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Tag: Homework Solution

  • [Solved] DNP-EVI IVA 1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    As a DNP, it is important to know the type of statistics utilized in the study under investigation. Prepare a guided assignment with the following questions: 1. What is the difference between descriptive and inferential statistics? 2. What is the purpose of a descriptive analysis of the study popula…

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    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    As a DNP, it is important to know the type of statistics utilized in the study under investigation. Prepare a guided assignment with the following questions:

    1. What is the difference between descriptive and inferential statistics?
    2. What is the purpose of a descriptive analysis of the study population?
    3. How do you compare descriptive and inferential statistics? Include a Venn Diagram in your assignment where an explanation of the differences and similarities between descriptive and inferential statistics is shown.

    Contribute a minimum of 3 pages. It should include at least 2 academic sources, formatted and cited in APA.

    Can't have more than 10% plagiarism or AI text will be submitted via turnitin

    Due date February 12, 2026

  • [Solved] OSHA DB V

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    See Attached **files (2)** – ## UnitVDiscussionBoard.docx – UnitV.pdf **## UnitVDiscussionBoard.docx** Unit V Discussion Board Go to the Occupational Safety and Health Administration's (OSHA) ["Fatality and Catastrophe Investigation Summaries"](https://www.osha.gov/pls/imis/accidentsearch.html). Sel…

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    Assignment Prompt & Instructions

    See Attached

    **files (2)**

    – ## UnitVDiscussionBoard.docx

    – UnitV.pdf

    **## UnitVDiscussionBoard.docx**

    Unit V Discussion Board

    Go to the Occupational Safety and Health Administration's (OSHA)
    ["Fatality and Catastrophe Investigation Summaries"](https://www.osha.gov/pls/imis/accidentsearch.html). Select a letter from the Keyword List at the bottom of the page, then select one of the keywords that is listed for that letter. Review an incident listed for that keyword by clicking on its "Summary Nr" number.

    Provide a brief summary of what happened, and describe one control (elimination, substitution, engineering, administrative, or PPE) that you would recommend to reduce the risk of this incident occurring again. Explain what type it is according to the hierarchy of controls.

    When formulating your comment, attempt to apply the highest level of control that you believe could reasonably be achieved. Respond to another student's post, stating why you believe his or her recommended control is (or is not) at the highest level of the hierarchy of controls that could be reasonably applied.

    Reply Stefanie Kirschke

    In this OSHA incident (Accident #170927.015), a boilermaker was exposed to hydrogen sulfide (H2S) while performing work on a pipe and flipping a blind. During the task, the pipe unexpectedly released H2S, exposing the employee and a coworker. Because H2S is extremely toxic and acts fast, the employee was overcome by the gas and later died. This incident shows how quickly it can turn into a fatal hazard if it is not properly controlled before work begins.

    To help reduce the risk of this incident happening again, I would recommend an
    **engineering control**, specifically installing fixed H2S gas detection systems with alarms and proper ventilation in areas where it may be present. Engineering controls rank higher in the hierarchy of controls because they reduce exposure by addressing the hazard at the source rather than relying on worker behavior or PPE alone. Fixed gas monitors would provide early warning if gas levels rise, giving workers time to stop work and evacuate. Ventilation can also help lower gas concentrations before they reach dangerous levels. This control is more effective than relying only on respirators because it helps prevent exposure instead of reacting after exposure has already occurred.

    **UnitV.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unitv-pdf-10497085)

    **UnitV.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unitv-pdf-10497085)

    **## UnitVDiscussionBoard.docx**

    Unit V Discussion Board

    Go to the Occupational Safety and Health Administration's (OSHA)
    ["Fatality and Catastrophe Investigation Summaries"](https://www.osha.gov/pls/imis/accidentsearch.html). Select a letter from the Keyword List at the bottom of the page, then select one of the keywords that is listed for that letter. Review an incident listed for that keyword by clicking on its "Summary Nr" number.

    Provide a brief summary of what happened, and describe one control (elimination, substitution, engineering, administrative, or PPE) that you would recommend to reduce the risk of this incident occurring again. Explain what type it is according to the hierarchy of controls.

    When formulating your comment, attempt to apply the highest level of control that you believe could reasonably be achieved. Respond to another student's post, stating why you believe his or her recommended control is (or is not) at the highest level of the hierarchy of controls that could be reasonably applied.

    Reply Stefanie Kirschke

    In this OSHA incident (Accident #170927.015), a boilermaker was exposed to hydrogen sulfide (H2S) while performing work on a pipe and flipping a blind. During the task, the pipe unexpectedly released H2S, exposing the employee and a coworker. Because H2S is extremely toxic and acts fast, the employee was overcome by the gas and later died. This incident shows how quickly it can turn into a fatal hazard if it is not properly controlled before work begins.

    To help reduce the risk of this incident happening again, I would recommend an
    **engineering control**, specifically installing fixed H2S gas detection systems with alarms and proper ventilation in areas where it may be present. Engineering controls rank higher in the hierarchy of controls because they reduce exposure by addressing the hazard at the source rather than relying on worker behavior or PPE alone. Fixed gas monitors would provide early warning if gas levels rise, giving workers time to stop work and evacuate. Ventilation can also help lower gas concentrations before they reach dangerous levels. This control is more effective than relying only on respirators because it helps prevent exposure instead of reacting after exposure has already occurred.

    **UnitV.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unitv-pdf-10497085)

    **## UnitVDiscussionBoard.docx**

    Unit V Discussion Board

    Go to the Occupational Safety and Health Administration's (OSHA)
    ["Fatality and Catastrophe Investigation Summaries"](https://www.osha.gov/pls/imis/accidentsearch.html). Select a letter from the Keyword List at the bottom of the page, then select one of the keywords that is listed for that letter. Review an incident listed for that keyword by clicking on its "Summary Nr" number.

    Provide a brief summary of what happened, and describe one control (elimination, substitution, engineering, administrative, or PPE) that you would recommend to reduce the risk of this incident occurring again. Explain what type it is according to the hierarchy of controls.

    When formulating your comment, attempt to apply the highest level of control that you believe could reasonably be achieved. Respond to another student's post, stating why you believe his or her recommended control is (or is not) at the highest level of the hierarchy of controls that could be reasonably applied.

    Reply Stefanie Kirschke

    In this OSHA incident (Accident #170927.015), a boilermaker was exposed to hydrogen sulfide (H2S) while performing work on a pipe and flipping a blind. During the task, the pipe unexpectedly released H2S, exposing the employee and a coworker. Because H2S is extremely toxic and acts fast, the employee was overcome by the gas and later died. This incident shows how quickly it can turn into a fatal hazard if it is not properly controlled before work begins.

    To help reduce the risk of this incident happening again, I would recommend an
    **engineering control**, specifically installing fixed H2S gas detection systems with alarms and proper ventilation in areas where it may be present. Engineering controls rank higher in the hierarchy of controls because they reduce exposure by addressing the hazard at the source rather than relying on worker behavior or PPE alone. Fixed gas monitors would provide early warning if gas levels rise, giving workers time to stop work and evacuate. Ventilation can also help lower gas concentrations before they reach dangerous levels. This control is more effective than relying only on respirators because it helps prevent exposure instead of reacting after exposure has already occurred.

    **UnitV.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unitv-pdf-10497085)

  • [Solved] DNP-EVI 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Instructions** As a DNP, you have been assigned to perform a database search of articles from peer-reviewed journals. To start the process, you need to explore what specific databases are available for your selected topic. 1. How many databases did you evaluate to select the correct one? Explain y…

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    Assignment Prompt & Instructions

    **Instructions**

    As a DNP, you have been assigned to perform a database search of articles from peer-reviewed journals. To start the process, you need to explore what specific databases are available for your selected topic.

    1. How many databases did you evaluate to select the correct one? Explain your search.
    2. Describe the clinical topics you were looking for in your search.
    3. Why does the chosen database meet the selection criteria?

    **2 PAGES**

    **NO MORE THAN 10% PLAGIARISM THIS ASSIGNMENT WILL BE SUBMIT IT VIA TURNITIN**

    **3 SCHOLARLY REFERENCES WITHIN THE PAST 5 YEARS WITH DOI#**

    **CHECK GRAMMAR AND SPELLING ACCORDING UNIVERSITY LEVEL**

    **DUE DATE FEBRUARY 12, 2026**

  • [Solved] Module 6: Discussion Question 1 (Social Institutions)

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    What are the four major factors that determine variations in family patterns? Give examples of each. _[MO6a.]_ Textbook: **Social Science : An Introduction to the Study of Society**

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    Assignment Prompt & Instructions

    What are the four major factors that determine variations in family patterns? Give examples of each. _[MO6a.]_

    Textbook:  **Social Science : An Introduction to the Study of Society**

  • [Solved] DNP-EVI 1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    As a DNP, it is important to know the type of statistics utilized in the study under investigation. Prepare a guided assignment with the following questions: 1. What is the difference between descriptive and inferential statistics? 2. What is the purpose of a descriptive analysis of the study popula…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    As a DNP, it is important to know the type of statistics utilized in the study under investigation. Prepare a guided assignment with the following questions:

    1. What is the difference between descriptive and inferential statistics?
    2. What is the purpose of a descriptive analysis of the study population?
    3. How do you compare descriptive and inferential statistics? Include a Venn Diagram in your assignment where an explanation of the differences and similarities between descriptive and inferential statistics is shown.

