1) The first task is to review some information that might be useful later:a) Write a brief definition of the word "quartile" as we have used it in previous weeks. Be sure to provide a citation: _____________________________.b) Write a brief definition of the word "quantile" as it might be used in statistics. Be sure to provide a citation (do not cut and paste... use your own words to summarize what you discovered): ________________________________.c) From within interactive R, enter the command shown below (the command shows a help page for the pbinom command). Provide a very brief description of the arguments that are passed to the pbinom() command ("arguments" in computer programming are the options that you give to a function so that the function can calculate what you want it to). Note that one of the arguments is lower.tail = TRUE, and because there is a value assigned to it with the equals sign, it means that if you do not enter a new value for lower.tail, it will be set to TRUE by default. Do not type the ">" into R, it is the command prompt:> ?pbinom2) You can use the dbinom() command (function) in R to determine the probability of getting 0 heads when you flip a fair coin four times (the probability of getting heads is 0.5): dbinom(0, size=4, prob=0.5)Find the equivalent values for getting 1, 2, 3, or 4 heads when you flip the coin four times. TIP: after you run the first dbinom() command, press the up arrow and make a small change and run it again.probability of getting exactly 1 head: _______probability of getting exactly 2 heads: _______probability of getting exactly 3 heads: _______probability of getting exactly 4 heads: _______3) Use the pbinom() function in R to show the cumulative probability of getting 0, 1, 2, 3, or 4 heads when you flip the coin 4 times (this is the same as finding the probability than the value is less than or equal to 0, 1, 2, 3, or 4.)probability of getting no more than 0 heads: ____probability of getting no more than 1 head: _____probability of getting no more than 2 heads:_____probability of getting no more than 3 heads: ____probability of getting no more than 4 heads: ____4) The following R command will show the probability of exactly 6 successes in an experiment that has 10 trials in which the probability of success for each trial is 0.5:dbinom(6, size=10, prob=0.5)(True/False)____________5) Read Yakir (2011, pp. 68-69) carefully to review the meaning of the pbinom function (related to tests that a value will be “equal to” versus “less than or equal to” a criterion value). What is the probability of getting fewer than 2 heads when you flip a fair coin 3 times (round to 2 decimal places) ? ______6) What is the probability of getting no more than 3 heads when you flip a fair coin 5 times (be sure to understand the wording differences between this question and the previous one—round to 2 decimal places)? ________---------------------------------------------------InformationThe exponential distribution is a continuous distribution. The main R functions that we will use for the exponential distribution are pexp() and qexp(). Here is an example of the pexp() function. Leaves are falling from a tree at a rate of 10 leaves per minute. The rate is 10, or we can say that lambda = 10 (meaning 10 leaves fall per minute). The leaves do not fall like clockwork, so the time between leaves falling varies. If the time between leaves falling can be modeled with an exponential distribution, then the probability that the time between leaves falling will be less than 5 seconds (which is 5/60 of a minute) would be:(note: this is an explanation of how pexp() works, you will answer a different question below) pexp(5/60, rate=10)which is about 0.565 (meaning that the probability is a bit higher than 50% that the next time-span between leaves falling will be less than 5 seconds).For tasks 7-12, assume that the time interval between customers entering your store can be modeled using an exponential distribution. You know that you have an average of 4 customers per minute, so the rate is 4, or you can say that lambda = 4 according to Yakir (2011, p. 79-80). It is easiest to keep everything in the original units of measurement (minutes), but you can also translate that to seconds because a rate of “4 customers per minute” is the same as “4 customer per 60 seconds,” and you can divide each number by 4 to get a rate of “1 customer per 15 seconds” or a rate of “1/15 customers per second.”7) What is the expectation for the time interval between customers entering the store? Be sure to specify the units of measurement in your answer (see Yakir, 2011, pp. 79-80). Round to 3 decimal places: ___________________8) What is the variance of the the time interval? Be sure to specify the units of measurement in your answer. Round to 3 decimal places:_________________9) The pexp() function is introduced at the bottom of Yakir, 2011, p. 79, and there are some tips above. What is the probability that the time interval between customers entering the store will be less than 15.5 seconds. Be sure to enter values so that everything is in the same unit of measurement. Be sure to specify the units of measurement in your answer. Round your answer to 3 decimal places: _________________.10) What is the probability that the time interval between customers entering the store will be between 10.7 seconds and 40.2 seconds (see Yakir (2011, p. 79-80)?________11) The qexp() function in R allows you to enter a probability, and it will tell you the criterion value (“cutoff point”) that corresponds to that probability value (e.g., if you enter .05 it tells you the cutoff point below which 5% of the values in the distribution fall).What value of x would be the criterion value (cut-off point) for the top 5% of time intervals (Round to 3 decimal places, and include the units of measurement)? _______---------------------------------12) Describe in your own words the meaning of the number that the following R command produces (you are asked to interpret the resulting number so that we understand what that number means).pexp(1.2, rate=3)---------------------------------InformationYou have now had practice with the binomial distribution and the exponential distribution. The approach to solving problems for the normal distribution is similar to that for the exponential function, but obviously you use different R functions (usually pnorm() or qnorm()).For the following three exercises, assume that you have a normally distributed random variable, called A, with a mean of 7, and a population standard deviation of 3.13) What is the probability that a randomly selected value from variable A will be greater than 9 (see Yakir, 2011 p. 88-89, 100)?_______14) What value of variable A would be the cutoff point (criterion value) for identifying the lowest 4% of values in variable A (use the qnorm function)?____________15) What is the probability that a randomly selected value from variable A will be more than one standard deviation above its mean (there are couple ways to solve this, one way is to use the standard normal distribution, Yakir, 2011, p. 90-91) ?________________

