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Monthly Archives: November 2018

The Microeconomics Learning Portfolio

This learning portfolio consists of a series of short writing assignments. You will be required to complete and revise these assignments throughout the semester, and to compile and submit your completed portfolio in class on or before 12/05.

General Directions:

.Please complete ALL of the individual assignments listed below, and compile them into one document to submit by the due date. Note that some chapters do not have a corresponding assignment (e.g. chapter 1).

Follow the directions for each individual assignment closely. This sounds simple, but most of the points people lose are due to failure to follow the directions. To help with this, many assignments are broken down by components, for example A, B, C, D, etc. Please respond to these assignments by specifically addressing each component with its own paragraph.

Use your best writing skills. This assignment should reflect college-level writing ability and will be graded significantly lower if it does not. High school-level work uses proper grammar, punctuation, spelling, sentence structure, and reasonable paragraph lengths, so these components are absolutely mandatory in the learning portfolio.

There are no length requirements for the individual assignments, so please do not try to lengthen your submission by including fluff, by being redundant, or using formatting tricks. But at the same time, do not provide superficial responses. Take your time to respond to the assignments in a complete, meaningful way, and whatever length it ends up being is the “right” length.

BE HONEST! Do not work with other students on this assignment or copy things from the internet. This will result in an immediate “zero” grade on the assignment. If two people submit identical work for any portion of the learning portfolio, both parties will receive no credit for the entire assignment regardless of who the original author of the work is… If you show someone your work for any reason you expose yourself to these consequences, so don’t do it. If I provide an example to you, do not simply use my words and substitute a different example –you will get a zero on that specific assignment if you do so.

Chapter 3:

In chapter 3 we learn that the supply and demand for a good or service can shift in response to changes in certain variables, and about how supply and demand interact to determine the market equilibrium price.
Please identify a price change you have observed in the last few years. Please do not choose the price of gasoline or smart phones –thank you.
Use the supply and demand model to explain the price change you identified in A) above.
Summarize your explanation with one sentence that mentions what you think has happened to both supply and demand, and how this interaction has resulted in the price change you observed. If both curves are moving, you will need to comment on the relative size of each shift to justify the price change you observed.

Chapter 4a:

In our everyday lives as consumers we purchase many goods and services, and we derive consumers’ surplus for most of them. With that in mind, please:

Identify 3 goods or services you have purchased in the last 1 year, and estimate the amount of consumer surplus you enjoy from those purchases. Please specify both the highest amount you would have been willing to pay and the price you actually paid, and specifically state how much consumers’ you received from each item. Please do not pick cell/smart phones or gasoline; choose something else.
Please draw the demand and supply curves for one of these goods or services (they do not have to be precise), and note the market equilibrium price you paid.
Please choose a point along the demand curve that you believe represents your preferences (locate a price on the demand curve corresponding the highest amount you would have been willing to pay), and show the consumer surplus you (not anyone else) received from purchasing the good or service on the graph.

Helpful tips: Be sure to state exactly the highest price you would have been willing to pay, and the price you actually paid. The difference between these two is your consumer’s surplus. There are different phrases you can use to communicate the highest price you were willing to pay, but note that the following are incorrect:

The price you were willing to pay. Just because you were willing to pay $20 for a good, doesn’t mean this is the highest you were willing to pay.
The price you expected to pay. Again, this is not necessarily the highest price you were willing to pay.

Chapter 4b:

We are about one quarter of the way through the course. How is it going for you? Are your grades where you want them to be? If not, what can you do to remedy the situation? If you want a different result, it is imperative that you change your strategy.

Chapter 5:

 This chapter focuses on externalities in the context of producing goods and services, but like many concepts in our course, these ideas are very applicable to our daily lives. In this discussion, please:
 Identify and describe a situation where you have experienced either a positive or negative externality.
 State clearly what the external cost or benefit is.
 Estimate the dollar value of the externality. You may not be sure how to do this, so consider asking yourself the following: If it’s a positive externality, what is the highest price you would be willing to pay for the external benefit you received? If it’s a negative externality, what is the lowest price you would be willing to accept as compensation for the external cost you are bearing?
 How many people in total are affected by this externality? Recommend either a tax or subsidy amount that the externality creator should pay or receive (to “internalize the externality”) based on the number of people affected. You may assume that everyone affected has the same valuation for the externality as you do.

 Helpful Tip: Make sure that you specifically address each of the 4 elements above.

