I need help with my Graduate level Statistics class, psychology homework help

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I have two-separate assignments that I need done by this Saturday. Both assignments are very-short in length, so the payout will not be that high. I am possibly looking for one-individual tutor to help me through this class. Please, serious inquiries only. I also prefer a tutor that knows about statistics, not just a general idea of Psychology. The assignments are posted below:

Assignment # 1

Week 1 Checkpoint

Look at the following SPPS output. Write a short paragraph that provides a description and interpretation of the data.

Descriptive Statistics

N

Minimum

Maximum

Mean

Std. Deviation

English

431

59.83

101.95

82.7265

6.82982

Reading

435

55.11

103.62

82.0394

7.63745

Math

435

35.32

93.78

65.4512

8.29165

Writing

435

64.06

93.01

79.5392

5.50151

Valid N (listwise)

432

Assignment # 2:

Time to Practice: Week 1

Complete both Part A and Part B below.

Part A

Some questions in Part A require that you access data from Statistics for People Who (Think They) Hate Statistics. This data is available through the Textbook Resources link.

If you paste in SPSS output, highlight the required answers to the question.

  • By hand or using SPSS, compute the mean, median, and mode for the following set of 40 reading scores:
  • Compute the means for the following set of scores using IBM® SPSS® software. The data sets can be found through the Sage Materials in the Student Textbook Resource Access link, listed under Academic Resources. The following set of scores is saved as Ch. 2 Data Set 3. Copy and paste the output from IBM® SPSS® into this worksheet. You will have a mean for Bed number and also for infection rate.
  • You are the manager of a fast food store. Part of your job is to report which special is selling best to the boss at the end of each day. Use your knowledge of descriptive statistics and write one paragraph to let the boss know what happened today. Use the following data. Do not use IBM® SPSS® software to compute the statistics needed; rather, do it by hand. You may check your work in SPSS after you compute it.
  • Suppose you are working with a data set that has some different (much larger or much smaller than the rest of the data) scores. What measure of central tendency (mean, median or mode) would you use and why?
  • Use IBM® SPSS® software to compute all the descriptive statistics for the following set of three test scores over the course of a semester. Which test had the highest average score? Which test had the smallest amount of variability?
  • This practice problem uses the data contained in the file named Ch. 3 Data Set 3. There are two variables in this data set. The data sets can be found through the Sage Materials in the Student Textbook Resource Access link, listed under Academic Resources. Using IBM® SPSS® software, compute all of the measures of variability you can for height and weight. Copy and paste the output from IBM® SPSS® into this worksheet.
  • Identify whether these distributions are negatively skewed, positively skewed, or not skewed at all and why.
  • For each of the following, indicate whether you would use a pie, line, or bar chart, and why.

SUMMARY

31

32

43

42

24

34

25

44

23

43

24

36

25

41

23

28

14

21

24

17

25

23

44

21

13

26

23

32

12

26

14

42

14

31

52

12

23

42

32

34

Hospital size (number of beds)

Infection rate (per 1,000 admissions)

234

1.7

214

2.4

165

3.1

436

5.6

432

4.9

342

5.3

276

5.6

187

1.2

512

3.3

553

4.1

Special number

Sold

Cost

Huge Burger

20

$2.95

Baby Burger

18

$1.49

Chicken Littles

25

$3.50

Porker Burger

19

$2.95

Yummy Burger

17

$1.99

Coney Dog

20

$1.99

Total specials sold

119

Test 1

Test 2

Test 3

50

50

49

48

49

47

51

51

51

46

46

55

49

48

55

48

53

45

49

49

47

49

52

45

50

48

46

50

55

53

Variable

Definition

Height

Height in inches

Weight

Weight in pounds
  1. This talented group of athletes scored very high on the vertical jump task.
  2. On this incredibly crummy test, everyone received the same score.
  3. On the most difficult spelling test of the year, the third graders wept as the scores were delivered.
  1. The proportion of freshmen, sophomores, juniors, and seniors in a particular university
  2. Change in GPA over four semesters
  3. Number of applicants for four different jobs
  4. Reaction time to different stimuli
  5. Number of scores in each of 10 categories

From Salkind (2014). Copyright © 2014 SAGE. All Rights Reserved. Adapted with permission.

