I need to do a project on a one population t test and idk how to set it up

other exam is weighed 20% but I get 35% and the final exam is weighed 60% how much do I need on the final to pass

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'My Galley Charged with Forgetfulness' paying attention to how the poet uses the sonnet form." This is the assesment. I´ve been told that i need a thseis statement, and also sources supporting my points but i don't know what points to write. Please see attached the essay scheme wanted.

to help me do it with statistics

in this module. You have already engaged in the beginnings of the writing process of this essay. You have: Brainstormed ideas (see Chapter 11 in SMG) about the essay in the Discussion Board. Condensed your ideas down into manageable points around a working thesis. Displayed knowledge of Description essays from Learning Activities Drafted a Writing Activity (WA2) about this Description essay. Consulted with a writing tutor to find areas of strength and areas of improvement. Finally, you will now compose the final draft of a description essay that: contains a clear thesis identifies clear points to support your thesis engages in critical thought about the subject chosen uses 2-4 main ideas (points) that support your overall essay thesis allows you to expand on your chosen topic This essay assignment represents the first steps in writing any written essay for any academic course. The idea of thesis and support are the cornerstones of all essays. They represent the last part of the writing process. However, you may still revise your essay before final submission. This form of essay writing is the basis for all other academic writing pursuits. This skill translates to almost all careers that require critical thinking, critical reading, and responding in writing. Practicing "how to" write an essay carries over into any field's task of "what" you need to write. This skill will help with all formal writing. Task Write a 900-word essay, in MLA format, about a person or fictional character in whom you have an interest. Select a subject (person or fictional character you admire) Look to your Discussion (D1) and Writing Activity 2 (WA2) for your subject The person may be current or historical Some fictional characters have positive traits that can be identified. Select several (2-4) traits about the person or character that you admire and write about these. These will be the essay's main ideas. Biographical information should be used only to support claims. Your essay should focus on the traits you admire. Do not write a biography or tell a story. Example of what not to do: This person was born in 1979. They were born in middle Tennessee. They went to elementary school is 1985. They graduated in 1998. Instead, follow this example: This person was born in middle Tennessee. Entering elementary in school in 1985 was hard for them. They never felt that they belonged in kindergarten. However, they persevered, learning that school was a place for them to grow and be themselves. Focus on the "why" you admire them instead of a list of traits. In the above example, perseverance and learning to be themselves are the traits the writer of the essay admires. Organize your main ideas to establish the essay's pattern of organization. Your main ideas (traits you have chosen) need to be clearly organized. Decide in what order you wish to discuss these main ideas (traits) This organization needs to be presented in your introduction, preferably as the last sentence of your introduction in the thesis statement. Note: your thesis is generally the last sentence in your introduction, but it not a requirement. Follow this structure throughout the rest of the essay. Always check to see if your main ideas/topic sentences, in each paragraph, relate back to your thesis statement. Compose 5 well-developed paragraphs that support a clear thesis statement that is arguable. 5 paragraph minimum introduction paragraph introduces your essay and presents your thesis three body paragraphs Each paragraph contains one of your chosen admirable traits about your subject expressed in a topic sentence in your paragraph Each trait needs to transition to the next one in the next paragraph look to your chosen pattern of development conclusion paragraph rephrases your traits into one last paragraph reflects the earlier thesis, but with the knowledge of your traits expressed throughout the essay This essay is a basic form of an argument essay. The essay should make an argument such as that the person or character selected is worthy of admiration because of the traits selected. Criteria for Success A successful essay: Meets basic requirements of the assignment Has been written by the student submitting the essay, for this class, and for this semester, Does not contain plagiarism of any kind Academic dishonesty is an offense of the NSCC Student Code of Conduct, punishable by a failing grade or zero Has a clear thesis, main ideas, and pattern of organization Has been carefully edited and proofread to minimize grammatical and other editing errors These can be remedied by editing and with Writing Tutor visits and peer reviewing Follows MLA style and guidelines (spacing, indent, margins, etc. ) The essay will be graded with the Grading Rubric for Essays. Please familiarize yourself with this rubric before you submit your essay. Here is the condensed version of the rubric:

Rose By: Tomson Highway Should Only Native Actors Have the Right to Play Native Roles? Deep in my Cree heart of hearts, I had two-millennium projects on the go, though this only in hindsight. One was for the year 2000, the other for 2001, and thus just to make sure I had the right year for actually beginning this brand new, and incredibly exciting, millenium. Those two projects? For the year 2000, an English language production, in Toronto, of the third play in what I call my “Rez Septology,” a play called Rose. And for the year 2001, the Japanese-language premiere, in Tokyo, of the second play in the septology, a play called Dry Lips Oughta Move to Kapuskasing. And this is how the two projects affected me and my life: When it dawned on me, one cloudy day, that my career as a playwright had been destroyed by political correctness, I just about died. I wanted to throw myself under a subway train and just call it a day. I was horrified! After all that work? After all those years of struggle and of hope and of prayer and of pain and of tears and of more struggle, against odds that were impossible to begin with? But how can it be? How can the voice of a playwright be silenced? By a method so brutally effective as political correctness? In a country supposedly as civilized as Canada? Questions like this, and others like them, resounded through my brain over and over and over again. As they do to this day. Permit me, therefore, to start off with the “backdrop” before I go into “the projects,” please: First of all, I don’t happen to have the good fortune of coming from a city such as Montreal or Vancouver or Toronto or Ottawa or New York or any other major city where educational (and employment) opportunities, right from age one, are virtually unlimited (believe me, you can be a movie star by age one in such cities!). And I don’t come from a city where English (or French) is the language of the day. I come, instead, from one of the tiniest, most remote, most inaccessible, most underprivileged and most troubled Indian reserves in the country, Brochet, Manitoba, population 700, one thousand five hundred kilometers directly north of Winnipeg (further than Churchill but on the opposite side of the province). I come from a place where the language spoken is Cree. AND Dene, incidentally; because we are located so far north, we spill over into the land of such sub-arctic peoples as the Dene (linguistically speaking) to the Navajo and other southwest Native nations. In fact, to fly from Toronto (my home until recently) to Brochet costs more than a ticket to Sydney, Australia or to Rio de Janeiro. To fly home to visit my family (which I do regular as clockwork), I could fly from Toronto to London, England and back - three times each way- for the same amount of money, easy. No jumping in a taxi or a car or on a bus or a train or a “seat sale” seat on a plane from Toronto to Vancouver for the likes of us, not to go have lunch with Mom, not to go to a funeral. Plane ticket prices for Canada’s northerners? Brutal. Brutal, brutal, brutal. And that’s just the distance barrier, never mind the linguistic. For Cree is as different from English as English is from Cantonese; not one shred of resemblance exists. In fact, the two languages are often completely at odds with each other. In one language, for instance, God is male, in the other, female. And that’s just the start… So along comes this little Indian boy from one such remote northern Native community and into the big, big city of Toronto and he dares to dream of a career in the theatre, or, at the very least, in the world of Canadian letters. Fat chance, baby! Forget it. He doesn’t listen. He goes ahead anyway. “No matter how they laugh, let them laugh. I can do it,” he says to himself. And he puts his shoulder to the grindstone, as they say in movies. People always say The Rez Sisters was my first play. That’s not true. It’s not true at all. It may have been my first play to be successful with the general public. But there were five plays that came before that, every one of them self-produced, with money from my very own pocket. And some of these plays were awful, some of them were good, at least two of them were very, very good. But only with The Rez Sisters did my work suddenly, finally get noticed by, as I say, a wider public. By which time, I was almost forty. And what I had to go through to get those first five plays self-produced, you don’t even wanna know! How do you make money standing with your back against the wall in some big city, downtown back alley? Late, late at night? Guess. When it came to that “first” play, however - and I speak here about The Rez Sisters, which, in fact, was my sixth - it was the fall of 1986. In those days, of course, you could count the number of professional Native actors in this country on the fingers on one hand alone. In my wildest dreams - keeping in mind that my work was totally unknown then - I dared to write this play for “them,” meaning for those four or five professional Native actors then in existence. The reason? I adored them. I just absolutely adored these people AND their work. They were my heroes. They kept my dreams alive. So it came to the casting of the show. Finally, my play was going to get done! I was so excited I could hardly sleep at night. So then I approached them, these Native actors, for you see, as always, I was the producer, again, or at least in this case, one of the two co-producers, god bless the other co-producer, may he rest in peace. These Native actors, however, all said “no.” They were all too busy working on other projects, many of them on Native subject matter written by - horrors! - white people! I pleaded with them and pleaded with them and pleaded with them but, still, they said “no.” God bless them and their courageous careers but they made me cry. They made me want to give up and die. So what choice did I have? Either I forget the play and kill myself. OR I go right ahead and hire - horrors! - white actors! Which is what I did, exactly. And these white actors, they were SO generous, they were so kind, so supportive, so confidence generating that, with their help as with that of those Native actors who did say “yes,” god bless them - I simply bloomed. The play opened. The play was successful. And it has never really stopped playing ever since, somewhere in the world, giving continued employment to many, many, many actors both Native and non-Native. As it will do probably forever - your grandchildren will be playing in The Rez Sisters! - something that would NEVER have happened if not for the help of extremely generous people who happened NOT to be Native, actors who happened to be white! Several years later, I experienced a similar situation. This time, it was with a play called Rose. Again I wrote it for Native actors - of which, by this time (1991), there were many more - actors whom I absolutely adored, whose work I absolutely adored. And again, for some strange reason, they said “no.” They were NOT interested. I couldn’t get them interested. If their objective was to make me cry, then they were certainly utterly successful. So then I waited ten years. Ten years! And by this time, I’m almost fifty years old, okay? Until some incredibly generous non-Native person comes along and offers to produce it, albeit, in a university setting, that is, a non-professional (i.e., non-paying) setting. I was thrilled. I was so thrilled I could have danced myself to shreds! So then they went to work on it, this group of “white kids,” none of whom was older than twenty-five. And they worked. And they worked and they worked and they worked and they worked. Never seen such a group of people work so hard. And with so much faith and so much conviction and so much love. It was a blessing from heaven to be sitting there beside them, to be in the same room as them. They glowed, they glowed like lightbulbs. You’ve never seen people so happy, so high. And by the time the show opened, you couldn’t get a ticket; it had been sold out way before opening; hundreds of people were turned away. On virtually no advertising; it all happened by word of mouth. And, to me -as to most people who saw it - the production was FANTASTIC! It was rich, it was beautiful, it was spectacular, it was moving, it was...miraculous! Not perfect, perhaps, but pretty gall-darned good. But these were the things about this experience that most struck me, that most stayed with me: Not one of these actors got paid; they were students; in fact, because they were students of the drama programme at the University of Toronto, they were paying for the experience through their tuition fees which, if I understand correctly, can be as much as $8,000 a year at that particular institution. Pardon me - ONE of those actors DID get paid, a little girl we needed who, of course (being little), came from outside the drama programme. And she, by the way - and god bless her - was the only performer in that production who was Native. But how many Native actors do YOU know who would be willing to pay $8,000 to be in a show? Any show? That question stunned me. All the other performers? Well, we had French-Canadians and Anglo-Canadians and Dutch-Canadians and Polish-Canadians and Ukrainian-Canadians and Jewish-Canadians and Peruvian-Canadians and Lebanese-Canadians and Portuguese-Canadians and god only knows what else! And none of them have even met a Native person, up until then. They pretty well all came from the city of Toronto, or somewhere very close by (such as Barrie, or Sudbury) so they had never, ever been privy to any even remotely “Native experience” in their lives. Now, for the first time, in their third year of university, at ages 21-25, here they were getting this heavy-duty immersion course in “Native Studies,” meaning Native culture, Native history, Native spirituality, Native language - they were learning to speak Cree for god’s sake, something you can’t get Cree kids to do these days! - Native art, Native music, and just generally, Native life in this country, today. And you know what? They all fell in love with it. Now, as the direct result of such an experience, what they have for Native culture and people and languages is endless respect, even awe. And love. And what’s more, they will pass on that knowledge and that love and respect - and wisdom - on to their children and their grandchildren and their great grandchildren, etc., etc., etc…. The experience changed their lives. And both communities - Native AND non-Native - will benefit from it, both in the long term AND permanently. The experience certainly changed MY life. It shocked me. The shock? That generosity and kindness and love know no racial boundaries. And that, contrariwise, UN generosity and lack of kindness and just plain cruelty ALSO know no racial boundaries. Coming out of Rose, I ended up with the immense gift of, minimum, 30 gorgeous, fantastically kind new friends, people whose friendship and generosity - and laughter - I will cherish right up until the day I die. And the icing on the cake? A show was born that otherwise would never have been born, that otherwise would have died forever. A show was born that will give useful, meaningful, enriching employment - and enjoyment - to many, many people for many, many years. Like, I say, the whole thing was a shock. And it took ten years! One more story before I close off on my point, the story, that is of my second “millennium project,” so-called. As it turns out, I’m writing this from Japan, specifically Tokyo, where the Japanese-language production of another play of mine, Dry Lips Oughta Move to Kapuskasing, just opened. It was awesome. And, again, it wasn’t so much the production - which was absolutely stunning! Imagine, if you will, the Seven Samurai doing Dry Lips.. - that move me so much as the generosity of the cast and crew, Japanese every one of them. That generosity, that kindness, that largeness of heart, just astonished me. It made me cry. To be the beneficiary of kindness on that scale is a gift one could easily die for. As a result of just that one project, I now have a hundred friends, easy, in Japan. For the rest of my life! I LOVE Tokyo! And again, none of these people had ever met a Native person - well, two had, but…- much less knew anything about Native culture first hand. By the end of the six-week rehearsal process, however, some of them were speaking Cree AND some Ojibway. And let me tell you, to hear your own Native tongue being spoken with a Japanese accent is a bittersweet experience indeed. (I mean, come on, folks! To be unilingual in a language that’s not even your own? If the Japanese can learn Cree, YOU can learn Ojibway!) And, again, these people will pass their respect for Native people and culture on to their children, their grandchildren, their great great grandchildren etc., etc., etc…. The experience changed their lives. It changed mine. The one question I kept being asked over and over? How does it feel to have Japanese actors playing Native parts? (In the aforementioned Canadian production of The Rez Sisters, it was more like, “how dare these two white women STEAL Native parts from Native actors!” Well, good grief! The show would never have been born without them in the first place!) Anyway, my answer to the question in Japan was this: 1) These Japanese actors, they’re human beings, for god’s sake. What they are, first, foremost and last, is real-life, flesh-and-blood human beings with feelings, human beings who happen to be incredibly talented. And incredibly generous. If they hadn’t agreed to do it, it would never, EVER have happened. 2)To me, saying that only Native actors have the right to play Native roles - on stage, anyway, as opposed to film, which another thing entirely and not at all what I’m talking about here - well, that’s like saying only Italian actors have the right to play in Romeo and Juliet, or only Danish actors have the right to play in Hamlet, or only Spanish actors have the right to play in Blood Wedding. It would be like saying to someone like Canadian film-maker Atom Egoyan, “you have the right to work with Armenian actors only,” which, of course, would automatically bring his career to a standstill; it would destroy it, it would kill it, right there on the spot. Or as I asked, one sunny day, a respected, much admired Jewish theatre artist, “how would you like to work with no but Jews for the rest of your life?” You could almost see his hair stand on end; the very thought horrified him. My argument with someone else at that same summer gathering? “Theatre is about illusion, the better the magic, the more profound the experience.” Besides, working in a situation of cultural, ethnic and linguistic diversity can be the most empowering, most liberating, most exhilarating experience in anyone’s life. Working in a pressure cooker environment by comparison? Working in the context of a “ghetto” of any kind whatsoever, be that “ghetto” Native or black or French or English or Jewish or female or male or gay or…? Remember the expression, “familiarity breeds contempt”? Well, only too frequently, such a working environment can only mean THAT kind of disaster. Or one of plain, out-and-out hatred. And hatred, as who doesn’t know, kills and kills completely. It kills relationships, it kills communities, it kills love. Look at what the Argentinians did TO EACH OTHER during the so-called “dirty war” of the 1970s. Look at what the Spanish did TO EACH OTHER during the Spanish Civil War. Look at what the Chileans have done TO EACH OTHER. Look at the Irish in Northern Ireland. Look at the Balkans, at Cambodia in the ‘80s, at Haiti, at Rwanda, etc., etc., etc…. Does anybody out there actually want to live like that? Internally directed hatred, internally directed violence - which, in essence, is what civil war is - well, there is nothing more destructive, we all know that. Diversity! What we all need is diversity! What we all need, desperately, is room to breathe! That’s what makes Canada work as a society; precisely its diversity. If we - all of us - were Cree, I would have had my head macheted off a long, long time ago! All by way of saying the following: “Only Native actors have the right to play Native roles?” Music to Native actor’s ears, perhaps, yes, god bless them. But death to a Native playwright’s career. Because chances are that the show will NEVER, ever get done. No producer in the country has balls that size, balls big enough, that is to say, of going against the political grain. Not today. Not tomorrow. Stop it, you people! It’s killing us! Myself, I had to move out of the country, finally. I could no longer live there, not really. I kind of live, well...all over the world now. I do where I can find work. Because I certainly am NOT finding it in my own country. I go where I can find the kindness, I go where I can find the generosity, I go where I can find the friendship and support. The working situation in Canada, for someone like me? Well, it has simply become unworkable. I find it stultifying, asphyxiating. I CAN’T work under such artificial constraints. No one can. Sooner or later, it will drive you crazy. Not to mention kill your imagination. AND your career. All as you watch, with envious eyes, the careers of your non-Native playwright colleagues (whom you love) bloom like a garden everywhere around you… It seems to me that what we have here are two distinct choices: a) either we cast a show politically correctly (meaning only Native actors play Native parts) and the show never, ever gets produced (trust me; I waited ten years for Rose to happen, more for others which will NEVER get done), or b) cast it any way you want, in whatever way you can afford it budget-wise (plane tickets are a waste of money, trust me), let the show be born, let the show become successful, and THEN it will live on forever to employ many, many, many more actors, Native and otherwise, for many, many, many more years. And the upshot of the latter arrangement? Having Native and non-Native actors working side by side like that? There is no better healing agent for bringing two only-too-frequently disparate, disharmonious communities together. And, in the process, making our country an even better, richer, healthier country than it is already. The life of an artist is so incredibly challenging, after all, a Native artist’s most especially, in Canada today, or anywhere in the world. Everywhere you turn, insurmountable obstacles meet you square in the face. Everywhere you turn, events, or people, conspire to bring you down, to destroy you. What those artists need, and need most desperately, is as much breathing space as you can give them, the freedom to create, the freedom to employ, the freedom to fly with their souls and imaginations. Don’t hold them down. Don’t shoot them down. You will kill them. Or drive them away. They need all the help they can possibly acquire. They’ve already almost killed themselves just to get to where they are today. Someone said to me one day: “Artists are here to break down barriers, not to create them.” So, myself, I’ve moved away. I’ve left my own country, to continue helping to break down barriers in whatever way I still can, at my age, in the only way I know how, and to have a good time doing it. The thing is, I can do that. I can take it. I’ve had, as they say in the business, my “fifteen minutes of fame.” Enough already. I’ve been very, very lucky (not to mention being the beneficiary of extraordinary teachers, absolutely extraordinary parents and many dear, dear friends). And I’ve moved on, to other things. I have had, after all, no choice. The sad thing is this: what about the next generation of Native playwrights? Will they, too, one day find themselves standing on that subway platform - late, late at night, stoned, drunk out of their skulls, not a penny in their pockets, no future in sight - and those long, silvery tracks down below gleaming up at them in a manner most, most enticing?

