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Find the degree of the polynomial function.
17x3 + 3x2 - 2x - 2y4 - 1
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degree= 4
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discussion one
Domains of Rational Expressions [CLOs: 1, 2]In this discussion, you are assigned two rational expressions to work on. Rem ...
discussion one
Domains of Rational Expressions [CLOs: 1, 2]In this discussion, you are assigned two rational expressions to work on. Remember to factor all polynomials completely. Remember to factor all polynomials completely. If you want to refresh your factoring skills, review sections 5.1 -- 5.6 in your e-book. Read the following instructions in order and view the example to complete this discussion. Please complete the following problems according to your assigned number. (Instructors will assign each student their number.)If your assigned number is:Your first rational expression isYour second rational expression is1a2 + 2a – 10 –11a2x – 8x2 – x2y2 + 11y + 30y + 55a – 3 a2 – 493u2 + u – 72 3u – 152w – 1 w2 – 94x2 – 6x – 55 x2 – 3x – 28b – 34b2 – 16516b2 – 12b2 + 11b – 6c2 + 2c – 10 10c2 – 80c + 16064w2 – 9–5wy2 – 4 2y2 + y – 17a2 + 6a + 9a – 10t2 + 2t – 10 t2 – 6t + 8881m2 – 16 5m + 1022x + 112x2 – x93a2 + 16a + 5a2 – 7a + 10b2 + 7b + 10 b2 – 9104x2 – 16x – 18r2 + 2r – 24 r – 211t2 – 14t + 494t – 83q2 – 22q + 24 q2 – 112v2 – v – 20 v2 + 4v + 36t – 3t13n2 – 2n – 15 n – 28k + 6 8k2 + 2k – 31464k2 – 9 2s2 + 2s – 15 s2 – 36154k2 – 12k + 94k3w2 + 36 2w – 8165m2 + mm + 612a – 15 5a – 25177t2 – 14t4t2 – 936 – w2w1822x + 11x2 – 3x – 101 – 2c 20c2 + 10c1920c3 + 5c2 – c 7c – 143a2 – 12a 24a2 – 18a20g2 – 36 6g2 + 15g7n – 2 4n2 – 25211 – 2x + x2x2 – 12c2 + 5c – 25 14c – 2122144 – w28 – 2wz2 – 8z + 16–12234 + 16n2n – 83x2 – 2x – 1 x2 – 8124y2 – 25–6y 37 2p – 4p225a2 – 100a2 + 5a + 63b2 – 9 b – 8261 – x2x2 + 10x + 252u – 2 1 – u273z + 33z5y3 – 75y 2y2 + y – 15289 – 36x2815k2 – 5k k2 – k – 3029x2 – 7x + 125xw2 – 9w – 36 16w2 – 130m2 + 13m + 406m4y – 3 25y2 – 431k2 – 8k172b + 1 3b2 – 12329b2 + 3412x – 6 10x2 + 5x3315x2 + 4550x42m2 – 3m 34g2 + 46g g3k + 1 k2 + k – 42354a – 5 144m3 +16m3m2 – m36x2 – 2523b2 – 18b + 81 3b2 – 12379m2 – 4235x + 15 x2 – 4938d2 + 933m2 + 4m – 55m2 + m3913n2 – 13n 6n2w + 19w2 – 1404x3 – 16x14 2b2 – 8 41x2 + 2x – 10 3x2x – 8x2 – 7x + 1042x2 + x – 72 245b – 3 b2 – 443w2 + 11w + 307w2n – 1 4n2 – 944g2 – 6g – 55 gk3 + kk2 – k – 424516t2 – 164x2 + 2x – 10 3x – 15Explain in your own words what the meaning of domain is. Also, explain why a denominator cannot be zero.Find the domain for each of your two rational expressions.Write the domain of each rational expression in set notation (as demonstrated in the example).Do both of your rational expressions have excluded values in their domains? If yes, explain why they are to be excluded from the domains. If no, explain why no exclusions are necessary.Incorporate the following five math vocabulary words into your discussion. Use boldfont to emphasize the words in your writing. Do not write definitions for the words; use them appropriately in sentences describing your math work.DomainExcluded valueSetFactorReal numbersYour initial post should be at least 250 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references.
