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Math 1101 Semester Project

Due: On 7/29/19 at 11:00 pm SHARP!

On iCollege Drop box

Instructor: Dr. M. Alexander

Student Name:_____________________

Student Panther ID: (last 4 digits) _________________

Turn in your project in the iCollege Drop Box with:

This cover sheet

The following pages with your answers on them

The excel print out that shows your work and supports your answers.

Semester Project

Part one (regression line or best-fit linear function)

The following table shows (for the years 1965 to 2000 and for people 18 and over) the total percentage of cigarette smokers, the percentage of males who are smokers, and the percentage of females who are smokers.

Percentage of Smokers

_________________________________________________________________________________________________

Year Total Population All Males All Females

_________________________________________________________________________________________________

1965 42.4 51.9 33.9

1974 37.1 43.1 32.1

1979 33.5 37.5 29.9

1983 32.1 35.1 29.5

1985 30.1 32.6 27.9

1987 28.8 31.2 26.5

1990 25.5 28.4 22.8

1992 26.5 28.6 24.6

1993 25.0 27.7 22.5

1995 24.7 27.0 22.6

2000 23.3 25.7 21.0

1)Using Excel, draw a Scatter Plot and generate a regression line for the percentages of total population who are smokers versus time.

2) The Regression Line for the Percentage of total population who are smokers is (just copy the equation from your Excel spread

sheet , and attach an excel print out) :

______________________________________________

3) According to the model , the percentage of total population who are smokers in the year 2002 is:

__________________________________________________

Part two (quadratic function passing three points)

Use excel to find the quadratic function whose graph is a parabola containing the points (-2,1137), (2,1017), (3,1062).

The quadratic function is (attach an excel print out) :

__________________________________________________

Part three (best-fit quadratic function)

The table below gives the US population, in millions, for selected years.

EMBED Excel.Sheet.12

1) Create a scatter plot of the data points, with x equal to the number of years after 1960.

2) Create a best-fit quadratic function that models the data, using the number of years after 1960 as the input x.

The best-fit quadratic function is (attach an excel print out):

__________________________________________

3) Use the model to estimate the population of US in 2000. Is the estimate close to the actual population?

According to the model, the estimate of US population in 2000 is:

_______________________

4) Use the model to predict the US population in 2005.

According to the model , the US population in 2005 is: _______________________________

Turn in: The coversheet and these three sheets with your answers on them as well as the excel print showing your work (tables/graphs/equations/etc).

You do not need to turn in this page

How to Make a Scatter Plot and Regression Line (for users of Excel 2003 and before) :

Type your data into two columns side-by-side. Note The first column is always going to be on your X-axis by default

Highlight the data and select Chart Wizard from Insert Menu or the icon

Select XY (Scatter) from Chart Type.

Select the FIRST Diagram from the First Column (Scatter. Compares pairs of values) in the Chart sub-type

Click on Press and Hold to view sample of what you have made

Click on next to continue

Under Data Range; check Columns for Series in and click next

Under Titles,

Type in a title for your Bar Graph

Label both axes

Do not change anything under the Axes tab

Select the Gridlines tab and uncheck every box

Select the Legend tab and uncheck show legend

Select the Data Labels tab and ensure that no box has been checked and then click on next

For Place Chart; Select As object in to show both Data and Diagram

To include a Regression Line;

Right click on any of the plotted data:

Select Add Trend line

Under the Type tab select the appropriate type of graph your data fit

Under Options check Display equation on chart.

How to make a Scatter Plot and Regression Line (for users of Excel 2007) :

Type your data into two columns side-by-side. Note The first column is always going to be on your X-axis by default

Highlight the data and then “Insert “a Scatter Plot.

“Layout” to add title to your chart and turn off the legend and gridlines

To include a Regression Line,

Right click on any of the plotted data point:

Select Add Trend line

Under the Type tab select the appropriate type of graph your data fit

Under Options check Display equation on chart.

Business Friendly Governments

Name

Institution

Business Friendly Governments

Different countries have different procedures for registering a business. The longer the methods, the longer it takes to start the business. Stringent measures only bar prospective entrepreneurs from trading under a legally recognized entity. In turn, the country is denying itself income from taxes and duties that would have been paid by these businesspeople. The annual Ease of Doing Business report by World Bank ranks countries in the order of how easily a business can be started. I will, therefore, analyze the list by Hodgson CITATION Hod17 n t l 1033 (2017) and give opinions on why New Zealand made it to the top of the list, but Australia could not.

I am surprised to see Macedonia on the top-twelve list. It is a middle-income country, yet it has a better business registration process than first world countries like France, Germany, and China. A company only has to reserve a name and pay for a charter capital. I am also surprised to see Georgia on the list. It was just recently re-classified by the World Bank as a high-income country. It is not easy for financially strained individuals in such countries to start a business, but the ease in procedures has eased the task. I did not expect to see the US on the list since they have very stringent measures for non-citizens to start businesses in their country. Following the Brexit, UK also, in my opinion, may not have made a list, since they are withdrawing from the bloc trade. It, therefore, becomes hard for outsiders to engage in business.

New Zealand is ranked well than in Australia for many reasons. First, it has a conventional system for filing and paying taxes online. In Australia, one has to calculate their tax due or hire someone to do that for them. Information about avenues of paying taxes is not readily available. Secondly, the building regulations in New Zealand are straight forward and can be found online. Still, in Australia, the rules are amended annually by the Housing Industry Association in conjunction with the National Construction Code committee. Lastly, Australia has up to three steps to complete registering a business, and it takes around 20 business days to get an Australian Business Number. On the other hand, in New Zealand, it takes a single step and less than a day to complete.

Name

Professor

Course

Date

Abuse in Elderly Nursing Home

Slyne-with-Hest a nursing home in Lancashire found themselves in the news for all the wrong seasons. There were four staff in the home that were charged for abusing the elderly who had dementia as they though these individuals would not remember what was done to them. The elderly experienced both physical and emotional abuse that was characterized by being pelted with bags, bullied and mocked. According to one of the elderly person in the home, he stated that his foot was stamped on deliberately while another was almost tipped from their wheel chair. The actions of the workers are considered abuse because they inflicted pain on the elderly with the belief that these individuals would not end up remembering what happened to them.

