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Discussion on the number of people going to college college essay help free
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Are Too Many People Going to College?
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To ask whether too many people are going to college requires us to think about the importance and nature of a liberal edu- cation. Universities are not intended to teach the knowledge required to fit men for some special mode of gaining their livelihood, John Stuart Mill told students at the University of St. Andrews in 1867. Their object is not to make skillful lawyers, or physicians, or engineers, but capable and cultivated human beings. If this is true (and I agree that it is), why say that too many people are going to college? Surely a mass democracy should encourage as many people as possible to become capable and cultivated human beings in Mills sense. We should not restrict the availability of a liberal education to a rarefied intel- lectual elite. More people should be going to college, not fewer.
Charles Murray is the W. H. Brady Scholar at the American Enterprise Institute, a public policy think tank dedicated to defending human dignity, expanding human potential, and building a freer and safer world. He is the author, most recently, of By the People: Rebuilding Liberty without Permission (2015). This essay, adapted from his book Real Education: Four Simple Truths for Bringing Americas Schools Back to Reality (2008) first appeared on September 8, 2008, in The American, the journal of the American Enterprise Institute.
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Yes and no. More people should be getting the basics of a liberal education. But for most students, the places to provide those basics are elementary and middle school. E. D. Hirsch Jr. is the indispensable thinker on this topic, beginning with his 1987 book Cultural Literacy: What Every American Needs to Know. Part of his argument involves the importance of a body of core knowledge in fostering reading speed and comprehension. With regard to a liberal education, Hirsch makes three points that are germane here:
Full participation in any culture requires familiarity with a body of core knowledge. To live in the United States and not recognize Teddy Roosevelt, Prohibition, the Minutemen, Wall Street, smoke-filled rooms, or Gettysburg is like trying to read without knowing some of the ten thousand most commonly used words in the language. It signifies a degree of cultural illiteracy about America. But the core knowledge transcends ones own country. Not to recognize Falstaff, Apollo, the Sistine Chapel, the Inquisition, the twenty-third Psalm, or Mozart sig- nifies cultural illiteracy about the West. Not to recognize the solar system, the Big Bang, natural selection, relativity, or the periodic table is to be scientifically illiterate. Not to recognize the Mediterranean, Vienna, the Yangtze River, Mount Everest, or Mecca is to be geographically illiterate.
This core knowledge is an important part of the glue that holds the culture together. All American children, of whatever ethnic heritage, and whether their families came here 300 years ago or three months ago, need to learn about the Pilgrims, Valley Forge, Duke Ellington, Apollo 11, Susan B. Anthony, George C. Marshall, and the Freedom Riders. All students need to learn the iconic stories. For a society of immigrants such as
See Chapter 4 for ways to agree, but with a difference.
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ours, the core knowledge is our shared identity that makes us Americans together rather than hyphenated Americans.
K8 are the right years to teach the core knowledge, and the effort should get off to a running start in elementary school. Starting early is partly a matter of necessity: Theres a lot to learn, and it takes time. But another reason is that small children enjoy learning myths and fables, showing off names and dates they have memorized, and hearing about great historical figures and exciting deeds. The educational establishment sees this kind of curriculum as one that forces children to memorize boring facts. That conventional wisdom is wrong on every count. The facts can be fascinating (if taught right); a lot more than memo- rization is entailed; yet memorizing things is an indispensable part of education, too; and memorizing is something that chil- dren do much, much better than adults. The core knowledge is suited to ways that young children naturally learn and enjoy learning. Not all children will be able to do the reading with the same level of comprehension, but the fact-based nature of the core knowledge actually works to the benefit of low-ability studentsremembering facts is much easier than making infer- ences and deductions. The core knowledge curriculum lends itself to adaptation for students across a wide range of academic ability.
In the 20 years since Cultural Literacy was published, Hirsch and his colleagues have developed and refined his original formula- tion into an inventory of more than 6,000 items that approxi- mate the core knowledge broadly shared by literate Americans. Hirschs Core Knowledge Foundation has also developed a detailed, grade-by-grade curriculum for K8, complete with lists of books and other teaching materials.
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The Core Knowledge approach need not stop with eighth grade. High school is a good place for survey courses in the humanities, social sciences, and sciences taught at a level below the demands of a college course and accessible to most students in the upper two-thirds of the distribution of academic ability. Some students will not want to take these courses, and it can be counterproductive to require them to do so, but high school can put considerable flesh on the liberal education skeleton for students who are still interested.
Liberal Education in College
Saying too many people are going to college is not the same as saying that the average student does not need to know about history, science, and great works of art, music, and literature. They do need to knowand to know more than they are cur- rently learning. So lets teach it to them, but lets not wait for college to do it. Liberal education in college means taking on the tough stuff. A high-school graduate who has acquired Hirschs core knowledge will know, for example, that John Stuart Mill was an important 19th-century English philosopher who was associ- ated with something called Utilitarianism and wrote a famous book called On Liberty. But learning philosophy in college, which is an essential component of a liberal education, means that the student has to be able to read and understand the actual text of On Liberty. That brings us to the limits set by the nature of college-level material. Here is the first sentence of On Liberty: The subject of this essay is not the so-called liberty of the will, so unfortunately opposed to the misnamed doctrine of philosophical necessity; but civil, or social liberty:
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the nature and limits of the power which can be legitimately exercised by society over the individual. I will not burden you with On Libertys last sentence. It is 126 words long. And Mill is one of the more accessible philosophers, and On Liberty is one of Mills more accessible works. It would be nice if everyone could acquire a fully formed liberal education, but they cannot. Specifically: When College Board researchers defined col- lege readiness as the SAT score that is associated with a 65 percent chance of getting at least a 2.7 grade point average in college during the freshman year, and then applied those criteria (hardly demanding in an era of soft courses and grade inflation) to the freshmen in a sample of 41 major colleges and universities, the threshold college readiness score was found to be 1180 on the combined SAT math and verbal tests. It is a score that only about 10 percent of American 18-year-olds would achieve if they all took the SAT, in an age when more than 30 percent of 18-year-olds go to college. Should all of those who do have the academic ability to absorb a college-level liberal education get one? It depends. Suppose we have before us a young woman who is in the 98th percentile of academic ability and wants to become a lawyer and eventu- ally run for political office. To me, it seems essential that she spend her undergraduate years getting a rigorous liberal educa- tion. Apart from a liberal educations value to her, the nation will benefit. Everything she does as an attorney or as an elected official should be informed by the kind of wisdom that a rigorous liberal education can encourage. It is appropriate to push her into that kind of undergraduate program. But the only reason we can get away with pushing her is that the odds are high that she will enjoy it. The odds are high because she is good at this sort of thingits no problem for her to read On Liberty or Paradise Lost. Its no problem for her to
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come up with an interesting perspective on what shes read and weave it into a term paper. And because shes good at it, she is also likely to enjoy it. It is one of Aristotles central themes in his discussion of human happiness, a theme that John Rawls later distilled into what he called the Aristotelian Principle: Other things equal, human beings enjoy the exercise of the irrealized capacities (their innate or trained abilities), and this enjoyment increases the more the capacity is realized, or the greater its complexity. And so it comes to pass that those who take the hardest majors and who enroll in courses that look most like an old fashioned liberal education are concentrated among the stu- dents in the top percentiles of academic ability. Getting a liberal education consists of dealing with complex intellectual material day after day, and dealing with complex intellectual material is what students in the top few percentiles are really good at, in the same way that other people are really good at cooking or making pottery. For these students, doing it well is fun. Every percentile down the ability ladderand this applies to all abilities, not just academicthe probability that a person will enjoy the hardest aspects of an activity goes down as well. Students at the 80th percentile of academic ability are still smart kids, but the odds that they will respond to a course that assigns Mill or Milton are considerably lower than the odds that a student in the top few percentiles will respond. Virtue has nothing to do with it. Maturity has nothing to do with it. Appreciation of the value of a liberal education has nothing to do with it. The probability that a student will enjoy Paradise Lost goes down as his linguistic ability goes down, but so does the probability that he works on double acrostic puzzles in his spare time or regularly plays online Scrabble, and for the identi- cal reason. The lower down the linguistic ladder he is, the less fun such activities are.
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And so we return to the question: Should all of those who have the academic ability to absorb a college-level liberal edu- cation get one? If our young woman is at the 80th percentile of linguistic ability, should she be pushed to do so? She has enough intellectual capacity, if she puts her mind to it and works exceptionally hard. The answer is no. If she wants to, fine. But she probably wont, and theres no way to force her. Try to force her (for example, by setting up a demanding core curriculum), and she will transfer to another school, because she is in college for vocational training. She wants to write computer code. Start a business. Get a job in television. She uses college to take vocational courses that pertain to her career interests. A large proportion of people who are theoretically able to absorb a liberal education have no interest in doing so. And reasonably so. Seen dispassionately, getting a tradi- tional liberal education over four years is an odd way to enjoy spending ones time. Not many people enjoy reading for hour after hour, day after day, no matter what the material may be. To enjoy reading On Liberty and its ilkand if youre going to absorb such material, you must in some sense enjoy the processis downright peculiar. To be willing to spend many more hours writing papers and answers to exam questions about that material approaches masochism. We should look at the kind of work that goes into acquiring a liberal education at the college level in the same way that we look at the grueling apprenticeship that goes into becom- ing a master chef: something that understandably attracts only a few people. Most students at todays colleges choose not to take the courses that go into a liberal education because the capabilities they want to develop lie elsewhere. These students are not lazy, any more than students who dont want to spend
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hours learning how to chop carrots into a perfect eighth-inch dice are lazy. A liberal education just doesnt make sense for them.
For Learning How to Make a Living, the Four-Year Brick-and-Mortar Residential College Is Increasingly Obsolete
We now go from one extreme to the other, from the ideal of liberal education to the utilitarian process of acquiring the knowledge that most students go to college to acquire practical and vocational. The question here is not whether the traditional four-year residential college is fun or valuable as a place to grow up, but when it makes sense as a place to learn how to make a living. The answer is: in a sensible world, hardly ever. Start with the time it takesfour years. Assuming a semes- ter system with four courses per semester, four years of class work means 32 semester-long courses. The occupations for which knowing enough requires 32 courses are exceedingly rare. For some professionsmedicine and law are the obvious examplesa rationale for four years of course work can be con- cocted (combining pre-med and pre-law undergraduate courses with three years of medical school and law school), but for every other occupation, the body of knowledge taught in classrooms can be learned more quickly. Even Ph.D.s dont require four years of course work. The Ph.D. is supposed to signify expertise, but that expertise comes from burrowing deep in to a specialty, not from dozens of courses. Those are the jobs with the most stringent academic require- ments. For the student who wants to become a good hotel manager, software designer, accountant, hospital administrator,
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farmer, high-school teacher, social worker, journalist, optome- trist, interior designer, or football coach, four years of class work is ridiculous. Actually becoming good in those occupations will take longer than four years, but most of the competence is acquired on the job. The two-year community college and online courses offer more flexible options for tailoring course work to the real needs of the job. A brick-and-mortar campus is increasingly obsolete. The physical infrastructure of the college used to make sense for three reasons. First, a good library was essential to higher learn- ing, and only a college faculty and student body provided the economies of scale that made good libraries affordable. Second, scholarship flourishes through colleagueships, and the college campus made it possible to put scholars in physical proximity to each other. Third, the best teaching requires interaction between teachers and students, and physical proximity was the only way to get it. All three rationales for the brick-and- mortar campus are fading fast. The rationale for a physical library is within a few years of extinction. Even now, the Internet provides access, for a price, to all the worlds significant technical journals. The books are about to follow. Google is scanning the entire text of every book in the libraries of Harvard, Princeton, Stanford, Oxford, the New York Public Library, the Bavarian State Library, Ghent University Library, Keio Library (Tokyo), the National Library of Catalonia, University of Lausanne, and an expand- ing list of others. Collectively, this project will encompass close to the sum total of human knowledge. It will be completely searchable. Everything out of copyright will be free. Everything still under copyright will be accessible for a fee. Libraries will still be a selling point for colleges, but as a place for students to study in pleasant surroundingsan amenity in the same
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way that an attractive student union is an amenity. Colleges and universities will not need to exist because they provide libraries. The rationale for colleges based on colleagueships has eroded. Until a few decades ago, physical proximity was impor- tant because correspondence and phone calls just werent as good. As email began to spread during the 1980s, physical prox- imity became less important. As the capacity of the Internet expanded in the 1990s, other mechanisms made those inter- actions richer. Now, regular emails from professional groups inform scholars of the latest publications in their field of inter- est. Specialized chat groups enable scholars to bounce new ideas off other people working on the same problems. Drafts are exchanged effortlessly and comments attached electronically. Whether physical proximity still has any advantages depends mostly on the personality of the scholar. Some people like being around other people during the workday and prefer face-to-face conversations to emails. For those who dont, the value of being on a college campus instead of on a mountaintop in Montana is nil. Their electronic access to other scholars is incompara- bly greater than any scholar enjoyed even within the worlds premier universities before the advent of the Internet. Like the library, face-to-face colleagueships will be an amenity that colleges continue to provide. But colleges and universities will not need to exist because they provide a community of scholars. The third rationale for the brick-and-mortar college is that it brings teachers together with students. Working against that rationale is the explosion in the breadth and realism of what is known as distance learning. The idea of distance learning is surprisingly oldIsaac Pitman was teaching his shorthand system to British students through the postal service in the 1840s, and the University of London began offering degrees for
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correspondence students in 1858but the technology of dis- tance learning changed little for the next century. The advent of inexpensive videocassettes in the 1980s opened up a way for students to hear and see lectures without being in the class- room. By the early 1990s, it was possible to buy college-level courses on audio or videotape, taught by first-rate teaching professors, on a wide range of topics, for a few hundred dollars. But without easy interaction between teacher and student, distance learning remained a poor second-best to a good col- lege seminar. Once again, the Internet is revolutionizing everything. As personal computers acquired the processing power to show high-definition video and the storage capacity to handle big video files, the possibilities for distance learning expanded by orders of magnitude. We are now watching the early expres- sion of those possibilities: podcasts and streaming videos in real time of professors lectures, online discussions among students scattered around the country, online interaction between stu- dents and professors, online exams, and tutorials augmented by computer-aided instruction software. Even today, the quality of student-teacher interactions in a virtual classroom competes with the interactions in a brick-and- mortar classroom. But the technology is still in its early stages of development and the rate of improvement is breathtaking. Compare video games such as Myst and SimCity in the 1990s to their descendants today; the Walkman you used in the 1990s to the iPod you use today; the cell phone you used in the 1990s to the BlackBerry or iPhone you use today. Whatever technical limitations might lead you to say, Yes, but its still not the same as being there in the classroom, are probably within a few years of being outdated.
