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    “Linear Programming Solver Exercise: Maximizing Profit for Manufacturing Tables and Chairs” Optimizing Truck Usage for a Trucking Company

    submit in spreadsheet attached This exercise is designed to give you experience practicing using Solver before your final project submission, which is due in Module Seven. It’s recommended that you complete this assignment as early as possible. That way, you’ll have time to post to the General Questions discussion if you have any questions or problems.
    Directions
    In this assignment, the scenario is to figure out which combination of manufacturing tables and chairs is the most profitable. The Linear Programming Solver Document, linked in Supporting Materials, will help you with the assignment. To complete this assignment, follow the steps outlined below:
    1. Part 1 of this assignment is ungraded, but it will help you understand how a table is set up to run Solver.
    A. Open the Module Six Assignment Spreadsheet, linked in What to Submit, and make sure you are on the tab (worksheet) titled “Solver Part 1.” You’ll see a spreadsheet that’s been set up to use Solver. (Note: There is more than one way to set up and program a table; the tables used for this exercise show one method.)
    i. The table highlighted in gray shows the specific amounts of material, fabrication time, and output needed for each chair and table. It also shows the total cost of producing each item.
    ii. The table in blue calculates total profit from producing both tables and chairs.
    iii. The table in green tracks the amount of materials and fabrication consumed to produce the volume that will be decided.
    iv. Lastly, the yellow cells on the green table indicate the materials and fabrication time, as well as the output volume minimums set by management.
    B. Click on each cell to look at the programming used, but don’t change anything.
    C. After you review the programming, click on the red cell. Go to the menu bar at the top of the page and click on the Data tab. Then click on Solver. The Solver dialog box should open. You can see which cell has been identified as the target cell and which cells Solver will change. You can also see how the constraints have been entered. Don’t run Solver at this time; simply click Close on the dialog box.
    2. Now you’ll practice running Solver and viewing two of its associated reports. Click on the tab at the bottom on the screen titled “Solver Parts 2 & 3.” You’ll see the same data tables from Part 1. Follow these steps:
    A. At the top of the worksheet, click on Data, then Solver.
    B. Find the Solver Parameters dialog box and click Solve.
    C. See how the cells with the zeros now have been assigned values.
    D. Do not close out of the Solver Results dialog box.
    E. On the Solver dialog box, run a Sensitivity report and a Limits report.
    F. In the area indicated in the Part 2 section of the “Solver Parts 2 & 3” tab, type a short paragraph explaining what these reports indicate.
    3. In this step, you’ll change the variables and constraints and run Solver again.
    A. Imagine management has changed their decision and has increased fabrication time from 480 minutes to 600 minutes. They’ve also increased the minimum number of chairs to be produced from 10 to 16. Run Solver again. List the number of tables and chairs that should be produced in the provided table under Part 3a of the worksheet.
    B. Now imagine too many tables have been rejected by quality assurance. The production line for tables will be slowed, increasing fabrication time to 26 minutes. However, management has also found a way to decrease fabrication time on the chairs to three minutes. Use the original constraints for fabrication time (480 minutes) and the minimum tables (4) and chairs (10) and run Solver again. List the number of tables and chairs that should be produced in the provided table under Part 3b of the worksheet.
    4. Use the tab labeled Solver Part 4 to complete the following:
    A. Create and program a spreadsheet with data based on the following scenario:
    Scenario
    Your company has two trucks that it wishes to use on a specific contract. One is a new truck the company is making payments on. The other is an old truck that is fully paid for. The new truck’s costs per mile are as follows:
    · Fuel/additives: 54¢
    · Truck payments: 24¢
    · Driver: 36¢
    · Repairs: 12¢
    · Miscellaneous: 1¢
    The old truck’s costs are as follows:
    · Fuel/additives: 60¢
    · Truck payments: 0¢
    · Rookie driver: 32¢
    · Repairs: 24¢
    · Miscellaneous: 1¢
    The company knows that truck breakdowns lose customers, so they have capped estimated repair costs at $14,000. The total distance involved is 90,000 miles (to be divided between the two trucks). Set up and program your table, then be sure to write a rationale statement.
    B. Use Solver to determine the number of miles each truck should be driven.
    Specifically, you must address the following rubric criteria:
    1. Run Sensitivity and Limits Reports correctly, then explain what they indicate.
    2. Adjust variables and constraints to produce the correct Solver output.
    3. Create a spreadsheet that correctly runs Solver.
    4. Write a rationale statement that fully addresses programming decisions.
    What to Submit
    Your assignment must be submitted using the Module Six Assignment Spreadsheet. Use 11-point Calibri font.
    Supporting Materials
    The following resource supports your work on the assignment:
    Reading: Linear Programming Solver Document