The suspects, Michael Bryne, Daren Smith, Carol Ann Moore, Katie Cairns and Gemma Pearson were araigned in court and were charged with abuse of the elderly. Smith got an 8-months sentence, Cairns got a 5- months sentence, Moore 4months and Pearson was asked to carry out 12 months of community service and carry out 40 hours of unpaid work. Most of the victims were pulled from this home by the family because the management did also cover up the crimes.

In my opinion, the nursing home needs to fire everyone who was involved in the abuse incuding the entire management and hire other people who may have much compassion. There should also be close monitoring of the workers to ensure they carry out their tasks diligently. I believe the case was handed as it should have been. When local authorities received information about the possible abuse, they visited the home. Later the case was followed up by Care Quality Commission due to anonymous emails sent. The four suspects were arrested by police and the Lanshire County Council demanded a full inquiry into the issue.

Reference

Walker, P. (2014, January 10). Hillcroft nursing home care workers jailed for abusing elderly residents. Retrieved from https://www.theguardian.com/uk-news/2014/jan/10/hillcroft-nursing-home-carers-jailed-abusing-residents

Business Environment

Student’s Name

Institutional Affiliation

Business Environment

Slide 1: Definition of Business Concepts

At the beginning of the course, I understood business as a process of exchanging goods and services with the aim of earning profit. Through this course, my comprehension of business has changed from just a process which does not only involve the exchange of goods and services. In this business has come out as an aspect that requires planning and laying of strategies to overcome the competitive forces of the free market (Stiglitz, 2015).

Slide 2: Definition of Business Concepts

Ideally, in this course, I understood business as a single-tier aspect involving general stakeholder analysis. However, this course has explicitly outlined to me that stakeholder analysis is a vital aspect that allows the business to understand and protect the interest of people who are influenced or influence decisions made in the business (Corporateethics, 2009). Ideally, the role of the government in business has been outlined to be laying out a regulatory framework to ensure fair competition and genuineness of products sold.

Slide 3: Definition of Business Concepts

Consumer behaviour as a business principle indicates why consumers make certain choices for products they purchase for consumption. For this reason, businesses have to understand the consumer decision-making process for them to understand consumer behaviours. Ideally, companies also ought to conduct an internal analysis to identify the strengths and weakness of the business (Corporateethics, 2009).

Slide 4: Business Environment

This is composed of external or internal factors which have a collective impact on business performance. Throughout this course, I have understood that external factors also influence how business organization functions. The business environment is also composed of microenvironment and microenvironment (Stiglitz, 2015).

Slide 6: Lessons relation to the Present and Future.

Lessons learnt throughout this course are helpful to my present and future career path. In the present, the knowledge I have acquired allows me to comprehend the fact that business is more than a collection of activities aimed at making profits. In the future, the knowledge that I have acquired in this course will allow me to effectively plan and strategize for my business as well as perform a stakeholder analysis. By understanding the concept of business environment, I can effectively understand the various aspects that have a collective impact on business performance and functioning of the business.

Slide 7: Reflective Business Practice

In this course, we learnt on the concept of reflective business practice which allows business practitioners to apply critical thinking and evaluation of one’s actions with an aim to continuously learn and develop professionally. By studying, the deeper contexts of this concept, I will be able to create platforms for my business to grow as well as improve my profession based on the reflections and critical evaluation of my actions.

Slide 8: Applying Concepts in the Future.

Having gone through this course, I have acquired knowledge of the business environment and other essential business concepts. Through this, I will apply this knowledge to perform stakeholder analysis, business environment scanning, complying to the existing government regulations and managing my workforce. Ideally, I will also use the knowledge acquired to perform consumer behaviour analysis. All these aspects will be aimed at boosting the business-stakeholder relationship and the overall business performance.

Slide 9: Professional Development Outside Formal Studies

Outside the formal learning environment, I will use various platforms that will help me professionally develop myself. Such platforms include special business projects, community involvement, job rotation at the work place and use of groups such as committees and peer groups.

References

BIBLIOGRAPHY l 1033 Corporateethics (Director). (2009). What is stakeholder theory [YouTube]. Retrieved from https://www.youtube.com/watch?v=bIRUaLcvPe8

Stiglitz, J. W. (2015). Principles of economics(Ebook-Second Edition).

Business

Students Name

Institution of Affiliation

Course Title

Date

In the business field, a budget is defined as a plan for an organization’s activities on expenses and revenues for a particular period (Bouckaert, Peters & Verhoest, 2016). A budget, therefore, is the primary tool in business for planning, controlling and tracking spending of an organization. The main purpose of the budget is to ensure that spending follows a plan, support the business objectives and stays within the present limits as well as does not exceed the available funds.

Incremental budgeting refers to the traditional method of budgeting whereby the budget is prepared by taking the current period’s budget or the actual performance as the base where the incremental amounts will include the adjustments for such things as inflation or the planned increases in the sales prices and the costs (Sridhar, 2017). The incremental type of budgeting is based on slight changes from the preceding periods budgeted results or either the actual results. It is a common approach in businesses where the management does not intend to spend a great deal of time in the budgets formulations or in the instances the organization does not perceive any significant need in conducting a thorough re-evaluation of the business. The particular mindset often occurs in times when there is not great deal of competition in an industry such that the profits tend to be perpetuated from one year to the next.

There are several advantages that arise from the use of the incremental budgeting (Wildavsky, 2017). Simplicity is one of the advantages as the budget is based on either the recent financial results or a recent budget to which can be readily verified. If a program requires funding for multiple so that it can achieve a certain outcome, the incremental budgeting is therefore structured to ensure that the funds have a continuous flow of the program thus ensuring funding stability. Operational stability is an approach to which ensures the departments get operated in a manner that is consistent and stable for long durations of time.

Anything that has an advantage has, however, possess some downsides as well. Similarly, the incremental budgeting is faced with several disadvantages. The incremental nature of the incremental budget assumes that there are only minor changes from the preceding period, when in fact there might be major structural changes in the business or its environment that call for more significant budget allocations. The incremental budget is known to foster overspending, it facilitates an attitude of use it or loses it in the regards to the budgeted expenditures since a drop in the expenditures in one period will be reflected in the future periods as well. Managers tend to build too little revenue growth and excessive expenses into the incremental budgets such that they can always have favorable variances thereby creating a budgetary slack.

