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[Solved] Math 1342 excel spresdsheet

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Can anyone help with excel and statistic? – ## chapter6excelassignment.docx – ## math1342_database3.xlsx **## chapter6excelassignment.docx** 1. Top of Form Again, you will use the student survey from the Excel spreadsheet given at the beginning of the course: [MATH 1342 Database.xlsx](https://cont…

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Assignment Prompt & Instructions

Can anyone help with excel and statistic?

– ## chapter6excelassignment.docx

– ## math1342_database3.xlsx

**## chapter6excelassignment.docx**

1.

Top of Form

Again, you will use the student survey from the Excel spreadsheet given at the beginning of the course:
[MATH 1342 Database.xlsx](https://content.ctcd.edu/courses/math1342-lec/m23/docs/math1342_database.xlsx)

Find two free cells in the spreadsheet to enter the appropriate formulas to find the mean and standard deviation of the DRIVE variable by using
**=AVERAGE(A2:A36)** and =
**STDEV(A2:A36)**.

(Round your answers to 5 decimal places)

Fill in the blank:

The
**mean** of the DRIVE variable is
**Blank 1**.

The
**standard deviation** of the DRIVE variable is
**Blank 2**.

· Blank 1

· Blank 2

Bottom of Form

2.

Top of Form

Question 2

**Question 2**

**2 Points**

Question 2

Assuming that this variable is normally distributed, what proportion of the data would you predict to be less than 40 minutes? This would be based on the calculated probability.

To approximate this probability with Excel, find a free cell on the spreadsheet and use the formula
**=NORM.DIST(40,mean,stdev,TRUE)**. For the "mean" and "stdev" in the formula, you
_don't_ want to type those words, you want to actually enter the cell numbers in which you just found the average and standard deviation of your DRIVE variable.

(Keep your answer in decimal form and round your answer to 3 decimal places)

**Fill in the Blank:** The proportion of values that I expect to be less than 40 minutes is _____________.

**Blank 1**

· Blank 1

Bottom of Form

3.

Top of Form

Question 3

**Question 3**

**2 Points**

Question 3

Now, determine the
**_actual_** proportion of data points in the dataset that fall within this range (less than 40 minutes). To find the actual proportion, sort the DRIVE variable, and count how many of the data points are less than 40. Then, divide that number by the total of 35 data points.

(Keep your answer in decimal form and round your answer to 3 decimal places)

**Fill in the Blank:** The actual proportion of values less than 40 minutes is ___________.

**Blank 1**

· Blank 1

Bottom of Form

4.

Top of Form

Question 4

**Question 4**

**2 Points**

Question 4

How does your predicted probability from question 2 compare to the actual probability calculated in question 3? In other words, if these values are different, why do you think they're different, etc?

Option A

The probability calculations are different. In part 2, we calculated the probability based on the assumption that the distribution of the "drive" variable is normally distributed. If the distribution is not bell-shaped, then the probability estimation (in part 2) would not be accurate.

Option B

The probability calculations are the same.

Option C

The probability calculations are different. This must mean that something is wrong with our technology.

Bottom of Form

**## math1342_database3.xlsx**

## MATH399 Data Sheet

| | | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — | — |
| Drive (miles) | Birth Year | State | Shoe Size | Height (inches) | Sleep (hours) | Gender | Class Standing | Car Color | TV (hours) | Money (dollars) | Coin |
| 4 | 1988 | NY | 9 | 69 | 7 | F | Sophomore | blue | 5 | 21.00 | 5 |
| 6 | 1990 | OR | 13 | 75 | 10 | M | Junior | silver | 6 | 7.00 | 4 |
| 6 | 1978 | MI | 10 | 66 | 6 | M | Freshman | black | 5 | 34.00 | 3 |
| 20 | 1977 | IL | 5 | 62 | 7 | F | Junior | black | 3 | 10.00 | 2 |
| 20 | 1985 | OR | 7 | 65 | 4 | F | Sophomore | green | 1 | 46.00 | 4 |
| 25 | 1988 | CA | 8 | 69 | 6 | F | Senior | silver | 4 | 30.00 | 4 |
| 25 | 1995 | GA | 9 | 63 | 7 | M | Junior | silver | 3 | 53.00 | 5 |
| 28 | 1992 | NY | 7 | 67 | 4 | F | Freshman | black | 1 | 25.00 | 4 |
| 29 | 1990 | TX | 11 | 70 | 7 | M | Freshman | silver | 2 | 28.00 | 3 |
| 33 | 1985 | SC | 11 | 68 | 8 | M | Sophomore | blue | 1 | 9.00 | 4 |
| 33 | 1990 | TX | 9 | 75 | 7 | M | Senior | silver | 5 | 54.00 | 7 |
| 36 | 1982 | MI | 10 | 61 | 7 | M | Senior | blue | 6 | 5.00 | 2 |
| 36 | 1996 | TX | 7 | 66 | 5 | M | Freshman | orange | 3 | 7.00 | 3 |
| 36 | 1990 | IL | 12 | 61 | 7 | M | Junior | red | 4 | 14.00 | 3 |
| 36 | 1988 | OR | 9 | 73 | 7 | M | Sophomore | blue | 5 | 23.00 | 5 |
| 40 | 1987 | IL | 10 | 68 | 6 | M | Sophomore | silver | 5 | 16.00 | 5 |
| 42 | 1962 | IL | 8 | 65 | 6 | F | Junior | red | 4 | 4.00 | 4 |
| 54 | 1968 | FL | 9 | 70 | 8 | F | Freshman | green | 2 | 5.00 | 3 |
| 54 | 1970 | NV | 11 | 65 | 4 | F | Freshman | silver | 5 | 54.00 | 7 |
| 55 | 1997 | OH | 9 | 67 | 6 | F | Freshman | dark blue | 4 | 27.00 | 2 |
| 63 | 1990 | PA | 10 | 66 | 8 | F | Sophomore | silver | 3 | 5.00 | 7 |
| 63 | 1986 | MI | 5 | 69 | 7 | F | Sophomore | orange | 3 | 9.00 | 2 |
| 71 | 1984 | MI | 11 | 64 | 6 | F | Freshman | silver | 2 | 1.00 | 2 |
| 73 | 1968 | FL | 12 | 70 | 7 | F | Junior | green | 4 | 15.00 | 3 |
| 73 | 1987 | SC | 11 | 68 | 7 | F | Junior | red | 2 | 18.00 | 5 |
| 76 | 1985 | PA | 11 | 70 | 8 | F | Sophomore | blue | 3 | 5.00 | 4 |
| 76 | 1992 | NY | 9 | 65 | 7 | F | Freshman | red | 6 | 7.00 | 2 |
| 76 | 1990 | PA | 11 | 63 | 4 | M | Sophomore | silver | 5 | 13.00 | 5 |
| 76 | 1991 | NY | 9 | 63 | 6 | M | Sophomore | silver | 4 | 38.00 | 2 |
| 78 | 1995 | CA | 11 | 63 | 6 | M | Junior | blue | 2 | 47.00 | 2 |
| 80 | 1989 | NV | 12 | 69 | 8 | M | Senior | white | 4 | 3.00 | 4 |
| 80 | 1990 | SC | 10 | 63 | 8 | F | Senior | black | 2 | 7.00 | 7 |
| 80 | 1999 | FL | 9 | 66 | 7 | F | Freshman | black | 5 | 22.00 | 2 |
| 88 | 1998 | SC | 6 | 63 | 5 | F | Freshman | black | 3 | 43.00 | 6 |
| 94 | 1983 | KY | 11 | 74 | 8 | M | Sophomore | red | 3 | 20.00 | 4 |

