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Please verifly the statement below. If true or false, state why. Mathematical word problems relate mathematics to real life applications. Word problems are like tools that help to assess our ability to use to use analytical and mathematical skills to arrive at solution. I think that word problems definitely promote different type of thinking than strictly numerical problems do because they test the ability to comprehend reading and how to build the relationship between different parts of the word problem. I think that word problems are used in all areas of mathematics because it makes us use logical thinking to understand mathematical model and relate the subject to the real life situations. Solution TRUE.. because they require logical thinking to understand mathematical model and relate the subject to the real life situations.

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SECTION 1 A. Journal Week 2 Chapter 4 in Affirming Diversity pages 65-91. 1. How might you make a convincing argument that all students should have equal access and opportunity to algebra or its integrated counterpart in grade 8 and advanced placement courses in high school? Reflect upon the following curriculum questions: · In what ways is the mathematics curriculum limiting or detrimental? · In what ways is the mathematics curriculum beneficial? · Does the classroom teacher make his/her own mathematics curriculum and if so how is it evaluated in terms of student achievement? · Have you and/or your colleagues been involved in developing the curriculum or do you rely on the textbooks? Reflect upon the following pedagogy questions: · What might you look for in order to identify the philosophical framework of a practitioner's pedagogy? · How can pedagogical strategies reflect or promote anti-bias, equity, or social justice? · What do you need to know in order to identify and claim your own pedagogy? Read the Case Study: Linda Howard. Chapter 4, pages 91-101. Answer the following questions in your journals: 1. If you were one of Linda's teachers, how might you show her that you affirm her identity? Provide specific examples. 2. What kind of teachers have most impressed Linda? Why? What can you learn from this in our own teaching? 3. What skills do you think teachers need if they are to face the concerns of race and identity effectively? B. Journal Week 3—ANSWER QUESTIONS & REFLECT A group of students were asked to compare the following ratios which represent the amount of orange concentrate mixed with the amount of water. The students needed to determine which of the mixes was the most 'orangey." The students were also told they could not convert the ratios to decimals or percents, nor could they use calculators. Orange Mix Water a. 1 to 3 b. 2 to 5 c. 3 to 7 d. 4 to 11 One student responded as follows: What does the evidence in this work tell you about the student's understanding of comparing ratios? How would you respond to the student? C. Journal week 7---REFLECTION ON ARTICLE D. JOURNAL WEEK 8 "Each student, regardless of disability, difference, or diversity, needs access to the curriculum that is meaningful and that allows the student to use his or her strengths." Earlier in this course we examined templates for multiple representations and for vocabulary development. Examine the following graphic organizer: From Math for All: Differentiation Instruction, Grades 3 - 5, pg. 143. Complete this graphic organizer or one of your choosing for the Speeding Ticket problem. How do you think using a graphic organizer will help your students? Would you require all students to use a graphic organizer or only certain students? Explain your thinking. SECTION 2 A. REPLIES ELIZABETH:You cannot take a smaller number from a larger number. I’m thinking this must be a typo. It should read you couldn’t take a larger number from a.

