Problem 5: Physical Fitness versus Weight. You may have noticed from your analysis in Problem 4 that height does not explain 100% of the variation that we have observed in students’ heights. Is it possible that the amount of time students devote to physical fitness each week may help us to better understand their weights? a. Question 12 of the survey asked students, “About how much time per week (on average) do you devote to physical fitness?” We have named this variable FITNESS. Create a suitable graph to display the distribution of FITNESS and insert it here. b. What is the mode of this distribution? (Please underline one option.) Between 0 & 2 hours Between 2 & 5 hours Between 5 & 9 hours Between 9 & 15 hours Over 15 hours c. Create side-by-side boxplots to display students’ weights for the different levels of FITNESS. (Go to Graph > Boxplot > One Y with Groups > OK. Select WEIGHT for the “Graph variables” slot and FITNESS for the “Categorical variables for grouping” slot.) Insert your graph here. d. Use Minitab to calculate the basic statistics of WEIGHT for each level of FITNESS. Copy and paste the output here. e. With regard to FITNESS levels, which group of students has the lowest mean weight? (Please underline one option.) Between 0 & 2 hours Between 2 & 5 hours Between 5 & 9 hours Between 9 & 15 hours Over 15 hours f. Discuss the results: Describe the distributions of WEIGHT for the different levels of FITNESS as well as draw comparisons (i.e., What do they have in common?) and contrasts (i.e., How are they different?) between these distributions. Are there any surprises in the results? Explain why you think so, or why not. Problem 6 (Even): If your E number ends in an even number (0, 2, 4, 6, or 8) then do this question. (Omit this page/problem if your E# ends with an odd number.) Gender and Nuclear Safety. Question 5 in the survey asked students “How safe would you feel if a nuclear energy plant were built near where you live?” (Students could choose one of these options: Extremely safe, Very Safe, Moderately safe, Slightly safe, or Not at all safe.) Is there a relationship between gender and students’ opinions about nuclear safety? a. Create an appropriate graph to display the relationship between GENDER and NUCLEAR SAFETY. You don’t want to display information for students that didn’t answer both of these questions on the survey, so click on Data Options > Group Options and remove the checks in the boxes beside “Include missing as a group” and “Include empty cells.” Insert your graph here. b. Create an appropriate two-way table to summarize the data. Click on Options > Display missing values for… and put a dot in the circle beside “No variables.” Insert your table here. c. SUPPOSE WE SELECT ONE STUDENT AT RANDOM: (Calculate the following probabilities and show your work.) i. What is the probability that this student is a female and feels “very safe”? P = ii. What is the probability that this student is either a male or that he/she feels “very safe”? P = iii. What is the probability that this student feels “not at all safe” given that the student selected is a female? P = iv. What is the probability that this student is a male given that the student selected feels “not at all safe”? P = d. Do you think there may be an association between GENDER and NUCLEAR SAFETY? Why or why not? Explain your reasoning based on what you see in your graph.