MA215 Grantham University Week 8 Return on Investment Final Project
Final Project Week 8Write a minimum 4 page report (Four pages is about 1000 words - meet the 1000 word goal, especially if ...
MA215 Grantham University Week 8 Return on Investment Final Project
Final Project Week 8Write a minimum 4 page report (Four pages is about 1000 words - meet the 1000 word goal, especially if you are embedding graphs and tables) explaining the results from your analysis of the ROI of Business Majors and Engineering Majors. Use your results from each week’s assignment to make this report.This report should include:IntroductionA detailed description of the data used in this analysis – specifically explain what the data in each column represents.A detailed description of ROI and how it applies to the central question.Scenario: Create a scenario of someone you are talking with to share the information.4 Body paragraphs: A detailed explanation of any information learned about:1. School Type for each major;2. The Cost for each major;3. The 30 Year ROI for each major;4. The Annual % ROI for each major.Explanations in these four paragraphs should be supported with the results obtained from your work in previous weeks. This means hypothesis testing, confidence intervals, measures of central tendency, normal / not normal distributions, public vs. private, regression analysis, etc. should all find a way into the paper. The highlighted boxes of interpretation should really help here. You are allowed to use your work in the highlighted boxes.Conclusion: Finally, answer the following questions and support your answer with your results.Does there appear to be a particular major that gives a better ROI? Why or Why not?What advice would you give to the person you are sharing this information with?Given that we are using statistical inference to make our conclusions, is it guaranteed that the major you choose that gave a better ROI for this sample will ALWAYS have a better ROI than the other major? Explain your reasoning.
University of Maryland Global Campus Discussion Post
Attached are 4 discussion post. Basic honestly more of myths, and perspective. IT IS NOT ACTUAL MATH PROBLEMS.
I wil ...
University of Maryland Global Campus Discussion Post
Attached are 4 discussion post. Basic honestly more of myths, and perspective. IT IS NOT ACTUAL MATH PROBLEMS.
I will also place 2 classmate post for a response. Unable to post until I post my initial post. Please be aware I will also need responses to post
POST 1
If my learning path in ALEKS is any indication, transcription errors seem to be my biggest problem, followed by the occasional interpretation error. Several of my failures to clear a topic without providing an incorrect answer are the result of either typing/clicking the wrong number or symbol (a malfunctioning mouse isn’t helping) or seeing a word problem like one I’ve just completed and failing to catch one of the variables in the word problem was changed. You’d think by now I’d realize I won’t see the exact same problem twice! As a result, I’ve learned I need to double-check my entries before I hit submit, and make sure I pulled the right numbers out of a word problem.
Since starting this course, my confidence level has risen slightly. I attribute this in large part to ALEKS and how it approaches introducing topics. I find myself making it through probably 80-90% of the problem sets it throws at me without making any errors. The learning path and explanation buttons seem to be all I need in most cases - I’ve really only opened the textbook when doing the problem sets to see how my assigned problem lines up with the examples listed.
Classmates for response Week3:
Ryan
1. Agree or disagree with one of the Math Myths listed above. Find a link to one article on the Internet to support your response.