Chapter 2:
 Chapter 2 shows and discusses the gains from trade that can result when individuals, firms, or countries specialize in producing goods for which they have the comparative advantage, and trade those goods with others.
 Gains from specialization and exchange can be seen in many situations. For example, most people that we pay to do things for us (e.g. grow our food, cut our hair, tutor us, etc.) perform the task for a lower opportunity cost than we would bear if we were to do it ourselves. This is where the gain from trade that benefits both parties comes from, and is why it is rational for you to pay for the service.
 Here is an example: I had a plumbing issue at my house and decided to call in a specialist (the plumber). A guy came to my house, worked for a couple of hours, fixed the problem, and charged me $200. I could have done the work that he did, but I would need to spend the time to learn to be a plumber and/or do the job properly, and then actually do the job. It made more sense to pay the plumber (an individual who specializes in producing plumbing work and trades that with people like me), because I give up less time earning the money to pay him than I would give up learning to do the job and, then doing it.
 In the language of economics, the plumber and I made a mutually beneficial exchange because we had differing opportunity cost. Measured in hours, the plumber gave up a couple of hours, where as I would need to give up at least 20 hours to learn and perform the job. This differing opportunity cost is why we have room to make a mutually beneficial exchange. The price of $200 is a value between 2 hours and 20 hours. I agree to pay $200 because the 20 hours of free time I enjoy instead of learning how to do the job, then doing it, is more valuable to me than $200. The plumber accepts $200 because two hours of his time is worth less to him than $200.
 The textbook chapter uses comparative advantage examples where parties trade apples directly for cherries, as if they were in a barter system. In the real economy we use money as a medium of exchange so that we don’t have to trade good for good. –Can you imagine if every time you wanted to buy something you had to find someone with that good, and had to try to convince them that they wanted to trade for something you had? Money eliminates this “double coincidence of wants”, and is a topic we consider in detail in chapter 14.
 To show that you understand how comparative advantage, specialization and trade works in the modern economy, please specifically address each paragraph below.
 1. Think of a service you paid for recently. What would you have to go through to be able to perform the task you paid someone else to do (and to perform it equally well)? Please be very specific and identify/estimate the amount of time you would need for the education/training and performance of the task if you were to do it yourself instead of paying someone else to do it.
 2. Instead of going through all of that training, education, effort, etc., you decided to pay someone else to do the task. How long did you need to work to get the money to pay for the service? (If you don’t have a job, think of a job you are qualified for, guess the wage earned, and estimate how long it would take.)
 3. Compare the time you discussed in A) above, to the time required to earn the money to pay for the service as discussed in B) above. Please explain why it made sense to pay for the service to be performed rather than doing it yourself. Hopefully you paid for the task to be performed by someone else because you gave up fewer resources than you would if you did it yourself -in other words, because they had a lower opportunity cost than you (and therefore the comparative advantage.)
 I encourage you to think about the implications of this idea in the context of your educational goals. Many students are in college in large part because they believe they will earn more money as a college graduate. You can only realistically expect this outcome if, while in college, you develop a comparative advantage in performing a highly valued task (like accounting, nursing, or if you continue on to graduate school, you could be a lawyer, doctor, professor, etc.). If you get a degree in a field that doesn’t provide access to jobs, or if you don’t work hard and don’t learn anything, you will not have a comparative advantage in performing a highly valued task and cannot expect higher wages as a result of your schooling.
 4. Do you have a comparative advantage in producing any goods or services? (Of course you do!) What are you good at -that you could do at a lower opportunity cost than the typical person? Hint: think about any hobbies you have. Or if you are employed, think about your typical work functions.

Chapter 10 Reflection:

We are a little bit more than half of the way through the course. How is it going for you? Are your grades where you want them to be? If not, what adjustments can you make to improve the situation? Please respond to these questions in a writing of less than one page (a paragraph may be sufficient).

Chapter 11:

Although most of the concepts developed in chapter eleven pertain to businesses, many of the different notions of cost can be applied to your life. In a writing of no more than one page, please identify a fixed, variable, marginal, and implicit cost that you have paid in the last few years.

Chapter 12:

Many difficult or important jobs in our society pay surprisingly low wages. For example, babysitters, social workers, nursing home workers, seasonal lifeguards, and paramedics, all typically make around $15 per hour or less, but provide services that can save lives.

This phenomenon can be explained via the supply and demand model we developed back in chapter 3, or from related material we learned here in chapter 12 if we view the worker as a business owner selling their labor services.

We know that if barriers to entry into an industry are low, then businesses cannot expect to earn long-run profits. This implies that jobs that require little or no training (read: low barriers to entry) should not expect to get paid much.

