#Sampling And Large Sample Tests Assignment Homework Help

[mariacallous]

ChatGPT has already wreaked havoc on classrooms and changed how teachers approach writing homework, since OpenAI publicly launched the generative AI chatbot in late 2022. School administrators rushed to try to detect AI-generated essays, and in turn, students scrambled to find out how to cloak their synthetic compositions. But by focusing on writing assignments, educators let another seismic shift take place in the periphery: students using AI more often to complete math homework too.

Right now, high schoolers and college students around the country are experimenting with free smartphone apps that help complete their math homework using generative AI. One of the most popular options on campus right now is the Gauth app, with millions of downloads. It’s owned by ByteDance, which is also TikTok’s parent company.

The Gauth app first launched in 2019 with a primary focus on mathematics, but soon expanded to other subjects as well, like chemistry and physics. It’s grown in relevance, and neared the top of smartphone download lists earlier this year for the education category. Students seem to love it. With hundreds of thousands of primarily positive reviews, Gauth has a favorable 4.8 star rating in the Apple App Store and Google Play Store.

All students have to do after downloading the app is point their smartphone at a homework problem, printed or handwritten, and then make sure any relevant information is inside of the image crop. Then Gauth’s AI model generates a step-by-step guide, often with the correct answer.

From our testing on high-school-level algebra and geometry homework samples, Gauth’s AI tool didn’t deliver A+ results and particularly struggled with some graphing questions. It performed well enough to get around a low B grade or a high C average on the homework we fed it. Not perfect, but also likely good enough to satisfy bored students who'd rather spend their time after school doing literally anything else.

The app struggled more on higher levels of math, like Calculus 2 problems, so students further along in their educational journey may find less utility in this current generation of AI homework-solving apps.

Yes, generative AI tools, with a foundation in natural language processing, are known for failing to generate accurate answers when presented with complex math equations. But researchers are focused on improving AI’s abilities in this sector, and an entry-level high school math class is likely well within the reach of current AI homework apps. Will has even written about how researchers at Google DeepMind are ecstatic about recent results from testing a math-focused large language model, called AlphaProof, on problems shown at this year’s International Math Olympiad.

To be fair, Gauth positions itself as an AI study company that’s there to “ace your homework” and help with difficult problems, rather than a cheating aid. The company even goes so far as to include an “Honor Code” on its website dictating proper usage. “Resist the temptation to use Gauth in ways that go against your values or school’s expectations,” reads the company’s website. So basically, Gauth implicitly acknowledges impulsive teenagers may use the app for much more than the occasional stumper, and wants them to pinkie promise that they’ll behave.

Prior to publication, a spokesperson for ByteDance did not answer a list of questions about the Gauth app when contacted by WIRED over email.

It’s easy to focus on Gauth’s limitations, but millions of students now have a free app in their pocket that can walk them through various math problems in seconds, with decent accuracy. This concept would be almost inconceivable to students from even a few years ago.

You could argue that Gauth promotes accessibility for students who don’t have access to quality education or who process information at a slower pace than their teacher’s curriculum. It’s a perspective shared by proponents of using AI tools, like ChatGPT, in the classroom. As long as the students all make it to the same destination, who cares what path they took on the journey? And isn’t this just the next evolution in our available math tools? We moved on from the abacus to the graphing calculator, so why not envision generative AI as another critical step forward?

I see value in teachers thoughtfully employing AI in the classroom for specific lessons or to provide students with more personalized practice questions. But I can’t get out of my head how this app, if students overly rely on it, could hollow out future generations’ critical thinking skills—often gleaned from powering through frustrating math classes and tough homework assignments. (I totally get it, though, as an English major.)

Educational leaders are missing the holistic picture if they continue to focus on AI-generated essays as the primary threat that could undermine the current approach to teaching. Instead of arduous assignments to complete outside of class, maybe centering in-class math practice could continue to facilitate positive learning outcomes in the age of AI.

If Gauth and apps like it eventually lead to the demise of math homework for high schoolers, throngs of students will breathe a collective sigh of relief. How will parents and educators respond? I’m not so sure. That remains an open question, and one for which Gauth can’t calculate an answer yet either.

[davidjones2]

Excel Homework Help: Mastering Statistics Made Simple

Welcome to StatisticsHomeworkHelper.com, where we empower students to excel in their statistical studies with precision and confidence. Today, we dive into the realm of Excel, a versatile tool that can transform daunting statistical homework into manageable tasks. Whether you're crunching numbers for a class project or analyzing data for research, mastering Excel can be your ultimate ally. Join us as we explore how Excel Homework Help can elevate your statistical prowess to new heights.

Unlocking Excel's Potential: Excel is more than just a spreadsheet program; it's a powerhouse for statistical analysis. With its user-friendly interface and robust features, Excel offers a wide array of tools tailored to meet the demands of statistical tasks. From basic calculations to advanced modeling, Excel provides a comprehensive toolkit that simplifies complex statistical concepts.