## Sheet1

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**## math1342_database3.xlsx**

## MATH399 Data Sheet

| | | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — | — |
| Drive (miles) | Birth Year | State | Shoe Size | Height (inches) | Sleep (hours) | Gender | Class Standing | Car Color | TV (hours) | Money (dollars) | Coin |
| 4 | 1988 | NY | 9 | 69 | 7 | F | Sophomore | blue | 5 | 21.00 | 5 |
| 6 | 1990 | OR | 13 | 75 | 10 | M | Junior | silver | 6 | 7.00 | 4 |
| 6 | 1978 | MI | 10 | 66 | 6 | M | Freshman | black | 5 | 34.00 | 3 |
| 20 | 1977 | IL | 5 | 62 | 7 | F | Junior | black | 3 | 10.00 | 2 |
| 20 | 1985 | OR | 7 | 65 | 4 | F | Sophomore | green | 1 | 46.00 | 4 |
| 25 | 1988 | CA | 8 | 69 | 6 | F | Senior | silver | 4 | 30.00 | 4 |
| 25 | 1995 | GA | 9 | 63 | 7 | M | Junior | silver | 3 | 53.00 | 5 |
| 28 | 1992 | NY | 7 | 67 | 4 | F | Freshman | black | 1 | 25.00 | 4 |
| 29 | 1990 | TX | 11 | 70 | 7 | M | Freshman | silver | 2 | 28.00 | 3 |
| 33 | 1985 | SC | 11 | 68 | 8 | M | Sophomore | blue | 1 | 9.00 | 4 |
| 33 | 1990 | TX | 9 | 75 | 7 | M | Senior | silver | 5 | 54.00 | 7 |
| 36 | 1982 | MI | 10 | 61 | 7 | M | Senior | blue | 6 | 5.00 | 2 |
| 36 | 1996 | TX | 7 | 66 | 5 | M | Freshman | orange | 3 | 7.00 | 3 |
| 36 | 1990 | IL | 12 | 61 | 7 | M | Junior | red | 4 | 14.00 | 3 |
| 36 | 1988 | OR | 9 | 73 | 7 | M | Sophomore | blue | 5 | 23.00 | 5 |
| 40 | 1987 | IL | 10 | 68 | 6 | M | Sophomore | silver | 5 | 16.00 | 5 |
| 42 | 1962 | IL | 8 | 65 | 6 | F | Junior | red | 4 | 4.00 | 4 |
| 54 | 1968 | FL | 9 | 70 | 8 | F | Freshman | green | 2 | 5.00 | 3 |
| 54 | 1970 | NV | 11 | 65 | 4 | F | Freshman | silver | 5 | 54.00 | 7 |
| 55 | 1997 | OH | 9 | 67 | 6 | F | Freshman | dark blue | 4 | 27.00 | 2 |
| 63 | 1990 | PA | 10 | 66 | 8 | F | Sophomore | silver | 3 | 5.00 | 7 |
| 63 | 1986 | MI | 5 | 69 | 7 | F | Sophomore | orange | 3 | 9.00 | 2 |
| 71 | 1984 | MI | 11 | 64 | 6 | F | Freshman | silver | 2 | 1.00 | 2 |
| 73 | 1968 | FL | 12 | 70 | 7 | F | Junior | green | 4 | 15.00 | 3 |
| 73 | 1987 | SC | 11 | 68 | 7 | F | Junior | red | 2 | 18.00 | 5 |
| 76 | 1985 | PA | 11 | 70 | 8 | F | Sophomore | blue | 3 | 5.00 | 4 |
| 76 | 1992 | NY | 9 | 65 | 7 | F | Freshman | red | 6 | 7.00 | 2 |
| 76 | 1990 | PA | 11 | 63 | 4 | M | Sophomore | silver | 5 | 13.00 | 5 |
| 76 | 1991 | NY | 9 | 63 | 6 | M | Sophomore | silver | 4 | 38.00 | 2 |
| 78 | 1995 | CA | 11 | 63 | 6 | M | Junior | blue | 2 | 47.00 | 2 |
| 80 | 1989 | NV | 12 | 69 | 8 | M | Senior | white | 4 | 3.00 | 4 |
| 80 | 1990 | SC | 10 | 63 | 8 | F | Senior | black | 2 | 7.00 | 7 |
| 80 | 1999 | FL | 9 | 66 | 7 | F | Freshman | black | 5 | 22.00 | 2 |
| 88 | 1998 | SC | 6 | 63 | 5 | F | Freshman | black | 3 | 43.00 | 6 |
| 94 | 1983 | KY | 11 | 74 | 8 | M | Sophomore | red | 3 | 20.00 | 4 |

