Author: best-essay

Explain the difference between a categorical variable and a quantitative variable.

2. Explain what is meant by the term distribution of a variable.
3. Determine the difference between a pie chart, a bar chart, and a histogram.
4. List different properties one can use when describing the shape of distribution.
5. Here are the exam scores of 10 students in a statistics class: 50 35 41 97 76 69 94 91 23 65. Create a stem plot for this data set. Use the tens digits as the stem.
6. Describe a time plot and explain when it is appropriate.
Part 2
1. Among persons aged 15 to 24 years in the United States, the leading causes of death and the number of deaths in 2011 were: accidents, 12,032; suicide, 4688; homicide, 4508; cancer, 1609; heart disease, 948; and congenital defect 429.a) Use Excel to make a bar graph to display this data.
b) Suppose that the number of deaths due to all other causes is 5,786. Use Excel to create a pie chart for this data set.
2. The sales manager at a certain company is trying to decide how much of the budget to allocate for sales personnel for the upcoming year. Typically, sales costs run about 15% of Sales. To help develop an estimate, the sales manager studies sales (in millions $) during the past 2 years at company X, which are given in the table below.

Discuss two things the document tells you about life in the United States at the time it was written. (do not just provide a list of things, you must explain them points will be deducted if you simply provide a list)

Document Analysis will be in essay form and you must answer all of the prompts and edit your essay before submission to receive full points.
Your analysis must be in Chicago style:
Font Times New Roman 12pt, double spaced, 1 margins all around, and properly formatted citations, footnotes and work cited page.
Your analysis must be a minimum of two full pages of typed text not including work cited page. (You will receive a zero if your paper is not two full pages and you must also have a bibliography page)
WHAT GOES IN THE INTRODUCTION
What type of document did you read? (or was this a primary or secondary source) When was the document written? Who is the author(s) of the article and what is their title? (provide some background information on author and cite your source) For what audience was the document written? (place article in its proper context, if you say the article was written for students more than likely you are wrong. Think critically about who the audience is) Everything listed above is context and belongs in the introductory paragraph. You must also have a hook and a thesis statement.
WHAT GOES IN THE BODY
Analyze (explain) three things which are important to the author (footnote and cite the source) THESE THREE THINGS WILL BE A PART OF YOUR THESIS AND YOUR TOPIC SENTENCES
WHAT GOES IN THE CONCLUSION
Restate the main points and why do you think this document was written?
What evidence in the document helps you know why it was written? (Quote from the document, then footnote and cite the source)

Write a 2 page letter.For this activity, you will find a pending Bill on a topic related to one of the issues related to human sexuality that is of special interest to you.

The bill can be pending in the Senate or the House of Representatives either at the state or federal level. Read the bill, research the issue at hand and formulate an educated opinion. You will then write a letter to your local representative or senator, opposing or supporting the bill, and citing the relevant research to inform your opinion.

Do you think the idea of comparable worth amount to saying that women cant make it on their own? Why or why not?

Comparable Worth Back in 1999, President Bill Clinton announced the commitment of $14 million to establish an Equal Pay Initiative. Clinton explained his intention to take a proactive step to close the pay gap between men and women. At that time, women earned about seventy-five cents for every dollar earned by men.Comparable worth as a concept has always been controversial because it seeks to replace the economic market place with government regulations. Diana Furchtgott-Roth and Christine Stolba question the need for a comparable worth law. They point out that it is already illegal to pay unequal wages to equally qualified men and women who do the same job. When this disparity does occur, women sue and almost invariably they win. Further, these analysts claim, when researchers control for age, experience, education, occupation, and position, the earnings of women and men are already about the same.Critics of comparable worth also claim that the seventy-eight cent-to-the-dollar ratio found today is based on a fairly crude comparison among full-time workers: all womens salaries versus all mens salaries. The reality is, they claim, that the average womans salary is 78 percent of the average mans because the average woman has less work experience and is more likely to choose a job that gives her the flexibility to combine work and family and to take time out of the work force to bear and raise children. Rather than discrimination, these critics conclude, the disparity reflects somewhat the choices made by women and men.In the last twenty-five years, the gender pay gap has changed only slightly. As critics see it, the only way to eliminate the average pay gap would be to enact laws requiring equal pay for jobs that are similar but different. This is, of course, the policy of comparable worth. But the policy of comparable worth, while enacted in some countries, has not won support from courts all across the United States. Advocates of comparable worth claim that what is needed is to correct market flaws that reflect discrimination against women. In many cases, supporters point out, a job is devalued simply because it is performed mostly by women. Source:Furchtgott-Roth, Diane & Christine Stolba, Comparable Worth Makes a Comeback, New York Times (February 4, 1999). Discussion Questions:If a law were passed requiring the market economy to provide gender equality, do you think similar claims would be made by other categories of people who earn relatively less money? Why or why not?

difficulties faced by international students editorial.

-Opening that successfully grabs the audiences attention -Clear statement of your main argument that includes your potential solution in the second paragraph -Editorial incorporates at least three sources via paraphrase and/or quotation. Remember to include your strongest and most persuasive evidence remember that the quality of your sources can strengthen to your ethos! -Editorial successfully uses rhetorical appeals of ethos (by establishing knowledge of the issue and using I), pathos (using emotionally charged word choice and examples meant to evoke emotion in readers, and logos (by making logically sound points and using quality evidence as support) to persuade a general audience to accept your solution. international student’s writing style, but grade A is needed.

Concert type and genre(s) o What sort of concert or music drama did you attend? Is this a typical concert or style of music that would have been heard during the Nineteenth Century? Why or why not?

During the Nineteenth Century people needed to attend live performances at places such as concert halls to hear the latest musical compositions. Today, attending musical concerts and theatrical performances is still considered a worthwhile personal or social activity. Hearing classical art music in its original settingas opposed to a classroomis fundamental for music students, performers, and casual listeners. Listening to this music live provides a valuable experience that cannot be duplicated through recordings or videos. You must attended one concert of your choosing and write a report detailing your experience and the music you heard. The concert can be for any instrumental or vocal group, any music drama (such as an opera or operetta), or even a student, faculty, or departmental recital. It may be either on or off campus. However, the concert must include at least one piece on the program from the Nineteenth Century. Reports submitted on topics outside the Nineteenth Century will not be accepted, so be sure to check the program prior to attending a concert to see if it meets these requirements. It is suggested that you take notes during or immediately after the concert to aid your recollection of the music when writing the essay. Your essay should address each of the following areas: In what ways does it adhere to or deviate from Nineteenth Century norms as we have studied them in class? Choose one nineteenth century piece performed at the concert to discuss in detail. o Who wrote the piece? Is there any interesting information regarding the background or circumstances surrounding its composition? o What style or genre does this piece fit into? What about the piece indicates to you that it should be in that genre? o Did you like or dislike the piece? Was anything particularly noteworthy or interesting? Or, was it boring and unexciting? What made you feel this way? o For the piece, or the concert as a whole, are there any cultural, social, or political elements that may have influenced or been influenced by this music? Why or why not? o Specifically, discuss three musical elements present in the piece that aid in your discussion. (For example: instrumentation, melody, range, structure, various techniques, style, rhythm, etc.) Do not merely list various elements but use them to provide support for different areas of your explanation of the piece. You are allowed to use any course readings or outside sources to aid in your explanations and support your examples.