I agree with all of the myths listed except for myths 1 and 5. I do believe that the most important thing in math (as far as the U.S. education system appears to be concerned with) is getting the correct answer. In addition, I believe that math is a very logical and calculating field that often requires a keen analytical mindset. I do not agree with the statement that men are better than women at math in natural sense as this could be blamed on a societal construct versus anything from nature. For example, teachers often underestimate the ability of females to perform math functions, leading many of them to abandon the idea of pursuing a professional career in the field by the 8th grade (AAUW 2). While this is obviously a hot-take that is not true in the slightest, it is easy to see this being the case from a historical point of view. However, times have changed and this is no longer the case. Women have pursued careers in this field at a much higher rate; so much so that I can say that I’ve only had 1 or 2 male math teachers in my entire life versus dozens of female teachers. In addition, I am not above admitting that I am not that great at math and I am sure there are plenty of women within this class and outside of here that are much better at math than me. This statement, while dated and continuously evolving, is simply incorrect.
2. Share your own current or former feelings of math anxiety. Explain how you plan to deal with it in this course.
This is the first time I’ve heard this phrase before and I can genuinely say that I have a pretty rough case of math anxiety. When I first registered for classes at UMGC, I contacted my advisor and told her to tell me what the simplest math class is because I am “too stupid for anything else”. Part of that is just my sense of humor but another part of that is because I have always struggled with math and I was just saying how I felt albeit lightheartedly. Preparation is my key to getting through this anxiety; ensuring I stay ahead of the work and don’t have to rush through everything at a later date to avoid the feeling of being overwhelmed will help me avoid these thoughts. After all, I’ve made it this far by doing this and I can make it through this class by keeping this up.
Works Cited:
AAUW. The Myth of the Male Math Brain. American Association of University Women. No Date. https://www.aauw.org/resources/article/the-myth-of-the-male-math-brain/
Daniel
I'll address Math Myth #1: Aptitude for math is inborn. I disagree with the statement - to a point. However, there a certain stereotypes associated with math that have elements of truth which tie in to this myth. I recall listening to a podcast a couple years ago which broke down the "Asians are good at math" stereotype and why it often appears to be true. Perhaps the thing I found most intriguing was discussion of a Chinese language (I don't recall if it was Cantonese, Mandarin, or both) and how it is constructed in such a way that numbers can be communicated much more efficiently than in English. Rather than having weird linguistic constructs like "eleven, "twelve", "fourteen" and "thirty-seven", the Chinese language(s) use mono-syllabic words to say "one ten and one", "one ten and two", "one ten and four", and "three tens and seven". Additionally, aspects of culture play into approach to learning as well. So, aptitude for math isn't inborn, but some people are exposed to things at an early age and given tools that enable them to excel at math.
The article I found supports both points of view, and basically concludes that certain abilities related to mathematics, such as pattern recognition, may be inborn; however, crunching numbers isn't can't exist without numbers and a way to write and say them. dissenting viewpoint addresses precisely what I described in the previous paragraph.
Article Link: http://www.scienceclarified.com/dispute/Vol-2/Do-humans-have-an-innate-capacity-for-mathematics.html
Grand Canyon Week 1 Data Needs Identification and Data Acquisition Questions
Week 1 assignments will be sent into personal messageCLC - Data Needs Identification and Data AcquisitionThis is a Collabo ...
Grand Canyon Week 1 Data Needs Identification and Data Acquisition Questions
Week 1 assignments will be sent into personal messageCLC - Data Needs Identification and Data AcquisitionThis is a Collaborative Learning Community (CLC) assignment.Now
that you have identified the business problem and translated it into an
analytics problem, you can now identify the data needs and acquire the
data.Provide a draft outline that identifies the data needs and addresses the following questions: What is needed? Be specific for each variable (e.g., Monthly Sales last 12 months, Number of Monthly Customers last 12 months).How can the data be obtained? When can the data be obtained?For
each data variable, identify the specific type: Are they measured data
(continuous, e.g., how long does a customer stay in the retail store?)
or counted data (discrete, e.g., how many customers came to the store
from 1 p.m. to 2 p.m.?).Assess whether the available data can
be used to address the specific analytics problem statement identified
in the Topic 1 assignment.Provide the raw data that you will be
using for subsequent assignments. Place the dataset into an Excel file.