Data Management: Excel's intuitive interface makes it easy to organize and manage your data efficiently. With features like sorting, filtering, and conditional formatting, you can streamline your datasets for analysis. Whether you're dealing with large datasets or small samples, Excel ensures your data is structured and accessible.

Descriptive Statistics: Excel's built-in functions enable you to compute descriptive statistics with ease. From calculating mean, median, and mode to generating histograms and box plots, Excel equips you with the tools to explore and visualize your data. With just a few clicks, you can gain valuable insights into the distribution and central tendencies of your dataset.

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[statistics-homework-helper]

Can You Help Me with My Specific Statistics Assignment Topics?

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Understanding and summarizing data is crucial in statistics. We can help you with concepts such as mean, median, mode, and standard deviation.

Inferential Statistics

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Statistical Software

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[statistics1212]

Demystifying Inferential Statistics: The Power of Hiring Experts for Your Homework

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Before delving into the power of expert assistance, let's demystify inferential statistics. It's a branch of statistics that helps us draw conclusions and make predictions based on data collected from a sample. Essentially, it extends the insights gained from a subset of data to the larger population. While the theory might seem straightforward, the application can be intricate. Concepts like hypothesis testing, confidence intervals, and regression analysis can easily bewilder students.

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[togglesbloggle]

The Dark Souls of Classrooms

I’m teaching again this quarter, which has me musing about the teacher/student relationship once more.  I’m not terrible at it, even if it’s painfully obvious sometimes that I’m the university’s budget option, and I usually succeed in communicating some genuine passion for the subject.  But I keep returning to the topic of grades as a source of confusion and frustration.  They drive me nuts. Basically, they’re doing double duty in self-contradictory ways.  Is a grade a way for me to give feedback to the student about their ongoing performance, or is it a way for me to communicate that student’s overall competence in the subject to some future employer?  In practice this tension is resolved by putting a large number of points in a small number of assessment exams (the final and a midterm or project), with day-to-day learning assignments only taking 10-20% of the final score.  Those assignments aren’t intended as assessments at all; they’re memory exercises, with the goal of reinforcing learning for long-term retention.  The grading is meant to be just serious enough to get students to actually do the damn things. The trouble is that by assigning any points to the exercises, we unlock a very adversarial relationship between me and my students.  I’m simultaneously trying to help them do well, and knocking them down when they do poorly.  I really don’t like this, and I think it makes their relationship with me kind of broken at best.  At worst, they start making tradeoffs against my helpful roles in an attempt to maximize scores- for example, taking less-than-necessary sick days if they haven’t finished the homework. I’m not out to be The Cool Instructor as such; I was a big dweeb when I was on the other side of these classrooms, and I’m a big dweeb now.  But I’m not just here for the paycheck either.  The things I teach matter, and I do want to inspire an understanding of the world and of the tools we use to understand it.  Being well-liked is more of an instrumental virtue, in that appreciation and respect help me keep a classroom moving in the direction I need it to move.  So I’m willing to be an adversary when it’s called for- but I consistently feel like the tradeoff in this case isn’t worth it. Once in the past, I managed to find a way around this problem.  It was a summer class, about four hours in the room per day plus ancillary support.  And the prof in charge was doing a ton of crazy experimental stuff, because this class was in theory in the testing stages for a sedimentology MOOC that could be scaled up to many many students with limited teacher support.  There were lots of interesting things being done all at once, which was bad science but very exciting- remind me to devote some other post to what happens when you ask students to grade themselves- but the part that most impressed me was the ways in which it was inspired by video game logic. The class was divided in to several units, each of which consisted of recorded lectures, short quizzes over those lectures, and a laboratory ‘capstone’ project which could be attempted after they had a grade on every quiz.  These could be done asynchronously, at the students’ own pace, and with a branching order (units had prerequisites, but looked a bit like a Diablo skill tree).  Not all units were mandatory for each student, but the ‘final’ was a group project that required knowledge of each unit, so the students made sure to have ‘specialists’ in each domain in their group at the end. Here’s the fun part: your grade in the class was the lowest grade you got on any assignment- quiz, capstone lab, or final project.  So if you got an A on everything but the very first quiz, which was a C, that would be a C for the semester.  All other things being equal, this would be lunatic, but we balanced it with an offer: you could attempt any of these assignments as many times as you liked, and we’d discard all but the highest grade on each.  They’d be remixed; quiz questions were randomized, so you wouldn’t ever see precisely the same quiz twice, and we had enough rock samples to make every lab new no matter how many times they tried them.  And you could only try any given assignment once per day, so there was no brute-forcing it; if you flubbed a question then you’d have to stew until the next day’s class.  But if you get  seven F’s in a row on quiz #3, followed by an A, we’ll record it as an A. In games, you can often attempt any given challenge as many times as you need to.  Failure is rather lightly punished, and success opens permanent opportunities.  As a consequence of this, they can often demand incredibly precise feats of learning and skill.  This classroom worked the same way- high standards, low stakes.  In the end, of our 14 students or so, a solid 12 made As overall, and had a degree of competence in the subject that was fully consistent with that grade. And from my perspective, as a teaching assistant, it was a really excellent experience of being completely on their side.  I was still, in a formal sense, the person judging them- I wrote all the quiz questions, and graded them when they were turned in, even designed a few of the units from the ground up.  But any given bad grade that I handed out didn’t matter except as an instructional tool, because everyone was willing to take the quizzes over and over until they nailed it.  I, then, was seen much more an actual ally helping them to beat a third-party mechanism or environmental challenge, rather than being seen as the challenge itself.  It was quite typical for me to hand them a grade of 45% or something, and then immediately get drawn in to a 5-10 minute conversation actually helping them understand what went wrong, so that they could do better on the same quiz next time.  This is really a teacher’s dream situation, and I wish I could feel like that as an educator more often.

