Category: Other

How are models used in business and what statistics are used as a model?Why does the author state that more data is not always better data or that it does not make the algorithm better?

Weapons of Math Destruction – Book Club Seminar

Begin reading Weapons of Math Destruction (O’Neil, 2016) and prepare for our book club next week, pondering these questions. (These questions are guides for in-depth thinking.)

1.) How are models used in business and what statistics are used as a model?

2.)Think about college rankings and getting credit: what factors would you include in an algorithm to avoid it being a WMD?

3.) Why does the author state that more data is not always better data or that it does not make the algorithm better?

4.) Chapter 6 introduces the idea of using WMD for good instead of being them to discriminate against certain populations by using them to identify areas of need and offer help to those populations. Think about the various WMDs discussed in the book so far. How would you transform them into an effort for good?

5.) What is Simpson’s Paradox? In what other areas of life might we see Simpson’s Paradox? (Hint: p. 136)

6.) Can mathematical models be objective? How would we know?

How have your background and life experiences, including cultural, geographical, financial, educational, citizenship status, or other opportunities or challenges, motivated your decision to pursue a graduate degree at the University?

Personal statement specification from UMich

Personal Statement (500 word limit)
How have your background and life experiences, including cultural, geographical, financial, educational, citizenship status, or other opportunities or challenges, motivated your decision to pursue a graduate degree at the University?

For example, if you grew up in a community where educational, cultural, or other opportunities were either especially plentiful or especially lacking or you are undocumented or DACAmented, you might discuss the impact this had on your development and interests. This should be a discussion of the journey that has led to your decision to seek a graduate degree. If you will be a graduate student with Deferred Action for Childhood Arrival (DACA), it is important to mention DACA in your personal statement since this is a consideration for some financial aid.

Do not repeat your Academic Statement of Purpose.

Note: Who will read this statement?

The following information is required on the header of your Personal Statement:

Write “Personal Statement” at the top of your document
Your name
The name of the graduate program
Your 8 digit U-M ID (if known)

How did you feel about it when you looked at it this week?Has this week’s material changed the way you think about inpirational narratives about disability? Why or why not?

After you have read and viewed everything in the folder and finished the quiz, write a 400-word reflection answering all of the items below.

Reflect on and briefly define the concept of Inspiration Pom. Draw on Stella Young’s video and/or the lecture for your definition.

Can you think of a time when you encountered inspiration pom in your daily life? How did you feel about it

This could be something small – you may not even have recognized it at the time! If you can’t think of a specific time, reflect on one of the examples provided this week.

How did you feel about it when you looked at it this week?

Has this week’s material changed the way you think about inpirational narratives about disability? Why or why not?

Evaluate ALTERNATIVES and SOLUTIONS to the issue of indoor air or home water pollution through research utilizing reputable sources. include a valid reference which supports your perspective

 

Evaluate ALTERNATIVES and SOLUTIONS to the issue of indoor air or home water pollution through research utilizing reputable sources. include a valid reference which supports your perspective

How many results with this term?What does clicking the title do? What do you see now you did not before?

EBSCO guided Search

Click Academic Search Ultimate under Popular Databases. If you are off campus you will need to log in.

Enter your major issue in the first search box—Library anxiety

How many results did you get for this search?

Enter your population in the second search box—College students or Undergraduates

How many results did you get when you added this term?

Enter your Effect in the third box—reduc*

How many results with this term?

If you use more than one keyword per box from a category, connect the terms with OR.

Write your search below. Use parentheses to denote a grouping in a search box and add the words that connect the boxes (typically AND)—(Library anxiety) AND (college students OR undergraduates) AND (reduc*)

Under Limit To click Scholarly (Peer Reviewed) Journals

How many results?

What do you notice about your search terms in the Results?

Do you see your major issue (or a more specific term related to your issue) in the Subjects area. Click the article title of one of the results that your issue in the Subjects.

What does clicking the title do? What do you see now you did not before?

Click your issue listed under Subject terms.

What happened?

What is now in your search box?

How many of results do you have now?

Look through the first 10 results, paying special attention to the subject terms.

List any subject terms or other keywords you may add to your list.

(I would add library instruction, information literacy from my list).

Congratulations! You have completed Part I.

Part II. (50 points)

Objective: Adding additional Ebsco Databases

Scroll up to the top of the Ebsco page.

Click Choose Databases. Select at least one databases that related to your topic.

List the database(s) you added here:

ERIC, Education Source and Library, Information Science& Technology Abstracts with Full text

(For my topic of library anxiety and undergraduates, would choose ERIC, Education Source and Library, Information Science& Technology Abstracts with Full text because relate either to the Library or college students.)

