IS GANGSTA RAP DETRIMENTAL TO BLACK CULTURE;Overview of the existing literature on hip hop broadly with a focus on the most important works, many of which are not currently listed or discussed. Then refine this to the key works on gangsta rap. Discuss br

This needs to be significantly reorganized in order to function as a literature review. There are aspects that should be placed in other sections of the paper or removed altogether. The discussion on hip hop as a genre and the inability to define it may need to be in the introduction or at least earlier in the lit review. The purpose of a literature review is to indicate the key themes that have been used in discussing your topic in the past and the theoretical framework for the specific analysis that you wish to engage in. This unfortunately doesn’t achieve this in any clear manner. Consider reorganizing the lit review in the following manner: 1. Overview of the existing literature on hip hop broadly with a focus on the most important works, many of which are not currently listed or discussed. Then refine this to the key works on gangsta rap. Discuss broadly what these works have to say about the subculture and the genre. 2. A board discussion of the theoretical framework that will be used in your analysis. It seems like you’re going to use feminist theory, but that discussion is too broad and doesn’t cite the most formative works in the paradigm. You may need to refine it to specifically focus on feminist media theory since you’re covering a musical genre. 3. Discuss in some detail the specific concepts that will be used in your analysis of gangsta rap lyrics.

POL128 Fall 2018: Identify the type of Political film and characteristics and functions, which your film choice matches.

The Essay assignment length is a minimum of 1000 words and maximum of 1200 words

 

The essay should consist of an Introduction, Body and Conclusions as well as Bibliography and Chicago Footnote Style referencing (see guide below).

 

Use either class notes, annotated notes and/or the Rejai political reading listed for each essay topic, with relevant political concepts for analysis.

 

Essay Introduction:

 

-Identify the type of Political film and characteristics and functions, which your film choice matches.

 

-Write a short synopsis of the film, which leads into a thesis statement.  Think of the Thesis statement as an answer to your Essay topic discussion question (see different film choices).

 

-Include some reference to the key points of the political concepts, which you are going to use for your analysis or incorporate into the body of your essay.

 

-If you are going to also use some creative analysis for your film be sure to look into the reference reading: “Film Analysis: Approaches and Strategies” (pp. 1014-1061), in film Analysis: A Norton Reader Ed., by Jeffery Geiger and R.L. Rutsky, 2nd Edition, 2013. (D2L digital online reading in one-stop course readings).  Please use creative analysis sparingly, and only for a very striking scene that helps to convey a political concept or idea.

 

Essay Body:

 

-In the body of your essay try to develop an analysis that connects back to your thesis statement.  E.g. Life of Pi is a film, which can be read as a story which implicitly/explicitly conveys Hobbes idea of a “state of Nature” through Pi’s journey from India to Canada, being shipwrecked with a Bengal tiger on a lifeboat. 

 

-Try to focus on developing one solid detailed analysis or idea per paragraph rather than several sketchy attempts at analyzing different aspects of the film jammed into one paragraph or a story overview.

 

Conclusions:

 

-According the Harvard Writing Centre: “The end of an essay should… convey a sense of completeness and closure as well as a sense of the lingering possibilities of the topic, its larger meaning, its implications: the final paragraph should close the discussion without closing it off.” If you would like to read more about ideas on how to conclude your essay see: https://writingcenter.fas.harvard.edu/pages/ending-essay-conclusions

School-Wide Positive Behavioral Interventions and Supports (SWPBS) Write using the learning resources paying particular attention to the readings on School-Wide Positive Behavioral Interventions and Supports (SWPBS). Summarize your analysis of the exampl

School-Wide Positive Behavioral Interventions and Supports (SWPBS)

Write: a 2-3 page paper using the learning resources paying particular attention to the readings on School-Wide Positive Behavioral Interventions and Supports (SWPBS). Summarize your analysis of the example. In addition, reflect on the School in Crisis multimedia scenarios you observed, and describe at least three initial steps you think Grand City should take if they want to implement SWPBS in their school district.

Select one example of the implementation of SWPBS from the Learning Resources or your own research and reflect on the following questions regarding the example:

-Context
What are/were the goals and objectives for SWPBS implementation?
Who provided support for SWPBS implementation?
Who received support during SWPBS implementation?

-Input
What professional development was part of SWPBS implementation support?
Who participated in the professional development?
What was the perceived value of the professional development?

