Deliverable Length: 2 pages

Based upon the input from Units 1 and 2, you have just received your next assignment that will contribute to your next decision. For the outdoor sporting goods client, based upon your prior decision on whether or not to expand to the next market or retain your current position, justify your decision further utilizing the chi-square distribution tool. One key criterion point: You do not have adequate data to formulate a full chi-square for the outdoor sporting goods client. However, you have sufficient data to initiate this process. You are charged to demonstrate the initial steps of a nonparametric test that are qualitative. Utilizing the null and alternative hypotheses, further present your justifications for your selection and what it means beyond the mere formulas. What is this going to tell the Board of Directors and contribute to the decision-making process?

The following information may be helpful in understanding chi-square and hypothesis testing:

Please review this helpful video. The presenter uses flipping a coin and rolling a die. These are examples and analogies used in the CTU resources.

The following are assumptions that might make the assignment more helpful and make the responses more uniform:

• Continue to utilize the Big D scenario. Work under the assumption that the sample is based upon 2 different proposed product lines.
• Additionally, work under the assumption that the same demographics are utilized for each product.

Please submit your assignment.

For assistance with your assignment, please use your text, Web resources, and all course materials.

Reference

Bozeman Science. (2011, November 13). Chi-squared test [Video file]. Retrieved from https://www.youtube.com/watch?v=WXPBoFDqNVk

complete the case study and do the cardiovascular and the peripheral vascular labs.

here is the case study Rubric

Case Study Rubric (1)

Case Study Rubric (1)

Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeQuality of Case StudyCase Study Rubric – NUR 210	5.0 pts Answers the questions thoroughly and in depth using all relevant data from resources and the case study. Content has no factual errors. 4.0 pts Answers the questions using essential and some non-essential information from resources and the case study. Content is mostly accurate, but there is one piece of information that is inaccurate, not fully developed. 3.0 pts Answers the questions with most essential resources and the case study information. Some unexplained facts listed. Content is generally accurate, but one key piece of information is clearly flawed or inaccurate. 2.0 pts Answers the questions with little essential information from resources or the case study. Content is confusing or contains more than one factual error. 1.0 pts Answers the questions with mostly irrelevant information from resources or the case study. Content is confusing or contains more than two factual error.	5.0 pts
Total Points: 5.0

All the details for the assignments in the files below.

For this final exam, you are to write a properly-formatted memo to me in which you (1) evaluate the quality of the proposal memo you submitted, and (2) evaluate the overall effectiveness of your writing process. Your memo, therefore, will consist of two parts: a project analysis, and a writing-process evaluation. What follows are the guidelines for this final exam.

Project Analysis

For your proposal memo analysis, you will reflect on and analyze the various aspects of your proposal memo from an objective perspective—e.g., how you investigated your proposal’s topic, what strategies you used in applying your research findings to writing and perhaps design decisions, what rationales you have behind your content, organization, and design decisions, and what aspects of your content, organization, and design are successful (or unsuccessful).

Your discussion of successful (or unsuccessful) aspects of your proposal memo should be based on the extent to which different sections of your proposal (e.g., introduction, body, conclusions, and recommendations) meet the needs of your target audience. Please support your analysis with specific examples while referring specifically to different sections of your proposal.

Writing-process Evaluation

When evaluating your writing process, focus on what you did from the time I assigned the proposal memo to the time you submitted your finished product. Reflect on the steps you took to get your memo drafted, revised, and finalized. Did you seek feedback on your work? How did you use this feedback? Did your draft evolve over time? In what ways? What about the finished product do you think I’ll find useful in future Business Writing courses? What setbacks or challenges did you encounter, and what, specifically, did you do to overcome those?

Your evaluation should be an evaluation of your writing process, not of your finished product. I’ll have read your proposal memo by the time I read your final exam, so I won’t need a summary of that document. Instead, dig deep into how you wrote rather than what you wrote. Keep in mind that he point of this portion of the exam is to give you the opportunity to once again reflect on the process you go through when writing while also giving me insight into how students work on the material for this course.