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College Isnt All Its Cracked Up to Be
College looms so large in the thinking of both parents and students because it is seen as the open sesame to a good job. Reaping the economic payoff for college that shows up in econo- metric analyses is a long shot for large numbers of young people. When high-school graduates think that obtaining a B.A. will help them get a higher-paying job, they are only narrowly correct. Economists have established beyond doubt that people with B.A.s earn more on average than people without them. But why does the B.A. produce that result? For whom does the B.A. produce that result? For some jobs, the economic premium for a degree is produced by the actual education that has gone into getting the degree. Lawyers, physicians, and engineers can earn their high incomes only by deploying knowledge and skills that take years to acquire, and degrees in law, medicine, and engineering still signify competence in those knowledges and skills. But for many other jobs, the economic premium for the B.A. is created by a brutal fact of life about the American job market: Employers do not even interview applicants who do not hold a B.A. Even more brutal, the advantage conferred by the B.A. often has nothing to do with the content of the education. Employers do not value what the student learned, just that the student has a degree. Employers value the B.A. because it is a no-cost (for them) screening device for academic ability and perseverance. The more people who go to college, the more sense it makes for employers to require a B.A. When only a small percentage of people got college degrees, employers who required a B.A. would have been shutting themselves off from access to most of the talent. With more than a third of 23-year-olds now get- ting a B.A., many employers can reasonably limit their hiring
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pool to college graduates because bright and ambitious high- school graduates who can go to college usually do go to college. An employer can believe that exceptions exist but rationally choose not to expend time and money to identify them. Know- ing this, large numbers of students are in college to buy their admission ticketthe B.A. But while it is true that the average person with a B.A. makes more than the average person without a B.A., getting a B.A. is still going to be the wrong economic decision for many high-school graduates. Wages within occupations form a distribution. Young people with okay-but-not-great academic ability who are thinking about whether to go after a B.A. need to consider the competition they will face after they graduate. Let me put these calculations in terms of a specific example, a young man who has just graduated from high school and is trying to decide whether to become an electrician or go to college and major in business, hoping to become a white-collar manager. He is at the 70th percentile in linguistic ability and logical mathematical abilitysomeone who shouldnt go to college by my standards, but who can, in todays world, easily find a college that will give him a degree. He is exactly average in interpersonal and intrapersonal ability. He is at the 95th percentile in the small-motor skills and spatial abilities that are helpful in being a good electrician. He begins by looking up the average income of electricians and managers on the Bureau of Labor Statistics website, and finds that the mean annual income for electricians in 2005 was $45,630, only about half of the $88,450 mean for management occupations. It looks as if getting a B.A. will buy him a huge wage premium. Should he try to get the B.A. on economic grounds? To make his decision correctly, our young man must start by throwing out the averages. He has the ability to become
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an excellent electrician and can reasonably expect to be near the top of the electricians income distribution. He does not have it in him to be an excellent manager, because he is only average in interpersonal and intrapersonal ability and only modestly above average in academic ability, all of which are important for becoming a good manager, while his com- petitors for those slots will include many who are high in all of those abilities. Realistically, he should be looking at the incomes toward the bottom of the distribution of man- agers. With that in mind, he goes back to the Bureau of Labor Statistics website and discovers that an electrician at the 90th percentile of electricians incomes made $70,480 in 2005, almost twice the income of a manager at the 10th percentile of managers incomes ($37,800). Even if our young man successfully completes college and gets a B.A. (which is far from certain), he is likely to make less money than if he becomes an electrician. Then there is job security to consider. A good way to make sure you always can find work is to be among the best at what you do. It also helps to have a job that does not require you to compete with people around the globe. When corporations downsize, they lay off mediocre managers before they lay off top electricians. When the economy gets soft, top electricians can find work when mediocre managers cannot. Low-level management jobs can often be outsourced to India, whereas electricians jobs cannot. What I have said of electricians is true throughout the American job market. The income for the top people in a wide variety of occupations that do not require a college degree is higher than the average income for many occupations that require a B.A. Furthermore, the range and number of such jobs are expanding rapidly. The need for assembly-line workers in
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factories (one of the most boring jobs ever invented) is fall- ing, but the demand for skilled technicians of every kindin healthcare, information technology, transportation networks, and every other industry that relies on high-tech equipment is expanding. The service sector includes many low-skill, low- paying jobs, but it also includes growing numbers of specialized jobs that pay well (for example, in healthcare and the enter- tainment and leisure industries). Construction offers an array of high-paying jobs for people who are good at what they do. Its not just skilled labor in the standard construction trades that is in high demand. The increase in wealth in American society has increased the demand for all sorts of craftsman- ship. Todays high-end homes and office buildings may entail the work of specialized skills in stonework, masonry, glazing, painting, cabinetmaking, machining, landscaping, and a dozen other crafts. The increase in wealth is also driving an increased demand for the custom-made and the exquisitely wrought, meaning demand for artisans in everything from pottery to jewelry to metalworking. There has never been a time in his- tory when people with skills not taught in college have been in so much demand at such high pay as today, nor a time when the range of such jobs has been so wide. In todays America, finding a first-rate lawyer or physician is easy. Finding first-rate skilled labor is hard.
Intrinsic Rewards
The topic is no longer money but job satisfactionintrinsic rewards. We return to our high-school graduate trying to decide between going to college and becoming an electrician. He knows that he enjoys working with his hands and likes the idea of not being stuck in the same place all day, but he also likes the idea
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of being a manager sitting behind a desk in a big office, telling people what to do and getting the status that goes with it. However, he should face facts that he is unlikely to know on his own, but that a guidance counselor could help him face. His chances of getting the big office and the status are slim. He is more likely to remain in a cubicle, under the thumb of the boss in the big office. He is unlikely to have a job in which he produces something tangible during the course of the day. If he becomes a top electrician instead, he will have an expertise that he exercises at a high level. At the end of a workday, he will often be able to see that his work made a dif- ference in the lives of people whose problems he has solved. He will not be confined to a cubicle and, after his apprenticeship, will be his own supervisor in the field. Top electricians often become independent contractors who have no boss at all. The intrinsic rewards of being a top manager can be just as great as those of a top electrician (though I would not claim they are greater), but the intrinsic rewards of being a mediocre manager are not. Even as people in white-collar jobs lament the soullessness of their work, the intrinsic rewards of exercising technical skills remain undiminished. Finally, there is an overarching consideration so important it is hard to express adequately: the satisfaction of being good at what one does for a living (and knowing it), compared to the melancholy of being mediocre at what one does for a living (and knowing it). This is another truth about living a human life that a 17-year-old might not yet understand on his own, but that a guidance counselor can bring to his attention. Guidance coun- selors and parents who automatically encourage young people to go to college straight out of high school regardless of their skills and interests are being thoughtless about the best interests of young people in their charge.
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The Dark Side of the B.A. as Norm
It is possible to accept all that I have presented as fact and still disagree with the proposition that too many people are going to college. The argument goes something like this: The meaning of a college education has evolved since the 19th century. The traditional liberal education is still available for students who want it, but the curriculum is appropriately broader now, and includes many courses for vocational prepa- ration that todays students want. Furthermore, intellectual requirements vary across majors. It may be true that few stu- dents can complete a major in economics or biology, but larger proportions can handle the easier majors. A narrow focus on curriculum also misses the important nonacademic functions of college. The lifestyle on todays campuses may leave something to be desired, but four years of college still give youngsters in late adolescence a chance to encounter different kinds of peo- ple, to discover new interests, and to decide what they want to make of their lives. And if it is true that some students spend too much of their college years partying, that was also true of many Oxford students in the 18th century. Lighten up. If the only people we had to worry about were those who are on college campuses and doing reasonably well, this position would have something to be said for it. It does not address the issues of whether four years makes sense or whether a residential facility makes sense; nevertheless, college as it exists is not an intrinsically evil place for the students who are there and are coping academically. But there is the broader American soci- ety to worry about as well. However unintentionally, we have made something that is still inaccessible to a majority of the populationthe B.A.into a symbol of first-class citizenship. We have done so at the same time that other class divisions are
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becoming more powerful. Todays college system is implicated in the emergence of class-riven America. The problem begins with the message sent to young peo- ple that they should aspire to college no matter what. Some politicians are among the most visible offenders, treating every failure to go to college as an injustice that can be remedied by increasing government help. American educational administra- tors reinforce the message by instructing guidance counselors to steer as many students as possible toward a college-prep track (more than 90 percent of high-school students report that their guidance counselors encouraged them to go to college). But politicians and educators are only following the lead of the larger culture. As long as it remains taboo to acknowledge that college is intellectually too demanding for most young people, we will continue to create crazily unrealistic expecta- tions among the next generation. If crazily unrealistic sounds too strong, consider that more than 90 percent of high school seniors expect to go to college, and more than 70 percent of them expect to work in professional jobs. One aspect of this phenomenon has been labeled misaligned ambitions, meaning that adolescents have career ambitions that are inconsistent with their educational plans. Data from the Sloan Study of Youth and Social Development conducted dur- ing the 1990s indicate that misaligned ambitions characterized more than half of all adolescents. Almost always, the misalign- ment is in the optimistic direction, as adolescents aspire to be attorneys or physicians without understanding the educational hurdles they must surmount to achieve their goals. They end up at a four-year institution not because that is where they can take the courses they need to meet their career goals, but because college is the place where B.A.s are handed out, and everyone knows that these days youve got to have a B.A. Many of them
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drop out. Of those who entered a four-year college in 1995, only 58 percent had gotten their B.A. five academic years later. Another 14 percent were still enrolled. If we assume that half of that 14 percent eventually get their B.A.s, about a third of all those who entered college hoping for a B.A. leave without one. If these numbers had been produced in a culture where the B.A. was a nice thing to have but not a big deal, they could be interpreted as the result of young adults deciding that they didnt really want a B.A. after all. Instead, these numbers were produced by a system in which having a B.A. is a very big deal indeed, and that brings us to the increasingly worrisome role of the B.A. as a source of class division. The United States has always had symbols of class, and the college degree has always been one of them. But through the first half of the 20th century, there were all sorts of respectable reasons a person might not go to collegenot enough money to pay for college; needing to work right out of high school to support a wife, parents, or younger siblings; or the commonly held belief that going straight to work was better preparation for a business career than going to college. As long as the percentage of college graduates remained small, it also remained true, and everybody knew it, that the majority of Americas intellectually most able people did not have B.A.s. Over the course of the 20th century, three trends gath- ered strength. The first was the increasing proportion of jobs screened for high academic ability due to the advanced level of education they requireengineers, physicians, attorneys, college teachers, scientists, and the like. The second was the increasing market value of those jobs. The third was the open- ing up of college to more of those who had the academic ability to go to college, partly because the increase in American wealth
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meant that more parents could afford college for their children, and partly because the proliferation of scholarships and loans made it possible for most students with enough academic ability to go. The combined effect of these trends has been to overturn the state of affairs that prevailed through World War II. Now the great majority of Americas intellectually most able peo- ple do have a B.A. Along with that transformation has come a downside that few anticipated. The acceptable excuses for not going to college have dried up. The more people who go to college, the more stigmatizing the failure to complete col- lege becomes. Today, if you do not get a B.A., many people assume it is because you are too dumb or too lazy. And all this because of a degree that seldom has an interpretable substan- tive meaning. Lets approach the situation from a different angle. Imagine that America had no system of postsecondary education and you were made a member of a task force assigned to create one from scratch. Ask yourself what you would think if one of your colleagues submitted this proposal: First, we will set up a common goal for every young person that represents educational success. We will call it a B.A. We will then make it difficult or impossible for most people to achieve this goal. For those who can, achieving the goal will take four years no matter what is being taught. We will attach an economic reward for reaching the goal that often has little to do with the content of what has been learned. We will lure large numbers of people who do not possess adequate ability or motivation to try to achieve the goal and then fail. We will then stigmatize everyone who fails to achieve it. What I have just described is the system that we have in place. There must be a better way.
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Lowest level of a work breakdown structure college application essay help online: college application essay help online1. A deliverable at the lowest level of each branch of a work breakdown structure is known as: (Points : 5)a work element.a work package.a work unit.a work cell.
2. A scheduled activity that determines when a logical successor activity can begin and end is known as: (Points : 5)a catalyst activity.a predecessor activity.a leader activity.a starter activity.
3. The total number of work periods (not including holidays or other non-work time) required to complete a scheduled activity is known as: (Points : 5)effort.elapsed time.duration.scheduled time.
1. Which of the following statements correctly describes the critical path? (Points : 5)It is the shortest sequence of activities through the project network.It determines the latest possible end date of the project.It consists only of activities with zero slack.It consists of the most important activities in the project.
2.Figure 7-1Consider the Assembly Project depicted in Figure 7-1. Based on the information provided, what is the early start date for activity D – Attach Modules 1 & 2? (Points : 5)Day 0.Day 3.Day 4.Day 5.
3.Figure 7-1Consider the Assembly Project depicted in Figure 7-1. Based on the information provided what is the amount of slack in Activity B Assemble Module 1?(Points : 5)0 days.1 day.2 days.not enough information to determine.
1. Projects often include indirect costs that are not associated directly with one specific project. Which of the following items are most typically considered to be indirect costs? (Points : 5)Costs associated with material, travel and purchased parts.The cost of labor provided by project team members, consultants and subcontractors.Executive salaries, utilities and insurance.Specialized equipment rented for a particular task.
2. Which of the following terms best describes the amount of funds needed above the estimate to reduce the risk of overruns? (Points : 5)Contingency reserve.Insurance funds.Project padding.Discretionary funds.
3. The approved time-phased budget against which project execution is compared and deviations are measured for management control is known as: (Points : 5)a measurement baseline.a cost baseline.a control standard.the PERT/CPM chart.
1. Which of the following describes the activities appropriately performed by the project team during qualitative risk analysis? (Points : 5)Team members assess the probability of occurrence and severity of impact for identified risks.Team members develop contingency plans for even minor risks to avoid adverse impacts to project objectives.Team members identify potential risk events.Team members consult with stakeholders concerning responsibilities.
2.ID Risk Event Likelihood SeverityA Project requires new technology and support structure Medium LowB Web infrastructure lacks sufficient transaction capacity Medium HighC IS resources are spread too thin High HighD The intranet site suffers a security breach Low HighFigure 10-1 Excerpt from Internet Project Risk RegisterConsider the excerpt of the Internet Project risk register presented in Figure 10-1. Which of the following risk events should receive the highest priority for the development of risk responses?(Points : 5)A – project requires new technology and support structure.B – web infrastructure lacks sufficient transaction capacityC – IS resources are spread too thinD – The intranet site suffers a security breach
3. One useful method of process improvement involves consideration of how another organization performs a process with an eye toward determining how to improve your own performance. This method is known as: (Points : 5)comparative improvement.benchmarking.variance analysis.peer review.
1. Which of the following serves as an important guideline concerning project inspections? (Points : 5)Inspect after critical or expensive processes to make sure the inputs are good.Inspect prior to key work handoff points.Inspect at milestones identified in the project schedule.Inspect only as a last resort.
2. A project team attempting to complete the administrative closure of a project should review which of the following to ensure the customers are satisfied that all required work was accomplished? (Points : 5)The project charter.The scope verification.The communication plan.The stakeholder sign-off.
3. The Budget at Completion (BAC) is the sum of all budgeted values established for the work to be performed on a project. As such it is equivalent to: (Points : 5)the total planned value of the project.the total earned value of the project.the total actual cost of the project.the total amount of resources remaining at the end of the project.
