Category: Mathematics

  • [Solved] MFP

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    **1.** You do not have to do any work in the chapters listed below other than read the chapters and respond to the forum. **A.** For **EACH CHAPTER** listed below, post a response to prompt: **What ideas interested, surprised, or confused you, and why so.** Please make your posts meaningful and suff…

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    Assignment Prompt & Instructions

    **1.**  You do not have to do any work in the chapters listed below other than read the chapters and respond to the forum.
    **A.**  For **EACH CHAPTER** listed below, post a response to prompt:  **What ideas interested, surprised, or confused you, and why so.** Please make your posts meaningful and sufficiently complete to verify that you read the chapter.
    **B.**  For **AT LEAST SIX** ideas in the chapters (hopefully ideas in different chapters), post a response to the prompt:  **Many of you have hobbies, interests, recreations, or particular careers in mind that involve greater or lesser amounts of mathematics.  While our textbook has many examples of real-life applications of the respective mathematical topics, those applications still may not address some of your individual interests, hobbies, recreations, careers, concerns, or life situations.  Rather than asking "How does this math affect my life?" I want you to tell us so.  Select six topics from these chapters and tell the class how each of those topics applies to your life in ways that we may not know.  Do your best to be creative, honest, and detailed.  DO NOT USE AN APPLICATION MENTIONED IN THE BOOK.**
    **CHAPTER CONTENTS:**
    **PART I Management Science:**
    **Chapter 1 Urban Services:** 1.1 Euler Circuits; 1.2 Finding Euler Circuits; 1.3 Beyond Euler Circuits; 1.4 Urban Graph Traversal Problems
    **Chapter 2 Business Efficiency:** 2.1 Hamiltonian Circuits; 2.2 Traveling Salesman Problem; 2.3 Helping Traveling Salesmen; 2.4 Minimum-Cost Spanning Trees; 2.5 Critical-Path Analysis
    **Chapter 3 Planning and Scheduling:** 3.1 Scheduling Tasks; 3.2 Critical-Path Schedules; 3.3 Independent Tasks; 3.4 Bin Packing; 3.5 Resolving Conflict via Coloring
    **Chapter 4 Mathematics in Your Daily Life:** Linear Programming: 4.1 From Graph Theory to Linear and Integer Programming; 4.2 Linear Programming and Mixture Problems: Combining Resources to Maximize Profit; 4.3 Finding the Optimal Production Policy; 4.4 Why the Corner Point Principle Works; 4.5 Linear Programming: Life Is Complicated
    **PART II Statistics: The Science of Data**
    **Chapter 6 Exploring Data:** Relationships: 6.1 Displaying Relationships: Scatterplot; 6.2 Making Predictions: Regression Line; 6.3 Correlation; 6.4 Least-Squares Regression; 6.5 Interpreting Correlation and Regression
    **Chapter 9 Social Choice:** 9.1 Electoral Systems and Majority Rule; 9.2 Plurality and Runoff Elections; 9.3 Condorcet and Borda; 9.4 Pairing Agendas; 9.5 Irrelevant Alternatives and Strategic Voting; 9.6 Cardinal Electoral Systems; 9.7 Multimember Districts
    **Chapter 10 Weighted Voting Systems:** 10.1 How Weighted Voting Works; 10.2 The Shapley–Shubik Model; 10.3 Critical Voters and the Banzhaf Index; 10.4 Calculating the Banzhaf Index with Combinations
    **Chapter 11 From Primaries to Presidency:** 11.1 Narrowing the Field Through the Primary Process; 11.2 How to Appeal to Voters to Win an Election; 11.3 Winning More Than One State and the Electoral College; 11.4 Proposed Changes to the Electoral College and Gerrymandering
    **PART IV Fairness and Game Theory**
    **Chapter 12 Fair Division:** 12.1 Taking Turns; 12.2 The Adjusted Winner Procedure; 12.3 The Knaster Inheritance Procedure; 12.4 Bankruptcy Rules; 12.5 Divide-and-Choose
    **Chapter 13 Apportionment:** 13.1 The Apportionment Problem; 13.2 The Hamilton Method; 13.3 Divisor Methods; 13.4 A Controversy; 13.5 Gerrymandering; 13.6 Party List Proportional Representation
    **Chapter 14 Game Theory:** The Mathematics of Competition: 14.1 Making Moves: Sequentially Playing Games; 14.2 Simultaneous-Move Games for Two Players; 14.3 A Stable of Two-Player, Two-Strategy Games; 14.4 Using Game Theory; 14.5 Mechanism Design: Designing Games to Have a Particular Outcome
    **PART V On Size and Growth**
    **Chapter 15 Growth and Form:** 15.1 Geometric Similarity; 15.2 How Much Is That In . . . ?; 15.3 Big Stuff; 15.4 Dimension Tension; 15.5 How We Grow
    **Chapter 16 Symmetry and Pattern:** 16.1 Fibonacci Numbers and the Golden Ratio; 16.2 Rosette, Strip, and Wallpaper Patterns; 16.3 Symmetry Groups; 16.4 Fractal Patterns and Chaos
    **Chapter 17 Tilings:** 17.1 Tilings with Regular Polygons; 17.2 Tilings with Irregular Polygons; 17.3 Using Translations; 17.4 Using Translations plus Half-Turns; 17.5 Nonperiodic Tilings

  • [Solved] math hw help

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    In-depth study guidance and analytical solution covering math hw help.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] math activity help

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    In-depth study guidance and analytical solution covering math activity help.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] MORTGAGE ASSESSMENT

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    Please find below the information you will need for your Mortgage Journal Assignment this week. Down Payment Required (List %): 15% Number of Points at Closing 3 points Mortgage Time Frame for Loan: 30 years Interest Rate (List %): Assume Points already lowered interest rate. 7 % Annual Homeowner’s …

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    Assignment Prompt & Instructions

    Please find below the information you will need for your Mortgage Journal Assignment this week.
    Down Payment Required (List %):
    15%
    Number of Points at Closing
    3 points
    Mortgage Time Frame for Loan:
    30 years
    Interest Rate (List %):
    Assume Points already lowered interest rate.
    7 %
    Annual Homeowner’s Insurance Amount:
    $6000
    Annual Property Taxes Amount:
    $4500
    Please make sure you use the PowerPoint template provided to ensure that you answer all questions for the assignment.
    \
    MORTGAGEASSESSMENT..docx](https://www.sweetstudy.com/files/mortgageassessment-docx "MORTGAGEASSESSMENT..docx")

  • [Solved] math helpppp

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    In-depth study guidance and analytical solution covering math helpppp.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] math practice help

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Unit III J Math

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    see attached – ## TheUnitIIIJournal.docx – ## UnitIIIStudyGuide.pdf **## TheUnitIIIJournal.docx** The Unit III Journal entry is a reflection of scientific notation, a concept covered in Unit III as well as personal time management strategies. Be sure to complete _both_ parts A and B. Part A: In this…

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    Assignment Prompt & Instructions

    see attached

    – ## TheUnitIIIJournal.docx

    – ## UnitIIIStudyGuide.pdf

    **## TheUnitIIIJournal.docx**

    The Unit III Journal entry is a reflection of scientific notation, a concept covered in Unit III as well as personal time management strategies. Be sure to complete
    _both_ parts A and B.

    Part A: In this unit, we cover the concept of scientific notation. In your own words, explain what scientific notation is, where it could be used in the real world, and what benefit there is to using it in those particular fields.