    Contribute a minimum of 4 pages. It should include at least 2 academic sources, formatted and cited in APA.

    Can't have more than 10% plagiarism or AI text will be submitted via turnitin

    Due date February 12, 2026

  • [Solved] MAT IV JL

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Algebra homework help](https://www.sweetstudy.com/fields/mathematics-algebra) See Attached **files (2)** – ## UnitIVJournal.docx – ## UnitIV.pdf **## UnitIVJournal.docx** Watch the (https://mediaplayer.pearsoncmg.com/assets/mindset_2?centerwin=yes) [_The Power of Making Mistakes_](https://m…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    [>Algebra homework help](https://www.sweetstudy.com/fields/mathematics-algebra)

    See Attached

    **files (2)**

    – ## UnitIVJournal.docx

    – ## UnitIV.pdf

    **## UnitIVJournal.docx**

    Watch the
    (https://mediaplayer.pearsoncmg.com/assets/mindset_2?centerwin=yes) [_The Power of Making Mistakes_](https://mediaplayer.pearsoncmg.com/assets/mindset_2?centerwin=yes). Describe a situation where you made a mistake in this course. How can you learn from your mistake in order to better understand the course material? What did this mistake teach you?

    If this was another person describing their situation, what advice or encouragement would you offer them?

    Note: To locate the video transcript, please click on the settings and select English for the transcript to appear. You may also use closed-captioning.

    Your journal entry must be at least 200 words in length. No references or citations are necessary.

    [https://mediaplayer.pearsoncmg.com/assets/mindset_2?centerwin=yes](https://mediaplayer.pearsoncmg.com/assets/mindset_2?centerwin=yes)

    **## UnitIV.pdf**

    MAT 1302, College Algebra 1

    Course Learning Outcomes for Unit IV

    Upon completion of this unit, students should be able to:

    1. Solve algebraic functions.
    1.1 Identify polynomial functions.
    1.2 Solve polynomial functions and equations using factoring methods, the intermediate value

    theorem, the rational zero theorem, and synthetic division.
    1.3 Use long division and synthetic division to divide polynomials.

    3. Utilize algebraic principles to graph systems.

    3.1 Graph quadratic functions using the vertex, axis of symmetry, and minimum/maximum values.
    3.2 Graph polynomial functions using characteristics of graphs, end behavior, zeros, and

    multiplicities of zeros.

    Required Unit Resources

    Chapter 3: Polynomial and Rational Functions, Sections 3.1, 3.2, 3.3, 3.4

    Unit Lesson

    Introduction

    This lesson provides an overview of concepts that you will learn in Unit IV as well as links to required lesson
    videos. For additional instruction and examples, please refer to Sections 3.1, 3.2, 3.3, and 3.4 in your
    textbook. It is recommended to use the Unit IV Homework Video Note-Taking Guide as you work through the
    videos.

    Section 3.1: Quadratic Functions

    As we learned in Unit II, a quadratic function is represented by the following equation: f(x) = ax2 + bx + c.

    The graph of a quadratic function is called a parabola and follows a U-shape. Many actions and objects
    represent quadratic functions. For example, the path a dolphin makes when jumping out of the water forms a
    parabola and can be modeled by a quadratic function. In this section, we will learn about the characteristics of
    a quadratic function and the factors that contribute to the specific shape of a quadratic function.

    The following videos can be viewed here as well as in your homework assignment. Please click the titles
    below to view the video. Transcripts and closed captioning are available once you access the videos.

    • Quadratic Functions, Part I

    • Quadratic Functions, Part II

    • Applications of Quadratic Functions

    Section 3.2: Polynomial Functions and Their Graphs

    We have already been introduced to several polynomial functions. For example, quadratic and linear
    functions are also categorized as polynomial functions. In this section, we will learn about the basic properties
    and characteristics of a polynomial function.

    UNIT IV STUDY GUIDE

    Quadratic and Polynomial Functions

    [https://online.columbiasouthern.edu/bbcswebdav/xid-146145207_1](https://online.columbiasouthern.edu/bbcswebdav/xid-146145207_1)

    [https://www.youtube.com/watch?v=LF-qXRozLTg](https://www.youtube.com/watch?v=LF-qXRozLTg)

    [https://www.youtube.com/watch?v=PKmE1OlTtMQ](https://www.youtube.com/watch?v=PKmE1OlTtMQ)

    [https://www.youtube.com/watch?v=fbuRdfi8snc](https://www.youtube.com/watch?v=fbuRdfi8snc)

    MAT 1302, College Algebra 2

    UNIT x STUDY GUIDE

    Title

    The following videos can be viewed here as well as on your homework assignment. Please click the titles
    below to view the videos. Transcripts and closed captioning are available once you access the videos.

    • Identifying Polynomials and the Leading Coefficient Test

    • Finding Zeros of Polynomials

    • Intermediate Value Theorem

    • Graphing Polynomial Functions

    Section 3.3: Dividing Polynomials; Remainder and Factor Theorems

    We have multiplied, subtracted, and added polynomials in previous units. To multiply, we distribute terms, and
    to add and subtract, we combine like terms. In this section, we will complete our knowledge of operations with
    polynomials by learning two methods to divide polynomials: long division and synthetic division.

    The following videos can be viewed here as well as on your homework assignment. Please click the titles
    below to view the videos. Transcripts and closed captioning are available once you access the videos.

    • Long Division

    • Dividing Polynomials Using Synthetic Division

    Section 3.4: Zeros of Polynomial Functions

    We have learned to factor polynomials in order to solve for a missing variable. As we progress through the
    course, we will see that some polynomials are almost impossible to factor, making the solutions (zeros) very
    hard to find. In this section, we will learn how to use the rational zero theorem to find all possible rational
    zeros of a polynomial. Next, we will use this knowledge to find the solutions (zeros) of polynomial functions.

    The following videos can be viewed here as well as on your homework assignment. Please click the titles
    below to view the videos. Transcripts and closed captioning are available once you access the videos.

    • Rational Zero Theorem

    • Using the Rational Zero Theorem to Solve Polynomial Equations

    Additional Help Available

    If you find yourself needing additional assistance with course material, please know that the Math Center
    is available and ready to help. Click the Math Center Request form to get connected with the Math
    Center’s tutors.

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    Open your study plan in MyMathLab to see your progress and do supplemental practice exercises. The study
    plan will update each time you take an assessment. The study plan is for extra practice.

    For assistance with course content, you may contact your instructor or a math specialist. Click the Student
    Resources link to find contact information for the Math Center.

    [https://www.youtube.com/watch?v=7BvPHOICcow](https://www.youtube.com/watch?v=7BvPHOICcow)

    [https://www.youtube.com/watch?v=F644Yt2RchE](https://www.youtube.com/watch?v=F644Yt2RchE)

    [https://www.youtube.com/watch?v=lvLKeD1scRE](https://www.youtube.com/watch?v=lvLKeD1scRE)

    [https://www.youtube.com/watch?v=A3CMPstzSYY](https://www.youtube.com/watch?v=A3CMPstzSYY)

    [https://www.youtube.com/watch?v=ZnDKuTMvKrg](https://www.youtube.com/watch?v=ZnDKuTMvKrg)

    [https://www.youtube.com/watch?v=UlWOCiV5Wis](https://www.youtube.com/watch?v=UlWOCiV5Wis)

    [https://www.youtube.com/watch?v=qDwjZWVqXYk](https://www.youtube.com/watch?v=qDwjZWVqXYk)

    [https://www.youtube.com/watch?v=ocf2-FaNLI4](https://www.youtube.com/watch?v=ocf2-FaNLI4)

    [https://mycsu.columbiasouthern.edu/student/forms/courses/math-center-request/](https://mycsu.columbiasouthern.edu/student/forms/courses/math-center-request/)

    **## UnitIV.pdf**

    MAT 1302, College Algebra 1

    Course Learning Outcomes for Unit IV

    Upon completion of this unit, students should be able to:

    1. Solve algebraic functions.
    1.1 Identify polynomial functions.
    1.2 Solve polynomial functions and equations using factoring methods, the intermediate value

    theorem, the rational zero theorem, and synthetic division.
    1.3 Use long division and synthetic division to divide polynomials.

    3. Utilize algebraic principles to graph systems.

    3.1 Graph quadratic functions using the vertex, axis of symmetry, and minimum/maximum values.
    3.2 Graph polynomial functions using characteristics of graphs, end behavior, zeros, and

    multiplicities of zeros.

    Required Unit Resources

    Chapter 3: Polynomial and Rational Functions, Sections 3.1, 3.2, 3.3, 3.4

    Unit Lesson

    Introduction

    This lesson provides an overview of concepts that you will learn in Unit IV as well as links to required lesson
    videos. For additional instruction and examples, please refer to Sections 3.1, 3.2, 3.3, and 3.4 in your
    textbook. It is recommended to use the Unit IV Homework Video Note-Taking Guide as you work through the
    videos.