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Business Analytics Project college admission essay help houston txGB513: Business Analytics
1 of 3
Unit 1: Assignment
In this Assignment, you will be assessed based on the following outcome: GB513-1: Illustrate business situations through graphs and tables.
This Assignment requires you to use Excel to answer the questions and create the charts as specified in the file below. However, when presenting reports in business, you will find that most managers will prefer to read Word documents or PowerPoint slides rather than go through Excel sheets. Being able to move your work from Excel to Word is a valuable skill. For this Assignment, prepare a report by copying all your charts and comments to a Word document and submit that Word file as your Assignment. Clearly label all questions and charts as well as your answers. Make sure to review your grading Rubric.
Using Data Analysis in Excel
Before any data analysis can be performed using Excel, the Data Analysis Tool must first be installed on your computer. This will help you to successfully follow this tutorial.
Once the tool is installed, you can input data to create descriptive statistics. Follow the steps in the video tutorial and try to get the correct result.
Question 1
According to T-100 Domestic Market, the top seven airlines in the United States by domestic boarding in a recent year were Southwest Airlines Co. with 81.1 million, Delta Air Lines Inc. with 79.4 million, American Airlines, Inc. with 72.6 million, United Airlines, Inc. with 56.3 million, Northwest Airlines Corp. with 43.3 million, US Airways with 37.8 million, and Continental Airlines with 31.5 million. Using Excel, construct a pie chart and a bar graph to depict this information.
Question 2
The U.S. Department of the Interior releases figures on mineral production. The following are the 15 leading states in nonfuel mineral production in the United States in 2008.
State
Value ($billions)
Arizona
8.95
Nevada
6.48
Florida
4.2
Utah
4.17
California
4
Texas
3.8
Minnesota
3.72
Alaska
2.98
Missouri
2.58
Colorado
2.45
GB513: Business Analytics
2 of 3
Michigan
2.96
Wyoming
2.37
Georgia
2.05
New Mexico
1.81
Pennsylvania
1.68
a) Using the appropriate tool in the data analysis toolpak in Excel, calculate the descriptive statistics. Include the summary statistics table in your report.
b) Briefly define the meaning of each of the metrics in the summary report you get.
c) Comment on all of the figures in the report. What do you learn from these metrics? What are they telling you about this data set? Is it symmetrical, flat, or skewed? Does it have outliers?
Question 3
Suppose Procter & Gamble sells 20 million bars of soap per week, but the demand is not constant and production management would like to get a better handle on how sales are distributed over the year. Let the following sales figures given in units of million bars represent the sales of bars per week over 1-year (in no particular order).
a) Construct a histogram chart to represent the data using the appropriate tool from the data analysis tool pack. Make sure to specify your own bin ranges otherwise Excel will automatically pick them for you and you will have very strange bin ranges with confusing decimal points. Make a list of numbers in multiples of 5, starting from 10 up to 40; then, show where the bin numbers are in the histogram dialog box.
b) Creating a chart is not useful in and of itself unless it is properly interpreted. Write a brief analysis of the graph. What do you see in the graph that might be helpful to the production and sales people?
17.1
14.3
17
25.2
14.4
12.2
11.9
26.3
15.4
10.9
12.8
13.5
17.4
21.5
39.8
30.6
15
20.4
20.7
25.2
13.8
20.3
21.3
26.2
20.6
13.8
22.5
26.9
18.4
23.6
21.4
32.8
20
19.1
23.4
26.3
20.9
20.4
23.1
26.6
11.1
15.4
14.8
24.3
12.5
20.3
21.4
26.2
14.7
24.4
24
23.8
GB513: Business Analytics
3 of 3
Directions for submitting your Assignment
Submit your Word document to the Dropbox.
Unit 1 Assignment
Criteria
Points Possible
Points Earned
Question 1: Correct pie chart.
6
Question 1: Correct bar chart.
6
Question 2a: Correct descriptive output.
6
Question 2b: Explanation of each metric in the summary statistics for Question 2.
6
Question 2c: Appropriate analysis of the resulting figures in the report based on the data set for Question 2.
8
Question 3a: Correct histogram.
8
Question 3b: Analysis of the graph that would be helpful to the production and sales people.
6
Proper report formatting submitted as a Word file.
4
Total
50
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Notes on a research paper college essay help los angeles: college essay help los angeles
Task: Write a research paper using evidence to support a thesis that addresses your research question examining a current issue or event in the news from the perspective of your field of study. The audience is people who are generally educated but do not have extensive knowledge of your field or topic.
Length: At least 2000 words
Sources:Minimum of 6. At least 3 of these must be from scholarly journals, and all sources should be selected based on reliability, currency, and level of information/analysis. The UMGC library will be very useful in helping you find appropriate sources. You can, but do not have to, include all of the sources from your annotated bibliography.
Due date and revision:The first draft of the research paper is due by the end of Week 5.Submit your draft as an attachment (Microsoft Word is preferred) to this assignment folder. This should be as complete a draft as possible, in order to receive the most helpful feedback.In working on your draft, you may want to look at the rubric that will ultimately be used to grade your final paper. You can see it when viewing these instructions through the Assignments area of the classroom.
During Week 6, you will receive feedback on your draft.
You will then revise your paper and submit it by the end of Week 7 to the folder “Assignment 3: Research Paper, revised draft.” This version will be graded using the rubric and will count for 35% of your course grade.
Your instructor may or may not complete the rubric for your first draft, but only the grade on your revised paper will count toward your course grade.
Outcomes you should achieve by completing this assignment
The outcomes for this assignment are listed below, with the associated course outcomes in parentheses:
Use research to write a paper that will inform or persuade an audience (Course outcome 1)
Form unified, coherent, and well-supported paragraphs in support of the thesis statement (Course outcome 2)
Select sources, use them to inform and support your writing, and document them in APA style (Course outcome 4)
Demonstrate accurate grammar and mechanics in writing (Course outcome 3)
Participate in the process of receiving feedback and revising your writing (Course outcome 1)
Topic
This paper is the culmination of your research project, in which you are examining a current issue or event in the news from the perspective of your field of study.Before drafting your paper, you will have chosen a topic, developed a research question, and identified several potential sources in an annotated bibliography. You should write on the same topic for this paper, unless your professor has asked you to make changes to your topic.
Organizing and supporting your paper
As you write your paper, be sure to include the following:
an engaging introductory paragraph that includes an effective and clear thesis statement
any definition of terms or background information that your reader is likely to need to understand your paper
focused body paragraphs that begin with topic sentences and use effective transitions. This is where you will support the thesis using arguments and evidence.
a concluding paragraph that reiterates the thesis, summarizes key points of the paper, and leaves the reader with the “So what?”
Research is a key element of this paper. Take care to support your claims with research throughout the paper. Include APA in-text citations whenever you use sources, whether through quote, paraphrase, or summary. An APA reference list at the end of the paper should list all of the sources cited in the text of the paper.
Point of view
This paper will be written in an academic style. Use third person point of view. Do not use “I” or “you.”
Formatting your assignment
Incorporate these elements of APA style:
Use one-inch margins.
Double space.
Use an easy-to-read font between 10-point and 12-point.
Include a title page with the title of your paper, your name, and the name of your school.
Quantitative Methods
Students Name
Institutional Affiliation
Course Name
Instructors Name
Date
Quantitative Methods
Research Topic, Objective/Purpose, and Research Questions
The research topic is Training to lose weight and have better health. The purpose of the research is to encourage people to engage in physical training so that they can lose weight and have better health. It argues that by losing weight, people will not become susceptible to certain diseases and conditions that also predispose them to poor health. The research also seeks to sensitize people on the right training approach that can yield positive results and discourages people from any training that may harm them. To realize the objectives, the research asks two main questions. The first question assesses whether a person can train without exposing themselves to risks while the second question asks about the best exercise to train for weight loss. They are as follows; can one train without exposing himself to risks? and which is the best exercise to train for weight loss?
The Dependent and Independent Variable
The independent variable in research refers to the cause and thus its value is independent of other variables. The dependent variable is the effect since its value depends on the changes in the independent variable. The independent variable can be manipulated or changed to affect the dependent variable. The dependent variables in the research are weight loss and better health while the independent variable is training. In this case, the loss of weight and better health will depend on the training activity.
Null and Alternative Hypotheses
The null hypothesis (H0) establishes that a population parameter is equal to the hypothesized value. It is the initial or original claim that is based on specialized knowledge or previous analyses. On the other hand, the alternative hypothesis (H1) states that a population parameter is less than, greater than, or different from the hypothesized value. It is therefore what the researcher hopes to prove or believes to be true. For this research, the null hypothesis is that not all training can lead to weight loss and better health while the alternative hypothesis is that any training can lead to weight loss regardless of the exercise that one is engaged in.
I. (H0)- Not all training can lead to weight loss and better health.
II. (H1)- Any training can lead to weight loss regardless of the exercise that one is engaged in
Quantitative Methods
Quantitative methods rely on objective measurements and mathematical, numerical, or statistical analysis of data that has been collected through different methods such as questionnaires, polls, or surveys. The methods gather data and generalize it across different groups to explain a particular phenomenon. They are therefore systematic investigations of a phenomenon by gathering quantifiable data (Goertzen, 2017). Although the research questions are not primarily quantitative, the results can be depicted in a quantifiable manner. To address the questions, various quantitative methods can be applied. For instance, survey, correlational and causal-comparative methods can be used.
The descriptive method is appropriate for addressing the research questions since it focuses on questions such as how, when, and where. It seeks to explain the status of an identified variable and thus offers a valuable interpretation of data. Surveys are types of descriptive method of research that allows researchers to gather volumes of data that can be analyzed for different purposes (Barth & Blasius, 2021). The method is the most common tool in quantitative research studies. It is considered the most elementary tool and researchers can use it for all types and sizes of data. Researchers use surveys to ask specific questions to sample respondents usually in the form of online surveys, polls, and paper questionnaires (Stockemer, Stockemer & Glaeser, 2019). Through this, researchers can an insightful understanding of a phenomenon.
Through surveys, the two questions can be broken into multiple survey questions and the collected data can later be analyzed to produce numerical results. The method can be used with a specific target group and it can also be applied across multiple groups. In the latter, it is accompanied by comparative analysis (Stockemer, Stockemer & Glaeser, 2019). There are several types of survey methods such as cross-sectional surveys and longitudinal surveys. The cross-sectional survey is also referred to as an observational survey which is conducted on a target group. It allows a researcher to evaluate different variables at one time. The longitudinal survey is also observational and allows the researcher to analyze the thought processes and behavior of different participants. However, variables are evaluated at different times.
The correlational method establishes a relationship between two close entities and how one impacts or is impacted by the other. It is well suited for this research because it will give a clear picture of how training affects the loss of weight and better health. As a result, it can be used to address the two research questions. The purpose of the correlational method is to give value to relationships between variables (Bhandari, 2020). Through mathematical analysis methods, researchers can establish trends and relationships between variables. As a result, one variable can be manipulated to attain desired results. By using the correlational method, this research can manipulate the independent variable (training) to explain both sides of the argument.
The causal-comparative method heavily relies on the factor of comparison and researchers use it to explain the cause and effect relationship between variables. However, unlike the correlational method, the causal-comparative method does not manipulate the independent variable. Instead, it establishes it and observes its impact on the dependent variable. One of its advantages is that it is not restricted to statistical analysis of the two variables but also analyzes how different variables change under similar influences (Bhandari, 2020). As a result, it would suit this research because it will establish the relationship between the independent and dependent variables.
Experimental research can also be used to address the research questions since it can systematically investigate the cause and effect relationship between variables. It can be suited for the research since the researcher can manipulate independent variables and measure their effect on the dependent variables. Moreover, it sets procedures that can be used to test a hypothesis and thus would provide a good opportunity to test the alternative hypothesis (Bhandari, 2020). The method requires a strong understanding of the system being studied. This is because it requires the researcher to consider and understand the variables and their relationships so that they can make specific and testable predictions or hypotheses.
The other quantitative method that can be used to address the research questions is desktop research commonly known as the secondary quantitative method. This method uses existing data to conduct research. In this method, a researcher collects data, summarizes, and organizes the data to enhance its effectiveness. The method suits the research because the researcher can rely on various sources such as libraries, reports, and the internet. In most cases, the desktop method is used alongside primary methods such as surveys and correlational methods.
References
Barth, A., & Blasius, J. (2021). Quantitative Methods. InSoziologie-Sociology in the German-Speaking World(pp. 315-330). De Gruyter Oldenbourg.
Bhandari, P. (2020, June 12). An introduction to quantitative research.Scribbr.Retrieved from
Goertzen, M. J. (2017). Introduction to quantitative research and data.Library Technology Reports,53(4), 12-18.
Stockemer, D., Stockemer, & Glaeser. (2019).Quantitative methods for the social sciences. Springer International Publishing.
Quantitative Methods
Students Name
Institutional Affiliation
Course Name
Instructors Name
Date
Quantitative Methods
Research Topic, Objective/Purpose, and Research Questions
The research topic is Training to lose weight and have better health. The purpose of the research is to encourage people to engage in physical training so that they can lose weight and have better health. It argues that by losing weight, people will not become susceptible to certain diseases and conditions that also predispose them to poor health. The research also seeks to sensitize people on the right training approach that can yield positive results and discourages people from any training that may harm them. To realize the objectives, the research asks two main questions. The first question assesses whether a person can train without exposing themselves to risks while the second question asks about the best exercise to train for weight loss. They are as follows; can one train without exposing himself to risks? and which is the best exercise to train for weight loss?
The Dependent and Independent Variable
The independent variable in research refers to the cause and thus its value is independent of other variables. The dependent variable is the effect since its value depends on the changes in the independent variable. The independent variable can be manipulated or changed to affect the dependent variable. The dependent variables in the research are weight loss and better health while the independent variable is training. In this case, the loss of weight and better health will depend on the training activity.
Null and Alternative Hypotheses
The null hypothesis (H0) establishes that a population parameter is equal to the hypothesized value. It is the initial or original claim that is based on specialized knowledge or previous analyses. On the other hand, the alternative hypothesis (H1) states that a population parameter is less than, greater than, or different from the hypothesized value. It is therefore what the researcher hopes to prove or believes to be true. For this research, the null hypothesis is that not all training can lead to weight loss and better health while the alternative hypothesis is that any training can lead to weight loss regardless of the exercise that one is engaged in.
I. (H0)- Not all training can lead to weight loss and better health.
II. (H1)- Any training can lead to weight loss regardless of the exercise that one is engaged in
Quantitative Methods
Quantitative methods rely on objective measurements and mathematical, numerical, or statistical analysis of data that has been collected through different methods such as questionnaires, polls, or surveys. The methods gather data and generalize it across different groups to explain a particular phenomenon. They are therefore systematic investigations of a phenomenon by gathering quantifiable data (Goertzen, 2017). Although the research questions are not primarily quantitative, the results can be depicted in a quantifiable manner. To address the questions, various quantitative methods can be applied. For instance, survey, correlational and causal-comparative methods can be used.
