Monthly Archives: May, 2019

AUT: STAT702 Industrial and Business Analytics – Assignment 3


AUT: STAT702 Industrial and Business Analytics – Assignment 3 Semester 1, 2019

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An educational expert has questioned whether or not students from high decile 1 schools achieve more academically, than students from low decile schools, and also whether or not there is any difference across New Zealand. 1. Setup (a) Create a new R project for this assignment in a new directory and call it STAT702_assignment3. (b) Inside the project folder, create the following directories: data, and R. You will save all R and Rmd files in the R folder and all data in the data folder. (c) Create an R Markdown file and save in the R folder with the name STAT702_assignment3_YOURNAME. (d) Open the project within R Studio and run commands list.files() and list.files(“R”). (5 marks) Provide the code and output in your R Markdown file. Your output should be as follows (though your Rmd filename should be different!): ## [1] “data” “R” ## [3] “STAT702_assignment3.Rproj” ## [1] “STAT702_assignment3_SarahMarshall.Rmd” 2. Is a school’s decile related to its geographic location? (a) Download the schools dataset from (5 marks) https://www.educationcounts.govt.nz/__data/assets/file/0003/62571/DirectorySchool-Current.csv 2 Read the dataset into R using readr::read_csv() and print the first 5 rows. (b) Use dplyr::filter to create a new tibble which contains a subset of the data with only schools (5 marks) with type: • Secondary (Year 11-15) • Secondary (Year 7-10) • Secondary (Year 7-15) • Secondary (Year 9-15) Show the first 10 rows of the new tibble. (c) Use dplyr::summarise to count the number of schools in each decile and show the results. (5 marks) Then, use dplyr::filter to remove any observations with a decile that is not 1, 2,…, 9, 10. Save the results as a tibble. (d) Use dplyr::summarise to compute the average decile for each Regional Council. (5 marks) (e) Use the leaflet package to create a map showing circles to indicate the locations of all schools (5 marks) in New Zealand. The circle should be colour-coded based on decile and sized based on school roll (i.e. number of students). (f ) Is a school’s decile related to its geographic location? Refer to your output in parts (d) and (e). (5 marks) Write 50 – 100 words. 3. What qualification do most students leave school with? (a) Download the file: school-leavers-2017-data-and-notes.xlsx (5 marks) from https://www.educationcounts.govt.nz/statistics/schooling/senior-studentattainment/school-leavers. Use readxl::read_excel to read in the “Data” sheet. 1More information about deciles is available here: https://www.education.govt.nz/school/running-a-school/ resourcing/operational-funding/school-decile-ratings/ 2Further information about the variables is available here https://www.educationcounts.govt.nz/data-services/ directories/list-of-nz-schools Page 2 of 3 V: 10th May 2019 AUT: STAT702 Industrial and Business Analytics – Assignment 3 Question 3 continues . . . Semester 1, 2019 (b) Tidy the data by altering the column headings gathering the columns. The tidy data should look (10 marks) as follows: ## # A tibble: 14,229 x 5 ## `School Name` Year NumLeavers Level Percentage ## ## 1 ACG New Zealand International Co~ 2009 9 1 44.4 ## 2 ACG New Zealand International Co~ 2010 12 1 41.7 ## 3 ACG New Zealand International Co~ 2011 19 1 47.4 ## 4 ACG New Zealand International Co~ 2012 11 1 72.7 ## 5 ACG New Zealand International Co~ 2013 11 1 27.3 ## 6 ACG New Zealand International Co~ 2014 16 1 25 ## 7 ACG New Zealand International Co~ 2015 10 1 70 ## 8 ACG New Zealand International Co~ 2016 17 1 58.8 ## 9 ACG New Zealand International Co~ 2017 12 1 91.7 ## 10 ACG Parnell College 2009 75 1 4 ## # … with 14,219 more rows Useful functions: gather, extract, spread, rename, type_convert. Credit will be given for partial attempts. If you cannot tidy the data as required, you can use the auckland_school_leavers.csv provided on Blackboard to complete the remaining questions. (c) Create 3 side-by-side histograms of the percentage of leavers with NCEA X or above (for X = 1, (5 marks) 2, 3) using geom_histogram. Write several sentences explaining your results. 4. Is the qualification that a student leaves school with related to the decile of the school they attend? (a) Use a dplyr join function to join the datasets from Q2 and Q3 by School Name. (5 marks) (b) Construct a boxplot using ggplot showing percentage of students leaving with NCEA level 3 or (5 marks) above, with one box per decile. Write several sentences explaining your results. 5. Write your own question related to these data and use the methods from the tidyverse to investigate (25 marks) them. You should create at least 1 map, 1 ggplot and 1 table. Write 70 – 150 words explaining your results. 6. Presentation and Formatting: Requirements for full marks (in order of importance): (10 marks) • All resources used are correctly referenced. 3 • Assignment should be professionally presented and contain accurate spelling and grammar. 4 • The PDF or HTML file should show all code and relevant output. • All data wrangling and analysis are reproducible. • R code should adhere to ‘good practice’ guidelines for R scripts. • Results should be reported in-text (e.g. part 2f) using “inline” R commands, rather than hardcoded.5 • Code is elegantly written and makes extensive use of packages in the tidyverse. 3For guidance on referencing refer to the AUT Library http://aut.ac.nz.libguides.com/APA6th 4 For additional guidance on proof reading, grammar, and referencing, please refer to the Student Learning Centre. https: //www.aut.ac.nz/student-life/student-support/student-hub 5See https://rmarkdown.rstudio.com/lesson-4.html Page 3 of 3 V: 10th May 2019