For this chapter’s learning portfolio assignment, please:

-Identify a job that you think earns surprisingly little given the task(s) performed
-Discuss the training necessary to get the job
-Discuss what you think the job “should” earn, and try to justify it
-What do you think would happen if the government mandated the wage you suggested in 3) above. Please apply the lessons from the material on price floors from chapter 4 in your response

Chapter 13:

Many businesses operate in the “monopolistically competitive” environment. As we learned in chapter 13, economic profits are possible in this setting, but only to the extent that a firm can continue to differentiate itself from competing firms or produce goods at a lower cost than competitors. For example, Starbucks recently announced that it plans to offer beer and wine for sale after 4 in the afternoon in some markets. Certainly this differentiates it from other coffee shops.
For this chapter’s learning portfolio assignment, please:

-Identify a business operating in the monopolistic competition setting.
-List the assumptions of monopolistic competition and explain how the business fits in with these assumptions
-Suggest a way that this business could differentiate itself from its competition

Chapter 15a:

Please name a good or service you or your family has purchased in recent months from a monopolist. How did the monopoly come to exist? Do you think you would have benefitted from increased competition in the market for this good or service? Why or why not?

Chapter 15b:
To maximize the probability you succeed at the college level, you may benefit from thinking critically about your role in the learning process.

Matters to address

With that in mind, please (purely for your own benefit) reflect on your experience in our class, and address the following:

  1. Realistically, how much work did you put into the course? Was it more or less than what you thought you would need to do?
    2.If you would prefer to earn a higher grade than what you are expecting, what could you do in the future to improve your chances of earning that higher grade? Are there any steps you can take to improve your organization? What could you do to make better use of the time you allocate for studying (e.g. take a “study skills” course)? Should you be allocating more time to studying? Should you take fewer classes?
  2. In this course we have used several different methods to try to stimulate learning: book reading, lecture, homework questions, articles and (maybe) videos discussing applications of economic theory, discussion with other students, preparation for quizzes/exams, learning portfolio assignments requiring you to identify economics in your life, and possibly tutoring and/or office hour. Reflecting on these experiences will provide you with useful information about who you are as a student, and what sorts of experiences maximize your ability to learn. So please relax for a minute, reflect on these various exercises, and comment on which you feel worked well for you, and which did not. How can you use this information to improve the likelihood you will succeed in future classes?

Reading & Listening – Concert Music Aaron Copland & George Gershwin

What is “classical music”?

In this assignment we’ll focus on two of America’s best-known composers of what is often called “classical music” – Aaron Copland and George Gershwin. Though this use of the word “classical” is not a very precise one, the term is commonly used to describe a certain kind of music that comes from a centuries-long European music tradition. This music is thought to be different from folk, from blues, from jazz, from country, from rock & roll, etc.
Another of America’s best-known composers, Leonard Bernstein, once talked about what distinguishes “classical” music from other genres, in a “Young People’s Concert” he gave in 1959. In his lecture to the audience
he explores many terms that have been used for this music including “classical music”, “art music”, “good music”, “serious music”, and even “long-hair music” – but rejects them all because they are not accurate enough. Then he experiments with the term “exact music”. Though he’s not sure that’s a great term, either, it helps describe the nature of this sort of music.
The real difference is that when a composer writes a piece of what’s usually called classical music, he puts down the exact notes that he wants, the exact instruments or voices that he wants to play or sing those notes – even the exact number of instruments or voices; and he also writes down as many directions as he can think of, to tell the players or singers as carefully as he can everything they need to know about how fast or slow it should go, how loud or soft it should be, and millions of other things to help the performers to give an exact performance of those notes he thought up. (Leonard Bernstein at 100)

Ragtime and Stride Piano

If you think back to our assignment studying ragtime and stride-style piano, you might remember that an essential difference between those two styles was that ragtime is composed while stride piano is improvised. You can find sheet music for a ragtime piece, since a composer set it down “on paper”, while the stride piano song may be just made up from the player’s head. This correlates to the difference between “classical” music, in which the composer writes down exactly what she is thinking of, and jazz, in which the players create the music as they go (though still following a shared set of rules).
Note, by the way, that Bernstein shows a bias in describing all composers as male.

The Question

How did Copland and Gershwin depart from “classical music”?

From the colonial period into the 1800s, there had been American composers of “classical music” who copied the traditions of Europe. In their orchestral music, Copland and Gershwin made use of performing forces that had been used in the European symphonic classical music tradition, including brass instruments like trumpets and trombones, stringed instruments like violins, cellos, and basses, wind instruments like clarinets and flutes, percussion instruments, pianos, and other instruments. We’ve seen many of these instruments used in American styles of music we’ve studied so far.
Copland and Gershwin wanted to change the sounds made by the orchestra to reflect the American styles and sounds they heard around them. To do that, they composed music that included exact instructions like those Bernstein mentioned, that would show the orchestral players how to play in such a way to make sounds from American folk, jazz, and other styles. For example, they included instruments in the orchestra like saxophones from a swing jazz band, asked brass players to use mutes like jazz players, and asked violin players to play without vibrato like in some folk styles. These were sounds that you wouldn’t hear in a composition by a European composer, and reflected a distinctly American “voice” in an old European music tradition.