The descriptive method is appropriate for addressing the research questions since it focuses on questions such as how, when, and where. It seeks to explain the status of an identified variable and thus offers a valuable interpretation of data. Surveys are types of descriptive method of research that allows researchers to gather volumes of data that can be analyzed for different purposes (Barth & Blasius, 2021). The method is the most common tool in quantitative research studies. It is considered the most elementary tool and researchers can use it for all types and sizes of data. Researchers use surveys to ask specific questions to sample respondents usually in the form of online surveys, polls, and paper questionnaires (Stockemer, Stockemer & Glaeser, 2019). Through this, researchers can an insightful understanding of a phenomenon.
Through surveys, the two questions can be broken into multiple survey questions and the collected data can later be analyzed to produce numerical results. The method can be used with a specific target group and it can also be applied across multiple groups. In the latter, it is accompanied by comparative analysis (Stockemer, Stockemer & Glaeser, 2019). There are several types of survey methods such as cross-sectional surveys and longitudinal surveys. The cross-sectional survey is also referred to as an observational survey which is conducted on a target group. It allows a researcher to evaluate different variables at one time. The longitudinal survey is also observational and allows the researcher to analyze the thought processes and behavior of different participants. However, variables are evaluated at different times.
The correlational method establishes a relationship between two close entities and how one impacts or is impacted by the other. It is well suited for this research because it will give a clear picture of how training affects the loss of weight and better health. As a result, it can be used to address the two research questions. The purpose of the correlational method is to give value to relationships between variables (Bhandari, 2020). Through mathematical analysis methods, researchers can establish trends and relationships between variables. As a result, one variable can be manipulated to attain desired results. By using the correlational method, this research can manipulate the independent variable (training) to explain both sides of the argument.
The causal-comparative method heavily relies on the factor of comparison and researchers use it to explain the cause and effect relationship between variables. However, unlike the correlational method, the causal-comparative method does not manipulate the independent variable. Instead, it establishes it and observes its impact on the dependent variable. One of its advantages is that it is not restricted to statistical analysis of the two variables but also analyzes how different variables change under similar influences (Bhandari, 2020). As a result, it would suit this research because it will establish the relationship between the independent and dependent variables.
Experimental research can also be used to address the research questions since it can systematically investigate the cause and effect relationship between variables. It can be suited for the research since the researcher can manipulate independent variables and measure their effect on the dependent variables. Moreover, it sets procedures that can be used to test a hypothesis and thus would provide a good opportunity to test the alternative hypothesis (Bhandari, 2020). The method requires a strong understanding of the system being studied. This is because it requires the researcher to consider and understand the variables and their relationships so that they can make specific and testable predictions or hypotheses.
The other quantitative method that can be used to address the research questions is desktop research commonly known as the secondary quantitative method. This method uses existing data to conduct research. In this method, a researcher collects data, summarizes, and organizes the data to enhance its effectiveness. The method suits the research because the researcher can rely on various sources such as libraries, reports, and the internet. In most cases, the desktop method is used alongside primary methods such as surveys and correlational methods.
References
Barth, A., & Blasius, J. (2021). Quantitative Methods. InSoziologie-Sociology in the German-Speaking World(pp. 315-330). De Gruyter Oldenbourg.
Bhandari, P. (2020, June 12). An introduction to quantitative research.Scribbr.Retrieved from
Goertzen, M. J. (2017). Introduction to quantitative research and data.Library Technology Reports,53(4), 12-18.
Stockemer, D., Stockemer, & Glaeser. (2019).Quantitative methods for the social sciences. Springer International Publishing.
Quantitative Methods
Students Name
Institutional Affiliation
Course Name
Instructors Name
Date
Quantitative Methods
Research Topic, Objective/Purpose, and Research Questions
The research topic is Training to lose weight and have better health. The purpose of the research is to encourage people to engage in physical training so that they can lose weight and have better health. It argues that by losing weight, people will not become susceptible to certain diseases and conditions that also predispose them to poor health. The research also seeks to sensitize people on the right training approach that can yield positive results and discourages people from any training that may harm them. To realize the objectives, the research asks two main questions. The first question assesses whether a person can train without exposing themselves to risks while the second question asks about the best exercise to train for weight loss. They are as follows; can one train without exposing himself to risks? and which is the best exercise to train for weight loss?
The Dependent and Independent Variable
The independent variable in research refers to the cause and thus its value is independent of other variables. The dependent variable is the effect since its value depends on the changes in the independent variable. The independent variable can be manipulated or changed to affect the dependent variable. The dependent variables in the research are weight loss and better health while the independent variable is training. In this case, the loss of weight and better health will depend on the training activity.
Null and Alternative Hypotheses
The null hypothesis (H0) establishes that a population parameter is equal to the hypothesized value. It is the initial or original claim that is based on specialized knowledge or previous analyses. On the other hand, the alternative hypothesis (H1) states that a population parameter is less than, greater than, or different from the hypothesized value. It is therefore what the researcher hopes to prove or believes to be true. For this research, the null hypothesis is that not all training can lead to weight loss and better health while the alternative hypothesis is that any training can lead to weight loss regardless of the exercise that one is engaged in.
I. (H0)- Not all training can lead to weight loss and better health.
II. (H1)- Any training can lead to weight loss regardless of the exercise that one is engaged in
Quantitative Methods
Quantitative methods rely on objective measurements and mathematical, numerical, or statistical analysis of data that has been collected through different methods such as questionnaires, polls, or surveys. The methods gather data and generalize it across different groups to explain a particular phenomenon. They are therefore systematic investigations of a phenomenon by gathering quantifiable data (Goertzen, 2017). Although the research questions are not primarily quantitative, the results can be depicted in a quantifiable manner. To address the questions, various quantitative methods can be applied. For instance, survey, correlational and causal-comparative methods can be used.
The descriptive method is appropriate for addressing the research questions since it focuses on questions such as how, when, and where. It seeks to explain the status of an identified variable and thus offers a valuable interpretation of data. Surveys are types of descriptive method of research that allows researchers to gather volumes of data that can be analyzed for different purposes (Barth & Blasius, 2021). The method is the most common tool in quantitative research studies. It is considered the most elementary tool and researchers can use it for all types and sizes of data. Researchers use surveys to ask specific questions to sample respondents usually in the form of online surveys, polls, and paper questionnaires (Stockemer, Stockemer & Glaeser, 2019). Through this, researchers can an insightful understanding of a phenomenon.
Through surveys, the two questions can be broken into multiple survey questions and the collected data can later be analyzed to produce numerical results. The method can be used with a specific target group and it can also be applied across multiple groups. In the latter, it is accompanied by comparative analysis (Stockemer, Stockemer & Glaeser, 2019). There are several types of survey methods such as cross-sectional surveys and longitudinal surveys. The cross-sectional survey is also referred to as an observational survey which is conducted on a target group. It allows a researcher to evaluate different variables at one time. The longitudinal survey is also observational and allows the researcher to analyze the thought processes and behavior of different participants. However, variables are evaluated at different times.
The correlational method establishes a relationship between two close entities and how one impacts or is impacted by the other. It is well suited for this research because it will give a clear picture of how training affects the loss of weight and better health. As a result, it can be used to address the two research questions. The purpose of the correlational method is to give value to relationships between variables (Bhandari, 2020). Through mathematical analysis methods, researchers can establish trends and relationships between variables. As a result, one variable can be manipulated to attain desired results. By using the correlational method, this research can manipulate the independent variable (training) to explain both sides of the argument.
The causal-comparative method heavily relies on the factor of comparison and researchers use it to explain the cause and effect relationship between variables. However, unlike the correlational method, the causal-comparative method does not manipulate the independent variable. Instead, it establishes it and observes its impact on the dependent variable. One of its advantages is that it is not restricted to statistical analysis of the two variables but also analyzes how different variables change under similar influences (Bhandari, 2020). As a result, it would suit this research because it will establish the relationship between the independent and dependent variables.
Experimental research can also be used to address the research questions since it can systematically investigate the cause and effect relationship between variables. It can be suited for the research since the researcher can manipulate independent variables and measure their effect on the dependent variables. Moreover, it sets procedures that can be used to test a hypothesis and thus would provide a good opportunity to test the alternative hypothesis (Bhandari, 2020). The method requires a strong understanding of the system being studied. This is because it requires the researcher to consider and understand the variables and their relationships so that they can make specific and testable predictions or hypotheses.
The other quantitative method that can be used to address the research questions is desktop research commonly known as the secondary quantitative method. This method uses existing data to conduct research. In this method, a researcher collects data, summarizes, and organizes the data to enhance its effectiveness. The method suits the research because the researcher can rely on various sources such as libraries, reports, and the internet. In most cases, the desktop method is used alongside primary methods such as surveys and correlational methods.
References
Barth, A., & Blasius, J. (2021). Quantitative Methods. InSoziologie-Sociology in the German-Speaking World(pp. 315-330). De Gruyter Oldenbourg.
Bhandari, P. (2020, June 12). An introduction to quantitative research.Scribbr.Retrieved from
Goertzen, M. J. (2017). Introduction to quantitative research and data.Library Technology Reports,53(4), 12-18.
Stockemer, D., Stockemer, & Glaeser. (2019).Quantitative methods for the social sciences. Springer International Publishing.
Quantitative Methods
Students Name
Institutional Affiliation
Course Name
Instructors Name
Date
Quantitative Methods
Research Topic, Objective/Purpose, and Research Questions
The research topic is Training to lose weight and have better health. The purpose of the research is to encourage people to engage in physical training so that they can lose weight and have better health. It argues that by losing weight, people will not become susceptible to certain diseases and conditions that also predispose them to poor health. The research also seeks to sensitize people on the right training approach that can yield positive results and discourages people from any training that may harm them. To realize the objectives, the research asks two main questions. The first question assesses whether a person can train without exposing themselves to risks while the second question asks about the best exercise to train for weight loss. They are as follows; can one train without exposing himself to risks? and which is the best exercise to train for weight loss?
The Dependent and Independent Variable
The independent variable in research refers to the cause and thus its value is independent of other variables. The dependent variable is the effect since its value depends on the changes in the independent variable. The independent variable can be manipulated or changed to affect the dependent variable. The dependent variables in the research are weight loss and better health while the independent variable is training. In this case, the loss of weight and better health will depend on the training activity.
Null and Alternative Hypotheses
The null hypothesis (H0) establishes that a population parameter is equal to the hypothesized value. It is the initial or original claim that is based on specialized knowledge or previous analyses. On the other hand, the alternative hypothesis (H1) states that a population parameter is less than, greater than, or different from the hypothesized value. It is therefore what the researcher hopes to prove or believes to be true. For this research, the null hypothesis is that not all training can lead to weight loss and better health while the alternative hypothesis is that any training can lead to weight loss regardless of the exercise that one is engaged in.
I. (H0)- Not all training can lead to weight loss and better health.
II. (H1)- Any training can lead to weight loss regardless of the exercise that one is engaged in
Quantitative Methods
Quantitative methods rely on objective measurements and mathematical, numerical, or statistical analysis of data that has been collected through different methods such as questionnaires, polls, or surveys. The methods gather data and generalize it across different groups to explain a particular phenomenon. They are therefore systematic investigations of a phenomenon by gathering quantifiable data (Goertzen, 2017). Although the research questions are not primarily quantitative, the results can be depicted in a quantifiable manner. To address the questions, various quantitative methods can be applied. For instance, survey, correlational and causal-comparative methods can be used.
The descriptive method is appropriate for addressing the research questions since it focuses on questions such as how, when, and where. It seeks to explain the status of an identified variable and thus offers a valuable interpretation of data. Surveys are types of descriptive method of research that allows researchers to gather volumes of data that can be analyzed for different purposes (Barth & Blasius, 2021). The method is the most common tool in quantitative research studies. It is considered the most elementary tool and researchers can use it for all types and sizes of data. Researchers use surveys to ask specific questions to sample respondents usually in the form of online surveys, polls, and paper questionnaires (Stockemer, Stockemer & Glaeser, 2019). Through this, researchers can an insightful understanding of a phenomenon.
Through surveys, the two questions can be broken into multiple survey questions and the collected data can later be analyzed to produce numerical results. The method can be used with a specific target group and it can also be applied across multiple groups. In the latter, it is accompanied by comparative analysis (Stockemer, Stockemer & Glaeser, 2019). There are several types of survey methods such as cross-sectional surveys and longitudinal surveys. The cross-sectional survey is also referred to as an observational survey which is conducted on a target group. It allows a researcher to evaluate different variables at one time. The longitudinal survey is also observational and allows the researcher to analyze the thought processes and behavior of different participants. However, variables are evaluated at different times.
The correlational method establishes a relationship between two close entities and how one impacts or is impacted by the other. It is well suited for this research because it will give a clear picture of how training affects the loss of weight and better health. As a result, it can be used to address the two research questions. The purpose of the correlational method is to give value to relationships between variables (Bhandari, 2020). Through mathematical analysis methods, researchers can establish trends and relationships between variables. As a result, one variable can be manipulated to attain desired results. By using the correlational method, this research can manipulate the independent variable (training) to explain both sides of the argument.
The causal-comparative method heavily relies on the factor of comparison and researchers use it to explain the cause and effect relationship between variables. However, unlike the correlational method, the causal-comparative method does not manipulate the independent variable. Instead, it establishes it and observes its impact on the dependent variable. One of its advantages is that it is not restricted to statistical analysis of the two variables but also analyzes how different variables change under similar influences (Bhandari, 2020). As a result, it would suit this research because it will establish the relationship between the independent and dependent variables.
Experimental research can also be used to address the research questions since it can systematically investigate the cause and effect relationship between variables. It can be suited for the research since the researcher can manipulate independent variables and measure their effect on the dependent variables. Moreover, it sets procedures that can be used to test a hypothesis and thus would provide a good opportunity to test the alternative hypothesis (Bhandari, 2020). The method requires a strong understanding of the system being studied. This is because it requires the researcher to consider and understand the variables and their relationships so that they can make specific and testable predictions or hypotheses.
The other quantitative method that can be used to address the research questions is desktop research commonly known as the secondary quantitative method. This method uses existing data to conduct research. In this method, a researcher collects data, summarizes, and organizes the data to enhance its effectiveness. The method suits the research because the researcher can rely on various sources such as libraries, reports, and the internet. In most cases, the desktop method is used alongside primary methods such as surveys and correlational methods.
References
Barth, A., & Blasius, J. (2021). Quantitative Methods. InSoziologie-Sociology in the German-Speaking World(pp. 315-330). De Gruyter Oldenbourg.
Bhandari, P. (2020, June 12). An introduction to quantitative research.Scribbr.Retrieved from
Goertzen, M. J. (2017). Introduction to quantitative research and data.Library Technology Reports,53(4), 12-18.
Stockemer, D., Stockemer, & Glaeser. (2019).Quantitative methods for the social sciences. Springer International Publishing.
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Discussion on Ethics Essay Cases free essay help: free essay helpAttached 3Ethics essay cases,
Read the Ethics case and answer the case discussion questions at the end of the case.
Please number your answers to correspond with the questions.
Essays should be at least 500 words Double Spaced.
No need for Work Cited just Answer the case discussion questions so there’s no need to search on any websites.