Click OK

Your previous search should still be in the search box. If not cut and paste it from you answers above.

Click Search

How many results do you have?

How may peer reviewed?

Scroll through the first 10 results

Do you see any new subject terms or key words that relate to your topic
(Psychology of library users)

Scroll down to Subject: Thesaurus Terms and click on it.

Click on a term. Enter the term here.

What happened?

How many results do you now have?

Part III (50 points)

Now it time to search for your topic.

Click Choose Databases. Deselect/uncheck ERIC, Education Source and Library, Information Science& Technology Abstracts with Full text. You can also just closed the window or tab wit the search and begin from the Library’s homepage. You should now be only search Academic Search Ultimate.

First list your keywords. Do not use a long a phrase like you would doing a websearch.

You may use this grouping to help you focus on your keywords

Major issue Population Effect
Academic performance College Students GPA
Freshman ?
Undergraduate ?
Graduate ?

Go to the Library’s homepage : https://web-p-ebscohost-com.proxy181.nclive.org/ehost/search/advanced?vid=0&sid=2ca784e2-deeb-47c5-9036-0b212ff2d976%40redis

Enter your Major issue in the first search box and list it here

How many results did you get for this search?

Enter your population in the second search box and list it here

How many results did you get when you added this term?

Enter your Effect in the third box and list it here?

How many results with this term?

If you use more than one keyword per box from a category, connect the terms with OR.

Write your search below. Use parentheses to denote a grouping in a search box and add the words that connect the boxes (typically AND)—(Library anxiety) AND (college students OR undergraduates) AND (reduc*)

Under Limit To click Scholarly (Peer Reviewed) Journals

How many results?

Do you see your major issue (or a more specific term related to your issue) in the Subjects area? List it here.

Click the article title of one of the results that your issue in the Subjects.

Click your issue listed under Subject terms.

What is now in your search box?

How many of results do you have now?

Look through the first 10 results, paying special attention to the subject terms.

List any subject terms or other keywords you may add to your list.

Part IV (50 points)

Objective: Adding subject specific Ebsco Databases.

Scroll up to the top of the Ebsco page.

Open a new window or tab.

Go to http://libguides.uncp.edu/ElectronicResourcesLinks to an external site. (Electronic Resources/Database Page)

Select the subject that your topic would seem to fall. Usually it is related to the class you are doing the research for. The exception is for ENG 1050 and ENG 1060 classes. If it is not related to the class, choose a subject that is related to your topic.

Look at the databases listed under Best Bets. Compare that list of Ebsco journals here https://libguides.uncp.edu/databasebyproviderLinks to an external site.

Go back to the Academic Search Ultimate page. Click Choose Databases. Select at least one database that is listed under Best Bets that related to your topic.

List the database(s) you added below. (You should be search Academic Search Ultimate and at least one other databases)>

Click OK

Your previous search should still be in the search box. If not cut and paste it from you answers above.

Click Search.

How many results do you have?

How may peer reviewed?

Scroll through the first 10 results

Do you see any new subject terms or key words that relate to your topic? List them here.
Scroll down to Subject: Thesaurus Terms and click on it.

Click on a term. Enter it here.

How many results do you now have?

Part V (50 points)

Create a Reference page in APA style for 10 Results. 6 items must be peer reviewed articles and the other 4 either magazine or newspaper articles. Evaluate 2 magazine/newspaper articles and 2 peer reviewed articles using the 3 R Method. (Do not separate the items evaluated from the others.)

3 R Method: A method for evaluating sources . It requires three questions: “is it relevant?” Is it recent?” “Is it reliable?”

Briefly explain one ethics issue that confronted Lt. Coughlin. What two values are in conflict from Lt. Coughlin’s perspective (Value A [Value Set A] vs. Value B [Value Set B])? Mention both the conflicting values and the associated value sets as described in chapters 2 and 3 of the Newell book; see pp. 26, 27, and 40.

Leadership and Ethics

(Capstone) In the context of a job interview question, provide a response to the following question:explain three professional skills that you developed or reinforced as part of your degree program at EKU. Degree program is HOMELAND SECURITY.

(PBS Video) Briefly explain how Lt. Coughlin demonstrated one of the ethical agent role(s) as described on pages 19-20 in chapter 1 of the Newell book.