-Fidelity
To what extent was SWPBS implemented as designed?
To what extent was SWPBS implemented with fidelity?

-Impact
To what extent is SWPBS associated with changes in student outcomes?
To what extent is SWPBS associated with changes in academic performance, dropout rates, and other areas of schooling?

-Replication, Sustainability, and Improvement
To what extent did SWPBS implementation improve capacity for the state/region/district to replicate SWPBS practices, sustain SWPBS practices, and improve social and academic outcomes for students?
To what extent did SWPBS implementation change educational/behavioral policy?
To what extent did SWPBS implementation affect systemic educational practice?

Resources: 
GRAND CITY SCHOOL DISTRICT: http://mym.cdn.laureate-media.com/2dett4d/Walden/EDDD/2015/CH/mm/grand_city/index.html
https://www.pbis.org/Common/Cms/files/pbisresources/SWPBS_ImplementationBlueprint_vSep_23_2010.pdf
https://www.sausd.us/site/default.aspx?PageType=3&DomainID=1&ModuleInstanceID=6157&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID= 66484&PageID=1

The relationship between ninth-grade retention and on-time graduation in a southeast Texas high school. https://eric.ed.gov/?id=EJ960072

Preventing retention: First grade classroom instruction and student characteristics. https://asu.pure.elsevier.com/en/publications/preventing-retention-first-grade-classroom-instruction-and-studen

Implementing Response to Intervention: Results of a Survey of School Principal Kelly Swindlehurst, Katharine Shepherd, George Salembier, …
First Published April 12, 2017 Research Article 
https://doi.org/10.1177/875687051503400203
https://files.eric.ed.gov/fulltext/ED553311.pdf
https://www.lcps.org/cms/lib4/VA01000195/Centricity/domain/63/pbs/PBISEvaluationReportSeptember2014.pdf
https://www.pbis.org/Common/Cms/files/pbisresources/SWPBS_ImplementationBlueprint_vSep_23_2010.pdf
https://www.youtube.com/watch?v=bxjLqHphsVY&feature=youtu.be
Core features of multi-tiered systems of reading and behavioral support. In C. R. Greenwood, T. R. Kratochwill, & M. Clements (Eds.), Schoolwide prevention models: Lessons learned in elementary schools, (pp. 31–58).https://books.google.com/books?id=oakQfUuutVwC&pg=PA504&lpg=PA504&dq=Chard,+D.+J.,+Harn,+B.+A.,+Sugai,+G.,+Horner,+R.,+Simmons,+D.+C.,+%26+Kame%E2%80%99enui,+E.+J.+(2008).+Core+features+of+multi-tiered+systems+of+reading+and+behavioral+support.+In+C.+R.+Greenwood,+T.+R.+Kratochwill,+%26+M.+Clements+(Eds.),+Schoolwide+prevention+models:+Lessons+learned+in+elementary+schools,+(pp.+31%E2%80%9358).+New+York,+NY:+Guilford+Press.&source=bl&ots=8omIfbs6wI&sig=STVN-2_J8ah4V6TxkUd1eQeDhsc&hl=en&sa=X&ved=2ahUKEwiR5oyI3qreAhVDwMQHHeG3C2QQ6AEwAHoECAkQAQ#v=onepage&q=Chard%2C%20D.%20J.%2C%20Harn%2C%20B.%20A.%2C%20Sugai%2C%20G.%2C%20Horner%2C%20R.%2C%20Simmons%2C%20D.%20C.%2C%20%26%20Kame%E2%80%99enui%2C%20E.%20J.%20(2008).%20Core%20features%20of%20multi-tiered%20systems%20of%20reading%20and%20behavioral%20support.%20In%20C.%20R.%20Greenwood%2C%20T.%20R.%20Kratochwill%2C%20%26%20M.%20Clements%20(Eds.)%2C%20Schoolwide%20prevention%20models%3A%20Lessons%20learned%20in%20elementary%20schools%2C%20(pp.%2031%E2%80%9358).%20New%20York%2C%20NY%3A%20Guilford%20Press.&f=fa

Write an essayof the following topics:Is culture relevant in the production of useful knowledge? Explain Henrich’s statement that “we don’t have culture because we are smart, but we’re smart because we have culture.” What are the consequences of his findi

 ESSAY INCLUDES A CRITERIA FOR THE ESSAY AND WRITING FORMAT

• Write an essay of 1500 words (+/- 50) on one (1) of the following topics:

1. Is culture relevant in the production of useful knowledge? Explain Henrich’s statement that “we don’t have culture because we are smart, but we’re smart because we have culture.” What are the consequences of his findings for the idealized figure of the modern rational individual?