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    Exploring Early Childhood Special Education: Questions and Answers

    Over the course of the term, you are required to spend 15 clock hours in one or more Early Childhood Special Education settings. You will develop two questions you want to explore and answer by spending time observing students with disabilities and those who work with them and by reading a corresponding professional development book and/or professional, peer-reviewed journals. Be sure to use APA style when citing your sources.
    To complete this project, you will:
    Due in Module 2, but your questions might change or be refined!
    Formulate 2 questions, one about being an early childhood special education teacher and one about the early childhood intervention setting you want to work in. Collect information (data) to address your question by spending time observing/working with children with disabilities and interviewing teachers, administrators, and/or parents of children with disabilities.
    Locate and read one professional development book or a minimum of three professional, peer-reviewed journal articles on your topic
    Report and explain (make sense of) the information/data
    ‘Answer’ your question(s).
    There is no minimum word count, but make sure to offer clear detailed information based on your learning.
    PSA: (Questions is attached )

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    Title: A Comparative Analysis of Healthcare Systems: Exploring the US, Canada, and Germany

    Briefly, which two countries’ healthcare systems did you choose to investigate and why?
    Drawing on The Commonwealth Fund’s Country Profiles and the Kurani & Wagner analysis for the Kaiser Family Foundation, briefly summarize the healthcare system in each country as well as some health measure statistics/outcomes you found most compelling in them.
    What might account for any differences you found in your selected countries (and implicitly back to the US as well)? 
    Finally, how has your review of these other countries affected your own views of the US healthcare system?  For example, is there any structure, practice or outcome that the US would benefit from adopting?

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    Title: Exploring the Role of a School Nurse: An Interview and Analysis

    Each student will interview:  School Nurse
    ·       Introduction
    Introduction explains
    clearly which nurse role is being presented and who you have interviewed. Use
    your nurse’s initials.
    ·      Resume
    BEFORE
    your interview, review the requirements needed for your nurse’s position.
    -Provide the needed education, training, and certificates.
    -clinical experience
    -roles and responsibilities
    -Professional associations/organizations related to your nurse’s role.
    Compare and contrast your nurse’s
    responses to their requirements for their position.
    ·      Benefits
    From
    your research and interview respond to the follow and present in your
    presentation
    -Explain the benefits and/or barriers to this selected nurse’s role.
    -Research the salary range (do not ask your nurse for this information, check
    job postings) and financial benefits.
    -Research and provide the local, state, and national number of open positions.
    -Describe the workplace environment (this will come from your interview and any
    information you found in your internet research).
    ·      Core Functions
    Describe
    clearly the core public functions of your select nurse.
    -Describe the performance of the essential services of your selected nurse’s
    role.
    Conclusion

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    Title: Understanding Primary and Secondary Sources in Historical Research: Importance, Limitations, and Connections to Current Events

    Distinguish between primary and secondary sources.What are the differences between them?
    Explain why it is important to consult a variety of sources when conducting historical research.Why should you avoid relying only on one type of source? What are the benefits of using a diversity of sources?
    Choose a current event related to the subject of your research question and explain how they are connected.
    Read what you wrote in the previous module’s activity about how your historical topic is relevant to modern society. Using your response and what you have learned thus far about your topic, identify a specific current event that you feel is relevant to your research question. Then explain how the current event is connected to your research question. Keep in mind that the link between your topic and your current event will become clearer as you continue to research.

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    Juvenile Justice Exam: Informal Processing, Juvenile Court Sanctions, and Lessons from Other Countries