    Section 3.1: Quadratic Functions

    As we learned in Unit II, a quadratic function is represented by the following equation: f(x) = ax2 + bx + c.

    The graph of a quadratic function is called a parabola and follows a U-shape. Many actions and objects
    represent quadratic functions. For example, the path a dolphin makes when jumping out of the water forms a
    parabola and can be modeled by a quadratic function. In this section, we will learn about the characteristics of
    a quadratic function and the factors that contribute to the specific shape of a quadratic function.

    The following videos can be viewed here as well as in your homework assignment. Please click the titles
    below to view the video. Transcripts and closed captioning are available once you access the videos.

    • Quadratic Functions, Part I

    • Quadratic Functions, Part II

    • Applications of Quadratic Functions

    Section 3.2: Polynomial Functions and Their Graphs

    We have already been introduced to several polynomial functions. For example, quadratic and linear
    functions are also categorized as polynomial functions. In this section, we will learn about the basic properties
    and characteristics of a polynomial function.

    UNIT IV STUDY GUIDE

    Quadratic and Polynomial Functions

    [https://online.columbiasouthern.edu/bbcswebdav/xid-146145207_1](https://online.columbiasouthern.edu/bbcswebdav/xid-146145207_1)

    [https://www.youtube.com/watch?v=LF-qXRozLTg](https://www.youtube.com/watch?v=LF-qXRozLTg)

    [https://www.youtube.com/watch?v=PKmE1OlTtMQ](https://www.youtube.com/watch?v=PKmE1OlTtMQ)

    [https://www.youtube.com/watch?v=fbuRdfi8snc](https://www.youtube.com/watch?v=fbuRdfi8snc)

    MAT 1302, College Algebra 2

    UNIT x STUDY GUIDE

    Title

    The following videos can be viewed here as well as on your homework assignment. Please click the titles
    below to view the videos. Transcripts and closed captioning are available once you access the videos.

    • Identifying Polynomials and the Leading Coefficient Test

    • Finding Zeros of Polynomials

    • Intermediate Value Theorem

    • Graphing Polynomial Functions

    Section 3.3: Dividing Polynomials; Remainder and Factor Theorems

    We have multiplied, subtracted, and added polynomials in previous units. To multiply, we distribute terms, and
    to add and subtract, we combine like terms. In this section, we will complete our knowledge of operations with
    polynomials by learning two methods to divide polynomials: long division and synthetic division.

    The following videos can be viewed here as well as on your homework assignment. Please click the titles
    below to view the videos. Transcripts and closed captioning are available once you access the videos.

    • Long Division

    • Dividing Polynomials Using Synthetic Division

    Section 3.4: Zeros of Polynomial Functions

    We have learned to factor polynomials in order to solve for a missing variable. As we progress through the
    course, we will see that some polynomials are almost impossible to factor, making the solutions (zeros) very
    hard to find. In this section, we will learn how to use the rational zero theorem to find all possible rational
    zeros of a polynomial. Next, we will use this knowledge to find the solutions (zeros) of polynomial functions.

    The following videos can be viewed here as well as on your homework assignment. Please click the titles
    below to view the videos. Transcripts and closed captioning are available once you access the videos.

    • Rational Zero Theorem

    • Using the Rational Zero Theorem to Solve Polynomial Equations

    Additional Help Available

    If you find yourself needing additional assistance with course material, please know that the Math Center
    is available and ready to help. Click the Math Center Request form to get connected with the Math
    Center’s tutors.

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    Open your study plan in MyMathLab to see your progress and do supplemental practice exercises. The study
    plan will update each time you take an assessment. The study plan is for extra practice.

    For assistance with course content, you may contact your instructor or a math specialist. Click the Student
    Resources link to find contact information for the Math Center.

    [https://www.youtube.com/watch?v=7BvPHOICcow](https://www.youtube.com/watch?v=7BvPHOICcow)

    [https://www.youtube.com/watch?v=F644Yt2RchE](https://www.youtube.com/watch?v=F644Yt2RchE)

    [https://www.youtube.com/watch?v=lvLKeD1scRE](https://www.youtube.com/watch?v=lvLKeD1scRE)

    [https://www.youtube.com/watch?v=A3CMPstzSYY](https://www.youtube.com/watch?v=A3CMPstzSYY)

    [https://www.youtube.com/watch?v=ZnDKuTMvKrg](https://www.youtube.com/watch?v=ZnDKuTMvKrg)

    [https://www.youtube.com/watch?v=UlWOCiV5Wis](https://www.youtube.com/watch?v=UlWOCiV5Wis)

    [https://www.youtube.com/watch?v=qDwjZWVqXYk](https://www.youtube.com/watch?v=qDwjZWVqXYk)

    [https://www.youtube.com/watch?v=ocf2-FaNLI4](https://www.youtube.com/watch?v=ocf2-FaNLI4)

    [https://mycsu.columbiasouthern.edu/student/forms/courses/math-center-request/](https://mycsu.columbiasouthern.edu/student/forms/courses/math-center-request/)

    **## UnitIVJournal.docx**

    Watch the
    (https://mediaplayer.pearsoncmg.com/assets/mindset_2?centerwin=yes) [_The Power of Making Mistakes_](https://mediaplayer.pearsoncmg.com/assets/mindset_2?centerwin=yes). Describe a situation where you made a mistake in this course. How can you learn from your mistake in order to better understand the course material? What did this mistake teach you?

    If this was another person describing their situation, what advice or encouragement would you offer them?

    Note: To locate the video transcript, please click on the settings and select English for the transcript to appear. You may also use closed-captioning.

    Your journal entry must be at least 200 words in length. No references or citations are necessary.

    [https://mediaplayer.pearsoncmg.com/assets/mindset_2?centerwin=yes](https://mediaplayer.pearsoncmg.com/assets/mindset_2?centerwin=yes)

    **## UnitIV.pdf**

    MAT 1302, College Algebra 1

    Course Learning Outcomes for Unit IV

    Upon completion of this unit, students should be able to:

    1. Solve algebraic functions.
    1.1 Identify polynomial functions.
    1.2 Solve polynomial functions and equations using factoring methods, the intermediate value

    theorem, the rational zero theorem, and synthetic division.
    1.3 Use long division and synthetic division to divide polynomials.

    3. Utilize algebraic principles to graph systems.

    3.1 Graph quadratic functions using the vertex, axis of symmetry, and minimum/maximum values.
    3.2 Graph polynomial functions using characteristics of graphs, end behavior, zeros, and

    multiplicities of zeros.

    Required Unit Resources

    Chapter 3: Polynomial and Rational Functions, Sections 3.1, 3.2, 3.3, 3.4

    Unit Lesson

    Introduction

    This lesson provides an overview of concepts that you will learn in Unit IV as well as links to required lesson
    videos. For additional instruction and examples, please refer to Sections 3.1, 3.2, 3.3, and 3.4 in your
    textbook. It is recommended to use the Unit IV Homework Video Note-Taking Guide as you work through the
    videos.

    Section 3.1: Quadratic Functions

    As we learned in Unit II, a quadratic function is represented by the following equation: f(x) = ax2 + bx + c.

    The graph of a quadratic function is called a parabola and follows a U-shape. Many actions and objects
    represent quadratic functions. For example, the path a dolphin makes when jumping out of the water forms a
    parabola and can be modeled by a quadratic function. In this section, we will learn about the characteristics of
    a quadratic function and the factors that contribute to the specific shape of a quadratic function.

    The following videos can be viewed here as well as in your homework assignment. Please click the titles
    below to view the video. Transcripts and closed captioning are available once you access the videos.

    • Quadratic Functions, Part I

    • Quadratic Functions, Part II

    • Applications of Quadratic Functions

    Section 3.2: Polynomial Functions and Their Graphs

    We have already been introduced to several polynomial functions. For example, quadratic and linear
    functions are also categorized as polynomial functions. In this section, we will learn about the basic properties
    and characteristics of a polynomial function.

    UNIT IV STUDY GUIDE

    Quadratic and Polynomial Functions

    [https://online.columbiasouthern.edu/bbcswebdav/xid-146145207_1](https://online.columbiasouthern.edu/bbcswebdav/xid-146145207_1)

    [https://www.youtube.com/watch?v=LF-qXRozLTg](https://www.youtube.com/watch?v=LF-qXRozLTg)

    [https://www.youtube.com/watch?v=PKmE1OlTtMQ](https://www.youtube.com/watch?v=PKmE1OlTtMQ)

    [https://www.youtube.com/watch?v=fbuRdfi8snc](https://www.youtube.com/watch?v=fbuRdfi8snc)

    MAT 1302, College Algebra 2

    UNIT x STUDY GUIDE

    Title

    The following videos can be viewed here as well as on your homework assignment. Please click the titles
    below to view the videos. Transcripts and closed captioning are available once you access the videos.

