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Week 6 Discussion – Decision Time

Week 6 Discussion – Decision Time.

On page 280 in Chapter Eleven of our textbook is a Decision Time problem called, To Catch a Culprit: Teacher or Test? Please read carefully through the Decision Time story, review the relevant information from Chapter Eleven, and then share your response to the question at the end:If you were Susan and wanted to get to the bottom of this issue so you could decide whether to overhaul the items or the instruction, how would you proceed?Please be sure to give some specifics within your response regarding how you would proceed as well as the rationale as to why you chose to proceed in this manner.Text: Popham, W. J. (2014). Classroom assessment: What teachers need to know (7th ed.).            Boston, MA: Pearson Education, Inc.ISBN-13: 978-0132868600ReadChapter 11Chapter 12This is a discussion! Must be 75 to 150 words, but may go longer depending on the topic.   
Week 6 Discussion – Decision Time

California University of Pennsylvania Southland Book Chapter 12 Questions.

I’m working on a writing question and need an explanation to help me understand better.

Readings:Revoyr, SouthlandChapter Eleven: 123-131Chapter Twelve: 132-149Chapter Thirteen: 150-155Chapter Fourteen: 156-163Chapter Fifteen: 164-169Chapter Sixteen: 170-180Quesions:In Chapter 12 Southland eases its way from family history into the Noir genre. What elements in this chapter accord with the Noir genre (backdrop, characters, etc.)? What are we to make of the interview between James Lanier Bob Thomas? Why do think Revoyr gives us a brief glimpse into Thomas’ psyche? What clues about his character might be important?Analyze the dinner scene between James Lanier and Jackie Ishida in Chapter 12. Revoyr is at pains to create narrative tension between these characters. How has she done this and why is it important for fueling the narrative?
California University of Pennsylvania Southland Book Chapter 12 Questions

Clinical supervision has been integral to practice in social work, mental health, psychotherapy, midwifery for many years. More recently there has been recognition of the benefits of clinical supervision by nursing and allied professionals as a method of facilitating learning by practitioners from practice. Clinical supervision forms an important part of meeting Healthcare Commission Standards for Better Health and Clinical Governance requirements. (DOH, 2000, Health Care Commission 2006/2007, Skills for Health, 2007) In a publicly funded Health Service the public has the right to expect that practioners will provide care that is consistent with what is known to be good practice. The first part of the essay will examine Leadership and Management concepts, models and theories the second part I will discuss what change models and leadership theories could be used to introduce clinical supervision to the staff of a PCT . Leadership has been the subject of numerous studies in the latter half of the twentieth century. However there is still no single clear and consistent definition of leadership or its characteristics. Bass (1990) noted that there appear to be as many definitions as there are researchers of the topic. To understand the evolution of leadership, we need to look at how leadership theories have developed over the years. The Great Man Theory explains that leaders are born, not made, and will arise when a great need arises. The theory was based on studies of great leaders who usually came from the aristocracy and were male (Bolden et al 2003). You either have those leadership qualities in you or not. Only those men who are blessed with leadership qualities can ever emerge as leaders. Great leaders cannot be created; they arise whenever there is a need for them. A follower of this theory would be likely to study the Second World War, by studying the conflict between the big personalities such as Adolf Hitler and Winston Churchill etc. This theory lasted until the 1940s, as it did not take into account the human ability to think, learn and innovate. The scientific study of traits required for excelling in the field of leadership started at the turn of the 20th century. This theory emphasizes on the importance of being inherited with leadership skills and choosing the right person for being a leader. Although there are certain traits that are required to be a good leader, in this case there is an over-emphasis on required traits. The list of traits of successful leaders is never ending and it is not essential to have similar traits for excelling. The trait theory was thrown into confusion mid-century when early reviewers of leadership research came to the conclusion that there is no clear tie between a leaders traits and effective leadership (Lord, De Vader and Alliger 1986). This gave way to behavioural Theories in the 1950s. There were two major researches that were conducted. In the first study the focus was on the behaviour of leaders and how they treated their followers, is it auto-cratic or democratic or is it Laissez-Faire that is followed. This theory also emphasized on training people for leadership, i.e.: influencing their behaviour. The second theory had two parts, the first part treated workers in a harsh way, the workers were thought to be lazy and stubborn, and they had poor working habits and were only motivated by money. The workers were to be given instructions and be controlled properly so that they did not get out of hand and they knew all the time who was boss. The second part of this theory was politer, it took workers as human beings who worked hard, were very cooperative and had a positive approach towards work. Both these theories have worked successfully over the period of time. But this theory gave a very one sided view of things and did not explain properly the problems of leadership. Both the parts of this theory were two extremes, so you do not get a proper idea on what path to follow. The contingency theory Fielder (1967) explains that the leader’s ability to lead is dependent upon various situational factors, including the leader’s favoured style, the capabilities and behaviours of followers and various other situational factors. These theories also emphasize on the fact that there is no one best way of leading and that a leadership style that is effective in some situations may not be successful in others. This is explained by the saying “Great war time leaders are normally worst time peace leaders”. This explains how leaders who at times act like master of all trades and seem to possess the ‘Midas touch’ suddenly appear to go off the boil and make very ineffective decisions. Hersey and Blanchards Situational Theory Hersey P