(PBS Video) Briefly explain one ethics issue that confronted Lt. Coughlin. What two values are in conflict from Lt. Coughlin’s perspective (Value A [Value Set A] vs. Value B [Value Set B])? Mention both the conflicting values and the associated value sets as described in chapters 2 and 3 of the Newell book; see pp. 26, 27, and 40.

Must cite the video:

https://www.pbs.org/video/retro-report-on-pbs-season-1-episode-3-she-rocked-pentagon/

What evidence is completely different? What goals or purposes do these sources seem to have in common? What is significant about the ways in which these sources are connected in conversation?

Causes of Child Labor

You will consider some of the following questions to better understand the conversation on this topic: Whose perspectives are voiced most often? Why? What are those voices saying?

Who seems to be the biggest player in this discussion? Start to look for patterns in what is being said and by whom. Think about the sources you evaluated in this discussion. Are they the most credible voices? Do they represent perspectives who are active in this conversation?

Pre-Write: Look closely at the patterns of information you see. Consider where the key ideas in these sources overlap.

Where do the sources seem to say similar things? Where do they disagree? What evidence do they hold in common?

What evidence is completely different? What goals or purposes do these sources seem to have in common? What is significant about the ways in which these sources are connected in conversation?

Analyze the sources you see as most prevalent and significant in this conversation.

Analyze the conversation you see happening around this topic. Focus on the sources and the perspectives, and not a summary of the debate or the issue.

Consider what sources are credible, whose perspectives they represent, and what role in the conversation each source plays. Without summarizing the resources, write a synthesis where you analyze what these sources say and the patterns in information you see amongst these sources.

What place in which you lived has influenced you the most? What kind of community did you grow up in? Where do you currently live (ie rural, suburban, urban). How do you think your family and community environment in which you grew up affected you?

Understanding Others Essay

Describe your thoughts and analysis of the difference and similarities between your answers to the questions and the answers of the person(s) you interviewed. Explain why, in your opinion, the answers are different or similar.

Explain, in your opinion, how your and the other person’s dimension of diversity affect the answers and explain the similarities and differences.

How did the information from the questions relate to the course concepts or help you understand the course concepts better?

Describe what learned about yourself, your world, and others and their worlds? How does what you learn help you develop your own cultural awareness and competency. Explain

Example of questions you can ask yourself and in your interview:

What is your name? Does your name have a meaning or significance? What is it?
Where and when were you born?

What is your family background? Who raised you? Whom did you consider ”family” growing up? Where did you spend your childhood?

What place in which you lived has influenced you the most? What kind of community did you grow up in? Where do you currently live (ie rural, suburban, urban). How do you think your family and community environment in which you grew up affected you?

What was your social class background when you grew up? Describe the level of education and types of jobs held by those who raised you. Did you and your family experience upward or downward mobility? How did that affect you? How have your experiences in the United States influenced your ideas of the “American Dream”?

What schools did you attend? Did you feel like you belonged or were an outsider in your school? Why? Did you feel like you had to “leave your culture at home” in order to be accepted at school? Were the values you learned at school similar to the values you learned at home?

How has your identity been influence by your race, gender, ethnicity, religion, sexual orientation (dis)abilities, and/or social class? How important were these to your identity, goals, and values?

Cultural Encapsulation:

In what way has your upbringing and/or current situation limited your exposure or increased your exposure to other cultures and races?
Diversity Consciousness:

In what ways do you think your family background, life experiences, and education influenced your diversity consciousness?

What do you think your most difficult challenge will be as you work on developing your own diversity consciousness? What is your greatest strength in developing your diversity consciousness?
Sphere of influence:

Whom do you “touch” or influence at the present? Whom do you think you will influence in the future?

Whom would you say has been your greatest influence and why? Whom do you admire, professionally (it could be someone you know or a famous leader)?

What motivates you? What are your hobbies and interests? What are your goals in life? How do you want to be remembered?

What kinds of learning experiences are memorable for you and what are not?

What about your personality makes you unique? What makes you different from your family?

How is this a way that we can connect the experience of being a college student for the first time with what Luke goes through?

Book: We’ll Fly Away by: Bryan Bliss
Second, when it comes to the paper, you will need the book. The goal for the paper is to connect things in the book to the first-year college experience. As an example, Luke and Toby, but specifically Luke are basically left to take care of themselves.

Luke’s mom is always out and about or working, but she leaves Luke to care for the kids and of himself too. Similarly, in college, many students are left to care for themselves, regardless of whether you are still at home or moved several hours from your parents. As a college student, you no longer have someone –like teachers or parents–telling you to do your homework or how to manage your time.

how is this a way that we can connect the experience of being a college student for the first time with what Luke goes through?