    • Identifying Polynomials and the Leading Coefficient Test

    • Finding Zeros of Polynomials

    • Intermediate Value Theorem

    • Graphing Polynomial Functions

    Section 3.3: Dividing Polynomials; Remainder and Factor Theorems

    We have multiplied, subtracted, and added polynomials in previous units. To multiply, we distribute terms, and
    to add and subtract, we combine like terms. In this section, we will complete our knowledge of operations with
    polynomials by learning two methods to divide polynomials: long division and synthetic division.

    The following videos can be viewed here as well as on your homework assignment. Please click the titles
    below to view the videos. Transcripts and closed captioning are available once you access the videos.

    • Long Division

    • Dividing Polynomials Using Synthetic Division

    Section 3.4: Zeros of Polynomial Functions

    We have learned to factor polynomials in order to solve for a missing variable. As we progress through the
    course, we will see that some polynomials are almost impossible to factor, making the solutions (zeros) very
    hard to find. In this section, we will learn how to use the rational zero theorem to find all possible rational
    zeros of a polynomial. Next, we will use this knowledge to find the solutions (zeros) of polynomial functions.

    The following videos can be viewed here as well as on your homework assignment. Please click the titles
    below to view the videos. Transcripts and closed captioning are available once you access the videos.

    • Rational Zero Theorem

    • Using the Rational Zero Theorem to Solve Polynomial Equations

    Additional Help Available

    If you find yourself needing additional assistance with course material, please know that the Math Center
    is available and ready to help. Click the Math Center Request form to get connected with the Math
    Center’s tutors.

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    Open your study plan in MyMathLab to see your progress and do supplemental practice exercises. The study
    plan will update each time you take an assessment. The study plan is for extra practice.

    For assistance with course content, you may contact your instructor or a math specialist. Click the Student
    Resources link to find contact information for the Math Center.

    [https://www.youtube.com/watch?v=7BvPHOICcow](https://www.youtube.com/watch?v=7BvPHOICcow)

    [https://www.youtube.com/watch?v=F644Yt2RchE](https://www.youtube.com/watch?v=F644Yt2RchE)

    [https://www.youtube.com/watch?v=lvLKeD1scRE](https://www.youtube.com/watch?v=lvLKeD1scRE)

    [https://www.youtube.com/watch?v=A3CMPstzSYY](https://www.youtube.com/watch?v=A3CMPstzSYY)

    [https://www.youtube.com/watch?v=ZnDKuTMvKrg](https://www.youtube.com/watch?v=ZnDKuTMvKrg)

    [https://www.youtube.com/watch?v=UlWOCiV5Wis](https://www.youtube.com/watch?v=UlWOCiV5Wis)

    [https://www.youtube.com/watch?v=qDwjZWVqXYk](https://www.youtube.com/watch?v=qDwjZWVqXYk)

    [https://www.youtube.com/watch?v=ocf2-FaNLI4](https://www.youtube.com/watch?v=ocf2-FaNLI4)

    [https://mycsu.columbiasouthern.edu/student/forms/courses/math-center-request/](https://mycsu.columbiasouthern.edu/student/forms/courses/math-center-request/)

    **## UnitIVJournal.docx**

    Watch the
    (https://mediaplayer.pearsoncmg.com/assets/mindset_2?centerwin=yes) [_The Power of Making Mistakes_](https://mediaplayer.pearsoncmg.com/assets/mindset_2?centerwin=yes). Describe a situation where you made a mistake in this course. How can you learn from your mistake in order to better understand the course material? What did this mistake teach you?

    If this was another person describing their situation, what advice or encouragement would you offer them?

    Note: To locate the video transcript, please click on the settings and select English for the transcript to appear. You may also use closed-captioning.

    Your journal entry must be at least 200 words in length. No references or citations are necessary.

    [https://mediaplayer.pearsoncmg.com/assets/mindset_2?centerwin=yes](https://mediaplayer.pearsoncmg.com/assets/mindset_2?centerwin=yes)

    **## UnitIV.pdf**

    MAT 1302, College Algebra 1

    Course Learning Outcomes for Unit IV

    Upon completion of this unit, students should be able to:

    1. Solve algebraic functions.
    1.1 Identify polynomial functions.
    1.2 Solve polynomial functions and equations using factoring methods, the intermediate value

    theorem, the rational zero theorem, and synthetic division.
    1.3 Use long division and synthetic division to divide polynomials.

    3. Utilize algebraic principles to graph systems.

    3.1 Graph quadratic functions using the vertex, axis of symmetry, and minimum/maximum values.
    3.2 Graph polynomial functions using characteristics of graphs, end behavior, zeros, and

    multiplicities of zeros.

    Required Unit Resources

    Chapter 3: Polynomial and Rational Functions, Sections 3.1, 3.2, 3.3, 3.4

    Unit Lesson

    Introduction

    This lesson provides an overview of concepts that you will learn in Unit IV as well as links to required lesson
    videos. For additional instruction and examples, please refer to Sections 3.1, 3.2, 3.3, and 3.4 in your
    textbook. It is recommended to use the Unit IV Homework Video Note-Taking Guide as you work through the
    videos.

    Section 3.1: Quadratic Functions

    As we learned in Unit II, a quadratic function is represented by the following equation: f(x) = ax2 + bx + c.

    The graph of a quadratic function is called a parabola and follows a U-shape. Many actions and objects
    represent quadratic functions. For example, the path a dolphin makes when jumping out of the water forms a
    parabola and can be modeled by a quadratic function. In this section, we will learn about the characteristics of
    a quadratic function and the factors that contribute to the specific shape of a quadratic function.

    The following videos can be viewed here as well as in your homework assignment. Please click the titles
    below to view the video. Transcripts and closed captioning are available once you access the videos.

    • Quadratic Functions, Part I

    • Quadratic Functions, Part II

    • Applications of Quadratic Functions

    Section 3.2: Polynomial Functions and Their Graphs

    We have already been introduced to several polynomial functions. For example, quadratic and linear
    functions are also categorized as polynomial functions. In this section, we will learn about the basic properties
    and characteristics of a polynomial function.

    UNIT IV STUDY GUIDE

    Quadratic and Polynomial Functions

    [https://online.columbiasouthern.edu/bbcswebdav/xid-146145207_1](https://online.columbiasouthern.edu/bbcswebdav/xid-146145207_1)

    [https://www.youtube.com/watch?v=LF-qXRozLTg](https://www.youtube.com/watch?v=LF-qXRozLTg)

    [https://www.youtube.com/watch?v=PKmE1OlTtMQ](https://www.youtube.com/watch?v=PKmE1OlTtMQ)

    [https://www.youtube.com/watch?v=fbuRdfi8snc](https://www.youtube.com/watch?v=fbuRdfi8snc)

    MAT 1302, College Algebra 2

    UNIT x STUDY GUIDE

    Title

    The following videos can be viewed here as well as on your homework assignment. Please click the titles
    below to view the videos. Transcripts and closed captioning are available once you access the videos.

    • Identifying Polynomials and the Leading Coefficient Test

    • Finding Zeros of Polynomials

    • Intermediate Value Theorem

    • Graphing Polynomial Functions

    Section 3.3: Dividing Polynomials; Remainder and Factor Theorems

    We have multiplied, subtracted, and added polynomials in previous units. To multiply, we distribute terms, and
    to add and subtract, we combine like terms. In this section, we will complete our knowledge of operations with
    polynomials by learning two methods to divide polynomials: long division and synthetic division.

    The following videos can be viewed here as well as on your homework assignment. Please click the titles
    below to view the videos. Transcripts and closed captioning are available once you access the videos.

    • Long Division

    • Dividing Polynomials Using Synthetic Division

    Section 3.4: Zeros of Polynomial Functions

    We have learned to factor polynomials in order to solve for a missing variable. As we progress through the
    course, we will see that some polynomials are almost impossible to factor, making the solutions (zeros) very
    hard to find. In this section, we will learn how to use the rational zero theorem to find all possible rational
    zeros of a polynomial. Next, we will use this knowledge to find the solutions (zeros) of polynomial functions.

    The following videos can be viewed here as well as on your homework assignment. Please click the titles
    below to view the videos. Transcripts and closed captioning are available once you access the videos.

    • Rational Zero Theorem

    • Using the Rational Zero Theorem to Solve Polynomial Equations

    Additional Help Available

    If you find yourself needing additional assistance with course material, please know that the Math Center
    is available and ready to help. Click the Math Center Request form to get connected with the Math
    Center’s tutors.

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    Open your study plan in MyMathLab to see your progress and do supplemental practice exercises. The study
    plan will update each time you take an assessment. The study plan is for extra practice.

    For assistance with course content, you may contact your instructor or a math specialist. Click the Student
    Resources link to find contact information for the Math Center.

