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Troy University Reading Response for DB2 Discussion

Troy University Reading Response for DB2 Discussion.

Read the Example Review Paper and Two Reviews by Marilyn Hagerty.Review They Say/ I Say templates.Read The Little Seagull Handbook: R-3a, b: Reading for Patterns and Connections & Moving from what Your Sources Say to What You Say (105-7).Watch: Four Ways to Avoid Dropped Quotations (web handout)Use the Reading Response Instructions and the Example Reading Response to respond to Two Reviews by Marilyn Hagerty in DB3: Reading Response to two reviews.Link to video explaining: to the full lesson: is my previous answer to DB2, you need to chose one of the places from it and complete your work based on it.Thanks and good luck
Troy University Reading Response for DB2 Discussion

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This assignment needs to be completed in SPSS… For each question, there needs to be screen shots for each step of each question with completed questions. Second, previously I’ve gotten many wrong answers… please I need correct answers to the questions! The purpose of this assignment is to perform neural nets
classification, interpret the results, and analyze whether or not the
information generated can be used to address a specific business
problem.For this assignment, you will use the “Credit Card Defaults
Oversampled” data set from the Topic Materials. Note that this data set
includes the same information as the Topic 5 assignment data set,
however, the default cases have been randomly oversampled to balance the
defaulters vs. the nondefaulters. This is one method to increase the
accuracy of a rare outcome (i.e., default).You are an analyst for a credit card company. Management wants to
know if there are any early signs that indicate whether customers will
default on their credit cards. If these indicators can be identified,
then more scrutiny can be placed on customer transactions in an effort
to avoid losses. For this project, management is interested in very
accurate predictions. Management would like to receive a list of ranked
variables related to default, however, understanding the specific
relationships between the predictors and the likelihood of default is
secondary.Question 1: Partition the data to create a training data set (70%) and test data set (30%).Question 2: Build a neural network using
the Multilayer Perceptron method with the training data and “Default” as
the target. Make sure to output predictor importance. Include the
“Default Neural Network” output when submitting the answer.What is the ranking of the variables? Include the “Predictor Importance” output when submitting the answer.What is the accuracy of the model when using the training and test
data? Include the “Misclassification Table” outputs when submitting the
answer.Question 3: Rerun the model but only use the top six variables.What is the accuracy of the model when using the training and test
data? Include the “Misclassification Table” outputs when submitting the
answer. Did the accuracy improve? Explain why.Produce a ROC curve when using the training and test data and
interpret the results of the ROC curves. What do the curve and the
45-degree line represent?Question 4: Explain how the selected model
can be used to solve the business problem. What are the advantages and
disadvantages when building a neural net model vs. the simpler
classification model like the one completed in the Topic 5 assignment?General Requirements:Submit the answers to Questions 1-4 as a Word document.
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MATH 114 Liberty University Appliance Power Consumption Worksheet.

Project 2 Instructions Please also pay close attention to any additional specifications provided by your professor. Professors often will clarify their expectations regarding the format and presentation of your submission. Ever wonder how your electricity bill is computed? The following table gives the watts of power that are typically required by several major (and not so major) appliances. (Source:, with some numbers rounded off for computational convenience.) Table 1: Appliance Central Air Conditioner Water Heater Clothes Dryer Oven Dishwasher Fridge Ceiling Fan LCD TV Watts 9000 5000 4500 4000 2400 2200 220 250 Assume that the number of hours that the aforementioned appliances run during an average day is given in the table below: Table 2: Appliance Central Air Conditioner Water Heater Clothes Dryer Oven Dishwasher Fridge Ceiling Fan LCD TV Hours 5 3 3.5 2 2.5 8 13 6 Add columns to the Project 2 Data spreadsheet that show the following for each appliance: The number of kilowatts of power required by each of these appliances (1 kilowatt = 1000 watts).If the appliance runs the number of hours specified in Table 2, compute the kilowatt-hours (kWh) of energy that each appliance consumes during an average day. Note: kWh are found by multiplying the power of an appliance by the number of hours that it is in use. The number of kilowatt-hours used by each appliance in the entire YEAR.Assuming that electricity costs $0.13 per kWh, find the electricity cost of running each appliance for the entire year.According to the US Energy Information Administration (see “How much coal, natural gas or petroleum is used to generate a kilowatt-hour of electricity” on, it requires 0.00052 tons of coal to generate 1 kWh of electricity. Use this conversion to find how much coal would be required to run each of these appliances for a year.The same source also states that 0.00173 barrels of oil will generate 1 kWh of electricity. Like question 5, find how much oil each appliance would consume on an annual basis.Add a “Total” row to the spreadsheet that shows how much electricity is consumed by all 8 appliances combined in the course of a day and of a year. Also, find the cost, the amount of coal that would be required, and the barrels of oil that would be required in order to run all 8 appliances for a year.
MATH 114 Liberty University Appliance Power Consumption Worksheet