You’ll hear more about how successful these composers were in the video excerpts below. (Ironically, the person discussing this American music is a famous English conductor, Simon Rattle!) As you listen to the documentary examples, think about the questions below. It will be your discussion topic this week.

What are some examples from the documentary clips that illustrate a national “voice” expressed through music by these composers?

How did these composers make use of unique American sounds?

Were audience reactions always positive?

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Final Project for SNES 510 Biomechanics

Your name: _________________________ Person you are evaluating name:___________

Body measurements:

Weight_____114.4 Ibs__


Body fat % _ (BIA in HPL or on own)

Body Classification: Endomorph____ Ectomorph_____ Mesomorph____

Lengths and Heights
Arm length: acromion to distal humerus 13.5 inch___Forearm length; proximal radius to styloid process radius______11 inch_Hand size: crease to tip of middle finger__7 inch__
Wing span: Right middle finger to Left middle finger-arms straight out____64 inch

Length Measurements
tructural/True: ASIS to inferior aspect of medial malleolus _ Left _ Right
Apparent/False: Umbilicus to Medial malleolus ____Left ____Right
Tibial Heights from anterior view: Y N
Femoral Heights from lateral view: Y N
Long sit test (Rotated Ilium): PAIN?
Short to Long-Posterior Rotation
Long to Short-Anterior Rotation

Hamstrings: _____Right _____Left (90/90)
Quads:______Right_____Left (on stomach, can they bring heel to their gluteus)
Pec Major_____Right_____Left (Table level to side, look like a T)
Pec Minor_____Right____Left (Table level, stand at head, are shoulders flat on table)
Rhomboids?Lats Y N (Arms overhead, laying on table)

BESS-used with Concussion pre and post testing, highly valid and reliable
Use blue Airex pad in the AT lab where we have class and follow directions on sheets; eyes, hips, feet position. Please turn in the scoring sheet.

FMS screening
Perform a screening on your client. Please attach the sheet you used to score your client. The directions for each exercise are on Moodle in Lab Manual 1. We have 3 testing kits available just please let me know when you want to do it and I will see that it is available for you. Do you think FMS is useful? Why or why not?

Basic Gait and Posture Evaluation

Have your patient walk comfortably and also run. I’d suggest you do a short video on your phone.

Location of initial contact WALKING
R heel: medial lateral neutral mid foot
L heel: medial lateral neutral mid foot

Location of initial contact RUNNING
R heel: medial lateral neutral mid foot
L heel: medial lateral neutral mid foot

Landing position WALKING
R: pronation supination neutral
L: pronation supination neutral

Landing position RUNNING
R: pronation supination neutral
L: pronation supination neutral

Shoe wear:
What are their favorite shoes (preferable sneakers)
How old are they?
Do they have any abnormal wear patterns?

Standing posture and alignment from the front/back view:
Achilles: valgus or varus
Toe in/toe out: R or L
Knee: valgus or varus or recurvatum
Hallux/Big toe: Bunion Y or N

Movement Assessment

Overhead Squat Test: please complete the form online and turn in
Single Leg Squat Test: please complete the form online and turn in

Application of Overhead and Single Leg Squat Test:
Please make suggestions/correctives for your client’s testing. The forms are on Moodle and many were discussed in class settings/lab throughout the course.

Mobility Assessments

From Anatomy for Runners lab assessment sheet
Ankle DF: + –
Great toe DF: + –
Hip Extension: + –
Vertical Compression Test: + –
Bridge: + –
Isolating the big toe: + –

ACL intervention programs lab (Hospital for Special Surgery, NYC-Sports Safety Department, Dinan Foundation grant)

Would you implement the warm up program with your student athletes if were a coach?
Would you have your son/daughter implement the warm up program with their team(s)?
Would you complete online course for a certificate to gain knowledge and access to the program?
Have you torn your ACL or do you know someone who has?

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Mathematics: Addition and Subtraction

The lesson involves adding and subtracting whole numbers up to billions. Furthermore, the exercise requires the addition and subtraction of whole numbers and eventually recording the answer in words. Students must be able to fill the missing digits and to choose the numbers with a particular sum or difference.


CCSS. MATH.CONTENT.5.OA.B.1: Add and subtract whole numbers up to billions. For example: 20 – 10= 10 is known, 30-20= 10 is also known. 1,000,000,000 – 100,000= 999,900,000. The process illustrates how students can effectively subtract figures. The same figures can be got through addition. For example 10+10= 20, 20+10= 30, and 999,900,000+100,000= 1,000,000,000.
CCSS. MATH.CONTENT.5.0A.B.2: Add and subtract whole numbers then record them in words. For example 1000-400= 600. The answer to the question is six hundred in words. The second example illustrates the addition concept. For example: 20,000+10,000=30,000. The answer is worded thirty thousand.
CCSS.MATH.CONTENT.5.OA.B.3: Completing the addition and subtraction sentences. For example; what is the answer when you subtract ten thousand from fifty thousand. The answer is forty thousand. Example when adding; what is the value of adding one hundred thousand to sixty thousand? The answer is one hundred and sixty thousand.
CCSS.MATH.CONTENT.5.OA.B.4: Filling the missing digits. For example, 600 – 450= 15_. The answer to the question should be able to complete the sum. The second example, 450+15_=600. The student should fill the gap to get the result.