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Ways of Creating an annotated bibliography essay help for free
Instructions
Task: Create an annotated bibliography of four sources that could be used for your research project, including at least two articles from scholarly journals.
Length: Four citations, each with an annotation of 150 +/- 25 words (125-175 words each). The entire completed assignment should be at least 600 words.
Sources:Four sources related to your research question, including at least two from scholarly journal articles.All four sources should be high-quality sources that you can use in your research project. Refer to Week 3:. You may decide to use some or all of the sources that you posted in.
Due date and grading:This assignment is due by the end of Week 4.This assignment will be graded with a rubric and will count for 20% of your course grade. To view the grading rubric, access the assignment through the Assignments area of the classroom.
Outcomes you should achieve by completing this assignment
The annotated bibliography contributes to the research project by helping you collect and analyze your sources. The outcomes for this assignment are listed below, with the associated course outcomes in parentheses:
Identify valid and reliable sources that can be used in the composition of a research paper (Course outcome 4)
Explain the nature of selected sources and their relevance of sources to the research paper (Course outcome 4)
Set up an annotated bibliography in APA format (Course outcome 4)
Demonstrate accurate grammar and mechanics in writing (Course outcome 3)
Topic
The annotated bibliography is part of your research project, which examines a current issue or event in the news from the perspective of your field of study. The annotated bibliography builds on your work from the first few weeks of class selecting an appropriate topic and then developing a more focused research question.Indicate your research question at the top of your annotated bibliography, just below the title.
What to do
Following the explanation in the videos posted in class (and the, create an annotated bibliography of four sources. For each source, include:
Reference citation in APA format
Annotation of 150 25 words, formatted in a single paragraph, with
summary
evaluation
use
You may (but do not have to) use CiteFast to create your reference citations. If you use CiteFast, be sure to check for accuracy and make any necessary corrections.
Formatting your assignment
Incorporate these elements of APA style:
Use one-inch margins.
Double space.
Use an easy-to-read font between 10-point and 12-point.
Reference citations should be formatted with a hanging indent.
Organize the annotated bibliography in alphabetical order, according to the first word of each reference citation.
Remember to include your research question below your title.
Format each annotation in a single paragraph.
Note: Title page is not required, but make sure you include your name and a title that reflects your topic at the top of the first page. Below the title, indicate your research question.
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Equity Analyst Project paper essay help tips: essay help tips
Franklin University MBA737 Equity Analyst Project
Franklin UniversityMBA 737Equity Analyst ProjectThe Equity Analyst Project involves a total of three assignments:1. Individual Asset Allocation Exercise2. Team Analysis of Select Industry Groups
Team Analysis of Companies within an Industry Group
The intent of the project is to simulate a top-down, three-stage approach to security analysis that proceeds with, first, an analysis of general economic factors, then industry comparisons, and finally the analysis of individual companies within a particular industry. Here is justification for this approach:The results of several academic studies have supported this technique. First, studies indicated that most changes in an individual firms earnings could be attributed to changes in aggregate corporate earnings and changes in the firms industry, with the aggregate earnings changes being more importantSecond, studies[have] found a relationship between aggregate stock prices and various economic series, such as employment, income, or productionThird, an analysis of the relationship between rates of return for the aggregate stock market, alternative industries, and individual stocks showed that most of the changes in rates of return for individual stocks could be explained by changes in the rates of return for the aggregate stock market and the stocks industry.[1]The following is provided as a guide to your analysis in these three assignments:Individual Asset Allocation Exercise
This exercise involves an analysis of general economic conditions or systematic risk, i.e., the risk that affects all industries and companies, in the U.S. economy. You are asked to determine in percentage terms an optimal allocation of $1,000,000 among the following three asset classes: U.S. equities, U.S. Treasury bonds, and cash. The goal is to maximize your expected return over the next 12 months. You are asked to write a 1-2 page paper providing your analysis of the asset classes return prospects and your justification of your allocation of monies among them.First, consider historical returns on various asset classes in the U.S. Look at Figure 10.4 on p. 305 of your textbook. Also, in Table 10.2 on p. 312 you can see that historically equities outperform bonds in terms of average return but they also carry more risk as defined by their standard deviations. These historical results show that on average the return on equities is highest but in some specific years this may not be true. For example, look at Table 10.1 on pp.308-309 and you can see that in three out of the five years from 2000 to 2004 the annual return on large-company stocks (defined in the text as the S&P 500)[2] was negative.In this exercise your investment horizon is one year. In considering your allocation among U.S. equities, long-term Treasury bonds, and cash to maximize your prospective return over the next twelve months, we might next more precisely define these asset classes. We can define U.S. equities as the Standard and Poors (S&P) composite index [At presentincludes 500 of the largest (in terms of market value) stocks in the United States. (p.304)]. More detailed information is available directly from Standard & Poors:http://www2.standardandpoors.com/portal/site/sp/en/us/page.topic/indices_500/2,3,2,2,0,0,0,0,0,0,0,0,0,0,0,0.html
Excel spreadsheets of Index returns dating from 2009 back to the late 1980s are available at
http://www2.standardandpoors.com/spf/xls/index/MONTHLY.xls.
Web-based finance sites also customarily carry data on the S&P 500. For example, at Yahoo! Finance:http://finance.yahoo.com/q?s=GSPCat CNNMoney.com:http://money.cnn.com/data/markets/sandp/?At MSN: http://moneycentral.msn.com/detail/stock_quote?Symbol=$INX
We can define long-term Treasury bonds as 30-year U.S. government bonds. Historical data on yields on debt claims are available from the Federal Reserve at http://www.federalreserve.gov/releases/h15/data.htm. For historical on the 30-year T-bond, defined as Market yield on U.S. Treasury securities at 30-year constant maturity, quoted on investment basis go to
http://www.federalreserve.gov/datadownload/Output.aspx?rel=H15&series=b56abb6d9cc35f28ccf86b8a0188e948&lastObs=&from=&to=&filetype=csv&label=include&layout=seriescolumn
Long-bond Treasury rates are also available from the following sites: http://www.ustreas.gov/offices/domestic-finance/debt-management/interest-rate/yield.shtml http://www.bloomberg.com/markets/rates/index.htmlThe third alternative is cash. Assume no return on that share of your monies held in cash.This analysis necessarily involves your assessment of systematic risk, i.e., the risk that affects all industries and companies, in the U.S. economy over the next twelve months. Lets more fully define systematic risk. According to the textbook, systematic risk influences a large number of assets, each to a greater or lesser extent[and is] sometimes called market riskUncertainties about general economic conditions, such as GDP, interest rates, or inflation, are examples of systematic risks. These conditions affect nearly all companies to some degree (p. 343). Your task is to consider your investment alternatives in light of systematic risk expected over the coming year.Your considerations about investing in U.S. equities will thus involve your determination of the near-term prospects for the U.S. economy and the implications of these prospects for U.S. equities.A useful site for recent and upcoming U.S. macroeconomic data releases is http://www.bloomberg.com/markets/economic-calendar/. Click on the highlighted report or Consensus next to any particular report to get data (either recently reported or the near-term consensus, respectively), the schedule of future data releases, a definition, and, importantly for our purposes, a section entitled Why Do Investors Care? More generally, many other sites provide information on macroeconomic data, such as:http://info.wsj.com/classroom/Indicators/guide.htmlhttp://www.bea.gov/ http://www.gpoaccess.gov/indicators/index.htmlhttp://research.stlouisfed.org/fred2/Finally, the decision to invest in 30-year U.S. T-bonds importantly involves expectations about future inflation and the term structure of interest rates, i.e., the relationship between short- and long-term interest rates (p. 162). On p. 161 of the textbook the distinction is made between real interest rates and nominal interest rates. Nominal interest rates are the rates that are quoted in the financial press; they are the rates at which we borrow and lend. Per the approximated Fisher equation (Eq. 5.4 on p. 162), the nominal rate includes the so-called inflation premium, h, so that the higher the expected inflation, h, the higher the nominal rate, all else equal. In considering longer-term T-bonds one must also be aware that, in addition to expected long-term inflation, there is greater interest rate risk: longer term bonds have much greater risk of loss resulting from changes in interest rates than do shorter-term bonds (p. 164). Specifically, should interest rates increase, the market value of 30-year bonds will fall and the fall will be more dramatic for a 30-year T-bond than for a 10-year Treasury bond. Conversely, price gains from any drop in rates will be more dramatic the longer the term to maturity on a bond. One should also keep in mind that while in general longer-term rates are typically higher than short-term rates for the same level of overall risk, there have been occasions when the reverse is true, and the term structure of interest rates is inverted. (Please see Figure 5.5 on p. 163 on the historical relationship between long-term and short-term U.S. interest rates.) Finally, in finance we assume that there is no credit or default risk on Treasury securities. It is assumed that there is no risk that the U.S. government will fail to meet its outstanding debt obligations. This is, of course, not the case for corporate issuers.
Finally, what are the implications of interest rate changes for the equity market? Here is one response to this question: http://www.investopedia.com/articles/06/interestaffectsmarket.aspQuestions for Individual Asset Allocation Exercise:1. Allocate your fictional $1,000,000 among the following three asset categories:Asset
U.S. Equities
U.S. 30-Year Treasury Bonds
Cash
Allocation
100%2. Justify your allocation based on your outlook for systematic risk in the U.S. economy over the next year.Team Analysis of Select Industry GroupsThis analysis is a team assignment that requires your team to analyze a select group of alternative industries to determine which is most likely to perform best in terms of growth and earnings over the next 12 months. Your instructor will create your teams, ideally based on similar views about the near-term prospects for the U.S. economy expressed in the Individual Asset Allocation Exercise.To guide this second stage analysis, you are asked to rely on theNorth American Industry Groups database available at Yahoo! Finance. The system is comprised of 9 macroeconomic sectors, 31 business segments and 215 industry groups.This database is readily accessible via Yahoo! Finance at
http://biz.yahoo.com/ic/ind_index.html
To simplify the exercise the 215 industry groups within the database have been reduced to a more analytically manageable 24 industry groups (each with public firms listed at Yahoo! Finance totaling no less than 5 and no more than 15 companies) in 7 macroeconomic sectors as follows:
Basic Materials
AluminumMajor Integrated Oil &GasNonmetallic Mineral Mining
Consumer Goods
AppliancesConfectionersOffice Supplies
Financial
REIT-Healthcare FacilitiesREIT-Hotel/MotelREIT-Industrial
Healthcare
Drugs-GenericHome Health CareHospitals
Industrial Goods
Manufactured HousingPollution & Treatment Controls
Services
Advertising AgenciesAir Delivery & Freight ServicesDrug StoresElectronic StoresHome Improvement StoresJewelry Stores
Technology
Computer Based SystemsLong Distance CarriersPersonal Computers
Utilities
Water Utilities
To access more details on these groups go to http://biz.yahoo.com/ic/ind_index.html and click on any of the names of the 24 groups to go to each industrys Industry Center page. Additional useful information is available via the link to Industry Browser on the left. Also, on each industrys summary page click on Company Index and then on Public on the subsequent page next to View: to get the list of public companies in this industry. Our focus is on publicly listed companies in which we might ultimately invest. The list of public companies is provided alphabetically. Following each name is the companys ticker symbol in brackets. See http://www.investopedia.com/terms/s/stocksymbol.asp or http://www.investorwords.com/4968/ticker_symbol.html for brief definitions of stock/ticker symbols.
Please note that on occasion the ticker symbol may also be followed by other letters, such as PK or OB (see http://www.investopedia.com/ask/answers/04/022004.asp or http://www.investopedia.com/ask/answers/120.asp for explanations). It is recommended that we ignore stocks so designated in these exercises.The goal of this second stage in our equity analyst project is to select one industry out of this list of 24 whose performance prospects you determine are best over the next year. Here are some factors to consider when comparing industry groups:[3]
Degree of Competition in the IndustrySupply/Demand Dynamics for the Industrys ProductsIndustry Cost StructureDegree of Government Regulation-Favorable or NotExposure to the Business CycleRelative Financial Norms and Standards
Your team is asked to write a 5-10 page paper providing your analysis of the issues involved in your selection of the industry group that you conclude is most likely to prosper in the coming months and your justification of your choice of that industry.
Assignment:Equity Analyst Project: Individual Asset Allocation Exercise
Purpose
To enable the student to demonstrate proficiency in the first stage of a top-down, three-stage valuation analysis: analysis of investment prospects in the U.S. macroeconomy.
Overview
This individual assignment involves an analysis of general economic conditions or systematic risk, i.e., the risk that affects all industries and companies, in the U.S. macroeconomy. You will be asked to determine in percentage terms an optimal allocation of $1,000,000 among the following three asset classes: U.S. equities, U.S. Treasury bonds, and cash. The goal is to maximize your expected return over the next 12 months. You will be asked to write a 1- to 2-page paper providing your analysis of the asset classes prospects and your justification of your allocation among them.
Action Items
1. Read the Equity Analyst Project document that your professor will distribute during Week 1.
2. Conduct any necessary research so that you can make a proper analysis.
3. Write a 1- to 2-page paper that provides your analysis of the three asset classes prospects and your justification of your allocation among them. Format your paper according theAcademic Paper Guidelines.
Questions for Individual Asset Allocation Exercise:1. Allocate your fictional $1,000,000 among the following three asset categories:Asset
U.S. Equities
U.S. 30-Year Treasury Bonds
Cash
Allocation
100%2. Justify your allocation based on your outlook for systematic risk in the U.S. economy over the next year.Individual Asset Allocation Exercise
This exercise involves an analysis of general economic conditions or systematic risk, i.e., the risk that affects all industries and companies, in the U.S. economy. You are asked to determine in percentage terms an optimal allocation of $1,000,000 among the following three asset classes: U.S. equities, U.S. Treasury bonds, and cash. The goal is to maximize your expected return over the next 12 months. You are asked to write a 1-2 page paper providing your analysis of the asset classes return prospects and your justification of your allocation of monies among them.First, consider historical returns on various asset classes in the U.S. Look at Figure 10.4 on p. 305 of your textbook. Also, in Table 10.2 on p. 312 you can see that historically equities outperform bonds in terms of average return but they also carry more risk as defined by their standard deviations. These historical results show that on average the return on equities is highest but in some specific years this may not be true. For example, look at Table 10.1 on pp. 308-309 and you can see that in three out of the five years from 2000 to 2004 the annual return on large-company stocks (defined in the text as the S&P 500)[1] was negative.In this exercise your investment horizon is one year. In considering your allocation among U.S. equities, long-term Treasury bonds, and cash to maximize your prospective return over the next twelve months, we might next more precisely define these asset classes. We can define U.S. equities as the Standard and Poors (S&P) composite index [At presentincludes 500 of the largest (in terms of market value) stocks in the United States. (p. 304)]. More detailed information is available directly from Standard & Poors:http://www2.standardandpoors.com/portal/site/sp/en/us/page.topic/indices_500/2,3,2,2,0,0,0,0,0,0,0,0,0,0,0,0.html
Excel spreadsheets of Index returns dating from 2009 back to the late 1980s are available at
http://www2.standardandpoors.com/spf/xls/index/MONTHLY.xls.