[statsonlineassignhelp-blog]

Sampling And Large Sample Tests Assignment Homework Help

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[2dtcnjspring]

2D DESIGN SYLLABUS

Caitlin Cocco

coccoc@tcnj.edu

Office Hours by Appointment Only

Course Description This course will provide a foundation in the fundamentals of pictorial design. Visual elements such as figure/ground relationships, scale and proportional transformation, patterning, composition, value, color, and spatial illusion will be investigated through hands-on and digital assignments. In addition to introducing formal design strategies, the course emphasizes content issues and the historical and cultural context in which works of art are produced. Regular slide lectures and critiques encourage dialog and provide the student with an opportunity to verbally communicate complex visual ideas.

Course Materials Lots of magazines with photos – start collecting now – use an envelop or folder to keep organized! X-acto knife and extra blades Metal 12” ruler with cork backing Small vinyl cutting board (12x18” or larger) – Check Dick Blick Art Supply 1 Glue Sticks – White Glue works but can get messy – NO HOT GLUE Scissors Pad of Bristol 11 x 14” (at least 20 sheets) buy the least expensive in this size Pencils Group of micron pens sizes 02 (.30mm) 03 (.35mm) 05 (.45mm) and 08 (.50mm) or similar

Large Sharpie with thick tip

Regular Sharpie

Gouache Set of at least the primary colors plus black and white

Matte Medium (small jar or tube) 1 Flash drive 8-16 GB

Tote bag or tool box to bring to class with all your materials

Course Requirements Students are required to complete a number of in-class assignments and homework assignments that utilize the skills introduced in this course. Students will also be required to complete several written assignments. In addition, students will be required to keep a blog notebook featuring class work and homework as well as document active looking in the world. Students are required to make 2 image posts of an example of each week's lesson on their tumblr (i.e. Line Lesson will be accompanied by 2 examples of where students see line functioning in their daily life, etc.). Along with the lessons and projects students are required to attend at least three department Visiting Artist and Scholars Events as well as Brown Bag lectures. Students can submit lecture write-ups on the class blog for extra credit.

Course Purposes & Learning Goals • Develop hands-on construction techniques in combination with Adobe Creative Cloud programs (including Photoshop and Illustrator) showing basic digital and physical comprehension of the fundamental principles of 2D design

• Develop the skills to verbally analyze visual elements

• Develop a broader understanding of art and design, its historical importance and contemporary

concerns

• Develop an online portfolio/website

• Gain experience with printing on the color, black and white, and medium format printers. Students will learn seamless printing, color testing and color correcting.

Course Schedule

Schedule is subject to change at professor discretion

All tutorials must be viewed before the following class. Students are not allowed to view tutorial during class time, there will be review of tutorial information if needed.

In addition, at the end of every week's lesson, you will post 2 images that you take using your smart phone of where you see the week's lesson actually functioning in your daily life. Make sure to caption your images appropriately.

Week 1 Introduction

1/27 Self Intro

Syllabus & Classroom assignments with lockbox code

Tom Sachs

Print Room

Lynda Log In

Design and publish blog (tumblr)

Converting files for Tumblr

Blogging with Tumblr – Archive and Order

Blog requirements and daily posting

What is Art? – Creative Comforts

1/30 Introduction: What is 2D design? - 2D/3D: Line/Shape Demo

File saving/File formats Raster (pixels) vs. Vector (lines/paths)

Integrating the hands on and digital

Found Images

Searching & Sampling Copyright/Fair Use/Appropriation – TED Talk

Richard Prince Articles – Hyperallergic & Art in America

Reading Discussion

Advanced Google searching Image size/file size

Image Acquisition and Resolution – screen vs. printing

Image size/file size/file formats/save for web – come up with your own system

Watch: Photoshop CC Essential Training (2019): The Basics with Julieanne Kost

Sections: Documents and Navigation

Digital Image Essentials

Watch: Photoshop CC 2019 One-on-One: Fundamentals with Deke McClelland

Sections: Saving Your Progress

Watch: Illustrator CS6 Essential Training with Justin Seeley (Photoshop)

Sections: Getting Started

Working with Documents

Selecting and Transforming Objects

HW: Email instructor blog link. Post a selfie or image of yourself and short self introduction post. Make 2 posts on where you see 2D Design functioning in daily life. Purchase supplies. Post 1 image of a Tom Sachs' work.