Children Friendly Internet Sources

The website looks colorful to attract students and makes using the website warm and appealing. Furthermore, the website is user friendly for pupils, teachers, and parents. The site further outlines all the required topics in the fifth grade Mathematics. It also highlights all the required subtopics in each subject. This enables the students to revise alone without the guidance of the teachers. Furthermore, it assists the parents to know what to teach their children. Therefore, the website can be used by both the students and parents without the teacher’s supervision because everything is self-explanatory.

The site has 201 complete lessons designed for 5th graders. According to the site the lessons are developed by the teachers who understand the requirements of the syllabus. It is perfectly designed for fifth graders because it has cartoons and images. The images for each topic are also correctly displayed, thus attractive to the children.

The website has sound effects when the lessons are popping up, and the sound of a lady is heard welcoming the visitors to the site. The layout of the website is perfect for children because the cartoons and the images represents what the pupils can relate to and love watching (Meichenbaum & Biemiller, 2017). Therefore, it makes learning easy for the children. Parents are required to log in to the account, after registering a membership fee is charged for them to effectively enjoy all the lessons that the website offers to the students. Additionally, it is a one-stop shop for all the Mathematics lessons in different spheres or grades. Therefore, the website is perfect for teachers and parents because it can assist them to teach students.

The site requires students to log in to access all the lessons offered. The outlook of the site is perfect for children because it is accompanied by cartoons and a great font that pupils can easily relate to. The website is friendly for parents and it also provides them with an opportunity to sign up for free. Fifth graders will enjoy using the site because it has personalized learning materials for children (Artzt et al. 2015). The children get fun rewards for providing correct answers to the questions. The site further has an app where weekly reports and emails are sent to the parents. Consequently, the students can monitor the progress of their children through the iPhone app.

Unpacking the Standards

• The lessons assist the children in building a foundation in Mathematics. The addition and subtraction supports the children to learn critical concepts in Mathematics.
• The writing in word enables children to understand the lessons better and to calculate, and spell out their answers effectively.
• Filling in the missing numbers is essential in learning because it assists students to think critically and to understand the required concepts.

Prerequisite Activities

The students should be able to know how to read and write to enable them write the answers in words. Additionally, the lessons requires the students to be able to count count from one to one billion or understand how a billion is written.

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UB Music Library’s Audio Video Collection

Students should watch a full-length opera from the UB Music Library’s Audio Video Collection. After watching the opera, students should write a 1page report based upon the following information:

What opera did you watch? (include composer’s name, opera name, librettist’s name, director’s name, and location of production, if available)
Choose two pieces from the opera. Relate each piece to another we have heard in class. Describe to the best of your ability what is happening int he scene, including who is singing at the time. Include 3 keywords or ideas from class for each example.

What was your experience of watching a full opera like? What did you especially enjoy? What was your biggest challenge? (Give specifics)
Was there anything that especially surprised you? (Give specifics)


for the composer’s name, opera name, librettist’s name, director’s name, and location of production. Use the information in the picture that i send to you.

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Even and Odd Numbers

During the teaching process, the tutor is obliged to teach learners even and odd numbers by using materials that are either at home or within the classroom, to make the topic easy. The objects and language used should be familiar and relate-able (Artzt, Armour-Thomas, Curcio, & Gurl, 2015). This means that the Math should be taught in the context of preschooler’s everyday lives. The teacher should also help to reinforce the concepts through repetition with different combinations of numbers and even inviting learners to create their own. The children should be allowed to count food items at snack time, create and use a number line, play memory games by looking at a row of three (3) numerals, then have them close their eyes and repeat the numbers they saw in the correct order (Artzt et al. 2015).

Main Activities

During this stage, the teacher should move beyond the numerical recognition and focus on some activities including:
 Recognizing the digits 1 to 40
 Counting to 100
 Skip counting by 5
 Skip counting by 10
If the child can recognize the number 7, they may recognize the symbol but may not truly understand what that number represents without counting the objects presented by the teacher one by one. When asked what 15 is, some children will say 15 is 1 and 5 or will recognize and name it as number 15. The use of 10 frames is the best way to develop numeracy skills, which to a larger extent allows kids who are familiar with board games recognize the patterns and be in a position to tell the difference between numbers.