Problem 5: Physical Fitness versus Weight. You may have noticed from your analysis in Problem 4 that height does not explain 100% of the variation that we have observed in students’ heights. Is it possible that the amount of time students devote to physical fitness each week may help us to better understand their weights? a. Question 12 of the survey asked students, “About how much time per week (on average) do you devote to physical fitness?” We have named this variable FITNESS. Create a suitable graph to display the distribution of FITNESS and insert it here. b. What is the mode of this distribution? (Please underline one option.) Between 0 & 2 hours Between 2 & 5 hours Between 5 & 9 hours Between 9 & 15 hours Over 15 hours c. Create side-by-side boxplots to display students’ weights for the different levels of FITNESS. (Go to Graph > Boxplot > One Y with Groups > OK. Select WEIGHT for the “Graph variables” slot and FITNESS for the “Categorical variables for grouping” slot.) Insert your graph here. d. Use Minitab to calculate the basic statistics of WEIGHT for each level of FITNESS. Copy and paste the output here. e. With regard to FITNESS levels, which group of students has the lowest mean weight? (Please underline one option.) Between 0 & 2 hours Between 2 & 5 hours Between 5 & 9 hours Between 9 & 15 hours Over 15 hours f. Discuss the results: Describe the distributions of WEIGHT for the different levels of FITNESS as well as draw comparisons (i.e., What do they have in common?) and contrasts (i.e., How are they different?) between these distributions. Are there any surprises in the results? Explain why you think so, or why not. Problem 6 (Even): If your E number ends in an even number (0, 2, 4, 6, or 8) then do this question. (Omit this page/problem if your E# ends with an odd number.) Gender and Nuclear Safety. Question 5 in the survey asked students “How safe would you feel if a nuclear energy plant were built near where you live?” (Students could choose one of these options: Extremely safe, Very Safe, Moderately safe, Slightly safe, or Not at all safe.) Is there a relationship between gender and students’ opinions about nuclear safety? a. Create an appropriate graph to display the relationship between GENDER and NUCLEAR SAFETY. You don’t want to display information for students that didn’t answer both of these questions on the survey, so click on Data Options > Group Options and remove the checks in the boxes beside “Include missing as a group” and “Include empty cells.” Insert your graph here. b. Create an appropriate two-way table to summarize the data. Click on Options > Display missing values for… and put a dot in the circle beside “No variables.” Insert your table here. c. SUPPOSE WE SELECT ONE STUDENT AT RANDOM: (Calculate the following probabilities and show your work.) i. What is the probability that this student is a female and feels “very safe”? P = ii. What is the probability that this student is either a male or that he/she feels “very safe”? P = iii. What is the probability that this student feels “not at all safe” given that the student selected is a female? P = iv. What is the probability that this student is a male given that the student selected feels “not at all safe”? P = d. Do you think there may be an association between GENDER and NUCLEAR SAFETY? Why or why not? Explain your reasoning based on what you see in your graph.

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Some people criticize cooperative learning claiming that that heterogeneous grouping prevents gifted students from reaching their full potential. Do you agree or disagree? Why or why not?

Some people criticize cooperative learning claiming that that heterogeneous grouping prevents gifted students from reaching their full potential. Do you agree or disagree? Why or why not?

Disagree Advocates of collaborative learning assert that the vigorous switch … Read More...
Some people criticize cooperative learning claiming that that heterogeneous grouping prevents gifted students from reaching their full potential. Do you agree or disagree? Why or why not?

Some people criticize cooperative learning claiming that that heterogeneous grouping prevents gifted students from reaching their full potential. Do you agree or disagree? Why or why not?

I do not completely agree to the above statement. This … Read More...
For Day 14 Homework Cover Sheet Name:_________________________________________________ 1. Read Pages from 227-254, or watch the videos listed below  Factoring Whole Numbers http://www.youtube.com/watch?v=snMzQARfX_M (8 min)  Introduction to Factoring Polynomials http://www.youtube.com/watch?v=JR4rMAd0Mhg (13 min)  Adding and Subtracting Rational Expressions using Basic Factoring http://www.youtube.com/watch?v=p8tMoTPFyPI (5 min)  Factoring by Grouping Geometrically as Rectangles http://www.youtube.com/watch?v=JPWGp83_DUE (6 min)  Factoring by Grouping http://www.youtube.com/watch?v=yyMzSSw8KLQ (5 min)  Factoring Trinomials using Algebra Tiles http://www.youtube.com/watch?v=-Xy0zEGIb54 (11 min)  Factoring Trinomials Algebraically http://www.youtube.com/watch?v=Ib9eeHyxwm4 (10 min) 2. Attempt problems from workbook pages 67-74, ALEKS Intermediate Objective 3 at 90% Summary of the lectures you watched. List any parts of the video lecture (if there are any) that were unclear or you had trouble understanding. Please be specific and do not just say “All of it”. Questions you had difficulty with or felt stuck on- List the number for the ALEKS topics you were stuck on from the list at the end of the video logs-