Week 2

2/3 Line Line Types & Hands on Demo w/ Safety Demo – cutting/ripping, mounted, negative, positive, and breaking the frame.

Paper quality and material discussion (sharpies & direction). Line direction & emotiveness Line as accumulation

Drawing Lines – technique and material shifts – Contour Line and Marina Ice Breaker

Matthew Ritchie & Janine Antoni & Jacolby Satterwhite Art 21s

Wacom Tablet Demo

Classroom Assignment: If you could represent your life as a line, what type of line work it be and why? Then create your line using Illustrator. Post on tumblr.

Watch: Illustrator CS6 Essential Training with Justin Seeley

Sections: Working with Color

Working with Fills and Strokes

Working with Paths

Printing, Saving, Exporting

OPTIONAL: Watch: Wacom Essential Training

Sections: Tablet Fundamentals (Understanding Positioning)

Working with Control Surfaces (Some may be more helpful than others – you decide how much you want to customize your tablet/pen)

Tablets in Action

HW: Line analysis of famous work of art or Ad (post on blog). Emotional Line project Due 2/10, Line analysis of advertisement Due 2/10. 2 posts on line in daily life.1 Matthew Ritchie & Janine Antoni & Jacolby Satterwhite posts.

2/6 Balance & Unity

Types of Balance and Unity

Cropping and isolating images Basic compositing

Robert Mangold & Damien Ortega Art 21s

Watch: Photoshop CC Essential Training (2019): The Basics with Julieanne Kost

Sections: Cropping, Straightening, and Adjusting Canvas Size

Layers

Color and Brush Essentials

Working with Layer Masks

Homework: Balance/Unity project due 2/17, Re-bloging Unity – post on blog due 2/17. Photoshop isolation and cropped image practice (post on blog). Post 1 image showing balance and 1 image showing unity from your daily life. 1 Robert Mangold &1 Damien Ortega post.

Week 3

2/10 Critique Line Project

2/13 Shape

Shape lesson Shape study concept

Hands on Collage basics

Layering and Collage – multiple material shapes – cropping shapes out of found images

Image Transfer w/matte medium

John Baldessari & Auturo Herrera Art 21s

Watch: Illustrator CS6 Essential Training with Justin Seeley

Sections: Creating Shapes

Don't Be Afraid of the Pen Tool

Watch: Photoshop CC Essential Training (2019): The Basics with Julieanne Kost

Sections: Making Selections

Essential Transformations

Homework: Shape Series Due 2/24. Shape project, Space storyboard (post on blog). Post 2 images of shape or volume from your daily life. 1 John Baldessari & 1 Auturo Herrea post.

Week 4

2/17 Critique Balance & Unity Project

2/20 Space

Space lesson

Space Practice

Choose scenes and refine for Space Tryptich Project

Dustin Yellin – TED Talk

Watch: Illustrator CS6 Essential Training with Justin Seeley

Sections: Adjusting Appearance

Working with Layers

Drawing in Perspective

Homework: Space Triptych Project Due 3/5. 2 posts on space from daily life. 1 post on Dustin Yellin.

Week 5

2/24 Critique Shape Series

2/27 Rhythm & Repetition Lesson

Using Illustrator for Rhythm project

Pattern

Vector Drawing in Illustrator

Lucas Blalock New York Up Close

Cory Archangel Protools

Paul McMahon

Marcel Duchamp

Gerhard Ritcher

YSL - Manifesto

Class assignment: Vector Drawing in Illustrator (post on blog)

Homework: Rhythm & Repetition Project Due 3/23. 2 posts on rhythm & repetition from daily life. 1 post on Lucas Blalock.

Week 6

3/2 Introduce Midterm Project

Midterm Project Text/Grid

Midterm Introduction and research

Work on Midterm project

Midterm printing

Thumbnail process

Symbolism within your work

Using the grid

Preparing file for printing

Joseph Beuys

Jasson Musson

Barry McGee & Margrite Katherine

Sherin Neshat

Watch: Illustrator CS6 Essential Training with Justin Seeley

Sections: Using Type in Illustrator

Watch: Photoshop CC 2019 One-on-One: Fundamentals with Deke McClelland

Sections: Creating and Formatting Text (Vector Based Font in Photoshop, Creating and Scaling a Line for Type, Integrating Text w/ Imagery 1& 2, Finding the Perfect Font, Type Size and Script Fonts, Creating Text Along a Circle) Homework: Rhythm & Repetition Project Due 3/23. Midterm due 4/2. Post midterm ideas, myth, thumbnails (blog). 1 post on text and 1 post on myth in daily life. 1 post on Joseph Beuys, 1 on Jasson Musson, 1 on Barry McGee & Margrite Katherine, and 1 on Sherin Neshat.

