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Miami Dade College Applying Expected Value and Standard Deviation Discussion

Miami Dade College Applying Expected Value and Standard Deviation Discussion.

1. Imagine yourself at a fair playing one of the midway games. Pick a game and calculate the expected value and post your results along with how you calculated them. For example, you may decide to throw a basketball to try to win a $10 bear. You paid $2.00 for three shots. What is the expected value? (Please do not use this example in your answer)2. Go to a local library; collect a sample of books consisting of the ages of book (based on copyright dates). Plan and describe the sampling procedure, then use the results to construct a confidence interval estimate of the mean age of all books in the library. Please, post and share your results with the class.3. Use the mean and the standard deviation obtained from Question 2 and test the claim that the mean age of all books in the library is greater than 2005.
Miami Dade College Applying Expected Value and Standard Deviation Discussion

Share this: Facebook Twitter Reddit LinkedIn WhatsApp Nurse practitioners meet the needs of underserved communities or those who lack access to care by joining primary care medical services with advanced practice nursing skills. The nurse practitioner (NP) profession began in response to a lack of primary care providers in urban and rural areas in the United States. The first NP program was founded in the 1960s by Loretta Ford and Henry Silver, MD, at the University of Colorado. “The goal of this program was to bridge the gap between the health-care needs of children and his family’s ability to access and afford primary health care (Joel, 2017, p. 11). The introduction of the nurse practitioner role set the stage for an exploration of the profession’s boundaries. “In the early 1970s, Health, Education and Welfare Secretary Elliott Richardson established the Committee to Study Extended Roles for Nurses” (Keeling, 2015, para. 19). The committee pressed the establishment of new curricular designs in health science centers and better financial support for nursing education. The committee also pushed for standardizing nursing licensure and national certification. The most common barriers for nurses seeking a masters education include the cost of tuition, decreased time from work, and the possibility of not recovering lost income or progressing up the career ladder. A disadvantage to the master’s nurse practitioner track is that “the typical MSN curriculum for APNs has become highly focused on the specialty area of practice, leaving minimal opportunity for students to select elective areas of study“ (Joel, 2017, p. 45). Another disadvantage to the master’s nurse practitioner track is the transition phase. During this period, many nurse practitioners may find it challenging to make the transition from that of an experienced RN to a novice NP. “The adjustment in professional identity can impact self-confidence, impair development of the new role, and influence decisions to remain in the job and the profession within the first year of clinical practice for new NPs” (Twine, 2018, p. 56). An advantage to choosing a career in the APN field is that there is a concern about the plummeting number of physicians choosing primary care careers. With that, there could be insufficient providers to replace those retiring. “It is plausible that practices will increase the use of providers other than physicians, such as nurse practitioners” (Rosenberg, 2018, para. 3). According to U.S. News

Florida Atlantic University ? Same-Sex Sexual Behavior Discussion

Florida Atlantic University ? Same-Sex Sexual Behavior Discussion.

The journal includes the following processes and requirements:Start with an engaging attention getter, identifying the observation/problem addressed by the media communication and in the scientific communication;Identify the media communication as a media communication/secondary source and the scientific communication as a scientific communication/primary sourceWrite a valid hypothesis statement which is addressed by the research in the scientific article and explain if the hypothesis is presented correctly in the media source;Identify additional parts to the scientific method including research methods, results, and research conclusions comparing what is stated in the media source and the scientific source;End the journal definitively;Use paraphrased information, examples, and evidence to support all points;Properly organize information within and between paragraphs;Format layout, citations, and references in correct APA style.How to Complete Yoru JournalBelow are attached a scientific study written by a group of scientists and a news article written by a journalist about the scientific study. You will evaluate how well the news article covers the scientific study. The articles for paper are attached and the instruction of how to write it is also there
Florida Atlantic University ? Same-Sex Sexual Behavior Discussion

Discussion Questions

essay help online free Discussion Questions. I’m studying for my English class and need an explanation.