Ensure that column headers are provided that clearly identify the
meaning of each data variable. As needed, provide the necessary
information in the file so data values can be interpreted. If there are concerns about proprietary issues related to using company data, you can change your data set accordingly.Synthesize
the information from your draft outline to complete, in 900
words, the relevant components in the Data Understanding, Acquisition,
and Preprocessing section of the "Capstone Project Thesis Template."Submit the draft outline, raw data Excel file, and the updated "Capstone Project Thesis Template."Prepare
this assignment according to the guidelines found in the APA Style
Guide, located in the Student Success Center. An abstract is not
required.This assignment uses a rubric. Please review the rubric
prior to beginning the assignment to become familiar with the
expectations for successful completion.
Exchange Paradox, statistics homework help
Rest of the problems are in the attached file. I also attached book.1.(the Exchange Paradox) You’re playing the followin ...
Exchange Paradox, statistics homework help
Rest of the problems are in the attached file. I also attached book.1.(the Exchange Paradox) You’re playing the following game against an opponent,
with a referee also taking part. The referee has two envelopes (numbered 1 and 2 for the sake of
this problem, but when the game is played the envelopes have no markings on them), and (without
you or your opponent seeing what she does) she puts $m in envelope 1 and $2 m in envelope 2 for
some m > 0 (treat m as continuous in this problem even though in practice it would have to be
rounded to the nearest dollar or penny). You and your opponent each get one of the envelopes
at random. You open your envelope secretly and find $x (your opponent also looks secretly in his
envelope), and the referee then asks you if you want to trade envelopes with your opponent. You
reason that if you trade, you will get either $ x
2 or $2 x, each with probability 1
2 . This makes the
expected value of the amount of money you’ll get if you trade equal to
1
2
$x
2
+
1
2
($2 x) = $5x
4 ,
which is greater than the $x you currently have, so you o↵er to trade. The paradox is that your
opponent is capable of making exactly the same calculation. How can the trade be advantageous
for both of you?
Stratford University Mathematics Probability Questions Worksheet
A1. Week 3 Post (300+ words):Think of some discrete random variable you observe on a regular basis. For example, it coul ...
Stratford University Mathematics Probability Questions Worksheet
A1. Week 3 Post (300+ words):Think of some discrete random variable you observe on a regular basis. For example, it could be the (rounded) number of hours you sleep, how many gallons of gas are in your car when you get into it, how many boxes of cereal are in your house, how many days between grocery shopping, etc. (just make sure it takes only integer values). Try to list all of the possible values that this discrete random variable can take. If you can, collect some frequency data – give the relative frequency table and use this as an estimate of the probability distribution. Calculate the expected value and the standard deviation for this probability distribution. Interpret these parameters, and discuss whether they make sense based on your experience.B1. Find the mean of the given probability distribution.2. Find the mean of the given probability distribution.The random variable x is the number of houses sold by a realtor in a single month at the Sendsom's Real Estate office. Its probability distribution is as follows.5. Provide an appropriate response.In a game, you have a probability of winning and a probability of losing What is your expected value?6. Provide an appropriate response.A contractor is considering a sale that promises a profit of $26,000 with a probability of 0.7 or a loss (due to bad weather, strikes, and such) of $8000 with a probability of 0.3. What is the expected profit?7. Find the indicated probability. Round to three decimal places.A test consists of 10 true/false questions. To pass the test a student must answer at least 6 questions correctly. If a student guesses on each question, what is the probability that the student will pass the test?8. Find the indicated probability. Round to three decimal places.A machine has 11 identical components which function independently. The probability that a component will fail is 0.2. The machine will stop working if more than three components fail. Find the probability that the machine will be working.9. Find the indicated probability. Round to three decimal places.In a certain college, 33% of the physics majors belong to ethnic minorities. If 10 students are selected at random from the physics majors, that is the probability that no more than 6 belong to an ethnic minority?10. Find the indicated probability. Round to three decimal places.Find the probability of at least 2 girls in 6 births. Assume that male and female births are equally likely and that the births are independent events.
