Polling evidence assignment available

Polling evidence assignment

1. In families with four children, you’re interested in the probabilities for the different possible numbers of girls in a family. Using theoretical probability (assume girls and boys are equally likely), compile a five-column table with the headings ì0î through 4,î for the five possible numbers of girl children in a four-child family. Then, using ìGî for girls and ìBî for boys, list under each heading the various birth-order ways of achieving that number of girls in a family.

Polling evidence assignment available

Then, use your table to calculate the following probabilities:

a. The probability of 1 girl
b. The probability of 2 girls
c. The probability of 4 girls
d. The probability the third child born is a girl

2. As pictured in Figure 6.11 of your textbook, a roulette wheel has 38 numbers: 18 odd black numbers from 1 to 35, 18 even red numbers from 2 to 36, and the two green numbers 0 and 00. Using theoretical probability, calculate the following:

a. The probability of spinning a green number
b. The probability of spinning a number greater than 30
c. The probability of spinning a red number of less than 10
d. The probability of spinning an even black number
e. The expected total of green numbers in 57,000 spins

3. In a nationwide polls of 1,500 randomly selected U.S. residents, 77% said that they liked pizza. In a poll of 1,500 randomly selected U.S. residents one month later, 75% responded that they liked pizza.

Polling evidence assignment available

a. Does the polling evidence support the claim that pizza declined in popularity over the month between polls? Explain why or why not.
b. Using statistical terminology, precisely identify the population parameter the two polls were attempting to measure. How does a parameter differ from a statistic?
c. Based on the two polls, what would you say to someone who guessed that the population parameter the polls are trying to measure is really only 50%?

Polling evidence assignment available

4. Eleven people have eleven different favorite numbers from 2 to 12. They all agree to participate in a 10,000-roll dice game where they bet $1 on their favorite number for each roll of two standard (fair) dice. A donor kicks in an extra dollar every round, so the payoff, if your number comes up, is $12.

a. Assuming everyone bets on all 10,000 rounds, what is the expected value for a person who has number 7? (Show your calculations.)
b. Assuming everyone bets on all 10,000 rounds, what is the expected
value for a person who has number 2? (Show your calculations.

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End of Class Good Essay Reflection on Experience

End of Class Good Essay Reflection on Experience A good reflection essay narrates your experience in the first-person, active voice of your experience participating in this course in multiple paragraphs.

Some suggestions (you are allowed to get creative) on the content of the paragraphs include the following.

1) Concepts that you learned that was interesting (do top three utmost). Why were they interesting? Did the learning challenge what you assumed to be conventional wisdom?

2) Class exercises or assignments or interviews that required critical thinking

3) How did your idea of the following concepts related to entrepreneurship change after this course?

The business idea
Monetary capital requirements
Customer validation
Failures
Co-founders and equity splitting

4) Your frustrations with the course and some changes would you recommend the next time this is offered

5) Finally, was there any item/skill that you learned from this class that you were able to transfer to other classes or other spheres of your life?

Reflect, reflect, reflect! Draw from the textbook(s), a field trip to 1871, guest lectures, class discussion, interviews and presentations as needed. Please do not write just to impress the reader but try to be authentic. There are no right answers to these questions. Last, but not the least, enjoy the reflection!

Reflection about Being Other Centered

Reflection about Being Other Centered Write a REFLECTION about being other-centered. Use any of the three models of reflection.

– What? So what? Now what? – The ORID – Zlowkowski’s level of reflection Here’s some critical thinking questions to think about: 1. To what extent do you feel you are already “other-centered” in your life? Give some examples of your actions and decisions in this regard. 2. Was it easier than you expected, or more difficult, to focus for an entire day on being other-centered? Would you want to continue this focus for a second day running? 3. What did you learn from this Mindshift that surprised you?

Course Reflection Essay Assignment Available

Course Reflection

Course Reflection.What were the most important ideas or concept we reviewed in this course? How will you use what you have learned in this course in your social work practice? Given the theme of the course, focus the majority of your reflection on the practical integration of existing and potential future technologies.

https://www.aswb.org/wp-content/uploads/2015/03/ASWB-Model-Regulatory-Standards-for-Technology-and-Social-Work-Practice.pdf.

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Reflection Essay on Course Participation Experience

Reflection Essay on Course Participation Experience A good reflection essay narrates your experience in the first-person, active voice of your experience participating in this course in multiple paragraphs.

Some suggestions (you are allowed to get creative) on the content of the paragraphs include the following.

