## R final project

Build a prediction/fitted model to predict total wealth (tw) in US dollars

â— Write up a paper, up to 20 pages (not including the code), 11 size font, and 1.5 spacing â—‹ Introduction â–  Briefly state the objectives of the study â—‹ Statistical analyses â–  Describe how you apply the tools you have learned from this course to perform the prediction task â–  You should try different methods and compare their prediction performance and interpretability â—‹ Conclusions â–  Summarize what you have discovered from this project â–  (Optional) Discuss caveats to the conclusions drawn from your analyses â— Bonus points o We kept 20% of the sample on which we are going to run your proposed model and method. We will rank the students by accuracy of the prediction on that 20% of the sample.

## R final project

Build a prediction/fitted model to predict total wealth (tw) in US dollars

â— Write up a paper, up to 20 pages (not including the code), 11 size font, and 1.5 spacing â—‹ Introduction â–  Briefly state the objectives of the study â—‹ Statistical analyses â–  Describe how you apply the tools you have learned from this course to perform the prediction task â–  You should try different methods and compare their prediction performance and interpretability â—‹ Conclusions â–  Summarize what you have discovered from this project â–  (Optional) Discuss caveats to the conclusions drawn from your analyses â— Bonus points o We kept 20% of the sample on which we are going to run your proposed model and method. We will rank the students by accuracy of the prediction on that 20% of the sample.

## Use your HTML editor to open the mp_index_txt.html, mp_menu.txt.html, mp_events_txt.html, and mp_catering_txt.html files from the html01 ► review folder. Enter your name and the date in the comment section of each file, and save them as mp_index.html, mp_menu.html, mp_events.html, and mp_catering.html respectively.

Class: CSCI 426 Professor: R.Anderson Notes:

Description

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NP HTML5, CSS3, and JavaScript 6e Tutorial 1, Review

1. Use your HTML editor to open the mp_index_txt.html, mp_menu.txt.html, mp_events_txt.html, and mp_catering_txt.html files from the html01 ► review folder. Enter your name and the date in the comment section of each file, and save them as mp_index.html, mp_menu.html, mp_events.html, and mp_catering.html respectively.

2. Go to the mp_index.html file in your HTML editor. Within the document head, do the following:

a. Use the meta element to set the character encoding of the file to utf-8.

b. Add the following search keywords to the document: Italian, Mobile, food, and charlotte.

c. Set the title of the document to Mobile Panini.

d. Link the document to the mp_base.css and mpjayout.css style sheet files.

3. Go to the document body and insert a header element containing the following:

a. An inline image from the mp_logo.png file with the alternate text Mobile Panini. Mark the image as a hypertext link pointing to the mp_index.html file.

b. A navigation list containing an unordered list with the following list items: Home, Menu, Events, and Catering. Link the items to the mp_index.html, mp_menu.html, mp_events.html, and mp_catering.html files respectively.

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4. Below the header element insert an article element. Below the article element, insert a footer element containing the following text:

Mobile Panini * 31 West Avenue, Charlotte NC 28204 <§> 704-555-2188

where A is inserted using the 9832 character code and an extra space is added between NC and 28204 using the nbsp character name.

5. Go to the mp_pages.txt file in your text editor. This file contains the text content of the four pages in the Mobile Panini website. Copy the text of the Welcome section, which will be used in the home page of the website. Return to mp_index.html in your HTML editor and paste the copied text into the article element.

6. Within the article element, do the following: a. Mark the Welcome line as an h1 heading.

b. Below the hi element, insert an inline image containing the mp_photo1.png file with an empty text string for the alternate text.

c. Mark the next five paragraphs as paragraphs using the p element. Within the first paragraph, mark the text Mobile Panini as strong text. Within the third paragraph mark the text Curbside Thai as emphasized text.

d. The fourth paragraph contains Mobile Panini’s phone number. Mark the phone number as a telephone link and be sure to include the international code in the URL. Note that this number is fictional, so, if you have access to a mobile browser and want to test the link, you might want to replace this number with your phone number.

e. The fifth paragraph contains Mobile Panini’s e-mail address. Mark the e-mail address as a hypertext link. Once again, note that this e-mail address is fictional, so, if you want to test this link, you will need to replace the Mobile Panini e-mail address with your e-mail address.