2. Discuss the idea that what Weber said about “objectivity” in the social sciences can also be applied to the natural sciences under the light of the findings of quantum mechanics. In your answer, consider the possibility of opening up to the validity of other types of knowledge beyond science and discuss this with respect to one specific example of an alternative type of knowledge. Can our beliefs condition/determine what we know?

3. Why have there been so many critical reactions to a scientific kind of knowledge of human life and experience? Answer this question by sketching the many “posts” in contemporary human sciences and then engage in an in-depth discussion of one such “post” reaction to modernity or positivism.

4. How do theory and facts intersect in the production of knowledge in the social sciences? How do the two “meaning systems” work and how do explanation and interpretation interact, according to Reed? Make sure you illustrate your answer with specific examples from social theory and social life.

5. Alternatively, you can come up with your own question that must relate to the topics covered in this part of the course. Make sure you talk to me about your question and submit it to me at least three full days before submitting your essay.

Introduce the text they’re discussing in a clear manner. Provide detailed analysis of a specific scene or stanza and explain how it relates to the larger themes or messages of the text in question. Avoid too much summary; assume that your audience has kno

For this essay, you will write a 4 page, double-spaced close-reading a particular scene or conversation from a story (or a stanza from a poem) and examine how it reveals the work’s larger thematic concerns. The purpose of this exercise is to practice detail-oriented, evidence-based analysis that does more than merely summarize the events occurring on the page. You might consider and include information garnered from the textbook’s author biographies, or your own research. Most importantly, all essays should quote the texts you’re writing about and offer thorough analysis in your own words. You may write about any text from reading materials I provided. Successful essays will do the following: Introduce the text they’re discussing in a clear manner. Provide detailed analysis of a specific scene or stanza and explain how it relates to the larger themes or messages of the text in question. Avoid too much summary; assume that your audience has knowledge of the text in question, and instead focus on analyzing the scene you’ve selected. Cite specific descriptions and lines of dialogue from the text. Guidelines: Essay should be double-spaced throughout, with 1 inch margins. (NOTE: the Microsoft Word default is 1.25 inches. You will need to change this). Please adhere to the page limit; your essay should fall within the specified parameters. Essays that fall short of or go drastically over the limit will be marked down. This essay is, in part, an exercise in concision. Your essay needs a title that relates to the subject matter.

Research assignment,For this research assignment, you must write a quantitative methods research proposal on how to explain economic inequalities among and within ethnic and racialized groups in Canada and help Statistics Canada improve the relevant secti

For this research assignment, you must write a quantitative methods research proposal on how to explain economic inequalities among and within ethnic and racialized groups in Canada and help Statistics Canada improve the relevant sections of the 2016 Canadian Census of Population (National Household Survey-long form) questionnaire.

Please, submit a typed, double-spaced printed copy to me, in class, on the due date. No extensions will be granted. It must be written in essay form, not in point form. The content of your research proposal should not exceed 4 pages or 1,200 words. In addition, it should have a title page with all your student information, and a bibliography page at the end. As an Appendix, after your bibliography, you must attach the pages containing your questionnaire. Your questionnaire should not exceed 20 questions.

The main purposes of this research assignment are:
• To provide students an opportunity for self-directed learning and to help develop their research skills.
• To get students do an actual sociological research project by designing a survey questionnaire, useful in quantitative methods. 
• To help students think critically about economic inequalities in Canada.

Instructions
You are hired as a Social Researcher by Statistics Canada to work on its 2016 Canadian Census of Population (National Household Survey-long form) questionnaire. The Federal Ministry of Industry is responsible for the Census. Several Federal Ministers (e.g., Justice, Labour, Aboriginal Affairs, Multiculturalism, Health, Citizenship and Immigration, etc.) are getting a lot of heat in the House of Commons from Members of the Opposition Parties during question period on two issues: a) what is the government doing about growing economic inequalities among and within ethnic and racialized groups in Canada, and b) how could the survey questions used in the 2016 Canadian Census of Population assist social researchers in actually measuring those economic inequalities.

