Using a t-test

Create your initial post that includes the following:

Describe a situation with dependent and independent variables in which you would use a t-test.

Part of a special educator’s responsibilities include understanding the characteristics of the major disability categories and how the characteristics affect typical development. When conducting observations and consulting with staff who work with students with disabilities, teachers must be able to articulate the differences in development and prescribe appropriate interventions. Understanding the effect of culture and language development must also be considered in meeting student needs.

Case Study:  Larissa

Grade:  3rd

Age:  8

Larissa is a female third grade student with a specific learning disability in written expression and an executive functioning disorder. She is originally from El Salvador and moved to the U.S. with her mother, father, older sister, and newborn brother when she was 14 months old. In first grade, she was assessed for special education services and was found eligible in the areas of written expression and executive functioning due to a diagnosis of dyslexia and ADHD by an outside psychologist referred by her primary care physician. Larissa’s verbal expression is close to grade level, but when asked to express her thoughts on paper, she often uses lower level vocabulary and fragmented sentences, and her writing lacks organization. This could be due to her inability to focus on longer tasks as well as her difficulty with spelling, written expression, and multiple languages spoken in the home. Larissa also struggles with starting tasks independently, staying on task, and with task completion. She often cannot find her materials when needed such as pencils, paper, assignments, books, etc.

Recently, her mother and father separated. Her mother has since moved the children out of their home and in with family friends. The family friends have three children and two adults living in the home already, so the three bedroom, one bath home is very crowded. Their new home is within walking distance of Rosewood Elementary, where Larissa has recently transferred.

Larissa’s mother, Rita, has a job in which she works long hours and is currently struggling to establish her own line of credit. At home, Larissa’s family speaks both English and Spanish. Rita considers English her primary language; however, Spanish is her first language and she sometimes has difficulty understanding written English, despite speaking it well.

At a recent parent-teacher conference with Larissa’s teacher, Mr. Fleming, Rita shared that she obtained an order of protection against her husband after they separated. Because the order of protection extends to the children, she provided Mr. Fleming legal documentation of the order. The day after the conference, Mr. Fleming notified the office and gave them the documentation in the event that Larissa’s father should come to the school.

Using the information from the case study, address the following in a 1,000-1,250 word essay:

• Discuss how the Christian worldview perspective can be demonstrated in professional practice by explaining why teachers need to be committed to respecting students’ individual strengths, interests, and needs to promote each student’s growth and potential.
• Explain how language, culture, and family background influence the student’s student’ learning.
• Describe three research-based, specially designed instructional strategies that can be used to respond to the developmental differences and individual needs of the student.
• Cite research to provide justification for how the selected strategies provide specially designed instruction and access to the general education curriculum and standards as required by IDEA.

Support the assignment with at least three scholarly resources. 

I’m trying to learn for my class and I’m stuck. Can you help?

• Slide 1: Title Slide

• Include a title that reflects the contents of the presentation.
• Include student’s name, date, and competency number.
• This slide does not need narration.

• Slide 2: Identify the Selected Policy

• Include the full text of the policy that was chosen including a citation to the location of the policy (you will include the full reference on the Reference slide).
• In the narration, give a summary of the policy including major points, and identify the intended audience for the presentation.

• Slides 3–5: Advantages and Disadvantages

• Identify at least three (3) advantages and three (3) disadvantages of the policy as it is written, and explain why they are either advantages or disadvantages.
• These can be overall pros and cons or intended or unintended consequences.

• Slides 6–7: Recommendations

• Recommend changes to the policy that will improve the intended and/or unintended health outcomes that are associated with it.
• Describe how these changes will improve health outcomes.

• Slide 8: References

• Reference at least three (3) scholarly sources that are cited within the presentation.
• This slide does not need narration.

Reversing Rapids Co. purchases an asset for $110,340. This asset qualifies as a five-year recovery asset under MACRS. The five-year expense percentages for years 1, 2, 3, and 4 are 20.00%, 32.00%, 19.20%, and 11.52% respectively. Reversing Rapids has a tax rate of 30%. The asset is sold at the end of year 4 for $10,610.

Calculate After-Tax Cash Flow at disposal. Round the answer to two decimals.

Reversing Rapids Co. purchases an asset for $169,070. This asset qualifies as a five-year recovery asset under MACRS. The five-year expense percentages for years 1, 2, 3, and 4 are 20.00%, 32.00%, 19.20%, and 11.52% respectively. Reversing Rapids has a tax rate of 30%. The asset is sold at the end of four years for $12,709.