In the incidences to which the budget is carried forward with minor changes, there tend to be little incentives to conducting a comprehensive review of the budget, such that the inefficiencies, as well as the budget slack, get to be automatically rolled into new budgets. Also, when the incremental budget is based on a previous budget, there always tend to be an increasing disconnect between the budget and actual results thus creating a variance from the actual budget. If a certain amount of funds get allocated to specific business areas in a previous budget, then the incremental budget assures that funding will be allocated in the same use in the future. Even if it no doesn’t need as much funding or if other areas require more funding and thus perpetuates resource allocation. Furthermore, since the incremental budgeting allocates most of the funds to the same use each consecutive year, it is difficult to get a huge funding allocation to direct a new activity. Thus, the incremental budgeting tends to foster the conservative maintenance of the status quo and thus does not encourage risk-taking.

Shortly, the incremental budgeting results in such a conservative mindset in a business that it might be a noticeable driver in destroying a company over the long term. One should instead engage in a thorough strategic re-assessment of the premises when preparing a budget as well as a detailed search of expenditures. Therefore, there should be significant changes in the allocation of funds from duration to duration as well as the targeted operational changes to which are intended to improve the competitive positions of a business.

Public budgeting is both a technical and a political process, and thus the approaches to public budgeting can thereby influence the extent and exercise of political power by the appointed professionals as well as the elected officials in governance (Simonsen, 2018). According to major critics, public budgeting has contributed to political power and bureaucratic growth. The budgetary process can also act as the arena in which the elected political officials demonstrate as well as enhance their power.

The main objectives of a government’s budget include reallocation of resources, reducing inequalities in the income and wealth, management of public enterprises, economic stability, reducing regional disparities as well as enhancing economic growth. The government prepares the budget for fulfilling certain objectives to which are direct outcomes of the government’s economic, political and social policies. Just like the other type of budgets, the incremental budgeting is not an exception and therefore tends to cover the same purpose just like the other budgeting types.

Reallocation of resources is among the main function of the budget to which the government and the public institutions use for the incremental type (Barr, 2018). Through the budgetary policy, the government reallocates resources by the economic; profit maximization and the social; public welfare priorities of the country. The government can influence the allocation of the resources through Tax concessions or subsidies to encourage investments to the producers. In one such an example is when the government discourages the production of harmful consumption of goods such as cigarettes and liquor through heavy taxes. The government may encourage the use khaki products through the provision of subsidies to the production and manufacturing sectors. The government can as well influence the allocation of resources through direct production of goods and services that is especially when the private sector does not have interest in a particular sector or in the case to which the private sector has assumed monopoly in production. Through allocation of resources, the government is capable of reviving all the falling projects in a country by using the incremental budget, which is adding an extra amount to the previous allocation such that the preferred projects attain the required stature. Therefore, the incremental budget is an important factor in the allocation of resources especially financial assistance to the crippling fields or those that need the government’s assistance.

The government uses budgeting as means of reducing the inequalities in income and wealth (Rubin, 2016). The economic inequality is an inherent part of every economic system in a country. The government aims at the reduction of such inequalities of income and wealth via its budgetary policy. The government further aims to influence the distribution of income through the imposition of taxes on the wealthy and spending more on the welfare of the poor people within its boundaries. The government will reduce the income of the rich and raise the standard of living of the poor and thus reduce the inequalities in the distribution of income. The main reason for the use of the incremental budgeting by the government to reduce inequalities in the income and wealth is because the incremental budgeting carries forward all the previous allocations of the budget to the next year. Thus it’s more influential in the wealth distribution and ensuring justice among the rich and the poor. Poor individuals have a bigger advantage with the use of the incremental budgeting as the budget favoring their side continues to be added and no matter how much it has previously been allocated.

Budgets are mainly prepared to ensure economic stability, and that’s why the core purpose of the budget is planning (Lorain, García Domonte & Sastre Peláez, 2015). The government uses the budget to prevent business fluctuations of inflations or deflation to achieve the objective of economic stability. The government is aimed at controlling the different phases of business fluctuations through its budgetary policies. The policies of surplus budgeting during the inflation as well as deficit budgeting during deflation aids in the maintaining of stability of prices in the economy. In the same case, the incremental budgeting is used by the government to reduce inflation through controlling the different phases of the business by allocating more funds to the times where there is monetary issues or deficit that need to be corrected putting the business in line again.

The government is mandated with the responsibility for the management of public enterprises through budgetary allocations and control (LÊgreid, 2017). There exist large numbers of the public sector industries especially the natural monopolies that are established and managed for the social welfare of the public. The budget is prepared with the main objective of making the various provisions for the managing of such enterprises and providing for the financial assistance to them. The incremental budgeting is thus of great importance to this sector of public welfare as it ensures that the public enterprises are continually allocated the funds that ensure their sound running thus preventing collapsing. The government is the sole proprietor of the public enterprises is mandated to ensure their smooth running, and thus the decision to use the incremental budget is more than suitable as the institutions serve the public interests.

Planning and budgeting go a long way to ensuring the economic growth of a country. Budgetary allocations contribute further to the growth of the economy that is influenced by proper planning. The growth rate of a country much depends on the rate of savings and investments (Brys et al. 2016). For this reason, the budgetary policies aim to mobilize sufficient funds and resources for the investments in the public sector. Therefore, the government is mandated to making various provisions in the budget to raise the overall rate of growth of the savings and investments in the economy. It is evident that for the country to grow economically sound, proper budgeting and planning are essential. The government uses the incremental budget to facilitate the growth of the economy via injecting a lump sum of finance into the required sector. The constant increment of the budget facilitates the growth and expansion of the targeted business and therefore. As a result, the gross domestic product of a country is targeted to rise improving the economy of the country.