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To Model or Not to Model? A Dialogue on the Role of Computational Modeling in Developmental Science Vanessa R. Simmering1, Jochen Triesch2, Gedeon O. Deák3, and John P. Spencer4 1 Department of Psychology, University of Wisconsin - Madison 2 Frankfurt Institute for Advanced Studies, Goethe University Frankfurt 3 Department of Cognitive Science, University of California at San Diego 4 Department of Psychology and Delta Center, University of Iowa Abstract All sciences use models of some variety to understand complex phenomena. In developmental science, however, modeling is mostly limited to linear, algebraic descriptions of behavioral data. Some researchers have suggested that complex mathematical models of developmental phenomena are a viable (even necessary) tool that provide fertile ground for developing and testing theory as well as for generating new hypotheses and predictions. This paper explores the concerns, attitudes, and historical trends that underlie the tension between two cultures: one in which computational simulations of behavior are an important complement to observation and experimentation, and another which emphasizes evidence from behavioral experiments and linear models enhanced by verbal descriptions. This tension is explored as a dialogue between three characters: Ed (Experimental Developmentalist), Mira (Modeling Inclusive Research Advocate), and Phil (Philosopher of Science). Mira, Ed, and Phil are in Santa Fe, New Mexico, for a conference. After attending some of the colloquia, they meet up at the Georgia O’Keeffe museum. Mira walks up to Ed and Phil who are standing outside the museum. Mira: Hey, I just saw a great set of talks—did you go to the symposium called “To Model or Not To Model”? I thought they hit on some really important points. Ed: I saw that in the schedule, but I didn’t go. I’m not really interested in modeling. Mira: That’s too bad, you should have gone; this symposium was designed for people like you. Ed: What do you mean, ‘people like me’? Mira: I mean people who don’t do modeling. The point of the symposium was to highlight how modeling and empirical approaches can support one another if they stay connected. Ed: I think empirical approaches are doing just fine, thank you very much. Mira: I wasn’t trying to criticize non-modeling approaches. My point—rather, the point of the symposium—was to discuss why developmental scientists from all perspectives should Correspondence concerning this article should be addressed to Vanessa R. Simmering, Department of Psychology, University of Wisconsin – Madison, 1202 W. Johnson St., Madison, WI 53706. [email protected] NIH Public Access Author Manuscript Child Dev Perspect. Author manuscript; available in PMC 2011 May 27. Published in final edited form as: Child Dev Perspect. 2010 August ; 4(2): 152–158. doi:10.1111/j.1750-8606.2010.00134.x. N IH -P A A uthor M anuscript N IH -P A A uthor M anuscript N IH -P A A uthor M anuscript care ...

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Poor shooting percentages in recent men\'s DI basketball Final Four games have caused many to question decisions made by the NCAA concerning the layout of the court used for the Final Four. While domed football stadiums have long been used for the Final Four, beginning with the 2009 Final Four the NCAA has required that: i) the court be raised, ii) the entire stadium seating capacity be used (that is, large curtains cannot be erected to seal off portions of the stadium), and iii) temporary seats be installed on the football field around the court to accommodate more students from the participating schools. Players and coaches complain that the resulting dome shooting environment (depth perception, sight lines, etc.) is vastly different from that in the arenas in which players are accustomed to playing. This Excel file NCAA Men\'s Final Four Shooting Percentages shows the 72 team shooting percentages in all Final Four games from 2000 to 2011. Use the data from 2000-2008 and the data from 2009-2011 to calculate a 90% confidence interval for %u03BCpre2009 - %u03BC2009+, the difference in the mean team Final Four shooting percentages before and after the venue changes made by the NCAA. Note: Calculate sample means to 3 decimal place and sample standard deviations to 4 decimal places. % lower bound % upper bound Field Goal Shooting PercentageTeamYearGame 55.9Mich St2000Final 55.9Florida2000Final 55.9Mich St2000Semi 55.9Wisconsin2000Semi 55.9Florida2000Semi 55.9N Carolina2000Semi 55.9Arizona2001SemiST DEVST Error 55.9Mich St2001Semi5.72423E-146.74607E-15 55.9Duke2001Semi 55.9Maryland2001Semi 55.9Duke2001Final 55.9Arizona2001Final 55.9Indiana2002Final 55.9Oklahoma2002Semi 55.9Kansas2002Semi 55.9Maryland2002Final 55.9Maryland2002Semi 55.9Indiana2002Semi 55.9Marquette2003Semi 55.9Texas2003Semi 55.9Kansas2003Final 55.9Syracuse2003Final 55.9Kansas2003Semi 55.9Syracuse2003Final 55.9Georgia Tech2004Final 55.9Duke2004Semi 55.9UConn2004Final 55.9Oklahoma St2004Semi 55.9Georgia Tech2004Semi 55.9UConn2004Semi 55.9Michigan St2005Semi 55.9Illinois2005Final 55.9Louisville2005Semi 55.9Illinois2005Semi 55.9N Carolina2005Semi 55.9N Carolina2005Final 55.9LSU2006Semi 55.9UCLA2006Final 55.9Geo Mason2006Semi 55.9UCLA2006Semi 55.9Florida2006Semi 55.9Florida2006Final 55.9UCLA2007Semi 55.9Ohio St2007Semi 55.9Ohio St2007Final 55.9Georgetown2007Semi 55.9Florida2007Final 55.9N Carolina2008Semi 55.9UCLA2008Semi 55.9Memphis2008Final 55.9Memphis2008Semi 55.9Kansas2008Final 55.9Kansas2008Semi 55.9Florida2008Semi 55.9Villanova2009Semi 55.9Michigan St2009Final 55.9N Carolina2009Semi 55.9UConn2009Semi 55.9Michigan St2009Semi 55.9N Carolina2009Final 55.9Butler2010Semi 55.9Butler2010Final 55.9W Virginia2010Semi 55.9Michigan St2010Semi 55.9Duke2010Final 55.9Duke2010Semi 55.9Butler2011Final 55.9Kentucky2011Semi 55.9Uconn2011Final 55.9Butler2011Semi 55.9VCU2011Semi 55.9UConn2011Semi Solution 2000-2008: sample mean,x1=43.400 sample standard deviation,s1=6.4241 sample size,n1=54 20.