    Part B: You may have noticed that learning mathematics can take a little more time than other subjects. In the same way that scientific notation can potentially help save time in calculations, there are different approaches to better managing your time when it comes to this course.

    · Share your routine or schedule for completing each unit. What are some time management strategies you are currently utilizing to help complete the assignments and tasks in this course?

    · Next, explain a new technique that you can adopt to help you improve your understanding and completion of each lesson. If you do not readily know of one, try doing a quick web search for ideas.

    Your journal entry must be at least 200 words in length. No references or citations are necessary.

    **## UnitIIIStudyGuide.pdf**

    MAT 1301, Liberal Arts Math 1

    Course Learning Outcomes for Unit III

    Upon completion of this unit, students should be able to:

    3. Perform computations with real numbers.
    3.1 Identify rational and irrational numbers.
    3.2 Perform operations using exponents, radicals, and scientific notation.
    3.3 Compute future terms of arithmetic and geometric sequences.

    Required Unit Resources

    Chapter 6: Number Theory and the Real Number System: Understanding the Numbers All Around Us,

    Sections 6.4–6.6

    Unit Lesson

    Chapter 6: Number Theory and the Real Number System: Understanding the Numbers All Around Us

    Unit I introduced counting numbers, integers, and whole numbers. In this unit, we will learn about other types
    of numbers that make up the real number system. Specifically, we will learn about rational and irrational
    numbers.

    Rational numbers are numbers that can be expressed as fractions. Whole numbers, integers, and some
    decimals are rational numbers. You have probably used rational numbers when shopping or cooking.

    Irrational numbers are numbers that cannot be expressed as a fraction. The decimal expansion of an
    irrational number does not end and does not repeat.

    An example of an irrational number is pi where pi is approximately equal to 3.141592654. This number goes
    on forever without a repeating pattern. The number pi is utilized in anything that has a curvature. For
    example, the construction of a football involves a calculation with pi.

    As you learn more about rational and irrational numbers, you will learn how to compute radicals, perform
    operations with exponents, and use scientific notation, and you will be introduced to number patterns known
    as sequences.

    To complete the unit, read the unit lesson, and begin your unit assignments in MyLab Math. Do not forget to
    use the reference sheet and note-taking guide located in this lesson.

    Also, please be aware that you will need a scientific calculator to perform some of the calculations in this unit.
    Please email your professor if you need assistance with your calculator.

    Section 6.4: The Real Number System

    Mathematicians have categorized numbers into different sets. As shown previously, some sets of numbers
    have different rules when performing computations. For example, integer operations are dependent on the
    sign of the number, and fraction operations require that we manipulate the denominator when adding or
    subtracting. In this section, we will expand our knowledge of rational numbers and learn about another group
    of numbers called irrational numbers.

    UNIT III STUDY GUIDE

    The Real Number System Continued

    MAT 1301, Liberal Arts Math 2

    UNIT x STUDY GUIDE

    Title

    Click the link to view the Section 6.4: The Real Number System lesson.

    Section 6.5: Exponents and Scientific Notation

    Exponential and scientific notation is used to identify very small and very large numbers. For example, these
    notations will help us to express a number that is 100 digits long. Exponents and scientific notation will also
    aid in performing calculations with very small and very large numbers.

    Click the link to view the Section 6.5: Exponents and Scientific Notation lesson.

    Section 6.6: Sequences

    As children, we were taught to recognize patterns. We might have been given three shapes and been asked
    to provide the fourth shape based upon a recognizable pattern. As adults, we can recognize patterns or
    trends in things such as utility bills or gas prices. For example, we may expect an increase in our cable bill if
    that bill increased in previous years. In this section, we will learn how to recognize patterns in number
    sequences and predict the next number in a given sequence.

    Click the link to view the Section 6.6: Sequences lesson.

    Looking Forward

    After you review Sections 6.4, 6.5, and 6.6 of the unit lesson, begin your Unit III Homework assignment in
    MyLab Math. You will be instructed to watch several instructional videos before you complete your homework
    problems. It is recommended that you print the following reference sheet and note-taking guide to use while
    you watch the unit homework videos and complete the unit homework assignment.

    • Unit III Reference Sheet

    • Unit III Note-Taking Guide

    Suggested Unit Resources

    In order to access the following resources, click the links below.

    The following videos can be viewed here as well as in your homework assignment within MyLab Math. Please
    click the titles below to view the videos. Transcripts and closed captioning will be available once you access
    the videos.

    • Rational and Irrational Numbers video

    • Computations With Radicals video

    • Operations With Exponents video

    • Scientific Notation video

    • Multiplying and Dividing Numbers in Scientific Notation, Part I video

    • Multiplying and Dividing Numbers in Scientific Notation, Part II video

    • Arithmetic and Geometric Sequences, Part I video

    • Arithmetic and Geometric Sequences, Part II video

    • Arithmetic and Geometric Sequences, Part III video

    • Arithmetic and Geometric Sequences, Part IV video

    [https://online.columbiasouthern.edu/bbcswebdav/xid-150517514_1](https://online.columbiasouthern.edu/bbcswebdav/xid-150517514_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-150517515_1](https://online.columbiasouthern.edu/bbcswebdav/xid-150517515_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-150517512_1](https://online.columbiasouthern.edu/bbcswebdav/xid-150517512_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-150517513_1](https://online.columbiasouthern.edu/bbcswebdav/xid-150517513_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-150517511_1](https://online.columbiasouthern.edu/bbcswebdav/xid-150517511_1)

    [https://www.youtube.com/watch?v=OeqURXhkpbA](https://www.youtube.com/watch?v=OeqURXhkpbA)

    [https://www.youtube.com/watch?v=PX5x138J5Ao](https://www.youtube.com/watch?v=PX5x138J5Ao)

    [https://www.youtube.com/watch?v=z6FPlGM4_p0](https://www.youtube.com/watch?v=z6FPlGM4_p0)

    [https://www.youtube.com/watch?v=TyKVtCdngvo](https://www.youtube.com/watch?v=TyKVtCdngvo)

    [https://www.youtube.com/watch?v=nPZsZqmokjI](https://www.youtube.com/watch?v=nPZsZqmokjI)

    [https://www.youtube.com/watch?v=dzCelLBfLjA](https://www.youtube.com/watch?v=dzCelLBfLjA)

    [https://www.youtube.com/watch?v=4QVX0qELqDY](https://www.youtube.com/watch?v=4QVX0qELqDY)

    [https://www.youtube.com/watch?v=-oZNZEUO1Y0](https://www.youtube.com/watch?v=-oZNZEUO1Y0)

    [https://www.youtube.com/watch?v=dUHk4xZlZhY](https://www.youtube.com/watch?v=dUHk4xZlZhY)

    [https://www.youtube.com/watch?v=-7l2VLOTBGY](https://www.youtube.com/watch?v=-7l2VLOTBGY)

    **## UnitIIIStudyGuide.pdf**

    MAT 1301, Liberal Arts Math 1

    Course Learning Outcomes for Unit III

    Upon completion of this unit, students should be able to:

    3. Perform computations with real numbers.
    3.1 Identify rational and irrational numbers.
    3.2 Perform operations using exponents, radicals, and scientific notation.
    3.3 Compute future terms of arithmetic and geometric sequences.

