Describes the issues pertinent to your project such as political issues, technical issues, ethical issues, and other sociocultural factors.

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Project Title/Name: Start up coffee shop
Brew2U shop and delivery.
Project Description/Mission/Purpose: What is your project going to accomplish?
Promote Healthy and tasty coffe
 How does this project relate to overall goals and objectives of the company? Promote and deliver healthy coffee across the nation.

 It is part of a program or larger project?

Statement of Work: What will this project create?
What is the product of the project?
At a high level, how do you plan on doing the work of
the project?What are the high-level deliverable s for this project?
Objectives: What objectives, if any, of the company is this project designed to meet?
Business Need: Why should we do this project? What will be gained, changed, or modified? Is there a financial or business reason to do this project? This area should contain any feasibility studies, NPV, PI, PB, or PBD used to advance the project.
Project Manager and Stakeholders: Who will lead this project? Who are the major stakeholders?
Milestones: What are the key milestone dates associated with the project?
Budget: What is the order-of-magnitude budget for this project?
User Acceptance Criteria/Quality: What are the minimum success criteria as defined by the key stakeholders?
High Level Assumptions: What are the assumptions on which the project is based?
High Level Constraints: What are the major limiting factors that affect the project?
Exclusions and Boundaries: What are the boundaries of the project? What is to be included and what is to be excluded from the project?
Major Risks: What are the major risks affecting the project?
Sociocultural Factors: Describes the issues pertinent to your project such as political issues, technical issues, ethical issues, and other sociocultural factors.

Write in your own words a few paragraphs that provide a general strategy for graphing a polynomial function.

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Write in your own words a few paragraphs that provide a general strategy for graphing a polynomial
function. Be sure to mention the following: degree, intercepts, end behavior,
and turning points.

Create a 10 question survey with quantitative variables (number) on a topic you are interested in.

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Learn about quantitative variables.
Learn to analyze data for measures of central tendency (mean, median and mode)
Learn to create an effective presentation with real-world conclusions.
To complete this project you will:
Think of a problem within your community or workplace. The problem needs to be something others will have an interest in solving or will want to share reactions to.
Create a 10 question survey with quantitative variables (number) on a topic you are interested in. Think of questions where 0 is dislike there is a scale to 4- like. Another way to do this is using 0-never, 1 sometimes, 2 frequently, and 3 always.
Administer the survey to a minimum of 10 people.
Analyze your data for the survey, median, and mode of each questions.
Create a visual from this chapter: bar graph, box and whisker plot, histogram, stem and leaf plot. etc.
Compile the information into a slide presentation, of at least 5 slides, to present at the next town hall. The presentation should present: the mean, median, and mode of each question, the visual of the data, and conclusions based on the statistics you found in the survey.

What Is the Effect of Confirmation Bias?

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In psychology and cognitive science, confirmation bias is a tendency to search for or interpret information in a way that confirms one’s preconceptions, leading to statistical errors.

Slide 2 What Is the Effect of Confirmation Bias? A tendency to search for or interpret information in a way that confirms one’s preconceptions, leading to statistical errors

  • Decision makers actively seek out and give more credence to evidence supportive of their own hypothesis.

– Evidence that could disconfirm their hypothesis is ignored and/or devalued. Decision makers have been shown to actively seek out and assign more weight to evidence that confirms their hypothesis and ignore or devalue evidence that could disconfirm their hypothesis.

Slide 3 Evidence

  • Confirmation bias occurs from the direct influence or desire on beliefs. – People want a certain idea to be true.
  • People will believe it is true. – “wishful thinking”
  • Errors from confirmation bias halt the gathering of information, as what’s been collected already confirms the views they would like to be true.
  • Confirmation bias indicates humans’ inability to objectively perceive circumstances. – Possibility to become a prisoner of one’s own assumptions In other words, confirmation bias occurs from the direct influence of desire on beliefs. When people would like a certain idea or concept to be true, they end up believing it to be true, which is wishful thinking. This error leads people to stop gathering information when the evidence gathered so far confirms the views or prejudices they would like to be true. Confirmation bias suggests that we don’t perceive circumstances objectively. We pick out those bits of data that make us feel good because they confirm our prejudices. Thus, we may become prisoners of our own assumptions.

How does theory support pedagogical practices?

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Mathematics guides our norms and beliefs about culture as expressed by institutional theory. Use the questions to guide an original response.

  • How does mathematics guide our norms and beliefs about culture as expressed by institutional theory?
  • How does theory support pedagogical practices?

