Mathematics

This is university of Washington 2nd year student declaring major.  Please follow my comments and rewrite. On top of the comments, please add more leadership, volunteer, internship and other skills (I’ll provide you later). It doesn’t have to be pure math, it can be related to computer science , data, engineering etc  Please put 1 famous quote about and inspiration in math (something like math is not just a concept, but it’s something to change the world. Just saying as an example) Put 2 quotes about some theory.  to show that you haVe knowledge in the field more than average students. So something like a graduate school level (that’s why I chose grad school level instead of university Level. So please make it higher quality and sounds like what a grad student should talk about.  The applicant should already know what kind of research he wants to do, what professor at UW and what research the professors focus on, what research he has done (may need to make up but don’t make something that needs proof. For example, working on research with his father)   Some outline: 1. First, make up sth that he started doing some engineering work (something a talented child would do. Like wow he started coding and creating  a game when he was 7.. I don’t know, sth like that related to math ) 2. And then started helping his dad to work in xxx when he was 10. 3. Add any other thing (if there is still space). Something in the additional file or something I’ll add later if I can think of  4. Confidently say what research he wants to focus on in his future student (in university and in grad school). And what he wants to do in the future (name a role model such as Elon Musk, and want to open start a company that will be like Elon Musk’s) 5. Make up some strengths to cover his weakness of bad grades. For example , he spent most of his days and nights working on a business that he is planning to open Please Expect that I’ll edit a few times to make it perfect

A town official claims that the average vehicle in their area sells for more than the 40th percentile of your data set. Using the data, you obtained in week 1, as well as the summary statistics you found for the original data set (excluding the super car outlier), run a hypothesis test to determine if the claim can be supported.  Make sure you state all the important values, so your fellow classmates can use them to run a hypothesis test as well.  Use the descriptive statistics you found during Week 2 NOT the new SD you found during Week 4.  Because again, we are using the original 10 sample data set NOT a new smaller sample size.  Use alpha = .05 to test your claim. (Note: You will want to use the function =PERCENTILE.INC  in Excel to find the 40th percentile of your data set.  Hopefully this Excel function looks familiar to you from Week 2.) First determine if you are using a z or t-test and explain why. Then conduct a four-step hypothesis test including a sentence at the end justifying the support or lack of support for the claim and why you made that choice. I encourage you to review the Week 6 Hypothesis Testing PDF at the bottom of the discussion forum.  This will give you a step by step example on how to calculate and run a hypothesis test using Excel. I DO NOT recommend doing this by hand.  Let Excel do the heavy lifting for you. Instructions: Your initial post should be at least 150 words. Make sure you include your data set in your initial post as well.

Watch the following video on vectors. While watching this video think/make note of the following topics: What is a vector? How do they pertain to real-world applications and help us understand the world? How they are denoted and viewed algebraically and geometrically. https://www.youtube.com/watch?v=fNk_zzaMoSs&feature=emb_title

The Past, Present, and Future of the Electoral College Starting with the Constitutional Convention of 1776 and ending with Trump-Clinton presidential election of 2016, give a historical and political analysis of the Electoral College. You should address some or all of the following issues: How did the Electoral College get started? Why did some of the Founding Fathers want it? How did it evolve? What has been its impact over the years in affecting presidential elections? (Pay particular attention to the 2000 and 2016 presidential elections.) What does the future hold for the Electoral College? What are the prospects that it will be reformed or eliminate

Define continuity and discontinuity of a function and explain it with examples make presentation on power point

Chicago is a group dice game that requires no skill. The objective of the game is to accumulate points by rolling certain combinations (GamezBuff, 2017). How do you play Chicago? ·         There are eleven rounds in the game, one for each combination that can be made by adding two dice, namely the numbers two through 12. Each round has a target combination starting with two and going up all the way to 12. ·         Going clockwise, the players take turns to roll both dice one time. ·         If players roll the target combination, then they score points equal to the target combination, otherwise they score zero. For example, if the round corresponds to target combination six, then the player scores six points if the two dice add up to six. Else, the player scores no points. ·         The player with the highest score at the end of the eleventh round wins the game. Part I: Complete the following steps assuming the target combination is five: 1.    What is the probability that the player rolls the target combination? 2.    What is the probability that the player rolls the target combination given that he/she rolled a one? 3.    What is the probability that the player does not roll the target combination given that he/she rolled a one? 4.    If the player wins a dollar for every point, he/she gets and losses three dollars for getting no points, what are the expected winnings or losses on each turn? Part II: Based on your work in Part I, discuss the following: 1.    Describe the sample space when rolling two dice once. How can identifying all the elements of the sample space help you answer the questions in Part I? 2.    Describe the relationship between odds and probability. Explain how you can use the result in question one, Part I to find the odds of getting the target combination in each turn. 3.    Determine if “rolling the target combination” and “rolling a one” are independent events. Justify your answer. Explain how this information can help you answer question two, Part I. 4.    Determine if “rolling the target combination given that the player rolled a one” and “not rolling the target combination given that the player rolled a one” are complementary events. Explain how you could have used the answer to question two, Part I to get the answer to question three, Part I. 5.    Interpret the answer to question four, Part I. 6.    Discuss the advantages of understanding probabilities when playing dice games. 7.    Think of another scenario where probabilities can be used. Discuss the advantages of using probabilities in the context of the scenario you created. Requirements: You must submit two files for this assignment. The first file should contain the computations, graphs, diagrams, etc., associated with the questions in Part I. This file may be formatted as a numbered list of answers. Unless stated in the problem, a narrative discussion is not required, but you must provide enough information to show how you arrived at the answer. The second file should be a 2-page narrative paper, written in APA format, associated with the situation described in Part II.