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Nursing


 

 

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  • Differentiate among several types of shock: cardiogenic, hypovolemic, obstructive, distributive, and septic. Explain the pathophysiology of each.
  • Discuss the risks of morbidity and mortality and the preparation and prevention measures for one type of natural disaster
  • Explain how to set up for disaster closet in the emergency department. What items should it contain? Who should have access?  Should it be locked?  What type of drills should be conducted?
  • Elaborate on the pathophysiology of burns. Differentiate between first, second, and third degree burns.  What are the potential complications of each?
  • Discuss the pathogenesis and progression of ebola. What safety concerns were addressed during the 2014 outbreak?

 

Paper must contain a introduction that will include something to catch your reader’s attention, and give a short synapsis of what the entire paper entails (main points discussed).

 

Paper must contain a conclusion one to two paragraphs that support and finalize the thesis argument. Here you will restate your thesis statement/main reason for paper, summarize the main points of the paper

 

FIVE page minimum EXCLUDING the title and reference pages. FOUR recent (references from within the past FIVE years) academic references.

 

Use references from within the past 5 years

Website resources must come from .org, .gov, or .edu  sites (although there are some exceptions .com sites are privately owned and tend to show bias or the data is not monitored- the .com sites which would be exceptions are repositories for peer reviewed articles such as ProQuest.com)

 

Do NOT start a sentence with a demonstrative pronoun.

Demonstrative Pronouns and Adjectives (This, That, Those, These):

  • This – close to the person
  • These – plural for these
  • That – far from the person
  • Those – plural for that

 

 

3rd Person, it’s OK to use 1st person with description of personal experience, DON’T USE THIS NURSE or THIS STUDENT WHEN DISCUSSING SELF

Every paragraph needs 3 sentences.  Full thoughts should have 5 sentences.

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Assignment: Tuesdays with Morrie


Assignment Week 2: 150 Points

Tuesdays with Morrie Film Review: Self Reflection & Theory Integration Paper

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  1. Watch the film Tuesdays with Morrie and have a pen and paper handy to write down key words, phrases, or sentences that resonate with you.
  2. Select two (2) key words, phrase, or sentence(s) that most resonated with you as you watched the movie.
  3. Paper: Please title your paper identifying the two key words, phrases, or sentences. Subtitle each section with the bolded word.
    1. Introduction:  Describe your two key selections demonstrating critical thought on your choice. Provide a context for your selections. Who said it? What point of the movie did you hear this? Do your best to sit mindfully with the selection and allow (to the extent you are comfortable) the meaning of this selection to be understood at a deeper level.
    2. Values & Beliefs: Describe how your selection aligns with your own culture/ethnicity and religion/spirituality values and beliefs? How do your values and beliefs align or contrast with the main character, Morrie?
    3. Biopsychosocial Assessment: Identify how your selection aligns with the biological, psychological, and social aspect of grief.
    4. Classical Grief Theory: Select one classical grief theory for each selection (you cannot pick the same for each selection) and explain your choice. How does this theory align with what you have shared in A?
    5. Postmodern Grief Theory: Select one postmodern grief theory for each selection (you cannot pick the same for each selection) and explain your choice. How does this theory align with what you have shared in A?
    6. Intervention: Based on the theory you identified in D. or E., select one theory and discuss how this theory would guide your intervention with a client who may be experiencing similar thoughts and feelings you identified in A?
    7. Conclusion: Discuss how this understanding of values, beliefs, assessment, theory, and intervention provides a foundation for your participation in this course and in your social work practice with persons who are experiencing grief, loss, and death related distress.