1) Concepts that you learned that was interesting (do top three utmost). Why were they interesting? Did the learning challenge what you assumed to be conventional wisdom?

2) Class exercises or assignments or interviews that required critical thinking

3) How did your idea of the following concepts related to entrepreneurship change after this course?

The business idea
Monetary capital requirements
Customer validation
Failures
Co-founders and equity splitting

4) Your frustrations with the course and some changes would you recommend the next time this is offered

5) Finally, was there any item/skill that you learned from this class that you were able to transfer to other classes or other spheres of your life?

Major Issues Led To Secession Reflective Essay

Major Issues Led To Secession Reflective Essay As part of the MT Engage requirements for this course, you will be asked to write a reflective essay. This essay will ask you to reflect on what you have learned during the reacting game and to examine what you have learned about secession.

What major issues led to secession? Why did unionists oppose secession? Why did cooperationists feel the way they did? Why did those who supported secession feel the way they did? Your essay should include plenty of evidence from the primary sources contained in Kentucky, 1861, but you are not restricted to these sources alone. Feel free to venture to sources outside of these, but this is not required. All sources should be properly cited using the Chicago Manual of Style (this means footnotes, not parenthetical citations). Lastly, I would like a conclusion paragraph that talks about how you feel about your character. In what ways could you relate to your character? In what ways do you disagree with your character? Did your character give you any new perspectives about the past?

Length: 800-1000 words

Double Spaced

12 Point Times New Roman Font

1″ Margins

Citations should follow the Chicago Manual of style

Note: I have my character sheet and also book (Kentucky,1861: Loyalty, State, and Nation) as a reference to attach

Fulfilling the Requirements of the Reflective Statement

Fulfilling the Requirements of the Reflective Statement Shortly after the completion of the interactive orals, students must write a reflective statement about what was learned from the presentations.

The reflective statement must be between 300-400 words in length (approximately 2-3 paragraphs), typed, in proper MLA format, and handed into the teacher and kept on file until the written assignment is completed, at which point the appropriate reflective statement will be attached to the essay for submission to the examiner. If the 400-word limit is exceeded, one mark will be deducted. You must include the word count at the end of the statement. The IB curriculum has a specific rubric that is used for the reflective statement. You will also receive a SENN grade for each reflective statement. The scoring rubric can be found on the back of this handout. The basis for the assignment is to determine Criterion A below: Criterion A: Fulfilling the requirements of the reflective statement To what extent does the student show how his or her understanding of cultural and contextual elements was developed through the interactive oral? The reflective statement is intended to ensure that all students are encouraged to construct their own synthesis of reading and background or to clarify uncertainties and confusions about the culture of the work with which they may have struggled. In combination, the interactive oral and the reflective statement are the groundwork for sensible and sensitive appreciation of the “otherness” that students are likely to encounter in works in translation.

The Prompt:  How was your understanding of cultural and contextual considerations  of the work developed through the interactive oral?

Metacognition = thinking about thinking. Explaining your thought processes, decisions, and actions in order to make what was learned and how it was learned visible in writing. For this reflective statement, you will type thoughtful, reflective paragraphs.  The paragraphs will be thorough.  The paragraphs will contain apt, specific, and relevant support for their topic sentences.  Within the paragraphs, you must use specific support methods: listing, paraphrasing, or quoting.  Quote format will also be used—even when paraphrasing examples, you must put the example in context, and interpret/explain the relevance of the example.  The paragraph must discuss learning that has occurred during the interactive orals and how that learning has impacted your understanding of cultural and contextual elements.

Reflective Statement Rubric: (10 points—minor grade)

Organization (3 pts): Strong, unified paragraphs Clear and meaningful topic sentences Clear conclusion sentences Effective internal transitions between paragraphs, examples and when introducing examples Quote Format elements used effectively for quoted examples Word count between 300-400 words—actual word count must be typed on the page.

Development (3 pts): Clearly addresses how the interactive orals have impacted your understanding of cultural and contextual elements Uses apt, specific, relevant supporting evidence—examples can be quoted, paraphrased, or listed Explanations are developed with specific phrasing and diction Interpretation is insightful, explaining learning clearly Does not summarize work, but analyzes and evaluates learning

Style/Voice (2 pts): Compelling, sincere voice; professional tone Appropriate, high-level diction and vocabulary Absolutely no abbreviations, contractions, or email type language Uses specific terminology learned from presentations

Grammar/Mechanics (2 pts): Spelling, punctuation, capitalization does matter! Exhibits evidence of basic editing Typed, double spaced—MLA format adhered to Grammatical errors are minimal and do not hinder the reader

Reflect on the Final Project Using the Hansei Process

The Hansei process occurs constantly and consistently. At Toyota, for example, even if a project is successful, there is still a hansei-kai (reflection meeting) to review what went wrong. According to Jeffrey Liker, author of The Toyota Way, if a manager or engineer claims that there were not any problems with the project, he or she will be reminded that there is always room for improvement. In other words, they have not objectively and critically evaluated the project to find opportunities for improvement, or they did not stretch to meet (or exceed) their expected capacity.