Graphical displays are used to provide the viewer information that illustrates qualitative or quantitative information about the data set under review. After reading the assigned sections in Chapter 2, please provide an example of where you think a graphical display could be used incorrectly. What ramification(s) do you think could result from the graphical display in your example being used incorrectly? Textbook reference for one of the references needed  Sullivan III, M. (2017) Statistics: Informed decisions using data (5th ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Consider how different distributions might affect the different graphs. How might other variables affect the graphs? How could graphs be made to be biased? If a graph were biased, how might you change it to guard against that bias? here is the follow up post to base this discussion off of: For each data set I would organize by using a frequency table. This will provide a structured approach to creating the graphs and help ensure no data is lost or overlooked because of a mess of values. For the first set of data I would use a bar graph. I would categorize the data by body part injured. These categories justify the use of a bar graph. “…bar graphs are constructed to provide a visual display of the counts of nominal or ordinal data.” (Humphrey, et al, 2020) The y-axis would represent the number of patients and the x-axis would list the injuries. For the second set of data I would use a histogram graph. This data set is dealing strictly with numbers. “Histogram Graph: Graph best used with quantitative, usually continuous data.” (Chamberlain, 2020) I would interview each patient to determine the amount of time spent in the waiting room. The y-axis would represent the number of patients and the x-axis would have the time spent in the waiting room. I would display the time in 5-minute intervals. Humphrey, P., Taylor, S., & Cage, K. (n.d.). Developing Consistency in the Terminology and Display of Bar Graphs and Histograms. Retrieved July 14, 2020, from https://web-a-ebscohost-com.chamberlainuniversity.idm.oclc.org/ehost/detail/detail?vid=4 Chamberlain University College of Nursing (2020). Week 2 Lesson: Introduction to Statistics: Graphing and Describing Data. Chamberlain University College of Nursing. https://chamberlain.instructure.com accessed on July 14, 2020.

Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence. Download and save the Assessment 2: Central Tendency and Probability [DOCX] worksheet. Complete the worksheet, and submit it for your assessment. Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Apply appropriate notation, terminology, procedures, and concepts to statistics problems. Describe a distribution. Calculate measures of variability in Excel from a group of raw scores. Calculate measures of variability in SPSS from a group of raw scores. Solve problems with information about normal distributions and probabilities. Calculate z scores using SPSS. Competency 2: Form logical conclusions about real-world problems through descriptive and inferential statistical procedures. Interpret means and standard deviation in a chart. Complete problems that apply principles and procedures related to central tendency, variability, and probability. Note: The assessments in this course build upon each other, so you are strongly encouraged to complete them in sequence. This assessment focuses on measuring central tendency, especially the characteristics and calculating the mean, median, and mode. It will also help you practice your skills in variability, which is measured by range and standard deviation. The assessment also focuses on probability, which is the likeliness of a specific instance occurring.

Gather and Analyze Data You have been charged with creating a survey for your community! The community is interested in having you create a survey and present the results at the next town hall meeting. In this project, students will: Learn about quantitative variables. Learn to analyze data for measures of central tendency (mean, median and mode) Learn to create an effective presentation with real-world conclusions. To complete this project you will: Think of a problem within your community or workplace. The problem needs to be something others will have an interest in solving or will want to share reactions to. Create a 10 question survey with quantitative variables (number) on a topic you are interested in. Think of questions where 0 is dislike there is a scale to 4- like. Another way to do this is using 0-never, 1 sometimes, 2 frequently, and 3 always. Administer the survey to a minimum of 10 people. Analyze your data for the mean, median, and mode of each questions. Create a visual from this chapter: bar graph, box and whisker plot, histogram, stem and leaf plot. etc. Compile the information into a slide presentation, of at least 5 slides, to present at the next town hall. The presentation should present: the mean, median, and mode of each question, the visual of the data, and conclusions based on the statistics you found in the survey.