Describe what happens to L when
(a) N is increased
(b) The core length is increased
(c) The cross-sectional area of the core is decreased
(d) A ferromagnetic core is replaced by an air core
The post Describe what happens to L when (a) N is increased (b) The core length is increased (c) The… appeared first on Class Assignments Help.
Describe what happens to L when (a) N is increased (b) The core length is increased (c) The… was first posted on September 20, 2022 at 2:26 am.©2019 "Class Assignments Help". Use of this feed is for personal non-commercial use only. If you are not reading this article in your feed reader, then the site is guilty of copyright infringement. Please contact me at [email protected]

Please response with citation
An interaction occurs when considering the relationship among three or more variables, and describes a situation in which the simultaneous influence of two variables on a third is not additive. The simplest situation is when the effect of each independent variable is completely separate from the other independent variables. The more complicated situation is when the effect of one independent variable depends on another independent variable(s). We are familiar with examples in the area of drugs. A drug X might be desirable for treating a certain condition, but not if you are taking drug Y, because if you do take drugs X and Y together there is a bad consequence from their combination, a bad drug “interaction. The issue of statistical interaction potentially arises when there are two or more independent variables. The issue concerns how the effects of the independent variables cumulate.(Stipa), Your response
Sources of Variance in an ExperimentWatch “ANOVA (Part A) – Sources of Variance in an Experiment” on the YouTube website located at https://www.youtube.com/watch?v=JPjMUeTMOwg&feature=youtube_gdata What are some of the sources of variance in an experiment? Your response
There is a lot of medical research being done on medications, diagnostics, medical equipment, and other technologies besides health care that must be tested before production and utilization. When testing the difference in populations it is almost impossible to test whole populations so samples gathered. There will always be sampling error because of this, which may bring false results. Tests are done to identify if the subject is effective or ineffective. When there are multiple groups, samples, or items that are being tested, it is necessary to use a comparison formula ANOVA because of false results that can occur. This formula compares the variation between groups and within groups. It allows you to conclude if the difference between the groups is more than random variation.I have to schedule a lot of funraisers throughout the year and sometimes it is difficult to determine which one is effective. I break them down into catagories and time of year. The best is to have seasonal fundraising. Another unique part of fundraising is being aware of the population and community interests. You can have a false positive fundraising event on a schedule if you were not thinking about the time of year because if one fundraiser made a 1,000 dollars profit in the summer but did not do so well in the fall and nothing was changed in that fundraiser, then it is important to take into consideration the time of year. In this buisness it is good to analyze results by catagories of community, time, and community interests. Each fundraiser acts like a sample test to determine if communities are interested in it or not through the year. Your response
4I am using my teenager as test model because she has never had a statistics class as of yet. Explained analysis of variance or ANOVA in terms of the big picture and the little pictures that are within: categories. She has an older ford truck she is remodeling. She loves loves her truck, but it is expensive and thus she has a budget of expenses for it. Since it is already paid for, the categories are: Insurance/fees, engine repair, body repair, fluids/replaceables and ect. When she looks at the multitude of work to be done, she gets overwhelmed! But by breaking it into categories and then looking at the whole (her beloved truck) it seems much more manageable. The Minitab blog said it best The whole purpose of Analysis of Variance is to break up the variation into component parts, and then look at their significance. But there’s a catch: in statistics, Variance (the square of Standard Deviation) is not an “additive” quantity—in other words, you can’t just add the variance of two subsets and use the total as the variance of the combination” (Minitab, 2013).
Analysis of variance is a way to study a large chunk of information, to see it as not only categories, but the trends and thus gives you a tool for analysis. Your response
5.When two or more independent variables are involved in a research design, there is more to consider than simply the “main effect” of each of the independent variables (also termed “factors”). That is, the effect of one independent variable on the dependent variable of interest may not be the same at all levels of the other independent variable. Another way to put this is that the effect of one independent variable may depend on the level of the other independent variable.
In order to find an interaction, you must have a factorial design, in which the two (or more) independent variables are “crossed” with one another so that there are observations at every combination of levels of the two independent variables.
For example, if you were interested in the effects of practice and stress level on memory task performance, you might decide to employ a factorial design. You manipulate practice by having participants read a list of words either once or five times. You also manipulate stress level by having two conditions: in one (low stress), participants are told that the number of words that they recall is unimportant, and in the other (high stress), participants are told that most people can recall all words in the list, and that they are expected to be able to do so as well. Your dependent variable is the number of words recalled from the 30-word list.
Read More

Who should have rights over a child’s genetic material in cases like this?
The post Who should have rights over a child’s genetic material in cases like this? appeared first on Class Assignments Help.
Who should have rights over a child’s genetic material in cases like this? was first posted on September 20, 2022 at 2:34 am.©2019 "Class Assignments Help". Use of this feed is for personal non-commercial use only. If you are not reading this article in your feed reader, then the site is guilty of copyright infringement. Please contact me at [email protected]