    INSTRUCTIONS: 
    For this exam, which covers readings and material for weeks 4-6, answer all 3 of the
    questions listed below. The completed exam is due by June 21st, noon EST.
    • Do not include a title page or reference page, but do include your name on p. 1.
    • Length. The answer to each question can be no longer than 2 single-spaced pages. The total
    length of your exam therefore should be no more than 6 single-spaced pages.
    • Start each answer on a new page, number each answer, and label each part (e.g., “a,” “b”).
    • Formatting. Use 1” margins, single-spacing, and 12-point Times New Roman font.
    • Content. The questions cover readings and materials from the second half of the course (weeks
    4-6). For your answers, develop as full and complete a response as possible, explain your
    reasoning, and cite sources from the readings, notes, and course materials. Your answers should
    clearly draw on these to substantiate claims. Edit for content, logic, grammar, spelling, etc.
    Avoid excessive quotations; use your own words to present your reasoning. Check your exam
    against the rubric at the end of the syllabus.
    • Exam submission. Exams must be delivered as a .pdf file through Canvas and should be labeled
    as LastName.Exam2 (e.g., Mears.Exam2.pdf). Please email me if you have any questions or
    issues with submitting your exam.
    • Remember that AI is not allowed and to abide by the University’s Academic Honor Policy.
    Exams will be assessed for plagiarism; violations will be reported to the University. 
    QUESTIONS
    Question 1.
    (a) Drawing on chapters 23, 24, 25, and 27, describe how and why informal processing of
    youth—such as police and court personnel discretion in how they handle delinquency cases—may benefit
    youth. (b) Describe how and why it may harm them. (c) What could be done to ensure that personnel
    discretion helps rather than harms youth? 
    Question 2. 
    (a) Drawing on chapters 29, 30, 31, 32, 33, and 18, and the Mears et al. (2011) article,
    discuss what we know about the effectiveness of juvenile court sanctions (e.g., probation, residential
    commitment, and transfer to adult court) in reducing recidivism and crime and promoting the well-being
    of juvenile offenders. (b) Discuss problems that may undermine the effectiveness of the juvenile court.
    (c) Pick one type of sanction (probation, residential commitment, transfer) and present an argument for
    how you would improve its effectiveness. 
    Question 3. 
    Drawing on chapters 34 and 35, identify at least 3 lessons from other countries or either
    chapter that might be useful in improving juvenile justice in America. As with all the questions, defend
    your answer through reference to the readings.
    Book :
    Feld, Barry C., and Donna M. Bishop, eds. 2012. The Oxford Handbook of Juvenile Crime
    and Juvenile Justice. New York: Oxford University Press. ISBN: 9780199338276.
    Here is my name to put on the first page:
    Tiffani Martinez

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    “Dissecting the WOTUS Rule: A Dissenting Opinion on Sackett v. EPA”

    Assignment and Instructions for Case Decision/Opinion on WOTUS rule:
    There has been a longstanding difficulty determining the regulatory extent of the Clean Water Act. The act’s plain language has proven difficult in that it refers to the navigable ‘waters of the US’ or WOTUS. The act clearly calls for federal regulation to protect the quality of these waters- what is unclear is whether the intention is to protect by only regulating the navigable waters, or if the federal government has the authority and legal obligation to regulate waters that feed the navigable waters of the US- in that they clearly affect the water quality of the navigable waters themselves.
    Former President Obama’s EPA Director Gina McCarthy adopted a new ‘definitional rule’ that the EPA claimed at the time eliminated the confusion and clarified the EPA authority to regulate waters beyond just those determined as navigable. This rule was challenged by many as an overreach of authority and lacking in grounding in the plain language of the act. On October 9, 2015 the US Court of Appeals for the Sixth District stayed the new WOTUS rule pending further determination by the courts. New (former) EPA Director Scott Pruitt and his successor Andrew Wheeler are working to rescind the rule and reset the WOTUS rule to pre-2015. These efforts resulted in the ‘Navigable Waters Protection Rule’ executed by then President Trump. As litigation carried on, the new President Biden vowed to restore the definition to the Obama-era rule. In May 2023, the Supreme Court of the United States of American ruled on Sackett v. EPA, significantly limiting the extent of WOTUS. The Biden administration then had no choice but to promulgate a new “Revised Definition of ‘WOTUS”. But several environmentalists contend that the conservative majority of the Supreme Court was not overly balanced in their ruling and dismissed several avenues of scientific fact and longstanding legislative intent found in the plain language of the Clean Water Act.
    Your assignment is to imagine you were one of the dissenting justices charged with writing a dissenting opinion on the Sackett v. EPA case. In your own words (and without using AI nor plagiarizing the actual dissenting opinions provided) tell me why the majority got it wrong. (It is okay if you actually think they got it right- it is a good exercise of legal thinking to walk a mile in the other side’s shoes.)
    Your opinion is not to exceed 3 pages of typed text (double-spaced) and must align in reasonable fashion to the following structure (following the judicial writing manual- consult the section ‘Organizing and Writing the Opinion’ in HuskyCT):
    (1)An introductory statement of the nature and procedural posture of the case
    (2)A statement of the issues to be decided
    (3)A description of the material facts
    (4)A discussion of the governing legal principles and the resolution of the issue(s)
    (5)Any necessary instructions on how to proceed
    NOTE: you need not dwell on legalese, and will not be graded on proper usage- rather I am interested in your ability to dissect the issues to their core facts and principles on both sides of the issue(s) at hand and render a rational dissent that you believe correct, fair, and most importantly legal on established grounds.
    The Judicial Writing Manual will assist you in how to write a legal opinion: Judicial Writing Manual
    You should also review the assignment rubric
    The following web resources are relevant to the circumstance in the assignment:
    https://www.epa.gov/wotus
    https://eelp.law.harvard.edu/2017/09/defining-waters-of-the-united-states-clean-water-rule/
    https://www.epa.gov/sites/production/files/2015-06/documents/epa-hq-ow-2011-0880-20862.pdf
    http://www.politico.com/story/2015/05/epa-waterways-wetlands-rule-118319
    https://lawprofessors.typepad.com/environmental_law/2023/04/the-wotus-rule-deserves-better-judging.html
    Assignment and Instructions for Case Decision 1.2019.docx
    incase I will put them in the drop files too