For Day 14 Homework Cover Sheet Name:_________________________________________________ 1. Read Pages from 227-254, or watch the videos listed below  Factoring Whole Numbers http://www.youtube.com/watch?v=snMzQARfX_M (8 min)  Introduction to Factoring Polynomials http://www.youtube.com/watch?v=JR4rMAd0Mhg (13 min)  Adding and Subtracting Rational Expressions using Basic Factoring http://www.youtube.com/watch?v=p8tMoTPFyPI (5 min)  Factoring by Grouping Geometrically as Rectangles http://www.youtube.com/watch?v=JPWGp83_DUE (6 min)  Factoring by Grouping http://www.youtube.com/watch?v=yyMzSSw8KLQ (5 min)  Factoring Trinomials using Algebra Tiles http://www.youtube.com/watch?v=-Xy0zEGIb54 (11 min)  Factoring Trinomials Algebraically http://www.youtube.com/watch?v=Ib9eeHyxwm4 (10 min) 2. Attempt problems from workbook pages 67-74, ALEKS Intermediate Objective 3 at 90% Summary of the lectures you watched. List any parts of the video lecture (if there are any) that were unclear or you had trouble understanding. Please be specific and do not just say “All of it”. Questions you had difficulty with or felt stuck on- List the number for the ALEKS topics you were stuck on from the list at the end of the video logs-

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Microbial Homework 13 points Must be turned in through blackboard, typed, using a word process, and preferably using Microsoft Word. 1. (3pts) Are viruses alive? Justify your answer by indicating whether they meet the criteria of the each of the defining properties of life discussed in chapter 1. 2. (2pts)Explain why Kingdom Protista is considered an artificial grouping. 3. (3pts) Are fungi plants? How are fungi similar to and different from plants? 4.(5pts) Research a product (e.g. food or medicine) made using bacteria or fungus, and describe how the bacteria or fungus is involved in the process. (No more than three paragraphs long, get to the point). The products mentioned in the text (e.g. penicillin and cheese) and edible mushrooms do not count. CITE YOUR SOURCES!! Format doesn’t matter as long as all the necessary information is there.

Microbial Homework 13 points Must be turned in through blackboard, typed, using a word process, and preferably using Microsoft Word. 1. (3pts) Are viruses alive? Justify your answer by indicating whether they meet the criteria of the each of the defining properties of life discussed in chapter 1. 2. (2pts)Explain why Kingdom Protista is considered an artificial grouping. 3. (3pts) Are fungi plants? How are fungi similar to and different from plants? 4.(5pts) Research a product (e.g. food or medicine) made using bacteria or fungus, and describe how the bacteria or fungus is involved in the process. (No more than three paragraphs long, get to the point). The products mentioned in the text (e.g. penicillin and cheese) and edible mushrooms do not count. CITE YOUR SOURCES!! Format doesn’t matter as long as all the necessary information is there.

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1- At your university, students can take more than one class, and each class can have more than one student. This is an example of what kind of relationship? one-to-one one-to-many many-to-one many-to-many some-to-many 2- A _____ is a logical grouping of related records. byte field record file database 3- When customers access a website and make purchases, they generate _____. tracking cookies information clickstream data web data hyperlink data 4- You have moved to a different apartment, but your electricity bill continues to be sent to your old address. The post office in your town has which problem with its data management? Data redundancy Data inconsistency Data isolation Data security Data dependence 5- Data ___________ ensures applications cannot access data associated with other applications. Hermitting inconsistency isolation redundancy 6- True or false: The primary key is a field that uniquely and completely identifies a record. True False 7- A _____ represents a single character, such as a letter, number, or symbol. byte field record file database 8- A _____ is a logical grouping of characters into a word, a small group of words, or a complete number. byte field record file database 9- A _____ is a logical grouping of related fields. byte field record file database 10 – _____ are fields in a record that have some identifying information but typically do not identify the record with complete accuracy. Primary keys Secondary keys Duplicate keys Attribute keys Record keys