 

Paper Requirements:

Each paper will be approximately 5-8 pages in length, draw on chapter readings and course content. APA format/referencing. Double-spaced, Times New Roman, 1”margins.

 

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Week 2 Film Review: Self Reflection & Theory Integration

 

Assignment Criteria (150 points) Exemplary Demonstration

150-135

Proficient Demonstration

134-120

Emerging

Demonstration

119-1

Non-performance

 

0

Introduction
15 points
Two key selections (word, phrase, or sentence) were clearly identified providing context and student demonstrates critical thought for selection choices.

 

 

15—14

 

Two key selections (word, phrase, or sentence) were identified with some context; however, student struggles to demonstrate critical thought for selection choices.

 

13-12

 

One key selection (word, phrase, or sentence) was identified with limited context, and student demonstrates limited critical thought for selection choices.

 

11-1

0

No selections identified, context not provided, and student does not demonstrate critical thought

 

 

 

 

0

Values & Beliefs
20 points
Student demonstrates competency in understanding the role of culture/ethnicity and religion/spirituality in selection and how this aligns or contrast to the main character.

 

20-18

Student demonstrates some competency in understanding the role of culture/ethnicity and religion/spirituality in selection and how this aligns or contrast to the main character.

 

17-16

Student demonstrates minimal competency in understanding the role of culture/ethnicity and religion/spirituality in selection and how this aligns or contrast to the main character.

 

15-1

Student demonstrates no competency in understanding the role of culture/ethnicity and religion/spirituality in selection and how this aligns or contrast to the main character.

 

0

Biopsychosocial Assessment
20 points
Student demonstrates competency in understanding the unique aspects of the biopsychosocial assessment in grief, loss, and death. Student demonstrates some competency in understanding the unique aspects of the biopsychosocial assessment in grief, loss, and death. Student demonstrates minimal competency in understanding the unique aspects of the biopsychosocial assessment in grief, loss, and death. Student demonstrates no level of competency in understanding the unique aspects of the biopsychosocial assessment in grief, loss, and death.
Classical Grief Theory


20 points

Student demonstrates critical thought in selected classical grief theory model and how it aligns with chosen selections. Student demonstrates some critical thought in selected classical grief theory model and how it aligns with chosen selections. Student demonstrates minimal critical thought in for selected classical grief theory model and how it aligns with chosen selections. Student demonstrates no critical thought in for selected classical grief theory model and how it aligns with chosen selections.
Postmodern Grief Theory

20 points

Student demonstrates critical thought in selected postmodern grief theory model and how it aligns with chosen selections. Student demonstrates some critical thought in selected postmodern grief theory model and how it aligns with chosen selections. Student demonstrates minimal critical thought in selected postmodern grief theory model and how it aligns with chosen selections. Student demonstrates no critical thought in selected classical grief theory model and how it aligns with chosen selections.
Intervention

20 points

Student demonstrates critical thought and practice skill in how to intervene with a person struggling with similar thoughts and feelings as identified in the introduction.

 

Student demonstrates some critical thought and practice skill in how to intervene with a person struggling with similar thoughts and feelings as identified in the introduction.

 

Student demonstrates minimal critical thought and practice skill in how to intervene with a person struggling with similar thoughts and feelings as identified in the introduction.

 

Student demonstrates no critical thought and practice skill in how to intervene with a person struggling with similar thoughts and feelings as identified in the introduction.

 

Conclusion

15 points

Student demonstrates skill and ability to synthesis key areas of the paper and discuss how this will inform coursework and social work practice.

 

15-14

Student demonstrates some skill and ability to synthesis key areas of the paper and discuss how this will inform coursework and social work practice.

 

13-12

Student demonstrates minimal skill and ability to synthesis key areas of the paper and discuss how this will inform coursework and social work practice.

 

11-1

Student demonstrates no skill and ability to synthesis key areas of the paper and discuss how this will inform coursework and social work practice.

 

0

Writing and Organization

20 points

Paper is well written with no APA, grammar or spelling errors. Paper is well written with some APA errors, but few grammar and spelling errors. Paper has several APA, grammar, and spelling errors Paper is not well written or presented and has many APA, grammar, and spelling errors.