3/5 Space Triptych Project Critique

Watch: Photoshop CC 2019 One-on-One: Fundamentals with Deke McClelland

Sections: Image Size and Resolution

Printing your Images

Week 7

3/16 NO CLASS – Spring Break

3/19 NO CLASS – Spring Break

Week 8

3/23 Critique Rhythm & Repetition Projects

Work on Midterm project

Homework: Work on Midterm project due 4/2

3/26 Work on Midterm project

Midterm printing

Putting together midterm project

Week 9

3/30 Color & Value

Value Lesson – India Ink

Grey Scale - Gouache

Middle Grey

Color wheel Properties of color

Color schemes Color and space Color Discord & Use

Digital color wheel

Bezold Effect

Designing w/color wheel

Color Heritage

Ryan McGinness

Robert Ryman Art 21

Watch: Photoshop CC 2019 One-on-One: Fundamentals with Deke McClelland

Sections: Balancing Colors (Adjusting Color Intensity w/ Vibrance, Intro to Hue/Saturation)

Brightness & Contrast

Class assignment: Grey scale, Middle grey classwork (post on blog). Bezold Effect, Designing with color wheel & digital color experiments. Color interpretation studies (post on blog)

Homework: Value Project Due 4/9. 2 posts on value in daily life. 1 Ryan McGinness and 1 Robert Ryman post. Color Heritage project Due 4/16. 2 posts on color in daily life.

4/2 Midterm Crit

Week 10

4/6 Texture

Tactile Texture Visual Texture Texture through Pattern

Texture in the digital space

Daniel Gordon – New York Up Close

Class assignment: Texture Studies (post on blog) Homework: Texture project Due 4/20. 2 posts on texture in daily life. 1 post on Daniel Gordon.

4/9 Value Critique

Week 11

4/13 Emphasis & Focal Point

Emphasis/Focal point lesson

Emphasis project

Homework: Emphasis/Focal point project Due 4/27. 1 post on emphasis and 1 post on focal point.

4/16 Color Heritage Critique

Week 12

4/20 Texture Critique

Focal point project

Paper weaving Homework: Texture project Due 5/4. 1 post on actual texture and 1 post on visual texture in daily life.

4/23 Scale & Proportion

Scale & Proportion lesson

Work on Scale and Proportion projects

Homework: Scale and Proportion PSA posters Due 5/7. 1 post on scale and 1 post on proportion in daily life.

Week 13

4/27 Emphasis/Focal Point Project Critique

4/30 Final Project

What is a book/Design concepts

Book layout - thumbnails

Bringing together of all program platforms A combination of hands on and digital work

Week 14

5/4 Texture Project Critique

5/7 Scale & Proportion Critique

Week 15

Final Exam TBD

Grading

(A) = A remarkable achievement which evidences extraordinary initiative, original thought and extra effort; demonstrated leadership in the class; mastery of formal, technical, and conceptual skills.

(B) = All assignments have been completed at level above average. The work shows initiative, is very well presented and demonstrates a clear understanding of the assignments and class participation raised the level of the class. (C) = All assignments have been completes on time. The level of success, attendance and class participation is average. (D) = Most assignments have been completed. The level of success and/or class participation is below average. (F) = One third of the course assignments have not been successfully competed. The level of participation is not acceptable for university study.

Course Workload

The TCNJ standard for student work-loads is 12 hours per class. This includes time both in and out of class.

Plagiarism

As per TCNJ's academic integrity policy as outlined in Violations of Academic Integrity, "Plagiarism occurs when a student submits as their own the work of others. When a student presents the products of another individual's work (words, images, formulae, music etc.) without citation or proper attribution, plagiarism has occurred. This includes but is not limited to copying from a fellow student, copying from an internet source and copying from a book or other published work." More information on academic integrity can be found attached to the back of the syllabus.

Attendance Every student is expected to participate in each of his/her courses through regular attendance at lecture and laboratory sessions. It is further expected that every student will be present, on time, and prepared to participate when scheduled class sessions begin. At the first class meeting of a semester, instructors are expected to distribute in writing the attendance policies, which apply to their courses. While attendance itself is not used as a criterion for academic evaluations, grading is frequently based on participation in class discussion, laboratory work, performance, studio practice, field experience, or other activities, which may take place during class sessions. If these areas for evaluation make class attendance essential, the student may be penalized for failure to perform satisfactorily in the required activities. Students who must miss classes due to participation in a field trip, athletic event, or other official college function should arrange with their instructors for such class absences well in advance. The Office of Academic Affairs will verify, upon request, the dates of and participation in such college functions. In every instance, however, the student has the responsibility to initiate arrangements for make-up work.

Students are expected to attend class and complete assignments as scheduled, to avoid outside conflicts (if possible), and to enroll only in those classes that they can expect to attend on a regular basis. Absences from class are handled between students and instructors. The instructor may require documentation to substantiate the reason for the absence. The instructor should provide make-up opportunities for student absences caused by illness, injury, death in the family, observance of religious holidays, and similarly compelling personal reasons including physical disabilities. For lengthy absences, make-up opportunities might not be feasible and are at the discretion of the instructor. The Office of Academic Affairs will notify the faculty of the dates of religious holidays on which large numbers of students are likely to be absent and are, therefore, unsuitable for the scheduling of examinations. Students have the responsibility of notifying the instructors in advance of expected absences. In cases of absence for a week or more, students are to notify their instructors immediately. If they are unable to do so they may contact the Office of Records and Registration. The Office of Records and Registration will notify the instructor of the student’s absence. The notification is not an excuse but simply a service provided by the Office of Records and Registration. Notifications cannot be acted upon if received after an absence. In every instance the student has the responsibility to initiate arrangements for make-up work.