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Pope Urban II\'s Speech at Clermont (1095) in Lualdi, How did urban ii appeal to his audience? Why do you think this language motivated people in the audience to join the Crusade? What did the Crusade offer them? Solution Urban II makes perhaps the most influential speech of the Middle Ages, giving rise to the Crusades by calling all Christians in Europe to war against Muslims in order to reclaim the Holy Land, with a cry of “Deus vult!” or “God wills it!” Born Odo of Lagery in 1042, Urban was a protege of the great reformer Pope Gregory VII. Like Gregory, he made internal reform his main focus, railing against simony (the selling of church offices) and other clerical abuses prevalent during the Middle Ages. Urban showed himself to be an adept and powerful cleric, and when he was elected pope in 1088, he applied his statecraft to weakening support for his rivals, notably Clement III. By the end of the 11th century, the Holy Land—the area now commonly referred to as the Middle East—had become a point of conflict for European Christians. Since the 6th century, Christians frequently made pilgrimages to the birthplace of their religion, but when the Seljuk Turks took control of Jerusalem, Christians were barred from the Holy City. When the Turks then threatened to invade the Byzantine Empire and take Constantinople, Byzantine Emperor Alexius I made a special appeal to Urban for help. This was not the first appeal of its kind, but it came at an important time for Urban. Wanting to reinforce the power of the papacy, Urban seized the opportunity to unite Christian Europe under him as he fought to take back the Holy Land from the Turks. At the Council of Clermont, in France, at which several hundred clerics and noblemen gathered, Urban delivered a rousing speech summoning rich and poor alike to stop their in-fighting and embark on a righteous war to help their fellow Christians in the East and take back Jerusalem. Urban denigrated the Muslims, exaggerating stories of their anti-Christian acts, and promised absolution and remission of sins for all who died in the service of Christ.

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Polk County is the largest, yet one of the most sparsely populated, counties in the state. It has a fairly mountainous terrain. The lakes and forests provide great fishing and hunting for many of its residents as well as for people from outside the county. It gets some pretty rough winters. It has the highest unemployment rate in the state. Both the average age of its population and the percentage of people over age 65 are substantially higher than the state statistics. Mainville, located on the eastern side of the county, is the county seat. With a population of 15,000, it is the largest town in the county. Many of the people in Mainville work for the hospital, for the town school system, for the town government, or at the Big John\'s superstore that is on the outskirts of town just beyond the town limits. The largest employer in the county is a state correctional facility for female offenders located in the southwestern part of the county. The county is governed by an elected three-member board of commissioners. They receive a minimal stipend for serving on the board. The current members are Commissioners Thomas, Richard son, and Harold. None of them are from Mainville; they all are from more remote parts of the county. They don\'t want much to do with Mainville, other than traveling there once a week for the commis sioners\' meeting at the county office building. Both Commissioners Thomas and Harold are retired. Commissioner Richardson lives on the western edge of the county and is a foreman at Ye Olde Saw Mill in the adjacent western county. JR is the supervisor of the county Transportation Department; he lives in Mainville. Most of the department\'s budget is used to clear and salt the roads during the long winters, and for minimal maintenance. Until about five years ago, the county Transportation Department would get a special allocation of state funds, thanks to the state Senator Joe Smoozer, who was from Mainville. Twenty years before Joe had been supervisor of the county Transportation Department, then was elected to the state senate. JR had worked for Joe at the Transportation Department, and they became good friends. After years of being reelected, Joe gained enough seniority in the state senate to be named head of its Transportation Committee. Through that position, he was able to make sure that each year Polk County got a special allocation of state funds for its Transportation Department. However, Joe passed away about five years before, and the special allocation stopped. The new state senator representing Polk County is focused on economic development for the county, not on transportation. Without the special state allocation, the county roads have gotten progressively worse. JR is concerned. He knows there are several critical projects that must be done. However, with his budget, he is worried that he may not even be able to do one of them. The county commissioners will make the final decision. He also knows that the commissi.