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discussion one
Domains of Rational Expressions [CLOs: 1, 2]In this discussion, you are assigned two rational expressions to work on. Rem ...
discussion one
Domains of Rational Expressions [CLOs: 1, 2]In this discussion, you are assigned two rational expressions to work on. Remember to factor all polynomials completely. Remember to factor all polynomials completely. If you want to refresh your factoring skills, review sections 5.1 -- 5.6 in your e-book. Read the following instructions in order and view the example to complete this discussion. Please complete the following problems according to your assigned number. (Instructors will assign each student their number.)If your assigned number is:Your first rational expression isYour second rational expression is1a2 + 2a – 10 –11a2x – 8x2 – x2y2 + 11y + 30y + 55a – 3 a2 – 493u2 + u – 72 3u – 152w – 1 w2 – 94x2 – 6x – 55 x2 – 3x – 28b – 34b2 – 16516b2 – 12b2 + 11b – 6c2 + 2c – 10 10c2 – 80c + 16064w2 – 9–5wy2 – 4 2y2 + y – 17a2 + 6a + 9a – 10t2 + 2t – 10 t2 – 6t + 8881m2 – 16 5m + 1022x + 112x2 – x93a2 + 16a + 5a2 – 7a + 10b2 + 7b + 10 b2 – 9104x2 – 16x – 18r2 + 2r – 24 r – 211t2 – 14t + 494t – 83q2 – 22q + 24 q2 – 112v2 – v – 20 v2 + 4v + 36t – 3t13n2 – 2n – 15 n – 28k + 6 8k2 + 2k – 31464k2 – 9 2s2 + 2s – 15 s2 – 36154k2 – 12k + 94k3w2 + 36 2w – 8165m2 + mm + 612a – 15 5a – 25177t2 – 14t4t2 – 936 – w2w1822x + 11x2 – 3x – 101 – 2c 20c2 + 10c1920c3 + 5c2 – c 7c – 143a2 – 12a 24a2 – 18a20g2 – 36 6g2 + 15g7n – 2 4n2 – 25211 – 2x + x2x2 – 12c2 + 5c – 25 14c – 2122144 – w28 – 2wz2 – 8z + 16–12234 + 16n2n – 83x2 – 2x – 1 x2 – 8124y2 – 25–6y 37 2p – 4p225a2 – 100a2 + 5a + 63b2 – 9 b – 8261 – x2x2 + 10x + 252u – 2 1 – u273z + 33z5y3 – 75y 2y2 + y – 15289 – 36x2815k2 – 5k k2 – k – 3029x2 – 7x + 125xw2 – 9w – 36 16w2 – 130m2 + 13m + 406m4y – 3 25y2 – 431k2 – 8k172b + 1 3b2 – 12329b2 + 3412x – 6 10x2 + 5x3315x2 + 4550x42m2 – 3m 34g2 + 46g g3k + 1 k2 + k – 42354a – 5 144m3 +16m3m2 – m36x2 – 2523b2 – 18b + 81 3b2 – 12379m2 – 4235x + 15 x2 – 4938d2 + 933m2 + 4m – 55m2 + m3913n2 – 13n 6n2w + 19w2 – 1404x3 – 16x14 2b2 – 8 41x2 + 2x – 10 3x2x – 8x2 – 7x + 1042x2 + x – 72 245b – 3 b2 – 443w2 + 11w + 307w2n – 1 4n2 – 944g2 – 6g – 55 gk3 + kk2 – k – 424516t2 – 164x2 + 2x – 10 3x – 15Explain in your own words what the meaning of domain is. Also, explain why a denominator cannot be zero.Find the domain for each of your two rational expressions.Write the domain of each rational expression in set notation (as demonstrated in the example).Do both of your rational expressions have excluded values in their domains? If yes, explain why they are to be excluded from the domains. If no, explain why no exclusions are necessary.Incorporate the following five math vocabulary words into your discussion. Use boldfont to emphasize the words in your writing. Do not write definitions for the words; use them appropriately in sentences describing your math work.DomainExcluded valueSetFactorReal numbersYour initial post should be at least 250 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references.
