Here are 3 problems about Racket Programming Language:

Question #1:

Define and test a procedure memv that takes an element and a list and returns the first cdr whose car is eqv? to the element, or #f if the element is absent from the list.

>  (memv ‘a ‘(a b c))

‘(a b c)

>  (memv ‘b ‘(a ? c))

#f

> (memv ‘b ‘(a b c b))

‘(b c b)

Question #2:

The cartesian-product is defined over a list of sets (again simply lists that by our agreed upon convention don’t have duplicates). The result is a list of tuples (i.e. lists). Each tuple has in the first position an element of the first set, in the second position an element of the second set, etc. The output list should contains all such combinations. The exact order of your tuples may differ; this is acceptable.

>  (cartesian-product ‘((5 4) (3 2 1)))

((5 3) (5 2) (5 1) (4 3) (4 2) (4 1))

Question #3:

The procedure powerset takes a list and returns the power set of the elements in the list. The exact order of your lists may differ; this is acceptable.

>  (powerset ‘(3 2 1))

‘((3 2 1) (3 2) (3 1) (3) (2 1) (2) (1) ())

>  (powerset ‘())

‘(( ))

#lang racket(define (product l1 l2)(foldl append ‘()(map (λ (l3)(map (λ (x) (cons l3 x)) l2))l1)))(define (cartesian-product list)(product (car list) (car(cdr list))))

 

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Here are basic steps of ANOVA:

Compute variance in each group/sample, if not given.

Compute Mean of all variations from each sample. Consider all sample variances as a new set of data,let’s call it set of variances, and compute mean for this numbers.That will be Mean Square Error (MSE) in Lane terminology.

Compute Variance for the set of numbers that represent each sample variance. For Mean of this set use MSE calculated above. Multiply result by number of samples/group.That will be Mean Square Between (MSB) in Lane terminology.

compute F-value as MSB divided by MSE.

Define degree of freedom df1 and df2.Let’s say you have k groups/samples and each sample has n observations/elements. df1 = (number of samples) – 1 = k – 1df2 = (number of samples) × (each sample size – 1) = k(n – 1)

Use Excel Statistics function F.DIST.RT(x, df1, df2) to determine P-value. It will give you the area of Right Tail (RT) in ANOVA F-Distribution.

compare P-value to the given significance level:

if p-value is less than given significance level (typically 0.05)then reject Null Hypothesis;if p-value is greater than given significance level (typically 0.05)then do not reject Null Hypothesis.

Group 1

Group 2Group 3Group 466746965687161625967696572827368467661

64

 

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here are multiple parts to this journal, you will visualize the accomplishment of one of your most important goals or dreams.  Once you vividly picture this ideal outcome, you will have strengthened your commitment to achieve it, and you will know how to do the same thing with all of your goals and dreams

Part 1 – Using the DAPPS rule explained in chapter 3, please write one personal goal and one professional goal.

Part 2 – After vividly picturing yourself accomplishing this goal, write a paragraph describing this exact moment.  Describe the scene of your success as if it is happening to you now. Write a visualization of the future when you are experiencing the accomplishment of your biggest goal or dream in your role as a student or your future career role.   Describe the scene of your success as if it is happening to you now. 

Remember the four keys to effective visualization:

• Relax to free your imagination.
• Use present-tense verbs…the experience in happening NOW!
• Use all five senses.  What do you see, hear, smell, taste, and feel (touch)?
• Include emotion.  Imagine yourself feeling great in this moment of grand accomplishment.  You deserve to feel fantastic! 

Read your visualizations often.  Ideal times are right before you go to sleep and when you first awake in the morning.  You may even wish to record your visualizations and listen to them often.  Now that you have written a goal for personal and professional areas let’s look to academic goals.

Part 3 – Now that you can visualize achieving this long term goal, let’s look at the steps needed to get there.  Break this long term educational goal down into 5 next steps, also known as short-term goals, to create a personal transfer or academic timeline.  These steps can include but are not limited to the following: deciding upon a major, meeting with your advisor, creating an individual academic plan, registering for upcoming semesters, financial aid deadlines, available meetings/tours, application deadlines, research needing done, basic information about your credits transferring, what differences to expect if you transfer to another college/university, and how you plan to increase your engagement at this new school.  Make sure to include the dates in the future that these five short term goals will be accomplished by and how you plan to achieve this. 