    Required Unit Resources

    Chapter 6: Number Theory and the Real Number System: Understanding the Numbers All Around Us,

    Sections 6.4–6.6

    Unit Lesson

    Chapter 6: Number Theory and the Real Number System: Understanding the Numbers All Around Us

    Unit I introduced counting numbers, integers, and whole numbers. In this unit, we will learn about other types
    of numbers that make up the real number system. Specifically, we will learn about rational and irrational
    numbers.

    Rational numbers are numbers that can be expressed as fractions. Whole numbers, integers, and some
    decimals are rational numbers. You have probably used rational numbers when shopping or cooking.

    Irrational numbers are numbers that cannot be expressed as a fraction. The decimal expansion of an
    irrational number does not end and does not repeat.

    An example of an irrational number is pi where pi is approximately equal to 3.141592654. This number goes
    on forever without a repeating pattern. The number pi is utilized in anything that has a curvature. For
    example, the construction of a football involves a calculation with pi.

    As you learn more about rational and irrational numbers, you will learn how to compute radicals, perform
    operations with exponents, and use scientific notation, and you will be introduced to number patterns known
    as sequences.

    To complete the unit, read the unit lesson, and begin your unit assignments in MyLab Math. Do not forget to
    use the reference sheet and note-taking guide located in this lesson.

    Also, please be aware that you will need a scientific calculator to perform some of the calculations in this unit.
    Please email your professor if you need assistance with your calculator.

    Section 6.4: The Real Number System

    Mathematicians have categorized numbers into different sets. As shown previously, some sets of numbers
    have different rules when performing computations. For example, integer operations are dependent on the
    sign of the number, and fraction operations require that we manipulate the denominator when adding or
    subtracting. In this section, we will expand our knowledge of rational numbers and learn about another group
    of numbers called irrational numbers.

    UNIT III STUDY GUIDE

    The Real Number System Continued

    MAT 1301, Liberal Arts Math 2

    UNIT x STUDY GUIDE

    Title

    Click the link to view the Section 6.4: The Real Number System lesson.

    Section 6.5: Exponents and Scientific Notation

    Exponential and scientific notation is used to identify very small and very large numbers. For example, these
    notations will help us to express a number that is 100 digits long. Exponents and scientific notation will also
    aid in performing calculations with very small and very large numbers.

    Click the link to view the Section 6.5: Exponents and Scientific Notation lesson.

    Section 6.6: Sequences

    As children, we were taught to recognize patterns. We might have been given three shapes and been asked
    to provide the fourth shape based upon a recognizable pattern. As adults, we can recognize patterns or
    trends in things such as utility bills or gas prices. For example, we may expect an increase in our cable bill if
    that bill increased in previous years. In this section, we will learn how to recognize patterns in number
    sequences and predict the next number in a given sequence.

    Click the link to view the Section 6.6: Sequences lesson.

    Looking Forward

    After you review Sections 6.4, 6.5, and 6.6 of the unit lesson, begin your Unit III Homework assignment in
    MyLab Math. You will be instructed to watch several instructional videos before you complete your homework
    problems. It is recommended that you print the following reference sheet and note-taking guide to use while
    you watch the unit homework videos and complete the unit homework assignment.

    • Unit III Reference Sheet

    • Unit III Note-Taking Guide

    Suggested Unit Resources

    In order to access the following resources, click the links below.

    The following videos can be viewed here as well as in your homework assignment within MyLab Math. Please
    click the titles below to view the videos. Transcripts and closed captioning will be available once you access
    the videos.

    • Rational and Irrational Numbers video

    • Computations With Radicals video

    • Operations With Exponents video

    • Scientific Notation video

    • Multiplying and Dividing Numbers in Scientific Notation, Part I video

    • Multiplying and Dividing Numbers in Scientific Notation, Part II video

    • Arithmetic and Geometric Sequences, Part I video

    • Arithmetic and Geometric Sequences, Part II video

    • Arithmetic and Geometric Sequences, Part III video

    • Arithmetic and Geometric Sequences, Part IV video

    [https://online.columbiasouthern.edu/bbcswebdav/xid-150517514_1](https://online.columbiasouthern.edu/bbcswebdav/xid-150517514_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-150517515_1](https://online.columbiasouthern.edu/bbcswebdav/xid-150517515_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-150517512_1](https://online.columbiasouthern.edu/bbcswebdav/xid-150517512_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-150517513_1](https://online.columbiasouthern.edu/bbcswebdav/xid-150517513_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-150517511_1](https://online.columbiasouthern.edu/bbcswebdav/xid-150517511_1)

    [https://www.youtube.com/watch?v=OeqURXhkpbA](https://www.youtube.com/watch?v=OeqURXhkpbA)

    [https://www.youtube.com/watch?v=PX5x138J5Ao](https://www.youtube.com/watch?v=PX5x138J5Ao)

    [https://www.youtube.com/watch?v=z6FPlGM4_p0](https://www.youtube.com/watch?v=z6FPlGM4_p0)

    [https://www.youtube.com/watch?v=TyKVtCdngvo](https://www.youtube.com/watch?v=TyKVtCdngvo)

    [https://www.youtube.com/watch?v=nPZsZqmokjI](https://www.youtube.com/watch?v=nPZsZqmokjI)

    [https://www.youtube.com/watch?v=dzCelLBfLjA](https://www.youtube.com/watch?v=dzCelLBfLjA)

    [https://www.youtube.com/watch?v=4QVX0qELqDY](https://www.youtube.com/watch?v=4QVX0qELqDY)

    [https://www.youtube.com/watch?v=-oZNZEUO1Y0](https://www.youtube.com/watch?v=-oZNZEUO1Y0)

    [https://www.youtube.com/watch?v=dUHk4xZlZhY](https://www.youtube.com/watch?v=dUHk4xZlZhY)

    [https://www.youtube.com/watch?v=-7l2VLOTBGY](https://www.youtube.com/watch?v=-7l2VLOTBGY)

    **## TheUnitIIIJournal.docx**

    The Unit III Journal entry is a reflection of scientific notation, a concept covered in Unit III as well as personal time management strategies. Be sure to complete
    _both_ parts A and B.

    Part A: In this unit, we cover the concept of scientific notation. In your own words, explain what scientific notation is, where it could be used in the real world, and what benefit there is to using it in those particular fields.

    Part B: You may have noticed that learning mathematics can take a little more time than other subjects. In the same way that scientific notation can potentially help save time in calculations, there are different approaches to better managing your time when it comes to this course.

    · Share your routine or schedule for completing each unit. What are some time management strategies you are currently utilizing to help complete the assignments and tasks in this course?

    · Next, explain a new technique that you can adopt to help you improve your understanding and completion of each lesson. If you do not readily know of one, try doing a quick web search for ideas.

    Your journal entry must be at least 200 words in length. No references or citations are necessary.

    **## UnitIIIStudyGuide.pdf**

    MAT 1301, Liberal Arts Math 1

    Course Learning Outcomes for Unit III

    Upon completion of this unit, students should be able to:

    3. Perform computations with real numbers.
    3.1 Identify rational and irrational numbers.
    3.2 Perform operations using exponents, radicals, and scientific notation.
    3.3 Compute future terms of arithmetic and geometric sequences.

    Required Unit Resources

    Chapter 6: Number Theory and the Real Number System: Understanding the Numbers All Around Us,

    Sections 6.4–6.6

    Unit Lesson

    Chapter 6: Number Theory and the Real Number System: Understanding the Numbers All Around Us

    Unit I introduced counting numbers, integers, and whole numbers. In this unit, we will learn about other types
    of numbers that make up the real number system. Specifically, we will learn about rational and irrational
    numbers.