MA215 Grantham University Week 8 Return on Investment Final Project
Final Project Week 8Write a minimum 4 page report (Four pages is about 1000 words - meet the 1000 word goal, especially if ...
MA215 Grantham University Week 8 Return on Investment Final Project
Final Project Week 8Write a minimum 4 page report (Four pages is about 1000 words - meet the 1000 word goal, especially if you are embedding graphs and tables) explaining the results from your analysis of the ROI of Business Majors and Engineering Majors. Use your results from each week’s assignment to make this report.This report should include:IntroductionA detailed description of the data used in this analysis – specifically explain what the data in each column represents.A detailed description of ROI and how it applies to the central question.Scenario: Create a scenario of someone you are talking with to share the information.4 Body paragraphs: A detailed explanation of any information learned about:1. School Type for each major;2. The Cost for each major;3. The 30 Year ROI for each major;4. The Annual % ROI for each major.Explanations in these four paragraphs should be supported with the results obtained from your work in previous weeks. This means hypothesis testing, confidence intervals, measures of central tendency, normal / not normal distributions, public vs. private, regression analysis, etc. should all find a way into the paper. The highlighted boxes of interpretation should really help here. You are allowed to use your work in the highlighted boxes.Conclusion: Finally, answer the following questions and support your answer with your results.Does there appear to be a particular major that gives a better ROI? Why or Why not?What advice would you give to the person you are sharing this information with?Given that we are using statistical inference to make our conclusions, is it guaranteed that the major you choose that gave a better ROI for this sample will ALWAYS have a better ROI than the other major? Explain your reasoning.
University of Maryland Global Campus Discussion Post
Attached are 4 discussion post. Basic honestly more of myths, and perspective. IT IS NOT ACTUAL MATH PROBLEMS.
I wil ...
University of Maryland Global Campus Discussion Post
Attached are 4 discussion post. Basic honestly more of myths, and perspective. IT IS NOT ACTUAL MATH PROBLEMS.
I will also place 2 classmate post for a response. Unable to post until I post my initial post. Please be aware I will also need responses to post
POST 1
If my learning path in ALEKS is any indication, transcription errors seem to be my biggest problem, followed by the occasional interpretation error. Several of my failures to clear a topic without providing an incorrect answer are the result of either typing/clicking the wrong number or symbol (a malfunctioning mouse isn’t helping) or seeing a word problem like one I’ve just completed and failing to catch one of the variables in the word problem was changed. You’d think by now I’d realize I won’t see the exact same problem twice! As a result, I’ve learned I need to double-check my entries before I hit submit, and make sure I pulled the right numbers out of a word problem.
Since starting this course, my confidence level has risen slightly. I attribute this in large part to ALEKS and how it approaches introducing topics. I find myself making it through probably 80-90% of the problem sets it throws at me without making any errors. The learning path and explanation buttons seem to be all I need in most cases - I’ve really only opened the textbook when doing the problem sets to see how my assigned problem lines up with the examples listed.
Classmates for response Week3:
Ryan
1. Agree or disagree with one of the Math Myths listed above. Find a link to one article on the Internet to support your response.
I agree with all of the myths listed except for myths 1 and 5. I do believe that the most important thing in math (as far as the U.S. education system appears to be concerned with) is getting the correct answer. In addition, I believe that math is a very logical and calculating field that often requires a keen analytical mindset. I do not agree with the statement that men are better than women at math in natural sense as this could be blamed on a societal construct versus anything from nature. For example, teachers often underestimate the ability of females to perform math functions, leading many of them to abandon the idea of pursuing a professional career in the field by the 8th grade (AAUW 2). While this is obviously a hot-take that is not true in the slightest, it is easy to see this being the case from a historical point of view. However, times have changed and this is no longer the case. Women have pursued careers in this field at a much higher rate; so much so that I can say that I’ve only had 1 or 2 male math teachers in my entire life versus dozens of female teachers. In addition, I am not above admitting that I am not that great at math and I am sure there are plenty of women within this class and outside of here that are much better at math than me. This statement, while dated and continuously evolving, is simply incorrect.