The Federal Government must respond, so the Minister of Industry requests that Statistics Canada look into these two issues and provide convincing answers. You are, then, asked by your Supervisor at Statistics Canada to a) write a quantitative methods research proposal on how to explain economic inequalities among and within ethnic and racialized groups in Canada; b) check the 2016 Canadian Census of Population (National Household Survey-long form) questions for possible problems, and propose how to improve them so they can measure better such economic inequalities. You must get to work immediately. This is a pressing issue.

Please, begin by examining in detail the entire 2016 Canadian Census of Population (National Household Survey-long form) questionnaire, found here:

https://www12.statcan.gc.ca/nhs-enm/2016/ref/questionnaires/questions-eng.cfm

Watch a short, Broadbent Institute video on wealth inequality in Canada here:

Read an article in The Guardian about the scale of global economic inequalities, found here (also on MyLS):

https://www.theguardian.com/global-development/2017/jan/16/worlds-eight-richest-people-have-same-wealth-as-poorest-50

Then, study carefully the following required readings, immediately.
S T A R T N O W:

1) Liodakis, N., “Dimensions of Ethnic Economic Inequalities.” These are powerpoint slides, found on our MyLS course site, found under “Research Assignment.”

2) Chapter 4, entitled “Understanding Social Inequality: The Intersections of Ethnicity, Gender, and Class”, in Satzewich, Vic and Nikolaos Liodakis. 2010. ‘Race’ and Ethnicity in Canada: A Critical Introduction. Second Edition. Toronto: Oxford University Press. The whole book is available on MyLS in pdf format, if you are interested in reading it. It is found under “Research Assignment.” You do not have to read the whole book, but you must read Chapter 4 if you want to do well in the Assignment.

3) Read carefully Chapters 1-2, 4-6, 12-13 and 17-18 of the required text: Bryman, A. and Edward Bell. 2016. Social Research Methods. Fourth Canadian Edition. Don Mills: Oxford University Press.

After you have done all of the above, what do you report to your Supervisor at Statistics Canada? How do you propose to research the subject of economic inequalities among and within ethnic and racialized groups, and to improve the relevant 2016 Canadian Census of Population questions?

Your research proposal must specifically address the following questions:

1) What are your research hypotheses regarding the explanation of economic inequalities among and within ethnic and racialized groups in Canada? State them clearly.

2) What are your independent (causes) and dependent variables (effects)? Provide both nominal and operational definitions of all the variables you will be using in your research proposal and justify their measurement. State clearly your causal model (thesis).

3) Which 2016 Census questions (i.e., which specific question numbers) do you propose to use for your research, and why? Are there any problems with some of the 2016 Census questions (e.g., wording, measurement)? Which relevant questions are problematic and why (i.e., which specific question numbers and what specific problems)?

4) What questions you would like to add to the 2016 Census questions in order to study better economic inequality among and within ethnic and radicalized groups, and why?

Remember, you must provide an Appendix to your proposal write-up containing your questionnaire. Your questionnaire should have a maximum of 20 questions.

Please remember:

Cite properly all sources used.

Plagiarism is a serious academic offense.

Students must write their own research proposals and come up with their own questions.

If students produce the same or similar work (e.g., re-arrange the order of the content, produce verbatim copies, copy and paste sentences, etc.), they shall receive a grade of zero for the Assignment.

Click here to request for this assignment help

Comparing and analyzing the two discourse communities (english and social work)

