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Determine if the sequence is monotonic (or is monotonic after some finite value of n).

Work the problems below as directed. Show all work. Clearly mark your final answers. Use exact values unless the problem specifically directs you to round. Simplify as much as possible. Partial credit is possible, but solutions without work will not receive full credit. Part 1: These questions you will submit answers to in Canvas. Show all work and submit the work with Part 2 of the exam. But you must submit the answers in Canvas to receive credit. Each question/answer will be listed separately. The Canvas question will refer to the number/part to indicate where you should submit which answer. The questions will appear in order (in case there is an inadverten t typo). Correct answers will receive full credit with or without work in this section, but if you don’t submit work and clearly label your answers, you won’t be able to challenge any scoring decisions for making an error of any kind. 1. Find the limit of th e infinite series. (10 points) 2. Determine the convergence or divergence of each series. (6 points each) a. b. ∑ 1 (− 1)4/5 ∞ = 2 c. d. ( )   = + 1 2 4 n n n   = − 1n n ne   = − 1 3 1 4 1 n n   = + − − 1 2 5 2 3 5 n n n n e. f. g. 3. For the series , if the series converges, does it converge conditionally or absolutely? Find the partial sum of the first six terms and then state the maximum error on the sum at that term. (16 points) 4. Find N such that for the convergent series. (10 points) 5. Use the first four terms of the Taylor series to approximate . (10 points) ( )   = + − 1 1 ln )1 ( n n n   = +     − 1 2 1 3 2 )1 ( n n n n n n n n 2 1 1 3 2   =       + − 1 2 1 ( 1) n n n +  = −  0.001 NR  4 1 1 n n  =  − 1 0 2dx e x 6. For the sequence below. i) Determine if the sequence is monotonic (or is monotonic after some finite value of n). You may determine this graphically or by calculating derivatives. ii) Determine the bounds (above and below of the sequence). iii) Can you apply the bounded & monotonic theorem for convergence to this sequence? iv) Does this sequence converge by another theorem? If so, which one? v) If the sequence converges, what does it converge to? ( 20 points) Part 2: In this section you will record your answers on paper along with your work. After scanning, submit them to a Canvas dropbox as directed. Th ese questions will be graded by hand. 7. Find an expression for the nth partial sum of . (12 points) 8. For each of the series in #2, state the test used to determine convergence. (9 points each) a. b. ∑ 1 (−1)4/5 ∞ =2 c. /2n na ne − = ( )   = + 1 2 4 n n n   = − 1n n ne   = − 1 3 1 4 1 n n d. e. f. g. 9. Determine the radius of convergence for the series . State the interval of convergence and clearly indicate whether it is open, closed or half -open. (10 points)   = + − − 1 2 5 2 3 5 n n n n ( )   = + − 1 1 ln )1 ( n n n   = +     − 1 2 1 3 2 )1 ( n n n n n n n n 2 1 1 3 2   =       + −   = + + − 0 1 )1 ( )1 ( n n n x n 10. Find the nth Taylor polynomial centered at the given c. Use the included table to show work.

(15 points) n n! 0 1 2 3 4 5 6 11. Find a power series for the functions using the geometric series method. (20 points each) a. b. ( ) cos 4 , 6, 2 g x x n c  = = = () ()nfx () ()nfc () n xc− () () () !

n n fc xc n − ()nPx = 3 () 21 fx x = − 3 24 7 () (1 3 ) x fx x = +

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VanWes t Commercial Deliveries

Individual Assignment # 3 : Instructor Choice Assignment instructions • Word Limit: 1 75 0 to 20 00 words • Should use APA format. • Use at least 5 external academic and relevant non -academic references to support your case analysis. • Academic references must be published after 2010 . • Make any assumptions that will help you improve the analysis in your essay. Case Requirements and Questions: Read the “ VanWes t Commercial Deliveries ” case below and write an essay that answers the following question: 1. Using the McKinsey (7-S change management model ), explain how can VanWes t Commercial Deliveries fix th e delivery drivers’ problem s and address the customer complains ? 2. Explain what would be the difference if the CEO approach ed th e problems described in this case as a transformational leader or transactional leader? Important note: The focus of the essay should be on managing the change not the change itself. The VanWes t Commercial Deliveries – Case Analysis Introduction VanWes t Commercial Deliveries is a local commercial delivery company using vans and trucks serving customers in the BC Lower Main land. Over the past three years, the company has experienced an incre ase in customer complaints about its delivery drivers, most relating to their appearance and behavior. Background The delivery drivers’ supervisor report ed back to senior management several problems with drivers including dress code violations, poor performance, and low morale. In general, their attitude toward their job was, at best, poor, although there were some employees who displayed enthusiasm for the job, enjoyed talking to the customers, and looked clean and professional. The CEO opinion: The CEO of VanWes t Commercial Deliveries is concerned about the increase in customer complaints about the delivery drivers regarding timeliness and their attitudes toward customers. He also realize d there has been a significant increase in accidents involving company vehicles, and expenses for repairs and maintenance have sharply increased. When asked about the delivery drivers’ problems after a staff meeting. The CEO says: “From what I can see, they’re a pretty rough bunch. Schedules are not met, and there are rumblings from customers regarding poor service. Their appearance is poor; a lot of untucked shirts, mismatched trousers, dirty uniforms, and battered work boots. Some of the drivers haven’t shaved in a few days and som e sport long, unkempt hair. But I think the problem with customer complaints and untimely deliveries go deeper than their appearance. When I think about the fact that these drivers are our primary contacts with customers on a regular basis, the situation seems very bad