7. Save your changes to the file and then open the mp_index.html file in your browser. Verify that the layout and appearance of the page resemble that shown in Figure 1-45. If possible, test the telephone links and e-mail links to verify that they open the correct application.

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9. Return to the mp_pages.txt file in your text editor and copy the contents of the Mobile Panini menu. Then, go to the mp_menu.html file in your HTML editor and paste the copied text into the article element.

10. Within the article element of the mp_menu.htm file, do the following: a. Mark the text title Our Menu as an hi heading.

b. Enclose the menu items in a description list with the name of each menu item marked with the dt element and each menu description marked with the dd element.

11. Save your changes to mp_menu.html file. Open the page in your browser and verify that each menu item name appears in a bold font and is separated from the indented item description by a horizontal line.

12. Go to the mp_index.html file in your HTML editor and copy the header and footer elements. Then, go to the mp_events.html file in your HTML editor and paste the header and footer elements into the body element. Insert an article element between the header and footer.

13. Return to the mp_pages.txt file in your text editor and copy the list of upcoming events under the Calendar section heading. Then, go to the mp_events.html file in your HTML editor and paste the copied text into the article element.

14. Within the article element, do the following:

a. Mark the text Where Are We This Week? as an h1 heading.

b. Enclose each day’s worth of events within a separate div (or division) element.

c. Within each of the seven day divisions, enclose the day and date as an h1 heading. Enclose the location within a paragraph element. Insert a line break element, <br />, directly before the time of the event so that each time interval is displayed on a new line within the paragraph.

15. Save your changes to mp_events.html file. Open the page in your browser and verify that each calendar event appears in its own box with the day and date rendered as a heading.

16. Go to the mp_index.html file in your HTML editor and copy the header and footer elements. Then, go to the mp_catering.html file in your HTML editor and paste the header and footer elements into the body element. Insert an article element between the header and footer and then insert an aside element within the article.

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17. Directly after the opening <article> tag, insert an hi element containing the 2 text catering.

18. Return to the mp_pages.txt file in your text editor and copy the text about the mobile kitchen, including the heading. Then, go to the mp_catering.html file in your HTML editor and paste the copied text into the aside element.

19. Within the article element, do the following:

a. Mark the text About the Mobile Kitchen as an h1 heading. b. Mark the next two paragraphs as paragraphs.

20. Return to the mp_pages.txt file in your text editor and copy the text describing Mobile Panini’s catering opportunities; do not copy the Catering head. Then, go to the mp_catering.html file in your HTML editor and paste the copied text directly after the aside element.

21. Make the following edits to the pasted text: a. Mark the first two paragraphs as paragraphs.

b. Enclose the list of the six catering possibilities within an unordered list with each item marked as a list item.

c. Mark the concluding paragraph as a paragraph.

22. Save your changes to mp_catering.html file. Open the page in your browser and verify that the information about the mobile kitchen appears as a sidebar on the right edge of the article.

23. Return to the mp_index.html file in your browser and verify that you can jump from one page to another by clicking the entries in the navigation list at the top of each page.

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## . Research, using your module resources and the Internet, how technology has impacted law enforcement, the court system, and corrections. Provide specific examples for each are

there are several environmental factors that influence a criminal justice agency. For this assignment we will focus on technology. Research, using your module resources and the Internet, how technology has impacted law enforcement, the court system, and corrections. Provide specific examples for each area. Do you feel that the criminal system is keeping up with the rapid technological changes that are occurring in society?

Assignments must be between 300-400 words, in a standard 12 pt font. If citations are used, APA style should be implemented.

## From the link below, select three law enforcement agencies. View their organizational hierarchies, goals, policies and procedures, and mission statement. Do you notice any similarities or patterns between the agencies that you select? Differences? Are each agencies goals clearly defined and attainable? Does anything stand out

From the link below, select three law enforcement agencies. View their organizational hierarchies, goals, policies and procedures, and mission statement.