Reducing regional disparities is another way to which the incremental budget is aimed at improving. The government’s budget is aimed at reducing the regional disparities through taxation and expenditure policies for promoting the setup of production units in economically backward regions. For this purpose, the incremental budget is used to inject funds on the neglected regions aiding in their resuscitation to reach the rest of the regions even if not fully but at least reach an average level. The budget furthermore is used to assist the individuals with low incomes by availing more job opportunities that are eventually aimed at raising the living standards of the people in the region.

There are three values that are used during the planning and budgeting and they include efficiency, efficacy and accountability (Bryson, 2018). Efficiency focusses on the process of the system of the program and its conversion of the inputs or the resources into the outputs making the value appropriate for the performance budgets and most in line with the management and the steering functions. Efficacy focusses on the outputs and the outcomes and thus measures the impact of the policies. Accountability refers to being open for scrutiny and thus it focuses on the inputs that are injected into the system or the program in action and therefore it is best characterized by the line item budgeting approach and best suited for the control and monitoring of a budget. Incremental budgeting is therefore of much importance to the government despite the drawbacks that it assumes in accomplishing the task of proper budgeting. The government has for years used the incremental budgeting to improve their economies as well as boost certain investments in their region. In case there is a negative flow in productivity especially the public sector, the government may inject more resources in addition to the previous allocated in order to make up the mess and keep things working out well. Therefore, the incremental budget has for decades been used by the governments in the public sector aimed at safeguarding the public from private exploitation and monopoly thereby serving the public in the best way. Despite the fact that most governments use the incremental budget to amass political power and support, the incremental budget has been of great value to many.

References

Barr, M. J. (2018). Budgets and financial management in higher education. John Wiley & Sons.

Bouckaert, G., Peters, B. G., & Verhoest, K. (2016). Coordination of Public Sector Organizations. Palgrave Macmillan.

Brys, B., Perret, S., Thomas, A., & O’Reilly, P. (2016). Tax design for inclusive economic growth. OECD Taxation Working Papers, (26), 0_1.

Bryson, J. M. (2018). Strategic planning for public and nonprofit organizations: A guide to strengthening and sustaining organizational achievement. John Wiley & Sons.

LÊgreid, P. (2017). Transcending new public management: the transformation of public sector reforms. Routledge.

Lorain, M. A., García Domonte, A., & Sastre Peláez, F. (2015). Traditional budgeting during financial crisis. Cuadernos de Gestión, 15(2).

Simonsen, W. (2018). Citizen participation in resource allocation. Routledge.

Sridhar, M. S. (2017). Unit-11 Budgeting Techniques. IGNOU.

Wildavsky, A. (2017). Budgeting and governing. Routledge.

ABSTRACTS:  Abstracts are not to exceed 150 words in length, and students are required to follow the standard abstract format described below.  Further, abstracts are to be typed, and double-spaced and must be turned-in on the assigned dates.

No abstract will be accepted late, but any assignment can be submitted early. Grading for the assignments will be based on properly citing your academic article (see below for the way to cite you article), on the completeness of the assignment, the level of analytical rigor, and the level of understanding and demonstration of competency of the article. Each assignment is worth 5 points.

Don’t forget that the academic article must be on governmental budget formation – the topic for this module.

Please refer to Wikipedia to learn what is an academic article: https://en.wikipedia.org/wiki/Academic_journal (Links to an external site.)WHAT IS AN ABSTRACT?

The abstract to be completed for this class consists of the following criteria:

Title:  the title of the article.

Author/s

Journal (full cite including year): Here is how you need to cite your article

McCue, C., Prier, E. and Steinfeld, J. (2020). Foundational Elements for a Public Procurement Body of Knowledge. Journal of Strategic Contracting and Negotiation. 4(4): pp. 233-251.

Name of reviewer (you)

ABSTRACT Example

Abstract:  the narrative should be a succinct, non-technical description of the article.  It must not exceed 150 words, typed double spaced, and should be so clearly written that the following questions could be answered by a member of the general public who reads it:

Paragraph (a):  What is the specific purpose of this article?  What information is being conveyed?

Paragraph (b):  How is the research conducted?  [A non-technical description of the general methodology used (i.e. narrative, exploratory, quantitative, etc.).  Should include notification of target group.]

Paragraph c):  What differences might the article make?  — to whom?  (What might we know or be able to do as a result of this work that we do not know or cannot do now?  To whom will this be important?)  It is important that the abstract shows justification for the research in terms of its implications for budgeting.

Abuse of Women in Prison

Name

Institution

Abuse of Women in Prison

One of the major startling issues in the criminal justice has been the increasing cases of incarceration of women in prisons. Women in prisons have been more vulnerable to physical and sexual abuse compared to men. According to approach 1 that is based on micro or individual (biological) level of explanation, the increasing punitive sentencing policies have led to women being trashed in prisons without positive outcomes on the improved behaviors and, high likelihood of them not being accepted back in the society. The approach 1 has been rather a flawed approach that has seen more than 200, 000 women being put behind the bars and more than one million women on probation or parole (Siegel, 2011). However, many women are still struggling with histories of physical and sexual abuse, mental illness and substance abuse. The criminal justice system should ensure healthy and safety of women and girls and facilitate their successful re-entry into the communities. However, according to data released by Bureau of Justice Statistics in 2007, more than 50 percent of women in jail made claims to have been physically and sexually abused at Bedford Hills Correctional Facility in New York. The data revealed that women were forced to have sex with the prison staffs, made to exchange sexual favors and encountered verbal harassment. Some of the women claimed to have been impregnated by the staff and forced to have abortion, placed in seclusions for days and stripped naked and watched by men on cameras. These complaints went uncovered and were never investigated, making these women to suffer from emotional psychological trauma. Therefore, the micro approach does not look into the issues of women in prisons who require special needs such as the counseling of women who are suffering from the psychological problem and sexual abuses (Siegel, 2011).