## Sheet1

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|

**## chapter6excelassignment.docx**

1.

Top of Form

Again, you will use the student survey from the Excel spreadsheet given at the beginning of the course:
[MATH 1342 Database.xlsx](https://content.ctcd.edu/courses/math1342-lec/m23/docs/math1342_database.xlsx)

Find two free cells in the spreadsheet to enter the appropriate formulas to find the mean and standard deviation of the DRIVE variable by using
**=AVERAGE(A2:A36)** and =
**STDEV(A2:A36)**.

(Round your answers to 5 decimal places)

Fill in the blank:

The
**mean** of the DRIVE variable is
**Blank 1**.

The
**standard deviation** of the DRIVE variable is
**Blank 2**.

· Blank 1

· Blank 2

Bottom of Form

2.

Top of Form

Question 2

**Question 2**

**2 Points**

Question 2

Assuming that this variable is normally distributed, what proportion of the data would you predict to be less than 40 minutes? This would be based on the calculated probability.

To approximate this probability with Excel, find a free cell on the spreadsheet and use the formula
**=NORM.DIST(40,mean,stdev,TRUE)**. For the "mean" and "stdev" in the formula, you
_don't_ want to type those words, you want to actually enter the cell numbers in which you just found the average and standard deviation of your DRIVE variable.

(Keep your answer in decimal form and round your answer to 3 decimal places)

**Fill in the Blank:** The proportion of values that I expect to be less than 40 minutes is _____________.

**Blank 1**

· Blank 1

Bottom of Form

3.

Top of Form

Question 3

**Question 3**

**2 Points**

Question 3

Now, determine the
**_actual_** proportion of data points in the dataset that fall within this range (less than 40 minutes). To find the actual proportion, sort the DRIVE variable, and count how many of the data points are less than 40. Then, divide that number by the total of 35 data points.

(Keep your answer in decimal form and round your answer to 3 decimal places)

**Fill in the Blank:** The actual proportion of values less than 40 minutes is ___________.

**Blank 1**

· Blank 1

Bottom of Form

4.

Top of Form

Question 4

**Question 4**

**2 Points**

Question 4

How does your predicted probability from question 2 compare to the actual probability calculated in question 3? In other words, if these values are different, why do you think they're different, etc?

Option A

The probability calculations are different. In part 2, we calculated the probability based on the assumption that the distribution of the "drive" variable is normally distributed. If the distribution is not bell-shaped, then the probability estimation (in part 2) would not be accurate.

Option B

The probability calculations are the same.

Option C

The probability calculations are different. This must mean that something is wrong with our technology.