Do you notice any similarities or patterns between the agencies that you select? Differences? Are each agencies goals clearly defined and attainable? Does anything stand out?

Discussion Board Guidelines:  Submit an answer to the discussion board. Each discussion board post will be between 200 – 300 words long. Refer & cite current resources in your answer.

## differences between the districts

Case 3-1 Donovan Valley Purchasing Consortium

Page 73

On September 2, Bob Hamilton, manager district operations for the Lowe School District, was preparing for his meeting the next day with Rick Lewis, secretary treasurer for the district. Bob and Rick were getting ready for the Purchasing Steering Committee meeting scheduled for September 10, where the future of the Donovan Valley Purchasing Consortium (DVPC) would be discussed. Under the proposed arrangement, the informal operating structure of the DVPC would be replaced by a newly created central purchasing organization, and the current district-level purchasing departments would be eliminated.

Bob’s primary concern was establishing what course of action would be in the best interests of his district. While he recognized that centralizing purchasing operations presented certain opportunities to reduce costs, he remained concerned whether joining a formal consortium represented the best approach for the Lowe School District. He was well aware that Rick Lewis was expecting a well-reasoned argument for or against the proposal.

Provincial Educational System

The public school system provided education to residents from kindergarten to grade 12. Responsibility for managing the public education system in Canada was shared between the provincial and local governments. The province set funding levels and established the curriculum guidelines. The province-wide education system was separated into 54 school districts, each with an elected school board and full-time staff to oversee day-to-day operations.

Funding levels were set on a per-student basis and it was up to the local district to allocate its annual budget based on the priorities established. Over recent years, the level of funding provided by the province to the school districts had not increased. Instead, school districts were expected to identify and implement cost-reduction opportunities.

Provincial officials viewed consolidation of district operations as a primary method of reducing costs through economies of scale. John Bowman, superintendent of the Morgan Ridge School District observed:

Five years ago, the Ministry of Education eliminated about 15 districts through consolidations. They were about to repeat the process two years later, but the districts proposed working together to meet provincial cost-reduction targets. I would rather do things on our terms, so we got together with the other three districts in the valley and formed an Executive Steering Committee, which is made up of the senior staff and the elected school board chairman from each district. We investigated several areas for potential cooperation, and eventually focused on purchasing, information technology, and human resources. We have recently established a separate steering committee for each of these areas to gather information and provide recommendations to the Executive Steering Committee regarding our future direction.

Donovan Valley

Donovan Valley was located in the western region of the province. Anderson, Lowe, Martin, and Morgan Ridge were the principal urban centers in the valley.

Exhibit 1 provides summary data on district operations, including purchasing.

 Anderson Lowe Martin Morgan Ridge General Information: Number of students 21,166 19,800 7,775 16,881 Number of schools 50 48 19 34 Operating budget \$207,900,000 \$195,110,000 \$75,710,000 \$164,180,000 Purchasing Activity: Departmental budget \$354,961 \$523,472 \$109,710 \$427,304 Staff 4 6 1.5 4.5 Value of annual purchases \$36,697,487 \$27,867,563 \$11,366,902 \$21,278,445 Number of POs 9,350 8,234 3,330 6,307 Number active suppliers 2,750 2,730 1,170 1,920 EXHIBIT 1 District Operations Table Summary: Column 1 lists various types of General Information and Purchasing Activity data; other columns show the four school districts. Rows 2 (General Information) and 6 (Purchasing Activity) are empty except for column 1.

Anderson School District

Wendy Graham, manager, purchasing and warehouse services, was quite proud of her accomplishments: “Since first coming to Anderson seven years ago, I have been able to raise the profile of the purchasing group. My group is now involved in areas such capital construction projects, legal and audit services, and employee benefits. The objective of the purchasing department is to play a key role in the supply chain for the areas of education and operations and to identify opportunities and contribute to the strategic success of the organization.”

Wendy was also responsible for the district warehouse, which carried two types of commodities: general supplies (e.g., office supplies, paper, and cleaning supplies) and maintenance, repair, and operations (MRO) supplies for use in school building maintenance and bus repairs. Wendy commented on the district warehouse: “We just set up the warehouse last year. It took me three years to convince senior management and the board that we needed the warehouse to control our MRO stock. Previously, we had things scattered throughout the district, with no controls in place.”

