Assignment 1
Specific Instructions for this Assignment:
There is a file named HW04.RData in the Assignment Data Files section on eCampus. This is an R workspace containing data on Oklahoma public schools. Download the HW04.RData file from eCampus to an easily accessible folder on your computer.
Perform in R each of the exercises listed below. Include a comment line in your script above the section for each step so that each is clearly identified.
1. Perform housekeeping steps
2. Use a function to set up your R session so that output is directed to a separate file while still appearing in the console. Include the full path to show where the output file will be written.
3. Research the sequence function in the available documentation. Write a single line of code to create and display a vector of numeric values from 4 to 100 with an increment of 4. Show the type of data contained in the vector.
4. Create and display a vector of numeric values from 0.8 to 40 with an increment of 0.8. Show the type of data in the vector.
5. Use the second vector to create and display a matrix by columns that is 5 columns wide.
6. Combine the two vectors as columns to create and display a new matrix. Include a comment on this step that explains how the values from the first vector are used in the creation of this matrix.
7. Combine the two vectors as rows to create and display a new matrix.
8.
a. Show the contents of the workspace.
b. Load the HW04 workspace that you downloaded from eCampus. You may use the R menu to load the workspace initially but your script must contain a line of code that will load the workspace the next time you run the script. This code must contain the full path to the workspace file. Some versions of R will make an entry in the console log showing the command that loaded the workspace. If you get this line, you may copy it into your script. Otherwise, you will need to find the command syntax in R documentation or lecture notes and write the command yourself.
c. Show the contents of the R workspace after including the newly loaded workspace.
9. Display the structure of the object loaded from the HW04 workspace.
10. Display a summary of the object loaded from the HW04 workspace.
11. Compute the average of the HSTotal column.
12. Perform a logical test to show which HSTotal values are not missing and are smaller than average. In programming, the term “hard coding” refers to putting an actual value like 350 in your code instead of using another expression to automatically determine that value. Do not hard code the average in your logical test. Instead, use the expression developed in step 11 as a part of the logical test in this step.
13. Display school, city and HSTotal of records that meet criteria in previous step. Use the expression from step 12 in the row portion of your subscript so it will serve as a mask to return only the values you want. Use column numbers in the column portion of your sub ...
This talk will present R as a programming language suited for solving data analysis and modeling problems, MLflow as an open source project to help organizations manage their machine learning lifecycle and the intersection of both by adding support for R in MLflow. It will be highly interactive and touch on some of the technical implementation choices taken while making R available in MLflow. It will also demonstrate using MLflow tracking, projects, and models directly from R as well as reusing R models in MLflow to interoperate with other programming languages and technologies.
This PPT is intended to provide a thorough coverage of verilog HDL concepts based on fundamental principles of digital design. This is the basic fundamental concept for the programming of the digital electronics.
Introduction to HDLs: Overview of Digital Design with Verilog HDL, Basic Concepts, Data types, System tasks and Compiler Directives. Hierarchical modeling, concepts of modules and ports Gate level Modeling, Dataflow modeling-Continuous Assignments, Timing and Delays. Programming Language Interface
Design of Arithmetic Circuits using Gate level/ Data flow modeling –Adders, Subtractors, 4- bit Binary and BCD adders and 8-bit Comparators.
Verification: Functional verification, simulation types, Design of stimulus block.
A basic introduction to the R programming language. No prior programming knowledge needed. Download to access embedded files. Slide content includes:
Part zero: Getting started (Interacting with R)
Part one: Objects (Vectors, Matrices, Character arrays)
Part two: Data manipulation (Analysing data, T-test)
Part three: External data (Reading data into R, ANOVA )
Part four: Packages and libraries (Installing new packages into R)
Part five: Scripts (Using pre-written code)
Part six: Logic (programming, other functions in R)
Please use the comments to list any issues with the slides or suggest improvements
This talk will present R as a programming language suited for solving data analysis and modeling problems, MLflow as an open source project to help organizations manage their machine learning lifecycle and the intersection of both by adding support for R in MLflow. It will be highly interactive and touch on some of the technical implementation choices taken while making R available in MLflow. It will also demonstrate using MLflow tracking, projects, and models directly from R as well as reusing R models in MLflow to interoperate with other programming languages and technologies.
This PPT is intended to provide a thorough coverage of verilog HDL concepts based on fundamental principles of digital design. This is the basic fundamental concept for the programming of the digital electronics.
Introduction to HDLs: Overview of Digital Design with Verilog HDL, Basic Concepts, Data types, System tasks and Compiler Directives. Hierarchical modeling, concepts of modules and ports Gate level Modeling, Dataflow modeling-Continuous Assignments, Timing and Delays. Programming Language Interface
Design of Arithmetic Circuits using Gate level/ Data flow modeling –Adders, Subtractors, 4- bit Binary and BCD adders and 8-bit Comparators.
Verification: Functional verification, simulation types, Design of stimulus block.
A basic introduction to the R programming language. No prior programming knowledge needed. Download to access embedded files. Slide content includes:
Part zero: Getting started (Interacting with R)
Part one: Objects (Vectors, Matrices, Character arrays)
Part two: Data manipulation (Analysing data, T-test)
Part three: External data (Reading data into R, ANOVA )
Part four: Packages and libraries (Installing new packages into R)
Part five: Scripts (Using pre-written code)
Part six: Logic (programming, other functions in R)
Please use the comments to list any issues with the slides or suggest improvements
COMP 2213X2 Assignment #2 Parts A and BDue February 3 in cla.docxdonnajames55
COMP 2213X2 Assignment #2 Parts A and B
Due February 3 in class
PLEASE HAND IN PARTS A AND B SEPARATELY!!!!
For “written” questions, please type your answers, use your very best English, and carefully
consider the material from the chapters. I am usually only looking for a few sentences for each
question, not an essay that goes on for pages. So choose your words carefully and thoughtfully.
PART A
[1] Does a computer need data registers (like D0–D7 in an M68K)? Defend your answer!
[2] Textbook question 5.35. If your student number is even, do parts (a), (c), (e) and (g). Otherwise do
parts (b), (d), (f) and (h). Note that (b) should read “[[[4]]]”, (c) should read “[[[0]]]” and
(h) should start with “[0]”.
[3] Explain why the following assembly language and RTL constructs are incorrect.
a. MOVE D3,#4
b. MOVE [D3],D2
c. MOVE (D3),D2
d. [D3] A0 + 3
e. [D3] #3
f. 3 [D3]
[4] Create a simple M68K program called ADDER. Your program should add together the numbers:
6, 4, 12, 16, 17, and 50. The program should leave the answer in register D0 when it terminates.
The program is to be assembled with the M68K cross-assembler and then run on the M68K simu-
lator. You can either install the cross-assembler and simulator given with the textbook (windows)
or you can use the Linux one available on the course web site. Doing a trace (to hand in) with the
windows version is much more painful than the Linux version, so make your choice carefully (and
you have to figure out the windows one without my help).
To use the Linux assembler (“68kasm”) and simulator (“bsvc”), follow the instructions in my
mail message of January 26, if you have not already done so.
IMPORTANT NOTE: if you are using the Linux simulator, the instructions for creating a program
are slightly different than those in the book. You should have the following at the start of each
program:
ORG $0
DC.L $8000 This is the stack pointer value after a "reset"
DC.L START This is the first instruction to execute
You can then follow that with something like
1
ORG $1000
START MOVE ...
You should still have a STOP instruction and END assembler directive, as described in the book,
but also use a BREAK instruction right before your STOP instruction.