earn about it independently. I am hiring you to learn all that you can about it and put together a report that will summarize all the information so that I can learn as much as I can in as little time as possible. Here is what you need to include in your report: An explanation of air pollution. What is air pollution? // Explain 4 causes of air pollution. Explain 2 sources of air pollution. What are the toxins or pollutants that contaminate the air? Explain at least 5 effects of air pollution on human health and/or the environment. Explain 3 solutions to stopping air pollution. What can be done by the government or private organizations? Work cited page should also be included, listing all the sources you used to get your information. THIS REPORT SHOULD BE TYPED AND ORGANIZED IN 5 OR MORE PARAGRAPHS. READ THE RUBRIC BELOW CAREFULLY TO UNDERSTAND HOW THIS PROJECT WILL BE GRADED!! WORKS CITED PAGE General guidelines for citing sources: List entries alphabetically by author (if no author list title first) Separate entries with periods General format: Author, last name first. "Webpage title." Website title. Date published/updated. Organization/publisher. Date accessed. < URL > Example: Landsberger, Joseph. “Citing Websites." Study Guides and Strategies . 12 May 2005. University of X. 13 May 2005. < http://www.studygs.net/citation.htm >. These websites will format your citations for you: http://citationmachine.net/ & http://easybib.com/ **You should use google slides or powtoons to put together your information. You should have a minimum of 6 slides not including the title slide with your name.** DUE FRIDAY, APRIL 3, 2020 Rubric Criteria Points Information Included Three or more required elements are missing (not including additional facts). (20 points) 1 or 2 required elements are missing (not including additional facts). (30 points) All required information is present, but no additional information is given. (40 points) All required information is present, including two additional facts. (50 points) _________ Quality of information Information has little or nothing to do with the main topic OR sections do not provide any supporting detail or explanation. (5 points) Information clearly relates to the topic, but some sections are lacking detail and explanation. (10 points) Information clearly relates to the main topic and all sections include some supporting detail and explanation. (15 points) Information clearly relates to the main topic and all sections include significant supporting details and explanation. (20 points) ________ Format Title page is not present at all AND/OR there are errors in typing, spacing, no picture, etc. (5 points) Product has improperly formatted title page AND/OR no picture or not creative. (8 points) Product has incorrectly formatted title page and has pictures. (12 points) Product has a title page in the proper format, has pictures and is creative. (15 points) ________ Spelling/Grammar 5 or more grammatical, spelling or punctuation errors present throughout the product. (2 points) 3-4 grammatical, spelling or punctuation errors present throughout the product. (3 points) 1-2 grammatical, spelling or punctuation errors present throughout the product. (4 points) No grammatical, spelling or punctuation errors present throughout the product. (10 points) ________ Works Cited Works Cited page not present. (2 points) All sources are documented with 3-4 errors in format OR Works Cited is not done a separate page. (3 points) Works Cited is done on a separate page and all sources are documented with 1-2 errors in format. (4 points) Works Cited is done on a separate, properly headed page with all sources documented in proper Works Cited format. (5 points) ________ Total _____/100

g. I would like to do it through the live tutoring chat page so I can upload each question individually

his excel file. First you can check if you make it to this code and then I would be glad to have a live session with you to do the same. PM to receive the code in R studio format; the excel file for my reference data is attached bellow

alization in Victoria unversity.

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. I'm really close to completing it and I'm really stuck on this one situation and I don't know how to solve it. So right now I'm making a guessing game and every time you play the program tells the user how many guesses it took for them to get the answer. And what I need to do is to make sure that I get and isolate the lowest amount of guess and put it into the statistics function so that way it can print out the lowest amount of guesses that I got. Right now it isn't working and I really don't know why as it seems to be mostly adding up all the guesses until the last few. Here's my code: #include #include #include #include void haiku(){ printf("Welcome to the game.\n"); printf("Guess a number within range.\n"); printf("Win cool prizes here.\n\n"); } int compare(int guessiso){ int lowestvalue=0; int biggervalue=0; if(guessisooperand){ printf("It's lower.\n"); count++; isolatedcount++; } else if(user0){ lowguess=compare(x); x=one_game(count); count=x; printf("Do you want to play again?\n"); scanf("%d",&usertwo); userthree=usertwo; gamecount++; } statistics(gamecount,x,lowguess); }

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hort and specific time Note: I do not need to explain, just solve the assignment, without any explanation

y easy for you, and a few short questions. It is due today by 10pm pst. Do you think you can help? I can just you email you the assignment, no need to meet via online for an appointment. Thank you for your time.

be your own words don’t copy everything from google think of something here are examples and what the teacher wants only do number 5!

join together? I just need to understand how to write a molecular equation.

do it and to be more specific. However. I am not sure if my solution is correct. My original experiment question was to "Investigate how many loops of wires around a nail affect the strength of electromagnetism". "How many loops of wire around a 10D nail does it take for a quarter to be lifted? ". My teacher said the first one wasn't correct because I need something more quantifiable than the strength of electromagnetism. Also, he said quarter one wouldn't work because the quarter is not an actual dependant variable. I wanted to see if I could do this question instead, "Investigate how many paper clips a 10D nail wrapped 50 times with wires can pick up." and discuss the voltage and amps of this process.

ell as the grading rubric. From there, you need to create an outline to help you organize your thoughts and ideas. You have your themes and elements, but you don't have a clear thesis - how do those elements reveal the themes to you as the reader {think of the reader-response literary criticism}. Outlining will also prevent you from repeating yourself and re-telling the stories. " That was the feedback that I was given for my paper. If I am being honest, I have no clue how to proceed with it.

wer over and over again, I need to use Jacobean for this one, but it doesn’t work out for me..Can you explain as much as possible the steps needed for both exercises??:)

have a string hanging with a mass at the bottom and I need to take a video from under the setup and track the angle of twist using tracking software. How would I go about actually calculating the torsional constant.

and the excel sheet is what I have completed so far in terms of regression. I would like someone to explain to me how to implement the regression in my report and how to analyze the data and explain it in the report. I basically need someone to help me by explaining step by step how to complete the report required.

fferent values and have a universal formula for something such as: I purchase $300 of currency A - @ 0.00543 per dollar Currency A goes up in price to 0.00600 per dollar How much profit do I make?

