bible Gateway. Web. 5 May 2016. If you are writing about “The Lottery”: Jackson, Shirley. “The Lottery.” Literature: An Introduction to Fiction, Poetry, and Drama . Ed. X.J. Kennedy and Diana Gioia. 6th ed. New York: Harper Collins, 1995. 298-300. Print. If you are writing about “The Ones Who Walk Away From Omelas”: Le, Guin U. K. “The Ones Who Walk Away From Omelas.” The Wind's Twelve Quarters: Short Stories . New York: Harper & Row, 1975. Print. If you are writing about the Trial of Susanna Martin: Mather, Cotton. The Wonders of the Invisible World . 1693. London: John Russell Smith, 1862. Project Gutenberg . Web. 9 May 2016. If you are writing about 12 Angry Men : 12 Angry Men . Dir. Sidney Lumet. Perf. Henry Fonda and Lee J. Cobb. MGM Entertainment, 2001. Berkeley College Digital Campus . Web. 27 Aug. 2016. If you are writing about “A Jury of Her Peers”: Glaspell, Susan. "A Jury of Her Peers." A Jury of Her Peers . Provincetown: n.p., 1916. 1-16. Interactives . Literature. Web. 21 Mar. 2017. If you are writing about “In a Grove”: Akutagawa, Ryunosuke. "In a Grove." 1922. Feedbooks . N.p., n.d. Web. 27 Aug. 2016. If you are writing about “The Lynching of Jube Benson”: Dunbar, Paul Laurence. “The Lynching of Jube Benson.” The Heart of Happy Hollow . 1904. Lit2Go. N.p., n.d. Web. 27 Aug. 2016. If you are writing about “The Adventure of the Sussex Vampire”: Doyle, Arthur Conan. “The Adventure of the Sussex Vampire.” 1924. The Complete Sherlock Holmes Canon . N.p., n.d. Web. 27 Aug. 2016. If you are writing about “They Can Only Hang You Once”: Hammett, Dashiell. “They Can Only Hang You Once.” 1932. E-Reading Club . N.p., n.d. Web. 27 Aug. 2016. If you are writing about “An Unbelievable Story of Rape”: Miller, T. Christian and Armstrong, Ken. “An Unbelievable Story of Rape” P.

Materials for Your Works Cited PagesNOTE When you are writing.docx

Materials for Your Works Cited PagesNOTE When you are writing.docx

Materials for Your Works Cited PagesNOTE When you are writing.docx

Masuben Private equity firm can be very helpful for a company’s growth as its money helps in various restructuring of the company as large amounts of funding are invested in the company . It could be very helpful in developing companies' growth from grass root level. As optimum money is invested the production of goods will be more and retailers will get the product on time. Also as money is invested in advancement of technology the cost of production can be low so the retailers could make some more profit and manufacturers can make the product much quicker. As private equity holders are more concerned about their money they are actively involved in business to maximise the value. As the funding is major the return on investment will be huge which can be very helpful for manufacturers and retailers.(Piloto Sincerre, B., Sampaio, J., Famá, R., & Flores, E. S. 2019) As every coin has two sides, sometimes private equity has its own downside. The biggest threat is to manufacturers as it can lose its ownership. As with private equity, more money is involved in business which leads to loss of a larger share of the business as private equity firms always take the larger majority stake of the business. As a private equity holder becomes actively involved in business, sometimes they overpower the management decision like hiring, business strategy, business decisions and other valuable management responsibilities. The main mission of equity holders is to generate revenue on their investment which might lead to unethical activities as larger money is involved. Also as production is increased there might be more pressure on retailers to sell the item as supply of goods will be more and demand is low.(BACON, N., WRIGHT, M., MEULEMAN, M., & SCHOLES, L. 2012) As larger money is involved the business can grow rapidly across the countries so to conclude private equity can help in growing business more. 2. Maheshwari Private equity refers to capital that is not traded publicly. The acquisition of public manufacturing and retail firms, therefore, refers to privatization. Part of the entire firm is purchased by a high net worth individual or firm that aims at controlling it. This mostly involves buying the shares of the firm. This is mostly done by institutional investors such as pension funds and equity private firms (Chen, et al., 2020). This kind of acquisition has several effects on the firm. Some of these effects are outlined below. a) Huge amounts of funding The process of private equity acquisition provides firms with a lot of capital that can transform their operations if properly budgeted for and utilized. b) Investor Involvement As a result of the huge amounts of money invested by the institutional investors into the firms, they are actively involved in the operations of the firm to ensure maximization of value as opposed to other options of funding which allow for limited involvement by the lenders. c) Higher Retu.

