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Tag: Model Answer

  • [Solved] CHEMISTRY HELP

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    I NEED HELP WITH 19 CHEMISTRY QUESTION AND DRAWING. SCREENSHOT OF EACH QUESTION PROVIDED \ Screenshot2025-11-18173007.png](https://www.sweetstudy.com/files/screenshot2025-11-18173007-png "Screenshot2025-11-18173007.png") \ Screenshot2025-11-18172953.png](https://www.sweetstudy.com/files/screenshot…

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    I NEED HELP WITH 19 CHEMISTRY QUESTION AND DRAWING.  SCREENSHOT OF EACH QUESTION PROVIDED
    \
    Screenshot2025-11-18173007.png](https://www.sweetstudy.com/files/screenshot2025-11-18173007-png "Screenshot2025-11-18173007.png")
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  • [Solved] discussion

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

  • [Solved] Amish/Roma Americans & Arab American Clients

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    **Part A:** Prepare 3 recommendations to provide culturally competent care for a clinic that deals with Amish or Roma American clients. **Part B:** Describe how Arab American clients might view American health practices differently from other patients. **Submission Instructions:** – post should be a…

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    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    **Part A:** Prepare 3 recommendations to provide culturally competent care for a clinic that deals with Amish or Roma American clients.
    **Part B:** Describe how Arab American clients might view American health practices differently from other patients.
    **Submission Instructions:**
    –  post should be at least 500 words, formatted, and cited in current APA style with support from at least 2 academic sources.
    – Word document
    – must receive a Turnitin similarity report that is **less than or equal to 20%**

  • [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

  • [Solved] 31

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    1. In addition to reading your assigned textbook chapters this week, also conduct additional research the topic of the digital divide to learn more. Describe one problem caused by the digital divide and propose one solution to this issue. Discuss at least one article you found online that addresses…

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    1. In addition to reading your assigned textbook chapters this week, also conduct additional research the topic of the digital divide to learn more.  Describe one problem caused by the digital divide and propose one solution to this issue.  Discuss at least one article you found online that addresses this problem (include the url to the article).
    1. In addition to reading your assigned textbook chapters this week, also conduct additional research the topic of e-waste to learn more about this problem.  Explain what you understand about the problem of e-waste and its many causes, and then propose at least one solution for this issue.  Discuss at least one article you found online that addresses this problem and/or its solutions (include the url to the article).

  • [Solved] 78

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    ## **Discussion Points** – Part I. When do we start **testing** and what are the different types of testing that can be performed? A web search for relevant articles and information could be employed to assist you in your response. – Part II. **Design Peer Review -** From your Design Specification, …

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    ## **Discussion Points**
    – Part I.  When do we start **testing** and what are the different types of testing that can be performed?  A web search for relevant articles and information could be employed to assist you in your response.
    – Part II. **Design Peer Review -** From your Design Specification, please post an image of one or more of the following: architecture diagram, application class diagram, detailed class diagram, test cases and scenario,  persistent class diagram with SQL statements, or sample Java statements in the Design Peer Review with a brief discussion of its contents, how it meets the requirements in the IT Online Requirement specification, and any features you like or issues you encountered.  **An image is easier for everyone to access.**

  • [Solved] 78

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    ## **Purpose** The purpose of this assignment is to continue with our design modeling of the ITOT Case Study. For the Manage Shopping Cart use case, you will create a test scenario, and two test cases. You will also add a persistent UML class diagram and SQL statements for ShoppingCart and ShoppingC…