Bottom of Form

**## math1342_database3.xlsx**

## MATH399 Data Sheet

| | | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — | — |
| Drive (miles) | Birth Year | State | Shoe Size | Height (inches) | Sleep (hours) | Gender | Class Standing | Car Color | TV (hours) | Money (dollars) | Coin |
| 4 | 1988 | NY | 9 | 69 | 7 | F | Sophomore | blue | 5 | 21.00 | 5 |
| 6 | 1990 | OR | 13 | 75 | 10 | M | Junior | silver | 6 | 7.00 | 4 |
| 6 | 1978 | MI | 10 | 66 | 6 | M | Freshman | black | 5 | 34.00 | 3 |
| 20 | 1977 | IL | 5 | 62 | 7 | F | Junior | black | 3 | 10.00 | 2 |
| 20 | 1985 | OR | 7 | 65 | 4 | F | Sophomore | green | 1 | 46.00 | 4 |
| 25 | 1988 | CA | 8 | 69 | 6 | F | Senior | silver | 4 | 30.00 | 4 |
| 25 | 1995 | GA | 9 | 63 | 7 | M | Junior | silver | 3 | 53.00 | 5 |
| 28 | 1992 | NY | 7 | 67 | 4 | F | Freshman | black | 1 | 25.00 | 4 |
| 29 | 1990 | TX | 11 | 70 | 7 | M | Freshman | silver | 2 | 28.00 | 3 |
| 33 | 1985 | SC | 11 | 68 | 8 | M | Sophomore | blue | 1 | 9.00 | 4 |
| 33 | 1990 | TX | 9 | 75 | 7 | M | Senior | silver | 5 | 54.00 | 7 |
| 36 | 1982 | MI | 10 | 61 | 7 | M | Senior | blue | 6 | 5.00 | 2 |
| 36 | 1996 | TX | 7 | 66 | 5 | M | Freshman | orange | 3 | 7.00 | 3 |
| 36 | 1990 | IL | 12 | 61 | 7 | M | Junior | red | 4 | 14.00 | 3 |
| 36 | 1988 | OR | 9 | 73 | 7 | M | Sophomore | blue | 5 | 23.00 | 5 |
| 40 | 1987 | IL | 10 | 68 | 6 | M | Sophomore | silver | 5 | 16.00 | 5 |
| 42 | 1962 | IL | 8 | 65 | 6 | F | Junior | red | 4 | 4.00 | 4 |
| 54 | 1968 | FL | 9 | 70 | 8 | F | Freshman | green | 2 | 5.00 | 3 |
| 54 | 1970 | NV | 11 | 65 | 4 | F | Freshman | silver | 5 | 54.00 | 7 |
| 55 | 1997 | OH | 9 | 67 | 6 | F | Freshman | dark blue | 4 | 27.00 | 2 |
| 63 | 1990 | PA | 10 | 66 | 8 | F | Sophomore | silver | 3 | 5.00 | 7 |
| 63 | 1986 | MI | 5 | 69 | 7 | F | Sophomore | orange | 3 | 9.00 | 2 |
| 71 | 1984 | MI | 11 | 64 | 6 | F | Freshman | silver | 2 | 1.00 | 2 |
| 73 | 1968 | FL | 12 | 70 | 7 | F | Junior | green | 4 | 15.00 | 3 |
| 73 | 1987 | SC | 11 | 68 | 7 | F | Junior | red | 2 | 18.00 | 5 |
| 76 | 1985 | PA | 11 | 70 | 8 | F | Sophomore | blue | 3 | 5.00 | 4 |
| 76 | 1992 | NY | 9 | 65 | 7 | F | Freshman | red | 6 | 7.00 | 2 |
| 76 | 1990 | PA | 11 | 63 | 4 | M | Sophomore | silver | 5 | 13.00 | 5 |
| 76 | 1991 | NY | 9 | 63 | 6 | M | Sophomore | silver | 4 | 38.00 | 2 |
| 78 | 1995 | CA | 11 | 63 | 6 | M | Junior | blue | 2 | 47.00 | 2 |
| 80 | 1989 | NV | 12 | 69 | 8 | M | Senior | white | 4 | 3.00 | 4 |
| 80 | 1990 | SC | 10 | 63 | 8 | F | Senior | black | 2 | 7.00 | 7 |
| 80 | 1999 | FL | 9 | 66 | 7 | F | Freshman | black | 5 | 22.00 | 2 |
| 88 | 1998 | SC | 6 | 63 | 5 | F | Freshman | black | 3 | 43.00 | 6 |
| 94 | 1983 | KY | 11 | 74 | 8 | M | Sophomore | red | 3 | 20.00 | 4 |

## Sheet1

|
|

**## chapter6excelassignment.docx**

1.

Top of Form

Again, you will use the student survey from the Excel spreadsheet given at the beginning of the course:
[MATH 1342 Database.xlsx](https://content.ctcd.edu/courses/math1342-lec/m23/docs/math1342_database.xlsx)

Find two free cells in the spreadsheet to enter the appropriate formulas to find the mean and standard deviation of the DRIVE variable by using
**=AVERAGE(A2:A36)** and =
**STDEV(A2:A36)**.

(Round your answers to 5 decimal places)

Fill in the blank:

The
**mean** of the DRIVE variable is
**Blank 1**.

The
**standard deviation** of the DRIVE variable is
**Blank 2**.

· Blank 1

· Blank 2

Bottom of Form

2.

Top of Form

Question 2

**Question 2**

**2 Points**

Question 2

Assuming that this variable is normally distributed, what proportion of the data would you predict to be less than 40 minutes? This would be based on the calculated probability.

To approximate this probability with Excel, find a free cell on the spreadsheet and use the formula
**=NORM.DIST(40,mean,stdev,TRUE)**. For the "mean" and "stdev" in the formula, you
_don't_ want to type those words, you want to actually enter the cell numbers in which you just found the average and standard deviation of your DRIVE variable.

(Keep your answer in decimal form and round your answer to 3 decimal places)

**Fill in the Blank:** The proportion of values that I expect to be less than 40 minutes is _____________.

**Blank 1**

· Blank 1

Bottom of Form

3.

Top of Form

Question 3

**Question 3**

**2 Points**

Question 3

Now, determine the
**_actual_** proportion of data points in the dataset that fall within this range (less than 40 minutes). To find the actual proportion, sort the DRIVE variable, and count how many of the data points are less than 40. Then, divide that number by the total of 35 data points.

(Keep your answer in decimal form and round your answer to 3 decimal places)

**Fill in the Blank:** The actual proportion of values less than 40 minutes is ___________.

**Blank 1**

· Blank 1

Bottom of Form

4.

Top of Form

Question 4

**Question 4**

**2 Points**

Question 4

How does your predicted probability from question 2 compare to the actual probability calculated in question 3? In other words, if these values are different, why do you think they're different, etc?

Option A

The probability calculations are different. In part 2, we calculated the probability based on the assumption that the distribution of the "drive" variable is normally distributed. If the distribution is not bell-shaped, then the probability estimation (in part 2) would not be accurate.

Option B

The probability calculations are the same.

Option C

The probability calculations are different. This must mean that something is wrong with our technology.