The Main Goal

The goal is to help children identify odd and even numbers using the aspect of Math language. In an effort to gain the learners’ interest, the teacher can ask for ten pupil’s volunteers to come to the front of the class. The teacher will be required to count the number of learners standing, which in this case is 10. Number 10 will be written on the board under the word ‘even.’ Students should be made aware that the number 10 is an even number. The teacher should also make it clear to the learners that the numbers 8, 6, 4, and 2 are also even numbers. Similarly, they should be informed that numbers 7, 5, 3, and 1 are odd numbers. The aspect of Sort it out enables students to categorize numbers as either odd or even. “Even numbers can be paired up exactly, odd numbers cannot” (Meichenbaum & Biemiller, 2017, pp. 106). If learners can identify odd and even number, the teacher can go ahead to introduce more challenging activities such as adding even and odd numbers, odd and odd numbers, and adding even and even numbers and see whether the results will be an odd or even number.
Based on the guided practice, the teacher will be required to make a color chart, coding odd and even numbers.

On the other hand, based on the independent practice, learners should write the words odd or even on the card and work independently to pair up the dots, in order to determine if the number is even or odd (Meichenbaum & Biemiller, 2017). There is also room for modification and differentiation. In this case, learners who need to be challenged even more can create their own mystery number cards with more significant numbers. Teachers are also required to help students who need extra help in a one-on-one setting.

Blending Math into Language

The teacher should blend Math concepts into language, music, art, and science projects (Turkan & De Jong, 2018). At the end of the lesson, the learner should be able to identify odd and even numbers, place numbers in the correct order, and complete Maths pattern. Other than using visuals, the teacher should find the opportunities to differentiate learning. This means that learners should be given as much time as they need to grasp specific concepts or skills. Also, by allowing learners to explain their own ideas, they will be able to give their opinions and results, and this is likely to have a significant impact on the way they learn. When teaching grade 2 learners, the teacher should incorporate storytelling to make connections to real-world scenarios. For instance, in the identification of odd and even numbers, the use of real objects such as cards can make learners understand where the concept fits and to a considerable extent see the relevance of Math.

Advanced Math Instructions

As the teacher’s approach to Math instructions evolves and expands, they may likely discover more opportunities to prepare preschoolers to succeed “in the number work” (Meichenbaum & Biemiller, 2017). Since preschooler’s love to learn by doing, there is the need for the teacher to engage their minds, connect with their senses, and tap into their enthusiasm. While children appears to learn to read best by mastering skills in a linear fashion, the standard learning curve varies depending on the intellectual ability of the kid (Meichenbaum & Biemiller, 2017). However, teachers need to be aware that some kids seem to understand Math activities without necessarily mastering more straightforward counting and Math related activities.

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The Lottery” (1948) by Shirley Jackson

After reading The Lottery, written in 1948 by Shirley Jackson, answer the following questions:
Discussion Questions:

  1. Were you surprised by the ending of the story? If not, at what point did you know what was going to happen? How does
    Jackson start to foreshadow the ending in paragraphs 2 and 3? Conversely, how does Jackson lull us into thinking that this is
    just an ordinary story with an ordinary town?
  2. Where does the story take place? In what way does the setting affect the story? Does it make you more or less likely to
    anticipate the ending?
  3. In what ways are the characters differentiated from one another? Looking back at the story, can you see why Tessie
    Hutchinson is singled out as the “winner”?
  4. What are some examples of irony in this story? For example, why might the title, “The Lottery,” or the opening description
    in paragraph one, be considered ironic?
  5. Jackson gives interesting names to a number of her characters. Explain the possible allusions, irony or symbolism of some
    of these:
    ● Delacroix
    ● Graves
    ● Summers
    ● Bentham
    ● Hutchinson
    file:///Users/carolynsigler/Desktop/lotry.html (7 of 8)1/23/2005 7:58:04 AM
    The Lottery–Shirley Jackson
    ● Warner
    ● Martin
  6. Take a close look at Jackson’s description of the black wooden box (paragraph 5) and of the black spot on the fatal slip of
    paper (paragraph 72). What do these objects suggest to you? Why is the black box described as “battered”? Are there any other
    symbols in the story?
  7. What do you understand to be the writer’s own attitude toward the lottery and the stoning? Exactly what in the story makes
    her attitude clear to us?
  8. This story satirizes a number of social issues, including the reluctance of people to reject outdated traditions, ideas, rules,
    laws, and practices. What kinds of traditions, practices, laws, etc. might “The Lottery” represent?
  9. This story was published in 1948, just after World War II. What other cultural or historical events, attitudes, institutions, or
    rituals might Jackson be satirizing in this story?

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Understanding Korean Cinema

Write two 500 to 600-word essays answering each set of questions below. You need to construct your essays drawing on the relevant readings, films that we watched, lectures, student presentations, class discussions, and your own critical observations and responses.

