# "Weather / Climate / Meteorology" Essays

#### Demonstration of a Chi Squared Test Essay …

Essay |
2 pages (701 words)

Bibliography Sources:
2

SAMPLE TEXT:

Chi Squared Test

New software has been introduced to a salesforce, and the VP of Sales at WidgeCorp wants to assess whether or not the sales software is impacting in the data. The statics for the sales teams in four areas have been collected. In each sector only half the sales team used the software while the other half continued to work without the software. It is assumed that if the software had not impact sections of the team using the software would perform at the same level as the team section without the software.

Statistical testing may be undertaken using the results in order to assess whether or not the software is having an impact, and what that impact is. The first stage of statistical testing is the determination of the hypothesis, identifying the subject of the test (Bryman and Bell, 2011). Before undertaking a test it has to be determined what the test is for. This requires the development of a hypothesis. In this case, the hypnosis can be;

H1 = The software will impact on the level of sales achieved by the sales teams.

It may be argued the hypothesis could have been that the software will increase sales. This is possible, but it limits the tests as it assumes there is a positive impact, by adopting a more general hypothesis there is an allowance of adverse consequences.

The next stage is the development of a null hypothesis, this is the opposite of the hypothesis and indicates that the phenomena being examined has no effect (Bryman and Bell, 2011). Here the null hypothesis will be

H0 = The software has no impact on the level of sales achieved.

The aim of hypothesis testing is to try to prove the null hypothesis, and only if that fails can the hypothesis be accepted (Curwin and Slater, 2006). The next stage is to determine what type of test will be suitable. In this case, the Chi Squared test is appropriate, as this is a test to be used where there is nonparametric data (Curwin and Slater, 2006), in this case,……
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#### Looking Into Basic Mathematics Formulas Research Paper …

Research Paper |
4 pages (1,297 words)

Bibliography Sources:
4

SAMPLE TEXT:

Math Learning Disabilities and Bridging Within Simplicity Learning Basic Mathematics Functioning

Solving problems in mathematics is often regarded as a challenge for students in elementary schools. When dealing with mathematical questions, there is often a need to employ a number of different skills, and many students often face difficulties in doing so, particularly in aspects such as spatial relations, language and memory. Proficiency one-digit mathematics is often believed to be based on increasing dependence on memorized facts. A different model, however, argues that mastering one-digit arithmetic can also be done through increasing the utilization of efficient calculation steps. Many young students who have challenges in calculating elementary mathematical problems often come to school already having a solid foundation in terms of their informal understanding of mathematics. Such children, often only have a difficulty in relating what they already know to a language, procedures and symbolic notations that are more formal. It is quite difficult for a child to comprehend a whole new world of notations and symbols denoting quantities and actions, in addition to simultaneously learning the special language that is utilized to teach arithmetic. Thus, these young children often need to continuously hear the words, and use the symbols and notations in many different ways, before they can start to correctly understand spatial relations, the language of arithmetic, and the notations, among many other aspects required to understand mathematics. However, instead of giving students the repeated experiences necessary to learn and become proficient in mathematics, teachers often just add to the difficulties at this stage, by asking the children to match numbers in words with pictured groups, before the young students have gained adequate experience in correlating different quantity notations in different ways. Thus, the students often have to take more time to understand than they would, if the teaching was in an organized manner that leveraged on what the students already know.

Discussion

Working memory is a finite capacity that allows the temporary storage and processing of small amounts of data at the same time. The working memory of the brain partly helps account for the cognitive problem in learners of not being able to tackle math problems because of earlier lack of understanding of math facts. It is known that skills that are repeatedly practiced and carried out in a fluent manner result in lesser demands on the abilities of the working memory than skills that a student might have just become aware of, but has not yet become proficient in. According to Alter (2012), students who can automatically refer from memory several key facts can utilize more working memory abilities to other conceptual, language or procedural aspects of the mathematical problem than others. In other words, students can solve arithmetical problems better if they don't have to utilize their fingers or other counting devices to help them remember. Therefore, initiating interventions in math fluency is one of the best ways to help solve difficulties in learning mathematics.