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    “Statistical Analysis of Housing Sales in a Regional Real Estate Market: Comparing Prices and Square Footage to National Averages” Title: Hypothesis Testing on Regional Home Square Footage

    competency
    In this project, you will demonstrate your mastery of the following competency:
    Apply statistical techniques to address research problems
    Perform hypothesis testing to address an authentic problem
    Overview
    In this project, you will apply inference methods for means to test your hypotheses about the housing sales market for a region of the United States. You will use appropriate sampling and statistical methods.
    Scenario
    You have been hired by your regional real estate company to determine if your region’s housing prices and housing square footage are significantly different from those of the national market. The regional sales director has three questions that they want to see addressed in the report:
    Are housing prices in your regional market lower than the national market average?
    Is the square footage for homes in your region different than the average square footage for homes in the national market?
    For your region, what is the range of values for the 95% confidence interval of square footage for homes in your market?
    You are given a real estate data set that has houses listed for every county in the United States. In addition, you have been given national statistics and graphs that show the national averages for housing prices and square footage. Your job is to analyze the data, complete the statistical analyses, and provide a report to the regional sales director. You will do so by completing the Project Two Template located in the What to Submit area below.
    Directions
    Introduction
    Region: Start by picking one region from the following list of regions:
    West South Central, West North Central, East South Central, East North Central, Mid Atlantic
    Purpose: What is the purpose of your analysis?
    Sample: Define your sample. Take a random sample of 500 house sales for your region.
    Describe what is included in your sample (i.e., states, region, years or months).
    Questions and type of test: For your selected sample, define two hypothesis questions (see the Scenario above) and the appropriate type of test for each. Address the following for each hypothesis:
    Describe the population parameter for the variable you are analyzing.
    Describe your hypothesis in your own words.
    Identify the hypothesis test you will use (1-Tail or 2-Tail).
    Level of confidence: Discuss how you will use estimation and confidence intervals to help you solve the problem.
    1-Tail Test
    Hypothesis: Define your hypothesis.
    Define the population parameter.
    Write null (Ho) and alternative (Ha) hypotheses. Note: For means, define a hypothesis that is less than the population parameter.
    Specify your significance level.
    Data analysis: Summarize your sample data using appropriate graphical displays and summary statistics and confirm assumptions have not been violated to complete this hypothesis test.
    Provide at least one histogram of your sample data.
    In a table, provide summary statistics including sample size, mean, median, and standard deviation. Note: For quartiles 1 and 3, use the quartile function in Excel:
    =QUARTILE([data range], [quartile number])
    Summarize your sample data, describing the center, spread, and shape in comparison to the national information (under Supporting Materials, see the National Summary Statistics and Graphs House Listing Price by Region PDF). Note: For shape, think about the distribution: skewed or symmetric.
    Check the conditions.
    Determine if the normal condition has been met.
    Determine if there are any other conditions that you should check and whether they have been met. Note: Think about the central limit theorem and sampling methods.
    Hypothesis test calculations: Complete hypothesis test calculations.
    Calculate the hypothesis statistics.
    Determine the appropriate test statistic (t). Note: This calculation is (mean – target)/standard error. In this case, the mean is your regional mean, and the target is the national mean.
    Calculate the probability (p value). Note: This calculation is done with the T.DIST function in Excel:
    =T.DIST([test statistic], [degree of freedom], True) The degree of freedom is calculated by subtracting 1 from your sample size.
    Interpretation: Interpret your hypothesis test results using the p value method to reject or not reject the null hypothesis.
    Relate the p value and significance level.
    Make the correct decision (reject or fail to reject).
    Provide a conclusion in the context of your hypothesis.
    2-Tail Test
    Hypotheses: Define your hypothesis.
    Define the population parameter.
    Write null and alternative hypotheses. Note: For means, define a hypothesis that is not equal to the population parameter.
    State your significance level.
    Data analysis: Summarize your sample data using appropriate graphical displays and summary statistics and confirm assumptions have not been violated to complete this hypothesis test.
    Provide at least one histogram of your sample data.
    In a table, provide summary statistics including sample size, mean, median, and standard deviation. Note: For quartiles 1 and 3, use the quartile function in Excel:
    =QUARTILE([data range], [quartile number])
    Summarize your sample data, describing the center, spread, and shape in comparison to the national information. Note: For shape, think about the distribution: skewed or symmetric.
    Check the assumptions.
    Determine if the normal condition has been met.
    Determine if there are any other conditions that should be checked on and whether they have been met. Note: Think about the central limit theorem and sampling methods.
    Hypothesis test calculations: Complete hypothesis test calculations.
    Calculate the hypothesis statistics.
    Determine the appropriate test statistic (t). Note: This calculation is (mean – target)/standard error. In this case, the mean is your regional mean, and the target is the national mean.]
    Determine the probability (p value). Note: This calculation is done with the TDIST.2T function in Excel:
    =T.DIST.2T([test statistic], [degree of freedom]) The degree of freedom is calculated by subtracting 1 from your sample size.
    Interpretation: Interpret your hypothesis test results using the p value method to reject or not reject the null hypothesis.
    Compare the p value and significance level.
    Make the correct decision (reject or fail to reject).
    Provide a conclusion in the context of your hypothesis.
    Comparison of the test results: Revisit Question 3 from the Scenario section: For your region, what is the range of values for the 95% confidence interval of square footage for homes?
    Calculate and report the 95% confidence interval. Show or describe your method of calculation.
    Final Conclusions
    Summarize your findings: In one paragraph, summarize your findings in clear and concise plain language.
    Discuss: Discuss whether you were surprised by the findings. Why or why not?
    You can use the following tutorial that is specifically about this assignment:
    MAT-240 Module 7 Project Two Video
    Down below I’ll enter part one of my projects and a couple of supporting materials needed to use to complete the assignment. Along with a template that is mandatory to follow.