Final Project Guidelines
The Final Project is due by Day 7 of Week 11.
A superior Final Project demonstrates breadth and depth of knowledge and critical thinking appropriate for graduate-level scholarship. The paper portion of this project must follow the Publication Manual of the American Psychological Association (APA) guidelines and be free of typographical, spelling, and grammatical errors. The paper should be 10–15 pages, not counting the title page, abstract, or references. Please note that quantity does not always correspond to quality, and a well-written Final Project that includes all of the necessary information can be accomplished in fewer than the maximum number of pages. The Final Project for this course will be evaluated according to all four indicators in the Application Assignment and Final Project Writing Rubric located in the Course Information area.
The Final Project for this course focuses on the roles that a forensic psychology professional might play in relation to the court system. Read the Final Project Case Study and assume that you will be testifying as the forensic psychology professional for the case. Be sure to review the Learning Resources presented throughout the course to aid you in your preparation for testifying on the case. You will be required to video tape your testimony (your responses to the Final Project Case Study Testimony Questions that are provided) and submit it through the Kaltura Video function. You also will be required to submit a paper containing the topics listed below and address each point thoroughly with supported responses.
Video Testimony
Note: Please read the Kaltura Video Instructions for important information regarding the filming and submission of the video portion of this project.
Video/Voice Release Agreement: All parties involved in the video must read and sign this form. Submit the signed form to your Instructor with the video assignment. This form is located in the Course Info area under Course Home.
Preparing for Your Testimony

Case Study: Final Project (SEE ATTACHMENT)

Case Study Testimony Questions: Final Project (SEE ATTATCHMENT) 

Note: You may want to review the entire course media Cross-Examination: How to be an Effective and Ethical Expert Witness before completing the final project and videotaping your testimony. You can view the course media in its entirety in the Week 1 Resources area.
Filming Your Testimony

Film your testimony once you feel prepared, and be sure to keep in mind courtroom etiquette, verbal and nonverbal communication, as well as appearance.

Note: When filming your testimony, your partner does not have to be on camera, but he or she must still act as the attorney and read each of the Case Study Testimony Questions.
Paper
The paper portion of the Final Project is to be structured with the headings listed below. Be sure to reference Learning Resources and justify your responses.
Testimony

Explain what you did to prepare for testifying and what specific courtroom etiquette you followed.

Write a set of cross-examination questions you might anticipate being asked, explain what your responses might be, and explain how you would prepare to testify in response to these questions.

Evaluations

Explain the evaluations used in the case study and why they were used.

Select and describe other evaluations that might have been applicable in this case and explain how and why.

Identify with whom you might consult to do these evaluations and why.

Diversity

What would you have to take into account when evaluating a defendant for testimony if he or she was from a different country and culture from the individual in the case study?

What would you have to take into account when evaluating a defendant for testimony if he or she was a different gender from the individual in the case study?

What would you have to take into account when evaluating a defendant for testimony if he or she was from a different religious background than the individual in the case study?