Lowe School District

Page 74

The operating philosophy at Lowe was complete decentralization, where the school principal had total control of the school budget. Although district schools had the authority to bypass purchasing and negotiate independent agreements with suppliers, most schools preferred to take advantage of the service and expertise in the purchasing department.

Purchasing viewed its role as a consultant that provided expertise and service to end users. Although the purchasing department was involved in most supply decisions, it was excluded from purchases involving capital construction, utilities, specialized consulting contracts, employee benefits, travel and legal services.

Bob Hamilton was responsible for district operations, which included district maintenance and purchasing. Bob had been the district purchasing manager before assuming his current position.

Martin School District

The purchasing department at Martin consisted of Neil Brodie, purchasing agent, plus a member of the clerical staff, who split her time between purchasing and accounts payable. The Martin purchasing staff was not involved in purchases for capital construction, utilities, specialized consulting contracts, employee benefits, travel, or legal services. Neil felt that an opportunity existed for purchasing to play a more active role in district operations: “My biggest problem is that the operations staff bypass purchasing and run out and buy what they want when they want it. I don’t find out about a lot of our purchases until the invoice comes in. Furthermore, I am using an old ERP system that should have been replaced five years ago, and it is difficult for me to get accurate data.”

Morgan Ridge School District

The Morgan Ridge School District had a staff of three buyers in addition to Wayne Schneider, supervisor, purchasing and transportation services. The purchasing group at Morgan Ridge was responsible for education and administrative supplies, equipment, and services. Purchasing was not involved in capital construction, utilities, specialized consulting contracts, employee benefits, travel, or legal services. Morgan Ridge was the only district in the consortium that outsourced its student transportation services. Wayne estimated that approximately 50 percent of his time was spent on managing activities associated with transportation.

The DVPC started two years prior, shortly after the formation of the Executive Steering Committee, and consisted of the senior purchasing managers from the four school districts. It was originally created to act as a forum to review potential areas for cooperation in purchasing, including opportunities to negotiate joint contracts for purchased goods and services as a means of reducing costs or improving service and quality. Regular meetings were held each month. Bob Hamilton acted as the chairman of the DVPC during the first year, then turned this responsibility over to Wayne Schneider, who was the current chairman.

When a product or service was identified as a potential candidate for a joint contract, one of the four members of the DVPC assumed responsibility for assessing the potential benefits of collaboration. The lead consortium member responsible was required to get agreement from all parties on standards and the contract terms and conditions. The lead consortium member would then issue the requests for proposal or bids, select the supplier, and negotiate the final contract. The other three districts would then work off of the lead district’s contract, at the price and terms negotiated.

While Bob felt his involvement with the DVPC had been useful in exchanging information and keeping up with developments at the other districts, he found the process of negotiating joint contracts had been difficult at times: “It seems to take forever to negotiate a joint contract. By the time it gets reviewed at each district by the users, and then we run through several drafts of the tender wording among the four of us, it can take a year. Inevitably, one of the members decides not to participate for one reason or another, which adds to the frustration of the process.”

Five items had been identified for joint purchases: propane, physical education supplies, garbage disposal, hazardous materials disposal, and some software. Joint purchasing contracts for these commodities were in place, representing a total annual value of approximately \$1.45 million. Exhibit 2 provides a summary of these purchases for each district. Bob estimated savings on these five contracts were about 10 percent.

 Anderson Lowe Martin Morgan Ridge Number of items purchased* 5 4 2 3 Total annual value 21,166 19,800 7,775 16,881 EXHIBIT 2 Summary of Cooperative Purchases Table Summary: Summary

* Joint purchasing contracts had been negotiated for the following items: propane, physical education supplies, garbage disposal, hazardous materials disposal, and certain software. The districts were not obligated to participate in these contracts.

