# computer management of large companies

Anonymous
account_balance_wallet \$15

Question description

Create a 5- to 7-minute presentation that must include:

• Introduction (approximately 1 minute):
• Introduce your topic and scenario.
• What should the audience learn from your presentation?
• Visuals/Evidence (approximately 4 to 5 minutes):
• Show your tables, visuals, calculations, and any other evidence to support your conclusion(s).
• Discuss the strengths of each visual.
• Conclusion (approximately 1 minute)
• How confident are you that your scatterplot prediction for 3 years in the future is sound?
• What work would need to be done to increase your confidence?

Discuss what you learned from this project.

Include detailed speaker notes for each slide.

Rubric (New Classroom) (MTH/218) Analytic Rubric Template Course ID: MTH/218 Course Title: Statistics II Signature Assignment Title: Week 5 Final Presentation Total Number of Points: 8 Signature Assignment Description/Directions to students. You have worked on 1 topic and question for the duration of this course that focused on numbers and their meaning and drawing appropriate conclusions. Create a 5- to 7-minute presentation that must include:    Introduction (approximately 1 minute) (CLO 2.1.2) o Introduce your topic and question. o Why did it interest you? How does it relate to your degree program? o What should the audience learn from your presentation? Visuals/Evidence (approximately 4-5 minutes) (CLO 2.2.1 & 2.2.3) o Show your tables, scatterplot, graphs, calculations, and any other evidence to support your conclusion(s). o Discuss why you selected each visuals/evidence. Conclusion (approximately 1 minute) (CLO 2.2.2 & 2.1.2) o Restate your topic and question and give your answer to the question. o How confident are you that your conclusion is sound? o What work would need to be done to increase your confidence? Discuss what you learned from this project. Include detailed speaker notes for each slide. 1 PSLO: CLO# Dimensions or Assignment Criteria Does Not Meet Expectations Approaches Expectations (1.00) (2.00) Meets Expectations Exceeds Expectations (3.00) (4.00) Demonstrate exceptional ability in the use of visuals to show their ability to use mathematical principles to interpret math forms. Weight: CLO# 2.2 Numbers and Meaning CLO# 2.2.1 Students will use mathematical principles to interpret various math forms. Weight: CLO# 2.2 Numbers and Meaning CLO# 2.2.2 Students will use mathematical principles to represent information in various math forms. Weight: 20% CLO# 2.2 Numbers and Meaning CLO# 2.2.3 Students will perform mathematical Computations. 20% Weight: 20% Does not demonstrate evidence with the use of visuals that show the ability to use mathematical principles to interpret math forms. Demonstrate some evidence with the use of visuals of ability to use mathematical principles to interpret math forms, however there are major data errors contained in the visuals. Demonstrate sound skill in the use of visuals to show their ability to use mathematical principles to interpret math forms, even though there may be minor data errors contained in the visuals. There is little or no demonstration of the student’s ability to gather and use mathematical principles to represent information in various math forms such as in support of a topic. Demonstrates limited ability to gather and use mathematical principles to represent information in various math forms such as in support of a topic. Work may not have been collected from appropriate sources, referenced incorrectly, or utilized inappropriate types of data. Demonstrates sound ability to gather and use mathematical principles to represent information in various math forms such as in support of a topic. Work is collected from appropriate sources, referenced correctly, and types of data are appropriate. There is little or no demonstration of ability to perform mathematical computations, in particular the summarization of data. There is limited demonstration of ability to perform mathematical computations however the summarization of data includes major errors. There is a sound demonstration of ability to perform mathematical computations and the summarization of data might include only minor errors. Demonstrates exceptional ability to gather and use mathematical principles to represent information in various math forms insightfully. Work is collected from appropriate sources, referenced correctly, and types of data are appropriate. There is an exemplary demonstration of ability to perform mathematical computations and the summarization of data is accurate and clear. 2 CLO# 2.2 Numbers and Meaning CLO# 2.1 Composition and Rhetoric CLO# 2.2.5 Students will engage in interactive processes with 2 or more participants and work together to produce and communicate evidence of learning (such as research, performance, product) that they could not have accomplished on their own. CLO#2.1.2 Students will demonstrate fundamentals of rhetoric in the development of formal workplace communication, including written reports, and faceto-face and online presentations. Weight: 20% There is little or no demonstration of ability to engage interactively or work together with other participants to produce evidence of learning. There is limited demonstration of ability to engage interactively and work together with other participants to produce evidence of learning which includes reflection upon and presentation improvements based upon peer feedback. There is a sound demonstration of ability to engage interactively and work together with other participants to produce evidence of learning and to reflect upon peer feedback for the purposes of improving the presentation. There is an exemplary demonstration of ability to engage interactively and work together with other participants to produce evidence of learning and to reflect upon peer feedback for the purposes of improving the presentation. Weight: 20% There is little or no demonstration of rhetorical skills in the development and presentation of the chosen question. Communication was not clearly stated, focused, and/or the question chosen was trivial. There is limited demonstration of rhetorical skills in the development and presentation of the chosen question. Communication had deficits in either its clarity, focus, and/or the import of the question chosen. The presenter was not sensitive to the suggested time limit. There is a sound demonstration of rhetorical skills in the development and presentation of the chosen question. Communication was clear, focused, the chosen question was truly important and the presentation kept within the suggested time limit. There is an exemplary demonstration of rhetorical skills as evidenced in the development and presentation of the chosen question. Communication was extremely clear, well focused, the chosen question was truly important and was perfectly timed. 3

Nicholas I
School: Carnegie Mellon University

Hi, kindly find attached

PREDICTING TEENS COMMUNICATION
PREFERENCE

Predicting the communication reference of teens
year

mode of

Age

level

Number

communication
2000 Face to face

Teen

HS

87

2001 Face to face

Teen

HS

98

2002 Face to face

Teen

HS

86

2003 Face to face

Teen

HS

76

Predicting the communication reference of teens
year

mode of

Age

level Number

communication

2004

Face to face

Teen

HS

55

2005

Fa...

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Anonymous
Outstanding Job!!!!

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