Part B

Answer the questions below. Be specific and provide examples when relevant.

Cite any sources consistent with APA guidelines.

Question

Answer

What are statistics and how are they used in the behavioral sciences? Your answer should be 100 to 175 words.

Differentiate between descriptive and inferential statistics. What information do they provide? What are their similarities and differences? Your answer should be 175 to 350 words.

What is a population? What is a sample? How are they similar and how are they different? When would you use one or the other? Your answer should be 175 to 350 words.

Writing a discussion paragraph

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Please write a 200 words discussion paragraph as the following description. And a 100-200 words response to the following word file. Thank you.

This week’s readings will focus on the Lower East Side area as an example of gentrification and displacement. There are several perspectives that we should focus on.

A. Chris Mele: The focus here is divided into three periods. First, in the 1950s, slumlords in the LES saw the opportunities to profit from Puerto Rican tenants who were settling in the area at the time (also in Spanish Harlem and Chelsea). Urban renewal at the time also provided advantages to the slumlords because as the housing stocks decreased, the slumlords found increasing housing demands. Second, in the period of 1959-1969, manufacturing went into a long-term decline. Jobs went to the South or overseas. Unions sold out and worked out sweet deals with sweatshops. Puerto Ricans who worked the manufacturing jobs did not have the same kind of upward mobilities that the Europeans did at the end of the 19th Century. Third, by 1970s, the tenants inability to pay higher rents together with the discrimination by landlords set off a wave of disinvestment in the LES. This was a time of housing abandonment and landlords stopped paying property taxes.

B. Smith, Duncan and Reid: these authors argued that the period from 1976 to 1985 was a period of transition, moving from disinvestment to reinvestment. There are several indicators for reinvestment (which indicates gentrification). First is the partnership between developers, the city, building managers, brokers etcetc. Second is the deterioration of buildings; this is not a cause of reinvestment but the strategy for reinvestment, because deterioration allowed the landlords to force the tenants to move out (stopping heat and water for example), which brought in wealthier tenants. Third is tax arrears or tax delinquencies. The idea is that: if the landlord find his/her properties becoming valuable again, the landlords could begin to pay for tax redemption in order to stop foreclosure on the properties. By using the last indicator of reinvestment, the authors identified two periods of declines of tax delinquencies, which means, there were two periods of reinvestment being kicked off (preparing the ways for wealthier tenants). First is 1977-1979; second is post-1980; these two periods saw the drops of tax delinquencies. Likewise, in the first period, developmental pressures were coming from Greenwich Village, Gramercy Park, Chinatown, and Financial District; in the second period, developmental pressures were taking place at the border of Alphabet City (Ave D and so on) areas. The authors argued that gentrification is a matter of opening up “new” frontiers and it is a different process.

C, William Sites: Sites argued that gentrification is a politically guided process. It is politically guided by the New York City government through various means, including: 421a, J-51, as-of-right building, pre-development method (closed door meeting and deals), weakening rent regulations, as well as changing of zoning codes (as discussed last week). These means allow the city government to facilitate capital intensive development. Politics are not outside of development but are fundamental to development; likewise, NYC Mayor Koch (or any other liberals) could argue that government is blocking development and should be out of the way for the nature of the economy to take its course; however, this “naturalness” of development is politically induced through selectively government actions. Gentrification and displacement in LES was essentially a subsidized process.

D. Susan Roberts: Roberts argued that gentrification is an end result of social triage, and the latter is the expression of planned shrinkage, which assumes that city has its life cycle. The argument begins with how social scientists have used the life cycle concept to describe and analyze the city (as a living organism; in evolution terms; via successions and invasions and so on). Slums were contagious diseases that needed to be removed from the living organism of the city. These concepts were later adopted by politicians in making cases for federal and local budget cuts. First is the concept of benign neglect. The assumption is that there is an organic whole with declining parts; the declining parts were beneficial to the whole. Second is planned shrinkage, which assumes that certain areas of the city are shrinking, and it is a natural cycle for it to shrink. Just like war, there are some that are “left to die” and some “remain alive.” If an area is to be left to die, the purpose of the state is not to continue its life but to end it faster by pulling out resources. Therefore, areas like LES, Harlem, East Harlem, South Bronx were all subjected to planned shrinkage because of structural fires (and this indicated that these were dying areas). Roberts argued that the “dying areas” were politically induced; to argue for a reduction of resources is to ensure its death; moreover, planned shrinkage is linked to gentrification because it prepared the founds for a “rebirth” by driving out the low-income tenants and by channeling resources into the “alive” areas (gentrifying areas).