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inventories these companies currently manage and describe their essential inventory characteristics.

Assignment – Inventory Management Instructions

Research two manufacturing or two service companies that manage inventory and write a 5-7 page paper in which you:

  1. Determine the types of inventories these companies currently manage and describe their essential inventory characteristics.
  2. Analyze how each of their goods and service design concepts are integrated.
  3. Evaluate the role their inventory plays in the company’s performance, operational efficiency, and customer satisfaction.
  4. Compare and contrast the four different types of layouts found with each company; explain the importance of the layouts to the company’s manufacturing or service operations.
  5. Determine at least two metrics to evaluate supply chain performance of the companies; suggest improvements to the design and operations of their supply chains based on those metrics.
  6. Suggest ways to improve the inventory management for each of the companies without affecting operations and the customer benefit package. Provide a rationale to support the suggestion.
  7. Use at least three quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality

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SIMSOX expects at least a rate of return of 20%

You are the head of the project selection team at SIMSOX. Your team is considering three different projects. Based on past history, SIMSOX expects at least a rate of return of 20%. Your financial advisors predict inflation to remain at 3% into the foreseeable future. The information about three projects is given below: Project: Dust Devils Year Investment Revenue Stream 500,000 50,000 250,000 350,000 Project: Ospry Year Investment Revenue Stream 250,000 75,000 75,000 75,000 50,000 Project: Voyagers Year Investment Revenue Stream 75,000 15,000 25,000 50,000 50,000 150,000 Use Excel to apply the Payback Period, Net Present Value and Internal Rate of Return Analysis to the three projects. Copy and paste your Excel spreadsheet below. Project: Dust Devils Discount rate (Rate of return = 20% + inflation rate = 3%) 23% Year Inflow Outflow Net flow Cumulative Netflow Discounted Netflow 500,000.00 -500,000.00 – 500,000.00 – 500,000.00 50,000.00 50,000.00 – 450,000.00 40,650.41 250,000.00 250,000.00 – 200,000.00 165,245.55 350,000.00 350,000.00 150,000.00 188,084.37 – 106,019.67 NPV -106,019.67 IRR 11% PP 2.57 Years Project: Ospry Discount rate (Rate of return = 20% + inflation rate = 3%) 23% Year Inflow Outflow Net flow Cumulative Netflow Discounted Netflow 250,000.00 -250,000.00 – 250,000.00 – 250,000.00 75,000.00 75,000.00 – 175,000.00 60,975.61 75,000.00 75,000.00 – 100,000.00 49,573.67 75,000.00 75,000.00 – 25,000.00 40,303.79 50,000.00 50,000.00 25,000.00 21,844.87 – 77,302.06 NPV – 77,302.06 IRR 4% PP 3.50 Years Project: Voyagers Discount rate (Rate of return = 20% + inflation rate = 3%) 23% Year Inflow Outflow Net flow Cumulative Netflow Discounted Netflow 75,000.00 – 75,000.00 – 75,000.00 – 75,000.00 15,000.00 15,000.00 – 60,000.00 12,195.12 25,000.00 25,000.00 – 35,000.00 16,524.56 50,000.00 50,000.00 15,000.00 26,869.20 50,000.00 50,000.00 65,000.00 21,844.87 150,000.00 150,000.00 215,000.00 53,280.18 55,713.93 NPV 55,713.93 IRR 44% PP 2.70 Years Summarize the results for the three projects in the following table: Dust Devils Ospry Voyagers Payback Period 2.57 3.5 2.7 Net Present Values -106,019.67 – 77,302.06 55,713.93 Internal Rate of Return 11% 4% 44% Which project should be SIMSOX first priority? Give reason for your answer. The first priority project is Voyagers Project because it has the highest internal rate of return (44%) which cover the lowest expected rate plus inflation rate (23%). It also does not get minus value on NPV compare with two others. Should SIMSOX fund any of the other projects? Give reason for your answer. SIMSOX should not invest in others projects because the rest projects do not reach the lowest expected rate of return and get minus value on NPV