2. Share your own current or former feelings of math anxiety. Explain how you plan to deal with it in this course.
This is the first time I’ve heard this phrase before and I can genuinely say that I have a pretty rough case of math anxiety. When I first registered for classes at UMGC, I contacted my advisor and told her to tell me what the simplest math class is because I am “too stupid for anything else”. Part of that is just my sense of humor but another part of that is because I have always struggled with math and I was just saying how I felt albeit lightheartedly. Preparation is my key to getting through this anxiety; ensuring I stay ahead of the work and don’t have to rush through everything at a later date to avoid the feeling of being overwhelmed will help me avoid these thoughts. After all, I’ve made it this far by doing this and I can make it through this class by keeping this up.
Works Cited:
AAUW. The Myth of the Male Math Brain. American Association of University Women. No Date. https://www.aauw.org/resources/article/the-myth-of-the-male-math-brain/
Daniel
I'll address Math Myth #1: Aptitude for math is inborn. I disagree with the statement - to a point. However, there a certain stereotypes associated with math that have elements of truth which tie in to this myth. I recall listening to a podcast a couple years ago which broke down the "Asians are good at math" stereotype and why it often appears to be true. Perhaps the thing I found most intriguing was discussion of a Chinese language (I don't recall if it was Cantonese, Mandarin, or both) and how it is constructed in such a way that numbers can be communicated much more efficiently than in English. Rather than having weird linguistic constructs like "eleven, "twelve", "fourteen" and "thirty-seven", the Chinese language(s) use mono-syllabic words to say "one ten and one", "one ten and two", "one ten and four", and "three tens and seven". Additionally, aspects of culture play into approach to learning as well. So, aptitude for math isn't inborn, but some people are exposed to things at an early age and given tools that enable them to excel at math.
The article I found supports both points of view, and basically concludes that certain abilities related to mathematics, such as pattern recognition, may be inborn; however, crunching numbers isn't can't exist without numbers and a way to write and say them. dissenting viewpoint addresses precisely what I described in the previous paragraph.
Article Link: http://www.scienceclarified.com/dispute/Vol-2/Do-humans-have-an-innate-capacity-for-mathematics.html
Grand Canyon Week 1 Data Needs Identification and Data Acquisition Questions
Week 1 assignments will be sent into personal messageCLC - Data Needs Identification and Data AcquisitionThis is a Collabo ...
Grand Canyon Week 1 Data Needs Identification and Data Acquisition Questions
Week 1 assignments will be sent into personal messageCLC - Data Needs Identification and Data AcquisitionThis is a Collaborative Learning Community (CLC) assignment.Now
that you have identified the business problem and translated it into an
analytics problem, you can now identify the data needs and acquire the
data.Provide a draft outline that identifies the data needs and addresses the following questions: What is needed? Be specific for each variable (e.g., Monthly Sales last 12 months, Number of Monthly Customers last 12 months).How can the data be obtained? When can the data be obtained?For
each data variable, identify the specific type: Are they measured data
(continuous, e.g., how long does a customer stay in the retail store?)
or counted data (discrete, e.g., how many customers came to the store
from 1 p.m. to 2 p.m.?).Assess whether the available data can
be used to address the specific analytics problem statement identified
in the Topic 1 assignment.Provide the raw data that you will be
using for subsequent assignments. Place the dataset into an Excel file.