New Korean Cinema

What is New Korean Cinema and how is it distinguished from earlier South Korean cinema? What are the major factors that contributed to the transformation of South Korean cinema into what is termed New Korean Cinema? Consider both the domestic and external forces as the context for the rise of New Korean Cinema. How did the film policy and regulation change in the 1990s and what are major changes in the film community and the practices of the film industry in the 1990s?

How are such changes manifested in film content and style? How do you evaluate the current status of South Korean cinema? Consider both the accomplishments and problems/challenges. Base your evaluation on the class materials (readings, lectures, presentations, and discussions) as well as your own observations and insights. Also in describing the major characteristics of the films of New Korean Cinema, discuss in some detail at least three films that we watched in class. (500-600 words)

Transnational Korean Cinema

How has South Korean cinema become distinctively transnational since the late 1990s in terms of textual and industrial practices? How do recent South Korean films actively adopt and appropriate foreign cultural influences and models? How does the South Korean film industry try to expand its market beyond the Korean border? What factors have contributed to the transnational circulation and consumption of South Korean films?

Modes of Transnational Practices

What are the prominent modes of transnational practices and interactions that South Korean cinema has adopted in recent years? How do you evaluate the growing transnational practices in the production and distribution of South Korean films?

Also consider the effect of these transnational interactions on the “cultural identity” of South Korean cinema. Do transnational cultural flows and interactions result in the homogenization of culture? In discussing the transnationalization of South Korean cinema, discuss in some detail at least three films that we watched in class. (500-600 words)

Selecting a Sampling Method

Choosing the right sampling method to achieve the desired information requires an auditor’s judgment. Using the information presented in this document calculate Requirement 1, Requirement 2, and Requirement 3.

Analyze your calculations and then write a one page paper on your analysis. Determine whether Anthony’s Orchard’s choice of PPS sampling is the most systematic approach and yields the desired results to satisfying their audit needs or whether the audit needs would be best satisfied through classical variables sampling. Evaluate the difference between classical variables sampling and PPS sampling.

Objective of the Test

The object of the test is to determine Anthony’s Orchard’s audit needs. The object of this Application Assignment is to determine the reasonableness of the Accounts Receivable balance.

Define the Target Population

Anthony’s Orchard audit team identified Accounts Receivable as the target population with a balance of $1,000,000.

Chose Sampling Technique

Anthony’s Orchard audit team selected PPS. Evaluate their selection of PPS. Determine whether this choice informs the audit’s needs.
The probability-to-size sampling or PPS is a sampling tool, which relies on the probability of selecting accounts receivable items to include in the audit since the population or the accounts receivable balances per costumer (or account or invoice) vary in amounts. The PPS technique ensures that the accounts receivables with smaller amounts.
On the other hand the classical variables sampling uses and assumes normal distribution to estimate the misstatement, in dollar amounts, of the balances in the accounts receivables accounts.
Calculating Sample Size

Determine the sample size of Anthony’s Orchard’s audit. Calculate the sampling size and the sample interval in the field provided based on the information in the audit below.

Note: The Expansion Factor for risk at 5% of incorrect misstatements is 1.6. With number of overstatements of (0) and risk of incorrect acceptance, the Reliability Factor is 3.
Tolerable Misstatement™ ($40,000)
Risk of incorrect Acceptance .05
Expected misstatement ($8,000)

Requirement 1: Calculate the Sampling Size and the Sample Interval

Calculate the Sampling Size in order to calculate the Sample Interval.

Calculate Sampling Size = Calculate Sample Interval =
(Recorded amount of Populationreliabilities factor)/(Tolerable misstatement-(Expected misstatementExpansion factor))=($1,000,0003)/(($40,000-($8,0001.6))=110

Sampling interval=Book value of population/Sample size=$1,000,000/110=$9,091

Selecting a Sample Method

The method Anthony’s Orchard chose for selecting the sample was systematic. Determine whether the classical variables sampling method would have been the more systematic choice to satisfy Anthony’s Orchard’s audit needs.

Conducting Sample Procedure

Anthony’s Orchard conducted the sample procedure. As you work through the following steps, determine whether the procedure yields the desired results.

PPS Sampling Procedure

Complete the table below by calculating the Sampling Interval and the8 Projected Misstatement.
Book Value Audit Value Misstatement Taint Percent Sampling Interval Projected Misstatement
$125 $100 $25 25% $9,091 $9,09125%=$2,272.75 $12,000 $1,000 $11,000 – N/A $11,000 $50 $40 $10 20% $9,091 $9,09120%=$1,818.20
Requirement 2: Calculate the Projected Misstatements

Requirement 3: Calculate and Interpret the Upper Limit on Misstatements

Decision Matrix: The tolerable misstatement is $40,000.

If the upper limit of the misstatements is below the tolerable misstatements, then account receivable is reasonable. If the upper limit of the misstatements is above of the tolerable misstatements, then the account receivable is not reasonable.