This is a graph of New York City arsons. As you can see, the number of fires began to decline in the 1980s. According to the above viewpoints, the decline can be referred to as the beginning of gentrification from across the City, but specifically to the LES. Please answer the following discussion questions:

How do you interpret the number of arsons before and after the 1980s? In other words, what is the meaning of arsons before and after 1980s? Please use South Bronx and People’s Firehouse as your reference points.

It can be argued that arsons provided a passage way for gentrification. Why was it profitable or “useful” to burn down the buildings? Can burning down buildings be considered as the beginning of gentrification?

Films link:

SOUTH BRONX: “The Fire Next Door”(1977)

People’s Firehouse

https://www.youtube.com/watch?v=5y4_-qdvvQ8

Travel PowerPoint/Excel/Word Document M5 A2

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For this assignment you will use Microsoft PowerPoint to create a presentation about a place to which you have traveled or would like to travel.

  • Begin by opening a new Microsoft PowerPoint file.
  • The presentation should include at least six slides that could describe the location, the method of travel, the qualities of the location that make it interesting or fun, the places you can visit, and any cultural activities in which you might like to participate.
  • Choose an appropriate theme, slide layouts, and pictures to format the presentation attractively.
  • Research the location and include properly cited (APA Style) material. Be aware that the automatic citation generator for this site uses MLA style and not APA.
  • Add (copy and paste) a chart or graph you can create in Microsoft Excel. This could be a travel budget.
  • Add (copy and paste) a table you can create in Microsoft Word. This could be a daily schedule.
  • Include a References slide at the end.

Cognitive Development Learning Theories, writing homework help

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Have you ever wondered how students learn? Well, there
are many learning theorists that have proposed the process in which one
acquires new knowledge and each one significantly contributes to the
process of cognitive development. Read Chapter 2 of our text to gain a
greater understanding of cognitive development that provides teachers
with the knowledge of creating developmentally appropriate practices in
the classroom. In analyzing the implications of cognitive development on
student learning, choose one of the following questions:

a. Describe Piaget’s answers for the primary biological questions he asked: How do children adapt? How can development be classified? Next, share whether or not you agree with Piaget. Then, describe the value for teachers in understanding Piaget’s Theory of Cognitive Development. Apply this to your own role as a future educator.

b. Give an example of what is meant by Vygotsky’s zone of proximal development (ZPD). Explain how your example fully illustrates your understanding of ZPD. Also,
describe at least two educational implications of this concept. Use the concept of scaffolding in your answer.

**Let me know which question you are choosing and I will get you information from my textbook**

Ethics homework, writing homework help

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NOTE: I have answered 3 questions out of 5, I want you to make sure the answers are correct and answer the other 2 



read the book from chapter 13 to utilitarianism chapter 20

· ISBN- 978-019027-3637

· Publisher: Oxford University Press

· Publication date: 2016

Requirements— Your responses should be approximately the word total suggested for each of the five questions. These suggestions areapproximate; do not obsess about hitting these numbers exactly. The text must be double spaced, and printed single-sided, with 1.5” left/right margins. 

(NOTE: there is a  2/3 letter grade penalty for noncompliance with each of these underlined factors).  For a heading on the paper, use whatever you like as long as your name is present.

You must bring the paper to the class on Wednesday the 12th, during class time. Alternatively, if you can’t be in class, you must have someone else turn it in on your behalf. For example, you may email it to a classmate and have them print and submit it (or you may have anyone else bring it to class).

If you do not turn in a paper during class time (or have it turned in on your behalf) on Wednesday the 12th, youwill receive an F for the test. 