The concept on the use of Hansei is not a required component of the final project, but rather an opportunity for you to step back and reflect on the project in regards to the knowledge you have gained.

Reflect on the final project you submitted this week, using the Hansei process. Identify three things you would do differently if you were involved in a similar situation at Netflix in the future. Explain your rationale for the items you have identified and what your different approach would be. This will help you to create clear plans for ensuring that it does not reoccur.

Explain two suggestions for avoiding this situation in the future.

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Reflection of Personal Experiences on Motivation on a Job

Reflection of Personal Experiences on Motivation on a Job Reflect one of your personal experiences of being motivated or not motivated on a particular job or project.

What factors contributed to your level of motivation? What personal theories do you hold on motivation? What do you base your theory or theories on? How does this impact your personal expectations? The expectations of your management? There are three career models I want to share with you: (1) career growth is not linear; (2) competitive advantage; and (3) triangle of motivation. Career growth on the y-axis can be measured by title, comp, responsibility, management, etc.

The Reflective Statement on Nora

The Reflective Statement on Nora Shortly after the completion of the interactive orals, students must write a reflective statement about what was learned from the presentations.

The reflective statement must be between 300-400 words in length (approximately 2-3 paragraphs), typed, in proper MLA format, and handed in to the teacher and kept on file until the written assignment is completed, at which point the appropriate reflective statement will be attached to the essay for submission to the examiner. If the 400-word limit is exceeded, one mark will be deducted. You must include the word count at the end of the statement.
The IB curriculum has a specific rubric that is used for the reflective statement. You will also receive a SENN grade for each reflective statement. The scoring rubric can be found on the back of this handout. The basis for the assignment is to determine Criterion A below:
Criterion A: Fulfilling the requirements of the reflective statement To what extent does the student show how his or her understanding of cultural and contextual elements was developed through the interactive oral?
The reflective statement is intended to ensure that all students are encouraged to construct their own synthesis of reading and background or to clarify uncertainties and confusions about the culture of the work with which they may have struggled.
In combination, the interactive oral and the reflective statement are the groundwork for sensible and sensitive appreciation of the “otherness” that students are likely to encounter in works in translation.

The Prompt:
How was your understanding of cultural and contextual considerations
of the work developed through the interactive oral?

Metacognition = thinking about thinking. Explaining your thought processes, decisions, and actions in order to make what was learned and how it was learned visible in writing.
For this reflective statement, you will type thoughtful, reflective paragraphs.
The paragraphs will be thorough.
The paragraphs will contain apt, specific, and relevant support for their topic sentences.
Within the paragraphs, you must use specific support methods: listing, paraphrasing, or quoting.
Quote format will also be used—even when paraphrasing examples, you must put the example in context, and interpret/explain the relevance of the example.
The paragraph must discuss learning that has occurred during the interactive orals and how that learning has impacted your understanding of cultural and contextual elements.

Reflective Statement Rubric: (10 points—minor grade)

Organization (3 pts):
Strong, unified paragraphs
Clear and meaningful topic sentences
Clear conclusion sentences
Effective internal transitions between paragraphs, examples and when introducing examples
Quote Format elements used effectively for quoted examples
Word count between 300-400 words—actual word count must be typed on the page.

Development (3 pts):
Clearly addresses how the interactive orals have impacted your understanding of cultural and contextual elements
Uses apt, specific, relevant supporting evidence—examples can be quoted, paraphrased, or listed
Explanations are developed with specific phrasing and diction
Interpretation is insightful, explaining learning clearly
Does not summarize work, but analyzes and evaluates learning

Style/Voice (2 pts):
Compelling, sincere voice; professional tone
Appropriate, high-level diction and vocabulary
Absolutely no abbreviations, contractions, or email type language
Uses specific terminology learned from presentations

Grammar/Mechanics (2 pts):
Spelling, punctuation, capitalization does matter!
Exhibits evidence of basic editing
Typed, double spaced—MLA format adhered to
Grammatical errors are minimal and do not hinder the reader