Create your program (ADDER.s) in your (for example) comp2213/bsvc-master directory using
your favourite text editor and assemble it with the command 68kasm -l ADDER.s. If you had no
assembly errors you should now have a file called ADDER.h68 (which is your executable program)
and ADDER.lis (your program listing). Then start up the simulator by typing bsvc. Select
File/Open Setup, drill down to samples/m68000, select serial.setup and click Open; a
new window should pop up on your screen. Now choose File/Load Program, come back up to
your bsvc-master directory, and open your ADDER.h68 program. Now click the GUI’s Reset
button and then the Run button. (Alternatively, instead of Run click Single Step and watch the
result of each instruction..
Esoft Metro Campus - Diploma in Web Engineering - (Module VII) Advanced PHP Concepts
(Template - Virtusa Corporate)
Contents:
Arrays
Indexed Arrays
Associative Arrays
Multidimensional arrays
Array Functions
PHP Objects and Classes
Creating an Object
Properties of Objects
Object Methods
Constructors
Inheritance
Method overriding
PHP Strings
printf() Function
String Functions
PHP Date/Time Functions
time() Function
getdate() Function
date() Function
mktime() function
checkdate() function
PHP Form Handling
Collecting form data with PHP
GET vs POST
Data validation against malicious code
Required fields validation
Validating an E-mail address
PHP mail() Function
Using header() function to redirect user
File Upload
Processing the uploaded file
Check if File Already Exists
Limit File Size
Limit File Type
Check if image file is an actual image
Uploading File
Cookies
Sessions
Overview and about R, R Studio Installation, Fundamentals of R Programming: Data Structures and Data Types, Operators, Control Statements, Loop Statements, Functions,
Descriptive Analysis using R: Maximum, Minimum, Range, Mean, Median and Mode, Variance, Standard Deviation, Quantiles, IQR, Summary
R is a fun and versatile language for statistical analysis, visualization, and data exploration. Target audience are software engineers/programmers who can code comfortably in another language. Emphasis in this lesson is on data structures, and light on analysis examples (to be covered at later date) but you are exposed to the basic concepts and commands. Email me for the pptx file which has notes.
1000 Words Research several organizations where you would like t.docxtrippettjettie
1000 Words
Research several organizations where you would like to volunteer - Facebook
Write a plan that explains where you would volunteer and in which department or area.
- Finance: How much does Facebook page brings in for advertisement revenue?
Be specific as to exactly what you would do and how it fits within your major - Business Management
Use good formatting, paragraphs, an Outline (such as cover/title page including your name, date, locations/organizations), Introduction paragraph(s), Main body sections (you name, given the content/topics/organizations), Conclusion, and References (if used in your writing).
.
100 wordsChapter 14 Theoretical Basis of CommunityPublic Heal.docxtrippettjettie
100 words
Chapter 14 Theoretical Basis of Community/Public Health Nursing Public health nursing is a community-oriented, population-focused nursing specialty that is based on interpersonal relationships. The unit of care is the community or population rather than the individual, and the goal is to promote healthy communities. The community health nurse has been assigned to count and interview homeless people sleeping in the local park to help in identifying programs to provide food, clothing, shelter, health care, and job training for the population. The community health nurse has to consider the eight principles of public health nursing in community health nursing practice when completing the assignment 1. There are essential characteristics of nursing service when a community is the client. Describe community-oriented, population-focused care, and relationship-based care. What type of care is been completed by the community health nurse who has been assigned to count and interview homeless people sleeping in the local park to help in identifying programs to provide food, clothing, shelter, health care, and job training for the population? 2. The goals of public health nursing, to promote and protect the health of communities, are facilitated by adhering to eight principles identified by the American Nurses Association (2007) for public health nursing practice. The community health nurse has to consider the eight principles of public health nursing in community health nursing practice when completing the assignment with homeless individuals. What are the eight principles? 3. There are numerous models of nursing practice that can be utilized in community health nursing practice. Theories and models of community/public health nursing practice aid the nurse in understanding the rationale behind community-oriented care. What are five of these models of nursing practice with a brief summary of the model?
.
More Related Content
Similar to Assignment 1Specific Instructions for this Assignment There i.docx
COMP 2213X2 Assignment #2 Parts A and BDue February 3 in cla.docxdonnajames55
COMP 2213X2 Assignment #2 Parts A and B
Due February 3 in class
PLEASE HAND IN PARTS A AND B SEPARATELY!!!!
For “written” questions, please type your answers, use your very best English, and carefully
consider the material from the chapters. I am usually only looking for a few sentences for each
question, not an essay that goes on for pages. So choose your words carefully and thoughtfully.
PART A
[1] Does a computer need data registers (like D0–D7 in an M68K)? Defend your answer!
[2] Textbook question 5.35. If your student number is even, do parts (a), (c), (e) and (g). Otherwise do
parts (b), (d), (f) and (h). Note that (b) should read “[[[4]]]”, (c) should read “[[[0]]]” and
(h) should start with “[0]”.
[3] Explain why the following assembly language and RTL constructs are incorrect.
a. MOVE D3,#4
b. MOVE [D3],D2
c. MOVE (D3),D2
d. [D3] A0 + 3
e. [D3] #3
f. 3 [D3]
[4] Create a simple M68K program called ADDER. Your program should add together the numbers:
6, 4, 12, 16, 17, and 50. The program should leave the answer in register D0 when it terminates.
The program is to be assembled with the M68K cross-assembler and then run on the M68K simu-
lator. You can either install the cross-assembler and simulator given with the textbook (windows)
or you can use the Linux one available on the course web site. Doing a trace (to hand in) with the
windows version is much more painful than the Linux version, so make your choice carefully (and
you have to figure out the windows one without my help).
To use the Linux assembler (“68kasm”) and simulator (“bsvc”), follow the instructions in my
mail message of January 26, if you have not already done so.
IMPORTANT NOTE: if you are using the Linux simulator, the instructions for creating a program
are slightly different than those in the book. You should have the following at the start of each
program:
ORG $0
DC.L $8000 This is the stack pointer value after a "reset"
DC.L START This is the first instruction to execute
You can then follow that with something like
1
ORG $1000
START MOVE ...
You should still have a STOP instruction and END assembler directive, as described in the book,
but also use a BREAK instruction right before your STOP instruction.
Create your program (ADDER.s) in your (for example) comp2213/bsvc-master directory using
your favourite text editor and assemble it with the command 68kasm -l ADDER.s. If you had no
assembly errors you should now have a file called ADDER.h68 (which is your executable program)
and ADDER.lis (your program listing). Then start up the simulator by typing bsvc. Select
File/Open Setup, drill down to samples/m68000, select serial.setup and click Open; a
new window should pop up on your screen. Now choose File/Load Program, come back up to
your bsvc-master directory, and open your ADDER.h68 program. Now click the GUI’s Reset
button and then the Run button. (Alternatively, instead of Run click Single Step and watch the
result of each instruction..
Esoft Metro Campus - Diploma in Web Engineering - (Module VII) Advanced PHP Concepts
(Template - Virtusa Corporate)
Contents:
Arrays
Indexed Arrays
Associative Arrays
Multidimensional arrays
Array Functions
PHP Objects and Classes
Creating an Object
Properties of Objects
Object Methods
Constructors
Inheritance
Method overriding
PHP Strings
printf() Function
String Functions
PHP Date/Time Functions
time() Function
getdate() Function
date() Function
mktime() function
checkdate() function
PHP Form Handling
Collecting form data with PHP
GET vs POST
Data validation against malicious code
Required fields validation
Validating an E-mail address
PHP mail() Function
Using header() function to redirect user
File Upload
Processing the uploaded file
Check if File Already Exists
Limit File Size
Limit File Type
Check if image file is an actual image
Uploading File
Cookies
Sessions
Overview and about R, R Studio Installation, Fundamentals of R Programming: Data Structures and Data Types, Operators, Control Statements, Loop Statements, Functions,
Descriptive Analysis using R: Maximum, Minimum, Range, Mean, Median and Mode, Variance, Standard Deviation, Quantiles, IQR, Summary
R is a fun and versatile language for statistical analysis, visualization, and data exploration. Target audience are software engineers/programmers who can code comfortably in another language. Emphasis in this lesson is on data structures, and light on analysis examples (to be covered at later date) but you are exposed to the basic concepts and commands. Email me for the pptx file which has notes.