MasubenPrivate equity firm can be very helpful for a company’s g.docx

MasubenPrivate equity firm can be very helpful for a company’s g.docx

MasubenPrivate equity firm can be very helpful for a company’s g.docx

MATH 114 Discussion Board Forum 2 Prompt Please also pay close attention to any additional specifications provided by your professor. Professors often will clarify their expectations regarding the format and presentation of your submission. Topic – Causes of Death in 1980 and 2016 According to the 1980 Census, the United States population was approximately 226,540,000 in 1980. It grew to approximately 323,120,000 at the beginning of 2016. Using Census data for 1980 and estimates derived from mortality data for 2016, we arrive at the population estimates given in the table below: Year Total Population Ages 15–24 Ages 25–44 Ages 45–64 1980 226,540,000 42,475,000 62,707,000 44,497,000 2016 323,120,000 43,500,000 85,150,000 84,300,000 The National Center for Health Statistics published a document entitled “Health, United States, 2015: With Special Feature on Racial and Ethnic Health Disparities” that includes a table listing the leading causes of death in 1980 by age bracket. The CDC further produced a National Vital Statistics Reports that provided similar information for the year 2016. Under the Project Instructions link in Blackboard, you’ll find Discussion Board Forum 2: Data, a spreadsheet showing the leading causes of death in both 1980 and 2016 for these 3 age categories. Each of the first 3 questions has both a computational part and a discussion part. To get full credit for each of the discussion parts, please cite a reference to support your claims. This should not be an excessively difficult task: you can easily find information online for most of the illnesses or other causes listed in the report. All you need to do is provide the website you used (though other resources are also permitted if you prefer to use one of those). 1. Assuming that the population numbers in the above table are relatively accurate, use the Discussion Board Forum 2: Data spreadsheet to compute the deaths per 1000 people for each age group in both 1980 and 2016. Deaths per 1000 people is computed using the formula Deaths per 1000 = (# of deaths) / (total population) Do not round your answer to the nearest whole number, provide at least 2 decimal places (but no more than 4). Give these 6 values (e.g. deaths per 1000 people for ages 15–24 in 1980) and then cite a reference to discuss what might account for the changes between the deaths per 1000 in 1 of these 3 age categories between 1980 and 2016. Your discussion should be at least 40 words. 2. Besides the changes in the overall death rate in the past 3 decades, the leading causes of death vary somewhat between 1980 and 2016. Choose 1 of the 3 age ranges and select 1 cause of death from the Discussion Board Forum 2: Data spreadsheet that strikes you as noteworthy and that appears in both the 1980 and 2016 lists. For the cause of death that you selected, compute the number of deaths per 1000 in both 1980 and 2016 for your chosen age group. Do not round your answer to the nearest whole number,.