    Rational numbers are numbers that can be expressed as fractions. Whole numbers, integers, and some
    decimals are rational numbers. You have probably used rational numbers when shopping or cooking.

    Irrational numbers are numbers that cannot be expressed as a fraction. The decimal expansion of an
    irrational number does not end and does not repeat.

    An example of an irrational number is pi where pi is approximately equal to 3.141592654. This number goes
    on forever without a repeating pattern. The number pi is utilized in anything that has a curvature. For
    example, the construction of a football involves a calculation with pi.

    As you learn more about rational and irrational numbers, you will learn how to compute radicals, perform
    operations with exponents, and use scientific notation, and you will be introduced to number patterns known
    as sequences.

    To complete the unit, read the unit lesson, and begin your unit assignments in MyLab Math. Do not forget to
    use the reference sheet and note-taking guide located in this lesson.

    Also, please be aware that you will need a scientific calculator to perform some of the calculations in this unit.
    Please email your professor if you need assistance with your calculator.

    Section 6.4: The Real Number System

    Mathematicians have categorized numbers into different sets. As shown previously, some sets of numbers
    have different rules when performing computations. For example, integer operations are dependent on the
    sign of the number, and fraction operations require that we manipulate the denominator when adding or
    subtracting. In this section, we will expand our knowledge of rational numbers and learn about another group
    of numbers called irrational numbers.

    UNIT III STUDY GUIDE

    The Real Number System Continued

    MAT 1301, Liberal Arts Math 2

    UNIT x STUDY GUIDE

    Title

    Click the link to view the Section 6.4: The Real Number System lesson.

    Section 6.5: Exponents and Scientific Notation

    Exponential and scientific notation is used to identify very small and very large numbers. For example, these
    notations will help us to express a number that is 100 digits long. Exponents and scientific notation will also
    aid in performing calculations with very small and very large numbers.

    Click the link to view the Section 6.5: Exponents and Scientific Notation lesson.

    Section 6.6: Sequences

    As children, we were taught to recognize patterns. We might have been given three shapes and been asked
    to provide the fourth shape based upon a recognizable pattern. As adults, we can recognize patterns or
    trends in things such as utility bills or gas prices. For example, we may expect an increase in our cable bill if
    that bill increased in previous years. In this section, we will learn how to recognize patterns in number
    sequences and predict the next number in a given sequence.

    Click the link to view the Section 6.6: Sequences lesson.

    Looking Forward

    After you review Sections 6.4, 6.5, and 6.6 of the unit lesson, begin your Unit III Homework assignment in
    MyLab Math. You will be instructed to watch several instructional videos before you complete your homework
    problems. It is recommended that you print the following reference sheet and note-taking guide to use while
    you watch the unit homework videos and complete the unit homework assignment.

    • Unit III Reference Sheet

    • Unit III Note-Taking Guide

    Suggested Unit Resources

    In order to access the following resources, click the links below.

    The following videos can be viewed here as well as in your homework assignment within MyLab Math. Please
    click the titles below to view the videos. Transcripts and closed captioning will be available once you access
    the videos.

    • Rational and Irrational Numbers video

    • Computations With Radicals video

    • Operations With Exponents video

    • Scientific Notation video

    • Multiplying and Dividing Numbers in Scientific Notation, Part I video

    • Multiplying and Dividing Numbers in Scientific Notation, Part II video

    • Arithmetic and Geometric Sequences, Part I video

    • Arithmetic and Geometric Sequences, Part II video

    • Arithmetic and Geometric Sequences, Part III video

    • Arithmetic and Geometric Sequences, Part IV video

    [https://online.columbiasouthern.edu/bbcswebdav/xid-150517514_1](https://online.columbiasouthern.edu/bbcswebdav/xid-150517514_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-150517515_1](https://online.columbiasouthern.edu/bbcswebdav/xid-150517515_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-150517512_1](https://online.columbiasouthern.edu/bbcswebdav/xid-150517512_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-150517513_1](https://online.columbiasouthern.edu/bbcswebdav/xid-150517513_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-150517511_1](https://online.columbiasouthern.edu/bbcswebdav/xid-150517511_1)

    [https://www.youtube.com/watch?v=OeqURXhkpbA](https://www.youtube.com/watch?v=OeqURXhkpbA)

    [https://www.youtube.com/watch?v=PX5x138J5Ao](https://www.youtube.com/watch?v=PX5x138J5Ao)

    [https://www.youtube.com/watch?v=z6FPlGM4_p0](https://www.youtube.com/watch?v=z6FPlGM4_p0)

    [https://www.youtube.com/watch?v=TyKVtCdngvo](https://www.youtube.com/watch?v=TyKVtCdngvo)

    [https://www.youtube.com/watch?v=nPZsZqmokjI](https://www.youtube.com/watch?v=nPZsZqmokjI)

    [https://www.youtube.com/watch?v=dzCelLBfLjA](https://www.youtube.com/watch?v=dzCelLBfLjA)

    [https://www.youtube.com/watch?v=4QVX0qELqDY](https://www.youtube.com/watch?v=4QVX0qELqDY)

    [https://www.youtube.com/watch?v=-oZNZEUO1Y0](https://www.youtube.com/watch?v=-oZNZEUO1Y0)

    [https://www.youtube.com/watch?v=dUHk4xZlZhY](https://www.youtube.com/watch?v=dUHk4xZlZhY)

    [https://www.youtube.com/watch?v=-7l2VLOTBGY](https://www.youtube.com/watch?v=-7l2VLOTBGY)

    **## TheUnitIIIJournal.docx**

    The Unit III Journal entry is a reflection of scientific notation, a concept covered in Unit III as well as personal time management strategies. Be sure to complete
    _both_ parts A and B.

    Part A: In this unit, we cover the concept of scientific notation. In your own words, explain what scientific notation is, where it could be used in the real world, and what benefit there is to using it in those particular fields.

    Part B: You may have noticed that learning mathematics can take a little more time than other subjects. In the same way that scientific notation can potentially help save time in calculations, there are different approaches to better managing your time when it comes to this course.

    · Share your routine or schedule for completing each unit. What are some time management strategies you are currently utilizing to help complete the assignments and tasks in this course?

    · Next, explain a new technique that you can adopt to help you improve your understanding and completion of each lesson. If you do not readily know of one, try doing a quick web search for ideas.

    Your journal entry must be at least 200 words in length. No references or citations are necessary.

    **## UnitIIIStudyGuide.pdf**

    MAT 1301, Liberal Arts Math 1

    Course Learning Outcomes for Unit III

    Upon completion of this unit, students should be able to:

    3. Perform computations with real numbers.
    3.1 Identify rational and irrational numbers.
    3.2 Perform operations using exponents, radicals, and scientific notation.
    3.3 Compute future terms of arithmetic and geometric sequences.

    Required Unit Resources

    Chapter 6: Number Theory and the Real Number System: Understanding the Numbers All Around Us,

    Sections 6.4–6.6

    Unit Lesson

    Chapter 6: Number Theory and the Real Number System: Understanding the Numbers All Around Us

    Unit I introduced counting numbers, integers, and whole numbers. In this unit, we will learn about other types
    of numbers that make up the real number system. Specifically, we will learn about rational and irrational
    numbers.