Calculate tax credit on disposal. (The answer should be entered as positive value). Round the answer to two decimals.

Reversing Rapids Co. purchases an asset for $131,705. This asset qualifies as a five-year recovery asset under MACRS. The five-year expense percentages for years 1, 2, 3, and 4 are 20.00%, 32.00%, 19.20%, and 11.52% respectively. Reversing Rapids has a tax rate of 30%. The asset is sold at the end of year 4 for $13,919.

Calculate book value of an asset. Round the answer to two decimals.

statement #1

What are the core skills and knowledge you hope to acquire by completing a degree in this major and how do you plan to apply these when you graduate?

statement #2

Please provide any other information about yourself that you feel will help this college make an admission decision. This may include work, research, volunteer activities or other experiences pertaining to the degree program.

for #1 write about interest in the business major

for #2 write about volunteering experience in a retired businessman’s home and learning about the field.

VARK

Learning Preference Lecture

Please watch the video before beginning your Minute Paper #1 Assignment or completing the VARK.

Learning Preference Lecture (Links to an external site.) (29 minutes)

What Type of Learner Are You?

In order to identify which type of learner people are, Fleming developed a self-report inventory that posed a series of situations. Respondents select the answers that best match their preferred approach to learning.

Directions

Please spend a few minute and complete the VARK (Links to an external site.) questionnaire if you have not already done so. It will take you now no more than 10 minutes to complete the 16 questions.

Assignment

Now please answer the following questions:

1. What is your learning preference based on the VARK and the module lecture? Is it what you thought it would be? Any surprises?
2. According to your learning preference, how should your study habits change based on the lecture and module information? How should they stay the same?
3. Give specific examples of things you can do to study for one of your classes. How will you make sure you do this? What is the strategy to implement?
4. How will you evaluate the methods effectiveness?

TIPS: The response should be long enough to demonstrate a high level of critical thinking and analysis and in paragraph form (think 2 paragraph minimum). Be sure to incorporate information from the lecture on learning preferences in your response as well as what was in the module. Simple yes and no answers and single sentences per question are not appropriate and do not reflect a true demonstration of understanding. Proofread what you write before submitting since you will have one chance to do so.

Do you think of yourself as a team player or more of an individual performer? The results of a recent study show that while employees acknowledge the value of teamwork in the workplace, they would rather go it alone.

• Do you agree? Why or Why not?

Use, bold AND define 2 key terms from Ch. 10 in your answer.

• Blank responses will get points deducted from your grade.
• 5 points for answering all questions in 5-7 sentences
• 5 points for using 2 key terms, defining terms and bold them
• Hate Teamwork? You’re Not AloneDo you think of yourself as a team player or more of an individual performer? The results of a recent study show that while employees acknowledge the value of teamwork in the workplace, they would rather go it alone. Do you agree? Why or why not?
  In two recent articles, business writer Chad Brooks describes the results of a survey and his interviews with business leaders, both attesting to the importance of teamwork skills in the workplace, as well as the aversion that most employees have toward it.Brooks reports that many business leaders insist that, when set up correctly, teamwork has great benefit. As it turns out, many employees agree. Brooks reports that a recent survey of more than 1,000 employees found that 95 percent of those surveyed (who had ever worked on a team) thought that teamwork serves a critical function in today’s workplace. More than 60 percent surveyed also agreed that collaboration and team building, conflict resolution, and team management are required skills for students looking to join today’s workforce.However, 85 percent of these same employees said that working on teams in the office is difficult and that they would rather work on their own than participate in team efforts. They gave many reasons for their dislike of teamwork; two of the most frequently mentioned were that teamwork goes against the cherished “in-it-for-one’s-self” mentality in the workplace, and a lack of clearly defined roles often contributes to team failures.Other frequently given reasons were that their workload was too heavy, not allowing for enough time to work on team projects, and much of the resistance to teamwork resulted from a lack of proper preparation and training in how to work effectively in teams.Finally, some of the employees’ dislike about working in teams seem to come from previous negative teamwork experiences and having been part of a dysfunctional team. These negative experiences included verbal confrontations among team members, arguments that turned physical, team members blaming each another for things that went wrong in the team, and working with team members who started rumors about one another.The results of the survey, as well as the interviews with business leaders, seem to suggest that to be successful in today’s workplace, acquiring good teamwork skills is a must—even though it might not be a favorite part of the job!