lly a math problem I gotta solve, and I have no idea how to do it cause of lack of my math skills. I am hoping someone can help me with this or I'm screwed. Co basically I've got this table in excel, where X (row) is a width and Y is a height (column) of a wooden sauna cabin, the X;Y is the price for a sauna with said dimensions. I need to find a relationship between the size of the sauna and the price And formulate ani equation. I can't seem to find it, the price seems to grow non linearly, I can't seem to find any coeficient. Again, I suck at math, maybe solution is simple, but I just don't see it. Can anyone help me please? Table Is at this link https://ibb.co/fGrxSvf . Thanks for any help!

hem on a sheet to show prior I need live help more of to go over the questions to make sure i got them right

with figuring out how your supposed to do them

t the test which is both timed I need to do it ASAP

a of each pen is A=x((600-8x)/9)m^2? then I need to find the dimensions of each pen so that it has the maximum possible are. then I need to know what is the area of each pen in this case

and I'm trying to calculate where it could have landed, i do not need help with a homework study. Could you please help me?

final project. I honestly do not understand a lot of the material that has been gone over in class and need help finding the answers and understanding the answers to the final project. The project has to do with explaining the molecule Retinol (vitamin A) in a lab write-up format. I will attach the rubric for more information on what is required. For my project I mainly need help in the section asking to describe the structure of the molecule. I believe i was able to identify the functional groups, the IUPAC name, and hybridization of the carbons. I need help identifying dipoles, intermolecular forces, stereochemistry, and acidity of the molecule. All of this is for the molecule Retinol

ow) that represents “old” media and analyze how media convergence – merging of content across different media channels - affected the distribution and reception of this product as well as interpretation of its meaning by the audience. Do some research into how media convergence and mobile technologies reinvent an old format, in which this product was originally distributed and to what degree? Has it increased the readership, or viewership? For example, if it’s a book, or a magazine, how does accessing it on Internet reconfigure our reading? How do regular viewers/ readers/ listeners benefit from accessing all types of media online? What possibilities for the Internet’s future are you most excited about? What possibilities are most troubling? Why? Refer to Henry Jenkins’ readings “Fans, Poachers and Nomads”, “Worship at the Altar of Convergence,” and other readings.

I have solved with my group.

s. I used coordinate points and quadratic regression to produce a quadratic function of different volleyball sets. I now have the parabolas of each different function. I was going to use derivatives to find the velocity of each set. However, I am second-guessing myself. Do I need a displacement-time graph in order to calculate velocity? Right now I only have a function that displays the ball's flight path.

r due to the pandemic I find it quite hard to do on my own. I need help with it.. Thanks!

nding what in the world to do, please

understanding of concentration but not how to do this specific type of math.

anation and help to answer the questions is what I need

only know how to multiply small number and even that takes me a while to do and I know how to do subtraction and add but I dont know how to do division so I really need you help see you at 3:30

not need these questions here solved, however I will need about 8 questions that are very similar to these I will need solved with on October 10. I am looking for around 2 hours of tutoring time.

3.0 m and then returned to its original position. How much work did gravity do on the bucket during this process? Thank you

r this is my study hall

total.... Need to define variables and setup necessary equation to answer the question.... How can I do this? I'm having trouble.... Whatever I try never works out right...I thought it was y+(x+9)=81, but that didn't calculate correctly

im having trouble on them because i have alot to do today..

inefficiencies, etc), and suggest an improved process. Open and read the Process Improvement (Final Q 1) document which describes the process steps in words and also includes a process map as a visual tool for understanding what's going on in each step. You will need to respond to the following three sub-questions: FINAL Q1: 3 Attachments are the Q1 ------------------------------------------------------------------------------------------------------------------------------------------------------------------ I need the 3 part question answered. This is everything in the question.. Understand that there is NOTHING INCOMPLETE, I have added everything that was sent to us. ------------------------------------------------------------------------------------------------------------------------------------------------------------------ a. Of the 9 process steps in the Process Improvement (Final Q 1) document, which specific steps in that process are experiencing lean wastes and/or process cycle time issues (please note, there is more than one step experiencing issues). In your response, name the process step, and/or the transfer interface between steps, and what waste(s) or cycle time issue is involved. Be sure to use standard lean/six sigma terminology that we used in the course when referring to any of the quality concepts; e.g., transportation waste when referring to situations involving a lot of moving around from one place to another. --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- b. Which of the process steps you identified in part a do you believe could benefit from process improvement and why? --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- c. What changes would you institute in the process to improve the steps you cited in part b of this question and describe how those changes improves the process. Be specific about which process step(s) your improving and thoroughly describe the improvement to that step. [Note: This question ties to what you decided was important in part b question above.] Also, when answering how you would improve a given process step, assume you have an unlimited budget and personnel resources and you can do mostly anything you want as long as it doesn't violate the laws of physics or the judicial system. Be cautious though because process improvement is designed to save time, money, and resources in doing the needed work.For example, automation is good, and also potentially expensive, so is it worth it for the improvement? - you will have to be the judge of that.

8y and then I solved for y in the area equation and got y=8,000/x then I put that into the other equation and got 20x+64,000/x then took the derivative and got 20-64,000x^-2 and when I solved for the derivative equals 0 I got 40 radical 2 but my teacher said it is supposed to be 20 radical 15, so I do not know where I went wrong.

lving it please and Asap

how to do it and can't seem to understand how.

s maths and wanted to push myself to see if i could do it. I am now struggling understanding the results.

understanding computer programming you by give me examples.

uch of forgetfulness in human memory. The processing of new information interferes with old memories. One demonstration of interference examines the process of forgetting while subjects are asleep versus while they are awake. Because there should be less interference during sleep, there also should be less forgetting. The following data are from an experiment examining six groups of participants. All participants were given a group of words to remember. Then half of the participants went to sleep, and the others stayed awake (factor A). Within both the asleep and awake groups, one third of the participants were tested after 2 hours, one third after 4 hours, and one third after 8 hours (factor B). The experimenter recorded the number of words correctly recalled. We were given a bunch of SPSS post hoc output tables (attached). We need to draw conclusions (APA statements) from the post hoc and simple effects. I do not understand what information I am looking for.

the chapter, page and/or line number. 2. A paraphrase, in your own words, of the quotation you selected. 3. An explanation about why that passage is very important to understand. Why did the author need to say this here, or in this way? What questions do you have for the author? Quotation: And by the dog, men of Athens—for I must tell you the truth—I experienced something like this: in my investigation in the service of the god I found that those who had the highest reputation were nearly the most deficient, while those who were thought to be inferior were more knowledgeable.

s the attached files.

entahydrate. My students are varying either the mass of the copper oxide or the concentration of the sulfuric acid. They do not have an understanding of any chemistry calculations and only basic knowledge about chemical equations. They should have some knowledge of ionic equations and neutralistions reactions but I need to explain it to them in very basic terms. Without doing any calculations myself I can't explain it to them.

JOIN OB(RADIUS) I HAVE NOT SHOWN THAT IN THE FIGURE....WILL THAT MAKE ANY PORBLEM

ch is a big jump. I need help with strategizing the science and reading sections so I can finish. I will also need that help with Math but I also need to learn a lot of content. How many hours would you recommend? I am willing to put in work outside of tutoring to take as many practice tests as possible. My twin brother got an 18 Composite and wants to raise it to a 29 C. Do you do group sessions?

functions but I do not understand how to critically analyze and evaluate the data.

view the assignment guidelines, review your topic, review your thesis statement, and review your research article(s).

include a hypothesis on which of the different treated agar plates I will expect what degree of the growth of E.Coli) Particularly include a prediction in white plate GFP will be visible under UV-light and why do not exceed,Introduction(include the information about the pGLO plasmid with the different genes(Arac,beta lactamase,GFP) and their function(what do the translated proteins do?) I need to include at least three proper references(Miller et al., 2015 as an example) Materials and Methods(it describe the single steps and explain the purpose of each step in concise way) Results,Discussion, References(name all the authors,name all relevant information of the journal or book)

a circle if we need to find the area to within 0.5%?" that problem using differentials.