1000 Words Research several organizations where you would like t.docxtrippettjettie
1000 Words
Research several organizations where you would like to volunteer - Facebook
Write a plan that explains where you would volunteer and in which department or area.
- Finance: How much does Facebook page brings in for advertisement revenue?
Be specific as to exactly what you would do and how it fits within your major - Business Management
Use good formatting, paragraphs, an Outline (such as cover/title page including your name, date, locations/organizations), Introduction paragraph(s), Main body sections (you name, given the content/topics/organizations), Conclusion, and References (if used in your writing).
.
100 wordsChapter 14 Theoretical Basis of CommunityPublic Heal.docxtrippettjettie
100 words
Chapter 14 Theoretical Basis of Community/Public Health Nursing Public health nursing is a community-oriented, population-focused nursing specialty that is based on interpersonal relationships. The unit of care is the community or population rather than the individual, and the goal is to promote healthy communities. The community health nurse has been assigned to count and interview homeless people sleeping in the local park to help in identifying programs to provide food, clothing, shelter, health care, and job training for the population. The community health nurse has to consider the eight principles of public health nursing in community health nursing practice when completing the assignment 1. There are essential characteristics of nursing service when a community is the client. Describe community-oriented, population-focused care, and relationship-based care. What type of care is been completed by the community health nurse who has been assigned to count and interview homeless people sleeping in the local park to help in identifying programs to provide food, clothing, shelter, health care, and job training for the population? 2. The goals of public health nursing, to promote and protect the health of communities, are facilitated by adhering to eight principles identified by the American Nurses Association (2007) for public health nursing practice. The community health nurse has to consider the eight principles of public health nursing in community health nursing practice when completing the assignment with homeless individuals. What are the eight principles? 3. There are numerous models of nursing practice that can be utilized in community health nursing practice. Theories and models of community/public health nursing practice aid the nurse in understanding the rationale behind community-oriented care. What are five of these models of nursing practice with a brief summary of the model?
.
1004.1.8 Multicultural Empires and the New World (through 15.docxtrippettjettie
1004.1.8
:
Multicultural Empires and the New World (through 1500 CE)
The graduate analyzes the spread of peoples, ideas, and technologies into new territories as civilizations advanced beyond their borders of origin.
INTRODUCTION
After the fall of the Mediterranean and Asian empires in the first centuries of the Common Era, new civilizations emerged and vied to expand their influence throughout Europe, Asia, and the Middle East. To that end, they engaged in trade, territorial expansion, and even armed conflict, all of which led to increased interaction and exchange.
In this task, you will explain the role of religion in the origins and development of the Crusades. You will also be required to differentiate the methods used by the Umayyad and Abbasid dynasties to expand Islamic civilization. Finally, you will discuss the importance of the Silk Roads in central Asia.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide. NO PLAGIARISM
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Explain the role of religion in the Crusades by doing the following (
suggested length of 2–3 paragraphs
):
1. Discuss the origins of the Crusades.
2. Describe the methods used by the Roman Catholic Church to promote the Crusades.
B. Differentiate the methods used by the Umayyad and Abbasid dynasties to expand Islamic civilization by doing the following (
suggested length of 2–3 paragraphs
):
1. Describe the different methods of expansion used by the Umayyad and Abbasid dynasties.
2. Contrast the religious policies and political administration of the Umayyad and Abbasid dynasties.
C. Discuss the significance of the Silk Roads in facilitating one of the following (
suggested length of 2–3 paragraphs
):
• the sharing of new technology
• the growth of intercontinental trade
• the spread of epidemic diseases
D. Provide acknowledgement of source information, using in-text citations and references, for quoted, paraphrased, or summarized content.
1. Include the following information when providing source references:
• author
• date
• title
• location of information (e.g., publisher, journal, or website URL)
.
10.1Find the measure of the complement of the angle.1) Find the .docxtrippettjettie
10.1Find the measure of the complement of the angle.
1) Find the
complement
of 2°.
2) Find the
complement
of 7°.
10.2 Find
the measure of angle A for the
following
triangle
3) Angle A=? Angle B=107° Angle C=40°
10.4
Use formulas to find the area of the figure.
L x W
4)
8cm
7cm
10.5 Find the volume of the Rectangle Prism. If necessary, round the answer to the nearest whole number. V = Bh
6)
4ft3ft
9ft
11.1 Counting Principles
Solve the problem by applying the Fundamental Counting Principle with two groups of items.
7) A restaurant offers 7 entrees and 11 desserts. In how many ways can a person order a two-course meal?
8) A restaurant offers a choice of 4 salads,10 main courses, and 4 desserts. How many possible 3-course meals
are there?
11.2
Solve the Permutations
n P r =
n!
(n-r)!
9)There are 5 performers who are to present their acts at a variety show. How many different ways are there to schedule their appearances?
10) There are 8 performers who are to present their acts at a variety show. One of them insists on being the first act of the evening. If this request is granted, how many different ways are there to schedule the appearances?
11.3
Combinations
n C r =
n!
(n-r)! r!
11) 5C4
12) 6C4
11.4
Probability
13) A die is rolled. The set of equally likely outcomes is {1,2,3,4,5,6}. Find the probability of
getting a 9
.
14) You are dealt one card from a standard 52-card deck. Find the probability
of being dealt
a picture card.
11.6
ODDS
15) You are dealt one card from a 52-card deck. Find the probability that you are
not
dealt: a10.
11.7
Conditional Probability
Independent Events
16) A spinner is used for which it is equally probable that the pointer will land on any one of six regions.Three of the regions are colored red, two are colored green, and one is colored yellow. If the pointer is spun once, find theprobability it will land on green and then yellow.
12.1 Appropriate Sampling Techniques
17) The government of a town needs to determine if the city’s residents will support the construction of a new townhall. The government decides to conduct a survey of a sample of the city’s residents. Which one of the followingprocedures would be
most
appropriate
for obtaining a sample of the town’s residents?
Explain WHY
?
A) Survey a random sample of persons with in each geographic region of the city.
B) Survey a random sample of employees at the old city hall.
C) Survey every 7th person who walks in to city hall on a given day.
D) Survey the first 500 people listed in the town’s telephone directory.
18) The city council of a small town needs to determine if the town’s residents will support the building of a newlibrary. The council decides .
100-150 words per bulletHow will I use influence and positive ta.docxtrippettjettie
100-150 words per bullet
How will I use influence and positive tactics that preserve students' personal dignity?
How will I stop misbehavior and help students return willingly to appropriate behavior?
How will I deal with minor misbehavior such as talking or distracting others?
How will I deal with more problematic behavior such as disrespect and apathy?
How will I deal with students' refusal to comply with directions or do acceptable work?
WRITE EACH BULLETED QUESTION IN BOLD PRINT AND THEN ANSWER WITH 100-150 WORDS. APA FORMAT PLEASE.
.
10 Pages. Due in 36 hours. No Plagiarism. This is an arti.docxtrippettjettie
10 Pages. Due in 36 hours. No Plagiarism.
This is an article to be written in conjunction with the content of the intermediate econ class and the information. Here are notes about what we have learned so far in class, which are basically classic models and keysian models, solow models, IS / LM models. For example, there are Monetary and Fiscal policy in which model is effective and so on. Combining this knowledge with the information checked.