Bottom of Form

**## math1342_database3.xlsx**

## MATH399 Data Sheet

| | | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — | — |
| Drive (miles) | Birth Year | State | Shoe Size | Height (inches) | Sleep (hours) | Gender | Class Standing | Car Color | TV (hours) | Money (dollars) | Coin |
| 4 | 1988 | NY | 9 | 69 | 7 | F | Sophomore | blue | 5 | 21.00 | 5 |
| 6 | 1990 | OR | 13 | 75 | 10 | M | Junior | silver | 6 | 7.00 | 4 |
| 6 | 1978 | MI | 10 | 66 | 6 | M | Freshman | black | 5 | 34.00 | 3 |
| 20 | 1977 | IL | 5 | 62 | 7 | F | Junior | black | 3 | 10.00 | 2 |
| 20 | 1985 | OR | 7 | 65 | 4 | F | Sophomore | green | 1 | 46.00 | 4 |
| 25 | 1988 | CA | 8 | 69 | 6 | F | Senior | silver | 4 | 30.00 | 4 |
| 25 | 1995 | GA | 9 | 63 | 7 | M | Junior | silver | 3 | 53.00 | 5 |
| 28 | 1992 | NY | 7 | 67 | 4 | F | Freshman | black | 1 | 25.00 | 4 |
| 29 | 1990 | TX | 11 | 70 | 7 | M | Freshman | silver | 2 | 28.00 | 3 |
| 33 | 1985 | SC | 11 | 68 | 8 | M | Sophomore | blue | 1 | 9.00 | 4 |
| 33 | 1990 | TX | 9 | 75 | 7 | M | Senior | silver | 5 | 54.00 | 7 |
| 36 | 1982 | MI | 10 | 61 | 7 | M | Senior | blue | 6 | 5.00 | 2 |
| 36 | 1996 | TX | 7 | 66 | 5 | M | Freshman | orange | 3 | 7.00 | 3 |
| 36 | 1990 | IL | 12 | 61 | 7 | M | Junior | red | 4 | 14.00 | 3 |
| 36 | 1988 | OR | 9 | 73 | 7 | M | Sophomore | blue | 5 | 23.00 | 5 |
| 40 | 1987 | IL | 10 | 68 | 6 | M | Sophomore | silver | 5 | 16.00 | 5 |
| 42 | 1962 | IL | 8 | 65 | 6 | F | Junior | red | 4 | 4.00 | 4 |
| 54 | 1968 | FL | 9 | 70 | 8 | F | Freshman | green | 2 | 5.00 | 3 |
| 54 | 1970 | NV | 11 | 65 | 4 | F | Freshman | silver | 5 | 54.00 | 7 |
| 55 | 1997 | OH | 9 | 67 | 6 | F | Freshman | dark blue | 4 | 27.00 | 2 |
| 63 | 1990 | PA | 10 | 66 | 8 | F | Sophomore | silver | 3 | 5.00 | 7 |
| 63 | 1986 | MI | 5 | 69 | 7 | F | Sophomore | orange | 3 | 9.00 | 2 |
| 71 | 1984 | MI | 11 | 64 | 6 | F | Freshman | silver | 2 | 1.00 | 2 |
| 73 | 1968 | FL | 12 | 70 | 7 | F | Junior | green | 4 | 15.00 | 3 |
| 73 | 1987 | SC | 11 | 68 | 7 | F | Junior | red | 2 | 18.00 | 5 |
| 76 | 1985 | PA | 11 | 70 | 8 | F | Sophomore | blue | 3 | 5.00 | 4 |
| 76 | 1992 | NY | 9 | 65 | 7 | F | Freshman | red | 6 | 7.00 | 2 |
| 76 | 1990 | PA | 11 | 63 | 4 | M | Sophomore | silver | 5 | 13.00 | 5 |
| 76 | 1991 | NY | 9 | 63 | 6 | M | Sophomore | silver | 4 | 38.00 | 2 |
| 78 | 1995 | CA | 11 | 63 | 6 | M | Junior | blue | 2 | 47.00 | 2 |
| 80 | 1989 | NV | 12 | 69 | 8 | M | Senior | white | 4 | 3.00 | 4 |
| 80 | 1990 | SC | 10 | 63 | 8 | F | Senior | black | 2 | 7.00 | 7 |
| 80 | 1999 | FL | 9 | 66 | 7 | F | Freshman | black | 5 | 22.00 | 2 |
| 88 | 1998 | SC | 6 | 63 | 5 | F | Freshman | black | 3 | 43.00 | 6 |
| 94 | 1983 | KY | 11 | 74 | 8 | M | Sophomore | red | 3 | 20.00 | 4 |

## Sheet1

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November 5, 2026
[Solved] Reading Milwaukee Brewers Assignment

✓ Verified Academic Solution Available

Executive Solution Overview

CASE STUDY: MILWAUKEE BREWERS ASSIGNMENT INSTRUCTIONS OVERVIEW Each Case Study assignment is designed to help the student make application of course content to a real world situation. Read the assigned case study and connect the key issues in the case to assigned readings and presentations. Respond …

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Assignment Prompt & Instructions