What does the digit ‘1’ represent in the number 310,325?(2marks)

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Page 3of 11[319]Assessment Part 1This part of the assessment covers Learning Outcomes 1 and 5and is worth 20% of the total marks for the module.It is divided into two sections.Section

1Question 1Complete the tableMinutesHours203/2154/5(4 marks)

Question 2What is24% of £120(3 marks)

Question 3a)Complete the table to show equivalent fractions and percentages.FractionPercentage15%3/855 %3/2(4 marks)b)A carton contains 500 pens.What fraction of this number will each person get when distributed to 25Arden University students?(4 marks)

Page 4of 11[319]

Question 4All tickets for a game show are the same price. Shantiand Aropay £117.60 altogether for some tickets. Aropays £50.40 for 3 tickets. How many tickets does Shantibuy?.(6marks)

Question 5a)Solve this binary arithmetic: 10110-111(4marks)b)What does the digit ‘1’ represent in the number 310,325?(2marks)

Question 6As a promotional offer, a new taxi companyoffered its servicesat 20% discount for the first 2 weeks. Latoyaand her friends took advantage of the bargain and took taxi rides totaling£60. a)What were the total savings made?(5 marks)b)Work out the average savingsamountif 8taxi rideswere taken?(3marks)

Question 7Here are eightnumbers.741085679a)Work out the meanof the eightnumbers.(4marks)1)What is the mode of the eightnumbers? (2 marks)

Page 5of 11[319]

Question 8120men and 80women were asked if they enjoyed watching movies.Altogether 3 / 5of the people said yes.8 / 10of the men said yes.What fraction of the women said yes?(7 marks)

Question 9The table shows information about the marks of 20 students in a test.MarkFrequency143155165174183Total = 20Students who scored less than the mean mark have to retake the test. How many students have to retake the test? You must show your working.(8marks)

Question 10Which fraction is bigger -2/5 or 3/7?(4marks)

Determine the number of students who are in a particular professor’s classes, how many of those students have graduated, and if any of them have had their work published.

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In the following study, three different universities have been tracking a select group of professors over the course of their employment at that university to determine the number of students who are in a particular professor’s classes, how many of those students have graduated, and if any of them have had their work published. The attached Excel file Probabilities are the totals for each of the professors at the three different universities that participated in the study.
The purpose of this study is to find the probabilities of graduation and publication for the students in the different professors’ courses. While a causal relationship may not be found between a professor and student graduation or publication, we need to rank the professors based on the different probabilities found using the data sets as described below.
Prepare a report (see below) with your ranking of the professors based on the probabilities and conditional probabilities as well as the analysis of each university. Include the following seven (7) items in table format which is provided in the Probabilities file to support your ranking.
NOTE: Be sure to retain and report five (5) decimal places for each of your probabilities. Do not convert your computed probabilities to percentages, as we are only interested in probabilities here.
The overall probability of students graduating at each of the three universities.
The overall probability of students having a publication at each of the three universities.
The overall probability of students having a publication, given that they graduated at each of the three universities.
The probability of a student graduating for each professor.
The probability of a student having a publication for each professor.
The probability of a student having a publication, given that they graduated for each professor.
Rank the professors within each university for each of the probabilities in 4-6. Then find the sum of the ranks and determine an overall ranking for each professor.
Be sure to critically analyze the above calculations in your body paragraphs, explaining how you found each type of probability and then the results that you obtained. Be sure to also explain your criteria for ranking in steps 4-7, being sure to defend why you chose that particular ranking method, as your way might not be the typical method.
Your paper should be 2-3 pages in length (not counting the title page and references page) and cite and integrate at least one credible outside source. The CSU Global Library is a great place to find resources. Your textbook is a credible resource.
Include a title page, introduction, body, conclusion, and a reference page.
The introduction should describe or summarize the topic or problem. It might discuss the general applications of the topic or it might introduce the unique terminology associated with the topic.
The body of your paper should address the questions posed in the problem. Explain how you approached and answered the question or solved the problem, and, for each question, show all steps involved. Be sure this is in paragraph format, not numbered answers like a homework assignment.
The conclusion should summarize your thoughts about what you have determined from your analysis in completing the assignment. Nothing new should be introduced in the conclusion that was not previously discussed in the body paragraphs.
Include any tables of data or calculations, calculated values, and/or graphs referenced in the paper.

A particle with position vectorr= 5i−3j−k(m) has a forcef=−2i+j+ 9k(N) acting on it. Determinethe magnitude (to 1 decimal place) of the torque about the origin.