MATH 114Discussion Board Forum 2 PromptPlease also pay close a.docx

MATH 114Discussion Board Forum 2 PromptPlease also pay close a.docx

MATH 114Discussion Board Forum 2 PromptPlease also pay close a.docx

Materials: Geology.com ( https://geology.com/rocks/ ) as a reference. Rock pictures available in in the Google folder “Pictures for Rocks Lab” Part 1 - Igneous Rocks 1. The texture of igneous rock is typically described as phaneritic, aphanitic, glassy, or vesicular. Briefly describe what each of these textures means, and how it relates to the rate of cooling to form the rock. Texture Description Rate of Cooling Phaneritic Aphanitic Glassy Vesicular 2. Using the website and your lecture notes, state the texture for each of the following rocks. Rock Texture Gabbro Rhyolite Obsidian Andesite Pumice Granite Basalt Diorite 3. The composition of igneous rock is typically described as felsic, intermediate, mafic, or ultramafic. The composition of the igneous rock is determined by the minerals that are in the magma or lava that forms the rock. State the type of color that is found in igneous rocks of each type of composition. (Choose from light, dark, dark greenish, and in between light and dark. ) Composition Color Felsic Intermediate Mafic Ultramafic 4. Using the website and your notes, state the composition (felsic, intermediate, mafic, ultramafic) for each of the following rocks. Rock Composition Gabbro Rhyolite Obsidian Andesite Pumice Granite Basalt Diorite 5. Complete the following table to identify the pictures of igneous rocks. Texture: phaneritic, aphanitic, glassy, or vesicular Composition: felsic, intermediate, mafic, or ultramafic Igneous Rock Name: Basalt, granite, etc. Number Texture Composition Igneous Rock Name 1 2 3 4 5 6 7 8 Part 2 - Sedimentary Rocks 1. Sedimentary rocks are classified by the materials that most directly make up the rock. Briefly describe the three basic types of composition for sedimentary rocks. Composition Description Clastic Chemical Organic 2. Using the website and your lecture notes, state the composition of each of the following types of rocks. Rock Composition Sandstone Coquina Shale Bituminous coal Limestone Conglomerate 3. Carbonate minerals, such as calcite (CaCO3) will undergo a chemical reaction with HCl to create CO2, which is a gas at room temperature. Therefore, when HCl is applied to these minerals, they will bubble or fizz. Considering which carbonates we have discussed, and which sedimentary rocks are made of these minerals, complete the chart below with which rocks you would expect to produce bubbles when you apply HCl. Rock Produce bubbling when HCl is applied? Sandstone Coquina Shale Bituminous coal Limestone Conglomerate 4. Complete the following table to identify the pictures of sedimentary rocks. Composition: clastic, chemical, or organic Mineral Composition ( for chemical sedimentary rocks only! ): state dominante mineral present Reaction with HCl: if reaction with HCl is expected, based on chemical composition Sedimentary Rock Name: sandstone, bituminous coal, e.

MaterialsGeology.com (httpsgeology.comrocks) as .docx

MaterialsGeology.com (httpsgeology.comrocks) as .docx

MaterialsGeology.com (httpsgeology.comrocks) as .docx

Master75.18473.416-216.822-62.774-98.972229103.995-200225121 Preference Fresca Crush Dr Pepper Coke Pepsi Intense Carbonation Refreshing Adrenline Rush Unpopular 7-Up Sierra Mist Red Bull Mountain Dew Not Healthy High Caffeine Energy Boost Fruity Classy Good Reputation Sweet Original Flavor Tastes Bad Hard to Find Bold Packages Sheet1cocacola129.23775.184pepsi170.07973.416fresca-185-216.822sierramist36.859-62.7747-up47.399-98.972Adrenaline Rush-225229Red Bull-45103.995crush-120-200mountaindew-35225drpepper115121 Preference Line Preference Line75.18473.416-216.822-62.774-98.972229103.995-200225121 Preference Fresca Crush Dr Pepper Coke Pepsi Adrenline Rush 7-Up Sierra Mist Red Bull Mountain Dew Competitive Clusters Competitive Clusters75.18473.416-216.822-62.774-98.972229103.995-200225121 Fresca Crush Dr Pepper Coke Pepsi Adrenline Rush 7-Up Sierra Mist Red Bull Mountain Dew Sheet2 Human Resource Information Management Model based on Blockchain Technology Xin Wang School of Traffic and Transportation Management Dalian Maritime University Dalian, P. R. China Libo Feng*, Hui Zhang Digital Society & Blockchain Laboratory, School of Computer Science and Engineering, Beihang University Beijing, P. R. China Chan Lyu, Assistant Professor, School of Business, Macau University of Science and Technology Macau, P. R. China Li Wang Yue You School of Economics and Management Beihang University Beijing, P. R. China Abstract The authenticity of human resource information has become an important factor that affects the cost and efficiency of human resource management. With the rapid development of mobile devices and Internet technology, various human resource risks caused by information asymmetry constantly bring economic loss, and even a fatal blow, to enterprises. Based on Blockchain(BC), this paper aims to combine traditional encryption technology with Internet- distributed technology, to establish a human resource information management model that reduces the risk of authenticity of human resource information. This model aims to solve the lack of discrimination of the authenticity of human resource information, and to provide authentic and effective decision support information to the human resource management of an organization. The operation method, such as Bitcoin, is used to certify the human resource documentations, as well as to bind the information and the documentation. Furthermore, human resource information is recorded in an accounting book based on BC technology; thus, modifying and validating may be difficult in the entire net work. Consensus mechanism, smart contract, accounting, and payment functions of BC can provide the basic support for human resource information management. Moreover, decentralization of the protection mechanism can be achieved to achieve low cost and high efficiency of information transfer, and to ensure a.