    [https://www.youtube.com/watch?v=7BvPHOICcow](https://www.youtube.com/watch?v=7BvPHOICcow)

    [https://www.youtube.com/watch?v=F644Yt2RchE](https://www.youtube.com/watch?v=F644Yt2RchE)

    [https://www.youtube.com/watch?v=lvLKeD1scRE](https://www.youtube.com/watch?v=lvLKeD1scRE)

    [https://www.youtube.com/watch?v=A3CMPstzSYY](https://www.youtube.com/watch?v=A3CMPstzSYY)

    [https://www.youtube.com/watch?v=ZnDKuTMvKrg](https://www.youtube.com/watch?v=ZnDKuTMvKrg)

    [https://www.youtube.com/watch?v=UlWOCiV5Wis](https://www.youtube.com/watch?v=UlWOCiV5Wis)

    [https://www.youtube.com/watch?v=qDwjZWVqXYk](https://www.youtube.com/watch?v=qDwjZWVqXYk)

    [https://www.youtube.com/watch?v=ocf2-FaNLI4](https://www.youtube.com/watch?v=ocf2-FaNLI4)

    [https://mycsu.columbiasouthern.edu/student/forms/courses/math-center-request/](https://mycsu.columbiasouthern.edu/student/forms/courses/math-center-request/)

  • [Solved] MAT DB V

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Algebra homework help](https://www.sweetstudy.com/fields/mathematics-algebra) See attached **files (2)** – ## UnitVDiscussionBoard.docx – ## UnitV.pdf **## UnitVDiscussionBoard.docx** Unit V Discussion Board Watch [_Video 3: The Power of "Yet,"_](https://mediaplayer.pearsoncmg.com/assets/mindset_3…

    Instant Solution Download

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    Assignment Prompt & Instructions

    [>Algebra homework help](https://www.sweetstudy.com/fields/mathematics-algebra)

    See attached

    **files (2)**

    – ## UnitVDiscussionBoard.docx

    – ## UnitV.pdf

    **## UnitVDiscussionBoard.docx**

    Unit V Discussion Board

    Watch
    [_Video 3: The Power of "Yet,"_](https://mediaplayer.pearsoncmg.com/assets/mindset_3?centerwin=yes) and evaluate your course progress. Are you meeting your goals for the course? What goals do you have for the remainder of the class? What strategy can you implement to help you achieve those goals?

    Next, respond to another student's post. What are some ideas or tips that might help them reach their goals?

    Note: To locate the video transcript, please click on the settings and select English for the transcript to appear. You may also use closed-captioning.

    If no initial posts exist to allow for a response to be made, you may submit an additional initial post addressing another aspect of the unit topic.

    [https://mediaplayer.pearsoncmg.com/assets/mindset_3?centerwin=yes](https://mediaplayer.pearsoncmg.com/assets/mindset_3?centerwin=yes)

    Reply: Daniel Reid

    Hello everyone,

    As we started this course I had anxiety and for someone that has used explosives on the daily for over 25 years that is not something I usually have. At this point I have settled the nerves and realized my strengths and weaknesses. Fortunately I believe I am doing better than I thought I would. The words of Professor Morris during the live lecture about learning the rules really helped. If I am getting hung up its because I am not following the sequence correctly.

    Going forward I need to focus on the fine details. Much like in high school it was always the little details like negative signs or forgetting a parentheses that always got me a wrong answer and redoing each problem multiple times. Its still my mathematical downfall and I plan to work on it.

    I believe making the time to check work is a strategy that will help me pay attention to those fine details. However time consuming it does help with learning the sequences and rules that need to be applied to all equations.

    Reply: Michael Gish

    I am a very well-built procrastinator mostly by my own doing.  This is something added with anxiety and panic that causes confusion and pessimistic thoughts and processes. The best part of this is I am surprised everyday, by not the failures that occur, but by the things I actually succeed in. Writing this out is just the most anxious thing I have done all day and my day is just beginning.

    The only advice I can give is what I give myself. Small goals are a miracle that we can create.

    1. Open the computer.

    2. Open the class up.

    3. Open the assignment.

    4. Start the assignment

    5. Finish the assignment.

    These are all small goals that in the end create a big goal that you have finished. You may fail, but try again and in the end you will succeed if you want to.

    **## UnitV.pdf**

    MAT 1302, College Algebra 1

    Course Learning Outcomes for Unit V

    Upon completion of this unit, students should be able to:

    1. Solve algebraic functions.
    1.1 Apply the algebra of functions and the composition of functions to form new functions.
    1.2 Solve inverse functions algebraically and graphically.
    1.3 Find the inverse of a function.

    2. Apply algebraic principles to solve inequalities.

    2.1 Solve polynomial and rational inequalities.

    4. Graph unique functions.
    4.1 Graph inverse and rational functions.
    4.2 Identify vertical and horizontal asymptotes of rational functions.

    Required Unit Resources

    Chapter 2: Functions and Graphs, Sections 2.6, 2.7

    Chapter 3: Polynomial and Rational Functions, Sections 3.5, 3.6

    Unit Lesson

    This unit lesson provides an overview of concepts that you will learn in Unit V as well as links to required
    lesson videos. For additional instruction and examples, please refer to Sections 2.6, 2.7, 3.5, and 3.6 in your
    textbook. It is recommended to use the Unit V Homework Video Note-Taking Guide as you work through the
    videos.

    Section 2.6: Combinations of Functions; Composite Functions

    In this section, we will learn how to identify the variables that make a function work and combine functions to
    make new functions.

    The following videos can be viewed here as well as in your homework assignment. Please click the titles
    below to view the videos. A transcript and closed captioning are available once you access the videos.

    • Domains of Functions

    • Combining Functions
    Section 2.7: Inverse Functions

    The inverse of a function undoes the changes that were produced by the original function. If we start with a
    single variable, x, and then multiply by 3 and add 2, then we would have a function of

    To undo the function, we would subtract 2 and divide by 3. Performing those operations would get us back to
    the original x-variable. So, the inverse of the function, denoted

    In this section, we will examine this process and learn how to verify and find inverse functions.

    UNIT V STUDY GUIDE

    More on Functions and Inequalities

    [https://online.columbiasouthern.edu/bbcswebdav/xid-146145209_1](https://online.columbiasouthern.edu/bbcswebdav/xid-146145209_1)

    [https://www.youtube.com/watch?v=DMrIagLiDNU](https://www.youtube.com/watch?v=DMrIagLiDNU)

    [https://www.youtube.com/watch?v=6ghkdsFbhMw](https://www.youtube.com/watch?v=6ghkdsFbhMw)

    MAT 1302, College Algebra 2

    UNIT x STUDY GUIDE

    Title

    The following videos can be viewed here as well as in your homework assignment. Please click the titles
    below to view the videos. A transcript and closed captioning are available once you access the videos.

    • Inverse Functions

    • Graphs of Inverse Functions

    Section 3.5: Rational Functions and Their Graphs

    Rational functions are functions that have a variable or expression in the denominator. All rational functions
    can be expressed as

    where p(x) and q(x) are polynomials and q(x) cannot equal zero. In this section, we will learn about the
    characteristics of rational functions and their graphs.

    The following videos can be viewed here as well as in your homework assignment. Please click the titles
    below to view the videos. A transcript and closed captioning are available once you access the videos.

    • Rational Functions, Part I

    • Rational Functions, Part II

    Section 3.6: Polynomial and Rational Inequalities

    As we have seen in previous units, inequalities use inequality signs that express solutions as greater than,
    less than, greater than or equal to, or less than or equal to. In this section, we will learn how to solve
    inequalities that contain polynomial and rational expressions.

    The following videos can be viewed here as well as in your homework assignment. Please click the titles
    below to view the videos. A transcript and closed captioning are available once you access the videos.

    • Polynomial Inequalities.

    • Rational Inequalities, Part I

    • Rational Inequalities, Part II

    Additional Help Available

    If you find yourself needing additional assistance with course material, please know that the Math Center is
    available and ready to help. Click the Math Center Request form to get connected with the Math Center’s
    tutors.

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    Open your study plan in MyMathLab to see your progress and do supplemental practice exercises. The study
    plan will update each time you take an assessment. The study plan is for extra practice.

    For assistance with course content, you may contact your instructor or a math specialist. Click the Student
    Resources link to find contact information for the Math Center.

    [https://www.youtube.com/watch?v=kvSmESoYJHU](https://www.youtube.com/watch?v=kvSmESoYJHU)

    [https://www.youtube.com/watch?v=-n3L7Z0fWiA](https://www.youtube.com/watch?v=-n3L7Z0fWiA)

    [https://www.youtube.com/watch?v=iiqrdp96U0o](https://www.youtube.com/watch?v=iiqrdp96U0o)

    [https://www.youtube.com/watch?v=DfOU8DqsMh0](https://www.youtube.com/watch?v=DfOU8DqsMh0)

    [https://www.youtube.com/watch?v=f5j9BL8IvbI](https://www.youtube.com/watch?v=f5j9BL8IvbI)

    [https://www.youtube.com/watch?v=B7PVjgIZp30](https://www.youtube.com/watch?v=B7PVjgIZp30)

    [https://www.youtube.com/watch?v=_Ua9kyaC398](https://www.youtube.com/watch?v=_Ua9kyaC398)

    [https://mycsu.columbiasouthern.edu/student/forms/courses/math-center-request/](https://mycsu.columbiasouthern.edu/student/forms/courses/math-center-request/)

    **## UnitV.pdf**

    MAT 1302, College Algebra 1

    Course Learning Outcomes for Unit V

    Upon completion of this unit, students should be able to:

    1. Solve algebraic functions.
    1.1 Apply the algebra of functions and the composition of functions to form new functions.
    1.2 Solve inverse functions algebraically and graphically.
    1.3 Find the inverse of a function.