National Aviation Academy Practice Skills Finance Majors Worksheet

National Aviation Academy Practice Skills Finance Majors Worksheet.

hello every one I need help with this project to get done please if you have any question let me know thank you Naming Worksheets (Skill 4.2)Changing the Color of Sheet Tabs (Skill 4.3)Moving and Copying Worksheets (Skill 4.4)Grouping Worksheets (Skill 4.6)Modifying Column Widths and Row Heights (Skill 4.9)Changing the Worksheet View (Skill 4.15)Adding Headers and Footers (Skill 4.15)Applying Themes (Skill 4.8)Splitting Workbooks (Skill 4.14)Inserting and Deleting Rows and Columns (Skill 4.7)Hiding and Unhiding Worksheets (Skill 4.12)Freezing and Unfreezing Rows and Columns (Skill 4.10)Hiding and Unhiding Rows and Columns (Skill 4.11)Changing Worksheet Orientation (Skill 4.18)Setting Up Margins for Printing (Skill 4.21)Scaling Worksheets for Printing (Skill 4.20)Showing and Hiding Worksheet Elements (Skill 4.17)Printing Selections, Worksheets, and Workbooks (Skill 4.22) Printing Titles (Skill 4.21)Inserting Page Breaks (Skill 4.16) Open the start file EX2019-SkillReview-4-1. The file will be renamed automatically to include your name. Change the project file name if directed to do so by your instructor, and save it. If the workbook opens in Protected View, click the Enable Editing button in the Message Bar at the top of the workbook so you can modify the workbook. NOTE: If group titles are not visible on your Ribbon, click the Excel menu and select Preferences to open the Excel Preferencesdialog box. Click the View button and check the Group Titles check box under In Ribbon, Show. Close the Excel Preferencesdialog box.Rename Sheet1 and change the color of the sheet tab. Right-click on the Sheet1 tab, choose Rename, and type: WF300 Press Enter. Right-click the sheet tab again, point to Tab Color, and select Blue, Accent 1 (the fifth color in the first row of theme colors).Make a copy of the WF300 sheet. Right-click the sheet tab and select Move or Copy… to open the Move or Copy dialog. In the Before sheet box, select Sheet2. Check the Create a copy check box. Click OK.Name the new sheet WF301 and change the tab color. Right-click the new WF300 (2) sheet tab, choose Rename, and type: WF301 Press Enter. Right-click the sheet tab again, point to Tab Color, and select Green, Accent 6 (the last color in the first row of theme colors).Group sheets WF300 and WF301 so you can apply formatting changes to both sheets at once. Click the WF300 sheet tab, press and hold Command, and click the WF301 sheet tab. Now any changes made to one of the sheets will be made to both sheets. Verify that Group appears in the title bar, indicating that the selected sheets are grouped. Resize column A in both worksheets at once to best fit the data by double-clicking the right border of the column heading. Add a header and footer to both worksheets at once. Switch to Page Layout view by clicking the Page Layout button on the status bar. Click in the center section of the header. On the Header & Footer tab, in the Header & Footer Elements group, click the File Name button. The code &[File] will be entered in the center section of the header. Once you click somewhere else, this will display the name of your file. Click in the right section of the header and type your own name. On the Header & Footer tab, in the Navigation group, click the Go to Footer button. Click in the center section of the footer. On the Header & Footer tab, in the Header & Footer Elements group, click the Sheet Name button. The code &[Tab] will be entered. Once you click somewhere else, this will display the name of the sheet. Click in the right section of the footer. On the Header & Footer tab, in the Header & Footer Elements group, click the Current Date button. Once you click somewhere else, this will display the current date. Click in any cell of the worksheet and click the Normal button on the status bar. Ungroup the sheets by clicking Sheet2. Verify that the same formatting was applied to both sheets and that they are now ungrouped. Apply the Gallery theme to the workbook. Click the Page Layout tab. In the Themes group, click the Themes button to display the Themes gallery. Click the Gallery option.Select the WF300 sheet. It can be difficult to work with such a wide worksheet. Scroll to the right to see the end of the semester, and you can no longer see the student names. Split the screen into two views of different parts of this worksheet. Click cell D1. On the View tab, in the Window group, click the Split button. Now you can scroll each pane separately, but it is all still the same worksheet. You can drag the split bar to the right or left as needed. Scroll to show the student names and the last few weeks of the semester on your screen. Click the Split button again to return to normal. Insert a new row to add a new student to the list. Right-click on the row heading