Your Unit 2 assigned essay readings are from chapter 14 – “Who Are You And What Are You Doing Here?” by Mark Edmundson on page 405 of your textbook and “How Big Time Sports Ate College Life” by Laura Pappano beginning on page 416.
Prompt 1
Effective academic writers know how to summarize. In this prompt, use Greene and Lidinsky’s categories to practice summarizing one of the assigned articles from Ch. 14. Create a post that does all of the following:
Describe the key claims of the text. To understand the shape and direction of the argument, study how paragraphs begin and end, and pay attention to the author’s point of view and use of transitions. Then combine what you have learned into a few sentences describing the key claims.
Select a representative quotation to illustrate the author’s argument. Find one quotation that illustrates the “flavor” of the article, and that illustrates the author’s most important ideas.
Present the gist of the author’s argument. Describe the author’s central idea in your own language with an eye to where you expect your argument to go. (Hint: to ensure that you are using your own language, try to present the argument in a different order than the writer does. In other words, don’t try to summarize paragraph by paragraph. Instead, try to explain his position as simply and clearly as you can.)
Contextualize what you summarize. Cue your readers into the conversation. Who is the author? Where and when did the text appear? Why was the author writing? Who else is in the conversation?
Your post for this prompt should be about 150-200 words, and should include in-text citations for any quotations or paraphrases.
Prompt 2
As you learned in this week’s lecture, academic writing can be thought of as a conversation. (Remember Burke’s metaphor of the parlor?) After reading the assigned articles from Ch. 14, how would you describe the conversation of ideas these articles are a part of? What is the subject of this “parlor”? If you were to make a contribution to this conversation, what you say?
Your post for this prompt should be about 100-200 words, and should include in-text citations for any quoted or paraphrased material.
Follow-up posts
In your follow-up posts this unit, comment on a classmate’s post by offering an alternative perspective, asking questions, pointing out something you noticed about their post. Imagine you are in Burke’s parlor — add your voice to the conversation!
Discussion Questions