    2. Apply algebraic principles to solve inequalities.

    2.1 Solve polynomial and rational inequalities.

    4. Graph unique functions.
    4.1 Graph inverse and rational functions.
    4.2 Identify vertical and horizontal asymptotes of rational functions.

    Required Unit Resources

    Chapter 2: Functions and Graphs, Sections 2.6, 2.7

    Chapter 3: Polynomial and Rational Functions, Sections 3.5, 3.6

    Unit Lesson

    This unit lesson provides an overview of concepts that you will learn in Unit V as well as links to required
    lesson videos. For additional instruction and examples, please refer to Sections 2.6, 2.7, 3.5, and 3.6 in your
    textbook. It is recommended to use the Unit V Homework Video Note-Taking Guide as you work through the
    videos.

    Section 2.6: Combinations of Functions; Composite Functions

    In this section, we will learn how to identify the variables that make a function work and combine functions to
    make new functions.

    The following videos can be viewed here as well as in your homework assignment. Please click the titles
    below to view the videos. A transcript and closed captioning are available once you access the videos.

    • Domains of Functions

    • Combining Functions
    Section 2.7: Inverse Functions

    The inverse of a function undoes the changes that were produced by the original function. If we start with a
    single variable, x, and then multiply by 3 and add 2, then we would have a function of

    To undo the function, we would subtract 2 and divide by 3. Performing those operations would get us back to
    the original x-variable. So, the inverse of the function, denoted

    In this section, we will examine this process and learn how to verify and find inverse functions.

    UNIT V STUDY GUIDE

    More on Functions and Inequalities

    [https://online.columbiasouthern.edu/bbcswebdav/xid-146145209_1](https://online.columbiasouthern.edu/bbcswebdav/xid-146145209_1)

    [https://www.youtube.com/watch?v=DMrIagLiDNU](https://www.youtube.com/watch?v=DMrIagLiDNU)

    [https://www.youtube.com/watch?v=6ghkdsFbhMw](https://www.youtube.com/watch?v=6ghkdsFbhMw)

    MAT 1302, College Algebra 2

    UNIT x STUDY GUIDE

    Title

    The following videos can be viewed here as well as in your homework assignment. Please click the titles
    below to view the videos. A transcript and closed captioning are available once you access the videos.

    • Inverse Functions

    • Graphs of Inverse Functions

    Section 3.5: Rational Functions and Their Graphs

    Rational functions are functions that have a variable or expression in the denominator. All rational functions
    can be expressed as

    where p(x) and q(x) are polynomials and q(x) cannot equal zero. In this section, we will learn about the
    characteristics of rational functions and their graphs.

    The following videos can be viewed here as well as in your homework assignment. Please click the titles
    below to view the videos. A transcript and closed captioning are available once you access the videos.

    • Rational Functions, Part I

    • Rational Functions, Part II

    Section 3.6: Polynomial and Rational Inequalities

    As we have seen in previous units, inequalities use inequality signs that express solutions as greater than,
    less than, greater than or equal to, or less than or equal to. In this section, we will learn how to solve
    inequalities that contain polynomial and rational expressions.

    The following videos can be viewed here as well as in your homework assignment. Please click the titles
    below to view the videos. A transcript and closed captioning are available once you access the videos.

    • Polynomial Inequalities.

    • Rational Inequalities, Part I

    • Rational Inequalities, Part II

    Additional Help Available

    If you find yourself needing additional assistance with course material, please know that the Math Center is
    available and ready to help. Click the Math Center Request form to get connected with the Math Center’s
    tutors.

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    Open your study plan in MyMathLab to see your progress and do supplemental practice exercises. The study
    plan will update each time you take an assessment. The study plan is for extra practice.

    For assistance with course content, you may contact your instructor or a math specialist. Click the Student
    Resources link to find contact information for the Math Center.

    [https://www.youtube.com/watch?v=kvSmESoYJHU](https://www.youtube.com/watch?v=kvSmESoYJHU)

    [https://www.youtube.com/watch?v=-n3L7Z0fWiA](https://www.youtube.com/watch?v=-n3L7Z0fWiA)

    [https://www.youtube.com/watch?v=iiqrdp96U0o](https://www.youtube.com/watch?v=iiqrdp96U0o)

    [https://www.youtube.com/watch?v=DfOU8DqsMh0](https://www.youtube.com/watch?v=DfOU8DqsMh0)

    [https://www.youtube.com/watch?v=f5j9BL8IvbI](https://www.youtube.com/watch?v=f5j9BL8IvbI)

    [https://www.youtube.com/watch?v=B7PVjgIZp30](https://www.youtube.com/watch?v=B7PVjgIZp30)

    [https://www.youtube.com/watch?v=_Ua9kyaC398](https://www.youtube.com/watch?v=_Ua9kyaC398)

    [https://mycsu.columbiasouthern.edu/student/forms/courses/math-center-request/](https://mycsu.columbiasouthern.edu/student/forms/courses/math-center-request/)

    **## UnitVDiscussionBoard.docx**

    Unit V Discussion Board

    Watch
    [_Video 3: The Power of "Yet,"_](https://mediaplayer.pearsoncmg.com/assets/mindset_3?centerwin=yes) and evaluate your course progress. Are you meeting your goals for the course? What goals do you have for the remainder of the class? What strategy can you implement to help you achieve those goals?

    Next, respond to another student's post. What are some ideas or tips that might help them reach their goals?

    Note: To locate the video transcript, please click on the settings and select English for the transcript to appear. You may also use closed-captioning.

    If no initial posts exist to allow for a response to be made, you may submit an additional initial post addressing another aspect of the unit topic.

    [https://mediaplayer.pearsoncmg.com/assets/mindset_3?centerwin=yes](https://mediaplayer.pearsoncmg.com/assets/mindset_3?centerwin=yes)

    Reply: Daniel Reid

    Hello everyone,

    As we started this course I had anxiety and for someone that has used explosives on the daily for over 25 years that is not something I usually have. At this point I have settled the nerves and realized my strengths and weaknesses. Fortunately I believe I am doing better than I thought I would. The words of Professor Morris during the live lecture about learning the rules really helped. If I am getting hung up its because I am not following the sequence correctly.

    Going forward I need to focus on the fine details. Much like in high school it was always the little details like negative signs or forgetting a parentheses that always got me a wrong answer and redoing each problem multiple times. Its still my mathematical downfall and I plan to work on it.

    I believe making the time to check work is a strategy that will help me pay attention to those fine details. However time consuming it does help with learning the sequences and rules that need to be applied to all equations.

    Reply: Michael Gish

    I am a very well-built procrastinator mostly by my own doing.  This is something added with anxiety and panic that causes confusion and pessimistic thoughts and processes. The best part of this is I am surprised everyday, by not the failures that occur, but by the things I actually succeed in. Writing this out is just the most anxious thing I have done all day and my day is just beginning.

    The only advice I can give is what I give myself. Small goals are a miracle that we can create.

    1. Open the computer.

    2. Open the class up.

    3. Open the assignment.

    4. Start the assignment

    5. Finish the assignment.

    These are all small goals that in the end create a big goal that you have finished. You may fail, but try again and in the end you will succeed if you want to.

    **## UnitV.pdf**

    MAT 1302, College Algebra 1

    Course Learning Outcomes for Unit V

    Upon completion of this unit, students should be able to:

    1. Solve algebraic functions.
    1.1 Apply the algebra of functions and the composition of functions to form new functions.
    1.2 Solve inverse functions algebraically and graphically.
    1.3 Find the inverse of a function.

    2. Apply algebraic principles to solve inequalities.

    2.1 Solve polynomial and rational inequalities.

    4. Graph unique functions.
    4.1 Graph inverse and rational functions.
    4.2 Identify vertical and horizontal asymptotes of rational functions.

    Required Unit Resources

    Chapter 2: Functions and Graphs, Sections 2.6, 2.7

    Chapter 3: Polynomial and Rational Functions, Sections 3.5, 3.6

    Unit Lesson

    This unit lesson provides an overview of concepts that you will learn in Unit V as well as links to required
    lesson videos. For additional instruction and examples, please refer to Sections 2.6, 2.7, 3.5, and 3.6 in your
    textbook. It is recommended to use the Unit V Homework Video Note-Taking Guide as you work through the
    videos.

    Section 2.6: Combinations of Functions; Composite Functions

    In this section, we will learn how to identify the variables that make a function work and combine functions to
    make new functions.

    The following videos can be viewed here as well as in your homework assignment. Please click the titles
    below to view the videos. A transcript and closed captioning are available once you access the videos.

    • Domains of Functions

    • Combining Functions
    Section 2.7: Inverse Functions

    The inverse of a function undoes the changes that were produced by the original function. If we start with a
    single variable, x, and then multiply by 3 and add 2, then we would have a function of

    To undo the function, we would subtract 2 and divide by 3. Performing those operations would get us back to
    the original x-variable. So, the inverse of the function, denoted

    In this section, we will examine this process and learn how to verify and find inverse functions.