Web-based finance sites also customarily carry data on the S&P 500. For example, at Yahoo! Finance:http://finance.yahoo.com/q?s=GSPCat CNNMoney.com:http://money.cnn.com/data/markets/sandp/?At MSN:http://moneycentral.msn.com/detail/stock_quote?Symbol=$INX
We can define long-term Treasury bonds as 30-year U.S. government bonds. Historical data on yields on debt claims are available from the Federal Reserve athttp://www.federalreserve.gov/releases/h15/data.htm. For historical on the 30-year T-bond, defined as Market yield on U.S. Treasury securities at 30-year constant maturity, quoted on investment basis go to
http://www.federalreserve.gov/datadownload/Output.aspx?rel=H15&series=b56abb6d9cc35f28ccf86b8a0188e948&lastObs=&from=&to=&filetype=csv&label=include&layout=seriescolumn
Long-bond Treasury rates are also available from the following sites: http://www.ustreas.gov/offices/domestic-finance/debt-management/interest-rate/yield.shtmlhttp://www.bloomberg.com/markets/rates/index.htmlThe third alternative is cash. Assume no return on that share of your monies held in cash.This analysis necessarily involves your assessment of systematic risk, i.e., the risk that affects all industries and companies, in the U.S. economy over the next twelve months. Lets more fully define systematic risk. According to the textbook, systematic risk influences a large number of assets, each to a greater or lesser extent[and is] sometimes called market riskUncertainties about general economic conditions, such as GDP, interest rates, or inflation, are examples of systematic risks. These conditions affect nearly all companies to some degree (p. 343). Your task is to consider your investment alternatives in light of systematic risk expected over the coming year.Your considerations about investing in U.S. equities will thus involve your determination of the near-term prospects for the U.S. economy and the implications of these prospects for U.S. equities.A useful site for recent and upcoming U.S. macroeconomic data releases is http://www.bloomberg.com/markets/economic-calendar/. Click on the highlighted report or Consensus next to any particular report to get data (either recently reported or the near-term consensus, respectively), the schedule of future data releases, a definition, and, importantly for our purposes, a section entitled Why Do Investors Care? More generally, many other sites provide information on macroeconomic data, such as: http://info.wsj.com/classroom/Indicators/guide.html http://www.bea.gov/http://www.gpoaccess.gov/indicators/index.htmlhttp://research.stlouisfed.org/fred2/Finally, the decision to invest in 30-year U.S. T-bonds importantly involves expectations about future inflation and the term structure of interest rates, i.e., the relationship between short- and long-term interest rates (p. 162). On p. 161 of the textbook the distinction is made between real interest rates and nominal interest rates. Nominal interest rates are the rates that are quoted in the financial press; they are the rates at which we borrow and lend. Per the approximated Fisher equation (Eq. 5.4 on p. 162), the nominal rate includes the so-called inflation premium, h, so that the higher the expected inflation, h, the higher the nominal rate, all else equal. In considering longer-term T-bonds one must also be aware that, in addition to expected long-term inflation, there is greater interest rate risk: longer term bonds have much greater risk of loss resulting from changes in interest rates than do shorter-term bonds (p. 164). Specifically, should interest rates increase, the market value of 30-year bonds will fall and the fall will be more dramatic for a 30-year T-bond than for a 10-year Treasury bond. Conversely, price gains from any drop in rates will be more dramatic the longer the term to maturity on a bond. One should also keep in mind that while in general longer-term rates are typically higher than short-term rates for the same level of overall risk, there have been occasions when the reverse is true, and the term structure of interest rates is inverted. (Please see Figure 5.5 on p. 163 on the historical relationship between long-term and short-term U.S. interest rates.) Finally, in finance we assume that there is no credit or default risk on Treasury securities. It is assumed that there is no risk that the U.S. government will fail to meet its outstanding debt obligations. This is, of course, not the case for corporate issuers.
Finally, what are the implications of interest rate changes for the equity market? Here is one response to this question: http://www.investopedia.com/articles/06/interestaffectsmarket.aspQuestions for Individual Asset Allocation Exercise:3. Allocate your fictional $1,000,000 among the following three asset categories:Asset
U.S. Equities
U.S. 30-Year Treasury Bonds
Cash
Allocation
100%4. Justify your allocation based on your outlook for systematic risk in the U.S. economy over the next year.
[1] For a brief history of the S&P 500 see http://www.cftech.com/BrainBank/FINANCE/SandP500Hist.html.
[1] Reilly, Frank K., and Keith C. Brown. (2007). An Introduction to Security Valuation. Equity and Fixed Income CFA Program CurriculumVolume 5(pp. 115-153). (p. 264). Boston: CFA Institute.
[2] For a brief history of the S&P 500 see http://www.cftech.com/BrainBank/FINANCE/SandP500Hist.html.
[3] Source: http://www.markrosa.com/economic_analysis.htm. Please note that this site also contains helpful discussions about all three stages of the top-down approach to security valuation.
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Discussion on principles of finance get essay help
Solve for the unknown number of years in each of the following(Do not round intermediate calculations and round your answers to 2 decimal places, e.g., 32.16.):
Present Value
Years
Interest Rate
Future Value
$
540
[removed]
9
%
$
1,317
790
[removed]
10
1,743
18,200
[removed]
17
277,707
21,300
[removed]
15
414,506
In 1895, the first Putting GreenChampionship was held. The winners prize money was $230. In 2014, the winners check was $1,450,000.
What was the percentage increase per year in the winners check over this period?(Do not round intermediate calculations. Enter your answer as a percent rounded to 2 decimal places, e.g., 32.16.)
Increase per year
[removed]%
If the winners prize increases at the same rate, what will it be in 2030?(Do not round intermediate calculations. Round your answer to 2 decimal places, e.g., 32.16.)
Winner’s prize in 2030
$[removed]
In 1895, the first Putting GreenChampionship was held. The winners prize money was $230. In 2014, the winners check was $1,450,000.
What was the percentage increase per year in the winners check over this period?(Do not round intermediate calculations. Enter your answer as a percent rounded to 2 decimal places, e.g., 32.16.)
Increase per year
[removed]%
You have just made your first $5,600 contribution to your retirement account. Assume you earn a return of 11 percent per yearand make no additional contributions.
What will your account be worth when you retire in 39 years?(Do not round intermediate calculations and round your finalanswer to 2 decimal places, e.g., 32.16.)
Future value
$[removed]
What if you wait 10 years before contributing?(Do not round intermediate calculations and round your finalanswer to 2 decimal places, e.g., 32.16.)
Future value
$[removed]
You expect to receive $43,000 at graduation in two years. You plan on investing it at 9.75 percent until you have $178,000.
How long will you wait from now?(Do not round intermediate calculations.Round your answer to 2 decimal places, e.g., 32.16.)
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How to write online book, journal article, web article, web page. essay help from professional writers
Research PaperBasic Requirements
MLA format
MLA in-text citations
MLA Works Cited page
Length: 7-10pages (minimum-maximum)
Source Requirements
Three (3) outside sources(minimum)
Two must be written sources(paper-based or online book, journal article, web article, web page, etc.).
The third source(or any additional sources beyond the minimum written-source requirement) may be alternative sources, such as video, an image, a graphic, a personal interview, a chart, a table, etc.
Topic: The subject matter of your research is your choice. If youre having difficulty coming up with an idea, keep in mind that it is best to choose a topic that interests you. We create better arguments and engage in stronger analysis when we write about a topic that is relevant to us .In the research paper modules, youll find resources and suggestions for how to develop a research paper topic.
Purpose: Persuasive
Deadline: Please see Canvas for submission instructions and deadline. Submission Guidelines: CANVAS UPLOAD ONLY
Please save your document either in Word format (.doc or .docx) or pdf
.I am not able to accept late research papers.
Grading criteria
Adherence to the conventions of formal academic writing
Thesis development
Academic essay structure
Demonstrated awareness of purpose, audience, tone
Quality and relevance of research sources
Analysis
MLA format(required to receive a passing grade)
MLA Works Cited(required to receive a passing grade)
MLA in-text citations(required to receive a passing grade
)Grammar & punctuation
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Illustration on helping people extended essay help biology: extended essay help biologyINSTRUCTION.
Write about a time when you helped someone or when someone helped
you……
The NARRATIVE ESSAY: A STORY WITH A MESSAGE
A Narrative is like a movie
Each paragraph is a new scene
New time? New Place? New Feeling? New Character? Dialogue?=NEW PARAGRAPH
Outlines look like this
I.Introduction: The introduction sets up the story.
a. First sentence=The HOOKBegin your paper with ahookthat catches the readers attention
b. Background=The background should be 4 sentences or more thatset the scene.Where is the event set? What time of year? How old were you when this happened? DO NOT PUT SPECIFIC MONTHS DATES OR YEARS!
c. Last Sentence=THE NARRATIVE THESISBeginning Action/feeling
II.Body Paragraph 1- Beginning Action
a.TOPIC SENTENCE-Establish time/place-Where did it all begin?What happened first?
III.Body Paragraph 2- New Scene
a.TOPIC SENTENCE-Establish time/place/feeling-What happened next?- Use a Transition like Next, then,
IV.Body Paragraph 3- New Scene
a.TOPIC SENTENCE-Establish time/place/feeling-What happened next?- Use a Transition like Afterward, then ext day
V.Body Paragraph 4-New Scene
a.TOPIC SENTENCE-Establish time/place/feeling-What happened next?- Use a Transition like later, after that, suddenly
VI.Conclusion- Final Scene
a. End Action-Finish up the story in the conclusion.
b. Then reflect about how it felt, what it meant.
c. Add a moral, lesson, suggestion or prediction in the final sentence
Complete the outline for your narrative on page 2
Write an outline or PLAN for your story.
I. Introduction
a.HOOK: _______________________________________
b.THESIS: ______________________________________
II.Body Paragraph 1- Beginning Action
a.TOPIC SENTENCE-___________________________________________
III.Body Paragraph 2- New Scene
a.TOPIC SENTENCE-___________________________________________
IV.Body Paragraph 3- New Scene
a.TOPIC SENTENCE-___________________________________________
V.Body Paragraph 4-New Scene
a.TOPIC SENTENCE-___________________________________________
VI.Conclusion- Final Scene
a.TOPIC SENTENCE-___________________________________________
b. Last sentence: ____________________________________
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Why the use of alternative sources of energy is encouraged not only in South Florida but also across the world. argumentative essay help1
Alternative energy sources in South Florida
Students Name
Institutional Affiliation
Course Code
Instructor
Due Date
Abstract
The use of alternative sources of energy is encouraged not only in South Florida but also across the world. Generally, the adoption of alternative energy sources is mainly for environmental conservation. Over time, many countries have used fossil fuels as energy source. However, fossils use have proved harmful mostly to the environment. Gradually, a shift has been experienced and the incorporation of environment-friendly methods practiced. This paper will discuss the introduction of wind energy, hydroelectric energy, and geothermal energy in South Florida.
Introduction
Energy alternatives become a key aspect when environment conservation is a concern. Over time, the use of fossil energy has raised concerns in terms of environmental pollution in South Florida and the world at large. Gradually, there have been effects such as climate change, and global warming resulting from the interference of the atmosphere with the toxic substances emitted from the fossils during the process of energy production. Environmental pollution has been a topic of study for quite a long time. Therefore, more natural ways have been introduced to avoid environmental pollution. These are majorly the alternative sources of energy that are environment-friendly such as wind power, energy from solar, hydrogen gas, hydroelectric energy, geothermal energy, and natural gas use. The essay thesis statement holds that wind energy, geothermal energy, and hydroelectric energy are the three most desirable sources of energy to be introduced in South Florida.
Wind power
Florida should embrace wind power energy. Wind power or energy is generally the tapping and use of wind in order to generate energy and power through the use of turbines to provide energy for electric generators to produce electric energy (Musial & Ram, 2010). Over time, wind power has been studied and proved environment-friendly. Likewise, wind power is renewable and sustainable. Research says that South Florida harbors potential for the production of wind-based power though there are claims that Florida and other states in the southeastern experience lower winds as compared to other zones (Musial & Ram, 2010). However, research and study have found out that there is a possibility of windmills and turbine construction along some parts of South Florida coasts incorporating the most recent wind technology.
For quite a long time, South Florida has been using Biomass and Solar energy which are quite good. However, the state equally has the potential of exploring the production of wind energy. The winds experienced along Hutchinson Island coasts usually blow at 14 miles in an hour covering 80 meters hub height hence is sufficient to produce electric energy. This shows that South Florida can introduce the use of wind energy as an alternative source of energy. The college of Florida and Florida State Universities, (FAMU-FSU) research says “With advances in turbine technology, taller towers, larger rotor diameter, and new control system, we will be able to provide low-cost wind power to low wind regions such as Florida and the Southeast (Musial & Ram, 2010). Generally, with the advancing technology, the turbines used in wind production have been upgraded to incorporate variable wind speed in different locations.
Hydroelectric energy
There is a need to acknowledge hydroelectric energy production in Florida. Florida comes second after Texas in electricity production. Equally, it is among the states with higher electricity consumption. However, the major source of energy used in the power production in South Florida is Biomass and solar energy. With the massive water bodies in South Florida, there lies an opportunity to embrace the hydroelectric method of energy production. The hydroelectric method of energy production is one of the earliest and environment-friendly methods of energy production (Rahman et al., 2014). It is a proven renewable and clean source of energy. In this method of energy production, water in the dams or rivers is used to generate electric power. Usually, the water waves set the blades of the turbines in motion which then ignites the generator to convert the mechanical energy into electricity.
South Florida has not embraced the use of dams, rivers, and water reservoirs in energy production. There are fewer hydroelectric stations in South Florida. When the Florida legislators are briefed by Gabriel Alsenas on the amount of energy the Gulf Stream can generate, he says Imagine all the freshwater rivers in the world like Mississippi and their discharge into the Worlds ocean. Multiply that water flow by 30 and you got what is going by our shores every second (Kosnik, 2008). Significantly, this shows the possibilities of hydroelectric power production in South Florida too as it has more water bodies and rivers such as Santa Fe, St Johns, Apalachicola, Escambia, and many others. The research shows that the production of hydroelectric would result in an increase of power production by 2-4 folds. Further, Alsenas Gabriel, the head of FAU and a renewable energy center says in our experiment, we generated about 100 watts, like a bulb you might have in a floodlight (Kosnik, 2008). Significantly this shows the possibility of hydroelectric power generation in Florida.
Geothermal energy
Extensive exploration of geothermal energy would be beneficial to South Florida. Geothermal energy involves the extraction of power or energy from the ground. It is the water that usually carries the energy to the surface of the earth (Von & Brekken, 2017). There are greater potentials for this method of energy production in Florida. Florida has a big advantage when it comes to geothermal energy adoption because it has more groundwater as compared to other states.
However, there is a need for extensive research in South Florida concerning groundwater heat pump efficiency. It is normally accepted that the temperatures of the groundwater be lower than the air temperature, conversely, in South Florida, there are situations when the groundwater temperatures are almost the air temperatures and sometimes exceed the air temperatures (Von & Brekken, 2017). Therefore, proper installations of the heat pumps are necessary for South Florida to enjoy geothermal energy production.