    Rational numbers are numbers that can be expressed as fractions. Whole numbers, integers, and some
    decimals are rational numbers. You have probably used rational numbers when shopping or cooking.

    Irrational numbers are numbers that cannot be expressed as a fraction. The decimal expansion of an
    irrational number does not end and does not repeat.

    An example of an irrational number is pi where pi is approximately equal to 3.141592654. This number goes
    on forever without a repeating pattern. The number pi is utilized in anything that has a curvature. For
    example, the construction of a football involves a calculation with pi.

    As you learn more about rational and irrational numbers, you will learn how to compute radicals, perform
    operations with exponents, and use scientific notation, and you will be introduced to number patterns known
    as sequences.

    To complete the unit, read the unit lesson, and begin your unit assignments in MyLab Math. Do not forget to
    use the reference sheet and note-taking guide located in this lesson.

    Also, please be aware that you will need a scientific calculator to perform some of the calculations in this unit.
    Please email your professor if you need assistance with your calculator.

    Section 6.4: The Real Number System

    Mathematicians have categorized numbers into different sets. As shown previously, some sets of numbers
    have different rules when performing computations. For example, integer operations are dependent on the
    sign of the number, and fraction operations require that we manipulate the denominator when adding or
    subtracting. In this section, we will expand our knowledge of rational numbers and learn about another group
    of numbers called irrational numbers.

    UNIT III STUDY GUIDE

    The Real Number System Continued

    MAT 1301, Liberal Arts Math 2

    UNIT x STUDY GUIDE

    Title

    Click the link to view the Section 6.4: The Real Number System lesson.

    Section 6.5: Exponents and Scientific Notation

    Exponential and scientific notation is used to identify very small and very large numbers. For example, these
    notations will help us to express a number that is 100 digits long. Exponents and scientific notation will also
    aid in performing calculations with very small and very large numbers.

    Click the link to view the Section 6.5: Exponents and Scientific Notation lesson.

    Section 6.6: Sequences

    As children, we were taught to recognize patterns. We might have been given three shapes and been asked
    to provide the fourth shape based upon a recognizable pattern. As adults, we can recognize patterns or
    trends in things such as utility bills or gas prices. For example, we may expect an increase in our cable bill if
    that bill increased in previous years. In this section, we will learn how to recognize patterns in number
    sequences and predict the next number in a given sequence.

    Click the link to view the Section 6.6: Sequences lesson.

    Looking Forward

    After you review Sections 6.4, 6.5, and 6.6 of the unit lesson, begin your Unit III Homework assignment in
    MyLab Math. You will be instructed to watch several instructional videos before you complete your homework
    problems. It is recommended that you print the following reference sheet and note-taking guide to use while
    you watch the unit homework videos and complete the unit homework assignment.

    • Unit III Reference Sheet

    • Unit III Note-Taking Guide

    Suggested Unit Resources

    In order to access the following resources, click the links below.

    The following videos can be viewed here as well as in your homework assignment within MyLab Math. Please
    click the titles below to view the videos. Transcripts and closed captioning will be available once you access
    the videos.

    • Rational and Irrational Numbers video

    • Computations With Radicals video

    • Operations With Exponents video

    • Scientific Notation video

    • Multiplying and Dividing Numbers in Scientific Notation, Part I video

    • Multiplying and Dividing Numbers in Scientific Notation, Part II video

    • Arithmetic and Geometric Sequences, Part I video

    • Arithmetic and Geometric Sequences, Part II video

    • Arithmetic and Geometric Sequences, Part III video

    • Arithmetic and Geometric Sequences, Part IV video

    [https://online.columbiasouthern.edu/bbcswebdav/xid-150517514_1](https://online.columbiasouthern.edu/bbcswebdav/xid-150517514_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-150517515_1](https://online.columbiasouthern.edu/bbcswebdav/xid-150517515_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-150517512_1](https://online.columbiasouthern.edu/bbcswebdav/xid-150517512_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-150517513_1](https://online.columbiasouthern.edu/bbcswebdav/xid-150517513_1)

    [https://online.columbiasouthern.edu/bbcswebdav/xid-150517511_1](https://online.columbiasouthern.edu/bbcswebdav/xid-150517511_1)

    [https://www.youtube.com/watch?v=OeqURXhkpbA](https://www.youtube.com/watch?v=OeqURXhkpbA)

    [https://www.youtube.com/watch?v=PX5x138J5Ao](https://www.youtube.com/watch?v=PX5x138J5Ao)

    [https://www.youtube.com/watch?v=z6FPlGM4_p0](https://www.youtube.com/watch?v=z6FPlGM4_p0)

    [https://www.youtube.com/watch?v=TyKVtCdngvo](https://www.youtube.com/watch?v=TyKVtCdngvo)

    [https://www.youtube.com/watch?v=nPZsZqmokjI](https://www.youtube.com/watch?v=nPZsZqmokjI)

    [https://www.youtube.com/watch?v=dzCelLBfLjA](https://www.youtube.com/watch?v=dzCelLBfLjA)

    [https://www.youtube.com/watch?v=4QVX0qELqDY](https://www.youtube.com/watch?v=4QVX0qELqDY)

    [https://www.youtube.com/watch?v=-oZNZEUO1Y0](https://www.youtube.com/watch?v=-oZNZEUO1Y0)

    [https://www.youtube.com/watch?v=dUHk4xZlZhY](https://www.youtube.com/watch?v=dUHk4xZlZhY)

    [https://www.youtube.com/watch?v=-7l2VLOTBGY](https://www.youtube.com/watch?v=-7l2VLOTBGY)

    – 1
    – 2

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    [>Statistics homework help](https://www.sweetstudy.com/fields/mathematics-statistics) 1 page – 2 years ago **files (2)** – ## cf_unit_4_dataset1.jasp – ## wk4ass5015.docx **## cf_unit_4_dataset1.jasp** ## META-INF/MANIFEST.MF Manifest-Version: 1.0 Created-By: JASP 0.16.3 Data-Archive-Version: …

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    [>Statistics homework help](https://www.sweetstudy.com/fields/mathematics-statistics)

    1 page

    – 2 years ago

    **files (2)**

    – ## cf_unit_4_dataset1.jasp

    – ## wk4ass5015.docx

    **## cf_unit_4_dataset1.jasp**

    ## META-INF/MANIFEST.MF

    Manifest-Version: 1.0
    Created-By: JASP 0.16.3
    Data-Archive-Version: 1.0.2
    JASP-Archive-Version: 3.1

    ## metadata.json

    {
    "computedColumns" : [],
    "dataFilePath" : "C:/Users/swowr/OneDrive/Desktop/SWK5015/SWK5015 unit 4 dataset.csv",
    "dataFileReadOnly" : false,
    "dataFileTimestamp" : 1664375731,
    "dataSet" :
    {
    "columnCount" : 2,
    "emptyValuesMap" :
    {
    "Length of stay in nursing home" : {},
    "Score on GDS" : {}
    },
    "fields" :
    [
    {
    "measureType" : "Continuous",
    "name" : "Length of stay in nursing home",
    "type" : "number"
    },
    {
    "measureType" : "Continuous",
    "name" : "Score on GDS",
    "type" : "number"
    }
    ],
    "filterVector" :
    [
    true,
    true,
    true,
    true,
    true,
    true,
    true,
    true,
    true,
    true,
    true,
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    true,
    true,
    true,
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    true,
    true,
    true
    ],
    "rowCount" : 22
    },
    "emptyValues" :
    [
    "NaN",
    "nan",
    ".",
    "NA"
    ],
    "filterConstructorJSON" : "{\"formulas\":[]}",
    "filterData" : "# Add filters using R syntax here, see question mark for help.\n\ngeneratedFilter # by default: pass the non-R filter(s)"
    }