Ethics

Reflection

Exercise 2: Reliability and Validity
For this exercise, your task is to estimate the reliability and validity of a measure of Need for Cognition (nCog; Cacioppo & Petty, 1982; Cacioppo, Petty, & Kao, 1984). This is a team project. You have been randomly assigned into groups of 3-4 classmates. Please work with your team members and turn in one final, written document with all classmates’ names on it by the assigned due date. 
An SPSS data file is included in the assignment folder, with responses from 294 college students. Within the data file you will find raw scores for nCog items, as well as composite scores for several other variables (see page 2 for descriptions). 
Your tasks for this assignment are described below. To answer each of these questions, run the analyses using SPSS and report relevant information in your write-up (i.e., the reliability or validity coefficient). As a team, write a report explaining your findings for each of the questions above. Provide an interpretation of what the results mean. In other words, explain your findings in sufficient detail so that another person could understand what you examined and why. 
Reliability
Estimate Coefficient Alpha for nCog using the items in the data set. 
Estimate test-retest reliability for nCog – data were collected 2 weeks after the original nCog data (NCOG_T2).
Criterion-Related Validity 
Report the criterion-related validity estimate for nCog using College GPA (CollegeGPA).
Report the criterion-related validity estimate for nCog using Student Satisfaction (StudentSat).
Report the incremental validity estimate of nCog above and beyond High School GPA (HS_GPA) and ACT Scores (ACT) in predicting College GPA (CollegeGPA). 
Report the incremental validity estimate of nCog above and beyond High School GPA (HS_GPA) and ACT Scores (ACT) in predicting Student Satisfaction (StudentSat). 
Construct-Related Validity 
Report convergent validity evidence using Intrinsic Motivation (IntMot) and Mastery Goal Orientation (MGO). 
Report discriminant validity evidence using Extrinsic Motivation (ExtMot), Performance Approach Goal Orientation (AppGO), Performance Avoid Goal Orientation (AvdGO), and Social Desirability (SocDes).   
As a reminder, this is a team project. You will be randomly assigned to teams and you must work with your classmates to complete this assignment and turn in one single document for everyone. You can coordinate your efforts using Google Hangouts, or any other method you prefer. Google Docs works great for writing the paper together as a team. You already have access to both of these using your UMSL email/SSOID. You can download SPSS for free as an UMSL student, or you can use TritonApps to run your analyses remotely. Please note that a part of this assignment is evaluating your team members’ contributions. If you do not contribute (as indicated by your team members), your grade will be adjusted accordingly. You cannot work on this assignment individually.
Variables in Data Set/Assignment
Need for Cognition –described as a drive to understand situations and the world around us (Cacioppo & Petty, 1982; Cacioppo et al., 1984). People with a high need for cognition tend to enjoy problem solving, abstract reasoning, and enjoy complex situations/problems. Items were rated on a 5-point scale (1 = Strongly Disagree to 5 = Strongly Agree), and higher scores indicate higher levels of the construct. Items were taken from Cacioppo et al. (1984), in the attached article.  Note that several of these items are reverse-scored. You will need to re-code them prior to running the analyses. 
High School GPA – is cumulative, high school grade point average, on a 4.0 scale. Scores were taken from admissions records. 
ACT Scores – ACT scores were gathered from university records. 
College GPA – is cumulative, college grade point average on a 4.0 scale. This was taken from university records. In this study College GPA was collected one year after Need for Cognition was measured.
Student Satisfaction – is the extent that students are satisfied with their experiences at the university. Six items were written for the purpose of conducting this study. Cronbach’s alpha for this scale was .90. In this study student satisfaction was collected one year after Need for Cognition was measured. 
Academic Motivation focuses on the reasons that students go to college. This is based on Deci and Ryan’s (1985) self-determination theory (Ryan & Deci, 2000). For the purposes of this data collection ten items were written to measure intrinsic motivation and ten items were written to measure extrinsic motivation. 
Intrinsic Motivation – is based on a drive to learn and accumulate knowledge. The process of learning itself is internally motivating for individuals with a high level of intrinsic motivation. Coefficient alpha for this scale was .92.
Extrinsic Motivation – is based on the anticipation of some other, external reward, Individuals with a high level of intrinsic motivation are less interested in learning itself, but motivated because with a college degree they are more likely to obtain a high-paying job or promotion at work. Coefficient alpha for this scale was .87.
Goal Orientation – reflects the purpose, or type of goal that a person aims to achieve when pursuing a particular task (Elliot et al., 1999). This can be composed of mastery goal orientation, performance approach goal orientation, and performance avoid goal orientation. Seven items were written to measure each of the three dimensions below. 
Mastery Goal Orientation – has a focus on improving oneself as a function of task pursuit, and is often associated with deep-level processing and drive to learn and understand material (e.g., expanding one’s knowledge). Coefficient alpha for this scale was .90.
Performance Approach Goal Orientation – is associated with achieving positive outcomes and successful task accomplishment. However, this is more often associated with surface-level processing, with a focus on simply obtaining task outcomes (e.g., getting a good grade). Coefficient alpha for this scale was .83.
Performance Avoid Goal Orientation – is also focused on achieving outcomes, but specifically on avoiding failure or negative outcomes. Instead of focusing on learning material or getting a favorable grade or expanding one’s knowledge, the focus remains on not failing a class, for example.   Coefficient alpha for this scale was .89.
Social Desirability – involves providing what would be perceived as favorable, or socially desirable, responses (Crowne & Marlowe, 1960). The KR20 internal consistency estimate for this scale was .87.
References
Cacioppo, J. T., & Petty, R. E. (1982). The need for cognition. Journal of Personality and Social Psychology, 42, 116-131. 
Cacioppo, J. T., Petty, R. E., & Kao, C. F. (1984). The efficient assessment of need for cognition. Journal of Personality Assessment, 3, 306-307. 
Crowne, D.P., & Marlowe, D. (1960). A new scale of social desirability independent of psychopathology. Journal of Consulting Psychology, 24, 349–354.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
Elliott, A. J., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91, 549-563. 
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. 
_________________________________________________________________________________
Me and my group will divide reliability, criterion-related validity, construct-related validity. one person has already choosen to complete criterion-related validity. So left is reliability and construct-related validitaly. you can choose which everone you will like.