Researcher, Alter, in his 2012 work, identified a couple…
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#### Students With Disabilities and Their Mathematics Instruction Book Report …

Book Report |
7 pages (2,630 words)

Bibliography Sources:
1+

SAMPLE TEXT:

¶ … students' needs"

The main objective of teaching is meeting the needs of students. So as to attain this goal, teachers ought to be willing to do whatever it takes. This particular paper explores how educators ought to be flexible enough to permit the application of helpful technology- despite how challenging it is to apply- to assist the students…
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#### Chapter 7 8 And 9 Summary Essay …

Essay |
3 pages (904 words)

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0

SAMPLE TEXT:

Geometry is important in several areas of life, from large structures to micro structures, while also forming the foundation for representing and understanding objects in the surroundings. This chapter talks about the geometrical relationships and concepts for the children with special needs. It also gives an analysis of the National Council of Teachers of Mathematics, and discusses the problems and issues in geometry. It discusses the principles and standard key aspects of geometry, providing a guideline for K to 12 programs by analyzing the properties and characteristics of two and three dimensional geometric shapes; describing spatial relationships and specifying locations by using coordinate geometry; applying transformations and using geometric modeling and visualization to solve the problems. Several issues have been discussed in these chapters, like students having difficulty in spatial organization in a variety of tasks, and losing focus on learning aspects. Different strategies are mentioned that can increase the focus of children in geometry, thus, helping them learn. There is a lot of focus on visualization as mentioned in the teaching guidelines; several researches have recognized the importance of guidelines by the use of pictures, and colors that would make the students immediately grasp the idea. The chapter states that the students should be able to understand the instructions and recognize the shapes by using trigonometric to measure the angles. The chapter presents several case studies of different students with special needs who learnt geometry through different guidelines discussed in the chapter. Different tables show various activities that pose difficulties in learning geometry. These included losing focus by playing with manipulatives, instead of working with them, or losing directions. Suggestions for teachers included slowing down the pace of the subject and providing only the necessary material to the students, while allowing them to take small breaks between the lessons. Special education has been focused on for years, and geometry gives a chance to the students to participate in different professions in the future.

Chapter 8

Measurement has one of the main mathematical uses and it is important for every child to know the basics behind it. This chapter discusses the tools and concepts of measurement and the difficulties that the students with special need face from measurement techniques. Understanding the measurements of systems units and other objects in early grades is important for every student. Emphasizing on area, weight, volume, length and height and learning how to measure them develops a base and formation of several concepts in life. The chapter includes guidelines for Pre-Kindergarten till Grade 8 and describes the tools that should be learnt at different stages. It also includes different scripted examples between a teacher and a student that clearly states the process that should be used by……
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#### Descriptive Statistics and Its Interpretation Research Paper …

Research Paper |
6 pages (1,129 words)

Bibliography Sources:
6

SAMPLE TEXT:

¶ … statistics to determine the factors responsible for the high rate of turnover at BIMS (Ballard Integrated Managed Services). The descriptive statistics are used to summarize the data in a manageable form. (McClave, Benson, & Sincich, 2011). Moreover, the goal of descriptive statistics is to present the visual presentations of the data, which will assist the BIMS management to make an effective decision with regards to the BIMS high rate of employee turnover. The analysis also reveals the demographic data of the respondents, which provides the following results:

Descriptive Statistics Demographic Data

"Work Division of Participants"

Central Tendency:

Mean = 1.67

Dispersion:

Standard deviation = 0.69

Count:

Min/Max:

and

Confidence Interval:

B: "No of Months worked for BIMS"

Central Tendency:

Mean = 53.98

Dispersion:

Standard deviation = 64.99

Count:

Min/Max:

Confidence Interval:

C: Gender

Central Tendency:

Mean = 1.58

Dispersion:

Standard deviation = 0.54

Count:

78

Min/Max:

0 and 2

Confidence Interval:

0.12

D: "Position Held Manager or Supervisor"

Central Tendency:

Mean = 1.79

Dispersion:

Standard deviation = 0.46

Count:

78

Min/Max:

0 and 2

Confidence Interval:

0.10

Descriptive Statistics

Factor Responsible for High Rate of Turnover

Q1. "How well do you enjoy working for BIMS?"

Central Tendency:

Mean = 2.82

Dispersion:

Standard deviation = 1.43

Count:

78

Min/Max:

0 and 6

Confidence Interval:

0.32

Q2. "You enjoy your assigned shift."

Central Tendency:

Mean = 2.74

Dispersion:

Standard deviation = 1.47

Count:

78

Min/Max:

0 and 6

Confidence Interval:

0.33

Q3. "Your request for your desired shift was fulfilled"

Central Tendency:

Mean = 2.8

Dispersion:

Standard deviation = 1.4

Count:

78

Min/Max:

0 and 5

Confidence Interval:

0.31

Q4. "How many times have you called in sick in the last month?"