As a result, there has been the need to change the criminal justice systems to enable prisons and other correctional facilities to help inmate women address the issues and prosecute the perpetrators of the victimizations. According to the study done by US department of justice, the numbers of juvenile females into prisons are on the increase. As such, the Illinois State Bar Association report of 2008 state bulletin indicated out of 6, 183 women in prisons, 74 percent were diagnosed with mental conditions which were associated a record of criminal history. As a result, the Illinois criminal system has been working towards solving the victimization problems being faced by the women in prisons for the benefit of both the prison population and the society. The justice systems has adapted a contemporary approach, which is the approach 2 that aims at offering an improved, multi-level (macro, intermediate, micro) explanation of the cause of the causes of the problems experienced by women in prisons and ways to eradicate them. One of the contemporary issues methods of addressing the widespread cases of sexual misconduct against the women in prisons has been the litigation process. Examples of the laws that have been enacted include the Eighth Amendment, Title IX of the Education Amendments Act of 1994 that allows the women to report the sexual misconduct and protects them against retaliation from the perpetrators. The correctional facilities have also been providing counseling for women who have been subjected to sexual abuse by the staff members. As a result, the second approach has created a stimulating learning environment where the women in prison are supported through design programs that foster positive changes in their behaviors and prepare them for to be accepted back in the society (Siegel, 2011).

References

Siegel, L. (2011). Criminology. Natorp Boulevard: Cengage Learning

MAT Assignment 2

Name

Proffessor

Institution

Course

Date

Find a newspaper article that converts measurement at some point in the article. Show the calucatlation that are neaded to convert the measurement and indicate weather the publisghed reslts appear tio have been calucatedm correctly.

The published results in the article have beeen calculated corectly, however, the results is wrong. The wrong results can be attributed to the fact that the article final steps in the question have been concantated.ths means the there are section of the conversion factors that were left out for the ease of conversion. This was done to enable the conversion have an easy time converting the final result (Kreswell, 2002).

Write areport about kelvin, fahrenheit, and celcius temperature scales why each is used and why we have a diferent temperature scales.be sure to include how these diferentr systems affect the values of the community and respect.

Fahrenheit is majorly used for recording the surface temperatures measurement. This is mainly used in the US by meteorologists. However, a large portion of the world’s population is conversant with the use of Celsius which was initially developed in the 17th century. This forces the meteorologists to convert the measurement to a standard unit that can be used by everyone. This involves the conversion from Fahrenheit to degree Celsius. Kelvin is mainly used in scientific experiments, and is also applicable in scientific calculators as it starts from the absolute zero,

Celsius to Kelvin: K= ͦᴄ+273

Kelvin, fahrenheit and celcius are the main conversion and measutrements units for temperature. However, they very in the values used based on the conversion factors used. However, these names are just compledx and may scare people, the conversion process need not be that complicated. For example to convert fahrenheit to celcius, one can start be deducting 32 from the fahrenheit termaprature, to get the conversion factor than multiply the reulting figure by 5 and finaly devide the result by a value such as 9 to derive the celcuius temperature.

On the other hand, one can easily get the Fahrenheit temperature from the Celsius temperature by first multiplying the Celsius temperature by a figure such as 9, and then resulting figure is divided by 5. And finally the result after the operation is added to 32to get the Fahrenheit temperature required.

degrees Celsius (oC)     HTMLCONTROL Forms.HTML:Text.1

degrees Fahrenheit (of)     HTMLCONTROL Forms.HTML:Text.1

Kelvin (K)     HTMLCONTROL Forms.HTML:Text.1

degrees Reaumur     HTMLCONTROL Forms.HTML:Text.1

These values changes the way people reason, for example, if one qouted the fahrenheit outside the americas, it will be a new concept and many are not conversent with it. Additionaly. The fahrenheit is not widely used (Kreswell, 2002).

Compare and contrast metric and english measyrement systems. Also include, where each iusn used and why we have difFerent measurememt systems. What reason might e given for continuing to use the the english systems

Compare

The two systems are both used for measuring volume, distance, mass, and temperature. They are both accurate with negligible variation.

Contrast

The metric system is much easier tom use as it is specific to a unit for example volume, for capacity. The English system is complicated as one unit can be used to refer to number of measurement. For example, the ounce can be used to refer to volume, quart or pounds.

Relevance of English measurement

The English measurement will only be used a different measures especially when we want to have a single unit for measuring many values. However, it is rather illogical.

Compare and contrast conversion in linear measurement, area and volume measurement.

Compare

Linear measurement is used to measure the displacement in straight line

Area measurement- refers to the amount of space covered by a plane.

While volume is three dimensional space enclosed by a border line

Contrast

measurement formula Si unit

area Length X width unit²

volume Length X width X height Unit 3

Length displacement unit

Write a paper why every measurement has two parts

All measurement has two parts, for example every measurement has the numerical part which is also referred to as the factor and the other part is the dimension also called the unity. This is useful for showing what is measured and the quantity measured. For example: 2 meters. Two is the factor, meters is the unit of measurement.

References

Kreswell. J. (2002), Operation Research, A Gentle Introduction. NY Sage

 SUFFOLK COMMUNITY COLLEGE

MATHEMATICS AND COMPUTER SCIENCE

DEPARTMENT

STUDENT COURSE OUTLINE

MAT103 Section 152

Statistics 1

3 credits

Spring 2022

CRN: 20698

INSTRUCTOR: Russell Coe

DAY/TIME: Thursday 6:00 P.M. – 8:45 P.M.

MODALITY: Real Time Online

PREREQUISITE: MAT007 or equivalent

TELEPHONE: Office: 451-4494

EMAIL: HYPERLINK “mailto:coer@sunysuffolk.edu” coer@sunysuffolk.edu

OFFICE HOURS: Monday 8:15 A.M. – 9:15 A.M., 11:20 A.M. – 12:20 P.M.

Tuesday 9:30 A.M. – 10:30 A.M.

Wednesday 8:15A.M. – 9:15 A.M.

Thursday 9:30 A.M. – 10:30 A.M.

OFFICE: Riverhead Building Room 302

TEXTBOOK: Fundamentals Of Statistics Informed Decisions Using Data, sixth edition,

by Michael Sullivan III

NOTE: This is an ebook. You will need to buy a license either from the bookstore or

from the publisher (Pearson). Once you have the license you will need to create your

own account. To get access to the ebook for this course you will need to use the id:

coe06721

This course will be taught as a Real-Time Online course. Below is the school’s definition of Real-Time Online.

Real time Online classes also take place in an online format, but these

classes recreate the in-person classroom experience using virtual

instruction. You will access your class through a link that will be provided

by your instructor. You will meet and learn in a real time virtual classroom

along with your other class members.