for row number 9 and select Insert. Click the Insert Options button that appears immediately below where you right-clicked, and select Format Same As Below. Enter the new student name: Abrams, Maria Enter her student ID #: 1350417Select the WF301 sheet. Because this sheet was copied from the WF300 class worksheet, the student names and ID numbers are not those of the students in WF301 class. Copy the student data from Sheet2, and then hide Sheet2 when it is no longer needed. On sheet WF301, select cells A9:B29. Press Delete to delete the content. Go to Sheet2 and copy the student names and ID numbers from cells A2:B20. Paste the copied names and ID numbers to cell A9 in the WF301 sheet. Hide Sheet2 by right-clicking on the sheet name and selecting Hide. Mary Wahl has decided to drop the class. Remove her from the WF301 class roster. On worksheet WF301, delete the entire row for Mary by right-clicking on the row heading for row number 25 and selecting Delete. Use the Freeze Panes option to keep rows 1:8 and columns A:B visible at all times. Verify that the WF301 sheet is selected, and click cell C9. On the View tab, in the Window group, click the Freeze Panes button. Verify that you selected the correct point at which to freeze panes. Scroll down and to the right. Are rows 1:8 and columns A:B visible regardless of where you scroll? There is an extra blank worksheet in the workbook. Right-click Sheet3 and select Delete. Modify sheet WF301 to print as an attendance sign-in sheet. First, hide the student ID numbers by right-clicking on the column B heading and selecting Hide. Set the page layout options. On the Page Layout tab, in the Page Setup group, click the Orientation button, and select Landscape. On the Page Layout tab, in the Page Setup group, click the Margins button, and select Narrow. On the Page Layout tab, in the Scale to Fit group, expand the Width list and select 1 page, and expand the Height list and select 1 page. On the Page Layout tab, in the Sheet Options group, click the Print check box under Gridlines. Print only the part of the worksheet to use as the attendance sign-in sheet. Select the appropriate cells to print as an attendance sign-in by selecting cells A1:C26. Open the File drop-down menu and select Print…. Under Show/Hide Details, click the Print: drop-down to expand the options, and select Selection. If your instructor has directed you to print the attendance sign-in list, click the Print button. Click Cancel to return to the worksheet. At the end of the semester you will need to print all the attendance records to turn in to the administration office. Let’s set this up for the WF300 class worksheet. Select the WF300 worksheet, and hide the attendance sign-in column by right-clicking the column C heading and selecting Hide.Modify the worksheet so column A and rows 1 through 8 will print on every page. On the Page Layout tab, in the Page Setup group, click the Print Titles button. Click in the Rows to repeat at top box, and then click and drag with the mouse to select rows 1:8. When you release the mouse button, you should see $1:$8 in the box. Click in the Columns to repeat at left box, and then click with the mouse to select column A. When you release the mouse button, you should see $A:$A in the box. Click OK.Preview how the worksheet will look when printed and make adjustments from the Print page to keep the report to four or fewer pages. On the Page Layout tab, in the Page Setup group, click the Page Setup button. In the Page Setup dialog, click the Page tab. Note that the current settings will cause the worksheet to print on five pages. Under Orientation settings select Landscape. In the Page Setup dialog, click on the Margins tab to set the margins. Change the Top, Bottom, Left, and Right values to 0.5 inches. Click OK. In the Page Setup dialog, click the Page tab. In the Scaling section enter 1 in Pages wide by area. Click OK to return to the worksheet.Modify the worksheet page breaks so weeks 1-8 print on the first page and weeks 9-16 print on the second page. If necessary, scroll to the right so columns T:V are visible. Note that the current page break occurs between columns U and V (after week 9). Click cell T1. On the Page Layout tab, in the Page Setup group, click the Breaks button, and select Insert Page Break. This inserts a page break to the left of the selected cell (after week 8). Open the File drop-down menu, and click Print… to preview how the change will affect the printed pages. If your instructor has directed you to print the worksheet, click the Print button. Click Cancel to return to the worksheet.. Save and close the workbook.
National Aviation Academy Practice Skills Finance Majors Worksheet

Need help with R programming which includes data wrangling, summarising and plotting data.

essay writing help Need help with R programming which includes data wrangling, summarising and plotting data..