    ## xdata.json

    {}

    ## data.bin

    ## index.html

    ## Results

    ## analyses.json

    {
    "analyses" : [],
    "meta" : null
    }

    **## wk4ass5015.docx**

    ### **Assignment Overview**

    By successfully completing this assignment, you demonstrate your proficiency in the following competency and specialized behaviors:

    · Competency 4:
    _Engage in practice-informed research and research-informed practice._

    · C4.SP.A:
    _Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings._

    · Related Assignment Criteria:​

    ·
    _1: Devise accurate datasets.​_

    ·
    _3: Describe and report the statistical method or test outcomes using the appropriate statistical method or test._

    · C4.SP.B:
    _Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods._

    · Related Assignment Criteria:

    ·
    _2: Develop appropriate statistical tests and reports that assist in program evaluation._

    ·
    _4: Apply critical thinking in verbal and written communication through the use of leadership and technology._

    ### **Assignment Scenario**

    Your community wants to open an adult daycare center. You have located the Farrel Foundation, which would like to fund start-up grants for daycare programs. This foundation's research demonstrates a correlation between depression and length of time in a skilled nursing facility. A group of community residents feel that an adult daycare would allow the aging population to stay with their families while using the supplemental daycare services. You are asked to confirm the correlation between depression and length of stay in nursing homes in an effort to provide community options. Nursing home residents were asked to complete the Geriatric Depression Scale (GDS), which is a 15-item scale (a 15 represents a high level of depression).

    Using the data in the
    [Week 4 Dataset [JASP]](https://courseroom.capella.edu/courses/35546/files/6464918/download), test whether length of stay in a nursing home and depression are related at a .05 level of significance.

    Refer to
    JASP Tutorial Video: Correlation

    Links to an external site.

    for help with how to conduct correlation tests.

    ### **Assignment Instructions**

    For this assignment, respond to the following prompts in a one-page, APA-formatted paper.

    1. Based on the output,
    **state the following factors**:

    · Sample size.

    · Correlation coefficient.

    · Significance.

    2. Based on the value of the correlation coefficient,
    **explain whether there is a significant relationship** between length of stay and depression.

    3. Based on the correlation coefficient and given the value of r,
    **provide a narrative conclusion**:

    · How might you explain the result of this correlation test?

    · What other data might you analyze to advocate for an adult daycare in the community, if your finding is not statistically significant?

    ### **Additional Requirements**

    Your assignment should meet the following requirements:

    ·
    **Written communication**: Written communication is free of errors that detract from the overall message.

    ·
    **APA formatting:** Resources and citations are formatted according to current APA style and formatting standards. Use
    Academic Writer

    ·
    Links to an external site.

    · for guidance in citing sources in proper APA style. See the
    Writing Center

    ·
    Links to an external site.

    · for more APA resources specific to your degree level.

    ·
    **Length of paper**: One double-spaced page.

    ·
    **Font and font size**: Times New Roman, 12 point.

    ### **Competencies Measured**

    By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

    · Competency 1: Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings. (C4.SP.A)

    · Devise accurate datasets. (C4.SP.A)

    · Describe and report the statistical method or test outcomes using the appropriate statistical method or test. (C4.SP.A)

    · Competency 2: Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods. (C4.SP.B)

    · Develop appropriate statistical tests and reports that assist in program evaluation. (C4.SP.B)

    · Competency 3: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.

    · Apply critical thinking in verbal and written communication through the use of leadership and technology. (C4.SP.B)

    **View Rubric**

    | | | |
    | — | — | — |
    | | | |
    | **Correlation** |
    | **Criteria** | **Ratings** | **Pts** |
    | Devise accurate datasets. (C4.SP.A) | **7.5 pts**<br>**DEMONSTRATED**<br>YES<br>**0 pts**<br>**NOT_DEMONSTRATED**<br>NO | / 7.5 pts |
    | Develop appropriate statistical tests and reports that assist in program evaluation. (C4.SP.B) | **7.5 pts**<br>**DEMONSTRATED**<br>YES<br>**0 pts**<br>**NOT_DEMONSTRATED**<br>NO | / 7.5 pts |
    | Describe and report the statistical method or test outcomes using the appropriate statistical method or test. (C4.SP.A) | **7.5 pts**<br>**DEMONSTRATED**<br>YES<br>**0 pts**<br>**NOT_DEMONSTRATED**<br>NO | / 7.5 pts |
    | Apply critical thinking in verbal and written communication through the use of leadership and technology. (C4.SP.B) | **7.5 pts**<br>**DEMONSTRATED**<br>YES<br>**0 pts**<br>**NOT_DEMONSTRATED**<br>NO | / 7.5 pts |

    **## wk4ass5015.docx**

    ### **Assignment Overview**

    By successfully completing this assignment, you demonstrate your proficiency in the following competency and specialized behaviors:

    · Competency 4:
    _Engage in practice-informed research and research-informed practice._

    · C4.SP.A:
    _Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings._

    · Related Assignment Criteria:​

    ·
    _1: Devise accurate datasets.​_

    ·
    _3: Describe and report the statistical method or test outcomes using the appropriate statistical method or test._

    · C4.SP.B:
    _Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods._

    · Related Assignment Criteria:

    ·
    _2: Develop appropriate statistical tests and reports that assist in program evaluation._

    ·
    _4: Apply critical thinking in verbal and written communication through the use of leadership and technology._

    ### **Assignment Scenario**

    Your community wants to open an adult daycare center. You have located the Farrel Foundation, which would like to fund start-up grants for daycare programs. This foundation's research demonstrates a correlation between depression and length of time in a skilled nursing facility. A group of community residents feel that an adult daycare would allow the aging population to stay with their families while using the supplemental daycare services. You are asked to confirm the correlation between depression and length of stay in nursing homes in an effort to provide community options. Nursing home residents were asked to complete the Geriatric Depression Scale (GDS), which is a 15-item scale (a 15 represents a high level of depression).

    Using the data in the
    [Week 4 Dataset [JASP]](https://courseroom.capella.edu/courses/35546/files/6464918/download), test whether length of stay in a nursing home and depression are related at a .05 level of significance.

    Refer to
    JASP Tutorial Video: Correlation

    Links to an external site.

    for help with how to conduct correlation tests.

    ### **Assignment Instructions**

    For this assignment, respond to the following prompts in a one-page, APA-formatted paper.

    1. Based on the output,
    **state the following factors**:

    · Sample size.

    · Correlation coefficient.

    · Significance.

    2. Based on the value of the correlation coefficient,
    **explain whether there is a significant relationship** between length of stay and depression.

    3. Based on the correlation coefficient and given the value of r,
    **provide a narrative conclusion**:

    · How might you explain the result of this correlation test?

    · What other data might you analyze to advocate for an adult daycare in the community, if your finding is not statistically significant?

    ### **Additional Requirements**

    Your assignment should meet the following requirements:

    ·
    **Written communication**: Written communication is free of errors that detract from the overall message.