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MATH1050/7050Semester 2, 2020Assignment 1All questions must be submitted by4 pm on Friday 21 August. Prepare your assignment as a single pdffile, either by typing it or by scanning your handwritten work. Upload your submission using the assignment submission link in Blackboard. Your submission must adhere to the presentation and legibility guidelines outlined on Blackboard.Remember that your assignment must be your own work. You should show all working.1.A particle with position vector r= 5i−3j−k(m) has a force f=−2i+j+ 9k(N) acting on it. Determine the magnitude (to 1 decimal place) of the torque about the origin.(3 marks)2.Three pulling forcesF1,F2andF3are acting on a particle,p, as indicated in the diagram below (notto scale) whereθ1= 45◦andθ2=θ3= 30◦. If||F1||= 10 and the particle is at rest, determine the magnitude of vectorsF2andF3to two decimal places.(3 marks)pF1F2F3θ1θ2θ33.Find the point of intersection and the acute angle (in degrees and radians, to 1 decimal place) betweenthe lines described by the vector equationsr1=4−213+t1120andr2=2216+s125014.(4 marks)continued next page…1

4.A plane is flying at a constant altitude on a heading of N52◦E with a speed of 740 km h−1. Wind isblowing from the South East at a 37 km h−1.a) Find the magnitude of the resultant velocity of the plane to the nearest integer.(3 marks)b) How many degrees off course does the plane end up because of the wind? Give your answer to 2decimal places.(3 marks)5.a) Show thatzw=zw.b) Considerz= 4 + 2iandw= 7−i. Determine|(z+w)(z−w)|.(4 marks)6.Find the exact value of cis(π12)in the forma+biwherea,b∈R. Hence, use this result to determinethe exact value of tan(π12).(6 marks)7.Please copy the following declaration and sign your name below it to indicate your agreement:”I certify that my submitted answers are entirely my own work and that I have neither given nor receivedany unauthorized assistance on this assessment item.”2

Write an equation of a Piecewise defined function with the given conditions:

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You DO NOT need to write an essay
Write an equation of a Piecewise defined function with the given conditions:
Domain is (-3, 2) U (2, ∞)
Range is (-1, ∞)
Function must have only two pieces

Follow the instructions to complete the task:

1. Type Piecewise defined function in the subject area

2. Type an equation and conditions for each piece using your keyboard
Example :
1st piece : x – 3, x < 0
2nd piece: x^2 , x > 0

Use “shift”+”6” to type power symbol “^”, if necessary.

Note: If the range is incorrect you will receive zero points for this discussion

How do you play two dice Bunco?

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Bunco is a group dice game that requires no skill. The objective of the game is to accumulate points by rolling certain combinations. The game is played with three dice, but we will consider a simpler version involving only two dice.

How do you play two dice Bunco?

There are six rounds, one for each of the possible outcomes in a die, namely the numbers one through six.
Going clockwise, players take turns rolling two dice trying to score points. Points are usually awarded as such: 21 points if both dice match the current round number (a “Bunco”); five points are awarded if both dice match each other, but do not match the current round number (a “Mini Bunco”). Finally, one point is awarded for a single die matching the current round number.
If points are scored, the player gets to roll again, continuing to add to their score. If no points are awarded, the player’s turn ends and the dice are passed to the next player.
At the end of the game, the winners get prizes for accomplishments such as the highest score, the lowest score, or the most buncos.

Part I: Complete the following steps assuming the round number is 6:

What is the probability that the player rolls two distinct numbers different than six or rolls exactly one six (no points or one point)?
What is the probability that the player rolls two of the same number but no six, i.e., two 1s, or two 2s, and so on (five points Mini Bunco)?
What is the probability that the player rolls two 6s (21 points Bunco)?
Compute the total of the probabilities found in the three previous questions.
If the player wins a dollar for every point, he/she gets and losses three dollars for getting no points, what are the expected winnings or losses on each roll?

Part II: Based on your work in Part I, discuss the following:

Describe the sample space when rolling two dice once. How can identifying all the elements of the sample space help you answer the questions in Part I?
Determine if “rolling two different numbers different than six” or “rolling exactly one six” are mutually exclusive events. Justify your answer. Explain how this information can help you answer question one, Part I.
Describe the relationship between odds and probability. Explain how you can use the result in question three, Part I to find the odds of getting a Bunco in a single roll.
What does the result found in question four, Part I imply about these events? Explain how you have used the answers to questions one and two, Part I to get the answer to question three, Part I.
Interpret the answer to question five, Part I.
Discuss the advantages of understanding probabilities when playing dice games.
Think of another scenario where probabilities can be used. Discuss the advantages of using probabilities in the context of the scenario you created.

Part II should be 3 pages in length narrative paper, written in APA format, associated with the situation described in Part II.