628 SAFMEDS Week 2 Assignment
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628 SAFMEDS Week 2 Assignment Figure 1.1 Central Reach Acquitistion Standard Celeration Chart
Table 1.1 Central Reach Raw Data
Figure 2.1 Acquisition application deck report
Table 2.1 Acquisition Application Deck Report Timeline
Figure 3.1 Fluency Application Deck Report
Table 3.1 Fluency Application Deck Report Timeline Data Analysis
The acquisition data collected for week two (December 4th-December 10th) of SAFMEDS for ABA 628 is displayed in Figure 1.1. The Acquisition accel data over the week shows an ascending trend with low variability. The variability is observed as 1 data point is
headed in a different direction than the other 4 data points. Other than one instance of variability all other data is heading in the same direction. The average for the 5 best data points this week was 15.6, indicating high-level data. The ascending trend is hypothesized to be due to the students' daily studying of the acquisition deck. As seen in figures 1.1 and 2.1 Acquisition decel had no trend, no variability, and remained at zero for the best timings of the day. The last accel data point for week two was 16, so 16 out of 33 cards were completed. Based on the data presented AIM was maintained for Deck 1. The last decel score of the week was 0. The fluency data for ABA 628 week two (December 4th-December 10th) fluency deck 1 is displayed in Figure 3.1. The fluency accel data for the week shows an ascending trend with low variability. The variability is observed as 1 data point is headed in a different direction than the other 4 data points. Other than this one instance of variability the data is all headed in an upward trend. The average for the 5 best timings of the week is 19.8 this shows that the data for this week was high-level data. There were no skips during the best fluency timings of the day. Fluency decel data remained stable at a low level with no trend or variability. The last accel data point for week one was 21, indicating that fluency is being maintained for fluency deck 1.
Study Approach and Adjustments
Antecedent
The goal for this week was to maintain the aim for acquisition deck 1 and to maintain fluency for fluency deck 1. While also increasing the accel for acquisition deck 1. The data from last week's timings were used to create a study plan for this week's timings. The study plan included studying the acquisition deck for 15 minutes each night before running the timings. The
student also utilized reinforcement in this study plan at the end of the timings the student was
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reinforced by watching an episode or 2 of a show or reading for 30 minutes before heading to bed. Behavior
The student studied the acquisition deck 1 for 15 minutes and ran 5 or more 30-second timings every day for 5 days out of the week. These timings were run by the student seeing the definition, saying the correct word, flipping the card, and selecting correct or incorrect. The student would often run more than 5 timings a day to see how much they could improve. After running the last 30-second timing for the day the student would go on to central reach and graph the highest accel data on their Standard Celeration chart. For fluency deck 1 the student ran 3 30-
second timings 5 days this week. The student followed the same steps they used for their acquisition timings for their fluency timings. The student does not input fluency data onto a standard celeration chart. Consequence After their final timing of the week, the student analyzed their data on the SAFMEDS website. The student analyzed the data to determine if the AIM of 14 for acquisition deck 1 was maintained and if progress was being made. After analyzing the data it was concluded that the student maintained the AIM for acquisition deck 1. It was also concluded that the student maintained fluency on Fluency Deck 1. The student received their reinforcers after completing their timings and meeting the AIM. The student will be maintaining their study method for next week's timings. Adjustments
As stated in the consequence section the student will maintain their study method of 15 minutes a day for SAFMEDS week 3. No changes to their consequence strategies will be made. Though the student has met and maintained AIM the student is not making as much progress and
does not feel as confident in their acquisition of deck 1 so the student will continue to run deck 1 during week 3 of ABA 628.
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. Primary Data Source and Secondary Data Source ?