CASE STUDY: MILWAUKEE BREWERS ASSIGNMENT INSTRUCTIONS
OVERVIEW
Each Case Study assignment is designed to help the student make application of course content
to a real world situation. Read the assigned case study and connect the key issues in the case to
assigned readings and presentations. Respond to the questions with direct, thorough responses.
Each case study assignment should include the following:
• Title Page in APA format
• Introduction to the case summarizing the situation
• Questions converted to sub-headings – responses to each question
• Strong conclusion that summarizes the ideas
• APA Style Reference page (as needed)
INSTRUCTIONS
Milwaukee Brewers Case Study
Some years ago, the Milwaukee Brewers’ then-president Bud Selig made the decision that, in
order to keep the Brewers in Milwaukee, the organization needed to construct a new stadium.
Under the supervision of the new president, Wendy Selig-Prieb (Selig’s daughter), ground was
broken for MillerPark on November 9, 1996. In 2000, President Selig-Prieb stated, “The Miller
Park era is beginning soon, and with it a renewed vitality for major league baseball in Wisconsin.
Accordingly, we are committed to bringing a championship to Wisconsin. Our fans will enjoy a
world class ballpark, and also deserve a rewarding game experience.” Selig-Prieb believed that
Miller Park would bring fortune to Milwaukee, the surrounding area, and the Brewers; the same
is true for any organization that thinks it is necessary to build a multimillion dollar facility.
Countless Major league baseball teams all over the nation have considered, are considering, or
are in the process of building new stadiums in order to keep players, the community, fans, and
team executives happy. Most cities and teams turn to the idea of the new facility when they are
facing a buyout, relocation considerations, player and fan dissatisfaction, and so on. Baseball
club officials understand that the decision to construct a new facility can often reverse these
negatives.
County Stadium, the former home of the Milwaukee Brewers, opened on April 6, 1953, and
increased its seating capacity over the years to hold 53,192 fans. Miller Park, on the other hand,
holds only 43,000 spectators but features a convertible, fan-shaped roof. Miller Park is a more
elaborate establishment than the old County Stadium; it is the extra details found in new
stadiums that executives of major league teams believe will help keep their organizations
competitive from all angles.
Identify and explain the potential problems and opportunities that both the team and the
city might have faced that could have led to the decision to construct a new facility.
1. Use the steps provided in Exhibit 6.1 to decide whether you would have tried to build a
new stadium if you were in Selig-Prieb’s shoes.
2. Do you believe that facility construction is a rational decision for (1) team executives,
(2) city officials, and (3) local citizens? Explain.
3. Should team executives, city officials, and local citizens all be able to participate in the
decision-making process of building a new stadium? Explain the advantages and
disadvantages of including all of these individuals.
4. When making decisions about building a new facility, what type of decision style(s) and
problem attributes are most relevant and important? Explain.
5. Identify how Miller Park has helped or hindered the Brewers organization by finding
statistics from attendance records at County Stadium in 1999 and comparing them to
current records at Miller Park. With what you have learned, and with any additional
information you have found, justify whether or not the decision to build the stadium was
a positive move for the team.
6. Go online to locate another organization that has recently built or is currently
considering building a new facility. Use that organization’s website to try to identify
what led to that decision. Include any information regarding the funding options
associated with facility construction. Suggest some possible alternatives to facility
construction, if appropriate.

November 5, 2026
[Solved] Discussion board

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\ IMG_4458.png](https://www.sweetstudy.com/files/img-4458-png-10311349 "IMG_4458.png") \ IMG_4459.png](https://www.sweetstudy.com/files/img-4459-png-10311351 "IMG_4459.png")

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\
IMG_4458.png](https://www.sweetstudy.com/files/img-4458-png-10311349 "IMG_4458.png")
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November 5, 2026
[Solved] cl mod 4

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In-depth study guidance and analytical solution covering cl mod 4.

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November 5, 2026
[Solved] Mr week 5 soap black male type 2 diabetes

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Mr week 5 soAp note black male type 2 diabetes – ## AGPCSOAPNoteAssignmentInstructions.pdf **## AGPCSOAPNoteAssignmentInstructions.pdf** 1 SOAP Note Assignment Instructions Consider constructing a Word document ‘SOAP note template’ and use it to assemble your note. By doing this you can use the temp…

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Mr week 5 soAp note black male type 2 diabetes

– ## AGPCSOAPNoteAssignmentInstructions.pdf

**## AGPCSOAPNoteAssignmentInstructions.pdf**

1

SOAP Note Assignment Instructions

Consider constructing a Word document ‘SOAP note template’ and use it to assemble your
note. By doing this you can use the template for efficiently constructing your SOAP notes such
that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
person requests to see your SOAP note template you will be required to send it to them for
review.

Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
complaint.

Typhon Encounter #:

Type of Note: Focused or Comprehensive

Subjective (S):

CC: chief complaint – What are they being seen for? This is the reason that the patient sought
care, stated in their own words/words of their caregiver, or paraphrased.

HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
S=summary]

Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.

Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
menstrual history. Include dates if possible.

Allergies: State the offending medication/food and the reactions.

Medications: Names, dosages, routes, frequency, and indications.

Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
impact health and illness. Financial resources.

Family history: Use terms like maternal, paternal and the diseases and the ages they were
deceased or diagnosed if known.

Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
screening, etc. Remember to use the United States Clinical Preventative Services Task Force
(USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
Up to date on health maintenance/promotion will NOT be accepted. Requires references.

Review of systems (ROS) –

• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
conducting your ROS to make sure you have not missed any important symptoms,

2

particularly in areas that you have not already thoroughly explored while discussing the
history of present illness.]

You would also want to include any pertinent negatives or positives that would help with your
differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
would address each system.

Perform either a focused or comprehensive ROS based on the visit type.

General: May include if patient has had a fever, chills, fatigue, malaise, etc.