    UNIT V STUDY GUIDE

    More on Functions and Inequalities

    [https://online.columbiasouthern.edu/bbcswebdav/xid-146145209_1](https://online.columbiasouthern.edu/bbcswebdav/xid-146145209_1)

    [https://www.youtube.com/watch?v=DMrIagLiDNU](https://www.youtube.com/watch?v=DMrIagLiDNU)

    [https://www.youtube.com/watch?v=6ghkdsFbhMw](https://www.youtube.com/watch?v=6ghkdsFbhMw)

    MAT 1302, College Algebra 2

    UNIT x STUDY GUIDE

    Title

    The following videos can be viewed here as well as in your homework assignment. Please click the titles
    below to view the videos. A transcript and closed captioning are available once you access the videos.

    • Inverse Functions

    • Graphs of Inverse Functions

    Section 3.5: Rational Functions and Their Graphs

    Rational functions are functions that have a variable or expression in the denominator. All rational functions
    can be expressed as

    where p(x) and q(x) are polynomials and q(x) cannot equal zero. In this section, we will learn about the
    characteristics of rational functions and their graphs.

    The following videos can be viewed here as well as in your homework assignment. Please click the titles
    below to view the videos. A transcript and closed captioning are available once you access the videos.

    • Rational Functions, Part I

    • Rational Functions, Part II

    Section 3.6: Polynomial and Rational Inequalities

    As we have seen in previous units, inequalities use inequality signs that express solutions as greater than,
    less than, greater than or equal to, or less than or equal to. In this section, we will learn how to solve
    inequalities that contain polynomial and rational expressions.

    The following videos can be viewed here as well as in your homework assignment. Please click the titles
    below to view the videos. A transcript and closed captioning are available once you access the videos.

    • Polynomial Inequalities.

    • Rational Inequalities, Part I

    • Rational Inequalities, Part II

    Additional Help Available

    If you find yourself needing additional assistance with course material, please know that the Math Center is
    available and ready to help. Click the Math Center Request form to get connected with the Math Center’s
    tutors.

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    Open your study plan in MyMathLab to see your progress and do supplemental practice exercises. The study
    plan will update each time you take an assessment. The study plan is for extra practice.

    For assistance with course content, you may contact your instructor or a math specialist. Click the Student
    Resources link to find contact information for the Math Center.

    [https://www.youtube.com/watch?v=kvSmESoYJHU](https://www.youtube.com/watch?v=kvSmESoYJHU)

    [https://www.youtube.com/watch?v=-n3L7Z0fWiA](https://www.youtube.com/watch?v=-n3L7Z0fWiA)

    [https://www.youtube.com/watch?v=iiqrdp96U0o](https://www.youtube.com/watch?v=iiqrdp96U0o)

    [https://www.youtube.com/watch?v=DfOU8DqsMh0](https://www.youtube.com/watch?v=DfOU8DqsMh0)

    [https://www.youtube.com/watch?v=f5j9BL8IvbI](https://www.youtube.com/watch?v=f5j9BL8IvbI)

    [https://www.youtube.com/watch?v=B7PVjgIZp30](https://www.youtube.com/watch?v=B7PVjgIZp30)

    [https://www.youtube.com/watch?v=_Ua9kyaC398](https://www.youtube.com/watch?v=_Ua9kyaC398)

    [https://mycsu.columbiasouthern.edu/student/forms/courses/math-center-request/](https://mycsu.columbiasouthern.edu/student/forms/courses/math-center-request/)

    **## UnitVDiscussionBoard.docx**

    Unit V Discussion Board

    Watch
    [_Video 3: The Power of "Yet,"_](https://mediaplayer.pearsoncmg.com/assets/mindset_3?centerwin=yes) and evaluate your course progress. Are you meeting your goals for the course? What goals do you have for the remainder of the class? What strategy can you implement to help you achieve those goals?

    Next, respond to another student's post. What are some ideas or tips that might help them reach their goals?

    Note: To locate the video transcript, please click on the settings and select English for the transcript to appear. You may also use closed-captioning.

    If no initial posts exist to allow for a response to be made, you may submit an additional initial post addressing another aspect of the unit topic.

    [https://mediaplayer.pearsoncmg.com/assets/mindset_3?centerwin=yes](https://mediaplayer.pearsoncmg.com/assets/mindset_3?centerwin=yes)

    Reply: Daniel Reid

    Hello everyone,

    As we started this course I had anxiety and for someone that has used explosives on the daily for over 25 years that is not something I usually have. At this point I have settled the nerves and realized my strengths and weaknesses. Fortunately I believe I am doing better than I thought I would. The words of Professor Morris during the live lecture about learning the rules really helped. If I am getting hung up its because I am not following the sequence correctly.

    Going forward I need to focus on the fine details. Much like in high school it was always the little details like negative signs or forgetting a parentheses that always got me a wrong answer and redoing each problem multiple times. Its still my mathematical downfall and I plan to work on it.

    I believe making the time to check work is a strategy that will help me pay attention to those fine details. However time consuming it does help with learning the sequences and rules that need to be applied to all equations.

    Reply: Michael Gish

    I am a very well-built procrastinator mostly by my own doing.  This is something added with anxiety and panic that causes confusion and pessimistic thoughts and processes. The best part of this is I am surprised everyday, by not the failures that occur, but by the things I actually succeed in. Writing this out is just the most anxious thing I have done all day and my day is just beginning.

    The only advice I can give is what I give myself. Small goals are a miracle that we can create.

    1. Open the computer.

    2. Open the class up.

    3. Open the assignment.

    4. Start the assignment

    5. Finish the assignment.

    These are all small goals that in the end create a big goal that you have finished. You may fail, but try again and in the end you will succeed if you want to.

    **## UnitV.pdf**

    MAT 1302, College Algebra 1

    Course Learning Outcomes for Unit V

    Upon completion of this unit, students should be able to:

    1. Solve algebraic functions.
    1.1 Apply the algebra of functions and the composition of functions to form new functions.
    1.2 Solve inverse functions algebraically and graphically.
    1.3 Find the inverse of a function.

    2. Apply algebraic principles to solve inequalities.

    2.1 Solve polynomial and rational inequalities.

    4. Graph unique functions.
    4.1 Graph inverse and rational functions.
    4.2 Identify vertical and horizontal asymptotes of rational functions.

    Required Unit Resources

    Chapter 2: Functions and Graphs, Sections 2.6, 2.7

    Chapter 3: Polynomial and Rational Functions, Sections 3.5, 3.6

    Unit Lesson

    This unit lesson provides an overview of concepts that you will learn in Unit V as well as links to required
    lesson videos. For additional instruction and examples, please refer to Sections 2.6, 2.7, 3.5, and 3.6 in your
    textbook. It is recommended to use the Unit V Homework Video Note-Taking Guide as you work through the
    videos.

    Section 2.6: Combinations of Functions; Composite Functions

    In this section, we will learn how to identify the variables that make a function work and combine functions to
    make new functions.

    The following videos can be viewed here as well as in your homework assignment. Please click the titles
    below to view the videos. A transcript and closed captioning are available once you access the videos.

    • Domains of Functions

    • Combining Functions
    Section 2.7: Inverse Functions

    The inverse of a function undoes the changes that were produced by the original function. If we start with a
    single variable, x, and then multiply by 3 and add 2, then we would have a function of

    To undo the function, we would subtract 2 and divide by 3. Performing those operations would get us back to
    the original x-variable. So, the inverse of the function, denoted

    In this section, we will examine this process and learn how to verify and find inverse functions.

    UNIT V STUDY GUIDE

    More on Functions and Inequalities

    [https://online.columbiasouthern.edu/bbcswebdav/xid-146145209_1](https://online.columbiasouthern.edu/bbcswebdav/xid-146145209_1)

    [https://www.youtube.com/watch?v=DMrIagLiDNU](https://www.youtube.com/watch?v=DMrIagLiDNU)

    [https://www.youtube.com/watch?v=6ghkdsFbhMw](https://www.youtube.com/watch?v=6ghkdsFbhMw)

    MAT 1302, College Algebra 2

    UNIT x STUDY GUIDE

    Title

    The following videos can be viewed here as well as in your homework assignment. Please click the titles
    below to view the videos. A transcript and closed captioning are available once you access the videos.

    • Inverse Functions

    • Graphs of Inverse Functions

    Section 3.5: Rational Functions and Their Graphs

    Rational functions are functions that have a variable or expression in the denominator. All rational functions
    can be expressed as

    where p(x) and q(x) are polynomials and q(x) cannot equal zero. In this section, we will learn about the
    characteristics of rational functions and their graphs.

    The following videos can be viewed here as well as in your homework assignment. Please click the titles
    below to view the videos. A transcript and closed captioning are available once you access the videos.

    • Rational Functions, Part I

    • Rational Functions, Part II

    Section 3.6: Polynomial and Rational Inequalities

    As we have seen in previous units, inequalities use inequality signs that express solutions as greater than,
    less than, greater than or equal to, or less than or equal to. In this section, we will learn how to solve
    inequalities that contain polynomial and rational expressions.

