1. What kinds of items have served as money in the past? Provide three examples.

For each example, explain why the use of that item did not continue?

2. Discuss the characteristics of money and provide an example NOT indicated in the text for each of the four characteristics.

3. Why are chequing accounts also called demand deposits?

4. Why are savings accounts also called time (or notice) deposits?

5. Are credit cards money? Why or why not?

6. What is the bank rate at the Bank of Canada as of today? Do you consider that low or high? Why?

7. What are the five primary functions of the Bank of Canada?

8. Who is the Governor of the Bank of Canada?

9. What is the name of the policy conducted by the BoC to stabilize the economy?                             
10. List the 2019 revenues of the top five banks in Canada.

11. All students are to review the MLA tutorial posted on BB. You are to report back THREE things that you learned that you did not know before this exercise. Take screenshots of the three areas you learned and attach to your word document

Please show any calculations.

1. Your local Target store has reached out to you to design a survey. They would like you to design a 4-question survey. Two questions should yield categorical data and 2 questions should yield quantitative data. Please list your survey questions below.
2. Imagine that you bring your daughter to the doctor and she comments on how tall you are, stating “Wow you are tall, only 8% of the population is taller than you!” However, you recall talking about percentiles in our Intro to Stats Class. Rewrite that sentence correctly using the word ‘percentile’:
3. Driver’s education test scores could be described by a normal distribution (bell-shaped) curve. If the mean score was 45 and the standard deviation was 5, what percentage of the students could be expected to score between 45 and 50 points?
4. Give one example of how statistics can help you make more informed choices in your life.

The mean SAT score in mathematics,

μ

, is

559

. The standard deviation of these scores is

39

. A special preparation course claims that its graduates will score higher, on average, than the mean score

559

. A random sample of

50

students completed the course, and their mean SAT score in mathematics was

561

. At the

0.05

level of significance, can we conclude that the preparation course does what it claims? Assume that the standard deviation of the scores of course graduates is also

39

.

Perform a one-tailed test. Then fill in the table below.

Carry your intermediate computations to at least three decimal places, and round your responses as specified in the table. (If necessary, consult a list of formulas.)

Information search assignment

i. Automobiles

ii. Energy drinks

iii. Fast food restaurants

iv. Auto insurance providers

My choice are Automobiles.

For the product category separately answer the following questions:

1. Name and specifically discuss the brands that are in your (a) awareness set, (b) consideration (evoked) set, (c) inert set, and (d) inept set. For the set this should include - Which brands, why this many, why these specific ones - Don’t just make a list of these brands!
2. Discuss in what ways you think each of your four sets will differ/be the same as other students’ in this class (i.e., compare/contrast the specific brands, number of brands, etc.)
3. Finally: Choose one of the brands you listed above and discuss how this information set information could be relevant to that company’s specific marketing activities for the brand (i.e., how could the information about the four sets from part 1 and 2 be used by the marketer?
4. 2 Page long please  

Information search assignment

i. Automobiles

ii. Energy drinks

iii. Fast food restaurants

iv. Auto insurance providers

My choice are Automobiles.

For the product category separately answer the following questions:

1. Name and specifically discuss the brands that are in your (a) awareness set, (b) consideration (evoked) set, (c) inert set, and (d) inept set. For the set this should include - Which brands, why this many, why these specific ones - Don’t just make a list of these brands!
2. Discuss in what ways you think each of your four sets will differ/be the same as other students’ in this class (i.e., compare/contrast the specific brands, number of brands, etc.)
3. Finally: Choose one of the brands you listed above and discuss how this information set information could be relevant to that company’s specific marketing activities for the brand (i.e., how could the information about the four sets from part 1 and 2 be used by the marketer?
4. 2 Page long please  

This chapter focuses on planning programs that prevent discipline problems. I consider myself a "constructivist teacher". I think students learn best when the information is meaningful to them and the process engages their curiosity and exploration. I want to encourage students to explore ideas and develop them, rather than just acquire information. Practicing is one helpful way we improve our skills. "We all get better at what we practice." is one of the quotes I use to guide myself and the students I work with. Therefore the assignments in the classes I teach tend to emphasize actual real work or situations with children, so you can try out new ideas or improve your current approach.

Constructivists align themselves with Piaget and believe children are active learners; they learn more by “doing” than by just “hearing” or just “watching”. For many Child Development college students, this will be a comfortable perspective. For others, it may be a little different from what you remember as a child or thought teaching was going to be. When I was growing up, we had very little interactive schoolwork. It was mostly the teacher at the board with all the students watching him or her as we were told us about something. Then we would be given a written assignment to do at our desk – such as to fill out a worksheet or take a quiz. Fortunately, by the time my children were in school, this had changed significantly. Classrooms were more active, with children experimenting and working in small groups to figure out answers to problems.

It is faster to cram information into our brains by just listening, but it does not last as long as when we take the time to really manipulate or explore. In this age, when information is changing so rapidly, and when virtually everything is available at our fingertips, I believe it is less important to memorize facts (which will soon change) than it is to be able to observe, predict, analyze and draw accurate conclusions.   Would you rather have people be able to solve global warming or to recite the planets in the solar system as they memorized them in third grade? Should we require children to memorize the bill of rights or to be able to evaluate which ones apply to particular circumstances?

Thinking along these lines, HOW we teach is more important than WHAT we teach.   How we teach will help children develop skills for thinking and creating for the rest of their lives. What we teach is likely to be forgotten or outdated in a short period of time. Constructivist teachers are working more for students to gain thinking skills than for them to acquire information. A side benefit is that when children are actively engaged, they are far less likely to create problems or situations in the class which require direct discipline.

Transitions are times when children move from one activity or space to another. In a typical child care day there are generally more than a dozen transitions. Successful teachers (and parents!) plan transitions. They give warnings and follow routines. They have fingerplays, songs, and stories readily available so children do not have to wait with nothing to do. Put index cards with words, or a list to remind you in your pocket. Keep books or other materials in a good location near normal transition locations. Every day, plan how you will help children make transitions. Many teacher sing clean up songs or directions or always start circle with a familiar song. Music can be a wonderful aid during transitions.

Lines: Teachers can avoid a lot of problems with young children by avoiding “lining up”. Lines are un-natural and cause discipline problems. If adults are going to move from one room to another, we do not line up to do it. We gather in small groups, or clusters, or walk separately to our destination. I would rather see children learn to walk on the right to avoid crowding the space and to walk without disturbing others than to walk in a straight line. Straight lines are a military model for marching soldiers and rarely necessary for children. Movement activities such as hopping like a bunny, or playing at being a “choo choo train” can be good methods when children have to go from one place to another.

10.1 Real Materials

The textbook discusses the importance of using natural or real materials that are meaningful to children. For this assignment, create a list of "Real Materials" that might be included in the following centers. Remember that these must be natural materials.

Science

Mathematics

Blocks

Literacy

Art Home

Home

How many hours have you slept in the last 24 hour period? (round to the nearest .25 hours)

8

__________________

A previous survey administered to high school students showed that the amount of sleep (in hours) in a 24-hour period is normally distributed with a mean of 7 hours and a standard deviation of 1.5 hours.

What is your z-score?

What percentage of high school students from the survey slept less than you?

3. What percentage of high school students from the survey slept more than you?

Kyle says he slept 8.75 hours. What was Kyle’s z-score? What does this mean?

What percentile is Kyle in? What does this mean?

Your principal comes into the class and announces he slept 7.25 hours. What is the principal’s z-score?

What percent of high school students from the survey slept longer than the principal?

What percentage of students slept between the principal and Kyle’s sleep times?

9. What percent of data in the survey lies in the interval 5.5 to 8.5 hours?

10. What interval about the mean includes 95% of the data in the survey?

How many hours have you slept in the last 24 hour period? (round to the nearest .25 hours)

8

__________________

A previous survey administered to high school students showed that the amount of sleep (in hours) in a 24-hour period is normally distributed with a mean of 7 hours and a standard deviation of 1.5 hours.

What is your z-score?

What percentage of high school students from the survey slept less than you?

3. What percentage of high school students from the survey slept more than you?

Kyle says he slept 8.75 hours. What was Kyle’s z-score? What does this mean?

What percentile is Kyle in? What does this mean?

Your principal comes into the class and announces he slept 7.25 hours. What is the principal’s z-score?

What percent of high school students from the survey slept longer than the principal?

What percentage of students slept between the principal and Kyle’s sleep times?

9. What percent of data in the survey lies in the interval 5.5 to 8.5 hours?

10. What interval about the mean includes 95% of the data in the survey?

Business law, please help for this court case below.

Gaskell v. Univ. of Kentucky

Identify several problems energy drinks such as V energy may face, especially in Australia.