Skin:

HEENT: head, eyes, ears, nose, and throat

Neck:

Breast:

CV: cardiovascular

Resp: respiratory

GI: gastrointestinal

GYN: gynecologic

GU: genito-urinary

PV: peripheral vascular

MSK: musculoskeletal

Neuro: neurological

Endo: endocrine

Psych:

Objective (O):

Physical exam (PE) –
• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when

determining what physical assessments, you want to include to further explore what you
have learned from your subjective data collection]

Perform either a focused or comprehensive exam based on the visit type.

This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
comprehensive visit will exam each area.

Ensure that you include appropriate male and female specific physical assessments when
applicable to the encounter. Your physical exam information should be organized using the

3

same body system format as the ROS section. Appropriate medical terminology describing the
objective examination is mandatory.
Gen: general statement of appearance if there is any acute distress.

VS: vital signs, height and weight, BMI

Skin:

HEENT: head, eyes, ears, nose, and throat

Neck:

Breast:

CV: cardiovascular

Resp: respiratory

GI: gastrointestinal

GU: genito-urinary

Gyn: gynecologic

PV: peripheral vascular

MSK: musculoskeletal

Neuro: neurological

Endo: endocrine

Psych:

Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).

Assessment (A):
This section should be a write-up utilizing your clinical decision-making with your
diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
positives and negatives must be found in the write-up. References required.

Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
diagnosis.

Remember to include the appropriate ICD-10 code for each diagnosis.

A statement of current condition and all other chronic illnesses that were addressed during the
visit must be included (i.e., HTN-well managed on medication).

Plan (P):

Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
to comment if there is a deviation in standard of care.

4

Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
found in the assessment should correlate with Plan #1). Address the following aspects (it should
be separated out as listed below):

Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
any pharmacologic interventions including the name of the medication, dose, route,
quantity, and number of refills for any new or refilled medications.

Educational: information clients need in order to address their health problems including the
diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
guidance and counseling.

Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
referral made was there a possible referral you could make and why? Advance care planning.

CPT:

References
Reference should support your patient’s management plan, including evidence-based practice,
and utilize APA formatting.

**## AGPCSOAPNoteAssignmentInstructions.pdf**

1

SOAP Note Assignment Instructions

Consider constructing a Word document ‘SOAP note template’ and use it to assemble your
note. By doing this you can use the template for efficiently constructing your SOAP notes such
that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
person requests to see your SOAP note template you will be required to send it to them for
review.

Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
complaint.

Typhon Encounter #:

Type of Note: Focused or Comprehensive

Subjective (S):

CC: chief complaint – What are they being seen for? This is the reason that the patient sought
care, stated in their own words/words of their caregiver, or paraphrased.

HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
S=summary]

Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.

Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
menstrual history. Include dates if possible.

Allergies: State the offending medication/food and the reactions.

Medications: Names, dosages, routes, frequency, and indications.

Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
impact health and illness. Financial resources.

Family history: Use terms like maternal, paternal and the diseases and the ages they were
deceased or diagnosed if known.

Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
screening, etc. Remember to use the United States Clinical Preventative Services Task Force
(USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
Up to date on health maintenance/promotion will NOT be accepted. Requires references.

Review of systems (ROS) –

• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
conducting your ROS to make sure you have not missed any important symptoms,

2

particularly in areas that you have not already thoroughly explored while discussing the
history of present illness.]

You would also want to include any pertinent negatives or positives that would help with your
differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
would address each system.

Perform either a focused or comprehensive ROS based on the visit type.

General: May include if patient has had a fever, chills, fatigue, malaise, etc.

Skin:

HEENT: head, eyes, ears, nose, and throat

Neck:

Breast:

CV: cardiovascular

Resp: respiratory

GI: gastrointestinal

GYN: gynecologic

GU: genito-urinary

PV: peripheral vascular

MSK: musculoskeletal

Neuro: neurological

Endo: endocrine

Psych:

Objective (O):

Physical exam (PE) –
• [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when

determining what physical assessments, you want to include to further explore what you
have learned from your subjective data collection]

Perform either a focused or comprehensive exam based on the visit type.

This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
comprehensive visit will exam each area.

Ensure that you include appropriate male and female specific physical assessments when
applicable to the encounter. Your physical exam information should be organized using the

3

same body system format as the ROS section. Appropriate medical terminology describing the
objective examination is mandatory.
Gen: general statement of appearance if there is any acute distress.

VS: vital signs, height and weight, BMI

Skin:

HEENT: head, eyes, ears, nose, and throat

Neck:

Breast:

CV: cardiovascular

Resp: respiratory

GI: gastrointestinal

GU: genito-urinary

Gyn: gynecologic

PV: peripheral vascular

MSK: musculoskeletal

Neuro: neurological

Endo: endocrine

Psych:

Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).

Assessment (A):
This section should be a write-up utilizing your clinical decision-making with your
diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
positives and negatives must be found in the write-up. References required.

Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
diagnosis.

Remember to include the appropriate ICD-10 code for each diagnosis.

A statement of current condition and all other chronic illnesses that were addressed during the
visit must be included (i.e., HTN-well managed on medication).

Plan (P):

Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
to comment if there is a deviation in standard of care.

4

Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
found in the assessment should correlate with Plan #1). Address the following aspects (it should
be separated out as listed below):

Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
any pharmacologic interventions including the name of the medication, dose, route,
quantity, and number of refills for any new or refilled medications.

Educational: information clients need in order to address their health problems including the
diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
guidance and counseling.

Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
referral made was there a possible referral you could make and why? Advance care planning.

CPT:

References
Reference should support your patient’s management plan, including evidence-based practice,
and utilize APA formatting.