Conclusion
In conclusion, alternative energy sources are a very important aspect of energy production. The adoption of alternative energy sources like wind, water, and ground energy production is cost-effective and reduces the effects of environmental pollution like increased ozone layer depletion leading to global warming with severe climatic change. Another advantage of the three discussed alternative sources is that they are renewable. Just as Tom Steyer says “Renewable energy is a clear winner when it comes to boosting the economy and creating jobs”. Therefore, there is a need for South Florida to embrace the suggested alternative energy with a renewed zeal for better performance.
References
Kosnik, L. (2008). The potential of water power in the fight against global warming in the US.Energy Policy,36(9), 3252-3265.
Michaelides, E. E. S. (2012).Alternative energy sources. Springer Science & Business Media.
Musial, W., & Ram, B. (2010).Large-scale offshore wind power in the United States: Assessment of opportunities and barriers(No. NREL/TP-500-40745). National Renewable Energy Lab.(NREL), Golden, CO (United States).
Rahman, N., Badshah, S., Rafai, A., & Badshah, M. (2014). Literature review of ocean current turbine.International Journal of Scientific & Engineering Research,5(11), 11.
Von Jouanne, A., & Brekken, T. K. (2017). Ocean and geothermal energy systems.Proceedings of the IEEE,105(11), 2147-2165.
https://www.renewableresourcescoalition.org/alternative-energy-sources/
1
Alternative energy sources in South Florida
Students Name
Institutional Affiliation
Course Code
Instructor
Due Date
1
Alternative energy sources in South Florida
Students Name
Institutional Affiliation
Course Code
Instructor
Due Date
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The Hazards Of Modern Farming compare and contrast essay help: compare and contrast essay help
Please respond to the following:
Examine the primary modern methods of producing crops, livestock, and fish used to increase the production of food. Determine a specific health risk associated with the production of each of these food sources, giving an example of each, and suggest an improvement to the method of production that would help prevent these health risks.
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Climate Change Experiment LAB need essay help: need essay help
Date modified: August 7th 2018
Climate Change Experiment LAB Background Overview Educated citizens need to understand how scientific investigations are done and how results and
conclusions are reported in order to make informed decisions. What is experimental evidence? What is
hypothesis testing? How do scientists evaluate data and draw conclusions? Educated citizens also need a
basic understanding of climate change. In this lab, we are going to watch a video fieldtrip of the
Asymmetric Warming Experiment at the Environmental Protection Agency (EPA) in Corvallis, which
uses precision climate-controlled chambers called terracosms. After watching the video, you will
answer questions to help guide you through understanding how the experiment was designed. The
purpose of this lab is to refresh your memory and understanding of the scientific method and ecology
while learning how scientists study climate change.
BE ORIGINAL! Remember to use your own words and do not copy verbatim from any online,
previous or current student source. By submitting this assignment, you are agreeing to the
following statement: I understand that my paper will be checked against multiple sources for
original content. A report will be generated that shows if content in this paper matches content in
documents available on the Internet, in many print journals, and a database of other papers
submitted by students. If submitted to the instructor, my paper will be added to the student
database for comparison of future OSU papers against it. I maintain ownership of the original
intellectual property created in this paper. I understand that results of this report may be used by
the University in student conduct proceedings related to academic dishonesty (See Canvas Start
Here module for more information) Turnitin generates a report that highlights any potentially
unoriginal text in your paper, including text from previous students or current students
submissions.
Learning Outcomes Assignment Outcomes
Explain how plant photosynthesis, respiration, and growth can vary with temperature.
Describe how rates of plant photosynthesis, respiration, and growth can affect atmospheric carbon dioxide levels
Evaluate hypotheses and experimental design in a climate change experiment.
Module Outcomes 4. Summarize how researchers study climate 5. Outline current and future impacts of global climate change
Course Outcomes C1. Recognize and apply biological concepts and theories in complex, interdisciplinary
environmental and sustainability problems.
C2. Explain and predict effects of pollutants on ecosystems based on ecological principles
C5. Read and interpret graphs and data, and explain sources of uncertainty in scientific data and
environmental model predictions
C6. Describe the process of conducting responsible, professional science.
2
Background The assigned readings and lectures will provide the background information for this lab.
In this assignment, you will watch the virtual field trip to the EPA terracosm experiment, and use the
information to answer the questions in the assignment.
Link to virtual field trip:
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General Considerations for Operation college admissions essay helpRunning head: A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FACILITY 1
A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FACILITY 2
A Permit by Rule (PBR) Application for an Interior Surface Coating Facility
[Student name hereremove brackets, too]
Columbia Southern University
Abstract
Block one full paragraph (no indenting the first line). Provide one full sentence each week as you complete a level 1 heading section, describing what material or calculations were presented in that section. By the time the week eight material is complete, you will have eight sentences in this abstract (one for each week).
A Permit by Rule (PBR) Application for an Interior Surface Coating Facility
Running head: A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FACILITY 1
A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FACILITY 2
A Permit by Rule (PBR) Application for an Interior Surface Coating Facility
[Student name hereremove brackets, too]
Columbia Southern University
Abstract
Block one full paragraph (no indenting the first line). Provide one full sentence each week as you complete a level 1 heading section, describing what material or calculations were presented in that section. By the time the week eight material is complete, you will have eight sentences in this abstract (one for each week).
A Permit by Rule (PBR) Application for an Interior Surface Coating Facility
General Considerations for Operation
Start typing here for Unit 2 in non-italicized font, citing with CSU APA Citation Guide p. 6 styled citations to defend what you state as fact.Follow the Study Guide calculation instructions carefully. Remove the remaining blank sections before submittal each week.
VOC and ES Content per Vehicle
Blank for Units 2-8. Fill this in for Unit 3. Be sure and show (illustrate) your actual mathematical calculations for Units 3-7 sections, rather than describe them. For example: 2.8 lbs/gal of VOC x 10.0 gal per vehicle = 28.0 lbs VOC/vehicle
Operational Air Emission Rates
Blank for Units 3-8. Fill this in for Unit 4.
Operational Face and Filter Velocities
Blank for Units 4-8. Fill this in for Unit 5.
VOC Content Minus Water and Exempt Solvents
Blank for Units 5-8. Fill this in for Unit 6.
Heater and Oven Combustion Emissions
Blank for Units 6-8. Fill this in for Unit 7.
Pollution Control Technologies
Blank for Unit 7. Fill this AND the next level 1 heading section in for Unit 8.
Process Flow Diagram
Blank for Unit 7. Fill this AND the previous level 1 heading section in for Unit 8.
References
Godish, T., Davis, W. T., & Fu, J. S. (2015).Air quality(5th ed.). Boca Raton, FL: CRC Press.
Texas Commission on Environmental Quality. (2011). Surface coating facilities: A guide for
obtaining air authorization in Texas. Retrieved from
3yh4pey8&cof=FORID11&q=Surface+Coating+Facilities+A+Guide+for+Obt aining+Air+Auth orization+in+Texas
List additional references here alphabetically. Be sure and double-space and hang-indent each
subsequent line for each reference entry, formatting to CSU APA Citation Guide
pp. 8-12.
Start typing here for Unit 2 in non-italicized font, citing with CSU APA Citation Guide p. 6 styled citations to defend what you state as fact.Follow the Study Guide calculation instructions carefully. Remove the remaining blank sections before submittal each week.
VOC and ES Content per Vehicle
Blank for Units 2-8. Fill this in for Unit 3. Be sure and show (illustrate) your actual mathematical calculations for Units 3-7 sections, rather than describe them. For example: 2.8 lbs/gal of VOC x 10.0 gal per vehicle = 28.0 lbs VOC/vehicle
Operational Air Emission Rates
Blank for Units 3-8. Fill this in for Unit 4.
Operational Face and Filter Velocities
Blank for Units 4-8. Fill this in for Unit 5.
VOC Content Minus Water and Exempt Solvents
Blank for Units 5-8. Fill this in for Unit 6.
Heater and Oven Combustion Emissions
Blank for Units 6-8. Fill this in for Unit 7.
Pollution Control Technologies
Blank for Unit 7. Fill this AND the next level 1 heading section in for Unit 8.
Process Flow Diagram
Blank for Unit 7. Fill this AND the previous level 1 heading section in for Unit 8.
References
Godish, T., Davis, W. T., & Fu, J. S. (2015).Air quality(5th ed.). Boca Raton, FL: CRC Press.
Texas Commission on Environmental Quality. (2011). Surface coating facilities: A guide for
obtaining air authorization in Texas. Retrieved from
3yh4pey8&cof=FORID11&q=Surface+Coating+Facilities+A+Guide+for+Obt aining+Air+Auth orization+in+Texas
List additional references here alphabetically. Be sure and double-space and hang-indent each
subsequent line for each reference entry, formatting to CSU APA Citation Guide
pp. 8-12.
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Research Paper Writing Requirements (APA format) homework essay help: homework essay helpIn today’s complex global economy and with the added demands created by increased population growth, it seems that the world community is in desperate need for sustainable solutions to our environmental issues. Since environmental degradation affects economic opportunities and reduces health standards, we must take an active role in creating and implementing sustainable solutions, placing sustainable development at the center of economic, environmental, and social goals. Recycling, energy alternatives, carpooling, and consuming less are examples of sustainable approaches and solutions.
Activity InstructionsFor your course project, research one or more consumer products that are unsustainable for at least one of the reasons below:
It is adding to the pollution of the environment.
Its environmental cost outweighs its social and economic benefits.
It needs modification in the design: size, shape, shipping methods, or material used for shipping the product.
The product has been scientifically proven to be a hazard to humans and the environment.
Lacks guidance on proper disposal after usage or has no indication on its effects on living systems in the environment.
Your product(s) of choice must be appropriately studied and researched through visiting the university library, your local library, or credible Internet sites.
Part 1Write a paper describing the product and why you believe it needs sustainable solutions. Use data such as number or quantity of the product in the market, frequency of use, or social and economic benefits to support your choice. Establish a valid argument that this product needs improvement in order to address environmental and health concerns.
Part 2Once you have made your argument, you will take action by finding the president or CEO of the company that manufactures the product, to whom you will write a letter of concern. Your letter must be at the end of your paper, but it also must be sent by the end of Week 5 so that in the final draft you will be able to provide the response or scanned letter and envelope submitted.
Research Paper Writing Requirements (APA format)
5-7 pages (approx. 300 words per page), not including title page or references page
1-inch margins
Double spaced
12-point Times New Roman font
Title page with topic and name of student
References page (minimum of 8 scholarly resources)
No abstract needed
Research Paper Writing Requirements (APA format)
5-7 pages (approx. 300 words per page), not including title page or references page
1-inch margins
Double spaced
12-point Times New Roman font
Title page with topic and name of student
References page (minimum of 8 scholarly resources)
No abstract needed
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Effects of Water Pollution on Plant Diversity online essay help
Lab 3 Biodiversity
Experiment 1: Effects of Water Pollution on Plant Diversity
Water pollution can have severely negative effects on biodiversity and ecosystems, particularly on plant populations. In many cases, these pollutants are introduced to the environment through everyday human activity. In this experiment, you will contaminate several water samples, as well as purify a water sample. You will then evaluate the effects of water pollution and purification on the biodiversity of wildflowers.
POST-LAB QUESTIONS
Table 1: Water Observations (smell, color, etc.)
Beaker
Observations
1
Color is clear has no smell
2
Oil separates from water and no smell,
3
Vinegar smells like vinegar but looks like water, clear
4
Laundry detergent light purple color, smells like detergent
5
Dirty brown water smells like dirt settles at bottom
6
Little darker then beaker 5, oil remains at top slight bubbles dirt settles at bottom
7
Little lighter then beaker 6 and smells like vinegar and dirt smell not as strong
8
Darker than the other beakers and smells like detergent
1.What effects did each of the contaminants have on the water in the experiment? Use Table 1 for reference.
Answer = Oil had no effect on the water and two were separated. Detergent mixed well and changed the smell as well as color. Vinegar mixed with the water but kept its potent smell.
2.What kinds of human activities could cause oil, acids, and detergents to contaminate the water supply?
Answer = Human activities that we rarely think about that contaminates the water supply would be washing our vehicles or changing its oil not in a designated area and placing salt on the road. When it rains all this will eventually end up in the water.
3.What are the differences in color, smell, visibility, etc. between the contaminated water and the treated water?
Answer = Contaminated water spelled like dirty water, while the filtered water has a smell but it smelled and appeared to be cleaner.
4.From the introduction to Lab 2, you know that there are typically five steps involved in the water treatment process. Identify the processes (e.g., coagulation) that were used in this lab and describe how they were performed.
Answer = (1) Begins with aeration, air is added to the water increasing the amount oxygen within the water.Moving water and soil from one beak to the next 15x(2) Coagulation or flocculation, in which chemicals such as filteralum are addedto the incoming water and then stirred strongly in a powerful mixer causing compounds to form a floc that attract the dirt and other small particles sinking to the bottomplacing cheesecloth-lined in the funnel(3) particles sink to the bottom during coagulation are separated out and the remaining water is sent on to filtration , which water passes through filters made of layers of sand charcoal, gravel, and pebbles that help filter out the smaller particles that have passed through until this pointpouring sand into the cheesecloth(5)Disinfection, is when chlorine and/or other disinfectants are added to kill any bacteria that may still be in the water.Slowly pouring clean tap water through the filter in the funnel is full
5. Develop a hypothesis regarding how using contaminated or purified water might affect plant biodiversity. Which pot do you believe will contain the greatest biodiversity (greatest number of species)? Why?
Hypothesis = Contaminated water will affect the growth of the plants and will remain not to grow, purified water will grow all plant species and tap water may grow some plants.
Table 2: Number of Plant Species Present in the Pots
Species Observed
Tap Water
Contaminated Water
Purified Water
Zinnia
Y N
Y N
Y N
Marigold
Y N
Y N
Y N
Morning Glory
Y N
Y N
Y N
Cosmos
Y N
Y N
Y N
Ryegrass
Y N
Y N
Y N
Total Number of Species in Pot:
5
1
5
6.Based on the results of your experiment, would you reject or accept the hypothesis that you produced in question 5? Explain how you determined this.
Accept/Reject = Accept. All plants watered by tap and pure water grew the same and both grew the same plants. Look the same. While the contaminated barely grew anything expect for Ryegrass but only a few strings (less than 5)
7.Alum contains aluminum. Research the effects of aluminum on plants by finding a scholarly source online. Does your research provide any insight into your results? Discuss your findings as they relate to the results of your experiment.
Answer =
8.Imagine that each pot was a sample you found in a group of wildflowers. Based on the diversity of flowers in each pot, would you consider the ecosystem to be healthy? Why or why not?
Answer =
9.How does biodiversity contribute to the overall health of an ecosystem? Provide specific examples and utilize at least one scholarly resource to back your answer.
Answer =
10.Rank the following three scenarios in terms of having the most to least biodiversity and provide your rationale for these rankings.
A vacant lot behind a car repair facility.
A designated national wilderness area.
A grassy strip along the highway.