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Raw Data:
{3.5,2.7,1.6,2.9,1.7,5.3,7.5,8.2,4.6,1.3,4.7,9.4,7.6,3.9,3.2,8.1,4.9,5.7,2.6,3.2,6.5,4.8,3.5,4.8,9.2,4.9,1.1,2,6.4,7.1}{3.5,2.7,1.6,2.9,1.7,5.3,7.5,8.2,4.6,1.3,4.7,9.4,7.6,3.9,3.2,8.1,4.9,5.7,2.6,3.2,6.5,4.8,3.5,4.8,9.2,4.9,1.1,2,6.4,7.1}
The gap between the first and second class is 0.1. What number should you subtract from each lower limit and add to each upper limit to find the class boundaries? 0.12=0.12=Answer
Class
Lower Class Boundary
Upper Class Boundary
1.1−2.71.1−2.7
1.1−0.05=1.051.1−0.05=1.05
2.7+0.05=2.752.7+0.05=2.75
2.8−4.42.8−4.4
2.8−0.05=2.8−0.05= Answer
4.4+0.05=4.454.4+0.05=4.45
4.5−6.14.5−6.1
Answer −0.05=4.45−0.05=4.45
6.1+0.05=6.156.1+0.05=6.15
6.2−7.86.2−7.8
6.2−6.2− Answer =6.15=6.15
7.8+0.05=7.8+0.05= Answer
7.9−9.57.9−9.5
Answer Answer Answer =7.85=7.85
Answer +0.05=9.55+0.05=9.55
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Month
Number of
Tables Produced
EA 10. LO 2.3 This cost data from Hickory Furniture is for the year 2017.
Factory
Utility Expenses
January
550
$2,063
February
710
2,663
March
650
2,438
April
470
1,823
May
512
1,920
June
625
2,344
July
805
3,019
August
750
2,813
September
675
2,531
October
525
1,969
November
875
3,281
December
685
2,569
A. Using the high-low method, express the company's utility costs as an equation where X represents
number of tables produced.
B. Predict the utility costs if 800 tables are produced.
C. Predict the utility costs if 600 tables are produced.
D. Using Excel, create a scatter graph of the cost data and explain the relationship between number of
tables produced and utility expenses.
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The table below contains real data for the first two decades of AIDS reporting.
Year
# AIDS cases diagnosed
# AIDS deaths
Pre–1981
91
29
1981
319
121
1982
1,170
453
1983
3,076
1,482
1984
6,240
3,466
1985
11,776
6,878
1986
19,032
11,987
1987
28,564
16,162
1988
35,447
20,868
1989
42,674
27,591
1990
48,634
31,335
1991
59,660
36,560
1992
78,530
41,055
1993
78,834
44,730
1994
71,874
49,095
1995
68,505
49,456
1996
59,347
38,510
1997
47,149
20,736
1998
38,393
19,005
1999
25,174
18,454
2000
25,522
17,347
2001
25,643
17,402
2002
26,464
16,371
Total
802,118
489,093
Graph "year" vs. "# AIDS deaths." Do not include pre-1981. Label both axes with words. Scale both axes. Calculate the following. (Round your answers to the nearest whole number. Round the correlation coefficient r to four decimal places.)
(a) a = (b) b = (c) r = (d) n =
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Handwritten only
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The personnel files of all eight employees at the Pawnee location of Acme Carpet Cleaners Inc. revealed that during the last 6-month
period they lost the following number of days due to illness:
5 5 4
4
1
2
All eight employees during the same period at the Chickpee location of Acme Carpets revealed they lost the following number of days
due to illness:
Range
Mean
2 1 0 10 2 2 3 0
0 6
Click here for the Excel Data File
Required:
a. Calculate the range and mean for the Pawnee location and the Chickpee location. (Round the "Mean" to 2 decimal places.)
Pawnee
location
O Chickpee location
O Pawnee location
Chickpee location
b-1. Based on the data which location has fewer lost days?
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The table below contains real data for the first two decades of AIDS reporting.
Year
# AIDS cases diagnosed
# AIDS deaths
Pre-1981
91
29
1981
319
121
1982
1,170
453
1983
3,076
1,482
1984
6,240
3,466
1985
11,776
6,878
1986
19,032
11,987
1987
28,564
16,162
1988
35,447
20,868
1989
42,674
27,591
1990
48,634
31,335
1991
59,660
36,560
1992
78,530
41,055
1993
78,834
44,730
1994
71,874
49,095
1995
68,505
49,456
1996
59,347
38,510
1997
47,149
20,736
1998
38,393
19,005
1999
25,174
18,454
2000
25,522
17,347
2001
25,643
17,402
2002
26,464
16,371
Total
802,118
489,093
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places.)
(a)
Linear Equation: 9 -
(b)
a =
(c) b=
(d)
(e) n-
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ending inventory consists of 180 units from the January 30 purchase, 5 units from the January 20 purchase, and 15 units
from beginning inventory.