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Final take home exam for MECH-408 


Final take home exam for MECH-408 

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Important notes to read before you start the exam:

 

  1. The exam contains four questions and is worth 30 points or 30% of the final grade. Four of the 30 points (one point for each question) will be awarded for following the formatting guidelines and presentation of the final answers (more details on point 3).

 

  1. Late submissions will not be graded and will receive a failing grade on the exam.

 

  1. The presentation of your solution will help you earn the four points mentioned earlier in (1). The exam solution should be typewritten in a word processing software. Handwritten work will not be graded. Solution to each question should be presented in two pages or less with the following formatting guidelines: Times New Roman, 11 pt, 1” margins, single spaced. The total exam solution should hence contain less than or equal to 8 pages. Please do not include any appendices. Since you only have two pages to answer each question, use your space judiciously. Here is what a good solution would look like: start with a summary of the problem, then describe the methods and the model (e.g., assumptions, equations, snapshots of the Excel model, table of input values), write a short paragraph length answer for each of the sub-questions and show tables or figures if necessary to defend that answer, and finally offer an executive summary of the overall problem solution. Remember that the font size on your table and figure should also be 11 pt or higher.

 

  1. I would encourage the use of Excel for all four questions. Question 3 requires you to use @Risk.

 

  1. Please do not work with anyone else to develop your solutions. The final exam solution should be your own original work. If I find that you have copied an exam solution from someone else, you will get failing grade on the final AND a failing grade on the course.

 

  1. If you have any clarifying questions, please send me an email and I will respond as soon as I can. I am traveling between May 8 and 10 and might be delayed in my response. Good luck!

 

  1. (5 points) At Colorado State University (CSU), the average annual salary of a graduating male engineer is $62,000 while that of a graduating female engineer is $59,000. Calculate the retirement savings for a representative male and female engineer based on the following:
  • Both have a 45-year professional career
  • Men see a 1.5% increase while women see a 1% increase in their annual salary
  • Men save 6% while women save 4% of their monthly salary as retirement savings
  • Women lose 4 years of work in the first 15 years of their career to provide for childcare
  • Retirement savings grow at 0.67% compounded monthly

Provide the final answer as total retirement savings at the end of their working career and comment on the differences in the retirement savings.

 

 

 

  1. (7 points) In October 2018, the City of Fort Collins implemented a time-of-day (TOD) electricity pricing for all residential customers. On-peak pricing between 2 and 7 pm was set to $0.21 kWh-1 while off-peak pricing for all other hours was set to $0.07 kWh-1. To reduce costs, I am considering several alternatives to offset high electricity use during the on-peak pricing period in the summer:

 

  • Use of a smart thermostat that cycles the power on my air conditioner (AC) between 2 and 7 pm. Power cycling results in reduced use during the on-peak pricing period but increases the electricity consumed by the AC after 7 pm. A smart thermostat costs $250 and has a life of 10 years.
  • Use of a 2.5-kWh electric battery system that charges during the night and discharges during the on-peak pricing period. The use of the battery does not change the total electricity used but rather shifts its use. A 2.5-kWh battery systems costs $1,000, has annual maintenance costs of $50, and needs to be replaced every 8 years.
  • A 1 kW solar system that offsets electricity consumption during the day. A solar system reduces the total electricity consumed during the day with some overlap with the on-peak pricing period. A 1 kW solar system costs $3,000, has annual maintenance costs of $100, and can last 25 years.

 

My best estimates for the average hourly electricity consumption in kW for a representative summer day under the do-nothing and three different alternatives are shown in the table below. The hour column denotes the end of the hour, i.e., ‘Hour 9’ means the time between 8 am and 9 am.

 

Hour Do-nothing Smart Thermostat Battery System Solar System
Produced Net
1 1.00 1.00 1.30 0.00 1.00
2 1.00 1.00 1.30 0.00 1.00
3 1.00 1.00 1.30 0.00 1.00
4 1.00 1.00 1.30 0.00 1.00
5 1.00 1.00 1.30 0.00 1.00
6 1.10 1.10 1.30 0.00 1.10
7 1.70 1.70 1.70 0.10 1.60
8 1.50 1.50 1.50 0.10 1.40
9 1.30 1.30 1.30 0.20 1.10
10 1.30 1.30 1.30 0.40 0.90
11 1.30 1.30 1.30 0.60 0.70
12 1.30 1.30 1.30 0.80 0.50
13 1.30 1.30 1.30 1.00 0.30
14 1.30 1.30 1.30 0.80 0.50
15 1.30 1.04 0.94 0.60 0.70
16 1.30 1.04 0.94 0.40 0.90
17 1.50 1.20 1.08 0.20 1.30
18 2.00 1.60 1.44 0.10 1.90
19 2.50 2.00 1.81 0.10 2.40
20 1.30 1.50 1.30 0.00 1.30
21 1.30 1.50 1.30 0.00 1.30
22 1.20 1.20 1.30 0.00 1.20
23 1.00 1.00 1.30 0.00 1.00
24 1.00 1.00 1.30 0.00 1.00

 

  • (1 points) What are my monthly bills for electricity use for a representative summer month for all alternatives?