Copies of department syllabi for all Math courses are available in the Math Office (R352). The following items are specific requirements for this course.

Course Goals:

A. Introduce the basic ideas of probability and statistics.

B. Discuss both descriptive and inferential statistics.

C. Show students the wide applications of statistical methods.

D. This course satisfies the SUNY general education requirement for

mathematics.

Course Objectives:

Upon successful completion of this course, students will be able to:

A. Demonstrate an understanding of basic statistical terms;

B. Organize and describe data, mathematically and pictorially;

C. Understand and compute measures of central tendency and variability;

D. Apply basic probability principles;

E. Write and do basic analysis using binomial, normal, t, and chi square

distributions;

F. Understand and apply the central limit theorem;

G. Understand, conduct and interpret hypothesis tests;

H. Understand, construct and interpret confidence intervals.

REQUIREMENTS: Classes will be taught through the internet using zoom. The zoom link and passcode will be sent out through email prior to the first class meeting and will also be posted in Blackboard under “content.” However, if necessary, I will switch to using Blackboard Collaborate Ultra (The directions for using blackboard collaborate ultra will be sent out to everyone if it becomes necessary.) For example, if “zoom bombing” occurs or if people not registered for the class regularly get into the class sessions and cause trouble, then classes will be taught through Blackboard Collaborate Ultra. As long as no trouble occurs, I will be using zoom. Webcams equipped with a microphone will be necessary in order for students to interact with the instructor during the course. Recordings of the lessons will usually be made. (I say “usually” because it could happen that I forget to record the lesson, but I’ll make an effort not to forget.) However, students are expected to attend class during the regular class time. Students can ask questions during class but can’t ask questions when they are only watching a recording. Recordings of zoom lessons will usually be posted in the content section of Blackboard within 24 hours of the time that the lesson ends.

Homework will be assigned every day (or almost every day) that the class meets but will not be collected or graded. Homework assignments and announcements of upcoming quizzes and tests will be put in the content section of Blackboard usually within 24 hours of the time that a lesson ends.

Each student is responsible for all material taught or assigned by the instructor. If a student misses a class, it is the student’s responsibility to find out what material was covered and whether or not there will be a quiz or test coming up. Not knowing that there would be a quiz or test does not excuse a student from taking it.

OFFICE HOURS: Office hours are times when students may ask the instructor to go over any homework problems, topics from class, problems on returned quizzes or tests, or any other topics relating to the course. Office hours will be conducted on campus, but I will have a link in Zoom for those who want to attend office hours that way. The link for office hours will be provided during the first week of class. The link for office hours will not be the same as the link for class.

EXAMINATIONS: There will be three tests during the semester and a cumulative final exam. In addition, there will also be several short quizzes, usually one per week beginning with the second week of class. (There will be no pop quizzes.) The lowest quiz grade will be dropped. The quiz average will count as one test. There will usually be no quiz during a week in which there is a test (unless the quiz is given as a take-home quiz.)

Tests will be taken during normal class times. They will be placed into Blackboard and also be sent out in email. To take a test or quiz either print out the quiz or test or copy the problems down on paper. When you are done you may take photos of the individual pages and either submit them though Blackboard or through email. (I recommend you do both, just to be safe so that there is no concern on whether or not it went through and whether or not I received it.) When submitting a test or a quiz, please check the following:

1)The handwriting is legible.

2)There is plenty of light so that I can see what is written.

3) No shadow is covering part or all of a page.

4) All your work is submitted. If you take a test but forget to submit a page, you

will not get any points for the missing problems.

No student will be allowed to take a quiz or a test after the day and time that the quiz or test is given to the rest of the class. NO MAKEUP QUIZZES OR TESTS WILL BE GIVEN. The only exception to this in which a makeup test will be given is in the situation in which a quiz or test occurs on a day on which a student will be observing one of the religious holy days posted on the school’s website. In that case the student MUST notify the instructor IN ADVANCE BY ONE FULL DAY what the religious observance is and that he or she will be observing that religions obligation. In that event, the makeup quiz or test must be completed the next day. The lowest quiz grade and the lowest test grade (which could be the quiz average or the final exam) will be dropped.

The number of problems on each test will be chosen so that a student should be able to complete the test within one class period. As a rule, I will expect all tests and quizzes to be submitted by midnight on the day of the quiz or exam. No test or quiz will be accepted after that time.

Tests and quizzes may have instructions at the beginning of the test saying on which problems a student must show the work. For those problems, if no work is shown, no credit will be given. If only part of the work is shown, only part of the credit will be given. Problems need to be solved using the methods shown in class. Tests and quizzes are to be completed without students working together or getting outside help. If I have reason to believe students cheated, either by communicating and working together on a test (for example if two students submit identical tests with the same correct answers and the same mistakes), or by some other method, the students that cheated will get a score of 0 on the quiz or test. If I see that a student solved a problem in a way that I never taught, it will be assumed that the student looked up the solution on the internet or had someone else solve the problem. The student will get a zero for that problem.

GRADING POLICY: Each student’s final grade will be based on the quiz average, the three grades on the tests during the semester, and the grade for the final exam. The lowest quiz grade and the lowest major grade (which could be the quiz average, the grade for test 1, the grade for test 2, the grade for test 3, or the grade on the final exam) will be dropped.

Test1

Test 2

Test 3

Final

Quiz average

Grading System:

A 90% – 100%. C 70% – 74%

B+ 85% – 89% D+ 65% – 69%

B 80% – 84% D 60% – 64%

C+ 75% – 79% F 59% or below

Calculators are needed in this course. You will need either a scientific calculator or a graphing calculator. I recommend the TI-84.

WITHDRAWAL POLICY: Any student can withdraw by contacting the registrar’s office by April 11. If someone wishes to withdraw after that date, I will allow a withdrawal up to April 21, but no later. If a student wishes to withdraw after April 2, that student must contact me by April 21

SCHEDULE: The following is a tentative schedule.

