1. Answer the following in detail. (I'll give a thumbs up! Thanks.)
A. What is “maternity leave” like in the US?
B. Are there State (in the UC) differences in maternity leave benefits?
C. Is there “paternity leave” in the US? In which states and what is it like?
In: Anatomy and Physiology
Capital punishment is a necessary form of justice and it doesn't do us well today. Despite the fact that by early 1975, thirty states had passed new death penalty laws the crime rate in the USA is still very high. According to data from the Death Penalty Center(2016); states without the Death Penalty have had consistently lower murder rates. EXPLAIN what the author is saying, what is the larger significance, what does it mean and why is it significant. Also, how would you transition to the next point in your argument?
In: Psychology
Professor jones had participants read a poem and report how much they liked it on a scale from 1 not at all to 10 very much. Two variables were manipulated between-participants: (1) author gender - whether the poem was written by a male or female author, and (2) author experience - whether the author was a professional poet or an undergraduate student majoring in English.
In the context of Professor jones study, imagine there is a main effect of gender, but no main effect of experience and no interaction. How should Professor jones report those results?
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Participants liked the poem written by the professional poet more than the poem written by the English major |
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Participants liked the poem written by the professional poet more than the poem written by the English major, but only when the author was male |
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Participants liked the poem written by the female author better than the poem written by the male author |
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Participants liked the poem written by the female author better than the poem written by the male author and by the professional poet more than the poem written by the English major In the context of Professor Jones study, imagine there are no main effects, but there is an interaction. How should Professor Jones report those results?
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In the context of Professor Jones study, imagine there are main effects of gender and experience, but no interaction. How should Professor Jones report those results?
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Participants liked the poem written by the professional poet more than the poem written by the English major |
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Participants liked the poem written by the professional poet more than the poem written by the English major, but only when the author was male |
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Participants liked the poem written by the female author better than the poem written by the male author |
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Participants liked the poem written by the female author better than the poem written by the male author and by the professional poet more than the poem written by the English major |
In: Statistics and Probability
In an effort to get a better understanding of the factors affecting a high school student choice of college selection, 600 students were reported to apply for college admission from Sacramento county and they were asked to provide information on SAT scores and parent’s income. Portion of that data is reported in the table below. Use Chi-square test to examine how the categorical variable parent’s income affects the choice of professional degree among those who have applied for admission. Run the Chi square test and answer the three parts.
|
Income Attribute |
Liberal Arts |
Business Administration |
Law and Engineering |
Total |
|
<65,000 |
67 |
38 |
55 |
160 |
|
65,001-90,000 |
35 |
88 |
67 |
190 |
|
90,001> |
33 |
177 |
40 |
250 |
|
Total |
135 |
303 |
162 |
600 |
| Income | University Choice | Count |
| less than 65000 | CSU Sacramento | 67 |
| 65001 to 90,000 | CSU Sacramento | 35 |
| 90001 and above | CSU Sacramento | 33 |
| less than 65000 | UC Davis | 38 |
| 65001 to 90,000 | UC Davis | 88 |
| 90001 and above | UC Davis | 177 |
| less than 65000 | San Francisco Univ | 55 |
| 65001 to 90,000 | San Francisco Univ | 67 |
| 90001 and above | San Francisco Univ | 40 |
In: Statistics and Probability
In this assignment, you will use regular JavaScript and the Fetch API to read an external JSON data file from the server and then add the data from each student object into new rows in an existing HTML table.
This assignment is very similar to the Adding Rows to a Table assignment. The main difference is that you will:
Set Up This Assignment
Add this HTML to your "week11/index.html" file. Put your name in the meta author tag (highlighted below).
<!DOCTYPE html>
<html lang="en">
<head>
<meta charset="utf-8">
<meta name="viewport" content="width=device-width, initial-scale=1.0">
<title>Using Fetch to read a JSON file</title>
<meta name="description" content="This is a simple example using Fetch to read a
JSON string then add student data as rows in an HTML table.">
<meta name="author" content="Your name here">
<!-- link to external CSS file -->
<link rel="stylesheet" href="css/styles.css?v=1.0">
</head>
<body>
<!-- Content of the page goes here. -->
<main>
<h1>Use Fetch to read JSON data</h1>
<section class="intro">
<h2>Introduction</h2>
<p>In this assignment you will use Fetch to read in an external JSON data file.
You will then display the contents in a web page as new rows in an existing table.
</p>
</section>
<section class="student-info">
<h2>Student Information from JSON file</h2>
<p class="loading">Loading student data...</p>
<table id="student-table">
<thead>
<tr><th scope="col">Name</th><th scope="col">Favorite Hobby</th><th scope="col">Favorite Color</th></tr>
</thead>
<tbody>
</tbody>
</table>
</section>
</main>
<!-- link to external JS file -->
<script src="js/scripts.js"></script>
</body>
</html>
JSON Data
You will also use the same students.json file that you used in the
week9 assignment. Put the JSON file in a "data" subdirectory:
"week11/data/students.json"
CSS Stylesheet
You will also use the same CSS file that you used in the week9
assignment. Put the CSS file in a "css" subdirectory:
"week11/css/styles.css"
JavaScript
Your "week11/js/scripts.js" file
will use the fetch API to read an external JSON data file, then add
student data as rows to an existing table. This page contains
sample code that uses the fetch API: Fetch API: An Example
This displayData function needs to do these things:
In: Computer Science
Is the SAT Really the Problem? Family breakdown causes serious disadvantages when it comes to college. By William McGurn May 25, 2020 12:32 pm ET When the University of California announced it will stop using the SAT and ACT for admissions, it sent tremors through the world of higher education. If only because of its sheer size—the UC system covers 285,000 students over several campuses—others are bound to follow. Thursday’s decision by the Board of Regents was taken, as are so many decisions in academia these days, in the name of equity and diversity. Requiring SAT scores, the argument goes, discriminates against low-income, black and Latino children who perform poorly on the tests because they lack advantages such as prep courses. To amp up the pressure, a coalition of students and activist groups filed suit in November against the Board of Regents, challenging the SAT requirement on these grounds. Undeniably wealth is a big advantage. But if the idea is to address what’s keeping children from a college degree, instead of papering over the achievement gap, it might be better to address the elephant in the room: family. It’s taboo to raise it, but for all the invocations of “science” and “data-driven decisions,” seldom is any recognition given to what the data tell us about the most privileged kids of all: those living with their biological parents under the same roof. “Family structure is about as important as family income in predicting who graduates from college today,” says W. Bradford Wilcox, a visiting scholar at the American Enterprise Institute, professor of sociology at the University of Virginia and a senior fellow at the Institute for Family Studies. “In the absence of SAT scores, which can pinpoint kids from difficult family backgrounds with great academic potential, family stability is likely to loom even larger in determining who makes it past the college finish line in California.” The data are pretty conclusive. The more intact the family, the better the education outcomes. In a new IFS study (Links to an external site.) released Monday, research psychologist Nicholas Zill reports that when it comes to graduation from top colleges, “students from intact families are twice as likely to do so as those from all other family types combined.” By dropping SATs, UC hopes to produce a student body that includes higher percentages of blacks and Latinos. This requires discrediting the SATs as an indicator of college performance (a point contested by the UC Academic Senate). It also requires finding a way to make room for the students it wants by reducing the number of Asian-Americans (13.6% of California’s population but 29.5% of UC undergraduates). This is why the Asian American Coalition for Education warned the regents that, without the SAT, Asian-American applicants will “become easy victims of various radical acts of racial balancing.” Wenyuan Wu, who addressed the regents on the coalition’s behalf, tells me she cringes whenever the anti-SAT crowd invokes the “racial/socioeconomic biases argument.” She asks: “What about those Chinatown kids whose parents toil in ethnic enclaves with low incomes and tremendous language barriers?” Which raises a further indelicate question: Is it a coincidence that Asian-Americans, who disproportionately earn entry into UC, disproportionately come from intact families? If it’s unjust that rich kids get test prep from their parents, why doesn’t the university simply come up with a good prep course and provide it free to anyone who wants it? If the rejoinder is that the wealthy kids enjoy the further advantage of better schools, why do so many SAT opponents also reject measures that might help level the playing field—vouchers and charter schools come to mind—by giving underserved kids the opportunity of going to a good school too? The modern American university isn’t afraid to weigh in when it comes to issues outside its direct purview. Two days before UC announced its decision on the SAT, it boasted of having completely divested from fossil fuels. But when it comes to addressing a major factor keeping students out of its system and thus widening the achievement gap—crickets. As Charles Murray noted in “Coming Apart” (2012), the data showing the advantage to children of living with their biological parents across a range of outcomes are broadly accepted by social scientists. But those data are “resolutely” ignored by “network news programs, editorial writers for the major newspapers, and politicians of both major political parties.” Not to mention the UC regents. “Given the science,” Mr. Wilcox says, “why can’t universities bring themselves to tell the truth that if you’d like your kids to get a college degree—especially from a selective college—you’d do well to get and stay married?” COMMENT
In: Economics
1. In an experiment similar to that carried out by Philipp Lenard in 1902, a sodium metal plate is first illuminated with light of wavelength λ1 = 420 nm, which gives a measured stopping potential of −0.65 V. Then, the light’s wavelength is set to λ2 = 310 nm and the measured stopping potential is −1.69 V.
(a) From these measurements, calculate a value of Planck’s constant h multiplied by c (the speed of light) in units of eV nm. Is your result consistent within an accuracy of ±1% of the standard value of hc = 1240 eV nm ?
(b) From these measurements, calculate the work function of the sodium plate.
(c) In a similar experiment, the wavelength of light is fixed at 420 nm, but the light source has a higher power. It is observed that the rate at which electrons are ejected from the same plate is larger than from the lower power light source (at wavelength 420 nm). Describe how Einstein’s model of photons provides an explanation for this result.
(d) For another experiment which has the same power for its light source as part (c), but the light is at a wavelength of 300 nm, the rate at which electrons are ejected from the same plate is lower than part (c). Describe how Einstein’s model of photons explains this.
In: Physics
Discuss a minimum of three advantages and three disadvantages of Cohort Analysis Visual Analytics (CAVA). How will this platform affect medical informatics?
In: Nursing
In: Chemistry
Write a program that: a. Asks the user for their first name using a JOptionPane. b. Asks the user for their age using a JOptionPane. C. Asks the user for their last name using a JOptionPane. d. Pops up a dialog with the following information: i. Number of characters in the first & last name combined ii. The full name all-in upper-case letters iii. The full name all-in lower-case letters iv. The first letter of the name v. The age and test your code in NetBeans and then on Hackerrank and screenshot of passing all test cases on Hackerrank.
In: Computer Science