's worth 15% of my grade. There are 30 questions. I also have my final coming up, that's worth 25% of my grade and there are 50 questions. How many do I need to get right on both tests to not pass the course with a D?

ons are, and how they translate to the protein sequence/mRNA

with but I do know the type of student I am. Since I have a full time job, I would require regular tutoring schedule, if not daily then at least 3 times a week, to keep me on track. I’m reaching to ask whether this would be something you provide. Do you design study schedule as you learn about my strengths and weaknesses for the GMAT? Thank you very much. -June

adolescents. I have completed the Literature review. I have to plan a research design for the thesis. ABOUT THE THESIS: Population- 13+ to 19 years adolescents No of IV s- 2 that is, Gender is the First IV and Locus of Control ( LOC) is the second IV Levels of IV- Gender has 2 levels ( male and female). LOC has two levels ( Internal Locus of Control and External Locus of Control). Both IV s are categorical variables. List of DV s- 1. Self Esteem 2. Coping 3. Happiness 4. Academic motivation 5. Exam Anxiety 6. Life Style Each DV will be measured by using appropriate Statistical scales. All DVs will be taken as continuous variables. All the scales measure the quantitative aspect only. DV MEASUREMENT: Each of the scales that will be used to measure DV contains several areas or dimensions or sub-categories. For example, the self-esteem scale contains 78 items divided into 6 categories like personal, social, emotional, academic, intellectual and moral. THESIS AIM- To check the impact of IV s on each of these DV s in isolation and also investigate the interaction effects between gender and locus of external. I will be using the SPSS package for calculations. PROBLEM: Problem 1: Which is the most appropriate Statistical test or design that should be used here? I believe a 2x2 ANOVA will be best suited here. Problem 2: If I am measuring the impact of IV s on each DV in isolation, should I use several Two Way AONVA tables or a single MANCOVA table? Problem 3: Each of the DV is measured using scales containing several dimensions. Are such dimensions of the scales need to be treated as the levels of the dependent variables? In other words, do the levels of DV are decided as per the dimensions of the scale that was used to measure the DV? If this is so, then even if I am measuring the DV s in isolation; each DV will have multiple levels, which in turn will change my design from Two Way ANOVA to perhaps MANCOVA? What is the right approach here? Note: I have not intentionally divided DV into any levels. Kindly help me to arrive at a statistically significant research design! If possible, kindly briefly explain the type of the design as well as the rational or suitability of the sign for my research problem.

oking for an online math and SAT/ACT tutor, possibly an IB Math tutor as well.  My children are native English speakers, but go to an international school. They are looking to attend an English speaking school for the university.  Can you please let me know the price range I am expected to pay per hour? Also, I haven’t had some of the best experiences in the past with someone claiming that they could help with SAT only to find out that they weren’t qualified. At this point, I will need a way to demonstrate your expertise as an SAT or ACT tutor. Also, for IB Math, if you are able to do both.  I look forward to hearing from you. Just to let you know, I have other friends looking for a similar tutor. Please make sure to send your CV, and a personal statement if you have one, so I can better understand your teaching/tutoring philosophy better.  Oh yes, where are you located for time zone differences?  Best, Edward Rochman

seem to be needed along with synthetic division ... but I have no clue how to apply them. Here's an example of what I need to know how to do for my online precalculus class: State how many imaginary and real zeros the function has. f(x) = x^3 - 20x^2 + 123x - 216

cally that these two segements do NOT intersect: https://www.desmos.com/calculator/zudbqxhvkl

please help me just type back so i can ask questions

hilosophy, and physics. how do i do this

eek. For 9 weeks.. can you help ??

le with a radius of 15 km. You begin your walk 20 km WEST and 5 km SOUTH of the center of the forest and walk directly toward the easternmost point of the forest. You walk at a constant speed of 5 km/hr. How much time passes from the moment you enter the forest until you are at the point where you are closest to the center of the forest? How do I do this?