.
10 points response is submitted, but it is incomplete or does n.docxtrippettjettie
10 points: response is submitted, but it is incomplete or does not address all aspects of the prompt.
11-15 points: response addresses all aspects of the prompt, but it is difficult to understand, contains errors, or addresses each aspect of the prompt only superficially (i.e. does not demonstrate any significant thoughtfulness or engagement with the course reading).
15-20 points: response addresses all aspects of the prompt, is accurate and easy to understand, and includes thoughtful observations and evidence of genuine intellectual engagement with the course reading (i.e. makes original observations about, draws attention to an important aspect of, and/or raises a meaningful question about some aspect of the course reading).
In your short response (approximately 200-250 words) to each course reading, you should include the following:
1. A 3-sentence summary of the course reading. The summary should be accurate, clear, and written so that someone unfamiliar with the reading could understand (in general) what the reading describes.
2. A description and discussion (you can include direct quotations from the reading if needed) of 1 particular moment, example, quotation, or idea presented in the reading that interests (or surprises) you, and an explanation of why it interests (or surprises) you.
3. A question raised by the reading
or
a connection of the reading with another course reading, multimodal object (such as a work of art, television show, youtube video, photograph, etc.), or news story/piece of journalism.
.
10 page APA format research methodology paper about the National.docxtrippettjettie
10 page APA format research methodology paper about the National Longitudinal Surveys for the Young Women cohort. Must include abstract, introduction, literature review, methodology, results and reference.
Null hypothesis: Women employment status has not changed in the past 50 years. Alternative hypothesis: women employment status has changed in the past 50 years.
.
10 Sentence minumumWatch the video, Condition of Educa.docxtrippettjettie
10 Sentence minumum
Watch the video,
Condition of Education (COE) 2019 Highlights
.
Looking back at the last week’s discussion, in which you identified the most pressing issue facing U.S. education, has this issue been highlighted in the annual report? Do you see evidence of its importance? Consider whether this issue has an impact on your current or desired role in education. If it does not have an impact on your role, explain your current or desired role and why it is not affected by this issue. If it does impact your role, explain how it affects you specifically.
Do you think this issue exists in other countries, particularly developing countries? Why or why not? Be sure to respond to at least one of your classmates’ posts. Comment on the relevance of the selected educational issue here in the United States. and its relevance in developing countries.
.
1000 WordsUtopias are envisioned societies where human beings li.docxtrippettjettie
1000 WordsUtopias
are envisioned societies where human beings live a best possible life. Utopias are here distinguished from dystopias.
INSTRUCTIONS
In this assignment you are to construct an Engels-Inspired Utopia.Such a utopia will have 3 main characteristics:
A highly developed technologically driven global society.
Completely devoid of capitalism.
With minimal if any government.
PREPARING FOR THE ASSIGNMENT
Consider trends in our present-day society that suggest ways that technology is making the need for capitalism obsolete. This should give you a general sense of how to construct an Engels Utopia.Next, you should consider some currently important areas of society (such as those listed below) that you might find most feasible to extrapolate as elements of this futuristic Utopia.
WRITING THE ASSIGNMENT
After choosing
two
of the possible areas below, write a
1000 word essay
describing what that area might be like in an Engels non-capitalist technologically driven future.
ART AND/OR ENTERTAINMENT
GOODS: DURABLE & PERISHABLE
TRANSPORTATION
FOOD SERVICES
MEDIUMS OF EXCHANGE
SAFETY/LAWS
COMMUNICATION
****USING UTILITARIAN THEORY
This assignment requires you to make direct reference to the relevant readings in the course and at least one outside source that is relevant to your Engels utopian vision. On formatting your paper: I will accept both APA or MLA styles, however do
not
include a cover sheet. Please be sure to include a bibliography or works cited for all relevant information.
.
100 word minimum per question.Chapter 171. Identify and .docxtrippettjettie
100 word minimum per question.
Chapter 17
1. Identify and discuss the 8 major modes of communication that are part of the marketing communications mix.
2. Identify and discuss the 6 elements of the hierarchy of effects model.
3. Identify and discuss 4 possible communication objectives.
Chapter 18
4 Identify and discuss the 4 advertising objectives.
5 Discuss television ads as it relates to developing the advertising campaign.
6 Discuss media selection, reach, frequency, and impact.
.
7 Based on the article in the Journal of Marketing,
discuss
data access vulnerability
: the ethical and legal issues associated with the firm having access to the customer’s personal data.
What do you see as the ethical dilemma? As a consultant to executives, what recommendations would you make regarding data privacy?
.
100 wordsCase Study Chapter 17 Being Prepared Impact of D.docxtrippettjettie
100 words
Case Study Chapter 17
Being Prepared: Impact of Disaster, Terrorism, and War Many opportunities are available for both student nurses and experienced community health nurses to become involved in emergency preparedness and response efforts. A disaster is any event that causes a level of destruction that exceeds the abilities of the affected community to respond without assistance. Disasters may be caused by natural or man-made/technologic events and may be classified as multiple-casualty incidents or mass-casualty incidents. Student nurses are developing a plan on how to approach the upcoming community-wide disaster drill.
1. What characteristics of disasters, including causation, number of casualties, scope, and intensity, should the student nurses consider?
2. What factors contribute to a community’s potential for experiencing a disaster?
3. What are the four phases of disaster management that must be included in the student nurses planning for the drill?
4. Using the levels of prevention, what is the role of the community health nurse in relations to acts of chemical, biologic, or nuclear terrorism?
.
100 Original Work.Graduate Level Writing Required.DUE Satu.docxtrippettjettie
100% Original Work.
Graduate Level Writing Required.
DUE: Saturday, October 31, 2020 by 5pm Eastern Standard Time.
Topic:
Austin, TX Police Budget cuts affecting public safety.
Discuss:
What possible changes in public policy and the political process could have led to this decision? What may be the result?
Write
a 1,300- to 1,400-word paper about how the political process and changing public policy at the federal, state, and municipal levels influence budgeting. Include details on how the change came about and its effect on the resulting program. Ensure you:
Identify political, economic, social, and cultural influences that caused the change in the budget.
Identify the interaction among the federal, state, and municipal levels with regard to your selected program.
Specify the limits of the agency budget office and how they may try to compensate for those limits.
Identify some strategies and agencies politicians might use to justify increasing or decreasing the budget for the program you selected.
Note:
This assignment must not become a discussion on the advisability of one political position over another. Focus on how politics influence budgeting.
Include a minimum of 4 references
from texts, articles, journals, local police or criminal policy, and websites;
only 2 may be websites.
Format your paper consistent with APA guidelines
.
Must Be Graduate Level Writing
.
.
100 Blue Ravine RoadFolsom, CA 95630916-932-1300www.erep.docxtrippettjettie
100 Blue Ravine Road
Folsom, CA 95630
916-932-1300
www.erepublic.com
Page #
__________Designer __________Creative Dir.
__________Editorial __________Prepress
__________Other ____________OK to go
5 25 50 75 95 100 5 25 50 75 95 100 5 25 50 75 95 100 5 25 50 75 95 100
BLACK
YELLOW
MAGENTA
CYAN
CMY grey T1 T2 T3
GT01_14.indd 14GT01_14.indd 14 12/11/19 3:34 PM12/11/19 3:34 PM
100 Blue Ravine Road
Folsom, CA 95630
916-932-1300
www.erepublic.com
Page #
__________Designer __________Creative Dir.
__________Editorial __________Prepress
__________Other ____________OK to go
5 25 50 75 95 100 5 25 50 75 95 100 5 25 50 75 95 100 5 25 50 75 95 100
BLACK
YELLOW
MAGENTA
CYAN
CMY grey T1 T2 T3
www.govtech.com // January/February 2020 15
Back to
the Future
How does the state
of tech in 2020 compare
to predictions made
on the cusp of Y2K?