Polk County is the largest, yet one of the most sparsely populated, .pdf

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Political analysts estimate the probability that Politician A will run as the Democrat candidate for president in 2016 is 45%, and the probability that Politician B will run as the Republican candidate is 20%. If their political decisions are independent, then what is the probability that only Politican A runs for president? Solution the probabilty of required event = P(politixian A is democrat candidate)*P(politician B is not a Republican candidate) this is true since their political decisions are independant. HENCE ANSWER = 0.45*0.8=0.36 hence 36% chances.

Political analysts estimate the probability that Politician A will r.pdf

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pls Help. A farmer has a piece of land he wants to give to his four sons (see figure below). The land must be divided into four equal-sized and equal-shaped pieces. How can the farmer accomplish his task? Solution The 4 pieces are going to look like smaller versions of the large piece of land. Like little \"L\"- shapes. Draw a line from the middle of left-hand side, halfway down. Go halfway across (east), then turn down. Go halfway to the bottom, then go east. This makes an \"L\"-shape on the bottom, like it\'s turned on it\'s back. Now do the same thing from the middle of the top side - draw a line heading south halfway, then turn east, go halfway to the east side, then turn south again. This should make another \"L\"- shape in the top right corner. The remaining space can be divided into two similar \"L\"-shapes, one on top of the other. I\'ll try to draw it with lines and X\'s like you did, with the lines representing the fences and x\'s representing empty space: ------------------------ I xxxxxx I xxxxx I I xxxx__ I__xxxx I I xx I xxxxx I xxx I I___I xx ___I____I I xx I xx I I xx I___I I xxxxxx I I ______I.

pls Help. A farmer has a piece of land he wants to give to his four .pdf

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Please write out VHDL code by hand...Thank you...Solutionlib.pdf

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Please Write in CPP.Thank you Create a class called BinaryTreeDeque. This binary tree implements all of the functionality of the BinaryTree class, but instead of storing its values in a tree structure, the element values are stored in a deque, using pointers to maintain the relationship between the binary tree and its node values. Additionally: deque * getValues() - returns a copy of the deque the current array of values (which should be in insertion order). Solution #include #include #include #define SIZE 50 class Node { public: int data; Node *rt,*lt; }; class Que { int front,rear; int size; Node *array; public: Node* newNode(int data) { Node *temp; temp->data=data; temp->lt=temp->rt=NULL; return(temp); } Que* createQue(int size) { Que *que=new Que; que->front=que->rear=-1; que->size=size; /* que->array=new Node; for(int i=0;iarray[i]=NULL;*/ return que; } int isEmpty(Que *que) { return que->front==-1; } int isFull(Que *que) { return que->rear==que->size-1; } int hasOnlyOneItem(Que *que) { return que->front==que->rear; } void Enque(Node *root,Que *que) { if(isFull(que)) que->array[++que->rear]=*root; if(isEmpty(que)) ++que->front; } Node *Deque(Que *que) { if(isEmpty(que)) return NULL; Node temp=que->array[que->front]; if(hasOnlyOneItem(que)) que->front=que->rear=-1; else ++que->front; return &temp; } Node* getFront(Que *que) { return &que->array[que->front]; } int hasBothChild(Node *temp) { return temp && temp->lt && temp->rt; } void insert(Node **root,int data,Que *que) { Node *temp=new Node; temp->data=data; if(!*root) *root=temp; else { Node *front=getFront(que); if(!front->lt) front->lt=temp; else if(!front->rt) front->rt=temp; if(hasBothChild(front)) Deque(que); } Enque(temp,que); } void levelOrder(Node *root) { Que *que=createQue(SIZE); Enque(root,que); while(!isEmpty(que)) { Node *temp=Deque(que); cout<data; if(temp->lt) Enque(temp->lt,que); if(temp->rt) Enque(temp->rt,que); } } }; void main() { Node *root=NULL; Que q1; Que *que=q1.createQue(SIZE); for(int i=1;i<=12;i++) q1.insert(&root,i,que); q1.levelOrder(root); }.