Part 1 [19 marks]The spreadsheet titled ‘censusdata.xlsx’ contains information about the number of bedrooms in occupied
private dwellings for local government areas in Melbourne for the years 2011 and 2016. You will see that it is
far from being ready for analysis and needs to be ‘wrangled’. Additionally a few errors have been deliberately
introduced into the first two columns so these will need to be corrected by initial analysis.

Explain why the data in its current form is not considered to be in ‘tidy’ format. (1 mark)

Write R code to read in the data (readxl package), manipulate it and output it to a single csv file
having the following header row.
Your code will have the following sections (not necessarily in the order given and the process may be
iterative as you find more things to do). Please include comments in the code to separate each
segment and explain your steps.

Read in the data sets into two data frames df2011 and df2016. (1 mark)

Compare the layout of each of the two data frames, then remove appropriate rows of one data
frame to match the format of the other. (2 marks)

Write a function that takes in a table of the original form and outputs a table in the desired form
with columns specified above. (6 marks)

o Remove unwanted rows or columns [1 mark]
o Split values into multiple columns to make them atomic [1 mark]
o Appropriately transform the data into the desired form [3 marks]
o Rename columns [1 mark]

Apply the function to each table to create two tables in the desired format. (1 mark)

Do a summary of each table to look for unusual values. (1 mark)

Correct those values until the two tables have the same dimensions and format. (2 marks)

Merge the two tables into a single table so that we see data in the form


(listed alphabetically by region, then by year, with Victoria and Australia at the end) (2 marks)
• Write the result to a csv file (it should have 65 rows including the header). (1 mark)
3. Which region(s) (ignoring Victoria and Australia) had the largest increase in the number of occupied
dwellings with 3 or more bedrooms between 2011 and 2016? (Ignore the unstated counts.) (2 marks)
Part 2 [10 marks]
The online hospitality company Airbnb has made publicly available a number of datasets. This part of the
assignment makes use of the listings.csv dataset which is available at
It consists of a number of parameters related to properties available for lodging in the Melbourne
metropolitan area and can be visualised at
Write R code to answer the following.

Give the five neighbourhoods with the most listings (list them along with the counts in descending
order). (1 mark)

How many listings contain the following words (upper or lower case or mixed) in the name column?




<another adjective of your choice with at least 200 instances> (2 marks)

How many listings are there with last review in 2016? Give month by month counts for the year 2016.
(2 marks)

Create a new column of the table which calculates the number of ids that correspond to the given
host_id . Your answer will match the calculated_host_listings_count column (only use this column to
check your answer). (2 marks)

Write a function that inputs a listing id and outputs a score that is the sum of points according to the
following criteria:

Points for the neighbourhood: (average number of bedrooms per dwelling in 2016) × 50
(this comes from the data set in Part 1)

Points for the room type: 200 for Entire home/apt, 100 for Private room, 0 for Shared room

Points for minimum nights: 50 for 1 night, 25 for 2 nights, 0 for 3 or more nights

Points for availability: (availability_365) divided by 5

Points for review frequency: 50 × (reviews per month), but no more than 100

Points for price: (300 minus price)

Which id (ids if more than one) has the highest score according to the above system? (3 marks)
Part 3 [11 marks]
Write a short report summarising the variables in the two (processed) datasets from parts 1 and 2 through
tables [2 marks] and plots with R including the following:

A histogram showing the distribution of a variable of interest [2 marks]

A plot of one or more variables with time on the x axis (e.g. month, year or date) [2 marks]

A word cloud of the words in the name column of the listings table. You may follow the
instructions and use the packages referred to in this link:
steps-you-should-know [2 marks]

A map showing the price of listings by colour (e.g. a dot plot or heat map – you will need to use
an R package that can map geospatial data) [3 marks]
Point out any interesting patterns (e.g. trends) you see from your plots and summaries.
[Total: 40 marks]
Your submission to this assignment will consist of two files.

1) A single .R file with all the code used for this assignment (all parts), including comments that contain
the answers for parts 1 and 2.

2) A document (pdf or docx) for part 3 (including code here is optional, only code in the R file will be
assessed). Do not include the answers for parts 1 or 2 here.