EVALUATING A FORMAL CONSORTIUM

The Purchasing Steering Committee was created in March with the mandate to evaluate the feasibility of establishing a formal centralized purchasing consortium for the four school districts. Under this concept, district-level purchasing departments would be eliminated, and their responsibilities would be handled by a new centralized purchasing consortium. Each district had two members on the Purchasing Steering Committee. Bob Hamilton and Rick Lewis were appointed to the committee to act as Lowe’s representative.

In order to assist with the evaluation process, the Purchasing Steering Committee hired a consultant in May to assess the feasibility of creating a centralized purchasing consortium and to make recommendations regarding the future of the DVPC. The consultant spent three months analyzing the operations of the four districts in order to evaluate the potential benefits that a centralized consortium would provide. The findings were presented to a meeting of the Purchasing Steering Committee in mid-August. The consultant’s report made seven key recommendations:

Page 75

1. A centralized purchasing consortium should be established to provide purchasing services to the four school districts.
2. The purchasing services organization would consist of a general manager, six purchasing specialists, a customer services representative, and six support staff.
3. The budget for the purchasing consortium would remain unchanged from the combined purchasing department budgets of approximately \$1.4 million for the four districts.
4. Spending limits would continue to be controlled by the individual districts by establishing appropriate procedures for spending authorizations for staff.
5. The consortium would be responsible for handling accounts payable.
6. The districts would support an eight-month transition phase during which the consortium offices would be set up, staff would be hired, management information systems set up, procedures developed and approved, and training conducted for district staff.
7. The consortium would be a separate organization, accountable to a board consisting of the secretary treasurers from the four districts.

The consultant provided an analysis of the forecasted costs and benefits of the plan. Forecasted cost savings were 5 percent in the first two years of operation, declining to 3 percent in the third year, 2 percent in the fourth year, and 1 percent in the fifth year. The consultant’s cost savings estimates were based on a survey of actual savings achieved at four other consortiums in the province that had been established during the past two years.

In order to set up the consortium, the consultant estimated start-up costs of \$1.5 million for leasehold improvements, equipment, software, computers, etc. The transition phase was expected to cost an additional \$1.2 million in salaries and benefits.

DISTRICT REACTION

District reaction to the report had been mixed. In conversations with other districts, Bob felt that management at Martin strongly supported the concept proposed in the consultant’s report, while management at Anderson were less supportive. Management at the Anderson district felt the consultant’s recommendations were too aggressive, and they wanted to split the new purchasing organization between the Lowe and Anderson district offices. Morgan Ridge appeared to be “sitting on the fence” at this point, still evaluating the implications for its district operations.

Bob and other senior managers at Lowe had some reservations about joining the proposed consortium as well. The purchasing organization at Lowe was providing good service to the schools and operations staff. Furthermore, Bob felt Lowe’s prices were, on average, slightly lower than those paid by the other districts for comparable items. Another concern was the different operational philosophies among the districts. Lowe was the only district to use a decentralized philosophy, and he knew that both the school board and district management would not want to make any compromises that would affect this management approach.

NEXT STEPS

The September 10 meeting of the Purchasing Steering Committee would be critical in determining the future of the district purchasing operations and would be the final meeting dedicated to this issue. As Bob prepared for his meeting with Rick, he reminded himself that although the opportunity for cost reductions had been the primary attraction for the centralized consortium concept, other factors had to be taken into consideration when making his decision, such as service levels provided by the purchasing group to the districts.

To do nothing provided a completely different set of problems. This was the first major joint initiative among the districts, and to have it fail might send a signal that the other cooperative ventures being contemplated would also be unlikely to succeed. The province clearly wanted to see tangible progress in cost reductions through voluntary consolidations, and geography placed limitations on the available options. Bob felt that to continue operating under the current arrangement would fail to produce the tangible benefits expected by the Ministry, and forced consolidations might follow unless appropriate action was forthcoming.

Bob felt that the Purchasing Steering Committee would either have to agree in principle to proceed with a credible plan at the September 10 meeting, or the entire matter would have to be dropped. Either way, Bob wanted a decision. Staff morale was suffering because of the uncertainty surrounding this matter, and he wanted to let the members of his purchasing organization know what was happening.