Literature Themes on the Impact of Discovery

It is the nature of meaningful discoveries, to challenge and shift one’s perceptions, in either an unexpected and sudden, or planned and deliberate medium[DK1]. The consequences of discovery may be positive or negative, yet the ability of discovery to empower through allowing changes in one’s ideals and self-evaluations is unparalleled[DK2]. William Shakespeare’s Elizabethan/Jacobean play, The Tempest (1600s) explores the discovery of mortality and the fragile nature of mankind, which is mirrored by Adrienne Rich’s poem Diving into the Wreck (1973). Also, Patrick Ness’ novel, A Monster Calls showcases a child’s journey to discover his hidden desires and ideology, through the influence of an external power. Through the varying mediums and contextual backgrounds, the three texts explore the enduring values of discovery, and the capacity of discovery to renew perceptions through an unexpected/sudden or planned and deliberate medium. Certain discoveries function to transform one’s values and renew perspectives. Through the play, The Tempest, Shakespeare showcases Prospero’s intellectual discovery of his limitations as a mortal and the consequential rediscovery of his human morals. Prospero showcases his initial hatred towards the royal crew, rooted from past betrayals, as he says “They now are in my power. And in these fits, I leave them”. The truncated sentence emphasises Prospero’s cruel and revengeful mindset, depicting his firm belief in “power” being the tool for vengeance. However, a dramatic change in Prospero’s attitude can be seen, as he makes an unexpected discovery of human mortality following Ariel’s monologue, which states, “We are such stuff as dreams are made on; and our little life is rounded with a sleep,”, here “sleep” is a symbol for death, and the metaphor of “dream” accentuates Prospero’s intellectual discovery of life’s fragility, where one’s memories and earthly possessions are temporary juxtaposed to the vastly eternal world. Through the alliterative “such sleep” and “little life”, Prospero emphasises the insignificance of human life, and with it, the insignificance of his art. As he discovers the futility of his power in the face of mortality, Prospero rediscovers his humanity and gains a renewed understanding of the futility of vengeance. He says, “My charms I’ll break….They shall be themselves”, juxtaposing to his initial cruelty and will to revenge and hence portraying the change in his perception. Therefore, the renewal of perceptions through unexpected discoveries is evident through Prospero’s rediscovery of empathy which he gains through the intellectual experience. Similarly, the intellectual discovery of human mortality allows a re-evaluation of one’s values and identity which is further explored in Adrienne Rich’s poem ‘Diving into the Wreck’. Rich’s depiction of human mortality, and the fleeting nature of life, mirrors that of Prospero’s discovery, expressing a sense of community gained through renewed understanding of the inevitability of death. Rich personifies a shipwreck in, “ribs of disaster” to represent humanity, the metaphorical “ribs” alluding to human bones which symbolise the basis of life, but also the imminent death that all of humanity faces. The persona’s intellectual discovery of mortality is further evident as she refers to “we” as “half-destroyed instruments… water eaten log, the fouled compass”, alluding to death and portraying the inescapable nature of mortality. As the persona gains a renewed understanding of life and death, she develops a spiritual connection with humanity, leading to a re-evaluation of her perceptions. Her initial depiction of her identity and values can be seen as the positive tone in “Cousteau with his assiduous team aboard the sun-flooded schooner…” directly juxtaposing to the grim tone in the recurring motif of loneliness; “but here alone… there is no-one”. However her unexpected discovery of human mortality leads to a change in her self evaluation, as evident in “I am she: I am he… We are, I am, you are…” where the connection between first second and third perspectives unify human beings under the concept of mortality. The persona, therefore is able to gain comfort from the spiritual connection based on mortality and gain a renewed understanding on her identity as a human being, hence showcasing the consequential shift in perception as a result of an unexpected discovery. Similarly, the planned discovery leading to re-evaluation of self and change in perception is further explored in Patrick Ness’ A Monster Calls, as he reflects the planned and deliberate process that a child takes in order to discover and accept his hidden desires and ideals. The “Yew tree”is introduced through the repetition of dialogue, “Connor“, written in an italic, holophrastic form. The short, conjunct repetition reflects the random and conjunct nature of one’s subconscious thoughts, hence depicting the embodiment of the persona’s subconscious in the “Yew tree”. The truncated sentence in “and here was the monster” as Connor comes to face the “Yew tree” emphasises his initial reluctance to acknowledge his subconscious, further exemplified in the negative connotation in anthropomorphic description of “monster”. The negative tone highlights Connor’s rejective perception towards the tree, and hence showcases the innate stubbornness of humanity when one comes to face possible changes. The confronting process of discovery, led by his subconscious can be seen in the emotive repetition of “NO!”, the capitalisation and the exclamation mark further reflecting the persona’s unwillingness to accept his hidden desires and ideals.