Questions/Instructions— (answer questions 1, 2, & 5 as a good Kantian would)

1. What is the distinction between an action that is done merely in accordance with duty and one that is done from duty? (100 words)

2. Why does Kant think that the only actions that have moral worth are those that are performed because of “reverence for the law.”? (100 words)

3. What is the one general principle that the Social Contract Theory, Kantianism, and Utilitarianism have in common?Briefly explain how the principle works in each moral theory. (100 words)

4. Which subpart of Rawls’ principles was the most contentious? Why? (100 wds)

5. Here is a thought experiment you are to analyze and state what it is moral to do, and why:

A friend and I are stranded on a desert island, thinking we are about to die. My friend is a very rich man, and an ardent sports fan. He gives me power of attorney over his fortune, and he asks and I agree to see to it that the money is given to the Washington Redskin football team, to pay for next season’s draft picks (players the Skins are recruiting to play for the team), in order to make the team better. My friend dies, but I am rescued. Once back in Washington, I decide that it would serve a higher purpose to give the fortune to a children’s hospital, which could surely save many lives with the money. Would it be better for me to give the money to the hospital? Why? (100 wds.)

Perseverance: Refusing to Give Up When Life Gets Hard

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Getting Started

As we approach the halfway point of this course and the semester in general, I think about when I was in college and working toward my degree. I distinctly remember experiencing some of the more “trying” times during mid-semesters in college, and I sometimes felt that I was juggling many balls at the same time. Are you currently experiencing one or more personal, academic, financial, familial, or spiritual challenges as the semester moves along? Well, God has a lot to say about how we should react to our circumstances when life gets hard!

Upon successful completion of this discussion, you will be able to:

  • Demonstrate character, scholarship, and leadership in becoming a world changer through application of course content to personal life and professional social work practice.

Resources

  • Bible
  • Video: Run the Race: The Faith in Christ that Perseveres

Background Information

In the Bible, James shared that we need to persevere “under trials” because those who do will be blessed and will receive the “crown of life” that God has promised (James 1:12). Just as the true believer will be secure eternally in his salvation, his faith also will persevere in affliction, sickness, persecution, and the other trials of life that befall all believers. The Bible also says that if we desire to live godly lives in Christ, we will suffer persecution (2 Timothy 3:12), but the faithful will persevere, kept by the power of the Holy Spirit, who is the guarantee of our salvation and who will keep us “strong to the end,” persevering so we will be “blameless on the day of our Lord Jesus Christ” (1 Corinthians 1:8).

Here are some quotations for reflection:

“It’s not that I’m so smart, it’s just that I stay with problems longer.”
Albert Einstein

“A failure is not always a mistake. It may simply be the best one can do under the circumstances. The real mistake is to stop trying.”
B. F. Skinner

“If you can’t fly then run, if you can’t run then walk, if you can’t walk then crawl, but whatever you do you have to keep moving forward.”
Martin Luther King, Jr.

Instructions

  1. Review the rubric to make sure you understand the criteria for earning your grade.
  2. Watch the video “Run the Race – The Faith in Christ that Perseveres”https://youtu.be/Nhk_5c6H-yc.
  3. Navigate to the threaded discussion and respond to the following discussion questions:
    1. What has been the biggest obstacle you have overcome in your life or career thus far?
    2. When you found yourself facing this obstacle, what steps did you take to begin the process of overcoming it?
    3. As you worked through this process, did mentors, things you read, or things you saw help you? If so, what were they?
    4. Where in the process of overcoming this obstacle did you reach a turning point?
    5. Why did you keep going when it got really tough?
    6. What motivated you to keep going, and what tools or coping methods did you use to keep from quitting?

medical, Sonogram,

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Please answer only from Attached files.