a program designed to provide a decent standard of living to all Americans by spreading the nation’s wealth among the people. Long proposed capping personal fortunes at $50 million each (roughly $600 million in today's dollars) through a restructured, progressive federal tax code and sharing the resulting revenue with the public through government benefits and public works. In subsequent speeches and writings, he revised his graduated tax levy on wealth over $1 million to cap fortunes at $5 - $8 million (or $60 - $96 million today). The full text of this speech, as printed in Long's official Share Our Wealth pamphlet (see right), appears below. “EVERY MAN A KING” Share Our Wealth Radio Speech by Senator Huey P. Long, of Louisiana, February 23, 1934 I s that a right of life when the young children of this country are being reared into a sphere which is more owned by 12 men than it is by 120,000,000 people?” Ladies and Gentlemen: — I have only 30 minutes in which to speak to you this evening, and I, therefore, will not be able to discuss in detail so much as I can write when I have all of the time and space that is allowed me for the subjects, but I will undertake to sketch them very briefly without manuscript or preparation, so that you can understand them so well as I can tell them to you tonight. I contend, my friends, that we have no difficult problem to solve in America, and that is the view of nearly everyone with whom I have discussed the matter here in Washington and elsewhere throughout the United States—that we have no very difficult problem to solve. It is not the difficulty of the problem which we have; it is the fact that the rich people of this country—and by rich people I mean the super-rich—will not allow us to solve the problems, or rather the one little problem that is afflicting this country, because in order to cure all of our woes it is necessary to scale down the big fortunes, that we may scatter the wealth to be shared by all of the people. We have a marvelous love for this Government of ours; in fact, it is almost a religion, and it is well that it should be, because we have a splendid form of government and we have a splendid set of laws. We have everything here that we need, except that we have neglected the fundamentals upon which the American Government was principally predicated. How many of you remember the first thing that the Declaration of Independence said? It said: "We hold these truths to be self-evident, that there are certain inalienable rights for the people, and among them are life, liberty, and the pursuit of happiness;" and it said further, "We hold the view that all men are created equal." Now, what did they mean by that? Did they mean, my friends, to say that all men are created equal and that that meant that any one man was born to inherit $10,000,000,000 and that another child was to be born to inherit nothing? Did that mean, my friends, that someone would come into this world without having had an opportunity, of course, to have hit one lick of work, should be born with more than it and all of its children and children's children could ever dispose of, but that another one would have to be born into a life of starvation? That was not the meaning of the Declaration of Independence when it said that all men are created equal or "That we hold that all men are created equal." Nor was it the meaning of the Declaration of Independence when it said that they held that there were certain rights that were inalienable—the right of life, liberty, and the pursuit of happiness. Is that right of life, my friends, when the young children of this country are being reared into a sphere which is more owned by 12 men than it by 120,000,000 people? Is that, my friends, giving them a fair shake of the dice or anything like the inalienable right of life, liberty, and the pursuit of happiness, or anything resembling the fact that all people are created equal; when we have today in America thousands and hundreds of thousands and millions of children on the verge of starvation in a land that is overflowing with too much to eat and too much to wear? I do not think you will contend that, and I do not think for a moment that they will contend it. Now let us see if we cannot return this Government to the Declaration of Independence and see if we are going to do anything regarding it. Why should we hesitate or why should we quibble or why should we quarrel with one another to find out what the difficulty is, when we know that the Lord told us what the difficulty is, and Moses wrote it out so a blind man could see it, then Jesus told us all about it, and it was later written in the Book of James, where everyone could read it? I refer to the Scriptures, now, my friends, and give you what it says not for the purpose of convincing you of the wisdom of myself, not for the purpose, ladies and gentlemen, of convincing you of the fact that I am quoting the Scriptures means that I am to be more believed than someone else; but I quote you the Scripture, or rather refer you to the Scripture, because whatever you see there you may rely upon will never be disproved so long as you or your children or anyone may live; and you may further depend upon the fact that not one historical fact that the Bible has ever contained has ever yet been disproved by any scientific discovery or by reason of anything that has been disclosed to man through his own individual mind or through the wisdom of the Lord which the Lord has allowed him to have. But the Scripture says, ladies and gentlemen, that no country can survive, or for a country to survive it is necessary that we keep the wealth scattered among the people, that nothing should keep the wealth scattered among the people, that nothing should be held permanently by any one person, and that 50 years seems to be the year of jubilee in which all property would be scattered about and returned to the sources from which it originally came, and every seventh year debt should be remitted. Those two things the Almighty said to be necessary—I should say He knew to be necessary, or else He would not have so prescribed that the property would be kept among the general run of the people, and that everyone would continue to share in it; so that no one man would get half of it and hand it down to a son, who takes half of what was left, and that son hand it down to another one, who would take half of what was left, until, like a snowball going downhill, all of the snow was off of the ground except what the snowball had. I believe that was the judgment and the view and the law of the Lord, that we would have to distribute wealth ever so often, in order that there could not be people starving to death in a land of plenty, as there is in America today. We have in America today more wealth, more goods, more food, more clothing, more houses than we have ever had. We have everything in abundance here. We have the farm problem, my friends, because we have too much cotton, because we have too much wheat, and have too much corn, and too much potatoes. We have a home loan problem, because we have too many houses, and yet nobody can buy them and live in them. We have trouble, my friends, in the country, because we have too much money owing, the greatest indebtedness that has ever been given to civilization, where it has been shown that we are incapable of distributing the actual things that are here, because the people have not money enough to supply themselves with them, and because the greed of a few men is such that they think it is necessary that they own everything, and their pleasure consists in the starvation of the masses, and in their possessing things they cannot use, and their children cannot use, but who bask in the splendor of sunlight and wealth, casting darkness and despair and impressing it on everyone else. "So, therefore," said the Lord in effect, "if you see these things that now have occurred and exist in this and other countries, there must be a constant scattering of wealth in any country if this country is to survive." "Then," said the Lord, in effect, "every seventh year there shall be a remission of debts; there will be no debts after 7 years." That was the law. Now, let us take America today. We have in America today, ladies and gentlemen, $272,000,000,000 of debt. Two hundred and seventy-two thousand millions of dollars of debts are owed by the various people of this country today. Why, my friends, that cannot be paid. It is not possible for that kind of debt to be paid. The entire currency of the United States is only $6,000,000,000. That is all of the money that we have got in America today. All the actual money you have got in all of your banks, all that you have got in the Government Treasury, is $6,000,000,000; and if you took all that money and paid it out today you would still owe $266,000,000,000; and if you took all that money and paid again you would still owe $260,000,000,000; and if you took it, my friends, 20 times and paid it you would still owe $150,000,000,000. You would have to have 45 times the entire money supply of the United States today to pay the debts of the people of America and then they would just have to start out from scratch, without a dime to go on with. So, my friends, it is impossible to pay all of these debts, and you might as well find out that it cannot be done. The United States Supreme Court has definitely found out that it could not be done, because, in a Minnesota case, it held that when a State has postponed the evil day of collecting a debt it was a valid and constitutional exercise of legislative power. Now, ladies and gentlemen, if I may proceed to give you some other words that I think you can understand—I am not going to belabor you by quoting tonight—I am going to tell you what the wise men of all ages and all times, down even to the present day, have all said: That you must keep the wealth of the country scattered, and you must limit the amount that any one man can own. You cannot let any man own §300,000,000,000 or $400,000,000,000. If you do, one man can own all of the wealth that the United States has in it. Now, my friends, if you were off on an island where there were 100 lunches, you could not let one man eat up the hundred lunches, or take the hundred lunches and not let anybody else eat any of them. If you did, there would not be anything else for the balance of the people to consume. So, we have in America today, my friends, a condition by which about 10 men dominate the means of activity in at least 85 percent of the activities that you own. They either own directly everything or they have got some kind of mortgage on it, with a very small percentage to be excepted. They own the banks, they own the steel mills, they own the railroads, they own the bonds, they own the mortgages, they own the stores, and they have chained the country from one end to the other until there is not any kind of business that a small, independent man could go into today and make a living, and there is not any kind of business that an independent man can go into and make any money to buy an automobile with; and they have finally and gradually and steadily eliminated everybody from the fields in which there is a living to be made, and still they have got little enough sense to think they ought to be able to get more business out of it anyway. If you reduce a man to the point where he is starving to death and bleeding and dying, how do you expect that man to get hold of any money to spend with you? It is not possible. Then, ladies and gentlemen, how do you expect people to live, when the wherewith cannot be had by the people? In the beginning I quoted from the Scriptures. I hope you will understand that I am not quoting Scripture to you to convince you of my goodness personally, because that is a thing between me and my Maker; that is something as to how I stand with my Maker and as to how you stand with your Maker. That is not concerned with this issue, except and unless there are those of you who would be so good as to pray for the souls of some of UK. Rut the Lord gave His law, and in the Book of James they said so, that the rich should weep and howl for the miseries that had come upon them; and, therefore, it was written that when the rich hold goods they could not use and could not consume, you will inflict punishment on them, and nothing but days of woe ahead of them. Then we have heard of the great Greek philosopher, Socrates, and the greater Greek philosopher, Plato, and we have read the dialogue between Plato and Socrates, in which one said that great riches brought on great poverty, and would be destructive of a country. Read what they said. Read what Plato said; that you must not let any one man be too poor, and you must not let any one man be too rich; that the same mill that grinds out the extra rich is the mill that will grind out the extra poor, because, in order that the extra rich can become so affluent, they must necessarily take more of what ordinarily would belong to the average man. It is a very simple process of mathematics that you do not have to study, and that no one is going to discuss with you. So that was the view of Socrates and Plato. That was the view of the English statesmen. That was the view of American statesmen. That was the view of American statesmen like Daniel Webster, Thomas Jefferson, Abraham Lincoln, William Jennings Bryan, and Theodore Roosevelt, and even as late as Herbert Hoover and Franklin D. Roosevelt. Both of these men, Mr. Hoover and Mr. Roosevelt, came out and said there had to be a decentralization of wealth, but neither one of them did anything about it. But, nevertheless, they recognized the principle. The fact that neither one of them ever did anything about it is their own problem that I am not undertaking to criticize; but had Mr. Hoover carried out what he says ought to be done, he would be retiring from the President's office, very probably, 8 years from now, instead of 1 year ago; and had Mr. Roosevelt proceeded along the lines that he stated were necessary for the decentralization of wealth, he would have gone, my friends, a long way already, and within a few months he would have probably reached a solution of all of the problems that afflict this country today. But I wish to warn you now that nothing that has been done up to this date has taken one dime away from these big fortune-holders; they own just as much as they did, and probably a little bit more; they hold just as many of the debts of the common people as they ever held, and probably a little bit more; and unless we, my friends, are going to give the people of this country a fair shake of the dice, by which they will all get something out of the funds of this land, there is not a chance on the topside of this God's eternal earth by which we can rescue this country and rescue the people of this country. It is necessary to save the government of the country, but is much more necessary to save the people of America. We love this country. We love this Government. It is a religion, I say. It is a kind of religion people have read of when women, in the name of religion, would take their infant babes and throw them into the burning flame, where they would be instantly devoured by the all-consuming fire, in days gone by; and there probably are some people of the world even today, who, in the name of religion, throw their own babes to destruction; but in the name of our good government, people today are seeing their own children hungry, tired, half-naked, lifting their tear-dimmed eyes into the sad faces of their fathers and mothers, who cannot give them food and clothing they both need, and which is necessary to sustain them, and that goes on day after day, and night after night, when day gets into darkness and blackness, knowing those children would arise in the morning without being fed, and probably go to bed at night without being fed. Yet in the name of our Government, and all alone, those people undertake and strive as hard as they can to keep a good government alive, and how long they can stand that no one knows. If I were in their place tonight, the place where millions are, I hope that I would have what I might say—I cannot give you the word to express the kind of fortitude they have; that is the word—I hope that I might have the fortitude to praise and honor my Government that had allowed me here in this land, where there is too much to eat and too much to wear, to starve in order that a handful of men can have so much more than they can ever eat or they can ever wear. Now, we have organized a society, and we call it "Share Our Wealth Society," a society with the motto "Every Man a King." Every man a king, so there would be no such thing as a man or woman who did not have the necessities of life, who would not be dependent upon the whims and caprices and ipsi dixit of the financial barons for a living. What do we propose by this society? We propose to limit the wealth of big men in the country. There is an average of $15,000 in wealth to every family in America. That is right here today. We do not propose to divide it up equally. We do not propose a division of wealth, but we propose to limit poverty that we will allow to be inflicted upon any man's family. We will not say we are going to try to guarantee any equality, or $15,000 to a family. No; but we do say that one third of the average is low enough for any one family to hold, that there should be a guarantee of a family wealth of around $5,000; enough for a home, an automobile, a radio, and the ordinary conveniences, and the opportunity to educate their children; a fair share of the income of this land thereafter to that family so there will be no such thing as merely the select to have those things, and so there will be no such thing as a family living in poverty and distress. We have to limit fortunes. Our present plan is that we will allow no one man to own more that $50,000,000. We think that with that limit we will be able to carry out the balance of the program. It may be necessary that we limit it to less than $50,000,000. It may be necessary, in working out of the plans that no man's fortune would be more than $10,000,000 or $15,000,000. But be that as it may, it will still be more than any one man, or any one man and his children and their children, will be able to spend in their lifetimes; and it is not necessary or reasonable to have wealth piled up beyond that point where we cannot prevent poverty among the masses. Another thing we propose is old-age pension of $30 a month for everyone that is 60 years old. Now, we do not give this pension to a man making $1,000 a year, and we do not give it to him if he has $10,000 in property, but outside of that we do. We will limit hours of work. There is not any necessity of having overproduction. I think all you have got to do, ladies and gentlemen, is just limit the hours of work to such an extent as people will work only so long as it is necessary to produce enough for all of the people to have what they need. Why, ladies and gentlemen, let us say that all of these labor-saving devices reduce hours down to where you do not have to work but 4 hours a day; that is enough for these people, and then praise be the name of the Lord, if it gets that good. Let it be good and not a curse, and then we will have 5 hours a day and 5 days a week-, or even less than that, and we might give a man a whole month off during a year, or give him 2 months; and we might do what other countries have seen fit to do, and what I did in Louisiana, by having schools by which adults could go back and learn the things that have been discovered since they went to school. We will not have any trouble taking care of the agricultural situation. All you have to do is balance your production with your consumption. You simply have to abandon a particular crop that you have too much of, and all you have to do is store the surplus for the next year, and the Government will take it over. When you have good crops in the area in which the crops that have been planted are sufficient for another year, put in your public works in the particular year when you do not need to raise any more, and by that means you get everybody employed. When the Government has enough of any particular crop to take care of all of the people, that will be all that is necessary; and in order to do all of this, our taxation is going to be to take the billion-dollar fortunes and strip them down to frying size, not to exceed $50,000,000, and if it is necessary to come to $10,000,000, we will come to $10,000,000. We have worked the proposition out to guarantee a limit upon property (and no man will own less than one-third the average), and guarantee a reduction of fortunes and a reduction of hours to spread wealth throughout this country. We would care for the old people above 60 and take them away from this thriving industry and give them a chance to enjoy the necessities and live in ease, and thereby lift from the market the labor which would probably create a surplus of commodities. Those are the things we propose to do. "Every Man a King." Every man to eat when there is something to eat; all to wear something when there is something to wear. That makes us all a sovereign. You cannot solve these things through these various and sundry alphabetical codes. You can have the N. R. A. and P. W. A. and C. W. A. and the U. U. G. and G. I. N. and any other kind of dad-gummed lettered code. You can wait until doomsday and see 25 more alphabets, but that is not going to solve this proposition. Why hide? Why quibble? You know what the trouble is. The man that says he does not know what the trouble is is just hiding his face to keep from seeing the sunlight. God told you what the trouble was. The philosophers told you what the trouble was; and when you have a country where one man owns more than 100,000 people, or a million people, and when you have a country where there are four men, as in America, that have got more control over things than all the 120,000,000 people together, you know what the trouble is. We had these great incomes in this country; but the farmer, who plowed from sunup to sundown, who labored here from sunup to sundown for 6 days a week, wound up at the end of the time with practically nothing. And we ought to take care of the veterans of the wars in this program. That is a small matter. Suppose it does cost a billion dollars a year—that means that the money will be scattered throughout this country. We ought to pay them a bonus. We can do it. We ought to take care of every single one of the sick and disabled veterans. I do not care whether a man got sick on the battlefield or did not; every man that wore the uniform of this country is entitled to be taken care of, and there is money enough to do it; and we need to spread the wealth of the country, which you did not do in what you call the N. R. A. If the N. R. A. has done any good, I can put it all in my eye without having it hurt. All I can see that the N. R. A. has done is to put the little man out of business—the little merchant in his store, the little Italian that is running a fruit stand, or the Greek shoe-shining stand, who has to take hold of a code of 275 pages and study it with a spirit level and compass and looking-glass; he has to hire a Philadelphia lawyer to tell him what is in the code; and by the time he learns what the code is, he is in jail or out of business; and they have got a chain code system that has already put him out of business. The N. R. A. is not worth anything, and I said so when they put it through. Now, my friends, we have got to hit the root with the ax. Centralized power in the hands of a few, with centralized credit in the hands of a few, is the trouble. Get together in your community tonight or tomorrow and organize one of our Share Our Wealth Societies. If you do not understand it, write me and let me send you the platform; let me give you the proof of it. This is Huey P. Long talking, United States Senator, Washington, D. C. Write me and let me send you the data on this proposition. Enroll with us. Let us make known to the people what we are going to do. I will send you a button, if I have got enough of them left. We have got a little button that some of our friends designed, with our message around the rim of the button, and in the center "Every Man a King." Many thousands of them are meeting through the United States, and every day we are getting hundreds and hundreds of letters. Share Our Wealth Societies are now being organized, and people have it within their power to relieve themselves from this terrible situation. Look at what the Mayo brothers announced this week, these greatest scientists of all the world today, who are entitled to have more money than all the Morgans and the Rockefellers, or anyone else, and yet the Mayos turn back their big fortunes to be used for treating the sick, and said they did not want to lay up fortunes in this earth, but wanted to turn them back where they would do some good; but the other big capitalists are not willing to do that, are not willing to do what these men, 10 times more worthy, have already done, and it is going to take a law to require them to do it. Organize your Share Our Wealth Society and get your people to meet with you, and make known your wishes to your Senators and Representatives in Congress. Now, my friends, I am going to stop. I thank you for this opportunity to talk to you. I am having to talk under the auspices and by the grace and permission of the National Broadcasting System tonight, and they are letting me talk free. If I had the money, and I wish I had the money, I would like to talk to you more often on this line, but I have not got it, and I cannot expect these people to give it to me free except on some rare instance. But, my friends, I hope to have the opportunity to talk with you, and I am writing to you, and I hope that you will get up and help in the work, because the resolutions and bills are before Congress, and we hope to have your help in getting together and organizing your Share Our Wealth Societies. Now, that I have but a minute left, I want to say that I suppose my family is listening in on the radio in New Orleans, and I will say to my wife and three children that I am entirely well and hope to be home before many more days, and I hope they have listened to my speech tonight, and I wish them and all of their neighbors and friends everything good that may be had. I thank you, my friends, for your kind attention, and I hope you will enroll with us, take care of your own work in the work of this Government, and share or help in our Share Our Wealth Societies. I thank you.