Ensure that column headers are provided that clearly identify the
meaning of each data variable. As needed, provide the necessary
information in the file so data values can be interpreted. If there are concerns about proprietary issues related to using company data, you can change your data set accordingly.Synthesize
the information from your draft outline to complete, in 900
words, the relevant components in the Data Understanding, Acquisition,
and Preprocessing section of the "Capstone Project Thesis Template."Submit the draft outline, raw data Excel file, and the updated "Capstone Project Thesis Template."Prepare
this assignment according to the guidelines found in the APA Style
Guide, located in the Student Success Center. An abstract is not
required.This assignment uses a rubric. Please review the rubric
prior to beginning the assignment to become familiar with the
expectations for successful completion.
Exchange Paradox, statistics homework help
Rest of the problems are in the attached file. I also attached book.1.(the Exchange Paradox) You’re playing the followin ...
Exchange Paradox, statistics homework help
Rest of the problems are in the attached file. I also attached book.1.(the Exchange Paradox) You’re playing the following game against an opponent,
with a referee also taking part. The referee has two envelopes (numbered 1 and 2 for the sake of
this problem, but when the game is played the envelopes have no markings on them), and (without
you or your opponent seeing what she does) she puts $m in envelope 1 and $2 m in envelope 2 for
some m > 0 (treat m as continuous in this problem even though in practice it would have to be
rounded to the nearest dollar or penny). You and your opponent each get one of the envelopes
at random. You open your envelope secretly and find $x (your opponent also looks secretly in his
envelope), and the referee then asks you if you want to trade envelopes with your opponent. You
reason that if you trade, you will get either $ x
2 or $2 x, each with probability 1
2 . This makes the
expected value of the amount of money you’ll get if you trade equal to
1
2
$x
2
+
1
2
($2 x) = $5x
4 ,
which is greater than the $x you currently have, so you o↵er to trade. The paradox is that your
opponent is capable of making exactly the same calculation. How can the trade be advantageous
for both of you?
Stratford University Mathematics Probability Questions Worksheet
A1. Week 3 Post (300+ words):Think of some discrete random variable you observe on a regular basis. For example, it coul ...
Stratford University Mathematics Probability Questions Worksheet
A1. Week 3 Post (300+ words):Think of some discrete random variable you observe on a regular basis. For example, it could be the (rounded) number of hours you sleep, how many gallons of gas are in your car when you get into it, how many boxes of cereal are in your house, how many days between grocery shopping, etc. (just make sure it takes only integer values). Try to list all of the possible values that this discrete random variable can take. If you can, collect some frequency data – give the relative frequency table and use this as an estimate of the probability distribution. Calculate the expected value and the standard deviation for this probability distribution. Interpret these parameters, and discuss whether they make sense based on your experience.B1. Find the mean of the given probability distribution.2. Find the mean of the given probability distribution.The random variable x is the number of houses sold by a realtor in a single month at the Sendsom's Real Estate office. Its probability distribution is as follows.5. Provide an appropriate response.In a game, you have a probability of winning and a probability of losing What is your expected value?6. Provide an appropriate response.A contractor is considering a sale that promises a profit of $26,000 with a probability of 0.7 or a loss (due to bad weather, strikes, and such) of $8000 with a probability of 0.3. What is the expected profit?7. Find the indicated probability. Round to three decimal places.A test consists of 10 true/false questions. To pass the test a student must answer at least 6 questions correctly. If a student guesses on each question, what is the probability that the student will pass the test?8. Find the indicated probability. Round to three decimal places.A machine has 11 identical components which function independently. The probability that a component will fail is 0.2. The machine will stop working if more than three components fail. Find the probability that the machine will be working.9. Find the indicated probability. Round to three decimal places.In a certain college, 33% of the physics majors belong to ethnic minorities. If 10 students are selected at random from the physics majors, that is the probability that no more than 6 belong to an ethnic minority?10. Find the indicated probability. Round to three decimal places.Find the probability of at least 2 girls in 6 births. Assume that male and female births are equally likely and that the births are independent events.
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