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Willem de Kooning’s Woman I painting

  • Read Pages: 382-387, 392-394 (de Kooning, Pollock, and Rothko), 326-329, 412-414 (Giacometti), and 435-437 (Bacon) in History of Modern Art by Arnason, 7th edition.
  • Fully explore the Post-WWII Reaction websites below.
    • Jackson Pollock’s philosophy (https://www.youtube.com/watch?v=wGVuJ3q8fuQ)
    • Willem de Kooning’s Woman I painting (https://www.khanacademy.org/humanities/ap-art-history/later-europe-and-americas/modernity-ap/v/willem-de-kooning-woman-i-1950-52)
    • Giacometti’s City Square sculpture (https://www.youtube.com/watch?v=6pSOOgJz44o)
    • Francis Bacon’s work (https://www.francis-bacon.com/paintings)
    • Mark Rothko and Spirituality (http://www.pbs.org/wnet/religionandethics/episodes/by-topic/art/anecdotes-of-the-spirit/6500/)
  • Watch your instructors’ video lecture on Post-WWII Reaction. (https://www.khanacademy.org/humanities/art-1010/post-war-american-art/abex/a/abstract-expressionism-an-introduction?modal=1)

          1. ABSTRACT EXPRESSIONISM 

          2.  Mark Rothko 

          3. Jackson Pollock

          4. Lee Krasner

          5. Joan Mitchell

          6. The Impact of Abstract Expressionism

Write a 2-3 page summary on the artists covered above and describe Abstract Expressionism, the two parts of the movement and Art in Post-WWII Europe. Devote a portion of your summary to examining the historical context each artist/group was working in, and how artists from Units 5 and 6 related to the way they worked. Please utilize the readings, the videos assigned this week, and the lecture to demonstrate your knowledge. You will be graded based on your thorough utilization of materials as well as your ability to personally assess the art and artists with your educated opinion.Please use all materials at your disposal

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statement from the second artist that discusses the influence

Discussion: Interdisciplinary Works1313 unread replies.1313 replies.

Required ResourcesRead/review the following resources for this activity:

  • Textbook: Chapter 15
  • Lesson
  • Minimum of 1 primary source (from artist)
  • Minimum of 1 scholarly source

Initial Post InstructionsFor the initial post, select and address one of the following options:

Option 1: Choose a work to discuss from one genre that interprets a work from another genre.

  • Include the title, artist, and description of both works.
  • Examine how the artist of the second work captured the subject or story of the first.
  • Support your point(s) with a statement from the second artist that discusses the influence, reasoning, or interpretation of the original work on the second work.

Click on the following link for examples:

Link: Examples

Option 2: Choose a work that is interdisciplinary (incorporates two or more disciplines), such as Hamilton from our lesson this week.

  • Include the title and artist(s).
  • Examine the genres that are intermingled to create the work.
  • How effective is the blending of genres in the work?
  • Why do you think the artist used different disciplines in the work?
  • Support your point(s) with a statement from the artist and one from a critic.

Option 3: Choose a work of art from any genre that depicts or tells the story of a real life event from any time period, such as The Consecration of the Emperor Napoleon and the Coronation of Empress Joséphine on December 2, 1804 by Jacques Louis David.

  • Include the title and the artist and some background of the event.
  • What is the relationship between the work of art and the event?
  • Did the artist depict the event accurately?
  • Does the artist make changes regarding the event? If so, why do you think the artist made these changes?
  • Examine the artist’s message in the depiction.
  • Support your point(s) with a statement from the artist.

Follow-Up Post InstructionsRespond to at least one peer. Further the dialogue by providing more information and clarification.

Writing Requirements

  • Minimum of 2 posts (1 initial & 1 follow-up)
  • Minimum of 2 sources cited (assigned readings/online lessons and an outside source)
  • APA format for in-text citations and list of references

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Virtual Gallery Tour

As we will end this course in the 1960s, your final project is intended give you a window of the space between then and now. Your final project is based on these two parts:

Part 1: Mini Research Paper (2-3 pages) – worth 100 of 310 total points

Part 2: Virtual Gallery Tour – worth 210 of 310 total points 

First, select from the list of possible artists, offered on a first-come, first-serve basis.