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    ## **Purpose**
    The purpose of this assignment is to continue with our design modeling of the ITOT Case Study. For the Manage Shopping Cart use case, you will create a test scenario, and two test cases. You will also add a persistent UML class diagram and SQL statements for ShoppingCart and ShoppingCartItem (these will be provided). Finally, you will map your domain classes ShoppingCart and ShoppingCartItem to Java statements.
    ### **Course Objective(s)**
    **CO7**: Describe implementation modeling for databases and programming style
    **CO9**: Apply your knowledge of object oriented and UML concepts by designing and developing UML models
    **You will create two test cases** following the format described in your design specification. In testing, test cases are developed first and then tested later by a different team. You will not be able to exercise your test cases (so you won't have Actual Results) but you can create the test case.
    **You will also create SQL statements including constraints for ShoppingCart and ShoppingCartItem.** **You will also create sample Java statements for ShoppingCart and ShoppingCartItem design classes.**
    In this assignment you complete the following sections in your Design Specification
    **Sections 6 (test cases), Section 7 (SQL), and Section 8 (Java)**
    ## **Instructions**
    1. Review the Quick Resources listed at the end of this assignment.
    2. Complete the following
    **Section 6.1**
    You will identify and document two test scenarios (e.g., "Add a product to cart.") based on the **Manage Shopping Cart** use case and complete. **Describe** the test scenarios (around 100 words) at a high level.
    **Section 6.2 – Test Case 1**
    You will create and discuss an additional scenario for **Manage Shopping Cart** including test Case Name, Description, Prerequisites, Steps, Input, Expected Result, Actual Result, Status. The steps of the test case must be numbered! Example:
    **Test Scenario: <add your test scenario here for Manage Shopping Cart>**
    **Test Case ID**
    **Test Case Description**
    **Test Case Steps**
    **Expected Results**
    **Actual Results**
    **Test Case Status**
    TC001
    <add description?
    1. <add step>
    <add expected result>
    <add actual result>
    <add status pass/fail>
    2, <add step>
    **…**
    **…**
    **…**
    **…**
    **…**
    **…**
    TC002
    <add description?
    1. <add step>
    <add expected result>
    <add actual result>
    <add status pass/fail>
    2, <add step>
    **…**
    **…**
    **…**
    **…**
    **…**
    **…**
    **Section 6.3 – Test Case 2**
    You will create Test Case 2 based on your scenario for **Manage Shopping Cart** and add it in the table format in Section 6.3 of your design specification.
    ## **Section 7**
    An entity (persistent) classes will most likely become tables in a relational database. In database design, we would follow normalization and functional decomposition guidelines to normalize our entities (classes) into valid relations. Then we would create SQL (Structured Query Language) statements to create the tables and add constraints. After that, we could populate our tables with data. We will assume our classes are normalized for this exercise.
    ### **Persistent Class Diagram**
    An example of a persistent class diagram is below. You can copy these into Section 7 and 7.1 in your document.
    ### **7.1 Persistent Data Model**
    ![DiagramDescription automatically generated](https://myclassroom.apus.edu/content/enforced/782479-795911/PastedImage_1659b23d8cdc471b87c85e04e6898302_image_58706468231684547452883.png)
    #### **7.1.2 Persistent Data Model Discussion**
    The persistent model utilizes four tables, UserAccount, Payment, ShoppingCat, and ShoppingCartItem. The ShoppingCart table represents the shopping cart itself, and includes a primary key cart_id, a foreign key user_id column to identify the user associated with the cart, and a created_at column to store the timestamp when the cart was created.
    **Section 7.2 – SQL Statements for ShoppingCart and ShoppingCartItem**
    You will use two classes ( **ShoppingCart and ShoppingCartItem**) and create the SQL statements to implement the tables and constraints. You will need to include primary key and foreign key constraints. Add the SQL Statements to **Section 7.2** of your design specification.
    **Section 7.2.1** – **Discussion**
    Include a discussion of your SQL statements in **Section 7.2.1** in your design specification (50 to 100 words).
    **Section 8 – Java**
    Add the following to Section 8. _This section shows how the implementation of the code will look using Java programming language._
    **Section 8.1 – Java for ShoppingCart and ShoppingCartItem**
    Using Chapter 18 examples in your textbook or your resources below, create Java statements for **ShoppingCart and ShoppingCartItem** detailed design classes. Note that **ShoppingCart** and **ShoppingCartItem** have a composition type of part whole relationship. See the Engine and Piston example at [https://coderanch.com/t/443002/java/Java-Coding-UML-Aggregation-Composition](https://coderanch.com/t/443002/java/Java-Coding-UML-Aggregation-Composition). Add them to **Section 8.1** of your design specification and complete **Section 8.**
    **Section 8.2 – Java Discussion.**
    Include a discussion of your Java statements in Section 8.2 in your design specification (50 to 100 words).
    ## **Submission Directions**
    1. When you submit your Word file, use your name as part of the file name, e.g., ENTD278Assignment7_FirstNameLastName
    Your assignment will be graded with the following rubric:
    01. Complete Section 6 and 6.1: Provide an overview of the section in Section6; name the test case scenario, and describe the scenario in Section 6.1 (5 points).
    02. Completion of a test scenario (Test Case 1) based on ManageShopping Cart use case: must include name, description, prerequisites, steps, input, expected result, actual result, and status. Steps must be numbered (15 points)
    03. Complete Section 6.2.1: Provide a discussion of Test Case 1 (5 points)
    04. Completion of a test scenario (Test Case 2) based on ManageShopping Cart use case: must include name, description, prerequisites, steps, input, expected result, actual result, and status. Steps must be numbered (10 points)
    05. Complete Section 6.3.1:Provide a discussion of Test Case 2 (5 points)
    06. Creation of a persistent UML class diagram(without operations) of persistent data. Include ShoppingCart and ShoppingCartItem. Designate primary and foreign keys, and add to Section 7.1 (15 points)
    07. Completion of Sections 5, 5.1, and 5.2: Discussion of the design specification and UML class diagram  (15 points)
    08. Completion of SQL statements for ShoppingCart and ShoppingCartItem: Create SQL statements to implement the tables and constraints, as well as adding primary and foreign keys (10 points)
    09. Completion of Section 7.2.1: Discuss the SQL statements (5 points)
    10. Completion of Java code for ShoppingCart and ShoppingCartItem: Create Java statements to create the classes, variables, and methods (10 points)
    11. Completion of Sections8 and 8.2: Discussion of the section and Java implementation discussion. (10 points)
    12. Sources/formatting: Use APA 7th edition style formatting and correct grammar (10 points)