By Pamela Martineau
2020
U
N
S
P
L
A
S
H
/C
H
R
IS
Y
A
N
G
GT01_14.indd 15GT01_14.indd 15 12/11/19 3:34 PM12/11/19 3:34 PM
100 Blue Ravine Road
Folsom, CA 95630
916-932-1300
www.erepublic.com
Page #
__________Designer __________Creative Dir.
__________Editorial __________Prepress
__________Other ____________OK to go
5 25 50 75 95 100 5 25 50 75 95 100 5 25 50 75 95 100 5 25 50 75 95 100
BLACK
YELLOW
MAGENTA
CYAN
CMY grey T1 T2 T3
Some of these tech predictions became
reality, while others never came close or
were only adopted in a limited fashion. And
some — especially in the area of policing —
exceeded expectations. And on the eve of
the year 2000, the world held its collective
breath, anticipating a massively disrup-
tive Y2K computer crash. But that never
happened at all, in large part because
governments prepared for it. Neverthe-
less, Y2K hype changed the way govern-
ments view and secure digital systems.
Rob Atkinson, president of the Information
Technology and Innovation Foundation,
said technological advancement
sometimes can be too fi ckle to predict.
“People tend to overestimate the
rate of technological change,” said
Atkinson, though there are exceptions.
Stephen Goldsmith, director of the
Innovations in Government Program
and Data-Smart City
Solution
s at the
John F. Kennedy School of Govern-
ment at Harvard University, said that
in some areas, technological advance-
ments have exceeded expectations
made in 2000. But governments have
not kept up with the pace of change
to the degree that could assist their
missions even more, he added.
“We still are operating in command
control silos and hierarchical systems
which tamp down the ability to dramati-
cally use the technological changes,”
said Goldsmith.
Here we look at where we w.
100 Original Work.Graduate Level Writing Required.DUE Frid.docxtrippettjettie
100% Original Work.
Graduate Level Writing Required.
DUE: Friday, October 16, 2020 by 5pm Eastern Standard Time.
When dealing with public policy and funding, it is very important to understand budgeting and its various approaches. In this assignment, you research and share information about budgeting approaches.
Write
a 800- to 1,050-word paper in which you:
- Evaluate how different budget approaches impact the development, implementation, and justification of existing and new programs.
- Identify at least two major budgetary reform approaches, such as zero-based budgeting and performance-based budgeting, and their effects on justification of new or existing programs.
Provide a brief description of these approaches and their effects on budgeting.
Explain how these major reform approaches might assist a community as it deals with decreased funding from the state or federal government and lower collections of revenue at the local level.
Identify the impact of these major reform approaches on the budget office.
Format
your manual according to APA standards.
Include at least four additional scholarly references.
Must Be Graduate Level Writing
100% Original Work
.
100 Guaranteed No PlagiarismPlease read all the instructions .docxtrippettjettie
*100% Guaranteed No Plagiarism
*Please read all the instructions and ensure that that are clear before excepting the assignment.
*Please use the rubrics as a guide to meet the Criteria for the paper
*Please provide turn in report when assignment is complete
.
10-K 1 f12312012-10k.htm 10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware 38-0549190
(State of incorporation) (I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan 48126
(Address of principal executive offices) (Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class Name of each exchange on which registered*
Common Stock, par value $.01 per share New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act.
Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act.
Yes o No R
2/14/20, 1:37 PM
Page 1 of 287
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities
Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such
reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any,
every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this
chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such
files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter) is
not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information
statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a
smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in
Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer o Non-accelerated filer o Sm.
100 Original Work.Graduate Level Writing Required.DUE .docxtrippettjettie
100% Original Work.
Graduate Level Writing Required.
DUE: Sunday, June 12, 2020 by 5pm Eastern Standard Time.
Background:
Views on justice impact many areas of criminal justice, including the concepts of fairness, equality, and impartiality, and influence the ethical standards you apply in various situations in the field. Your views on justice and how you act in situations will affect the opinions others have of you in the communities you serve. Views on justice also impact actions taken and decisions made that affect the wider population.
Write
a 1,150- to 1,400-word paper describing the origins of the concept of justice and how you believe they are defined today.
Include the following:
-Explain Aristotle’s ethical ideas of distributive and procedural justice.
-Compare substantive justice and procedural justice, including how procedural justice impacts wrongful convictions and moral perceptions of racial discrimination, such as the Central Park Five and the story of Brian Banks, a former football star.
-Explain how you understand justice as defined by today’s modern criminal justice agencies. Include reasoning and examples in your explanation to support your opinion.
Include at least four additional scholarly reference.
Format your paper consistent with APA guidelines
.
Must Be Graduate Level Writing
100% Original Work
.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Assignment 1Specific Instructions for this Assignment There i.docx
1. Assignment 1
Specific Instructions for this Assignment:
There is a file named HW04.RData in the Assignment Data
Files section on eCampus. This is an R workspace containing
data on Oklahoma public schools. Download the HW04.RData
file from eCampus to an easily accessible folder on your
computer.
Perform in R each of the exercises listed below. Include a
comment line in your script above the section for each step so
that each is clearly identified.
1. Perform housekeeping steps
2. Use a function to set up your R session so that output is
directed to a separate file while still appearing in the console.
Include the full path to show where the output file will be
written.
3. Research the sequence function in the available
documentation. Write a single line of code to create and
display a vector of numeric values from 4 to 100 with an
increment of 4. Show the type of data contained in the vector.
4. Create and display a vector of numeric values from 0.8 to 40
with an increment of 0.8. Show the type of data in the vector.
5. Use the second vector to create and display a matrix by
columns that is 5 columns wide.
6. Combine the two vectors as columns to create and display a
new matrix. Include a comment on this step that explains how
the values from the first vector are used in the creation of this
matrix.
7. Combine the two vectors as rows to create and display a new
matrix.
8.
a. Show the contents of the workspace.
b. Load the HW04 workspace that you downloaded from
2. eCampus. You may use the R menu to load the workspace
initially but your script must contain a line of code that will
load the workspace the next time you run the script. This code
must contain the full path to the workspace file. Some versions
of R will make an entry in the console log showing the
command that loaded the workspace. If you get this line, you
may copy it into your script. Otherwise, you will need to find
the command syntax in R documentation or lecture notes and
write the command yourself.
c. Show the contents of the R workspace after including the
newly loaded workspace.
9. Display the structure of the object loaded from the HW04
workspace.
10. Display a summary of the object loaded from the HW04
workspace.
11. Compute the average of the HSTotal column.
12. Perform a logical test to show which HSTotal values are not
missing and are smaller than average. In programming, the term
“hard coding” refers to putting an actual value like 350 in your
code instead of using another expression to automatically
determine that value. Do not hard code the average in your
logical test. Instead, use the expression developed in step 11 as
a part of the logical test in this step.
13. Display school, city and HSTotal of records that meet
criteria in previous step. Use the expression from step 12 in the
row portion of your subscript so it will serve as a mask to return
only the values you want. Use column numbers in the column
portion of your subscript.
14. Use the apply function to compute the average class size for
grades 7 through 12.
15. Use the apply function to create a new column called
AvgClassSize by computing the average class size of grades 7
through 12 for each school.
16. Display the first 25 rows of the modified data frame.
17. Add a command that closes the output file and stops sending
output to it.