  1. Review LE venous anatomy in detail; including all three systems
  2. Explain the affect that gravity has on the LE venous system
  3. Explain the affect that exercise has on the LE venous system
  4. Explain the different phasic changes seen in venous flow using Doppler or color flow
  5. List and explain all of the risk factors for DVT (Be sure to include Virchow’s Triad)
  6. Discuss the clinical symptoms of acute DVT; Are the symptoms reliable in predicting DVT? Why?
  7. Discuss the B-mode scan technique of venous imaging above the knee for DVT.
  8. Discuss the Doppler scan technique of venous imaging for DVT above the knee. Explain the normal and abnormal lower extremity venous waveform criteria found in DVT patients.
  9. Discuss the scan techniques of venous imaging below the knee for DVT. Review the anatomy and the specific techniques for obtaining an optimal exam using the compression maneuver.
  10. Discuss the Doppler scan techniques of venous imaging for DVT below the knee.
  11. Explain the sonographic findings of the lower extremity venous waveform found in normal patients.
  12. Explain the abnormal sonographic findings of the lower extremity venous waveform found in DVT patients.
  13. Discuss the Calf intramuscular veins anatomy and involvement in venous thrombosis. How do they differ from deep veins and DVT symptoms?
  14. Discuss the difference in sonographic findings between the acute and chronic DVT.
  15. Draw and label the normal and abnormal upper extremity Doppler waveforms.

Annotated Bibliography paper help

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The
annotated bibliography must include a minimum of 5 citations from the primary
scientific literature. Your annotated bibliography must include complete,
properly formatted citations and a description of the article, including how it
relates to your topic statement. At least 2 citations should address the
evolutionary concept (e.g., review articles, theoretical papers, history, or
perspectives) and at least 2 should be for evidence or examples supporting the
topic. One citation may be general background, such as natural history, on the
focal species or system. Include your Topic Statement at the top of the
Annotated Bibliography assignment.The paper have to clearly describes the article, including hypotheses, methods, results, and conclusions. • Relevance to topic statement is well supported

My topic statement: Tail regeneration and the evolution of tongue in the lungless Plethodontid Salamander (Plethodontidae)

Keywords: Natural selection, Evolution of tongue, Plethodontis Salamander

Example : Vestigial wings and the evolution of flightlessness in Galapagos Island cormorants (Phalacrocorax harrisi)

Keywords: Vestigiality, flightlessness, Galapagos Island cormorants

McNab, B.K., 1994. Energy conservation and the evolution of flightlessness in birds. The American Naturalist, 144(4), pp.628-642. https://doi.org/10.1086/285697 (Links to an external site.)Links to an external site.

The author examined the hypothesis that energy conservation contributes to the evolution of flightlessness in birds by comparing the factors correlated with basal metabolic rate in flighted and flightless rails and ducks. They found support for their hypothesis in flightless birds, except penguins, which use their wings for locomotion in water. This paper suggests that a lack of selective pressure for flight (lack of predators) combined with a high metabolic demand to maintain flight capability, contributes to vestigiality (reduction of wings and pectoral muscles) in environments where resources are limited.

Detail for the sources

  • You will find one source that has general background, such as natural history, on the focal species or system
  • You choose 2 citations should address the evolutionary concept by following these sources:

a . Tail Autotomy

Morphological homoplasy, life history evolution, and historical biogeography of plethodontid salamanders inferred from complete mitochondrial genomes ( focus on the tail autotomy of discussion part)

https://www.pnas.org/content/101/38/13820

b. tongue evolution

Tongue Evolution in the lungless salamanders, family Plethodontid. II Function and Evolutionary

See file question2b in the attachment.

  • You find at least 2 sources should be for evidence or examples supporting the topic. By following these sources
  • a. Tail generation :

“Tail Development and Regeneration Throughout the Life Cycle of the Four-Toed Salamander Hemidactylium scutatum”

–https://onlinelibrary.wiley.com/doi/pdf/10.1002/%2…

“Evidence of tail autotomy in the European Plethontid Hydromantes”

See file 3a

b. Tongues evolution

“ Extremely high power tongue projection in the Plethodontid Salamander”

See file 3b-1

“Metamorphoris and evolution of feeding behavior in salamander”

See file 3b-3

Quiz question

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QUESTION 1

  1. You own a pizza restaurant, and the members of your kitchen staff are great workers and equally able. However, you notice that your kitchen productivity is subject to diminishing marginal returns. If so, does this mean that the third person to show up for work generates higher marginal product than the seventh person to show up for work?

