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write my assignment 3544

Using data from a random sample of ten American adults, a scatterplot is created which shows that there is no linear relation between a person’s height and yearly income/salary.

However, when a data point is added that represents a famous NBA basketball player (very tall, makes a lot of money), the correlation coefficient now shows that there is a strong linear relation.

Explain/show how this single data point can cause such a change. Draw a picture of what the scatterplot probably looked like, before and after the extra data point was added. Label your axes clearly. Clearly indicate the point that is the outlier. brief explanation of the graphs.

 

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write my assignment 7970

In this assignment, I want you to look at a primary document (attached) from the New Deal, specifically a “fireside chat” given by President Franklin Delano Roosevelt outlining the purpose of his New Deal, and analyze the nature of its content. In a page or so, I want you to address the following questions.

1. What techniques does FDR use to appeal to average Americans?

2. How does FDR attempt in this speech to specifically address the fears of the American people in the wake of the Great Depression? Discuss at least one policy he outlines in this regard.

3. Finally, I want you to briefly assess how effective you think this speech was in helping calm the American public in this time of crisis.

When you’re finished, put your paper in the course site dropbox labeled Assignment 5. It is due by the beginning of class on Wednesday March 8. If you have any problems or questions, let me know.

 

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write my assignment 27930

a) The use of computers in education is referred to as computer-assisted instruction (CAI). Write a C++ program that will help an elementary school student learn multiplication. Use the rand function to produce two positive one-digit integers. The program should then prompt the user with a question, such as How much is 6 times 7? The student then inputs the answer. Next, the program checks the student’s answer. If it’s correct, display the message “Very good!” and ask another multiplication question. If the answer is wrong, display the message “No. Please try again.” and let the student try the same question repeatedly until the student finally gets it right. A separate function should be used to generate each new question. This function should be called once when the application begins execution and each time the user answers the question correctly. b) One problem in CAI environments is student fatigue. This can be reduced by varying the computer’s responses to hold the student’s attention. Modify the program of “part a” so that various comments are displayed for each answer as follows: Possible responses to a correct answer:

 Very good! Excellent! Nice work! Keep up the good work!

 Possible responses to an incorrect answer: No. Please try again. Wrong. Try once more. Don’t give up! No. Keep trying.

 Use random-number generation to choose a number from 1 to 4 that will be used to select one of the four appropriate responses to each correct or incorrect answer. Use a switch statement to issue the responses. Use two functions: one for responses to a correct answer and another for responses to an incorrect answer. c) More sophisticated computer-assisted instruction systems monitor the student’s performance over a period of time. The decision to begin a new topic is often based on the student’s success with previous topics. Modify the program of “part b” to count the number of correct and incorrect responses typed by the student. After the student types 10 answers, your program should use a function to calculate the percentage that are correct. If the percentage is lower than 75%, display “Please ask your teacher for extra help.”, then reset the program so another student can try it. If the percentage is 75% or higher, display

“Congratulations, you are ready to go to the next level!”, then reset the program so another student can try it. d) Part c” developed a computer-assisted instruction program to help teach an elementary school student multiplication. Modify the function you create in “part a” to allow the user to enter a difficulty level. At a difficulty level of 1, the program should use only single-digit numbers in the problems; at a difficulty level of 2, numbers as large as two digits, and so on. e) Modify the program of “part d” to allow the user to pick a type of arithmetic problem to study. An option of 1 means addition problems only, 2 means subtraction problems only, 3 means multiplication problems only, 4 means division problems only and 5 means a random mixture of all these types.

 

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write my assignment 28567

The situation to Discuss:

You are the HR Manager of a large customer service center for a global insurance company specializing in supplemental insurance policies. These types of coverage might include cancer insurance, disability income insurance, unemployment supplemental income, and term life for employee spouses and children. These are the types of insurance policies which are offered to employees, but the employer does not pay anything toward the premium. This center handles all incoming customer phone calls. Customer Service Operators (CSO) handle questions about policies, claims for benefits, problems in processing claims or receiving benefits (money), etc. You can imagine that the customers can be in any state of mind, from grief stricken, to angry, to happy about having coverage.In this center you have 500 CSOs, covering the phones from 7 am to 11 pm CST, since you have customers all over the United States. There are other call centers that handle the other markets, such as Asia, Europe, and South America.Each group of CSOs includes about 25 employees, covering an 8-hour shift. The two shifts overlap during the middle of the work shifts: One from 7 am to 3:30 pm, and the other from 3 pm to 10:30 pm (with an unpaid lunch break of 30 minutes).  During the overlap, the shift supervisors meet, discuss what occurred during the first shift, and what needs to be handled on the second.  The CSOs are non-exempt, and are thus paid hourly wages. If they work overtime, which must be requested and/or pre-approved by the Supervisor, they are paid in accordance with FLSA and OFCCP wages: 1.5 times the hourly pay for anything over 8 hours per day or 40 hours per week, whichever is greater.  This is non-negotiable, because to violate could bring the DOL down hard.The Problem:

When the CSOs work overtime, they can make more than their supervisor because the supervisor’s job is exempt and does not qualify for overtime pay. The supervisor position qualifies for comp time, but the company is so busy, it is hard to schedule taking the comp time.You are finding that fewer and fewer CSOs are applying for the Supervisor positions when posted on the internal job opening board. After investigation, you find that CSOs do not want to take a job that might be potentially a cut in pay (no overtime) and take on the headaches of a Supervisor. How can you, as the HR Manager, remedy this situation?Hint #1: Conduct a little research and find out what is occurring “out there” in addition to what is addressed in your textbook.

Hint #2:  Before you post a suggested solution, ask yourself, If I do this, 

  • Will it solve the problem for the long-term?
  • Could it cause other problems in other jobs’ pay, or in the entire organization? 

Hint #3:  If I told you this is not about compensation (which includes pay, benefits, incentives, and other rewards), what would you do? 

Be creative, but legal.                    

RESOURCES:  Find at least two (2) peer-reviewed journal articles and one (1) federal government web page (DOL, FLSA, etc.) addressing this type of situation.  Use your findings to recommend a solution.

Surname 1 NameInstitutionCourseDateHuman Resources Issue On Overtimes and Compensation offsCase SummaryIn this case the company deals with offering of insurance cover to its clients and the…

 

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