Master75.18473.416-216.822-62.774-98.972229103.995-200225121Pref.docx

Master75.18473.416-216.822-62.774-98.972229103.995-200225121Pref.docx

Master75.18473.416-216.822-62.774-98.972229103.995-200225121Pref.docx

MAT 308 Test 1 Chapters 6 & 7(170 Total Points) Show All Work! Name:_______________ 1. Find the value of Zsuch that 0.0500 of the area under the curve lies to the right of the Z (5 points). 2. Find the value of Zsuch that 0.2000 of the area under the curve lies to the left of the Z (5 points). 3. The random variable X has a normal distribution with a mean of 100 and a standard deviation of 25(5 points each). a. Find probability that X is between 85 & 120 b. Find probability that X is greater than 130 c. Find probability that X is less than 75 d. Find probability that X is between 95 & 105 e. Find probability that X is less than 100 4. Suppose the random variable X has a population mean of 50 and a standard deviation of 10. Calculate the mean and the standard deviation of the sample mean for each of the following sample sizes (5 points each). a. n=25 b. n=40 c. n=55 d. n=65 e. What happens to the size of the standard deviation of the sample mean as the sample size increases? 5. A national report stated that 72% of trucks sold were extended cab. John took a random sample of 200 trucks. What is the probability that less than 116 trucks were extended cab?(10 points) 6. Find the Z-score for (5 points each): a. Area of .9870 to its left b. Area of 0.035 to its right c. Area represents the 40th percentile d. Area between –Z and Z is 0.90 e. Area to left of –Z and the right of Z totals 0.20 7. Calculate the standard score (Z-Score)(5 points each). a. μ = 95 and σ = 15; x = 110 b. μ = 110 and σ = 12.5; x = 70 c. μ = 100 and σ = 22; x = 115 8. With a standard normal distribution find (5 points each): a. area between -1.00 and 1.00 b. area less than 2.45 c. area more than -2.05 d. area less than -.55 and more than .85 9. Body temperatures of adults are normally distributed with a mean of 98.6˚ and a standard deviation of 0.45˚.What is the probability that a healthy adult will have a temperature that differs from the mean by more than 2.00˚?(10 points) 10. The heights of women are normally distributed with a mean of 63.6 inches and a standard deviation 2.8 inches. With a sample size of 35 women find (5 points each): a. Probability that an individual woman is more than 71.5 inches tall b. Probability that the sample of women are less than 65.5 inches tall c. Probability that the sample of women are between 56.5 and 71.5 inches tall d. Probability that the sample of women are less than 64 inches or greater than 72 inches tall 11. In one region, the September energy consumption levels for single-family homes are found to be normally distributed with a mean of 1150 kw and a standard deviation of 228kw. If 50 different homes are randomly selected, find the probability that their mean energy consumption level for September is greater than 1175kw (10 points). COLLEGE LITERATURE: A JOURNAL OF CRITICAL LITERARY STUDIES 44.4 Fall 2017 Print ISSN 0093-3139 E-ISSN 1542-4286 © Johns Hopkins University Press and We.

MAT 308 Test 1 Chapters 6 & 7(170 Total Points)Show All Work!.docx

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