lgebra lesson. How much would you charge for 1 months (1 hour per day 2 times/week)? Which area do you reside at the moment? How long have you been tutoring? Please reply to my personal email rogercolins22 at gmail. com. My time won't permit me to write or respond much on this Platform.

g this course online so there is no teacher present. Although I do not use these as excuses against myself, I am diagnosed with ADD and CAPS, which makes it difficult for me to learn without a receiving a little help from someone. I have two assignments due every Tuesday evening until June 13th of this year. I would just need some assistance with understanding my assignment criteria and perhaps ways to help focus on key components. Thank you for taking the time to read this, Janie.

cific gravity) of 1.24. What is the molarity of this solution? Using this solution how would 1 L of 2N solution be made. 6 (5 points) H3BO3 is needed to neutralize 20 ML of a 2N solution of NaOH. How much of the acid should I put in 40 ML of the water to exactly neutralize this solution?   7 (6 points) Describe how to make the solutions below : 20% w/v Salt in water. 20% v/v alcohol in water 20% w/w NaCl in water. 8 (three points) I have 0.6 g/dl solution of NaOH. What is M? Whan is N? 9 (six points) There are 3000mL of 3M NaOH. How much of the following do I need to neutralize? (watch your M’s and N’s a) 3M H3PO4 b) 2M H2SO4 c) 1M HCL 10 (20 points) The following solutions of NaOH are mixed together 20ML of 3N, 40mL of 2N, 60mL of 1N, 80 mL of 4N, and 100mL of 5N. a) What is the volume and normality of the final solution? b) How much 4M sulfuric acid would I need to neutralize? c) How much stock solution of sulfuric acid with an assay of 77% and a specific gravity of 1.14 would I need? d) How many grams of HCl would I have to put in a 300mL solution of HCl in water to neutralize? 11 (3 points) How much 5N solution can I make with 98 grams of H3PO4 ? 12 (5 points) How much 5N solution of H3AsO4 can I make with 57 mL of stock solution that is 84% assay and 1.14 specific gravity? 13 (5 points) If we have a 4N solution of HCl that has 0.03645g of HCl in the solution, how many microliters of solution do we have? 14 (10 points) If we have 66mL of a solution of concentrated NaOH that has an assay of 88% and a specific gravity of 1.24, how much 3N H3AsO4 can be neutralized?   15 (ten points) If I have 17 mL of a 20% w/v solution of NaOH and I want to neutralize with H2SO4 that is available in a 4% w/v solution, how much of this solution will be required. 16 (ten points) a) I have an 12mL of Ba(Cl)2 that is 78% assay that contains 8 grams of Ba(Cl)2. What is the specific gravity? b) How many Moles of Ba(Cl)2 are there? c) If I have 80 grams of NaOH in a liter of solution that is of an unknown specific gravity, can I calculate molarity and what is it? d) What is the difference between molarity and normality? e) I have 77 ml of 77% salt in water. How much 11% can I make?

n taught, but I still don't understand it.