1- At your university, students can take more than one class, and each class can have more than one student. This is an example of what kind of relationship? one-to-one one-to-many many-to-one many-to-many some-to-many 2- A _____ is a logical grouping of related records. byte field record file database 3- When customers access a website and make purchases, they generate _____. tracking cookies information clickstream data web data hyperlink data 4- You have moved to a different apartment, but your electricity bill continues to be sent to your old address. The post office in your town has which problem with its data management? Data redundancy Data inconsistency Data isolation Data security Data dependence 5- Data ___________ ensures applications cannot access data associated with other applications. Hermitting inconsistency isolation redundancy 6- True or false: The primary key is a field that uniquely and completely identifies a record. True False 7- A _____ represents a single character, such as a letter, number, or symbol. byte field record file database 8- A _____ is a logical grouping of characters into a word, a small group of words, or a complete number. byte field record file database 9- A _____ is a logical grouping of related fields. byte field record file database 10 – _____ are fields in a record that have some identifying information but typically do not identify the record with complete accuracy. Primary keys Secondary keys Duplicate keys Attribute keys Record keys

1- At your university, students can take more than one … Read More...
You are to choose 2 websites, with different purposes, and review the websites based on the criteria listed below. 1. Starting Point a. Composition Matches Site Purpose b. Target Audience Apparent c. Composition Appropriate for Target Audience 2. Site design a. Consistency within site b. Consistency among pages 3. Visually Pleasing Composition 4. Visual Style in Web Design a. Consistency b. Distinctiveness 5. Focus and Emphasis a. What is emphasized? b. How is emphasis achieved? 6. Consistency a. Real World b. Internal 7. Navigation and Flow a. Home page identifiable throughout b. Location within site apparent c. Navigation consistent; rule-based; appropriate 8. Grouping a. Grouping with White Space b. Grouping with Borders c. Grouping with Backgrounds 9. Response time 10. Links a. Titled b. Incoming c. Outgoing d. Color 11. Detailed content a. Meaningful headings b. Plain language c. Page chunking d. Long blocks of text e. Scrolling f. Use of “within” page links 12. Articles a. Clear headings b. Plain language 13. Presenting Information Simply and Meaningfully a. Legibility b. Readability c. Information in Usable Form d. Visual Lines Clear 14. Legibility of content a. Font color b. Font size c. Font style d. Background color e. Background graphic 15. Documentation

You are to choose 2 websites, with different purposes, and review the websites based on the criteria listed below. 1. Starting Point a. Composition Matches Site Purpose b. Target Audience Apparent c. Composition Appropriate for Target Audience 2. Site design a. Consistency within site b. Consistency among pages 3. Visually Pleasing Composition 4. Visual Style in Web Design a. Consistency b. Distinctiveness 5. Focus and Emphasis a. What is emphasized? b. How is emphasis achieved? 6. Consistency a. Real World b. Internal 7. Navigation and Flow a. Home page identifiable throughout b. Location within site apparent c. Navigation consistent; rule-based; appropriate 8. Grouping a. Grouping with White Space b. Grouping with Borders c. Grouping with Backgrounds 9. Response time 10. Links a. Titled b. Incoming c. Outgoing d. Color 11. Detailed content a. Meaningful headings b. Plain language c. Page chunking d. Long blocks of text e. Scrolling f. Use of “within” page links 12. Articles a. Clear headings b. Plain language 13. Presenting Information Simply and Meaningfully a. Legibility b. Readability c. Information in Usable Form d. Visual Lines Clear 14. Legibility of content a. Font color b. Font size c. Font style d. Background color e. Background graphic 15. Documentation