Answer =
References
Any sources utilized should be listed here.
eScience Labs, 2016
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The noise exposure Report college admission essay helpPlease see attachment and complete Unit IV project. Please read all assignment instructions. To include the following:
1. Introduction-briefly describe why the studies were performed (why you started the study).
2.Report details-briefly discuss the details of the scenario (what you found from the study).
3.Conclusions and recommendations-briefly describe your recommendations based on your findings (what you recommend to resolve any deficiencies). —-4.Appendix-Measurements and calculations (show your work). At least two pages (double-spaced) in length (not including the reference page and appendices).
Prepare your report in a word-processing application (i.e., Word) using APA formatting for all references and in-text citations.
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Chemical Safety Board investigation report essay help site:edu: essay help site:edu
Unit VI Assignment Fishbone Diagram Project Read the U.S. Chemical Safety Board investigation report of the 2007 propane explosion at the Little General Store in Ghent, WV. The final report can be read/downloaded at the following link: https://www.csb.gov/assets/1/20/csbfinalreportlittlegeneral.pdf?13741. Additional information on the incident, including a video summary, can be found at the following link: https://www.csb.gov/little-general-store-propane-explosion/ NOTE: This is the same investigation report used to complete the assignments in Units IV and V. Complete the assignment as detailed below. Part I: From the information in the report and from the information you developed for the assignments in Unit IV (events and causal factors [ECF] chart) and Unit V (barrier analysis), create a fishbone diagram that illustrates the relationship between the causal factors and the accident. In your diagram, the backbone of the fish should represent the accident, and the big bones should represent the people, procedures, environment, equipment, and policies. Part II: On a separate page, discuss what new information about the accident is revealed in the chart, and describe how that information might be used to identify potential corrective actions. This part of the assignment should be a minimum of one page in length. Upload Parts I and II as a single document. For Part II of the assignment, you should use academic sources to support your thoughts. Any outside sources used, including the sources mentioned in the assignment, must be cited using APA format and must be included on a references page
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The Environmental Studies Paper professional essay helpIn today’s complex global economy and with the added demands created by increased population growth, it seems that the world community is in desperate need for sustainable solutions to our environmental issues. Since environmental degradation affects economic opportunities and reduces health standards, we must take an active role in creating and implementing sustainable solutions, placing sustainable development at the center of economic, environmental, and social goals. Recycling, energy alternatives, carpooling, and consuming less are examples of sustainable approaches and solutions.
Activity InstructionsFor your course project, research one or more consumer products that are unsustainable for at least one of the reasons below:
It is adding to the pollution of the environment.
Its environmental cost outweighs its social and economic benefits.
It needs modification in the design: size, shape, shipping methods, or material used for shipping the product.
The product has been scientifically proven to be a hazard to humans and the environment.
Lacks guidance on proper disposal after usage or has no indication on its effects on living systems in the environment.
Your product(s) of choice must be appropriately studied and researched through visiting the university library, your local library, or credible Internet sites.
Part 1Write a paper describing the product and why you believe it needs sustainable solutions. Use data such as number or quantity of the product in the market, frequency of use, or social and economic benefits to support your choice. Establish a valid argument that this product needs improvement in order to address environmental and health concerns.
Part 2Once you have made your argument, you will take action by finding the president or CEO of the company that manufactures the product, to whom you will write a letter of concern. Your letter must be at the end of your paper, but it also must be sent by the end of Week 5 so that in the final draft you will be able to provide the response or scanned letter and envelope submitted.
Research Paper Writing Requirements (APA format)
5-7 pages (approx. 300 words per page), not including title page or references page
1-inch margins
Double spaced
12-point Times New Roman font
Title page with topic and name of student
References page (minimum of 8 scholarly resources)
No abstract needed
Research Paper Writing Requirements (APA format)
5-7 pages (approx. 300 words per page), not including title page or references page
1-inch margins
Double spaced
12-point Times New Roman font
Title page with topic and name of student
References page (minimum of 8 scholarly resources)
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General Considerations for Operation personal essay help: personal essay helpRunning head: A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FACILITY 1
A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FACILITY 2
A Permit by Rule (PBR) Application for an Interior Surface Coating Facility
[Student name hereremove brackets, too]
Columbia Southern University
Abstract
Block one full paragraph (no indenting the first line). Provide one full sentence each week as you complete a level 1 heading section, describing what material or calculations were presented in that section. By the time the week eight material is complete, you will have eight sentences in this abstract (one for each week).
A Permit by Rule (PBR) Application for an Interior Surface Coating Facility
General Considerations for Operation
Start typing here for Unit 2 in non-italicized font, citing with CSU APA Citation Guide p. 6 styled citations to defend what you state as fact.Follow the Study Guide calculation instructions carefully. Remove the remaining blank sectionsbefore submittaleach week.
VOC and ES Content per Vehicle
Blank for Units 2-8. Fill this in for Unit 3. Be sure andshow(illustrate) your actual mathematical calculations for Units 3-7 sections, rather than describe them. For example: 2.8 lbs/gal of VOC x 10.0 gal per vehicle = 28.0 lbs VOC/vehicle
Operational Air Emission Rates
Blank for Units 3-8. Fill this in for Unit 4.
Operational Face and Filter Velocities
Blank for Units 4-8. Fill this in for Unit 5.
VOC Content Minus Water and Exempt Solvents
Blank for Units 5-8. Fill this in for Unit 6.
Heater and Oven Combustion Emissions
Blank for Units 6-8. Fill this in for Unit 7.
Pollution Control Technologies
Blank for Unit 7. Fill this AND thenextlevel 1 heading section in for Unit 8.
Process Flow Diagram
Blank for Unit 7. Fill this AND thepreviouslevel 1 heading section in for Unit 8.
References
Godish, T., Davis, W. T., & Fu, J. S. (2015).Air quality(5th ed.). Boca Raton, FL: CRC Press.
Texas Commission on Environmental Quality. (2011). Surface coating facilities: A guide for
obtaining air authorization in Texas. Retrieved from
3yh4pey8&cof=FORID11&q=Surface+Coating+Facilities+A+Guide+for+Obt aining+Air+Auth orization+in+Texas
List additional references here alphabetically. Be sure and double-space and hang-indent each
subsequent line for each reference entry, formatting to CSU APA Citation Guide
pp. 8-12.
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Claims To Environmental Friendliness essay help tips: essay help tips
Week 6 – Discussion 1
Claims to Environmental Friendliness
After reading , discuss the tension between businesss interests in maximizing profits and the publics interest in receiving complete, truthful, and non-misleading information about products that they purchase. From a business perspective, what are the dangers of greenwashing? If you were a marketing executive, would you have a policy against greenwashing? Why or why not?
Week 6 – Discussion 2
.
Environmental Statutes
Visit the Small Business Administration’s ““pageand visit the United States Environmental Protection Agencys page.
Identify one environmental law that is relevant to your past, current, or future employer. Apply that law to a business situation created by that employer. How does (or did) that employer maintain compliance with that statute? Do you believe that environmental regulations help or hinder business? Why, or why not?
Final Paper
Prepare an 11- to 15-pagepaper (not including the title and referencepages) that assesses a legal/ethical issue or situation relating to a current, previous, or potential future work environment. Use at least 10 scholarly sources that are suitable for research in a graduate-level course.
Your paper must include the following:
A description of a business situation that presents a legal and ethical issue. The business situation must be from prior, current, or anticipated future employment experiences or from a current event. The description of the business situation must not exceed twopages.
An analysis of the ethical concerns raised by the situation.
Apply at least two different ethical theories to the situation to support at least two different outcomes.
The paper must determine which ethical outlook as applied to this particular situation will result in the best legal outcome for the business.
An explanation of at least three of the relevant areas of law that have been addressed in this course (e.g., constitutional law, contracts, anti-trust law, securities regulations, employment law, environmental law, crimes, or torts) and an assessment of the each area of law as it applies to the business situation identified.
A recommendation to reduce liability exposure and improve the ethical climate or the overall ethics of the situation. Your recommendation must be supported by specific legal, ethical, and business principles.
Writing the Final PaperThe Final Paper:
Must be 11 to 15 double-spacedpagesin length (not including the title and referencepages), and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a titlepagewith the following:
Title of paper
Students name
Course name and number
Instructors name
Date submitted
Must begin with an introductory paragraph that has a succinct thesis statement which identifies the focus of the paper.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at least 10 scholarly sources.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate referencespage, formatted according to APA style as outlined in the Ashford Writing Center
Carefully review thefor the criteria that will be used to evaluate your assignment.
WHEN YOU DO THIS ASSIGNMENT GO BY WEEK 4 OUTLINE SEXUAL HARASSMENT FOR THE TOPIC, I HAVE I UP LOADED THE OUT LINE YOU CAN ALSO USE THESE REFERENCES. IF THERE IS ANY QUESTION MESSIAGE ME THANK YOU.
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Assignment on the research for a Multi-Family Fire Scenario ccusa autobiographical essay help
Multi-Family Fire Scenario
For this Assignment, research a multi-family fire.
Describe at least four fire control principles and an incident command system that were applied to the incident. What fire control principles would you have applied this type of fire? You should include hose line selection, resources needed (deployment of personnel and equipment the incident command system), and strategy and tactics.
Note: This Assignment will require outside research. Use at least two credible sources beyond the text material and assigned Reading. Also, discuss how you evaluated the credibility of the resources used. You may consult the Online Library, the Internet, the textbook, other course material, and any other outside resources in supporting your task, using proper citations in APA style.
Paper Format
The paper is to be completed in APA format.
Page length is 34 pages of text. This does not include the title page or the references section.
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How To Measure And Use Leaf Area Index rice supplement essay help: rice supplement essay help
Prepare:Measuring leaf area is an important method in plant ecology and agricultural science. Leaf area index (LAI) is one of the most widely measured variables used to describe plant canopies and plant growth rates. In the past, measuring LAI was destructive because every leaf within a given area needed to be collected and measured. Today, there are a variety of simple and advanced methods that can be used to non-destructively estimate LAI.
Review: View the following videos and websites to learn about how LAI is measured and how it can be used in ecological, agricultural, and environmental studies.
Write: Your post will be based on the alphabetical order of your last names and should be between 250-300words.
Everyone: Explain LAI and provide two examples of how it can be used in environmental research and management. Reference two scholarly or credible sources in addition to your textbook to develop your post. You are encouraged to review the recommended materials this week to help you develop knowledge on the methods and applications of LAI.
MY LAST NAME BEGINS WITH A K SO THIS IS WHAT MUST BE DONE
If your last name begins with the letters A through L, then review the video on measuring leaf area with Adobe Photoshop or Image J, and summarize the key points of the method to the class using your ownwords. Indicate the benefits and limitations of using this method. Use supporting examples to illustrate your points.
ATTACHED ARE THE WEEKLY RESOURCES TO BE USED PLEASE USE THEM AND DO IT RIGHT THE FIRST TIME SO AS TO AVOID COUNTLESS REVISIONS. MUST USE TWO (2) SCHOLARLY RESOURCES IN ADDITION TO THE TXT FOR A TOTAL OF 3. ATTACHED ARE TO FOUR CHAPTERS FOUR THIS WEEK SO MAKE SURE TO USE THEM ALSO.
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How rising temperatures and changes in precipitation can affect plant populations essay help site:eduPrepare:Measuring how plants respond to human related environmental changes is critical in developing mitigation plans and managing our natural resources, including habitats and timber.
Review:View the following videos and websites to learn about some experimental methods that help researchers learn about the effects of climate change on plant populations.
Write:Your initial post should be between 250-300words.
Everyone:ExplainPrepare:Measuring how plants respond to human related environmental changes is critical in developing mitigation plans and managing our natural resources, including habitats and timber.
Review:View the following videos and websites to learn about some experimental methods that help researchers learn about the effects of climate change on plant populations.
Write:Your initial post should be between 250-300words.
Everyone:ExplainPrepare:Measuring how plants respond to human related environmental changes is critical in developing mitigation plans and managing our natural resources, including habitats and timber.
Review:View the following videos and websites to learn about some experimental methods that help researchers learn about the effects of climate change on plant populations.
Write:Your initial post should be between 250-300words.
Everyone:Explain how rising temperatures and changes in precipitation can affect plant populations and whether populations can adapt to these rapid changes. Provide two examples of specific plant species and how they are expected to respond to climate change. Reference two scholarly or credible sources, plus your textbook to develop your post and examples.
review the video on a study using citizen scientists to track the flowering phenology of the California Poppy in response to changing season lengths and precipitation.Summarize the key points of the field experiment and explain the methods and rational for the experimental approach. (Please note that this video ends after 2:04 minutes but rolls into another video on a different subject that you do not need for this class.)
ATTACHED ARE THE CHAPTERS AND RESOURCES FOR THIS WEEK. NOT SURE IF YOU WILL NEED THEM BUT THEY ARE THERE FOR YOU TO USE. MAKE SURE IT IS ON TIME SO IF THERE IS A REVISION NEEDED THERE IS TIME FOR IT. MAKE SURE TO USE THE TXT BOOK AND 2 OTHER RESOURCES FOR A TOTAL OF 3. MAKE SURE TO USE 2 EXAMPLESof specific plant species and how they are expected to respond to climate change.
s and whether populations can adapt to these rapid changes. Provide two examples of specific plant species and how they are expected to respond to climate change. Reference two scholarly or credible sources, plus your textbook to develop your post and examples.
review the video on a study using citizen scientists to track the flowering phenology of the California Poppy in response to changing season lengths and precipitation.Summarize the key points of the field experiment and explain the methods and rational for the experimental approach. (Please note that this video ends after 2:04 minutes but rolls into another video on a different subject that you do not need for this class.)
ATTACHED ARE THE CHAPTERS AND RESOURCES FOR THIS WEEK. NOT SURE IF YOU WILL NEED THEM BUT THEY ARE THERE FOR YOU TO USE. MAKE SURE IT IS ON TIME SO IF THERE IS A REVISION NEEDED THERE IS TIME FOR IT. MAKE SURE TO USE THE TXT BOOK AND 2 OTHER RESOURCES FOR A TOTAL OF 3. MAKE SURE TO USE 2 EXAMPLESof specific plant species and how they are expected to respond to climate change.
can affect plant populations and whether populations can adapt to these rapid changes. Provide two examples of specific plant species and how they are expected to respond to climate change. Reference two scholarly or credible sources, plus your textbook to develop your post and examples.
review the video on a study using citizen scientists to track the flowering phenology of the California Poppy in response to changing season lengths and precipitation.Summarize the key points of the field experiment and explain the methods and rational for the experimental approach. (Please note that this video ends after 2:04 minutes but rolls into another video on a different subject that you do not need for this class.)
ATTACHED ARE THE CHAPTERS AND RESOURCES FOR THIS WEEK. NOT SURE IF YOU WILL NEED THEM BUT THEY ARE THERE FOR YOU TO USE. MAKE SURE IT IS ON TIME SO IF THERE IS A REVISION NEEDED THERE IS TIME FOR IT. MAKE SURE TO USE THE TXT BOOK AND 2 OTHER RESOURCES FOR A TOTAL OF 3. MAKE SURE TO USE 2 EXAMPLESof specific plant species and how they are expected to respond to climate change.
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