4. FKincheloe_HW04_Console.txt
FKincheloe_HW04_Console.txt
R version 3.0.0 (2013-04-03) -- "Masked Marvel"
Copyright (C) 2013 The R Foundation for Statistical Computing
Platform: x86_64-w64-mingw32/x64 (64-bit)
R is free software and comes with ABSOLUTELY NO
WARRANTY.
You are welcome to redistribute it under certain conditions.
Type 'license()' or 'licence()' for distribution details.
Natural language support but running in an English locale
R is a collaborative project with many contributors.
Type 'contributors()' for more information and
'citation()' on how to cite R or R packages in publications.
Type 'demo()' for some demos, 'help()' for on-line help, or
'help.start()' for an HTML browser interface to help. Type 'q()'
to quit R.
> #Script Name: uuu.01
> #Location: C:UserskinchelfDocumentsSTAT604-
FA16Assignments604-16.3
> #Created by uuu
> #Creation Date: 08/27/16
> #Purpose: Practice working with vectors, matrices, and data
frames. Analyze Oklahoma school data.
> #Last executed: 08/27/16 >
> YOUR CODE GOES HERE
[1] "2016-08-27 22:07:54 CDT"
>
> #1 housekeeping > YOUR CODE GOES HERE character(0) >
YOUR CODE GOES HERE
>
5. > #2 Send output to the console and to a text files
> YOUR CODE GOES HERE
>
> #3 Create and display a vector of numeric values from 4 to
100 with an increment of 4
> YOUR CODE GOES HERE
[1] 4 8 12 16 20 24 28 32 36 40 44 48 52 56 60 64
68 72 76
[20] 80 84 88 92 96 100
> # show the type of data contained in the vector > YOUR
CODE GOES HERE
[1] "numeric"
>
> #4 Create and display a vector of numeric values from .8 to
40 with an increment of .8
> YOUR CODE GOES HERE
[1] 0.8 1.6 2.4 3.2 4.0 4.8 5.6 6.4 7.2 8.0 8.8 9.6 10.4
11.2 12.0
[16] 12.8 13.6 14.4 15.2 16.0 16.8 17.6 18.4 19.2 20.0 20.8 21.6
22.4 23.2 24.0
[31] 24.8 25.6 26.4 27.2 28.0 28.8 29.6 30.4 31.2 32.0 32.8 33.6
34.4 35.2 36.0
[46] 36.8 37.6 38.4 39.2 40.0
> # show the type of data contained in the vector
> YOUR CODE GOES HERE
[1] "numeric"
>
> #5 Use the second vector to create and display a matrix by
columns that is 5 columns wide
> YOUR CODE GOES HERE
[,1] [,2] [,3] [,4] [,5]
[1,] 0.8 8.8 16.8 24.8 32.8
[2,] 1.6 9.6 17.6 25.6 33.6
[3,] 2.4 10.4 18.4 26.4 34.4
[4,] 3.2 11.2 19.2 27.2 35.2
[5,] 4.0 12.0 20.0 28.0 36.0
9. 125 380 163 1 1 2 2 3 3 ... $ County : Factor w/ 77 levels
"ADAIR COUNTY",..: 51 5 57 70 7 7 62 62 46 46 ...
$ Teachers : num 47.2 31.4 21.5 27.5 15.2 7.6 40.5 46.9 19.6
14.5 ...
$ Grade7 : int 337 144 NA NA 29 NA NA 173 NA 81 ...
$ Grade8 : int 344 157 NA NA 26 NA NA 183 NA 77 ...
$ Grade9 : int NA 145 NA NA NA 30 NA 183 82 NA ...
$ Grade10 : int NA NA NA NA NA 31 168 NA 62 NA ...
$ Grade11 : int NA NA NA NA NA 31 186 NA 65 NA ...
$ Grade12 : int NA NA NA NA NA 34 148 NA 76 NA ...
$ Ungraded : int 2 4 38 NA NA NA NA NA NA NA ...
$ PreTotal : int NA NA 64 NA 50 NA NA NA NA NA ...
$ ElemTotal: int 681 301 182 418 205 NA NA 356 NA 251 ...
$ HSTotal : int NA 145 NA NA NA 126 502 183 285 NA ...
$ PTRatio : num 14.5 14.3 13.2 15.2 16.8 ...
>
> #10 Display a summary of the object loaded in the HW04
workspace
> YOUR CODE GOES HERE
School LocCity MailCity
CENTRAL ES : 10 OKLAHOMA CITY: 134
OKLAHOMA CITY: 151
WASHINGTON ES : 10 TULSA : 108 TULSA :
104
WILL ROGERS ES: 9 LAWTON : 35 LAWTON :
35
LINCOLN ES : 8 EDMOND : 30 EDMOND : 30
WILSON ES : 8 BROKEN ARROW : 29 BROKEN
ARROW : 29
ROOSEVELT ES : 6 NORMAN : 28 NORMAN :
28
(Other) :1734 (Other) :1421 (Other) :1408
County Teachers Grade7 Grade8
OKLAHOMA COUNTY : 210 Min. : 1.10 Min. : 0.0
Min. : 0.00
TULSA COUNTY : 176 1st Qu.: 11.70 1st Qu.: 19.0 1st
10. Qu.: 18.00
CLEVELAND COUNTY: 69 Median : 19.80 Median : 39.0
Median : 36.50
COMANCHE COUNTY : 55 Mean : 23.13 Mean : 79.9
Mean : 77.21
CANADIAN COUNTY : 44 3rd Qu.: 29.20 3rd Qu.: 104.0
3rd Qu.: 100.25
CREEK COUNTY : 40 Max. :129.30 Max. :1120.0
Max. :1102.00
(Other) :1191 NA's :5 NA's :1192 NA's :1193
Grade9 Grade10 Grade11 Grade12
Min. : 0.0 Min. : 0.00 Min. : 0.00 Min. : 0.00
1st Qu.: 23.0 1st Qu.: 23.00 1st Qu.: 21.00 1st Qu.:
22.00
Median : 44.5 Median : 45.00 Median : 43.00 Median :
43.00
Mean : 102.7 Mean : 96.94 Mean : 91.06 Mean :
85.15
3rd Qu.: 112.0 3rd Qu.: 110.00 3rd Qu.: 100.50 3rd Qu.:
95.00
Max. :1062.0 Max. :1154.00 Max. :1111.00 Max.
:1111.00
NA's :1317 NA's :1316 NA's :1318 NA's :1321
Ungraded PreTotal ElemTotal HSTotal
Min. : 1.000 Min. : 0 Min. : 0.0 Min. : 0.0
1st Qu.: 1.000 1st Qu.: 45 1st Qu.: 167.0 1st Qu.: 85.0
Median : 3.000 Median : 86 Median : 263.5 Median : 164.5
Mean : 8.857 Mean :103 Mean : 303.6 Mean : 349.8
3rd Qu.: 6.000 3rd Qu.:137 3rd Qu.: 385.0 3rd Qu.: 399.8
Max. :169.000 Max. :997 Max. :2240.0 Max. :2358.0
NA's :1582 NA's :884 NA's :503 NA's :1283
PTRatio
Min. : 0.00
1st Qu.: 13.52
Median : 15.53
Mean : 15.45
30. 1627 WANETTE HS WANETTE 72
1629 WAPANUCKA HS WAPANUCKA
79
1634 WARNER HS WARNER 189
1646 WASHINGTON HS WASHINGTON
264
1651 WATONGA HS WATONGA 187
1654 WATTS HS WATTS 138
1656 WAUKOMIS HS WAUKOMIS 87
1658 WAURIKA HS WAURIKA 110
1662 WAYNE HS WAYNE 165
1665 WAYNOKA HS WAYNOKA 54
1672 WEBBERS FALLS HS WEBBERS FALLS
86
1677 WELCH JR-SR HS (SR) WELCH 123
1678 WELEETKA HS WELEETKA 83
1679 WELEETKA JHS WELEETKA 37
1682 WELLSTON HS WELLSTON 208
1700 WETUMKA HS WETUMKA 125
1702 WEWOKA HS WEWOKA 186
1709 WHITESBORO HS WHITESBORO 67
1717 WILBURTON HS WILBURTON 300
1745 WILSON HS HENRYETTA 81
1746 WILSON HS WILSON 134
1753 WISTER HS WISTER 180
1758 WOODLAND HS FAIRFAX 132
1768 WRIGHT CITY HS WRIGHT CITY 130
1772 WYANDOTTE HS WYANDOTTE
238
1774 WYNNEWOOD HS WYNNEWOOD
190
1777 WYNONA HS WYNONA 152
1779 YALE HS YALE 171
1782 YARBROUGH HS GOODWELL 24
>
> #14 Use the apply function to compute the average class size
31. for grades 7 through 12
> YOUR CODE GOES HERE
Grade7 Grade8 Grade9 Grade10 Grade11 Grade12
79.90388 77.21115 102.73077 96.94030 91.06424 85.14655
>
> #15Use the apply function to create a new column called
AvgClassSize by computing
> # the average class size of grades 7 through 12 for each
school.