http://www.physicsclassroom.com/ http://www.usa.gov/ 1.                  Starting Point a.       Composition Matches Site Purpose … Read More...
Human Computer Interaction You are to choose 2 websites, with different purposes, and review the websites based on the criteria listed below. 1. Starting Point a. Composition Matches Site Purpose b. Target Audience Apparent c. Composition Appropriate for Target Audience 2. Site design a. Consistency within site b. Consistency among pages 3. Visually Pleasing Composition 4. Visual Style in Web Design a. Consistency b. Distinctiveness 5. Focus and Emphasis a. What is emphasized? b. How is emphasis achieved? 6. Consistency a. Real World b. Internal 7. Navigation and Flow a. Home page identifiable throughout b. Location within site apparent c. Navigation consistent; rule-based; appropriate 8. Grouping a. Grouping with White Space b. Grouping with Borders c. Grouping with Backgrounds 9. Response time 10. Links a. Titled b. Incoming c. Outgoing d. Color 11. Detailed content a. Meaningful headings b. Plain language c. Page chunking d. Long blocks of text e. Scrolling f. Use of “within” page links 12. Articles a. Clear headings b. Plain language 13. Presenting Information Simply and Meaningfully a. Legibility b. Readability c. Information in Usable Form d. Visual Lines Clear 14. Legibility of content a. Font color b. Font size c. Font style d. Background color e. Background graphic 15. Documentation a. Included b. Searchable c. Links to difficult concepts/words 16. Multimedia a. Animation/Audio/Video/Still images b. Load time given c. Add-in required d. Quality e. Appropriateness of use 17. Scrolling and Paging a. Usage b. Appropriate? 18. Amount of Information Presented Appropriate 19. Other factors to note?

Human Computer Interaction You are to choose 2 websites, with different purposes, and review the websites based on the criteria listed below. 1. Starting Point a. Composition Matches Site Purpose b. Target Audience Apparent c. Composition Appropriate for Target Audience 2. Site design a. Consistency within site b. Consistency among pages 3. Visually Pleasing Composition 4. Visual Style in Web Design a. Consistency b. Distinctiveness 5. Focus and Emphasis a. What is emphasized? b. How is emphasis achieved? 6. Consistency a. Real World b. Internal 7. Navigation and Flow a. Home page identifiable throughout b. Location within site apparent c. Navigation consistent; rule-based; appropriate 8. Grouping a. Grouping with White Space b. Grouping with Borders c. Grouping with Backgrounds 9. Response time 10. Links a. Titled b. Incoming c. Outgoing d. Color 11. Detailed content a. Meaningful headings b. Plain language c. Page chunking d. Long blocks of text e. Scrolling f. Use of “within” page links 12. Articles a. Clear headings b. Plain language 13. Presenting Information Simply and Meaningfully a. Legibility b. Readability c. Information in Usable Form d. Visual Lines Clear 14. Legibility of content a. Font color b. Font size c. Font style d. Background color e. Background graphic 15. Documentation a. Included b. Searchable c. Links to difficult concepts/words 16. Multimedia a. Animation/Audio/Video/Still images b. Load time given c. Add-in required d. Quality e. Appropriateness of use 17. Scrolling and Paging a. Usage b. Appropriate? 18. Amount of Information Presented Appropriate 19. Other factors to note?

Human Computer Interaction You are to choose 2 websites, with … Read More...
Computer/information Security Q1. Identify legislative and regulative requirements relative to information security for a bank

Computer/information Security Q1. Identify legislative and regulative requirements relative to information security for a bank

Computer/information Security     Q1. Identify legislative and regulative requirements relative to … Read More...
4. Describe “functional aggregation” and discuss how this is relevant to logistics.

4. Describe “functional aggregation” and discuss how this is relevant to logistics.

The inspiration motivating functional aggregation was a rising faith that … Read More...