(Solution) If We Wish To Have A 95% Confidence Level, What Would Be The Value Of ? | Snapessays.com


(Solution) If we wish to have a 95% confidence level, what would be the value of ?


If we wish to have a 95% confidence level, what would be the value of ??

 

& Determine the value of the confidence coefficient z(?/2) for the situation below: ?1 ? ? = 0.95 https://www.coursehero.com/tutors-problems/Business/9029649 9029649 I need the Assignment 1 LASA 2 write your own bill - Argosy University. Need by Feb 6, 2016. I need the Assignment 1 LASA 2 write your own bill - Argosy University. Need by Feb 6, 2016. What is the cost https://www.coursehero.com/tutors-problems/Business/9029651 9029651 thank you. please view the attached file and work based on the descriptions.thank you. https://www.coursehero.com/tutors-problems/Business/9029653 9029653 I have no idea how to do this 11.The current in an air-core solenoid is reduced from 3.99 A to zero over 5. The solenoid has 2000 turns per meter and... I have no idea how to do this 11.The current in an air-core solenoid is reduced from 3.99 A to zero over 5.9s. The solenoid has 2000 turns per meter and a cross-sectional area of 0.131 m2. Surrounding the solenoid near the center of its length is a second coil of 50 turns. What is the magnitude of the induced emf in the second coil? If the resistance of the second coil is 0.00409 ohm what is the induced current.  https://www.coursehero.com/tutors-problems/Business/9029655 9029655 View the Biome Explorer located at http:gcumedia.com/bio220/biome-explorer/v2.1/home.html#3. Click on an ecosystem and a scenario. View the Biome Explorer located at http://lc.gcumedia.com/bio220/biome-explorer/v2.1/home.html#3. Click on an ecosystem and a scenario. How might this scenario affect the genetic diversity of the population? Would this be good or bad for the population? Then explain another topic (not listed in the scenarios) that can impact a species population within the ecosystem. Why? https://www.coursehero.com/tutors-problems/Business/9029657 9029657 Homework #2 - CHM 318 - Fall 2015 1. Find a peer-reviewed Journal Article on the synthesis of inorganic sandwich compounds (examples such as... Please, I need help with question #6 on the attach file. 1. Find a peer-reviewed Journal Article on the synthesis of inorganic sandwich compounds (examples such as titanocene, ferrocene, etc). Write a half-page, double-spaced summary of the synthesis and the application of the compound(s) with in-text citations and a full reference (ACS style) at the end of the summary. 2. Several resonance structures are possible for each of the following ions. For each, draw these resonance structures, assign formal charges, and select the resonance structure likely to provide the best description for the ion. a) SeCN - b) CHOS - c) [S2CO] 2- (C is the central atom) 3. Show the possible resonance structures for nitrous oxide, N 2 O (the central atom is nitrogen). Indicate nonzero formal charges where they are present. Which structure gives the best representation of this molecule? Why? 4. Give Lewis dot structures and sketch the shapes of the following: a) SeCl 4 b) I 3 - c) PSCl 3 d) IF 4 - e) PH 2 - Homework #2 - CHM 318 - Fall 2015 https://www.coursehero.com/tutors-problems/Business/9029659 9029659 CASE 3 Building a Coalition Learning Goals Many of the most important organizational behavior challenges require coordinating plans and goals among... If someone wants to write a paper that is double spaced and turn it in by tomorrow they can. Must DO A GOOD JOB AND FOLLOW GRADING RUBRIC. I only have 25.00 credit left right now. Should get a good A in paper. If so will use for future projects. Paper is only 2 to 3 pages double spaced. Most time will be spent reading attached Study Case 3. Read below and then assignment is attached case study. PLEASE READ ENTIRE case study and complete with all requirements ADDRESSING ALL KEY QUESTIONS.You are required to analyze this week’s case study and submit a two- to three-page paper DOUBLE SPACED addressing the key questions identified. Remember that all case studies present both too much and too little information. There may be information presented that is not really relevant, and there may be scant information about a key area. This analysis does require interpretation of the information, and there is not one right answer. However, you must explain and defend any assumptions you made, or conclusions resulting from your analysis, with citations from the text or from the case itself. There is no need to research outside sources for this paper.Assignment and GuidelinesThe Case Study for this week is Building a Coalition, which appears on page 580 of the textbook.Each student is required to analyze this week’s case study and submit a two- to three-page paper addressing the key questions identified below. Remember that all case studies present both too much and too little information. There may be information presented that is not really relevant, and there may be scant information about a key area. This analysis does require interpretation of the information, and there is no one right answer; however, you must explain and defend any assumptions you made, or conclusions resulting from your analysis with citations from the text, or from the case itself. There is no need to research outside sources for this paper.Your paper must include the following labeled sections. Category Points Description Part I: Group Development 15 Identify and summarize the stages of group development. Reflecting on the case and textbook material, what stage is the group at now? How could an understanding of the stages of group development have assisted the Woodson Foundation in building a cohesive coalition? Support your conclusion with evidence from the case and our text. Part II: Problem Identification 30 Identify key problems. Identify primary and secondary problems the Woodson Foundation is facing. Identify what the organization should have understood about individual membership in teams in order to have built group processes that were supportive of her groups' goals. Do not necessarily limit yourself to only team theory here. Plumb any concepts we have covered to date if you feel they are relevant. Part III: Retrospective Evaluation 40 Given that there is no one perfect solution for this situation, identify, describe, and defend two possible solutions to the primary problem(s). Clearly identify and defend both courses of action. Identify and discuss specific steps needed to implement your selections. Support your selections with evidence from the case, the text, or weekly discussion. Remember that deciding on a course of action entails envisioning and planning the steps to success. Be sure to identify implementation steps for both possible solutions. Almost every situation presented with relation to group dynamics and behavior can have multiple avenues for remedy. It is important to develop the ability to critically evaluate more than one alternative, and rationally identify pros and cons of each. Presenting pros and cons for the identified alternative solutions in a table format within the paper is acceptable. Part IV: Reflection 15 What would you advise as a strategy for managing diversity issues for program leaders? Grading Rubrics Criteria Failed to Meet Minimum Standards Met Minimum Standards 60% = 60 points, D Satisfactory 70% = 70 points, C Good 80% = 80 points, B Superior 90% = 90 points, A Part I: Group Development (15 points) No problem summary included 0 Identifies the stages of group development with some summary; does not tie theory back to the case 9 Identifies the stages of group development with some summary, and ties theory to the case situation with minimal supporting evidence from the case and text 11 Identifies the stages of group development and ties theory to the case situation with supporting evidence from the case and text 13 Clearly and accurately identifies the primary issues presented by the case with clear supporting evidence from the case 15 Part II: Problem Identification (30 points) No possible solutions discussed 0 Discusses case in general terms with no insight into the real issues presented 20 Discusses issues presented by the case generally, without supporting references; identifies secondary issues, not primary issues 23 Identifies the primary issues presented by the case with some supporting references to the case 26 Clearly and accurately identifies primary and secondary issues presented by the case with clear supporting evidence from the case 30 Part III: Retrospective Evaluation (40 points) None provided 0 Does not clearly identify or explain selected recommendation for solutions 27 Identifies recommended solutions with no implementation steps 31 Clearly identifies recommended solutions with discussion of implementation steps at a summary level 35 Gives a clear and focused analysis with implementation recommendations; directly relates selection to course readings 40 Part IV: Reflection (15 points) None provided 0 Perfunctory effort at answering question 10 Summary level reflection on leadership 11.5 Good faith effort in examining leadership issue with supporting material 13.0 Well-presented insights into leadership issue with supporting material 15CASE 3 Building a Coalition