Poverty and Social Welfare in the United States Term Paper

Table of Contents Introduction Back to the Roots Societal Values and Beliefs Affecting Welfare Eligibility The Scope of the Problem and the Population Groups Affected Underlying Factors Response to Poverty Throughout History Discussion References Introduction Poverty and treating the poor have always been a matter of concern starting from biblical times and up to today. They are the contributing sources of a broader challenge – building up a welfare society. Helping the poor has always been an obligation of the wealthiest – those who had real power in their hands enough to make other members of a community pay taxes that would be redirected to solving the problem of poverty. As time passes, the problem becomes even more significant. Current changes in the global economic environment led to the deterioration of socio-economic stability thus adding to the challenge of overcoming the issue of poorness. That is why it is vital to provide insight into the history of this social welfare problem to find a solution to the headache the United States is facing today. Back to the Roots The New World, especially if compared to the Old, at the dawn of its history has not experienced the lack of natural resources. Together with a sparse population settling new lands and liberal policies for land management, the problem of widespread destitution of the European countries was not familiar to this part of the world. That said, unemployment has never been a real challenge here. Nevertheless, unemployment is not the only source of poverty, and the New World was hardly the land of wealth and prosperity. Thinking of the people who were sent to settle these territories answer all questions that might arise in one’s head. Those who arrived to settle the colonies were primarily vagrants, convicts, political prisoners, orphans, and other undesirable social groups and unemployed people, and they were poor. A couple of wealthy land proprietors and tax-dodgers could not weigh down the balance in the situation towards the nation’s prosperity, as it was their wealth that bothered them (Trattner, 1999). At this point in history, poverty and hardships were imported from the Old World to New and raised the necessity to design and adopt permanent poor relief policies similar to those established by the 1601 English Poor Law. Most colonies were self-governed by colonial assemblies that quickly decreed that those who cannot take care of themselves are the responsibility of local taxpayers. This practice was adopted in the Plymouth Colony in 1642. Virginia followed this tendency in 1646, Connecticut in 1673, Massachusetts in 1692. Other colonies were in keeping with the tendency and adopted similar policies later. That said, the seventeenth century has become the point in American history at which poverty was determined as a social welfare problem. By the beginning of the eighteenth century, those who held authority in their hands were obliged to conduct regular surveys aimed at determining those who needed a local community and the ways to help them. Among the fighters against poverty, one could mention Benjamin Franklin, George Washington, Benjamin Rush, Thomas Bond, Stephen Girard, and some others. Societal Values and Beliefs Affecting Welfare Eligibility Some several societal values and beliefs affected welfare eligibility and fighting poverty in the early history of the New World. First of all, having rich resources, sparse population, and thin labor, human life was celebrated. Local communities believed that helping the poor and the needy had a direct impact on their welfare. That is why it was a moral and legal responsibility of local people to build the welfare state. Get your 100% original paper on any topic done in as little as 3 hours Learn More However, the accent was made on motivating them to work with the focus on prevention and rehabilitation. Moreover, policies were soaked with white supremacy because black people were believed to be the children of Satan, who could not have the right to social aid but were the responsibility of their masters. Finally, value was seen in education as a tool for preventing poverty. It can be proved by the widespread practice of apprenticeship – educating illegitimate, pauper or orphaned white children (Trattner, 1999). The Scope of the Problem and the Population Groups Affected In the United States, the scope of the problem is assessed by the Census Bureau, which determines the official poverty rate and defines the groups of the population affected. According to the latest information from the Bureau, the official poverty rate was 14.8 percent (46.7 million people) in 2014. Even though 2014 was the fourth consecutive year that has not demonstrated changes in the statistical estimates of poverty if compared to the previous years, this figure was still 2.3 percent higher than in 2007 (United States Census Bureau, 2015). It means that the U.S. authorities cannot cope with the problem since the latest economic recession. This problem affects different groups of the population. In general, in 2014, the poverty rate for people under 18 years old was 21.1 percent (15.5 million), for those aged 18 to 64 – 13.5 percent (26.5 million), and for people above 65 years old – 10.0 percent (4.6 million). The poverty rate for different population groups is as follows: 42.1 percent of people in poverty were non-Hispanic Whites, 26.2 percent were Blacks, 12.0 percent were Asians, and 23,6 percent were Hispanics. Speaking of sex, the poverty rate was 16.1 percent for females and 13.4 percent for males. As of both age and gender, 12.1 percent of women and 7.4 percent of men above 65 years old, 15.4 percent of women and 18.6 percent of men aged 18 to 64, and 21.1 percent of girls and 21.2 percent of boys under 18 years old were in poverty. Of all people in poverty, 13.4 percent were foreign-born and 86.6 percent were native-born. 14.5 percent of poor people dwelled inside metropolitans and 16.5 percent lived outside. As of work experience, the poverty rate was 6.9 percent for workers in general, 3.0 percent for those employed full-time, 15.9 percent for people working less than full-time, and 24.9 percent for unemployed. There were 28.5 percent of people with disabilities and 12.3 percent without disability in poverty. Speaking of educational achievements, the poverty rate for those above 25 years old with a high school diploma was 28.9 percent, with college but no degree – 10.0 percent, and with a degree (at least bachelor’s) – 5.0 percent. Finally, 11.6 percent of families lived in poverty: 6.2 percent for married couples, 30.6 percent for female householder families, and 15.7 percent for male householder families (DeNavas-White

CMPEN 331 Pennsylvania State University Computer Organization and Design Lab 5

CMPEN 331 Pennsylvania State University Computer Organization and Design Lab 5.

I’m working on a computer systems report and need a sample draft to help me learn.

This lab introduces the idea of the pipelining technique for building a fast CPU. The students will obtain experience with the design implementationand testingof the first fourstages (Instruction Fetch,Instruction Decode, Instruction Execute, Memory) of the five-stagepipelined CPU using the Xilinx design package for FPGAs. It is assumed that students are familiar with the operation of the Xilinx design package forField Programmable Gate Arrays (FPGAs)through the Xilinix tutorial available in the class website.
CMPEN 331 Pennsylvania State University Computer Organization and Design Lab 5