Case Study 1: Sophie Age: 5 Grade: Kindergarten Sophie is a kindergartner in Mrs. Fields’ class, Sophie is new to the structured school environment; she never attended day care or preschool. She struggles to engage with her peers and is often seen sitting alone. Sophie specifically struggles to initiate conversation with others and she has not learned how to share with others. She is meeting academic grade level expectations for her age and grade. However, Mrs. Fields is concerned about her limited social skills and interactions with peers. Sophie appears to be interested in playing with the other children, but does not initiate interaction and throws tantrums when she does play and has to share or take turns. These behaviors result in other students becoming frustrated and refusing to engage or play with Sophie. Mrs. Fields believes Sophie would benefit from the following goals to improve her social skills: Initiate conversation with peers Take turns talking and using toys and class materials Case Study 2: Ari Age: 9 Grade: 4rd grade, Spring semester Ari is a fourth grader in Mr. Jackson’s class. Ari enjoys and excels in math and science. During language arts centers, he enjoys the activities that are more hands?on. He is interested in space and trains. Last semester he created a model of outer space and has a big train collection. Ari, struggles with written assignments. Mr. Jackson and Ari’s parents are worried about his recent school performance. According to recent school data, Ari is falling far below the expectations in reading and writing. Ari has recently been determined eligible for special education in the areas of reading fluency and written expression. In the general education classroom, Ari gets easily distracted and frustrated during the 90?minute language arts block. Mr. Jackson has noted that Ari avoids any written assignments and requires prompting to get started immediately. This often results in assignments not being completed or handed in on time. A personal computer is available for Ari in the general education classroom as needed. Mr. Jackson has selected two goals for Ari to achieve within the next three months: Begin independent work assignments promptly Increase the number of completed assignments Part 1 For both student scenarios, in 250?500 words each, identify and analyze one evidence?based encouragement strategy that would be most effective in reaching the stated goals. Encouragement strategies to consider include: Specific praise Criterion specific rewards Choice?making Effective rules and clear, realistic expectations Within your responses, be sure to rationalize your choices and discuss implementation of the selected strategies, ensuring a safe, culturally responsive learning environment . Part 2 In your future professional practice, describe, in 250?500 words, how you will use evidence?based encouragement strategies to best communicate with your students with disabilities how to adapt to different environments. 

!!!!!!Just do Question 3!!!!!! And the company that my writing assignment focuses on is Nvidia.please follow APA style to format your paper. APA template/sample will be uploaded on Canvas.Make sure your work (all portions, no exceptions) is in Times New Roman, 12pt font, 1” margins.WRITING ASSIGNMENT #11. Identify the company that your writing assignment focuses on. Provide background information about the company, such as company history, locations, mission and vision, leadership teams, CEO duality, the succession type for the current CEO, etc. 2. What industry is the company in? Summarize the industry background. Who are some of the key competitors of your chosen company in this industry?3. Based on the industry research, analyze the general external environment using (option 1) the PESTEL model or (option 2) the7 segments of the general environment (see Chapter 2.). Provide at least two major points for each category regardless which option you are using.4. Analyze the industry condition and profit potential by identifying the five forces of the industry. Identify at least 2 major issues for EACH of the forces in the model.5. What are the core competencies of the company? Please address this question in terms of the key functions of the company, such as R&D, Marketing, Production, and HR, etc. Are these core competencies sustainable based on the VRIO criteria?Provide valid citation for works you cited from others.Please indicate who in your group contributed to each group project.For #3 and #4 above, the following items should help you get started. I expect to see some of these in your work because they are nearly always applicable to most industries unemployment rate, disposable income, wage rates, currency exchange rates, inflation rate, etc. Political stability at home and abroad, military strife, effects of administration changes, etc.Changing legislation (state / Federal), changing regulation (FDA, EPA, etc.), court cases, etc.Social and political issues regarding environmental concerns (raw materials, production, waste, etc.).Technological developments, availability of raw materials, barriers to entry/exit, economies of scale/scope, market growth/contraction, etc.Social trends and issues involving the products themselves, generational issues (i.e., old consumers vs. younger, demands consumers put on businesses, demand changes due to consumer preferences, differences in regional demand patterns (flavors in one area vs. another), etc..