Note: please keep the data files in the same directory as your scripts so that you do not specify directories in
your code. This will make your R code easier to assess. Marking Rubrics
Please note the following as it shows how marks may be deducted.
For question 1 of part 1 up to 1 mark will be deducted for any incomplete explanation.
Marks will be deducted if the R code does not work easily on the marker’s R studio installation and if you need
to be offered an opportunity to show the marker that it does work on your installation. This means all
references to directories have to be removed and packages being used are to be specified clearly. It will be
assumed that the tidyverse, readxl and packages used for the word cloud as per the link above have been
For each coding question, 0.5 marks will be deducted for each minor mistake in the code, 1 mark deducted for
each major mistake up to the full number allocated for that question.
In part 3, 2 marks will be deducted if there is little or no explanation of what is being plotted, or if no patterns
in the data are noted.
In part 3, 1 or more marks will be deducted for each plot that lacks colour or is displayed inappropriately (e.g.
missing axis labels, messy view).
Overall 2 marks will be deducted if the R code is poorly commented with lack of explanation.
Need help with R programming which includes data wrangling, summarising and plotting data.

Linking Racism and Immigration Paper

Linking Racism and Immigration Paper.

This three- to four-page (800-1000 word) assignment grants you the opportunity to work more with synthesis and expanding ideas. In this paper, we will build up toward more of the structure and organization that should be present in your final paper. You should include TWO MAJOR ASPECTS covered in lecture/videos and at least TWO ARTICLES that you have found on your own. You can choose to deal with race and ethnicity as its own topic, immigration as its own topic, or discuss them together. You can use this discussion as an opportunity to explore intersectionality to practice the approach. You can bring in some information on gender and inequality, if you would like to, as well. As with the previous paper, you should have an INTRODUCTION, LITERATURE REVIEW, and CONCLUSION. You should also include a reference page. You can also include an additional section in this paper, though it is optional. In a section titled OBSERVATIONS, you can discuss the dynamics you see happening in society recently and currently. Please use support where you can (including news articles).
Linking Racism and Immigration Paper

Ethics Code for Human Participation in Stress Reduction Research Paper

Table of Contents Introduction Informed Consent to Research Offering Inducements for Research Participation Sharing Research Data for Verification A Mindfulness-based Stress Reduction (MBSR) Study Protection of Human Subjects References Introduction APA’s ethics code applies to psychological research involving human subjects. It guards against unethical conduct or actions that may portend harm to human participants. Specifically, the eighth standard deals with the ethical principles guiding research and publication. This paper reviews and discusses the importance of three sub-standards of the eighth standard and describes how they apply in a research process involving human participants. Informed Consent to Research A primary ethical high ideal for obtaining informed consent entails a prior disclosure of the study’s purpose and design to the participants. It also requires the researcher to divulge comprehensive information pertinent to the research, including the timelines, procedures, incentives offered, right to withdraw from the study, anticipated participation risks, confidentiality levels, and study benefits. Informed consent essentially enhances the participants’ understanding of the subject and willingness to participate. It is important for various ethical reasons. First, it helps meet the principles of beneficence and fairness entitled to human subjects. Second, communicating pertinent information related to the research helps minimize potential harm to the participants. From a procedural standpoint, informed consent is also a key requirement of the Institutional Review Board guidelines. Offering Inducements for Research Participation According to this sub-standard, the incentives given for participation must be appropriate and reasonable. Providing excessive incentives could be perceived as undue participant coercion. Another way to look at this sub-standard is related to the provision of professional services to clients. In this case, the researcher should elucidate the type of services, potential effects, and the expected roles of the participants in the research. Fair cash payments are important in encouraging participation. However, offering disproportionate incentives amounts to undue inducement that has a likelihood of ‘blinding’ the subjects to overlook the risks inherent in the study or individual values/interests. Therefore, the incentives should be fair to encourage participation without subjugating the rights of the participants. Sharing Research Data for Verification Peer analysis of work or data can help validate a study’s findings. This sub-standard requires psychologists to share data related to a published study to allow other experts to verify or validate the claims. However, this does not affect measures to protect the confidentiality of the subjects. The professionals who require the data to validate the findings must utilize them exclusively for the purpose communicated. The significance of this sub-standard relates to experimental reproducibility. Research validity is grounded in the reproducibility of the findings or claims. Therefore, data sharing minimizes selection bias and enhances the likelihood of detecting and correcting mistakes in study design or interpretation. A Mindfulness-based Stress Reduction (MBSR) Study MBSR involves mindfulness practices and training aimed at enabling clients to cope with stress (van den Hurk, Schellekens, Molema, Speckens,

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