    ·
    **APA formatting:** Resources and citations are formatted according to current APA style and formatting standards. Use
    Academic Writer

    ·
    Links to an external site.

    · for guidance in citing sources in proper APA style. See the
    Writing Center

    ·
    Links to an external site.

    · for more APA resources specific to your degree level.

    ·
    **Length of paper**: One double-spaced page.

    ·
    **Font and font size**: Times New Roman, 12 point.

    ### **Competencies Measured**

    By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

    · Competency 1: Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings. (C4.SP.A)

    · Devise accurate datasets. (C4.SP.A)

    · Describe and report the statistical method or test outcomes using the appropriate statistical method or test. (C4.SP.A)

    · Competency 2: Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods. (C4.SP.B)

    · Develop appropriate statistical tests and reports that assist in program evaluation. (C4.SP.B)

    · Competency 3: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.

    · Apply critical thinking in verbal and written communication through the use of leadership and technology. (C4.SP.B)

    **View Rubric**

    | | | |
    | — | — | — |
    | | | |
    | **Correlation** |
    | **Criteria** | **Ratings** | **Pts** |
    | Devise accurate datasets. (C4.SP.A) | **7.5 pts**<br>**DEMONSTRATED**<br>YES<br>**0 pts**<br>**NOT_DEMONSTRATED**<br>NO | / 7.5 pts |
    | Develop appropriate statistical tests and reports that assist in program evaluation. (C4.SP.B) | **7.5 pts**<br>**DEMONSTRATED**<br>YES<br>**0 pts**<br>**NOT_DEMONSTRATED**<br>NO | / 7.5 pts |
    | Describe and report the statistical method or test outcomes using the appropriate statistical method or test. (C4.SP.A) | **7.5 pts**<br>**DEMONSTRATED**<br>YES<br>**0 pts**<br>**NOT_DEMONSTRATED**<br>NO | / 7.5 pts |
    | Apply critical thinking in verbal and written communication through the use of leadership and technology. (C4.SP.B) | **7.5 pts**<br>**DEMONSTRATED**<br>YES<br>**0 pts**<br>**NOT_DEMONSTRATED**<br>NO | / 7.5 pts |

    **## cf_unit_4_dataset1.jasp**

    ## META-INF/MANIFEST.MF

    Manifest-Version: 1.0
    Created-By: JASP 0.16.3
    Data-Archive-Version: 1.0.2
    JASP-Archive-Version: 3.1

    ## metadata.json

    {
    "computedColumns" : [],
    "dataFilePath" : "C:/Users/swowr/OneDrive/Desktop/SWK5015/SWK5015 unit 4 dataset.csv",
    "dataFileReadOnly" : false,
    "dataFileTimestamp" : 1664375731,
    "dataSet" :
    {
    "columnCount" : 2,
    "emptyValuesMap" :
    {
    "Length of stay in nursing home" : {},
    "Score on GDS" : {}
    },
    "fields" :
    [
    {
    "measureType" : "Continuous",
    "name" : "Length of stay in nursing home",
    "type" : "number"
    },
    {
    "measureType" : "Continuous",
    "name" : "Score on GDS",
    "type" : "number"
    }
    ],
    "filterVector" :
    [
    true,
    true,
    true,
    true,
    true,
    true,
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    true,
    true,
    true,
    true,
    true,
    true,
    true,
    true,
    true,
    true
    ],
    "rowCount" : 22
    },
    "emptyValues" :
    [
    "NaN",
    "nan",
    ".",
    "NA"
    ],
    "filterConstructorJSON" : "{\"formulas\":[]}",
    "filterData" : "# Add filters using R syntax here, see question mark for help.\n\ngeneratedFilter # by default: pass the non-R filter(s)"
    }

    ## xdata.json

    {}

    ## data.bin

    ## index.html

    ## Results

    ## analyses.json

    {
    "analyses" : [],
    "meta" : null
    }

    **## wk4ass5015.docx**

    ### **Assignment Overview**

    By successfully completing this assignment, you demonstrate your proficiency in the following competency and specialized behaviors:

    · Competency 4:
    _Engage in practice-informed research and research-informed practice._

    · C4.SP.A:
    _Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings._

    · Related Assignment Criteria:​

    ·
    _1: Devise accurate datasets.​_

    ·
    _3: Describe and report the statistical method or test outcomes using the appropriate statistical method or test._

    · C4.SP.B:
    _Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods._

    · Related Assignment Criteria:

    ·
    _2: Develop appropriate statistical tests and reports that assist in program evaluation._

    ·
    _4: Apply critical thinking in verbal and written communication through the use of leadership and technology._

    ### **Assignment Scenario**

    Your community wants to open an adult daycare center. You have located the Farrel Foundation, which would like to fund start-up grants for daycare programs. This foundation's research demonstrates a correlation between depression and length of time in a skilled nursing facility. A group of community residents feel that an adult daycare would allow the aging population to stay with their families while using the supplemental daycare services. You are asked to confirm the correlation between depression and length of stay in nursing homes in an effort to provide community options. Nursing home residents were asked to complete the Geriatric Depression Scale (GDS), which is a 15-item scale (a 15 represents a high level of depression).

    Using the data in the
    [Week 4 Dataset [JASP]](https://courseroom.capella.edu/courses/35546/files/6464918/download), test whether length of stay in a nursing home and depression are related at a .05 level of significance.

    Refer to
    JASP Tutorial Video: Correlation

    Links to an external site.

    for help with how to conduct correlation tests.

    ### **Assignment Instructions**

    For this assignment, respond to the following prompts in a one-page, APA-formatted paper.

    1. Based on the output,
    **state the following factors**:

    · Sample size.

    · Correlation coefficient.

    · Significance.

    2. Based on the value of the correlation coefficient,
    **explain whether there is a significant relationship** between length of stay and depression.

    3. Based on the correlation coefficient and given the value of r,
    **provide a narrative conclusion**:

    · How might you explain the result of this correlation test?

    · What other data might you analyze to advocate for an adult daycare in the community, if your finding is not statistically significant?

    ### **Additional Requirements**

    Your assignment should meet the following requirements:

    ·
    **Written communication**: Written communication is free of errors that detract from the overall message.

    ·
    **APA formatting:** Resources and citations are formatted according to current APA style and formatting standards. Use
    Academic Writer

    ·
    Links to an external site.

    · for guidance in citing sources in proper APA style. See the
    Writing Center

    ·
    Links to an external site.

    · for more APA resources specific to your degree level.

    ·
    **Length of paper**: One double-spaced page.

    ·
    **Font and font size**: Times New Roman, 12 point.

    ### **Competencies Measured**

    By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

    · Competency 1: Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings. (C4.SP.A)

    · Devise accurate datasets. (C4.SP.A)

    · Describe and report the statistical method or test outcomes using the appropriate statistical method or test. (C4.SP.A)

    · Competency 2: Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods. (C4.SP.B)

    · Develop appropriate statistical tests and reports that assist in program evaluation. (C4.SP.B)

    · Competency 3: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.

