1. What are the five steps in the hypothesis testing procedure? Are the steps followed in sequence? Explain why or why not. How does the five-step procedure for hypothesis testing differ whencomparing two groups using a t- or z-test? How is the process similar?2. Under what conditions would you use a t-test as opposed to a z-test? Can you use the t-table to determine the critical value of the z-test? Explain why. What are the differences between a one-tailed and a two-tailed test?3.  What is the difference between a left-tailed, two-tailed, and right-tailed test. When would you choose aone-tailed test? How can you determine the direction of the test by looking at a pair of hypotheses? How can you tell which direction (or no direction) to make the hypothesis by looking at the problem statement (research question)?

1)THE SINO JAPANESE WAR:A.MARKED THE ACCEPTANCE OF WESTERN STYLE IMPERIALISM BY CHINA WHEN IT TOOK KOREA FROM JAPANB.BEGAN AS EACH COUNTRY TRIED TO KEEP THE OTHER FROM TAKING OVER TIBETC.BECAME A TWO POWER CONFLICT WHEN RUSSIA REFUSED TO HONOR IT ALLIANCE WITH JAPAND.FORCED CHINA TO CEDE TAIEWAN AND THE LIAODONG PENINSULA TO JAPAN2)USING THE SCHLIEFFEN PLANA.GERMANY LAUNCHED A MASSIVE INVASION OF THE WARSAW REGION OF POLANDB.FRANCE DECLARED WAR ON AUSTRIAC.ITALY INVADED THE AUSTRIAN TYROLD.GERMANY INVADED FRANCE BY WAY OF BELGIUM3)IN APPRAISING THE WORK OF MUSTAPHA KEMAL ATATURK, ONE CAN SAY THAT:A.HE FINALLY SUCCEEDED IN UNIFYING PERSIAN SOCIETYB.HE MAINTAINED A STRICT ISLAMIC CONSISTENCY IN ALL ASPECTS OF TURKISH LIFEC.HE CREATED A SECULAR TURKISH STATE THAT EMBRACED MANY OF ASPECTS OF A MODERN WESTERN NATIOND.NO REAL CHANGE FROM THE TRADITIONAL OTTOMAN WAYS EVER OCCURRED UNDER HIS RULE.4)HITLER WROTE "MEIN KAMPF"A.DURING WORLD WAR IB.BEFORE THE BEER HALL PUTSCH OF 1923C.WHILE IN JAIL AFTER THE FAILED BEER HALL PUTSCHD.DURING THE EARLY YEARS OF THE GREAT DEPRESSION5)____________WAS INCREASINGLY SEEN BY UNITED STATES AS A CRUCIAL ELEMENT IN AMERICAN DEFENSE STRATEGY IN THE PACIFIC DURING THE WINTER OF 1949-1950A. OAHUB.HONG KONGC.TAIWAND.SAKHALIN6)LEONID BREZHNEV:A.VALUED STABILITY ABOVE ALL,AND BLOCKED ANY SIGNIFICANT ATTEMPTS TO  DEAL WITH ECONOMIC OR SOCIAL PROBLEMSB.GREATLYINCREASE THE FUNDING FOR NEW AGRICULTURAL AREAS IN KAZAKHASTAN AND MONGOLIAC.SHARPLY REDUCED THE POWERS OF THE KGB AND INTERIOR MINSTRYD.WAS THE FIRST TO FINALLY BREAK WITH STALINISM AND TO CONCILINATE THE CZECH REGIME7)THE MOVEMENT FOR CIVIL RIGHTS IN THE UNITED STATES DURING THE 1950S AND 1960SA. WAS STRSONGLY OPPOSED BY MALCOLM X, A WHITE POLITICAL LEADER FROM ILLINOISB.CREATED A WHITE BACKLASH WHICH AIDED A NATIONAL TREND TOWARD GREATER POLICTICAL CONSERVALISMC.RECEIVED NO GOVERNMENTAL SUPPORT UNTIL 1974D.WAS A CATALYST WHICH ENERGIZED THE INDIAN AND BACK MINOIRITIES, WHO TOGETHER COMPOSED THIRTY FOUR PERCENT OF THE NATIONS POPULATION   

Discussion 1 Please read “Intellectual disability: (http://nichcy.org/disability/specific/intellectual#story) Matthew’s story." Discuss what it means to have an intellectual disability and how this might impact Matthew’s overall education. Then, based on his interests and needs, discuss the supplementary supports and services that could be integrated into his IEP to support his success in school. Further, discuss specific ways in which interagency collaboration and community-based instruction could support Matthew in achieving his goals and dreams beyond high school. If applicable, share any personal or professional experiences you have had with working with students with an intellectual disability. Discussion 2 Consider the characteristics of an individual with physical disabilities. Choose one physical disability area you are interested in learning more about (e.g. spina bifida or cerebral palsy) to elaborate on. How might the characteristics of your chosen disorder affect development and learning? What accommodations could an educator make to address the needs of a student with a physical disability? What related services might support the needs of a student with this disability? What assistive technology tools or devices might provide greater access and independence for students?