## What types of restrictions/laws have been put into place regarding the use and distribution of drugs?

Throughout history, the laws surrounding illicit substances have changed substantially. Compare early 20th century United States with current day United States. What types of restrictions/laws have been put into place regarding the use and distribution of drugs? Have the laws created new behaviors surrounding the manufacturing and use of drugs? Have restrictions led to new ways of supplying drugs to those who wish to use them? Use your module resources to support your answers.

Discussion Board Guidelines:  Submit an answer to the discussion board. Each discussion board post will be between 200 – 300 words long. Refer & cite current resources in your answer.

## Do you think it is reasonable to expect nurses to stay current regarding new research/Evidence-Based Practice findings in their area of practice? Or is this an agency/organization responsibility?

Week 1 Discussion

Select one of the articles listed below and answer this question:

Do you think it is reasonable to expect nurses to stay current regarding new research/Evidence-Based Practice findings in their area of practice? Or is this an agency/organization responsibility?

search for one of the articles below:

• Friesen, M. A., Brady, J. M., Milligan, R., & Christensen, P. (2017). Findings from a pilot study: Bringing evidence-based practice to the bedside. Worldviews on Evidence-Based Nursing, 14
• Jae, Y. Y., Jin, H. K., Jin, S. K., Hyun, L. K., & Jung, S. K. (2019). Clinical nurses’ beliefs, knowledge, organizational readiness and level of implementation of evidence-based practice: the first step to creating an evidence-based practice culture. Plos One14

## How does this company’s ratio compare to those of its competitors? Why is comparing this ratio to the industry average important?

Supply Chain Management

Select a company of your choice, and calculate the most current days of working capital (DWC) that are available. Review

page 656 in the textbook, and watch the short video segment “Working Capital,” which is one of the required unit resources

in this unit. In addition to your calculations, include the information below

How does this company’s ratio compare to those of its competitors?

Why is comparing this ratio to the industry average important?

Explain how a well-managed supply chain can come into play here.

Evaluation of a Merger or Acquisition

You will be applying the concepts learned throughout this course to an analysis of a merger or an

acquisition. Much of the information you will need to complete this analysis can be found in the company’s annual report.

You may choose any recent merger or acquisition (within the last 5 years). Using the concepts from this course, you will

analyze the success of the merger or acquisition.

The completed project should include the information listed below.

Provide an introduction to the companies involved in the merger or acquisition. Include the companies’ background

information and the reasons for the merger.

Evaluate the financial statements of both companies (balance sheet, income statement, cash flow statement).

Evaluate the potential and actual risks that occurred during the merger and what the companies could have done

differently to mitigate these risks.

Discuss the companies’ management of human capital in the merger or acquisition.

Evaluate the soundness of the company’s financial policies after the merger (e.g., capital structure, debt, leverage,

dividend policy, enterprise risk management, and others.) based on the material covered during class.

Include a synopsis of your findings, including your recommendations and rationale for whether the merger or acquisition

## Students must explain the types of crimes that the researched organized crime group commits. Are these crimes international or restricted to one country

Organized Crime, provides an overview of several organized crime categories. To allow students the opportunity to gain a deeper understanding of the topic of organized crime, each student will be required to complete a research assignment on a specific organized crime group. The necessary requirements for this research Assignment are as follows:

1. Organized crime group selected must fit under one of the categories that is touched on during the course (Asian, Russian, Outlaw Motorcycle, etc.)

2. Students must explain the history of the organized crime group

3. Students must explain the current status of the organized crime group (i.e. where primarily located, do they have restrictive memberships, how many members)

4. Students must explain the types of crimes that the researched organized crime group commits. Are these crimes international or restricted to one country?

5. Students must explain how members are chosen for inclusion in the organized crime group

6. Students must use three academic resources for this paper. These resources should be clearly relatable to the organized crime group that you are researching. One resource should be your course textbook. The two additional sources must be academically based – scholarly journal articles, government organizations like the FBI or Homeland Security. Do NOT use wiki pages as your sources.

Format:

Paper should be 4-5 pages in length. A 12 pt font of Calibri or Times New Roman must be used. APA style should be used for citations. A cover page and bibliography should be included (these pages do not count toward the total word length).