    · Apply critical thinking in verbal and written communication through the use of leadership and technology. (C4.SP.B)

    **View Rubric**

    | | | |
    | — | — | — |
    | | | |
    | **Correlation** |
    | **Criteria** | **Ratings** | **Pts** |
    | Devise accurate datasets. (C4.SP.A) | **7.5 pts**<br>**DEMONSTRATED**<br>YES<br>**0 pts**<br>**NOT_DEMONSTRATED**<br>NO | / 7.5 pts |
    | Develop appropriate statistical tests and reports that assist in program evaluation. (C4.SP.B) | **7.5 pts**<br>**DEMONSTRATED**<br>YES<br>**0 pts**<br>**NOT_DEMONSTRATED**<br>NO | / 7.5 pts |
    | Describe and report the statistical method or test outcomes using the appropriate statistical method or test. (C4.SP.A) | **7.5 pts**<br>**DEMONSTRATED**<br>YES<br>**0 pts**<br>**NOT_DEMONSTRATED**<br>NO | / 7.5 pts |
    | Apply critical thinking in verbal and written communication through the use of leadership and technology. (C4.SP.B) | **7.5 pts**<br>**DEMONSTRATED**<br>YES<br>**0 pts**<br>**NOT_DEMONSTRATED**<br>NO | / 7.5 pts |

    **## cf_unit_4_dataset1.jasp**

    ## META-INF/MANIFEST.MF

    Manifest-Version: 1.0
    Created-By: JASP 0.16.3
    Data-Archive-Version: 1.0.2
    JASP-Archive-Version: 3.1

    ## metadata.json

    {
    "computedColumns" : [],
    "dataFilePath" : "C:/Users/swowr/OneDrive/Desktop/SWK5015/SWK5015 unit 4 dataset.csv",
    "dataFileReadOnly" : false,
    "dataFileTimestamp" : 1664375731,
    "dataSet" :
    {
    "columnCount" : 2,
    "emptyValuesMap" :
    {
    "Length of stay in nursing home" : {},
    "Score on GDS" : {}
    },
    "fields" :
    [
    {
    "measureType" : "Continuous",
    "name" : "Length of stay in nursing home",
    "type" : "number"
    },
    {
    "measureType" : "Continuous",
    "name" : "Score on GDS",
    "type" : "number"
    }
    ],
    "filterVector" :
    [
    true,
    true,
    true,
    true,
    true,
    true,
    true,
    true,
    true,
    true,
    true,
    true,
    true,
    true,
    true,
    true,
    true,
    true,
    true,
    true,
    true,
    true
    ],
    "rowCount" : 22
    },
    "emptyValues" :
    [
    "NaN",
    "nan",
    ".",
    "NA"
    ],
    "filterConstructorJSON" : "{\"formulas\":[]}",
    "filterData" : "# Add filters using R syntax here, see question mark for help.\n\ngeneratedFilter # by default: pass the non-R filter(s)"
    }

    ## xdata.json

    {}

    ## data.bin

    ## index.html

    ## Results

    ## analyses.json

    {
    "analyses" : [],
    "meta" : null
    }

    **## wk4ass5015.docx**

    ### **Assignment Overview**

    By successfully completing this assignment, you demonstrate your proficiency in the following competency and specialized behaviors:

    · Competency 4:
    _Engage in practice-informed research and research-informed practice._

    · C4.SP.A:
    _Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings._

    · Related Assignment Criteria:​

    ·
    _1: Devise accurate datasets.​_

    ·
    _3: Describe and report the statistical method or test outcomes using the appropriate statistical method or test._

    · C4.SP.B:
    _Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods._

    · Related Assignment Criteria:

    ·
    _2: Develop appropriate statistical tests and reports that assist in program evaluation._

    ·
    _4: Apply critical thinking in verbal and written communication through the use of leadership and technology._

    ### **Assignment Scenario**

    Your community wants to open an adult daycare center. You have located the Farrel Foundation, which would like to fund start-up grants for daycare programs. This foundation's research demonstrates a correlation between depression and length of time in a skilled nursing facility. A group of community residents feel that an adult daycare would allow the aging population to stay with their families while using the supplemental daycare services. You are asked to confirm the correlation between depression and length of stay in nursing homes in an effort to provide community options. Nursing home residents were asked to complete the Geriatric Depression Scale (GDS), which is a 15-item scale (a 15 represents a high level of depression).

    Using the data in the
    [Week 4 Dataset [JASP]](https://courseroom.capella.edu/courses/35546/files/6464918/download), test whether length of stay in a nursing home and depression are related at a .05 level of significance.

    Refer to
    JASP Tutorial Video: Correlation

    Links to an external site.

    for help with how to conduct correlation tests.

    ### **Assignment Instructions**

    For this assignment, respond to the following prompts in a one-page, APA-formatted paper.

    1. Based on the output,
    **state the following factors**:

    · Sample size.

    · Correlation coefficient.

    · Significance.

    2. Based on the value of the correlation coefficient,
    **explain whether there is a significant relationship** between length of stay and depression.

    3. Based on the correlation coefficient and given the value of r,
    **provide a narrative conclusion**:

    · How might you explain the result of this correlation test?

    · What other data might you analyze to advocate for an adult daycare in the community, if your finding is not statistically significant?

    ### **Additional Requirements**

    Your assignment should meet the following requirements:

    ·
    **Written communication**: Written communication is free of errors that detract from the overall message.

    ·
    **APA formatting:** Resources and citations are formatted according to current APA style and formatting standards. Use
    Academic Writer

    ·
    Links to an external site.

    · for guidance in citing sources in proper APA style. See the
    Writing Center

    ·
    Links to an external site.

    · for more APA resources specific to your degree level.

    ·
    **Length of paper**: One double-spaced page.

    ·
    **Font and font size**: Times New Roman, 12 point.

    ### **Competencies Measured**

    By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

    · Competency 1: Apply leadership skills, ethical use of technology and research findings to inform and improve practice, policy, and programs in the specialization of advanced generalist practice settings. (C4.SP.A)

    · Devise accurate datasets. (C4.SP.A)

    · Describe and report the statistical method or test outcomes using the appropriate statistical method or test. (C4.SP.A)

    · Competency 2: Analyze and respond to ethical, culturally informed, anti-racist, and anti-oppressive strategies in the specialization of advanced generalist social work practice that address inherent biases for use in quantitative and qualitative research methods. (C4.SP.B)

    · Develop appropriate statistical tests and reports that assist in program evaluation. (C4.SP.B)

    · Competency 3: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the social work profession.

    · Apply critical thinking in verbal and written communication through the use of leadership and technology. (C4.SP.B)

    **View Rubric**

    | | | |
    | — | — | — |
    | | | |
    | **Correlation** |
    | **Criteria** | **Ratings** | **Pts** |
    | Devise accurate datasets. (C4.SP.A) | **7.5 pts**<br>**DEMONSTRATED**<br>YES<br>**0 pts**<br>**NOT_DEMONSTRATED**<br>NO | / 7.5 pts |
    | Develop appropriate statistical tests and reports that assist in program evaluation. (C4.SP.B) | **7.5 pts**<br>**DEMONSTRATED**<br>YES<br>**0 pts**<br>**NOT_DEMONSTRATED**<br>NO | / 7.5 pts |
    | Describe and report the statistical method or test outcomes using the appropriate statistical method or test. (C4.SP.A) | **7.5 pts**<br>**DEMONSTRATED**<br>YES<br>**0 pts**<br>**NOT_DEMONSTRATED**<br>NO | / 7.5 pts |
    | Apply critical thinking in verbal and written communication through the use of leadership and technology. (C4.SP.B) | **7.5 pts**<br>**DEMONSTRATED**<br>YES<br>**0 pts**<br>**NOT_DEMONSTRATED**<br>NO | / 7.5 pts |