TCNJ’s attendance policy is available on the web: http://www.tcnj.edu/~recreg/policies/attendance.html

Building Safety

During late night working hours, are strongly recommended to employ a buddy system when working late in the building. The buddy system is also encouraged when walking home from the building during late night hours. An escort by campus police is always available. The TCNJ Campus Police Hotline is (609) 771-2345; students are encouraged to keep this number on hand in case of emergencies. In order to maintain proper building security, students are not to keep computer lab doors open with trash cans or door jams. Students must also be aware of the location of first-aid kits around the building, and especially in studio spaces.

Selected TCNJ Policies

TCNJ’s final examination policy is available on the web: http://www.tcnj.edu/~academic/policy/finalevaluations.htm

Academic Integrity Policy Academic dishonesty is any attempt by the student to gain academic advantage through dishonest means, to submit, as his or her own, work, which has not been done by him/her or to give improper aid to another student in the completion of an assignment. Such dishonesty would include, but is not limited to: submitting as his/her own a project, paper, report, test, or speech copied from, partially copied, or paraphrased from the work of another (whether the source is printed, under copyright, or in manuscript form). Credit must be given for words quoted or paraphrased. The rules apply to any academic dishonesty, whether the work is graded or ungraded, group or individual, written or oral. TCNJ’s academic integrity policy is available on the web: http://www.tcnj.edu/~academic/policy/integrity.html.

Americans with Disabilities Act (ADA) Policy Any student who has a documented disability and is in need of academic accommodations should notify the professor of this course and contact the Office of Differing Abilities Services (609-771-2571). Accommodations are individualized and in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1992. TCNJ’s Americans with Disabilities Act (ADA) policy is available on the web: http://www.tcnj.edu/~affirm/ada.html.

SYLLABUS IS SUBJECT TO CHANGE.

[phantomtutor]

Assignment: This is a 2 part assignment (Part A and Part B) Part A: Complete a poster presentation activity by following these instructions: Prepare a single poster presentation, using Prezi or similar product. The poster will describe your scholarly project as if it was complete and you were submitting your poster presentation to a professional audience. Develop your poster based on your review of literature, table of evidence, and abstract. In your poster, provide SAMPLE results using tables and/or figures to illustrate findings you might anticipate. Clearly mark the Table or Figure as a Sample. Refer to the document – Critical Appraisal of the Evidence: Part III as a guide.  Use APA formatting for your source citations and references. Part B: There are many resources available for data analysis and which ones you use will depend in large part on the type of data you have and the decisions that must be made based on that data. This assignment is designed to provide you with some basic understanding of one source that may be available to you for data analysis, IBM SPSS Statistics software. You are not being asked to purchase this software. You will only need to download a free trial of SPSS for this course. This version of SPSS is only to be used to review, demonstrate, and evaluate IBM SPSS Statistics Software for purchase considerations later. Your trial period is only for 14 days, so you must use good judgment in when to download it and then complete the assignments related to it. Execute the following functions using SPSS. Enter the following data Case Age Weight Gender Pretest score Post-test score 1 24 165 Male 65 80 2 28 150 Female 65 75 3 23 125 Female 80 85 4 31 150 Male 83 90 5 24 150 Male 75 80 b) Run descriptive statistics on the data c) Run a frequency distribution on the data d) Create a graph of posttest scores Complete the SPSS Assignment Table below Item Response Comment 1. What was your mean? 2. What were your t-test results? 3. What was your standard deviation? project:    In alert and oriented adult patients on a medical surgical unit, does engagement of patients using a scripted tool during bedside handoff at each shift change compared to no patient engagement in nursing handoff increase HCAHPS scores and positive patient feedback in leadership rounding after a three-month period?   ORDER THIS PAPER NOW. 100% CUSTOM PAPER CategoriesNursing homework help Leave a Reply Cancel replyYour email address will not be published. Required fields are marked *Comment * Name * Email * Website Save my name, email, and website in this browser for the next time I comment. Post navigation Previous PostPrevious Please consider how you have developed the knowledge, skills, and attitudes thatNext PostNext 1. In general, several variables appear to affect the future value of a currency

[pius2017]

Does the sample evidence suggest that the region has a higher proportion of traffic fatalities involving a positive BAC than the country at the a = 0.1 level of significance?

Does the sample evidence suggest that the region has a higher proportion of traffic fatalities involving a positive BAC than the country at the a = 0.1 level of significance?