Final Examination Purposes

As I’ve mentioned in my lecture videos, reflecting on your work is a good way to hone your skills. You’ve spent a lot of time working on your proposal memo this term, but how much time have you spent thinking critically about your writing process? Oftentimes, a student’s goal for a class assignment is to simply get it done and submitted on time, but in terms of education, that process is incomplete. This exam provides you with an opportunity to spend some time focusing on the aspects of your writing process that seem to work and the aspects that seem to need improvement. Ideally, the next time you do any substantial writing you’ll consider the work you did for this exam and apply the knowledge you’ve gained from this writing exercise.

In addition, of course, this exam serves as one more opportunity for you to demonstrate your professional writing skills before the term ends. Do what you can to make sure what you submit for this exam is an accurate representation of your writing abilities. Remember your audience, remember your purpose, and do what you can to apply the concepts we’ve covered in this course this term.

Final Exam Evaluation

Your analysis and evaluation will likely run one-and-a-half to two single-spaced pages, and it should demonstrate your best professional writing and editing skills. In both your analysis and evaluation sections, you should support your points with specific examples. Your exam’s persuasiveness will largely depend on the extent to which you can show your reasons behind particular content, organization, style, and design decisions and your reasons for evaluating your writing process the way that you do. Keep in mind that you won’t have a revision opportunity on this exam, so give it the time, energy, and effort it requires. You’ll find the grading rubric for this exam below.

Final Exam Grading Rubric

I will use the following grading rubric to evaluate your final exam:

Content 30

Introduction (clear purpose for writing)

Body organization (logical and coherent)

Conclusion

Evidence of awareness of audience

Development, support (examples to support points)

Completeness

Clarity

Concision

Professional tone

Adherence to the exam prompt

Application of concepts covered in class

Format 10

Correct memo format
Descriptive subject line

Clear, distinct, and descriptive headings throughout

Professional appearance

Mechanics 10

No misspellings or typos

Good grammar

Appropriate punctuation

Total Points 50

NOTE: Below, I’m using Randal Jarrell’s poem “The Death of the Ball Turret Gunner” as the example of how to answer the different sections of Question 1.

Remember also that long answers aren’t always necessary!

• Choose one (1) poem, either “Digging” or “Aunt Jennifer’s Tigers,” and in writing about its use of metaphor and/or symbol, do the following:
• W.H.Auden’s poem “Musee des Beaux Arts” is intertextual because it quotes or refers to other works of art or literature. Identify and describe two (2) of these intertextual elements, and explain how each is used to express the theme of the poem.(4 points)
• Quote and explain the meaning of two (2) images (i.e. examples of Imagism) in Pound’s “The River Merchant’s Wife: A Letter” (2 points)
• BONUS QUESTION: If you were really angry at someone you might say “I was really angry at Bob.” Or, rather than telling us that fact, you could show us by using an image or metaphor to describe what you looked or acted like when you were really mad at Bob. Make up a sentence using that metaphor or similie. (1 point)

• In a sentence for each, identify the main metaphors or symbols in the poem and explain what each stands for. Don’t give more than 3 examples.
• Explain the theme of the poem in not more than two sentences.

[Example: Jarrell’s poem “The Death of the Ball Turret Gunner” uses the ball turret of the airplane as a metaphor for the mother’s womb.]

[Example: “The theme of “The Death of the Ball Turret Gunner” is the brutality of war. In the space of the short poem’s five lines, the gunner, a young man, journeys from birth in his mother’s womb to his battlefield death in the turret.”]

c) For each metaphor or symbol, quote the most important line or lines from the poem that use the metaphor or symbol, and then explain how those lines are used to develop the theme.

[Example: “In Line2 (“And I hunched in its belly till my wet fur froze”), the turret functions as a kind of metaphorical anti-womb, the place where the gunner will meet death in battle. The last line of the poem, Line 5 (“When I died they washed me out of the turret with a hose”) shows that the gunner, a young man, has not lived out his natural life because the brutal war machine has destroyed him.”]

d) Identify any uses of onomatopoeia or alliteration in the poem