2 points

QUESTION 2

  1. The manufacturing process for electric automobiles is subject to learning curves, so future average cost of production declines as current production increases. Which of the following actions by the manufacturer would take advantage of the learning curve character?
    A. Increase current production above the profit maximizing level in order to gain cost advantages in the future
    B. Decrease current production below the profit maximizing level in order to earn higher profits in the future
    C. Increase current production above the profit maximizing level in order to avoid higher costs in the future
    D. Decrease current production below the profit maximizing level in order to save money now and in the future

2 points

QUESTION 3

  1. When marginal cost of production rises above the average total cost of production, we know that:
    A. average total cost is increasing
    B. the firm has economies of scale
    C. marginal cost is negative
    D. average total cost is decreasing

2 points

QUESTION 4

  1. The following sets of number represent the average costs for producing Good A, Good B, and Goods A and B together. Which of these cases represents economies of scope for the production of Goods A and B?
    A. 40, 50, 120
    B. 40, 50, 80
    C. 50, 60, 120
    D. 40, 50, 90

2 points

QUESTION 5

  1. Suppose the monthly total costs of production for a firm may be described with the following equation: TC = 30,000,000 + 250*Q where Q is the number of items produced. True or false — this cost structure exhibits diseconomies of scale?

Create a 10–12 slide ppt that includes your findings about Internet recruiting and a job posting

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OVERVIEW: Create a 10–12 slide presentation that includes your findings about Internet recruiting and a job posting for a sales representative position.

Note: Complete the assessments in this course in the order in which they are presented, beginning with Assessment 1.

How organizations begin transitioning from recruiting a large pool of qualified applicants to selecting the best applicant for the position is a complex process that changes over time.

RESOURCES:

Arthur, D. (2012). Recruiting, interviewing, selecting, and orienting new employees (5th ed.). New York, NY: AMACOM. Chapters 1–4.

Heneman, H. G., III, Judge, T. A., & Kammeyer-Mueller, J. (2015). Staffing organizations (8th ed.). Boston, MA: McGraw-Hill Education. Chapters 5 and 7.

Internet Resources:

INSTRUCTIONS:

Scenario

As part of CapraTek’s human resources team, you have been asked to research other employers and their Internet recruiting practices. This assessment has three parts:

  1. Evaluate two employers’ online application processes.
  2. Evaluate two general online job search sites for ease of use and information available.
  3. Develop a job description for the CapraTek regional sales representative posting.

Present your information in the form of a PowerPoint presentation deck of 10–12 slides. Ensure your slides are uncrowded, visually appealing, and easy to read.

Requirements:

Part 1: Identify two employers whose Web sites permit candidates to apply for positions online. You may choose any employer but preferably ones you might work for. Select only employers that allow online applications. Evaluate the user-friendliness of the application process and the value of the general job information found online. Consider whether the posted job information provides candidates with what they would want to know regarding the organization.

Using information from your research, create a PowerPoint slide presentation with bulleted points highlighting your key findings. Include the sites’ links. Add information in the slides’ notes section addressing the following:

  1. Articulate the user-friendliness of the Web sites.
  2. Compare the quality of the job information for each Web site from an employer’s point-of-view.

Part 2: Select two general job search Web sites (such as CareerBuilder, Indeed, SimplyHired, Monster). You may choose local or specific job sites. Look at the ease of use and the value of the general information provided on these Web sites.

  1. Create additional slides for your presentation in which you include the links to the two Web sites and highlight your findings about them. Add information in the slides’ notes sections that includes the following:
    1. Articulate the user-friendliness of these Web sites. Would you use them to search for a job? Why or why not?
    2. Compare the quality of the job information for each Web site from an employer’s point-of-view.
    3. Summarize findings for or against CapraTek using these selected Web sites for posting positions and searching for applicants.
  2. List the necessary qualifications, including educational background, technical experience, skills, and abilities.
  3. Describe the physical environment and working conditions.
  4. List the most important duties and responsibilities, with percentage of time spent on each, classifying each duty as essential or non-essential.

Part 3: Using your job analysis information for CapraTek’s regional sales representatives, develop a job posting for this position. Make location, salary, and working conditions assumptions as needed. Finish the presentation with slides outlining the essentials for the regional sales representative job description as follows: