Use this to answer questions: Teachers in 1 middle school learned about the positive effects of writing praise notes to students, which is 1 component of a positive behavior support. The authors intended for this procedure to promote a positive school environment and reinforce the appropriate use of social skills. Also, the authors instructed the teachers to use a direct instruction model to teach social skills lessons during 1st-period classes and praise students when they effectively demonstrated these skills. The authors analyzed the data to determine whether students receiving praise notes were less likely to receive an office discipline referral (ODR). The data revealed a significant negative correlation between the number of praise notes and number of ODRs that students received, indicating that as praise notes increased, the rate of ODRs decreased. The authors provide several hypotheses for this relation.

EFFECTIVE SCHOOLWIDE MANAGEMENT of disruptive behaviors is an ongoing national concern (Lewis & Sugai, 1999; Scott, 2001; Turnbull et al., 2002). School violence, discipline, and safety have been among the top concerns for U.S. educators (American Federation of Teachers, 1995-1996; Elam, Rose, & Gallup, 1998; U.S. Department of Education, 1995, 2005). When addressing students with problem behaviors, many schools continue to rely on punitive strategies (e.g., office or administrative disciplinary interventions, suspensions, expulsions) that do little to create a safe and positive educational environment (Lewis & Garrison-Harrell, 1999). These types of interventions tend to be reactionary rather than preventive and proactive. In addition, these types of responses do little to teach new behaviors or to increase the likelihood that positive replacement behaviors would be used in the future (Knoff, 2003). Punitive disciplinary measures can certainly be one approach to behavior management, but if punishment is the only approach used, student behaviors are unlikely to change over the long term. When administrators and other school adults intentionally seek opportunities to build and strengthen adult-youth relationships, they may actually be decreasing the likelihood that students will act out in the future (Young, Black, Marchant, Mitchem, & West, 2000).

Method

Participants and Setting

Participants were 70 teachers (48 women, 22 men) and 1,809 sixth- and seventh-grade students (927 boys [51%], 882 girls [49%]; 86% Caucasian, 11% Hispanic, 1% Native American, and 1% Pacific Islander, African American, or Asian) at secondary schools in the western part of the United States. Approximately 39% of these students qualified for free or reduced-price lunch.

This school was in the 3rd year of implementing a schoolwide PBS model. A school planning committee-comprising school administration, selected teachers, and representatives from a local university-discussed concerns and developed schoolwide goals. School faculty and staff members addressed these goals by providing social skills lessons, instructing students on expectations for their behavior, and agreeing to increase positive feedback to students.

Procedure

We instructed the teachers that during this study, which was conducted across 2 consecutive school years, they were to write praise notes to students whose behavior exemplified schoolwide PBS goals. At the beginning of the school year, as a part of a 2-day PBS training sequence, teachers were taught how to effectively praise students. Teachers were given blank praise notes with instructions on how to fill them out.

Measures

Praise notes were printed in triplicate on no-carbonrequired paper. Students were given the original copy. Teachers turned in a copy for drawings and prizes; we used this copy for data analysis. Last, the third copy was given to parents during parent-teacher conferences. Praise note data (e.g., name of student, name of teacher, date, behavior for which the student was praised) were entered into a database. Fewer than 1% of notes were incomplete and therefore eliminated from the analyses.

We tracked students' ODRs using a district-maintained database and collected teacher-written praise notes for the 2005-2006 and 2006-2007 school years. Praise note and ODR data were analyzed quantitatively using SPSS statistical analysis software (Version 15.0). The unit of analysis was number of praise notes written per day per 100 students. This measure allowed for all months to be compared equally despite differences in number of days per month. It was also consistent in the event of changes in student body size. The unit of analysis for ODRs was also number of ODRs written per 100 students per day. We used bivariate correlations to examine the relation between total praise notes written and number of ODRs for each month.

Over the course of this 2-year study, 14,527 praise notes were written, and 2,143 ODRs were recorded (see Figures 1 and 2). There was a significant negative correlation between the total number of praise notes written to the student body and the number of ODRs for the student body (r = -.551, p < .05), indicating that, as praise notes increased, ODR rates decreased. In addition, for the subgroup of students who received at least one ODR, there was a significant negative correlation between praise notes received and number of ODRs: As praise notes increased among students with at least one ODR, their rates of ODR decreased (r = -.553, p < .05).

The general aim of this study was to explore how teachers' use of praise notes to students demonstrating competency with social skills would influence ODRs. The results showed that praise notes and ODRs had a significant negative correlation: As praise notes increased, rates of ODR decreased. Hence, the data provide some evidence that increasing teacher praise notes may have been influencing the decrease in ODRs. However, more closely controlled research is needed.

As with any descriptive research, the results of this study should be considered as correlational-not causal-relations. There are several variables that could have contributed to a decrease in ODRs: Social skill instruction may have been a sufficient intervention to decrease ODRs. Also, ODRs may have decreased as administrators and teachers became more skilled in responding to behaviors that led to ODRs. It is also possible that in noticing and praising positive student behavior, teachers may have overlooked or become less focused on inappropriate behaviors. Although the cause of lower ODR rates cannot be determined by this descriptive study, it appears that teacher praise contingent upon the use of social skills had positive outcomes for students and for the overall school climate-reinforcing positive behaviors and decreasing rates of ODR.

Questions:

What statistical test was used in "Using Teacher-Written Praise Notes to Promote a Positive Environment in a Middle School?"

Did the authors use the correct statistical test? In other words, what was their rationale for using this test (i.e., were the variables discrete or continuous and was the test appropriate for this type of data?)

What was the research question? How did the statistical test address and answer the research question?

How did the authors interpret the results of this study?

13

50% of students entering four-year colleges receive a degree within six years. Is this percent different from for students who play intramural sports? 146 of the 256 students who played intramural sports received a degree within six years. What can be concluded at the level of significance of αα = 0.05?

1. For this study, we should use Select an answer z-test for a population proportion t-test for a population mean
2. The null and alternative hypotheses would be:
   Ho: ? μ p  Select an answer ≠ > < =   (please enter a decimal)   
   H₁: ? p μ  Select an answer = > < ≠   (Please enter a decimal)

3. The test statistic ? z t  =  (please show your answer to 3 decimal places.)
4. The p-value =  (Please show your answer to 4 decimal places.)
5. The p-value is ? ≤ >  αα
6. Based on this, we should Select an answer accept reject fail to reject  the null hypothesis.
7. Thus, the final conclusion is that ...
   • The data suggest the population proportion is not significantly different from 50% at αα = 0.05, so there is sufficient evidence to conclude that the population proportion of students who played intramural sports who received a degree within six years is equal to 50%.
   • The data suggest the populaton proportion is significantly different from 50% at αα = 0.05, so there is sufficient evidence to conclude that the population proportion of students who played intramural sports who received a degree within six years is different from 50%
   • The data suggest the population proportion is not significantly different from 50% at αα = 0.05, so there is not sufficient evidence to conclude that the population proportion of students who played intramural sports who received a degree within six years is different from 50%.
8. Interpret the p-value in the context of the study.
   • There is a 2.44% chance that the percent of all students who played intramural sports who received a degree within six years differs from 50%.
   • If the population proportion of students who played intramural sports who received a degree within six years is 50% and if another 256 students who played intramural sports are surveyed then there would be a 2.44% chance that either more than 57% of the 256 studetns surveyed received a degree within six years or fewer than 43% of the 256 students surveyed received a degree within six years.
   • There is a 2.44% chance of a Type I error.
   • If the sample proportion of students who played intramural sports who received a degree within six years is 57% and if another 256 voters are surveyed then there would be a 2.44% chance that we would conclude either fewer than 50% of all students who played intramural sports received a degree within six years or more than 50% of all students who played intramural sports received a degree within six years.
9. Interpret the level of significance in the context of the study.
   • If the population proportion of students who played intramural sports who received a degree within six years is 50% and if another 256 students who played intramural sports are surveyed then there would be a 5% chance that we would end up falsely concluding that the proportion of all students who played intramural sports who received a degree within six years is different from 50%
   • There is a 5% chance that aliens have secretly taken over the earth and have cleverly disguised themselves as the presidents of each of the countries on earth.
   • There is a 5% chance that the proportion of all students who played intramural sports who received a degree within six years is different from 50%.
   • If the population proportion of students who played intramural sports who received a degree within six years is different from 50% and if another 256 students who played intramural sports are surveyed then there would be a 5% chance that we would end up falsely concluding that the proportion of all students who played intramural sports who received a degree within six years is equal to 50%.

14

10% of all Americans suffer from sleep apnea. A researcher suspects that a lower percentage of those who live in the inner city have sleep apnea. Of the 352 people from the inner city surveyed, 21 of them suffered from sleep apnea. What can be concluded at the level of significance of αα = 0.05?

1. For this study, we should use Select an answer t-test for a population mean z-test for a population proportion
2. The null and alternative hypotheses would be:
   Ho: ? μ p  Select an answer < ≠ = >   (please enter a decimal)   
   H₁: ? μ p  Select an answer ≠ > = <   (Please enter a decimal)

3. The test statistic ? z t  =  (please show your answer to 3 decimal places.)
4. The p-value =  (Please show your answer to 4 decimal places.)
5. The p-value is ? > ≤  αα
6. Based on this, we should Select an answer reject accept fail to reject  the null hypothesis.
7. Thus, the final conclusion is that ...
   • The data suggest the populaton proportion is significantly smaller than 10% at αα = 0.05, so there is sufficient evidence to conclude that the population proportion of inner city residents who have sleep apnea is smaller than 10%
   • The data suggest the population proportion is not significantly smaller than 10% at αα = 0.05, so there is sufficient evidence to conclude that the population proportion of inner city residents who have sleep apnea is equal to 10%.
   • The data suggest the population proportion is not significantly smaller than 10% at αα = 0.05, so there is not sufficient evidence to conclude that the population proportion of inner city residents who have sleep apnea is smaller than 10%.
8. Interpret the p-value in the context of the study.
   • If the sample proportion of inner city residents who have sleep apnea is 6% and if another 352 inner city residents are surveyed then there would be a 0.58% chance of concluding that fewer than 10% of inner city residents have sleep apnea.
   • If the population proportion of inner city residents who have sleep apnea is 10% and if another 352 inner city residents are surveyed then there would be a 0.58% chance fewer than 6% of the 352 residents surveyed have sleep apnea.
   • There is a 10% chance of a Type I error
   • There is a 0.58% chance that fewer than 10% of all inner city residents have sleep apnea.
9. Interpret the level of significance in the context of the study.
   • There is a 5% chance that aliens have secretly taken over the earth and have cleverly disguised themselves as the presidents of each of the countries on earth.
   • If the population proportion of inner city residents who have sleep apnea is 10% and if another 352 inner city residents are surveyed then there would be a 5% chance that we would end up falsely concluding that the proportion of all inner city residents who have sleep apnea is smaller than 10%.
   • If the population proportion of inner city residents who have sleep apnea is smaller than 10% and if another 352 inner city residents are surveyed then there would be a 5% chance that we would end up falsely concluding that the proportion of all inner city residents who have sleep apnea is equal to 10%.
   • There is a 5% chance that the proportion of all inner city residents who have sleep apnea is smaller than 10%.

NOTE give complete and accurate answers FOR 30 marks

1(a) A Give the output for the(2*5)

array([ 0, 1, 8, 27, 64, 125, 216, 343, 512, 729])

a. a[:6:2] = -1000 (ii) a[ : :-1] )

b. Display the values of 1D array using for loop?


c. Write a code to print a 3D array?


d. How to print the transpose of a 2D array?


e Write a function to sort the array row and coloumn wise ?

(b) You are the class representative and your class advisor always requests your help to prepare the result analysis after each internal assessment. One of the tasks that your class advisor has assigned to you is to find whether a student has scored a 0 in a course.Given the scores of the 'n' students in the class, write a python program to find whether how many students have scored a zero in a course. Use arrays to store the marks of the students and assume that the maximum number of students in a class is 50.(5)

(c) Normally in all engineering colleges, there will be a long vacation after every even semester and a short vacation after every odd semester.Create a program in python to determine whether he will have a long vacation or short vacation at the end of a particular semester.(5)

(d) Design a 2D array to store the marks of six subjects of a student and display its total marks and average percentage?(5)

(e) Differentiate between VIEW and COPY?(5)

A Give the output for the(2*5)

array([ 0, 1, 8, 27, 64, 125, 216, 343, 512, 729])

a. a[:6:2] = -1000 (ii) a[ : :-1] )

b. Display the values of 1D array using for loop?


c. Write a code to print a 3D array?


d. How to print the transpose of a 2D array?


e Write a function to sort the array row and coloumn wise ?

Q2. You are the class representative and your class advisor always requests your help to prepare the result analysis after each internal assessment. One of the tasks that your class advisor has assigned to you is to find whether a student has scored a 0 in a course.Given the scores of the 'n' students in the class, write a python program to find whether how many students have scored a zero in a course. Use arrays to store the marks of the students and assume that the maximum number of students in a class is 50.(5)

Q3 Normally in all engineering colleges, there will be a long vacation after every even semester and a short vacation after every odd semester.Create a program in python to determine whether he will have a long vacation or short vacation at the end of a particular semester.(5)

Q4 Design a 2D array to store the marks of six subjects of a student and display its total marks and average percentage?(5)

Q5 Differentiate between VIEW and COPY?(5)

A Give the output for the(2*5)

array([ 0, 1, 8, 27, 64, 125, 216, 343, 512, 729])

a. a[:6:2] = -1000 (ii) a[ : :-1] )

b. Display the values of 1D array using for loop?


c. Write a code to print a 3D array?


d. How to print the transpose of a 2D array?


e Write a function to sort the array row and coloumn wise ?

Q2. You are the class representative and your class advisor always requests your help to prepare the result analysis after each internal assessment. One of the tasks that your class advisor has assigned to you is to find whether a student has scored a 0 in a course.Given the scores of the 'n' students in the class, write a python program to find whether how many students have scored a zero in a course. Use arrays to store the marks of the students and assume that the maximum number of students in a class is 50.(5)

Q3 Normally in all engineering colleges, there will be a long vacation after every even semester and a short vacation after every odd semester.Create a program in python to determine whether he will have a long vacation or short vacation at the end of a particular semester.(5)

Q4 Design a 2D array to store the marks of six subjects of a student and display its total marks and average percentage?(5)

Q5 Differentiate between VIEW and COPY?(5)

A Give the output for the(2*5)

array([ 0, 1, 8, 27, 64, 125, 216, 343, 512, 729])

a. a[:6:2] = -1000 (ii) a[ : :-1] )

b. Display the values of 1D array using for loop?


c. Write a code to print a 3D array?


d. How to print the transpose of a 2D array?


e Write a function to sort the array row and coloumn wise ?

Q2. You are the class representative and your class advisor always requests your help to prepare the result analysis after each internal assessment. One of the tasks that your class advisor has assigned to you is to find whether a student has scored a 0 in a course.Given the scores of the 'n' students in the class, write a python program to find whether how many students have scored a zero in a course. Use arrays to store the marks of the students and assume that the maximum number of students in a class is 50.(5)

Q3 Normally in all engineering colleges, there will be a long vacation after every even semester and a short vacation after every odd semester.Create a program in python to determine whether he will have a long vacation or short vacation at the end of a particular semester.(5)

Q4 Design a 2D array to store the marks of six subjects of a student and display its total marks and average percentage?(5)

Q5 Differentiate between VIEW and COPY?(5)

A Give the output for the(2*5)

array([ 0, 1, 8, 27, 64, 125, 216, 343, 512, 729])

a. a[:6:2] = -1000 (ii) a[ : :-1] )

b. Display the values of 1D array using for loop?


c. Write a code to print a 3D array?


d. How to print the transpose of a 2D array?


e Write a function to sort the array row and coloumn wise ?

Q2. You are the class representative and your class advisor always requests your help to prepare the result analysis after each internal assessment. One of the tasks that your class advisor has assigned to you is to find whether a student has scored a 0 in a course.Given the scores of the 'n' students in the class, write a python program to find whether how many students have scored a zero in a course. Use arrays to store the marks of the students and assume that the maximum number of students in a class is 50.(5)

Q3 Normally in all engineering colleges, there will be a long vacation after every even semester and a short vacation after every odd semester.Create a program in python to determine whether he will have a long vacation or short vacation at the end of a particular semester.(5)

Q4 Design a 2D array to store the marks of six subjects of a student and display its total marks and average percentage?(5)

Q5 Differentiate between VIEW and COPY?(5)

Question 1

A student organization wants develop a program for students who are going to graduate in the next 18 months.   To get a sense of how many students might be interested in the program, they want an estimate of the proportion of students who are going to graduate in the next 18 months. They take a simple random sample of 89 students. The data they collected can be found in the column labeled “Graduate in the next 18 month”.   “No” means that the student will not graduate in the next 18 months and would not be of interest to the student organization.   “Yes” means that the student will graduate in the next 16 months and would be of interest to the student organization.

1. The vice president of the student organization has asked you to create an estimate of the proportion of students who will graduate in 18 months. You ask her what level of confidence she wants to have in the estimate and she says that she would like to be 90% confident in the proportion estimate. Create the confidence interval using the sample data. Write a sentence or two to communicate the results to her.

Question 2

A student organization wants to get an estimate of the proportion of students who would attend a Tiny Cowboys concert at Al Lang stadium.   They ask you how many students they should include in their sample to get this estimate.

1. They tell you that a similar concert held at another college close by had 24% of all students attend the concert, they would be ok with being 90% confident and want the estimate to be within 6% of the true value. Calculate the sample size. Write a sentence or two to communicate to the student organization how many students that they should sample.

Question 3

The Student Government Association is interested in an estimate of the mean hours students work per week. They take a simple random sample of 89 students. The data they collected can be found in the column labeled “Number of hours worked per week”.

1. Use the sample data to construct a 95% confidence interval for the mean number hours worked. Write one or two sentences to communicate to the Student Government the estimate and the margin of error.

Question 4

An administrator said that he believes more than 25% of all students will graduate in the next 18 months.

Use the data found in the column labeled “Graduate in the next 18 months” to answer the following questions. “No” means that the student will not graduate in the next 18 months.   “Yes” means that the student will graduate in the next 18 months.

Write the claim in symbolic form

1. Write the null and alternative hypothesis in symbolic form
2. State the test statistic
3. State the p-value
4. State your conclusion about the null hypothesis using a 0.05 significance level
5. Write a sentence to communicate to the administrator your conclusion about his claim

Data:

Students- Graduate in 18 mo- number of hours worked per week

1   No   6.3
2   No   30.1
3   No   15.8
4   No   29.1
5   No   22.6
6   No   13.8
7   No   25.4
8   No   13.1
9   No   25.4
10   No   25.3
11   No   20.6
12   No   31.2
13   No   18.1
14   No   38.1
15   No   22
16   No   33.1
17   No   15.7
18   No   33.9
19   No   21.8
20   No   22.5
21   No   27.1
22   No   25.8
23   No   25.9
24   No   17.2
25   No   28.1
26   No   16.8
27   No   24.8
28   No   37
29   No   15.9
30   No   12.6
31   No   34.7
32   No   23.7
33   No   31.8
34   No   17.7
35   No   19
36   No   35
37   No   33
38   No   10.8
39   No   24.5
40   No   26.9
41   No   31.8
42   No   22.2
43   No   21.8
44   No   26.1
45   No   25.7
46   No   31.4
47   No   25.5
48   No   18.1
49   No   31
50   No   19.8
51   No   15.9
52   No   16.8
53   No   25.4
54   No   21.3
55   No   25
56   No   20.2
57   No   4.8
58   No   37.2
59   No   19.4
60   No   15.7
61   No   18.1
62   No   13.3
63   Yes   31.7
64   Yes   19
65   Yes   23.6
66   Yes   28.4
67   Yes   17.1
68   Yes   26.7
69   Yes   7.1
70   Yes   44.7
71   Yes   31.2
72   Yes   32.7
73   Yes   15.9
74   Yes   19.4
75   Yes   25.6
76   Yes   28.9
77   Yes   27.6
78   Yes   18
79   Yes   29.5
80   Yes   23.6
81   Yes   36.5
82   Yes   41.4
83   Yes   19.6
84   Yes   11.3
85   Yes   29
86   Yes   14.4
87   Yes   27
88   Yes   41.4
89   Yes   13.1

Please write me a summary of about 10 to 15 sentences for the following paragraph.

Mindsets and Goals

We have found in our research that people’s mindsets set up completely different motivations (see Molden & Dweck, 2006). The fixed mindset, in which you have only a certain amount of a valued talent or ability, leads people to want to look good at all times. You need to prove that you are talented and not do anything to contradict that impression, so people in a fixed midnset try to highlight their proficiencies and hide their deficiencies (see, e.g., Rhodewalt, 1994). In fact, we have found that they will often reject valuable learning opportunities if these opportunities hold the risk of unmasking their shortcomings (Dweck & Leggett, 1988; Hong, Chiu, Dweck, Lin, & Wan, 1999; Mueller & Dweck, 1998). Doesn’t everyone have shortcomings? Isn’t that what learning is for—to overcome them? Of course. However, this mindset does not give people the leeway to expose and remedy their weaknesses because any weakness can indicate a permanent lack of ability. In contrast, the growth mindset, in which you can develop your ability, leads people to want to do just that. It leads them to put a premium on learning. This difference is starkly demonstrated in a study I performed with Ying-yi Hong, C.Y. Chiu, Derek Lin, and Wendy Wan (1999). In this study, we recruited entering students at the University of Hong Kong, an elite university where everything—classes, textbooks, term papers, exams—is in English. But not all incoming students are proficient in English. Surely they would be eager to improve their English skills. To find out, we told them that the Faculty was thinking of offering a remedial English course and asked them how likely they were to take it if it were offered. Students with a growth mindset about intelligence were eager for this course. It could help them master the very skills they needed. However, students with a fixed mindset were not enthusiastic. Because they did not want to expose their deficiency, they were willing to put their whole college career in jeopardy. In another study (Mueller & Dweck, 1998), we’ve seen students in a fixed mindset lie about their deficiencies. Students performed some very challenging sets of problems and then were asked to write about their experiences to students in another school—students they would never meet. There was a place on the sheet where they were asked to report their scores. Almost 40% of the students in the fixed mindset, perhaps feeling that their poor scores were a reflection of their permanent ability, lied about their scores. Only 13% of those in the growth mindset saw fit to falsify their performance. Like Billy Beane, those in the fixed mindset didn’t think they should make mistakes! We have also studied the brain to examine the impact of mindsets on people’s attention to ability-relevant information or to learning-relevant information (Dweck, Mangels, & Good, 2004). Here, college students came to the EEG lab, where an electrode cap was placed on their heads and recordings were made from the parts of the brain that reflected attentional processes as they performed a highly difficult task. Each time they answered a question on the task, they were told whether their answer was correct or incorrect, and then a little later were told the correct answer. What did they pay attention to. The students who held a fixed mindset about intelligence paid attention only to whether their answer was right. Once they knew this, they had little further interest in learning what the right answer was. Thus, their interest in being right took strong precedence over their interest in learning, and we later showed that this significantly hurt their subsequent performance. Students who held a growth mindset about intelligence paid close attention to the both kinds of information. They paid attention to whether their answer was right or wrong and they paid attention to what the right answer was. As a result, they did substantially better than students with the fixed mindset on a later test. It’s clear that both things—wanting to do well and wanting to learn– are important in a sports setting. It’s important to validate your abilities through high quality performance in a competitive setting, and it’s also important to grow your skills over time. The problem with a fixed mindset is twofold. One is that any lapse in performance is a threat to people’s sense of their underlying ability and hence their sense of their future. And the second is that this great concern with ability tends to drive out learning, often when they are most needed. It’s hard to see how people can thrive in the world of sports if they don’t have strong desire to address their weaknesses and learn.

Write a program where you-

1. Create a class to implement "Double Linked List" of integers. (10)
2. Create the list and print the list in forward and reverse directions. (10)

Disc 1

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The following Critical Thinking questions are meant to provide deeper understanding of biology topics after students have watched this week's Panopto lectures. Attempting to answers these before lectures have been watched, may compromise your understanding and participation in this course.

In the future, I will be subdividing the class into smaller online groups to answer these questions so it may be less intimidating for the "shy" person, but for this first one I wanted to do it as a class.

How do your get graded? Well, you are NOT graded on whether you answer the questions correctly! You are graded on how well you use critical thought from our lecture and chapter readings to synthesize answers. Your posts should NOT be long, multi-paragraph essays but rather concise statements that are well thought out. They can even be in the form of a question or inquiry such as "...I know that only proteins have disulfide bridges so if a stain binds to these groups then it should change color, however I'm not sure how that relates to the question...". Help each other out if some people are struggling to understand the question or are having difficulty seeing a point of view. Some questions may not have a correct answer! I will reveal the answers or possible answers after the due date.

For each question below post one critical thinking post and one critical thinking reply to another student before the due date (that's a total of 8 posts all together). Note that your posts doesn't have to answer the question completely...partial answers to a question are fine!

Macromolecules

1. Trans-fatty acids are a type of unsaturated fat. Most trans-fats consumed today are industrially created as a side effect of partial hydrogenation of plant oils (Crisco). In trans-fat molecules, the hydrogens on the doubly bonded carbon atoms (characteristic of all unsaturated fats) are straighter, rather than kinked, in shape. Why do you think trans-fats are considered unhealthy as compared to other unsaturated fats? Can you explain your answer chemically?
2. Why might an evolutionary biologist be interested in comparing the amino acid sequence of proteins between two different species? What differences might she find when comparing species that are distantly related or closely related? Explain.
3. Some viruses carry their genetic material as DNA while others, known as retroviruses, carry their genes as RNA. Virologists studying emerging viruses that might infect humans are interested in discovering which types would be the most difficult for our immune system to fight. Viruses that mutate quickly and thus, are able to thwart our immune defenses are the most concerning. Which of these two viruses, DNA or RNA, do you think mutate faster? Explain.

Q1.
a. List and discuss the three basic types of engineering production.
b. List the role of Quality Control and Inspection during the manufacture of a product.
c. List any two reasons why automation is preferred for a modern manufacturing concern.
d. List any two factors that compel industrial outlets to computers in design, manufacturing and
allied services.

Using Python, use the following list (Temperature = [56.2,31.8,81.7,45.6,71.3,62.9,59.0,92.5,95.0,19.2,15.0]) to:

- Create a loop to iterate through each of the elements in the temperature list.

- Convert each element of this list to a Celsius temperature and then, for each valid temperature in the list, print out both the original Fahrenheit temperature and the Celsius equivalent in this format: "32 degrees Fahrenheit is equivalent with 0 degrees Celsius."