  • [Solved] Nursing Assignment

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    **Instruction** Write a 2-page analysis of a scholarly research article, demonstrating your ability to locate credible, useful evidence related to a diagnosis of interest selected from the Sentinel U simulation on Patient Management & Delegation. There are 10 patients, each with a different medical …

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    **Instruction**
    Write a 2-page analysis of a scholarly research article, demonstrating your ability to locate credible, useful evidence related to a diagnosis of interest selected from the Sentinel U simulation on Patient Management & Delegation. There are 10 patients, each with a different medical diagnosis. Select one patient with a diagnosis of interest to you.
    Once you have chosen your diagnosis of interest from the Sentinel U simulation, complete the following:
    – Use a      credible search engine to locate a research article on your topic.
    – Review      the article for the following criteria:
    – Type       of study (quantitative or qualitative, the level on the pyramid of       evidence, methodology).
    – Credibility       factors.
    – Importance       of content to selected diagnosis.
    – The       ability to apply the content in your current workplace or patient       population.

  • [Solved] week four discussion

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    The selection of measures is an incredibly important aspect of program evaluation. Before finalizing your choice for the Week 4 assignment, discuss possible measures that could be used in your program evaluation to assess your outcome. In your post, discuss: 1. Two possible measures that could asses…

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    The selection of measures is an incredibly important aspect of program evaluation. Before finalizing your choice for the Week 4 assignment, discuss possible measures that could be used in your program evaluation to assess your outcome.
    In your post, discuss:
    1. Two possible measures that could assess your program outcome.
    2. Pros and cons of each measure for your specific agency program (e.g., assumed age of participants, literacy level, cultural considerations, staff capacity).
    3. Practical issues, such as whether the measure is free/public domain, easy to administer, or requires training or cost.
    4. Which measure you are leaning toward and why.
    _Note: You do not need to provide full validity/reliability evidence in the discussion (only assignment)._
    \
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  • [Solved] Nursing Hallmark assignment

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    In-depth study guidance and analytical solution covering Nursing Hallmark assignment.

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    Assignment Prompt & Instructions

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