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    Exploring the Relationship between Aggression, Stress, and Happiness: A Survey Analysis

    In the attachements below are the following.
    1)Please use the information on the first PDF file as it has some information on definitions on the 3 constructs.
    2)Second attachement is gathered information I obtain from a survey made regarding aggression, stress and happiness. I was unable to run stats on this info but hope some of the information could be useful for the research paper.
    3)Third is an example of what is expected on this paper.
    4)I have provided rubric of whats expected on the page. 
    5) Please a work cited page using APA6 style.
    Final thoughts
    Below I have other information gathered that I hope may be useful for this paper.
    1)THERE IS A  POSITIVE CORRELATION BETWEEN  (Aggression)  AND  (Stress).Individuals who report HIGHER LEVELS OF aggression WILL ALSO HAVE HIGHER STRESS LEVELS.
    2)Stress will be measured by using the Perceived stress Scale.
    Aggression measured by Buss Perry aggression questionnaire. 
    3)Calculations for the measurement of stress can be conducted on Perceived stress scale below.
    https://www.das.nh.gov/wellness/docs/percieved%20stress%20scale.pdfOpen this document with ReadSpeaker docReader
    Calculations for the measurement of Aggression  can be conducted on Buss Perry Aggression.
    https://psychology-tools.com/test/buss-perry-aggression-questionnaire
    4)After conducting the PSS my score determined was 15. Which this meant that this falls between moderate stress.
    After conducting the BPA my score determined was 
    Physical aggression: 0.21
    Verbal aggression: 0.19
    Hostility: 0.20
    Anger: 0.06

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    Exploring the World of Microbiology with OpenStax: A Comprehensive Review

    Parker, N., Schneegurt, M., Thi Tu, A., Forster, B. M., Lister, P., Allen, S., … Franklund, C. (2016). Microbiology. OpenStax at Rice University. https://openstax.org/details/books/microbiology
    Answer the prompt according to the attached document and instructions