Note: The Expansion Factor for risk at 5% of incorrect misstatements is 1.6. With number of overstatements of (0) and risk of incorrect acceptance, the Reliability Factor is 3.

Basic Precision = Reliability Factor * Sampling Interval
= 3.0 * $9,090
= $27,270

Calculate the Incremental Allowance for Projected Misstatements

Reliability factor Increment Increment Less one Projected Misstatements Incremental Allowance
3.0 –
4.75 1.75 .75 2272 1704=22720.75 6.30 1.55 .55 1818 999=1818.55
Total 2703

Business Problem – Lending Club Analysis

Our hedge fund is considering investing $40Million/yr in loans on These loans are an appealing investment with rates averaging 17%. However, 5% of invested money on the site is lost due to borrower defaults. You would like to be able to screen out the riskiest borrowers. If successful, your organization will use your approach to justify investing on the site. They will then apply the method in an automated fashion to choose which loans to fund. You begin the project with the data set LendingClub(clean).zip. Your target is whether the loan was “bad” or not.


• You should follow all directions in this document
• The write up should be written from the perspective of the group
• The write up should be free from grammatical / spelling errors
Original Model
• Explain the file that you loaded into Data Robot.
• What is the name of the column for your target? What qualifies as a “bad” loan? What type of target are you working with?
• Did you remove any columns because of target leakage?

Model Improvement

• What feature engineering techniques, feature selection, or changes in Data Robot did you try? Be specific about what you did (specific features/ techniques where applicable).
• Why did you think this would create improvement? Did it? How do you know either way? Please provide screen shots to supplement your response.

Feature Analysis

• Overall, what are the top three most “important” features? Please provide a screen shot to supplement your response.
• What features were selected in Data Robot for your best model?

Model Selection

• What was your most accurate model (after improvements)? Please provide a screen shot to supplement your response.
• Was this the “fastest model”? Either way, how fast was it? Please provide a screen shot to supplement your response.
• Do you think this model would improve with more data? Why or why not? Please supplement your response with a screen shot.

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Individual Research Project

Write a Survey Paper
(Individual Research Project)
 Topics: Select a topic related to:

  1. Wireless Networks
  2. Clouding Computing or Distributed Computing, such as:
    a. Hadoop
    b. OpenStack
  3. Internet of Things
     Submit your survey paper (6~10 pages).
     Submission: Assignment Folder named “SurveyPaper” on D2L
     What to submit:
    o Format: IEEE transaction paper format or you can use a latex format for IEEE transaction paper
    Grading Criteria: Your final paper and the presentation must include all of the following sections:
    I. Introduction
    Justification on your topic
    You need to justify or explain why your topic is interesting to be
    Background knowledge.
    You need to explain background knowledge of your research topic to
    help a reader understand your proposal. This section must explain the
    following background knowledge, under the assumption that the reader is a junior or senior who took ITEC350 and/or ITEC451:
     the domain of your problem (ex) wireless sensor network,
    grid computing networks, mobile agents, and so on.
     the theory of your approach (see section IV below)
    II. Approach to Explain the Topic
    III. Existing Research Issues on the Topics
    You need to summarize existing research results by other researchers on the similar topics. This section must (1) briefly explain their idea; and (2) address disadvantages or weakness of their idea which your solution will tackle.
    IV. Possible Future Research Issues on the Topic
    V. Concluding Remarks

Contemporary Health

Grades for each assignment will be taken out of 10 points with 7 points allotted to the information you present in your assignment and 3 points allotted to how clearly you are able to share your thoughts.
Students must turn in the assignments by the deadline given in the syllabus. Any and all grade disputes must be submitted via email no later than one week after it has been entered into Compass.
This rubric can be applied to all assignments during the course and any questions regarding grades for assignments should be directed to the TA who grades your section. Questions regarding anything other
than the assignments should be directed towards the instructor of the course.

Rating Scale 7 6-5 4-3 2-1 0

Accuracy and thought put into assignment
Work demonstrates thorough knowledge of the topic and reading, is clearly described in detail and all parts of the assignment are sufficiently addressed
Student demonstrates an acceptable understanding of the topic and
readings, and addresses all parts of the assignment but may be lacking some minor points relating to the topic
Student demonstrates a partial understanding of the topic and readings,
doesn’t fully address each part of the assignment, or is lacking major
points relating to the topic
Student demonstrates little to no understanding of the topicsand readings
and doesn’t address all parts of the assignment
Did not complete the assignment sufficiently or is impossible to understand
Rating Scale 3 2 1 0
Presentation of the information
Little to no errors or mistakes and clear, thought out responses
Few errors or mistakes and can understand the overall meaning of the work
Many editing mistakes and is difficult to understand
Impossible to understand or did not complete the assignment.

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