Central Tendency:

Mean = 2.79

Dispersion:

Standard deviation = 1.55

Count:

78

Min/Max:

0 and 6

Confidence Interval:

0.35

Q5. "You are well trained for your work"

Central Tendency:

Mean = 2.88

Dispersion:

Standard deviation = 1.4

Count:

78

Min/Max:

0 and 5

Confidence Interval:

0.31

Q6. "You are paid fairly for the work you do."

Central Tendency:

Mean = 2.06

Dispersion:

Standard deviation = 0.98

Count:

78

Min/Max:

0 and 4

Confidence Interval:

0.22

Q7. "Your supervisor treats you fairly"

Central Tendency:

Mean = 2.87

Dispersion:

Standard deviation = 1.38

Count:

78

Min/Max:

1 and 5

Confidence Interval:

0.31

Q8. "Your supervisor's boss treats your division fairly." "

Central Tendency:

Mean = 2.66

Dispersion:

Standard deviation = 1.5

Count:

78

Min/Max:

0 and 6

Confidence Interval:

0.34

Q9. "The company is good at communicating." "

Central Tendency:

Mean = 2.21

Dispersion:

Standard deviation = 0.86

Count:

78

Min/Max:

1 and 4

Confidence Interval:

0.19

Q10. "You do not fear that you will lose your job"

Central Tendency:

Mean = 2.66

Dispersion:

Standard deviation = 1.43

Count:

78

Min/Max:

0 and 6

Confidence Interval:

0.32

Descriptive Statistics Interpretation

The descriptive statistics are used to carry out the data analysis to summarize the data in a manageable and display the data using the values of Mean, Median, Mode, Standard…
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#### Applying Logic to a Case Research Paper …

Research Paper |
2 pages (496 words)

Bibliography Sources:
1

SAMPLE TEXT:

Reasoning Fallacies and Their Explanations

Value Assumption in the Argument

What are the issue and the conclusion?

According to Browne & Keeley framework for any critically viewed article, the issue is the question of the topic being discussed or the controversy regarding the topic. The conclusion is the answer that is derived from the discussions in an article or the author's answer to a thesis developed in an article (Browne & Keeley, 2007).

The issue and conclusion in the case of the article that has been according to Browne & Keeley framework are:

who's the greatest director in the history of the movies

Stephen Spielberg is the best movie maker of all time

Reasoning Fallacies and their Explanations

Browne & Keeley framework describes reasoning fallacies as those reasons that seem to have been used by the author as a trick or as fallacies. Identification of the reasoning fallacies is done to illustrate that the author has used reasons that are tricked and such reasons do not provide good support for the conclusion of the thesis conclusion arrived at in the article (Browne & Keeley, 2007).

In respect to the given article the reasoning fallacies are:

Reason: Six of Spielberg's movies have been the top domestic box-office grosses in their respective years

Conclusion: more talented than rivals

Explanation: being blockbusters does not guarantee more talent

Reason: cousin Vinnie who sees more movies than anyone I know, agrees

Conclusion: Spielberg must be the best

Explanation: there is no conclusive evidence……
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#### Analyzing and Assessing Problem Solving Chapter Writing …

Chapter Writing |
6 pages (599 words)

Bibliography Sources:
6

SAMPLE TEXT:

Problem Solving

Look at the manner in which the data was collected and identify any potential problems with using this as an evaluation tool.

The data was collected from a random sample of 100 students. By being told not to return the form, the data collected from the students can easily be considered to be false and therefore using this as an evaluation tool makes the results obtained not to be entirely factual.

Find the Mean stress level of the sample

The mean stress level of the sample is the average level of the stress scores given by the students. The mean is obtained using the following formula:

Student Scores

Age

Find the Median stress level of the sample

The median stress level of the sample is the middle value of the set of numbers. To attain the median, the set of numbers has to be arranged in a numerical order first.

Age

Student Scores

The median value is obtained as ((100 + 1) / 2) = 50.5

This implies these are the 50th and 51st values. Both the medium ages are 22.

= (2,179 + 801) / 2

= 2,980 / 2

= 1,490

4. Find the Mode of the stress level for the students

The mode of the stress level for the students is the one that appears the most times. The mode age for the students is 22 years.

The mode stress scores that appears the most times is 997.

5. Find the Standard Deviation of the stress level for the random sample of 100 students

Student Scores (X)

The standard deviation is calculated using the following formula:

s = 659.33

6. Find the Variance of the stress level for the random sample of 100 students

The variance of the sample is calculated by squaring the……
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