> YOUR CODE GOES HERE
>
> #16Display the first 25 rows of the modified data frame.
> YOUR CODE GOES HERE
School LocCity MailCity County
Teachers
1 7TH & 8TH GRADE CTR MUSKOGEE MUSKOGEE
MUSKOGEE COUNTY 47.2
2 8TH & 9TH GRADE CTR ELK CITY ELK CITY
BECKHAM COUNTY 31.4
3 ACADEMY CENTRAL ES TULSA TULSA
OSAGE COUNTY 21.5
4 ACADEMY ES GUYMON GUYMON TEXAS
COUNTY 27.5
5 ACHILLE ES ACHILLE ACHILLE BRYAN
COUNTY 15.2
6 ACHILLE HS ACHILLE ACHILLE BRYAN
COUNTY 7.6
7 ADA HS ADA ADA PONTOTOC COUNTY
40.5
8 ADA JHS ADA ADA PONTOTOC COUNTY
46.9
9 ADAIR HS ADAIR ADAIR MAYES COUNTY
19.6
10 ADAIR MS ADAIR ADAIR MAYES
COUNTY 14.5
11 ADAMS ES ENID ENID GARFIELD COUNTY
32. 23.1
12 ADAMS ES LAWTON LAWTON COMANCHE
COUNTY 10.4
13 ADAMS ES NORMAN NORMAN CLEVELAND
COUNTY 34.2
14 ADAMS ES OKLAHOMA CITY OKLAHOMA CITY
OKLAHOMA COUNTY 32.8
15 ADDAMS ES TULSA TULSA TULSA
COUNTY 15.0
16 AFTON ES AFTON AFTON OTTAWA
COUNTY 21.7
17 AFTON HS AFTON AFTON OTTAWA
COUNTY 10.6
18 AGRA ES AGRA AGRA LINCOLN COUNTY
20.0
19 AGRA HS AGRA AGRA LINCOLN COUNTY
9.0
20 ALBION PUBLIC SCHOOL ALBION ALBION
PUSHMATAHA COUNTY 6.3
21 ALCOTT ES TULSA TULSA TULSA
COUNTY 18.0
22 ALCOTT MS NORMAN NORMAN CLEVELAND
COUNTY 41.2
23 ALEX ES ALEX ALEX GRADY COUNTY
9.2
24 ALEX HS ALEX ALEX GRADY COUNTY
7.6
25 ALEX MS ALEX ALEX GRADY COUNTY
3.3
Grade7 Grade8 Grade9 Grade10 Grade11 Grade12 Ungraded
PreTotal ElemTotal
1 337 344 NA NA NA NA 2 NA 681
2 144 157 145 NA NA NA 4 NA 301
3 NA NA NA NA NA NA 38 64 182
4 NA NA NA NA NA NA NA NA
418
33. 5 29 26 NA NA NA NA NA 50 205
6 NA NA 30 31 31 34 NA NA NA
7 NA NA NA 168 186 148 NA NA
NA
8 173 183 183 NA NA NA NA NA
356
9 NA NA 82 62 65 76 NA NA NA
10 81 77 NA NA NA NA NA NA
251
11 NA NA NA NA NA NA NA 105
220
12 NA NA NA NA NA NA NA 39
131
13 NA NA NA NA NA NA NA 135
356
14 NA NA NA NA NA NA NA 130
475
15 NA NA NA NA NA NA NA 53
147
16 31 38 NA NA NA NA NA 60 278
17 NA NA 32 30 31 28 NA NA NA
18 36 26 NA NA NA NA NA 63 255
19 NA NA 25 27 27 19 NA NA NA
20 8 9 NA NA NA NA NA 40 69
21 NA NA NA NA NA NA NA 60
205
22 182 208 NA NA NA NA NA NA
618
23 NA NA NA NA NA NA 2 36
123
24 NA NA 38 25 20 23 NA NA NA
25 26 20 NA NA NA NA NA NA
71
HSTotal PTRatio AvgClassSize
1 NA 14.47 340.5000
2 145 14.33 148.6667
34. 3 NA 13.21 NaN
4 NA 15.20 NaN
5 NA 16.78 27.5000
6 126 16.58 31.5000
7 502 12.40 167.3333
8 183 11.49 179.6667
9 285 14.54 71.2500
10 NA 17.31 79.0000
11 NA 14.07 NaN
12 NA 16.35 NaN
13 NA 14.36 NaN
14 NA 18.45 NaN
15 NA 13.33 NaN
16 NA 15.58 34.5000
17 121 11.42 30.2500
18 NA 15.90 31.0000
19 98 10.89 24.5000
20 NA 17.30 8.5000
21 NA 14.72 NaN
22 NA 15.00 195.0000
23 NA 17.50 NaN
24 106 13.95 26.5000
25 NA 21.52 23.0000
>
> #17 close output file
> YOUR CODE GOES HERE
>
Page 1
Page 1
Page 13
FKincheloe_HW04_Output.txt
FKincheloe_HW04_Output.txt
[1] 4 8 12 16 20 24 28 32 36 40 44 48 52 56 60 64
68 72 76
38. 14.5 ...
$ Grade7 : int 337 144 NA NA 29 NA NA 173 NA 81 ...
$ Grade8 : int 344 157 NA NA 26 NA NA 183 NA 77 ...
$ Grade9 : int NA 145 NA NA NA 30 NA 183 82 NA ...
$ Grade10 : int NA NA NA NA NA 31 168 NA 62 NA ...
$ Grade11 : int NA NA NA NA NA 31 186 NA 65 NA ...
$ Grade12 : int NA NA NA NA NA 34 148 NA 76 NA ...
$ Ungraded : int 2 4 38 NA NA NA NA NA NA NA ...
$ PreTotal : int NA NA 64 NA 50 NA NA NA NA NA ...
$ ElemTotal: int 681 301 182 418 205 NA NA 356 NA 251 ...
$ HSTotal : int NA 145 NA NA NA 126 502 183 285 NA ...
$ PTRatio : num 14.5 14.3 13.2 15.2 16.8 ...