Date
January 1
Activities
Beginning inventory
140 units
Units Acquired at Cost
@ $ 6.00 =
Units sold at Retail
$ 840
January 10
Sales
100 units
@ $ 15
January 20
January 25
Purchase
Sales
60 units
@ $ 5.00 =
300
80 units
@ $ 15
January 30
Purchase
Totals
180 units
@
$ 4.50 =
810
380 units
$ 1,950
180 units
Assume the perpetual inventory system is used.
Required:
1. Complete the table to determine the cost assigned to ending inventory and cost of goods sold using specific identification.
2. Determine the cost assigned to ending inventory and to cost of goods sold using weighted average.
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Suppose that a recent issue of a magazine reported that the average weekly earnings for workers who have not received a high school diploma is $494. Suppose you would like to determine if the average weekly for workers who have received a high school diploma is significantly greater than average weekly earnings for workers who have not received a high school diploma. Data providing the weekly pay for a sample of 50 workers are available in the file named WeeklyHSGradPay. These data are consistent with the findings reported in the article.
Weekly Pay
687.73
543.15
789.45
442.26
684.85
661.43
478.3
629.62
486.95
786.47
652.15
652.82
669.81
641.13
577.24
845.68
541.59
553.36
743.25
468.61
821.71
757.82
657.34
506.95
744.93
553.2
827.92
663.85
685.9
637.25
530.54
515.85
588.77
506.62
720.84
503.01
583.18
7,980.24
465.55
593.12
605.33
701.56
491.86
763.4
711.19
631.73
605.89
828.37
477.81…
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TSERofReturn
AcmeRofReturn
-1.99167
-1.03712
2.64815
3.04528
-0.58856
0.44802
-0.76395
0.60781
-0.81178
2.51735
-0.14212
1.70972
0.17677
-0.27609
0.54349
1.18672
-0.09428
0.49632
0.3681
-3.08347
0.60727
1.4182
1.3726
0.1878
-0.8915
-1.81699
1.8031
0.975
-0.26967
1.85853
2.42493
2.33005
-0.95528
-0.48742
-0.28562
-0.15591
-2.13517
-1.67924
-0.85961
1.57905
1.0856
-4.09194
-1.06689
-0.43368
0.04922
1.22281
3.2381
-0.55675
1.05371
-0.23124
-1.1785
-5.10525
1.11749
0.5909
-0.01456
1.70857
1.13344
0.93883
2.6641
0.92507
-1.33795
0.9294
-1.65683
-1.93668
-2.21489
-5.10648
-1.19445
0.47456
-0.461
0.19373
0.6551
-0.44915
1.5161
-1.11084
3.42943
2.58471
-0.3175
1.17337
-0.47695
-1.08238
-1.13067…
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Light Conditions
Weather
Daylight
Dark, but Lighted
Dark
Dawn/Dusk
Other
Normal
14,307
5875
8151
1183
65
Rain
875
497
681
87
8
Snow/Sleet
219
51
156
17
2
Other
125
54
220
40
9
Unknown
810
255
548
71
133
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Experience Level
Medium
(2-8 years)
285
High
(> 8 years)
102
26
Low
(< 2 years)
153
16
Decision
Pass
Fail
46
a. Select the competing hypotheses to determine whether the inspector pass/fail decision depends on experience level.
Ho: Inspector pass/fail decision and experience level are independent; HA: Inspector pass/fail decision and experience level
are dependent.
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Publisher:John Wiley & Sons Inc
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Probability and Statistics for Engineering and th...
Statistics
ISBN:9781305251809
Author:Jay L. Devore
Publisher:Cengage Learning
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Statistics for The Behavioral Sciences (MindTap C...
Statistics
ISBN:9781305504912
Author:Frederick J Gravetter, Larry B. Wallnau
Publisher:Cengage Learning
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Elementary Statistics: Picturing the World (7th E...
Statistics
ISBN:9780134683416
Author:Ron Larson, Betsy Farber
Publisher:PEARSON
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The Basic Practice of Statistics
Statistics
ISBN:9781319042578
Author:David S. Moore, William I. Notz, Michael A. Fligner
Publisher:W. H. Freeman
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Introduction to the Practice of Statistics
Statistics
ISBN:9781319013387
Author:David S. Moore, George P. McCabe, Bruce A. Craig
Publisher:W. H. Freeman