, I don't have the time to spare. I have class in an hour

lly so that in six years the balance of the account will be $4000?" How do I set up the equation for this and then what do I do to solve it and get the answer to the question?

e able to figure out the flow in a pipe system. The pipe system is pretty small. I have attached a document explaining everything that I need to do. The main thing that I don’t know how to do is to figure out what pipe sizes I need based off of my water demand calculation. I need this to get done ASAP so please help.

ed to design the water, wastewater, and stormwater systems for an addition to a building at our university. I have the maps of the existing systems and I am planning to use these existing systems as much as possible to avoid extra work. I have calculated a water demand and fire flow for the building. I believe I have to use mannings equation for the water pipes to determine flow, etc. I am not sure how to deal with the wastewater. I have to use the rational method for stormwater. I have attached a document which explains what I need to do overall. I need help on this ASAP as I have to present it Tuesday evening.

i am using as my inspiration is called "The Lady of Shallot" by: Alfred, Lord Tennyson. Could anyone help me with this? Because i want to do a lyrical ballad like the one above.

me. Just help understand it

ith the anova table andhow to do that to determine the testt. statistic

Activity A2-4 is on page 78 of your textbook. It asks you to go to finance.yahoo.com and enter the ticker symbol for Apple Corporation stock (AAPL). A page will open up which contains information on Apple, including interactive charts which allow you to see the movements in Apple's stock price over a selected period of time. Also included are Apple's most recent financial statements. Find the most recent financial statement information (not the 2008 information that is contained in the solution posted on the Blackboard site). Activity A2-4 then asks 10 questions about information that is contained in the financial statements. For example, question #7 asks what the annual dividend is on Apple stock. Take turns finding the answers to these questions until all 10 questions have been answered. Then think about whether you would invest money in Apple stock right now. Do you think it is over or under-priced? Why? and the other ones : IMG 8140 to 8143 Thank you

of certain reasons. I cant understand like all of it and i dont know what to do at this point please help.

ed to refresh and remind me to do well on my exam.

sin x like sin 10 or sin 25 or sin pi. How do I calculate these?

to do it. I know how to cite it for my works cited page and also in-text citations.

assignments. Foe ex, a hw that asks me to look at an article and identify which are the independent vs. dependent variables, which tests are used and why. My need is more 'applied statistics' than actually calculating things. I would want someone who would explain the assignment to me and help me do the HW

for T-bone steaks (a relatively good cut of meat). Indicate the equilibrium price, quantity, consumer surplus, producer surplus and total expenditure. Is the equilibrium quantity efficient? 2. Show the effect on the market for T-bone steaks that you would expect if incomes increase. Show the change in price and quantity. What type of good do you think T-bone steaks are? 3. Show the effect on the market for T-bone steaks that you would expect if the price of baby-back ribs decreases. Show the change in price and quantity. What do you think the relationship is between steak and ribs?

viduals differ from people in general in remembering threatening information. The memory performance of an individual for negative words was measured and was found to have a score of 48. The population average is 34 with a standard deviation of 9. At the 5% level of significance what should you conclude about whether clinically anxious individuals have a tendency to remember threatening words? (a) Clearly state null and research hypotheses in terms of the mean scores on the memory performance on negative words, μ, of anxious individuals. (b) What is the comparison distribution for the sample’s Z score? (c) What are the cut-off values for a test with significance level 0.05? (d) What is the observed Z score? (e) What is your conclusion? An educational psychologist was interested in whether children who grow up in bilingual settings have an advantage of distraction resistance compared with children in general. The distraction resistance test was administered to a randomly chosen child with bilingual upbringing background who was found to have a score of 69. The population average is 60 with a standard deviation of 3. Do children with bilingual upbringing background score higher on distraction resistance test than children in general? Use the 1% level of significance. (a) Clearly state null and research hypotheses in terms of the mean scores on distraction resistance, μ, of children with bilingual upbringing. (b) What is the comparison distribution for the sample’s Z score? (c) What are the cut-off values for a test with significance level 0.01? (d) What is the observed Z score? (e) What is your conclusion?

need help and I would really appreciate this, Thank you and here are the questions. Interviewee name Interviewee’s specific degree Interviewee’s place of employment Interviewee’s email address Please describe your engineering field. What is your current job title? Please describe your particular job and duties. What is your average work schedule? Starting with high school, please describe your educational background chronologically. If you had it to do over, related to your career or education, would you do anything differently? What advice would you give to me as someone interested in pursuing a career path similar to yours?

would work as well). This is just a small interview I need help with. I would really appreciate it if someone could help me. Here are the Questions Interviewee name Interviewee’s specific degree Interviewee’s place of employment Interviewee’s email address and/or phone Please describe your engineering field. What is your current job title? Please describe your particular job and duties. What is your average work schedule? Starting with high school, please describe your educational background chronologically. If you had it to do over, related to your career or education, would you do anything differently? What advice would you give to me as someone interested in pursuing a career path similar to yours?

ase write a two page paper reflecting your individual career goals and your plan(s) on how you are going to achieve your goals. Focus introduction on how you have chosen your career path. Summarize specifically in the conclusion on how each of these goals will fulfill your own personal mission. You may want to include information on your interests, values, and personality and what might have led to the formation of these goals.

36-38. Chapters 28-35 Did any events in Chapters 28-35 seem unrealistic, or improbable, to you? Explain. What happens to Jane on the way to Marsh End? What does Jane’s reaction to the news reveal about her? How does St. John help Jane? What news does he bring to Jane? What does Jane’s reaction to the news reveal about her? Why does St. John ask Jane to come to India with him as his wife? How does she answer him? What do you think Jane means when she says, “If I join St. John, I abandon half myself?” Jane comes close to changing her mind about marrying St. John. Why? What does her response to Rochester’s voice suggest about her values and feelings? What conflicts seem to be troubling her? What kinds of images does Bronte use to describe St. John? Give two examples. Why are these images appropriate? Chapters 36-38S Did you find the ending of the novel satisfying? Why or why not? What shock does Jane receive when she returns to Thornfield? What does she learn about its inhabitants? How does Rochester say he felt in Jane’s absence? What spiritual change has occurred in Rochester? Do Jane and Rochester still feel the same way about each other? Explain. In what way have the roles in Jane and Rochester’s relationship reversed? Is the situation at the end ironic?

that models profit earned is D = n(54 – n) – 10n. I need to find the vertex of this equation, and what does the vertex tell me about this situation.. For what x-values is the function increasing? Decreasing? What does this mean in terms of daily profit for Water World? Rewrite the function in vertex form. . Solve the equation 0 = n(54 – n) – 10n for n. Describe your solution method. How are the solutions from part (e) related to the graph of this function? Are the solutions real or complex? How do you know? What do the solutions from part (e) tell you about this situation?

I am in desperate need of help. There questions are in accordnce wih the AUDITORY CORTEX 1. How is sound intensity encoded? (I am not sure if these means how is it measured...?) What is a rate level function? What is the tonotopic map of the cochlea? What is a tuning curve ? What is the best frequency? What is the threshold ? What is the Volley Theory? I have an idea of the material since it was review in class but the PowerPoint slides are hard to understand. 2. Describe the concept of sound localization and the coincidence detection model of binaural processing occuring in the superior olivary nucleus that mediates sound source localization? (I don't even know where to start with that one) 3. Distinguish between the neural circuit processing intetnaural time differences intetnaural level differences? How and where are the signals compared? (I understand the level vs time difference but I do not know about the neural circuit processing... And what does it mean by where are the signals compared?) 4. Understand the gross organization of the auditory cortex: primary AI and secondary AII auditory cortex, tonotopic organization. I am using the textbook brain and behavior 4th edition by Bob Garrett and also the review PowerPoint slides given to the class but it is mostly charts and graphs

ties versus industry strategy: value generation not value sharing". Then develop an opinion about the paper. What is your general feeling about the paper? Do you agree with the author's thesis? Do you think that the focus of strategic thinking must change as they argued. you need to be critical and write a message reflecting your opinion. Extra research to tighten the arguments will be a big plus using proper referencing.

imes a week 30min for per student. Please let me know how much do I need to pay for the tutor. Thank you Mohammed

n and Big Bend National Park. 1. Where, specifically, are these two parks located (aside from the state or nation). Describe one or two major natural features of the two national parks and common wildlife found there. 2. How were the major natural features of the two national parks formed? How were they weathered? Do you agree/disagree (and why)? 3. How has climate change impacted these parks, or what are the major concerns related to climate change at these parks?

the assignments, really need some help to do this.

est, correlated groups t test, 1 way bet-sub Anova, 2-way bet-sub Anova, 1-way rep-measures ANOVA or test for signif. of correlation. Attachment theory hypothesizes that children's relationships with their parents shape habitual patterns of attachment in close relations. Thus, ones childhood experiences should connect to relationship quality during adulthood. Many years ago, a large group of teenage boys had been interviewed about their families. These interviews were coded to provide data in childhood family environment- a measure on which low numbers reflected distant/punitive/cold relationships with parents while higher numbers reflected nurturing/autonomous/warm relationships. Many decades later, researchers attempted to re-contact these same people. A total of 81 men(aged 70-85 years) who had been married to the same spouse for at least ten years and agreed to participate were interviewed about their marriage. The spouses of these men were interviewed as well. The interviews were coded in order to provide a measure of relationship attachment-higher scores reflected greater levels of relationship satisfaction,loving, and caring. Is there any evidence to support attachment theory's claim that children's parental relationships predict relationship quality in adulthood?