 

Learning Goals

 

Many of the most important organizational behavior challenges require coordinating

 

plans and goals among groups. This case describes a multiorganizational eFort, but the

 

same principles of accommodation and compromise also apply when trying to work with

 

multiple divisions within a single organization. You’ll create a blueprint for managing a

 

complex development team’s progress, steering team members away from negative

 

con±icts and toward productive discussion. You’ll also be asked to help create a new

 

message for executives so they can lead eFectively.

 

Major Topic Areas Group

 

dynamics

 

Maximizing

 

team performance

 

Organizational culture

 

Integrative bargaining

 

The Scenario

 

The Woodson ²oundation, a large nonpro³t social service agency, is teaming up with the

 

public school system in Washington, D.C., to improve student outcomes. There’s ample

 

room for improvement. The schools have problems with truancy, low student

 

performance, and crime. New staF quickly burn out as their initial enthusiasm for

 

helping students is blunted by the harsh realities they encounter in the classroom.

 

Turnover among new teachers is very high, and many of the best and brightest are the

 

most likely to leave for schools that aren’t as troubled.

 

The plan is to create an experimental after-school program that will combine the

 

Woodson ²oundation’s skill in raising private money and coordinating community

 

leaders with the educational expertise of school staF. Ideally, the system will be

 

³nancially self-su´cient, which is important because less money is available for schools

 

than in the past. After several months of negotiation, the leaders of the Woodson

 

²oundation and the school system have agreed that the best course is to develop a new

 

agency that will draw on resources from both organizations. The Woodson foundation

 

will provide logistical support and program development and measurement staF; the

 

school system will provide classrooms and teaching staF.

 

The ³rst stage in bringing this new plan to fruition is the formation of an executive

 

development team. This team will span multiple functional areas and establish the

 

operating plan for improving school performance. Its cross-organizational nature means

 

representatives from both the Woodson ²oundation and the school district must

 

participate. The National Coalition for Parental Involvement in Education (NCPIE) is also

 

going to be a major partner in the program, acting as a representative for parents on

 

behalf of the PTA.

 

Con±ict and Agreement in the Development Team

 

While it would be perfect if all the groups could work together easily to improve student

 

outcomes, there is little doubt some substantive con±icts will arise. Each group has its

 

own interests, and in some cases these are directly opposed to one another.

 


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