  1. Email me with your first and second choices. PLEASE MESSAGE ME WHICH ONE YOU DECIDE ON SO I COULD EMAIL MY TEACHER!
  2. I will return your email with approval of one of the artists (or another alternative ifneither of your top two sections is available).
  3. After you are given artist approval, you must email me a paragraph about yourartist and your planned perspective, as well as the possible sources that you plan to use. Send your paragraph no later than one week from receiving your artist approval.

Please see attachment for the rest of this part in more details !!!

Part 1: Mini Research Paper

For your final project you will choose an artist who has made work from 1970 to the present. One page 2 is a list of possible choices, but you are more than welcome to propose an artist to me that is not on the list. I have chosen artists that are a bit more well- known, in part, because you will need to access at least 3 accredited sources on them, either on-line or otherwise.

The first part of your final project assignment is to write a 2-3 page research paper that includes a brief biography of the artist, the movements they are/were included in (if any), their influences, your opinion of their work, and why the artist made the choices they did in their work.

This mini-paper must include:

In-paper citations

Works-cited page in MLA format

Double-spaced in 12-point Times New Roman font,

Submitted online by Monday, August 29th by 5pm CST.This part of the project will make up 100 points of the 310 total points of your grade. The assessment rubric on page 3 describes how your instructor will assess your work.

PLEASE SEE ATTACHMENT FOR RUBRIC AND MORE DETAILS

Part 2: Virtual Gallery Tour

The bulk of your grade will rest in developing an online gallery tour in PowerPoint format of 3-5 pieces of your chosen Artist’s work. You will develop an introduction to that artist, relevant pieces of their bio, and notes and thoughts about the reasons they created the artwork and your own opinion.

This part of the project will make up 210 points of the 310 total points of your grade. The assessment rubric on the following page describes how your instructor will assess your work.

Questions?

If you have any questions or concerns about this project, please do not hesitate to ask. Try to be creative with the way you are looking at these artists, and interpret the project to match your interests and goals. Parts of this should be fun!

Plagiarism Warning! If you plagiarize any component of this project, you will fail this course.

Plagiarism is against the policies and standards of the College of St. Scholastica.

Plagiarizing is when you directly copy someone’s writing and/or information and don’t give them credit in the form of a citation, thus giving the impression that the text you are using is your original thought. A link to more information about what plagiarism is: http://www.plagiarism.org/plag_article_plagiarism_faq.html

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Definition of Instructional Leadership

Instructional Leadership Assessment

The Instructional Leadership Assessment will be a self-assessment of your own instructional leadership actions, attitudes, motivation to lead and characteristics, based on your reading and discussion in the first week and leadership exposure prior to the beginning of this course.

Requirements:

  • 2–3 pages
  • APA citations, and references
  • Contains at least three references, with one being outside of the course readings

Section I: Definition of Instructional Leadership

Write a definition of instructional leadership using the text, other resources for this unit, and outside resources. Write this as a narrative and include a list of activities, beliefs, or characteristics associated with instructional leadership.

Section II: Motivation to Lead

Based on your definition in Section I, what motivates you to develop as an instructional leader? What do you want to accomplish in your current setting or your next leadership role?

Section III: Assessing Yourself as an Instructional Leader

Based on what you defined as an instructional leader in Section I and your motivation in Section II, assess to what extent you are already acting as an instructional leader. What areas of growth that you need to focus on as you develop your leadership skills? Include specifics of your practice as related to the best practices of instructional leadership you listed there.

Section IV: Action Plan for Growth as an Instructional Leader

Based on the first two sections of this paper, write a plan for how will you continue to grow as an instructional leader. What qualities of an instructional leader will you need to improve in order to be successful in your current educational setting? What skills, certificates, or trainings will you need to be a leader in a future educational setting? How will you acquire these?

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What should you do in order to provide the best possible education for Monica’s students?

Directions:

For this assignment you will write a 1,500 to 2,000 word essay in which you respond to the scenario below. You must use a minimum of four academic resources. Please review the scenario and use the questions at the conclusion to guide your thinking for the responses. Be sure to use APA formatting for all portions of this assignment. Include a title page, and introduction with a directive thesis, paragraphs that support the thesis, conclusion and a reference page.