1.1 Introduction to the Practice of Statistics

1.2 Observational Studies versus Designed Experiments

1.3 Simple Random Sampling

1.6 The Design of Experiments

2.1 Organizing Qualitative Data

2.2 Organizing Quantitative Data: The Popular Displays

3.1 Measures of Central Tendency

3.2 Measures of Dispersion

3.3 Measures of Central Tendency and Dispersion from Grouped Data

The first test is tentatively set for 2/24 covering up through section 3.3.

5.1 Probability Rules

5.2 The Addition Rule and Complements

5.3 Independence and the Multiplication Rule

5.4 Conditional Probability and the General Multiplication Rule

5.5 Counting Techniques

6.1 Discrete Random Variables

6.2 The Binomial Probability Distribution

The second test is tentatively set for 3/31 covering sections 5.1 through 6.2.

7.1 Properties of the Normal Distribution

7.2 Applications Of The Normal Distribution

8.1 Distribution Of The Sample Mean

8.2 Distribution of the Sample Proportion

9.1 Estimating a Population Proportion

9.2 Estimating a Population Mean

The third test is tentatively set for 4/28 covering sections 7.1 through 9.2.

10.1 The Language of Hypothesis Testing

10.2 Hypothesis Tests for a Population Proportion

10.3 Hypothesis Tests For A Population Mean

12.1 Goodness-of-Fit Test

12.2 Tests for Independence and Homogeneity of Proportions

The Final Exam is tentatively set for 5/12.

MATHEMATICAL LEARNING CENTER: The Math Learning Center will open on 9/8 and have the hours given below. Any student may make a one-hour appointment. The learning center will also have “walk-in, real time sessions.” NOTE that use of the term “walk-in” does not mean that a student is to literally walk into the MLC in campus. All sessions will be held virtually.

 

 

SPRING 2022 

MATH Learning Center Schedule 

  Monday – Thursday  9:00 am – 6:00 pm 

Friday  9:00 am – 2:00 pm 

Saturday  9:00 am – 1:00 pm 

Vaccination & COVID-19-related Requirements

In alignment with  HYPERLINK “https://www.suny.edu/sunypp/documents.cfm?doc_id=900” t “_blank” SUNY’s COVID-19 Vaccination Policy, all students coming to campus for classes, activities or services must be fully vaccinated for COVID-19.

In addition, as soon as they are eligible, students are required to present evidence of a COVID-19 vaccine booster during the spring 2022 semester. Details regarding student eligibility to receive the booster will be communicated directly to students and made available on the website.

Mandatory COVID-19 Safety Measures

The safety, health, and well-being of students and the college community are Suffolk County Community College’s primary concern during the COVID-19 pandemic. Your compliance with these mandatory safety measures will help reduce the risk of on-campus transmission of COVID to assist in keeping our campus safe so we can convene face-to-face classes and student activities. Failure to comply with the COVID-19 safety measures will result in referral to the Office of the Campus Associate Dean of Student Affairs for potential disciplinary action.

Masking Requirements

In accordance with the Centers for Disease Control and Prevention (CDC) guidelines, Suffolk requires that all members of our campus community wear masks in the classroom, inside any College buildings, and in any crowded outdoor settings. These masks should cover both your nose and mouth and are required regardless of vaccination status. Suffolk may change the masking protocols, course modality or other guidance as the COVID rate is monitored and as required by New York State, SUNY, and the local health department. Students who cannot wear a face mask due to a medical condition or disability, or who are unable to remove a mask without assistance, should seek an accommodation through the Office of Disability Services. Eating in the classroom is prohibited. Students are encouraged to find alternative spaces in the building for eating. If you do not adhere to any of these practices, you will be asked to leave the room. Non-compliance will result in referral to the Student Conduct Office for potential further disciplinary action.

Course Modality Changes

This course may need to transition to remote instruction should the need arise due to tightening local, state, or federal guidelines that cause the College to pause face-to-face instruction or due to classroom exposure related to COVID-19. Please look for announcements on Blackboard or your Suffolk email.

Student Absence

Students who have tested positive for COVID-19, who believe they may have been exposed or who are symptomatic should not come on campus and must notify their Campus Associate Dean of Student Affairs: • Ammerman Campus: Dr. Edward Martinez: martineze@sunysuffolk.edu • Eastern Campus: Dr. Mary Reese: reesem@sunysuffolk.edu • Michael J. Grant Campus: Dr. Meryl Rogers: rogersm@sunysuffolk.edu

Students should contact their instructor(s) as soon as possible if they miss class for any illness to discuss reasonable adjustments that might need to be made. When possible, students should contact their instructor(s) before missing class.

College Policies

Absences and Attendance Policy

The College expects that each student will exercise personal responsibility with regard to class attendance. All students are expected to attend every class session of each course for which they are registered. Students are responsible for all that transpires in class whether or not they are in attendance, even if absences are the result of late registration or add/drop activity at the beginning of a term as permitted by college policy. The College defines excessive absence or lateness as more than the equivalent of one week of class meetings during the semester. Excessive absence or lateness may lead to failure in, or removal from, the course. Absences due to religious observance will be deemed an excused absence with no negative consequences.

Any student who enters a class after the first meeting, regardless of reason, is accountable for all course requirements including assignments and attendance.

A student may be required to drop or withdraw from a course when, in the judgment of the instructor, absences have been excessive. A student may also be withdrawn from a course by the Associate Dean of Student Services or the Student Conduct Board following a disciplinary hearing for violating the Student Code of Conduct as described in the Student Handbook.

Attendance on Religious Observance

As provided for in New York State Education Law §224-a, student absences from class necessitated by religious observance will be deemed an excused absence, with no academic consequences. Students must notify their professor in advance of their religious observance, via their College email accounts or otherwise in writing, of their intention to be absent from a particular class due to a religious observance; notification should occur at least one week prior to the religious observance. Observing students shall be granted reasonable arrangements and/or be permitted a reasonable amount of time to make up missed quizzes, tests, assignments, and activities covered in their absence. Please refer to the College’s Religious Observance Policy, which is available on the Office of Legal Affairs’ website, for additional information.

Services for Students with Disabilities

Suffolk County Community College provides reasonable accommodations to registered students with disabilities who have self-identified and been approved by the Office of Disability Services.