 

  • (4 points) What are the equivalent annual uniform costs (EAUC) for each of the alternatives assuming that the proposed systems (i.e., thermostat, battery, solar) are functional only between May and September (i.e., five months) to match the on-peak pricing period? Rank the alternatives using the EAUC.

 

  • (2 points) At what on-peak pricing rate are each of the three alternatives (i.e., thermostat, battery, solar) the most economical compared to the do-nothing alternative?

 

Use a monthly discount rate of 0.8%.

 

 

 

 

  1. (9 points) In an attempt to meet California’s aggressive climate goals for 2050, Pacific Gas and Electric – a utility in the state – is considering the installation of an offshore wind farm on the continental shelf in the northern part of the state. The electric power produced from a single wind turbine in W is given by:

Where  is the air density (1.21 kg m-3),  is the swept area of the turbine blade  in m2 (),  is the wind velocity in m s-1,  is the power coefficient (0.35), and  is the generator efficiency (0.7). The rated power of the wind turbine is at a wind velocity of 14 m s-1 and the life of a typical wind turbine is 25 years.

 

(i) (1 points) What is the annual electricity produced in MWh (Mega Watt-hour) by one of these wind turbines if the wind velocity () can be approximated using a triangular distribution with a mode at 9 m s-1 and lower and upper bounds at 2 and 14 m s-1 respectively? Plot your answer as a probability density function (PDF) or express it as a mean and a standard deviation.

 

(ii) (3 points) What is the levelized cost of electricity (LCOE) in $ kWh-1 if the initial costs for this wind turbine are $2700-3300 rated-kW-1 and the annual operating and maintenance (O&M) costs are $80-120 rated-kW-1 yr-1? Model the initial and O&M costs as a uniform distribution over the provided ranges. Similar to (i), plot your answer as a PDF or express it as a mean and a standard deviation. How does the LCOE compare against Lazard’s latest LCOE estimates at https://www.lazard.com/perspective/levelized-cost-of-energy-and-levelized-cost-of-storage-2018/?

 

(iii) (5 points) The purchase of the wind turbine will be financed with a loan with the following terms: 8% interest per year, 5 years, and 20% downpayment. The IRS considers a wind turbine as a 5-year property under MACRS. Calculate the after-tax cash flow and determine the sale price of electricity that will ensure a 95% probability that operating this wind turbine will be profitable?

 

Use a corporate net tax rate of 40% and a MARR of 10-14% (vary uniformly).

 

 

 

  1. (5 points) The Deepwater Horizon (DWH) Spill in 2010 was the largest marine oil spill in human history and resulted in tens of billions of dollars of environmental damage to the Gulf Coast and more than 100 billion dollars in punitive damages to British Petroleum (BP), the primary operator of DWH. Experts believe that oil spills such as the DWH, given current practices, have an annual probability of 0.2%. The total damage from such a spill even it if it was contained quickly is expected to be on the order of $50 billion. The Environmental Protection Agency is proposing an Oil Infrastructure Inspection (OI2) program that could cut down the probability of such a spill by a factor of 10. The OI2 program is expected to cost $150 million annually. Answer the following questions to determine whether to invest in the OI2 program.

 

(i) (1 point) [Model 1] Draw the decision tree for any given year. Clearly label the branches and show the decision, chance, and outcome nodes. Calculate the expected values for each decision branch.

 

(ii) (1 point) [Model 2] Draw the cash flow diagram in the presence and absence of the OI2 program. Calculate the respective net present values.

 

(iii) (2 points) [Model 3] If the United States government has a risk tolerance of $100 billion, calculate the expected utility for each decision branch, based on a decision tree for the first year.

 

(iv) (1 point) Write a ~200 word executive summary for the EPA administrator that summaries the methods and findings from the three different models and highlights your recommendation for the OI2 program based on those findings.

 

Use an annual discount rate of 7%.

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