Please Write in CPP.Thank youCreate a class called BinaryTreeDeque.pdf

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Please write in C++ and should be able to compile and debug.Thank you Create a class called BinaryTreeDeque. This binary tree implements all of the functionality of the BinaryTree class, but instead of storing its values in a tree structure, the element values are stored in a deque, using pointers to maintain the relationship between the binary tree and its node values. Additionally: deque * getValues() - returns a copy of the deque the current array of values (which should be in insertion order). Solution Following are steps to insert a new node in Complete Binary Tree. 1. If the tree is empty, initialize the root with new node. 2. Else, get the front node of the queue. …….If the left child of this front node doesn’t exist, set the left child as the new node. …….else if the right child of this front node doesn’t exist, set the right child as the new node. 3. If the front node has both the left child and right child, Dequeue() it. 4. Enqueue() the new node. Code :- ------------------------- binarytreedequeue.h #ifndef BINARYTREEDEQUE_H #define BINARYTREEDEQUE_H // Program for linked implementation of complete binary tree #include #include // For Queue Size #define SIZE 50 // A tree node struct node { int data; struct node *right,*left; }; // A queue node struct Queue { int front, rear; int size; struct node* *array; }; class BinaryTreeDeque { public: BinaryTreeDeque(); struct node* newNode(int data); struct Queue* createQueue(int size); int isEmpty(struct Queue* queue); int isFull(struct Queue* queue); int hasOnlyOneItem(struct Queue* queue); void Enqueue(struct node *root, struct Queue* queue); struct node* Dequeue(struct Queue* queue); struct node* getFront(struct Queue* queue); int hasBothChild(struct node* temp); void insert(struct node **root, int data, struct Queue* queue); void display(struct Queue* queue); node * getValues(struct Queue* queue); }; #endif // BINARYTREEDEQUE_H binarydequeue.cpp --------------------------------------- #include \"binarytreedeque.h\" BinaryTreeDeque::BinaryTreeDeque() { } // A utility function to create a new tree node struct node* BinaryTreeDeque::newNode(int data) { struct node* temp = (struct node*) malloc(sizeof( struct node )); temp->data = data; temp->left = temp->right = NULL; return temp; } // A utility function to create a new Queue struct Queue* BinaryTreeDeque::createQueue(int size) { struct Queue* queue = (struct Queue*) malloc(sizeof( struct Queue )); queue->front = queue->rear = -1; queue->size = size; queue->array = (struct node**) malloc(queue->size * sizeof( struct node* )); int i; for (i = 0; i < size; ++i) queue->array[i] = NULL; return queue; } // Standard Queue Functions int BinaryTreeDeque::isEmpty(struct Queue* queue) { return queue->front == -1; } int BinaryTreeDeque::isFull(struct Queue* queue) { return queue->rear == queue->size - 1; } int BinaryTreeDeque::hasOnlyOneItem(struct Queue* queue) { return queue->front == queue->rear; } void BinaryTreeDeque::Enqueue(struct node *root, s.

Please write in C++ and should be able to compile and debug.Thank yo.pdf

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Please verify if the statement is true or false (I had to submit to answer for this question) A saddle point is a point on a surface that is not necessarily a maxima or minima in the graph. The term \"saddle point\" refers to the physical look of the surface. The surface of the graph resembles the shape of a saddle. The saddle point lies on the surface where one side of the graph curves up and the other side curves downward. Thank you Solution true.

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Please write clearly 6. Briefly define the terms Linear, Homogeneous, and Isotropic. Give an example of a material that is homogeneous and a material that is inhomogeneous. Give an example of a material that is isotropic and a material that is anisotropic. Solution A transmission medium can be classified as a: Free space is isotropic medium Example for anisotropic medium is GAS, CONUCTOR, ELECTRON BEAM etc.