    The following videos can be viewed here as well as in your homework assignment. Please click the titles
    below to view the videos. A transcript and closed captioning are available once you access the videos.

    • Polynomial Inequalities.

    • Rational Inequalities, Part I

    • Rational Inequalities, Part II

    Additional Help Available

    If you find yourself needing additional assistance with course material, please know that the Math Center is
    available and ready to help. Click the Math Center Request form to get connected with the Math Center’s
    tutors.

    Learning Activities (Nongraded)

    Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
    them. If you have questions, contact your instructor for further guidance and information.

    Open your study plan in MyMathLab to see your progress and do supplemental practice exercises. The study
    plan will update each time you take an assessment. The study plan is for extra practice.

    For assistance with course content, you may contact your instructor or a math specialist. Click the Student
    Resources link to find contact information for the Math Center.

    [https://www.youtube.com/watch?v=kvSmESoYJHU](https://www.youtube.com/watch?v=kvSmESoYJHU)

    [https://www.youtube.com/watch?v=-n3L7Z0fWiA](https://www.youtube.com/watch?v=-n3L7Z0fWiA)

    [https://www.youtube.com/watch?v=iiqrdp96U0o](https://www.youtube.com/watch?v=iiqrdp96U0o)

    [https://www.youtube.com/watch?v=DfOU8DqsMh0](https://www.youtube.com/watch?v=DfOU8DqsMh0)

    [https://www.youtube.com/watch?v=f5j9BL8IvbI](https://www.youtube.com/watch?v=f5j9BL8IvbI)

    [https://www.youtube.com/watch?v=B7PVjgIZp30](https://www.youtube.com/watch?v=B7PVjgIZp30)

    [https://www.youtube.com/watch?v=_Ua9kyaC398](https://www.youtube.com/watch?v=_Ua9kyaC398)

    [https://mycsu.columbiasouthern.edu/student/forms/courses/math-center-request/](https://mycsu.columbiasouthern.edu/student/forms/courses/math-center-request/)

  • [Solved] Information Systems Assignment: Clean Install Versus Upgrade

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    ## **Preparation** Complete the ACI Labs activities for this week if you have not already done so. You can capture screenshots of activities in each lab to support your written work in the assignment. ## **Instructions** Create a summary of your lab experience, include the screenshots taken while co…

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    ## **Preparation**

    Complete the ACI Labs activities for this week if you have not already done so. You can capture screenshots of activities in each lab to support your written work in the assignment.

    ## **Instructions**

    Create a summary of your lab experience, include the screenshots taken while completing the lab.

    In your summary, discuss the following:

    1. What part(s) of the lab did you find challenging?
    2. What are the advantages and disadvantages of a clean install versus an upgrade?
    3. Briefly describe one of the partition methods used in the lab and when an organization should implement it.

    ## **Additional Requirements**

    Your assignment should also meet the following requirements:

    – **Written communication:** Written communication is free of errors that detract from the overall message.
    – **Resources:** Include as many resources as needed to provide support for key points, opinions, or recommendations. Your paper must cite all sources. APA formatting is recommended. See [Evidence and APALinks to an external site.](https://lat.strategiced.com/redirect?linkid=1540).
    – **Suggested length:** 1–2 pages, typed and double-spaced, not including the title page and reference list.
    – **Font and font-size:** Times New Roman, 12 points.

    Refer to the assignment rubric to ensure that you meet the grading criteria for this assignment.

    ## **Competencies Measured**

    By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

    – Competency 2: Use tools and techniques to install, configure, and maintain hardware and operating systems.
    – Perform disk partitioning, including screenshot.
    – Perform a clean install, including screenshot.
    – Discuss the challenging aspects of the lab.
    – Describe how a partition method could be applied.
    – Competency 5: Explain system administration procedures and tools used to install, configure, maintain, and repair IT systems.
    – Explain when it is preferable to do a "clean" install versus an upgrade when updating to a newer OS version.
    – Competency 7: Communicate effectively using professional standards appropriate to the IT field.
    – Write explanations that are clear, organized, and generally free of grammatical errors.

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  • [Solved] wk6-DB

    ✓ Verified Academic Solution Available

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    Book: Sport, Physical Activity, and the Law Neil J. Dougherty; Alan S. Goldberger; Linda Chapter 9 discusses Labor Law and Antitrust. After having read the chapter, discuss why you think professional sport has such a long, intertwined history of labor law and antitrust challenges/fights? What is abo…

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    Assignment Prompt & Instructions

    Book: Sport, Physical Activity, and the Law

    Neil J. Dougherty; Alan S. Goldberger; Linda

    Chapter 9 discusses Labor Law and Antitrust. After having read the chapter, discuss why you think professional sport has such a long, intertwined history of labor law and antitrust challenges/fights? What is about sports (e.g., MLB, NFL) that seems to welcome so many Labor-related problems.

    Continuing from your answer above, briefly discuss one example of labor contention you are aware of in professional sports.

    Should MLB enjoy an exclusive partial exemption to Antitrust Law? Why or why not (p.176-177)?

    Pgs 176-177. The Appellate Court of Illinois cited a litany of case law to the effect that the non-inter-ference rule should be applied where the association is proceeding in accordance with rules so long as it is exercising its power consistently within those rules and the member is treated in a fundamentally fair fashion. Then, while noting exceptions to the rule of non-interference for fraud, collusion, and arbitrariness or some property or economic right that implicates due process, Justice Cahill, writing for a three-judge panel, waxed philosophical as he vacated the injunction, thus ending the lawsuit brought by the 12-year-old plaintiff and his parents:

    We are aware of the elaborate and minutely governed structures that have evolved to oversee everything from preschool soccer leagues to the international monolith that is Little League baseball. Judges who recall summer pick-up games on the prairie with a lopsided ball wrapped in black friction tape and winter hockey matches with a stone for a puck on a frozen sani-tary canal are probably the wrong people to exercise judicial restraint in a case such as this. The quarrels that erupt in an era when every aspect of a childhood game is encrusted with a bureaucratic rule written by an adult seem ripe for judicial intervention.

    The temptation to intervene, to scold and then sermonize on the joys of childhood, with dark reference to adults who spoil the fun, is strong. It swirls up from a desire to revisit the prairie and the canal. The irony is that the same desire motivates those who volunteer to coach Little League and to form amateur hockey leagues. (Lee v. Snyder)

    CHAPTER SUMMARY Governing bodies derive their authority in one or both of two ways:

    1. With the consent of members of the governing body with the tacit or express imprimatur of government. (Members may be institutional, as in the case of the University of Las Vegas at Nevada’s membership in the NCAA, or individual, such as the membership of Michelle Kwan in The United States Figure Skating Association.)

    2. From an enactment of a state legislature or an act of Congress, the most notable example being the Amateur Sports Act of 1978, which vested authority in the U.S. Olympic

    The Role of Governing Bodies

    Committee and which in turn vested authority in sport-specific national governing bodies whose authority is clearly established by the act.

    Litigation frequently arises when 1.

    Individual members of an organization challenge a rule or enforcement proceeding taken against them by their own organizations, either on the ground of deprivation of their legal constitutional rights, or on the ground that their organizations did not follow their own rules in imposing a sanction or penalty.

    2. 3.

    Individuals challenge rulings or actions of their associations that are mandated by their as-sociations’ memberships in a larger association.

    Individual student-athletes enrolled in educational institutions challenge decisions of governing bodies of which their schools or colleges are members.

    Although each of these situations presents a different fact pattern, a common issue to all such litigation is the origin of the body’s authority and the proper and lawful exercise of that authority. These, then, are the primary questions at the threshold of virtually all court chal-lenges to the authority of governing bodies in sport. Whatever the reasons, it is abundantly clear that today’s administrators, athletic direc-tors, and coaches cannot afford to ignore the increasing interaction of our legal system with the bodies that govern sport. Populations participating in sport and athletic programs are clearly more cognizant of their legal rights and are less content to follow, without challenge, the authority of coaches, administrations, and governing bodies. In addition, the universally acknowledged ascension of sports into big business precipitates more, not less, government intervention and corresponding interaction with the legal system. Therefore, as a matter of economics and good management, athletic administrators today simply must be aware of the legal consequences of their actions and those of their staffs. The natural consequence of government intervention, the increased susceptibility to liti-gation, and the ever-increasing complexity of association, conference, and subgroup affiliations is the possibility of conflict, power struggles, and political maneuvering that require admin-istrators to be fully aware of their legal environments. Finally, the legislative process that has witnessed the proliferation of statutes, the purpose of which is to redress perceived wrongs and allow everyone to participate, has landed full force in the sports arena. The athletic administra-tor must now be prepared to deal with the legal rights and responsibilities of an ever-increasing superstructure of governing bodies, organizations, chapter groups, sport-specific and special interest spin-offs, and their progeny.

    KEY TERMS By-laws

    Compelling state interest Contract Fundamental rights International amateur athletic competition National governing bodies

    177