Once approved for reasonable accommodations, such students will be provided with an Accommodation Letter, describing the specific accommodations. Students must present this letter to each of their professors before accommodations can be provided. Students are encouraged to email this letter to their faculty member.

Students who have, or think they may have, a disability are invited to contact Disability Services for a confidential consultation. Students are encouraged to contact the office by email this semester.

Disability Services Contact Information:

Ammerman Campus

Call the Disability Services Office at 631-451-4045 or email the Office at disabilityA@sunysuffolk.edu

Eastern Campus

Call the Disability Services Office at 631-548-2527 or email the Office at disabilityE@sunysuffolk.edu

Michael J. Grant Campus

Call the Disability Services Office at 631-851-6355 or email the Office at disabilityG@sunysuffolk.edu.

Academic Integrity

Suffolk County Community College provides students with the opportunity to demonstrate their knowledge by submitting coursework that is uniquely theirs and giving proper attribution to the work of others. Participating honestly in the SCCC academic community ensures that students can take pride in their education and their contributions to scholarship. Without academic integrity, students gain unfair advantage over others and prevent their own intellectual progress. As a student in this class, you are expected to uphold the SCCC core value of Integrity and understand the Special Procedures for Academic Dishonesty in the relevant sections of the SCCC Student Code of Conduct.

The Code prohibits academic misconduct, which includes any action that results in students giving or receiving unauthorized assistance in an academic exercise, or receiving credit for work that is not their own. Academic exercise includes all forms of work submitted for credit. Academic misconduct includes, but is not limited to, the following behaviors: cheating on exams; plagiarizing – using another person’s work or ideas without crediting them; complicity – helping a student, or being helped, to engage in academic misconduct; multiple submissions – submitting the same work for credit in more than one course without the instructor’s permission; falsification and forgery – inventing information or falsifying the identity of a student.

Information about the Student Code of Conduct, plagiarism and the citation process is in the Academic Integrity and Plagiarism Guide.

Name:

Professor

Institution

Date

Misogyny During the Civil Rights Movement

At The Dark End of the Street is a book that gives a glimpse into another side of the Civil Rights movement which is on women. When we talk of the Civil Rights movement, the first names to come into our minds are Martin Luther King Jr. and Malcolm X. However, there are other individuals who paid a price for the achievements in the Civil Rights movements but have often be ignored. Danielle McGuire by looking at female civil rights activists and what they had endure including sexual violence and resistance encountered even by the fellow male black activist because of the patriarchy and misogyny that existed in the society.

Throughout the book one can clearly note how McGuire is able to triumphantly lift the successes, fears and the voices of the women that were involved in the civil rights movement. Women during this period rally struggled to have a voice in the society as it was still largely patriarchal. Black women were courageous in taking up their stands and lifting up their voices to take a stand against white supremacy and to demand for equality. It is the women’s voice and their courage to speak that helped the movement garner international outrage and they were also able to intensify campaigns for both justice and human dignity. In giving the struggles these women went through and how they fought for each other, she gives detailed content and scope.

Recy Taylor a black woman who was raped is mentioned in McGuire book. She details how after the investigation into Taylor’s rape, Rosa Park together with other black women from Alabama came together in order to raise money that would help Taylor fight for a fair prosecution of her attackers. The Taylor case set precedent to many cases especially on sexual violence and rape as they now had created a platform where women could talk about sexual violence especially interracial rape and African Americans were now able to destroy white supremacy. Even with the acquittal of Taylor’s attackers, these women did not give up but rather continued to campaign for better treatment of women. The Committee of Equal Justice who wanted to redress the rape cases and sexual violence that occurred in Montgomery city limit teamed up with clergy members. Women including Mary Fair Burks and Joann Robinson in association with Ralph Abernathy teamed up creating the Montgomery Improvement Association. With the support Taylor got, black women had more courage to testify against their attackers who were mostly white and this “dramatically altered the political and legal landscape for black women raped or sexually abused by white men” (McGuire, pg. 249). This would help later generation of women seek justice for themselves

The Rosa Park bus boycott is an important historical event. McGuire points out how the women who were first involved in fighting for Taylors case were quite instrumental in organization of the boycott that highlighted racial segregation. The boycott brought into light other names that have often been neglected in history but are named by McGuire including Melba Patillo, Amelia Boyton, Daisy Bates and Victoria Gray Adams. These are women who were able to defy the south white powers and were instrumental in fighting against the racial segregation laws that had been set including in buses. Women played a role in also bringing cases that “broke with Southern tradition and fractured the philosophical and political foundations of white supremacy” (McGuire, pg. 130) An example is the Browder v. Gayle in 1954 that was important in setting precedent as a case that would be used by activist in eliminating the southern caste system. These movements led to trials and convictions in the south. These women caused a shake up to the laws and brought more weight to the movement and were quite instrumental to the success that were witnessed by civil rights movements although they are rarely mentioned.

Despite the major contribution women made in helping fight in the Civil Rights, movement, men still took on the leadership position and women were not given enough credit for the role they played. Rosa Park may be the most known female civil right activist yet during the bus riot she took part in there were other women took place. Before the Park came into the picture, there were already four women from Montgomery who had refused the laws allowing racial segregation. Women had arranged for car pools and also sold pies and cakes in order to raise money that would enable them get alternate form of transportation. Women seemed to take up background roles in the movement while some it was by choice other knew being a black woman would result in facing both racism and sexism. Men took the helm of leadership on issues that women had already spearheaded for example after the bus boycott which was already making a stir and having an impact, Martin Luther came into the picture. McGuire states that “The enormous spotlight that focused on King, combined with the construction of Rosa Parks as a saintly symbol, hid the women’s long struggle in the dimly lit background” (McGuire, pg. 89) During the first mass meeting he would not even let Rosa Parks address to speak as she was told she had done enough. This took the credit from the women who had begun this revolution.

In dealing with flaws with our heroes, it is important to first recognize that although they were part of spearheading the civil right movement, they took the spotlight from the women who were doing the same. Women were still left out to feel they had no place in the society that they were trying to achieve equality for. It is important to recognize that compared to an African American male, the female had a much harder time as they face both racism and sexism. More scholars should take up the mantle as McGuire did and explore roles women played in building our history as roles of most women have long been shunned.