Please write clearly 6. Briefly define the terms Linear, Homogeneous.pdf

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please use datailThe New York State Health Department reports a 1.pdf

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Please use Best Buy Solution Roe = Annual net income / Shareholder Equity The amount of net income returned as a percentage of shareholders equity. Return on equity measures a corporation\'s profitability by revealing how much profit a company generates with the money shareholders have invested. Roe = $1277 /6602 = 19.34 % This is telling me that almost 20% of the companies profit is been generated due to shareholders equity Roa = Net Income / Average Total Assets The return on assets formula, sometimes abbreviated as ROA, is a company\'s net income divided by its average of total assets. The return on assets formula looks at the ability of a company to utilize its assets to gain a net profit. Roa = $1277 / 10473 = 12.19% Information from page 121 and 123 from Best Buy.

Please use Best BuySolutionRoe = Annual net income Sharehold.pdf

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Please solve the following and show all work! Thanks! Let and .pdf

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Please tell me the definition of polynomial function and when it is continuous? Solution A polynomial is an expression of finite length constructed from variables (also known as indeterminates) and constants, using only the operations of addition, subtraction, multiplication, and non-negative integer exponents. For example, x^2 - 4x + 7 is a polynomial. polynomial functions are continuous everywhere (for all real numbers).

Please tell me the definition of polynomial function and when it is .pdf

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Please think of an employment occupation that utilizes theoretical probability; and please write in detail. Thank you! Solution Statisticians: The profession exists in both the public and private sectors. Statisticians work with theoretical or applied statistics. The field shares much common history with positivist social science, but often with a greater emphasis on advanced mathematical methods. For example, in engineering statisticians collect and analyze mathematical data to solve problems. In manufacturing (they often are employed to support managerial decisions or to supervise quality control in manufacturing). In government, science and public health, statisticians make predictions on future such as forecasts on population growth, economic conditions and the outcome of elections; the core of that work is to measure, interpret, and describe the world and human activity patterns within it. Using statistical techniques, statisticians can make some statisticians work to develop the theories on which statistical techniques are based Thus, they apply their knowledge to many different fields..

Please think of an employment occupation that utilizes theoretical p.pdf

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Please show your work Structural analysis 2. Trusses are only statically determinate or indeterminate with respect to internal members? a. True b, False Solution false static indeterminacy is of 2 types 1.External--It is related with the support system of the structure and is equal to number of external reaction components in addition to number of equilibrium conditions. for 2D truss De = Re - 3 2.Internal--It refers to geometric stability of the structure. for 2D truss Di = m-(2j-3).

Please show your workStructural analysis 2. Trusses are only stati.pdf

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Please solve and explain: 1. You toss a coin 270 times. Find the probability that exactly 135 of the 270 tosses will be heads. 2. About 4% of the scientists in the National Academy of Sciences believe in PSI (parapsychology such as psychokinesis, telepathy, and astral projection). At a convention 144 members show up. Let X be the number of scientists at the convention who believe in PSI. You may assume for the following questions that X is binomially distributed with parameters n=144 and p=0.04. (a) How many scientists at the convention do you expect do believe in PSI? (b) What are the chances that none of the scientists at the convention believes in PSI? (c) What are the chances that at least 4 scientists at the convention believe in PSI? (d) What is the standard deviation of X? Solution a)scientists at the convention do you expect do believe in PSI=mean=140*4/100=6(approx of 5.6); b)134; c)134.4 d)5.76.

Please solve and explain 1. You toss a coin 270 times. Find the.pdf

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Please solve problem. Thanks. Suppose that you toss a coin and roll a die. The sample space is shown in the figure below. (a) What is the probability of obtaining tails and a five? (Enter the probability as a fraction.) (b) What is the probability of obtaining tails or a five? (Enter the probability as a fraction.) (c) What is the probability of obtaining heads and a two? (Enter the probability as a fraction.) Solution 1. sample space , S = 12 so P(obtaining tails and a five) = 1/12 2 . P(obtaining tails or a five) = 1/2 + 1/6 = 2/3 3. P(obtaining heads and a two) = 1/2 * 1/6 = 1/12.

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