Module 1: Discussion Forum

term paper help Module 1: Discussion Forum.

Communicating effectively is a critical competency for leaders. One of the keys to developing an effective communication strategy is the ability to analyze your audience and to project a positive ethos. Discuss why leaders must know their audience and specific ways they can project a positive ethos.REAL LIFE APPLICATION: Describe some of the key barriers to effective communication. Give an example of how a leader communicated ineffectively in your current workplace or in a past workplace. What were the end results? How could the communication have been improved?Be sure to support your statements with logic and argument, citing any sources referenced. Post your initial response no later than Thursday of each week. Answer questions/comments from other students (and your instructor) who respond to your initial post. Reply to at least two different students with a comment or question. Check back often to continue the discussion.
Module 1: Discussion Forum

ENG 124 Grossmont Have Smartphones Destroyed A Generation?

ENG 124 Grossmont Have Smartphones Destroyed A Generation?.

-Read the article “Have Smartphones Destroyed A Generation?” by Jean M. Twenge-Your job is to describe how the writer deals with opposition, not to be oppositional yourself. Also, concentrate your focus on the essay itself, on Twenge’s rhetorical moves, rather than the writer. In other words, describe the argument, not the arguer.-Explain how ethos,logos, and pathos are used by the author to support her argument however do not make individual paragraphs for each.-Suggesting why certain rhetorical choices may have been made, why they are important, and what else she could have done to make her argument stronger.
ENG 124 Grossmont Have Smartphones Destroyed A Generation?

An essay on a film of your choice from my list

An essay on a film of your choice from my list. Need help with my Film question – I’m studying for my class.

You can pick any film from these websites as long as they are not animated, cannot be before the 1960’s, film has to be in English, cannot be a documentary, cannot be signin’ in the rain, cannot be Citizen Kane, cannot be Easy Rider.……
You need to write an essay including all these things and in this order:
1. First section is what you think the theme of the movie is: you need specific examples from the movie (for the specific examples you need to time stamp when it happens in the movie)
2. 2nd section: does the plot feel like it goes together well or is disjointed. Several examples of how it builds or doesn’t build the plot (examples need to be time stamped when they happen in the film)
3. Third section: The characters: if the characters change purposely or if they don’t change (cite examples from the film and time stamp when they happen)
4. Fourth section: you need to use an outside source and cite a review by a major critique on your film. Then you must argue for or against their opinion in detail.
5. 5th section: Choose 5 shots from the movie you liked and 4 examples of lighting and sound. Explain why you think the director did what he or she did (go into detail it is your argument so argue it well in many sentences). Make sure you time stamp them. Make sure you use lots of details and argue your case strongly.
If you are using an example from the film make sure you time stamp it. Example of time stamp: At 5 minutes, 30 seconds into the film …..

An essay on a film of your choice from my list