Homework: 10.2B Interactive Assignment 6% (0.45 points out of 8) Preparing for Section 10.2B Introduction Objective 1 Objective 2 M Objective 2: Test Hypotheses about a Population Proportion Using the Normal Model 10.2B Hypothesis Tests on a Population Proportion Using the Normal Model 10.2B.19-T O of 1 Point Question Help According to a certain government agency for a large country, the…

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Statistics are an important aspect of the measurement of an attribute of some sample. More details can be found out on Statistics Homework Solver. This measurement can be the measurement of the mean arithmetic value, median. Standard deviation or other related measurements that help us to analyze the attribute of a definite sample. We can calculate these by applying a function to the individual values of the sample which are commonly known as a set of data. We also come across the term known as a statistical theory which is referred to a function of a sample where the function is not dependent on the sample’s distribution. Statistics encircles both the function and the value of the function of a given sample.  

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·  Hypothesis testing- Hypothesis testing can be figured out as the science of making decisions from the data that are to be studied. Due to the various no. of tests that can be run for the hypothesis testing, it is inferred as one of the most confusing topics in statistics. The choice of tests that are made solely depends on whether our data follows a normal distribution, sample size, the type of hypothesis we are testing, the method of sampling.

· Probability- Probability is also considered as one of the most confusing topics in statistics because of all the detailed nuances that come along with the question. This makes it trickier and even more difficult to deal with. One must be completely mastered in set theory, calculus and combinatory to solve the problems of probability.      

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Accounting mainly deals with the financial transactions and these transactions are done in a pretty comprehensive systematic manner. A better insight is provided in Accounting Homework Helper. These financial transactions are mainly concerned with the business matters. These transactions are analyzed, recorded, summarized and then reported to the oversight agencies and tax collection entities. Any business cannot run without the accounting system. Whether it may be a small or large firm but accounting is one of the key features.  

There are various methods of accounting. They are: -

·  Depreciation-It is kind of difficult to calculate the final asset depreciation. But it doesn’t imply that someone can skip this part just because of the fact that it’s a lot of work to deal with. It basically means having an asset that one can’t use. Hence, this asset cannot be to the cost of operations because technically it’s not a part of the operations.

·  Working capital- working capital can be considered as one of the most important facets of an entire accounting objective. If we somehow skip the inclusion of working capital and cash flow in our financial statements, then all the derived information is inferred as wrong information. Working capital contains various facets such as current and fixed assets, accounts receivable, accounts payable and net operating assets.  

Related post: Five Things about Statistics Homework Solver You Must Want to Know

[restorerjourney]

FREEDOM

April 13, 2021

I slept at 9:30pm but woke up at 4:30am again. Perhaps it was because I was anticipating ending our quarantine. I can’t imagine what 14 days of quarantine is like. I usually start my morning doing my quiet time since it is literally quiet and peaceful. I usually have a lot of thoughts and prayers as well during that time. I’m not normally a morning person so this adjustment is something to get used to. 

Each room was assigned a certain time to get their rapid covid test and we all were negative! I was so relieved and immediately walked out. This quarantine not only allowed us to form a good foundation with each other, but it truly made me have a deeper gratitude for the so many things I take for granted...walking outside and enjoying the weather, the beautiful creation that is everywhere around us, SALAD, and the freedom to purchase what I needed. We decided to treat ourselves and eat downtown and wanted to get this well known sushi restaurant but we couldn’t because they were so busy and ran “Hawaian time”. For those who do not know, “Hawaiian time” is describing someone who is lax has no urgency and the total opposite of the east coast culture. This restaurant had one phone line and even when calling 20x right when they opened, when they finally picked up, ordering 3 rolls takes 2.5 hours...I was shocked and we decided to just eat at an American restaurant. I also was able to finally try Kona coffee for the first time! We went to Kona Coffee Cafe and I was able to sample so many different types and learn from the local the definition of Kona peaberries. These precious peaberries are grown on the volcanic slopes of Kona. They are expensive because they are rare and also require a lot of labor to harvest these peaberries. What you get though is the smoothest coffee I’ve ever tasted. I don’t like acidic coffee like Blue Bottle so this was perfect. Their dark chocolate covered roasted kona peaberry was amazing. I just got black macadamia nut vanilla ice coffee ( the additional flavors are natural oils added to the mixture). 

I also was reaffirmed by speaking to the local how much the locals really feared COVID because the majority lived with their elders. Yesterday all the students attended a zoom meeting where we were instructed the importance of wearing our masks when we are downtown because it is mandated by the state of Hawaii but also to respect and show love to the locals. Unfortunately YWAM last quarter did have an outbreak of 30 people, but thankfully we were able to contain it. Speaking with the local who ran the cafe, I heard her frustration of how some previous YWAMers (probably teenagers) didn't abide by the mask rule and how it can really hinder us from demonstrating the love of Christ to them. That meeting we attend really reminded me that wearing the mask was more than politics but a way to show Christ love to those around us and to represent the God that we serve. I pray that even the youth here will be obedient and despite the inconvenience to serve the locals this way. 