November 5, 2026
[Solved] soap 2

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November 5, 2026
[Solved] Define consumer surplus and producer surplus

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Define consumer surplus and producer surplus. What is meant by economic efficiency, and how does it relate to the gains of consumers and producers? Edited by [basketball superstars](https://basketballsuperstars.io/)

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Define consumer surplus and producer surplus. What is meant by economic efficiency, and how does it relate to the gains of consumers and producers?
Edited by [basketball superstars](https://basketballsuperstars.io/)

November 5, 2026
[Solved] mod 4 ass

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November 5, 2026
[Solved] week 5 re

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#1 **Quality Improvement in Nursing Practice** Nursing quality improvement (QI) is a systematic and evidence-based approach to improve patient care, safety, efficiency, and outcomes Quality improvement is important to my practice as a labor and delivery nurse because it ensures that maternal and neo…

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#1
**Quality Improvement in Nursing Practice**
Nursing quality improvement (QI) is a systematic and evidence-based approach to improve patient care, safety, efficiency, and outcomes Quality improvement is important to my practice as a labor and delivery nurse because it ensures that maternal and neonatal care is provided to the highest standards possible to protect health. QI is about how we look at things, the inefficiencies, and how to squeeze them to ensure we meet the patient's needs. This entails working with colleagues, using data to make decisions, and even implementing evidence-based practice to address gaps in care. With my QI work, I promote a culture of excellence that reduces risk and enhances the birthing experience for patients and families.
**Area Needing Quality Improvement**
An area in my labor and delivery practice that needs quality improvement is the management of postpartum hemorrhage (PPH), which is an important cause of maternal morbidity. Despite standard protocols, I have seen visible delays in recognizing and responding to PPH because of inconsistent postpartum monitoring or teamwork failures. Delayed eversion of the uterus may also result in unfavorable effects, which include accelerated blood loss and emergency interventions. ("American College of Obstetricians and Gynecologists Postpartum Hemorrhage Protocol – ProQuest") By enhancing PPH management, affected persons' safety could be enhanced, complications reduced, and more timely interventions could be implemented. In the long run, better maternal fitness effects might arise in the labor and transport unit.
**Stakeholders Involved**
Addressing PPH involves multiple stakeholders who play essential roles in the QI process. At the frontlines are labor and delivery nurses, monitoring patients and making subsequent interventions. Clinical decision-making is led by obstetricians and midwives, with anesthesiologists supporting critical interventions such as blood transfusions. Hospital administrators are key in all decisions related to resource allocation and approval of protocol changes. Essential medications like uterotonics are ensured to be available by pharmacy staff. Quality assurance teams ensure compliance with standards, while patients and their families are among the most important stakeholders, given that their safety and experience drive improvement. By engaging all these groups, you have the collaborative approach to tackle PPH effectively.
**Data Collection for Evaluation**
Collecting targeted data is essential to evaluate and address the problem of PPH management. Key data points assess efficiency, including response time from PPH identification to intervention, e.g., administration of uterotonics. Chart audits can be used to track protocol adherence, capturing how reliably staff follow standardized PPH guidelines. The severity and impact of PPH cases can be measured by patient outcome data such as rates of blood transfusions, ICU admissions, or maternal complications. Monitoring staff training completion rates for PPH simulation programs can also identify preparedness. Finally, communication metrics that can be measured, like documented handoffs or errors or number of delays, can be analyzed to identify teamwork gaps. These data, obtained through chart reviews, incident reports, and staff surveys, will inform interventions to improve PPH management and patient safety.
#2
Two resources I chose are MMHR (My Health My Resources) of Tarrant County and the YMCA. These were under adult obesity and suicides key indicators. The data for adult obesity for my county and state were 38%, and 36%. While the data for suicide was 13% for my county and 14% for my state. I chose these resources because the data for these factors were the highest in the health behaviors section, and I take classes at the YMCA.
According to the YMCA (n.d.)., they offer services like Youth & Teen orientation, Youth enrichment classes, wellness consultation to help with adults and children obesity, swim classes for all ages, and also offer financial assistance programs to provide access to YMCA programs and resources to those in need.
MMHR of Tarrant County has several outpatient centers that provide services to adults, young adults with mental health and substance use disorder, mental health disorders, behavioral health diagnosis, financial assistance for families (MMHR, n.d.). They also offer children and family services, like building parenting skills for parents, and support children dealing with crises. They serve expectant mothers, very young children from birth to age 6, and school-aged children up to their 18th birthday (MMHR, n.d.). They also offer free STI testing for teens and adults.
The role of the nurse in preventing adult obesity by providing compassionate, supportive care that allows patients reduce their risk of cardiovascular diseases (Preventive Cardiovascular Nurses Association (2024). Nurses can do this by ensuring patients have access to quality care, help patients address comorbidities of obesity, address bias, and address social determinants of health like access to high quality care, and equality Preventive Cardiovascular Nurses Association (2024). The roles of the nurse in suicide prevention include general education on risk factors and raising awareness, proper management of at-risk people, keeping suicidal patients under close observation, and monitoring the condition and progress of such patients (Saini et al., 2020).

November 5, 2026
[Solved] PSYCHOLOGY

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– ## SocialNormsAssignmentWK4.doc **## SocialNormsAssignmentWK4.doc** [removed] **## SocialNormsAssignmentWK4.doc** [removed]

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– ## SocialNormsAssignmentWK4.doc

**## SocialNormsAssignmentWK4.doc**

[removed]

**## SocialNormsAssignmentWK4.doc**

[removed]

November 5, 2026