– If you create a personal transfer timeline, a suggestion is to share basic information about your credits transferring, what differences to expect at your new college/university, and how you plan to increase your engagement at your new school.

– If you create a personal academic timeline, a suggestion is to share basic information about deciding on your major, meeting with your advisor, registering  for upcoming semesters, creating an individual academic plan, financial aid deadlines, etc.

Include the goal description, future due date, and how you plan to accomplish this goal for each.

1.

2.

3.

4.

5.

This can be created in one of the following formats: PowerPoint, Prezi, Microsoft Word or Publisher.

Academic Timeline    Academic Timeline    Criteria Ratings        Pts              This criterion is linked to a Learning Outcome  Goals Includes one personal goal and one professional goal that are both dated, achievable, personal, positive and specific (DAPPS)           5.0                    pts                  Includes one personal goal and one professional goal that are both dated, achievable, personal, positive and specific (DAPPS)       3.0                    pts                  Includes only one goal but it follows  the DAPPS rule.       0.0                    pts                  Goals not included       5.0 pts          This criterion is linked to a Learning Outcome  Visualization Vivid visualization that includes the 4 effective keys.           5.0                    pts                  Vivid visualization that includes the 4 effective keys.       3.0                    pts                  Some form of visualization is shared       0.0                    pts                  Visualization not included.       5.0 pts          This criterion is linked to a Learning Outcome  Timeline At least 4 of the criteria listed – deciding upon a major, registering for upcoming semesters, financial aid deadlines, available meetings/tours, application deadlines, research needing done, adviser appointments, important dates along the journey.           10.0                    pts                  At least 4 of the criteria listed – deciding upon a major, registering for upcoming semesters, financial aid deadlines, available meetings/tours, application deadlines, research needing done, adviser appointments, important dates along the journey.       5.0                    pts                  At least 2 of the criteria listed – deciding upon a major, registering for upcoming semesters, financial aid deadlines, available meetings/tours, application deadlines, research needing done, adviser appointments, important dates along the journey.       0.0                    pts                  Timeline not included       10.0 pts   

 

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Here are my suggestions for the final research paper. Also I have attached the guidelines and outline.

Hypothesis: Your hypothesis is too complex and needs to be revised.  You have to chose a position and stick with it.  An example hypothesis would be: “Participants experiencing higher levels of stress will have lower GPAs.”  Then, you need to revise your operational definitions to include the variables you list in your hypothesis (in the example hypothesis above, you would need operational definitions for “higher levels of stress” and “lower GPAs”).

You need to switch your Independent and Dependent variables.  Remember- the IV is what you as the researcher are manipulating.  The DV is what is being measured.  

You need to narrow the population you will randomly choose participants from and base it on what you are studying.  In other words, if you are studying the impact of stress on GPA, you must choose participants from a population of students (so they have a GPA that can be measured).

Measuring DV: again, if you are looking at the effect of stress on GPA, you must measure GPA (not test scores).

 

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Here are some articles to get you started on your research about Ellison:

Mendleson, R. (2010, November 8). Why it pays to be a jerk. Canadian Business, 83, 28-30, 32, 34. [ProQuest]

Leibovich, M. (2000, October 30). The outsider, his business and his billions series. The Washington Post, p. A1. [ProQuest]

Hymowitz, C. (2005, July 12). Working fewer hours is hard for most CEOs, but some find a way. Wall Street Journal, p. B1.[ProQuest]

Once you are finished with your research on Ellison and have thoroughly reviewed the background materials on leadership traits, behaviors, and styles, write a 4- to 5-page paper addressing the questions below. For each answer, make sure to cite at least one of the Case Assignment articles listed on this page as well as one of the required textbook chapters from the background materials—for example, Hiriyappa (2009), or Bauer and Erdogan (2012).

1. How would you describe Ellison’s personality and leadership traits? Refer to the specific leadership traits discussed in Hiriyappa (2009) or Bauer and Erdogan (2012).
2. Would you describe Ellison’s behavior as being task-oriented, or people/relationship-oriented? Refer to Hiriyappa (2009) and Bauer and Erdogan (2012).
3. How would you describe Ellison’s leadership style? Consider the leadership styles discussed in the “Types of Leaders/Leadership Styles” section of Chapter 10 of Hiriyappa (2010).

 

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