Scenario:

The majority of school leaders would agree that substitute teachers are generally not as effective in terms of student learning as contracted classroom teachers. If a contracted teacher is regularly absent, students usually do not perform as well. Most teacher collective bargaining agreements (Unions), allow a certain number of sick days to accumulate, if not used during a given contractual period. It is not unusual for a teacher to “bank” more than 100 days. Considering the following scenario:

Monica has been teaching first grade at Millwood Elementary School for 29 years and is just a few years from retirement. She seldom missed any days during her first 20 years in the system. However, after she banked her allowable 200 sick days, in recent years she routinely used all 10 sick days, 3 days of personal leave, and 5-10 professional leave days each school year. Monica’s sick days consistently fell on Mondays and Fridays. Her pattern of absences has you concerned as you are her new principal. Missing 20 days or more each school year is an issue for her students, who are and were in a crucial time in their academic development. Monica’s class scored much lower on the state mandated tests than the other first grade classrooms for each of the last nine years. As the new school leader you want to change the pattern.

As Monica’s principal you discussed her attendance patterns with her and the school’s union representative. You expressed your concern for her students’ academic progress and your suspicions that she might not really be sick due to all the Monday/Friday absences. Monica informed you that she had a contractual right to take sick leave when she was not feeling well and she could not help that it was on those particular days. The union representative agreed with her. After your meeting with Monica there was no change in her attendance or in her students’ achievement.

While it is not good for a teacher to miss 20 or more days per school year at any grade level, you make the decision that her absences would not be as impactful at a higher grade level so you made the decision to move Monica to fifth grade at the start of the new school year. The move upset Monica and she asked for a meeting. Monica explained to you that she has taught first grade for 29 years and that she feels betrayed. She goes on to tell you that teaching fifth grade will be very difficult, but she has no choice but to accept this position as she is only two years away from retirement.

Once the school year started Monica used her 10 days of contractual sick leave during the first month. When she was at school, her classroom was disorderly and you began to hear complaints from parents. When you called Monica in to discuss the situation with her, she handed you a letter from her doctor stating that the stress of teaching fifth grade was causing her mental and physical ailments. In the doctor’s opinion, she needed to take off three weeks and then return on a limited basis that would allow her to teach two or three days per week.

You concluded that Monica had banked enough sick leave to continue this type of schedule until retirement and you found this to be unacceptable. What legally can you do in this situation?

In your essay please respond to the following questions:

  1. What should you do in order to provide the best possible education for Monica’s students?
  2. Is the school legally obligated to follow the doctor’s recommendation?
  3. Could you relieve Monica of her fifth grade teaching assignment and assign her to other duties where she would have less of an impact?
  4. Could you recommend any disciplinary action or termination of Monica’s contract?
  5. What protection does Monica have that would prevent termination or disciplinary action if any?
  6. Does the school district have the right to ask for a second medical opinion? If so, and the second opinion confirms the first what would be your course of action?
  7. What precedent if any, is this setting for other staff members?
  8. What are the other options/issues do you see in dealing with this situation?

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Compare and contrast the 1906 San Francisco Earthquake with the 1811 New Madrid Earthquake

  1. Great earthquakes are known to occur on both the west coast and mid-continent of North America, but their causes and effects differ greatly. Below is a USGS map comparing the areas affected by the 1994 Northridge, California and the 1895 Charleston, Missouri earthquakes. (Red areas are those sustaining extensive damage to buildings and other structural elements; yellow areas were shaken but sustained minimal damage.) As you can see, the earthquakes were nearly equal in magnitude.

Figure 3.4: Areas affected by earthquakes of a similar magnitude

  1. Compare and contrast the 1906 San Francisco Earthquake with the 1811 New Madrid Earthquake. Include these elements: type of faulting and offset, epicenter, magnitude, damage, duration, date, and area affected.
  2. How might the differences be explained?
  3. What is the likelihood of another similar future earthquake in each of the areas?
  4. Is the future potential for catastrophe the same for each area? Explain.

(Use your readings, the USGS website — Google: 1906 San Francisco Earthquake, and 1811 New Madrid Earthquake and choose the USGS website that comes up –, and any others of your choosing to research this question.)

  1. Consider earthquakes around the globe. Describe three factors that influence the amount of surface damage and two that affect the number of fatalities. Recommend five actions that might be taken to reduce damage and fatalities. What political, social, or economic issues must be overcome to implement these?
  2. Since 1700, 33 large earthquakes of M7.3 or greater have occurred in the United States.
  • Alaska 12  (M7.8-9.2)
  • California 7  (M7.8-7.9)
  • Cascades 3  (M7.3-7.9)
  • Hawaii 1  (M7.9)
  • Missouri 3  (M7.8-8.1)
  • Montana 1  (M7.3)
  • South Carolina 1  (M7.3)

Explain why earthquakes have occurred in these areas. (There are many different reasons, and each needs to be discussed separately.) Why do the Alaskan earthquakes have the highest magnitudes?

Compose your response to the assignment in a word processing program.

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