We then walked to the beach nearby and it was breathtaking. We sat down and just took the beauty of God’s creation in. The turquoise water, the  perfect weather we were experiencing, the clear blue sky were all perfect. I really felt that I was in Hawaii and I could not stop staring at the waters. On our way home we grabbed lunch at this American bar/grill restaurant since we didn’t have much time. I got a spinach salad with MahiMahi ( it was dry but I didn't’ care because it was VEGGIES). We also tried gelato at Gypsea Gelato for the first time. I got passion fruit and toasted coconut with chocolate shavings. It was really good and there we ran into the other team members that we haven’t met since we were quarantined. It was nice to see that the girls in our team were all truly sweet and kind to each other. I can see us getting along and I look forward to what God has in store for us. We realized soon that we had to meet back at the base to our work duty (which was the sustainable farm). Literally since we were downtown, we were DOWNTOWN..meaning the base was uphill. I quickly grabbed watermelon drinks for my other roomies who had one more day of quarantine and we ran up the hill. Since I’ve been out of shape, I was dying going up that hill. It was also pretty sunny and wearing that mask going up 5 flights of stairs was torture. We quickly dropped off our belongings, changed clothes, and went to the sustainable farm.

Thankfully we made it on time! I was sweating like a pig but I was so glad we were able to respect their schedule. Let me tell you about the farm.. It is amazing… I am astonished how everything is not wasted and the creative ways they utilize every component to make this base sustainable. I absolutely love their mission theme which is to train students the importance of sustainability, how to steward these gifts to teach underserved countries how to also become self-sustaining, and to feed the homeless here in Kona. All vegetables grown here are used to feed the students. They have sheep, pigs, rabbits, fish, and chicken but they are used to educate how to raise animals. One rule that we had to remember was that the animals are kind and we need to treat them with respect. If there is any misbehaving animal, they will be offered to the locals who can provide a donation and more likely will be eaten. 

We also get to learn the basics of aquaponics which was really cool and something you won’t really learn elsewhere. I pray that this experience will help me to appreciate food that is put at the table, the importance of knowing how to steward what God has provided. There were 6 restorer team members ( Winnie, Chloe, Chlo, Eunhye, Yaedam, and KC) and there were 6 other students who were part of a christian graduate farming sustainability program. 

Side note: Chloe changed her name to Chlo because there were 2 Chloes LOL. What a funny kid...this is my spunky roomie btw.

What’s funny though is that I had an epiphany why I was placed in the Restorer program with a bunch of Koreans. I focused on how it would benefit me, but little did I know how I was also sent to help translate for the other restorer students since I was the most fluent Korean American. Yes, me. I am surprised and my friends are probably laughing while reading this but the other students are so encouraging saying that I am doing a good job that it motivates me to really try my best. We were all given chores to do and I picked feeding the chicken and picking their eggs. Did you know chickens lay different colored eggs based on the color of the ears? Yes chicken has ears and earlobes LOL. I did not know. I saw pale blue and brown eggs for the first time. I will also help raise the rabbits and we have one male rabbit, 2 large female rabbits, and a bunch of teenager rabbits. Each day, one rabbit gets to run around the garden while the rest are caged and at the end of our shift we have to catch the rabbit LOL. I will one day catch the rabbit with my bare hands. We also have sheep, dogs, and cats all over this farm hanging out with us! 

A lot of us wore shorts so we were a buffet for the mosquitos so now we know long sleeves and pants are much needed. After orientation we went to the sustainable garden and helped reuse the pots that held the harvested cabbages and sort out roots, the pots, and the rocks. Tired, covered in bug bites, bug spray, sweat, and sunscreen, we walked back weary but excited to see how much we would learn. I’m glad to meet the other team members and to get to know them more as well. My roomies and I missed dinner at the cafeteria since it is still closed and they were packing them which we had to pick up so Winnie and I went downtown again to ABC to pick up dinner. We picked up oranges, egg sandwiches, and water. The sink water even with the strongest brita filter tastes pretty bad. It’s because the island is covered by salt water so it’s harder than other areas. Chloe stayed behind since she was working with the pigs that she voluntarily chose to do. Although she seems girly, she has a spunky side that is ready for challenging adventures which I love about her. Winnie is similar to me in that we love to exercise so we carried our groceries all the way up and enjoyed the exercise. Winnie and I had some one-on-one time which was nice and after we ate dinner, Chloe and I went to go see the sunset while Winnie showered. Although they are literally 20 (yes I feel like a great grandma), I am amazed at their maturity level and how it was so easy to connect with them. I was so blessed to hear that Chloe before she came to YWAM prayed earnestly for one of her roomies to be an American. I told her I prayed for diversity LOL, but perhaps it’s a different kind of diversity that God has in mind.

After seeing our first beautiful sunset, I showered (the water is still intermittent cold and hot) and we did our first load of laundry. Now we are working on our homework which is assigned for tomorrow. Wow this is the most I’ve written and I hope I can look back and remember such a wonderful day it was. We walked 17,327 steps. During quarantine it was 4,000 LOL. I will be sleeping well tonight :) 

Prayer request

Tomorrow our homework requires us answering very vulnerable questions to our team. This will be emotionally taxing and as much as I am looking forward to it, I am also nervous. Please pray that God would hold our hearts as we share probably the most deepest thoughts and events to each other and that this vulnerability will be sealed in His name so that this would be the first step of healing. 

Mahalo,

Alicia

[freemanjulie]

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