School LocCity MailCity
CENTRAL ES : 10 OKLAHOMA CITY: 134
OKLAHOMA CITY: 151
WASHINGTON ES : 10 TULSA : 108 TULSA :
104
WILL ROGERS ES: 9 LAWTON : 35 LAWTON :
35
LINCOLN ES : 8 EDMOND : 30 EDMOND : 30
WILSON ES : 8 BROKEN ARROW : 29 BROKEN
ARROW : 29
ROOSEVELT ES : 6 NORMAN : 28 NORMAN :
28
(Other) :1734 (Other) :1421 (Other) :1408
County Teachers Grade7 Grade8
OKLAHOMA COUNTY : 210 Min. : 1.10 Min. : 0.0
Min. : 0.00
TULSA COUNTY : 176 1st Qu.: 11.70 1st Qu.: 19.0 1st
Qu.: 18.00
CLEVELAND COUNTY: 69 Median : 19.80 Median : 39.0
Median : 36.50
COMANCHE COUNTY : 55 Mean : 23.13 Mean : 79.9
Mean : 77.21
CANADIAN COUNTY : 44 3rd Qu.: 29.20 3rd Qu.: 104.0
3rd Qu.: 100.25
39. CREEK COUNTY : 40 Max. :129.30 Max. :1120.0
Max. :1102.00
(Other) :1191 NA's :5 NA's :1192 NA's :1193
Grade9 Grade10 Grade11 Grade12
Min. : 0.0 Min. : 0.00 Min. : 0.00 Min. : 0.00
1st Qu.: 23.0 1st Qu.: 23.00 1st Qu.: 21.00 1st Qu.:
22.00
Median : 44.5 Median : 45.00 Median : 43.00 Median :
43.00
Mean : 102.7 Mean : 96.94 Mean : 91.06 Mean :
85.15
3rd Qu.: 112.0 3rd Qu.: 110.00 3rd Qu.: 100.50 3rd Qu.:
95.00
Max. :1062.0 Max. :1154.00 Max. :1111.00 Max.
:1111.00
NA's :1317 NA's :1316 NA's :1318 NA's :1321
Ungraded PreTotal ElemTotal HSTotal
Min. : 1.000 Min. : 0 Min. : 0.0 Min. : 0.0
1st Qu.: 1.000 1st Qu.: 45 1st Qu.: 167.0 1st Qu.: 85.0
Median : 3.000 Median : 86 Median : 263.5 Median :
164.5
Mean : 8.857 Mean :103 Mean : 303.6 Mean : 349.8
3rd Qu.: 6.000 3rd Qu.:137 3rd Qu.: 385.0 3rd Qu.: 399.8
Max. :169.000 Max. :997 Max. :2240.0 Max. :2358.0
NA's :1582 NA's :884 NA's :503 NA's :1283
PTRatio
Min. : 0.00
1st Qu.: 13.52
Median : 15.53
Mean : 15.45
3rd Qu.: 17.33
Max. :155.00
NA's :5
[1] 349.757
[1] FALSE TRUE FALSE FALSE FALSE TRUE FALSE
TRUE TRUE FALSE FALSE FALSE
59. 1774 WYNNEWOOD HS WYNNEWOOD
190
1777 WYNONA HS WYNONA 152
1779 YALE HS YALE 171
1782 YARBROUGH HS GOODWELL 24
Grade7 Grade8 Grade9 Grade10 Grade11 Grade12
79.90388 77.21115 102.73077 96.94030 91.06424 85.14655
School LocCity MailCity County
Teachers
1 7TH & 8TH GRADE CTR MUSKOGEE MUSKOGEE
MUSKOGEE COUNTY 47.2
2 8TH & 9TH GRADE CTR ELK CITY ELK CITY
BECKHAM COUNTY 31.4
3 ACADEMY CENTRAL ES TULSA TULSA
OSAGE COUNTY 21.5
4 ACADEMY ES GUYMON GUYMON TEXAS
COUNTY 27.5
5 ACHILLE ES ACHILLE ACHILLE BRYAN
COUNTY 15.2
6 ACHILLE HS ACHILLE ACHILLE BRYAN
COUNTY 7.6
7 ADA HS ADA ADA PONTOTOC COUNTY
40.5
8 ADA JHS ADA ADA PONTOTOC COUNTY
46.9
9 ADAIR HS ADAIR ADAIR MAYES COUNTY
19.6
10 ADAIR MS ADAIR ADAIR MAYES
COUNTY 14.5 11 ADAMS ES ENID
ENID GARFIELD COUNTY 23.1
12 ADAMS ES LAWTON LAWTON COMANCHE
COUNTY 10.4
13 ADAMS ES NORMAN NORMAN CLEVELAND
COUNTY 34.2
14 ADAMS ES OKLAHOMA CITY OKLAHOMA CITY
OKLAHOMA COUNTY 32.8
60. 15 ADDAMS ES TULSA TULSA TULSA
COUNTY 15.0
16 AFTON ES AFTON AFTON OTTAWA
COUNTY 21.7
17 AFTON HS AFTON AFTON OTTAWA
COUNTY 10.6
18 AGRA ES AGRA AGRA LINCOLN COUNTY
20.0
19 AGRA HS AGRA AGRA LINCOLN COUNTY
9.0
20 ALBION PUBLIC SCHOOL ALBION ALBION
PUSHMATAHA COUNTY 6.3
21 ALCOTT ES TULSA TULSA TULSA
COUNTY 18.0
22 ALCOTT MS NORMAN NORMAN CLEVELAND
COUNTY 41.2
23 ALEX ES ALEX ALEX GRADY COUNTY
9.2
24 ALEX HS ALEX ALEX GRADY COUNTY
7.6
25 ALEX MS ALEX ALEX GRADY COUNTY
3.3
Grade7 Grade8 Grade9 Grade10 Grade11 Grade12 Ungraded
PreTotal ElemTotal
1 337 344 NA NA NA NA 2 NA 681
2 144 157 145 NA NA NA 4 NA 301
3 NA NA NA NA NA NA 38 64 182
4 NA NA NA NA NA NA NA NA
418
5 29 26 NA NA NA NA NA 50 205
6 NA NA 30 31 31 34 NA NA NA
7 NA NA NA 168 186 148 NA NA
NA
8 173 183 183 NA NA NA NA NA
356
9 NA NA 82 62 65 76 NA NA NA
61. 10 81 77 NA NA NA NA NA NA
251
11 NA NA NA NA NA NA NA 105
220
12 NA NA NA NA NA NA NA 39
131
13 NA NA NA NA NA NA NA 135
356
14 NA NA NA NA NA NA NA 130
475
15 NA NA NA NA NA NA NA 53
147
16 31 38 NA NA NA NA NA 60 278
17 NA NA 32 30 31 28 NA NA NA
18 36 26 NA NA NA NA NA 63 255
19 NA NA 25 27 27 19 NA NA NA
20 8 9 NA NA NA NA NA 40 69
21 NA NA NA NA NA NA NA 60
205
22 182 208 NA NA NA NA NA NA
618
23 NA NA NA NA NA NA 2 36
123
24 NA NA 38 25 20 23 NA NA NA
25 26 20 NA NA NA NA NA NA
71
HSTotal PTRatio AvgClassSize
1 NA 14.47 340.5000
2 145 14.33 148.6667
3 NA 13.21 NaN
4 NA 15.20 NaN
5 NA 16.78 27.5000
6 126 16.58 31.5000
7 502 12.40 167.3333
8 183 11.49 179.6667
9 285 14.54 71.2500
62. 10 NA 17.31 79.0000
11 NA 14.07 NaN
12 NA 16.35 NaN
13 NA 14.36 NaN
14 NA 18.45 NaN
15 NA 13.33 NaN
16 NA 15.58 34.5000
17 121 11.42 30.2500
18 NA 15.90 31.0000
19 98 10.89 24.5000
20 NA 17.30 8.5000
21 NA 14.72 NaN
22 NA 15.00 195.0000
23 NA 17.50 NaN
24 106 13.95 26.5000
25 NA 21.52 23.0000
Page 1
Page 1
Page 2