Introduction/Rationale:In this project, you will be exploring how to read, analyze, and use the professional and scholarly genre of the peer-reviewed journal article. This project will provide you with experience that will help prepare you for writing and communicating within professional and scholarly discourse communities. This project builds off the work of Project 1 while at the same time preparing you for the more extensive research project you will conduct in future weeks.Assignment Prompt:Building on your work in Project 1, we will use the library resources to choosepeer-reviewed articles from the “English” discourse community to read and analyze as a group. You will compare that article with one peer-reviewed article published in your aspirational discourse community or a similar one. First, youwill identify representative peer-reviewed articles in the discourse community of your choice, then choose one, and begin to perform an analysis of how the articles we read in classdiffer, overlap, and mirror the article you select from the discourse community of your choice. Your project will contain three major sections: Identification, Analysis, and Reflection. Below are some questions and suggestions that serve as possible prompts for writing each section.Identification:The “Identification” section is purely descriptive (there should be no analysis). It should describethe following aspects:•Message/ Purpose (What is the argument of the article?)•Structure (What are the sections of the article? How are they ordered? How do they compare in size? What does each one contain?)•Additional sections (Is there an abstract? An acknowledgments section? An epigraph? A note about the author?)•Stylistic features (What are some examples of terms that you feel are typical of the lexis of the discourse communitythe article addresses? Optionally, students can also describe other stylistic features such as the use of active/passive voice, tables, graphs etc.)•Evidence (Is there primary research? If so, what form does it take: ethnography/ interviews/ survey/ experiments/ text analysis etc. Is there secondary research?)•Citation style (MLA? APA? Etc. In each source that is cited in the bibliography, what is the first thing that appears after the name of the author and is therefore emphasized? Is it the publication year? The title? How old are the sources?)When students are done identifying these aspects in one article, they should do the same for the other article. This is probably the easiest way to structure the “Identification” section but it is fine if students describe both articles at the same time as they go from aspect to aspect (describing the purpose of each before going into the structure of each etc.).Analysis:In the “Analysis” section, students should take the same aspects one by one (message, structure etc.) and explain what goal/value of the discourse community each aspect supports. Students should make clear and explicit this relationship between each aspect of an article and a goal/value of the discourse community that particular article addresses. •What do the different citation styles suggest about the values, goals, or agenda of the discourse communities? •What do you think the different (or lack of) sections, order of sections, or size of sections indicate about the discourse communities? oFor instance, how do the individual sections of the article connect to the goals/values of the DC? Is there a section devoted to theory? Then, it is clear that that section demonstrates the value of theory (of drawing on previous knowledge) in the community. Is there also a section simply presenting data? Then it is clear that that DC values objectivity (letting the reader know the data before any analysis of it is done). Is there a section devoted to methodology? Then it is clear that that DC values transparency (letting the reader know how results were arrived at) etc.•What do the different stylistic features of the texts begin to indicate about the values, goals, or agenda of the discourse community? •How do additional features of the article add to the writing,and why might they be included in some articles but not others?•Consider the author’s use of ethos, logos, and/or pathos; how does the author use some or all of these rhetorical strategies to achieve the discourse community’s goals/values.When students are done analyzing one article in this way, they should do the same with the other article. Alternatively, they can analyze both articles at the same time as they go from aspect to aspect.Reflection:Here the student should talk about what they have learnedabout the two discourse communities and/or about discourse communities in general after completing this genre analysis. A great way for students to answer this question would be to look at the differences and/or similarities they have found between the two DCs in terms of their goals and values. Also, in this section, students should talk about what they have learned about the genre of the peer reviewed article and/or about genres in general. •What can you begin to say about discourse communities after having completed your analysis? •How do genres (in this case the peer-reviewed article) help shape the values, goals, and agenda of discourse communities in general? •Based on this limited sample size, what have you learned about discourse community and professional genres?Minimum Requirements:•1000-1500 words(double spaced, standard, 12-point font, 1-inch margins)•Identify, analyze, and reflect on two peer-reviewed journal articles as described in the assignment prompt •Assignment should be formatted in the dominant style of your discourse community.Suggested Unit Readings (available on Canvas):The Wadsworth Guide to ResearchChapter 2: Writing ProcessesChapter 4: Finding Resources Through Secondary Research Chapter 6: Rhetorically Reading, Tracking, and Evaluating Resourceshttps://canvas.wayne.edu/courses/84482/files/folder/Project%202/English%20DC%20Articles?preview=3406304 this is the link to use for the english discourse community you have to find one for the social work discourse communtiy.

Analyzing the potential pitfalls in capital budgeting practices.

Writer’s choice Below are the instructions for the paper.  Here is the citation of it: Byrd, J., Hickman, K., & McPherson, M. (2013). Managerial Finance [Electronic version]. Retrieved from https://content.ashford.edu/ View the following video: https://www.youtube.com/watch?v=R0EMcCt9_I0 It appears that George is running a profitable business. George is aware you are in a Finance class and comes to you for advice on his working capital practices. More specifically George asks you to do the following: Describe his working capital practices, including his methods of capital budgeting analysis techniques. Analyze the potential pitfalls in his capital budgeting practices that George should be aware of. Develop a simple statement of cash flows for George’s Trains using any information gleaned from the video. What areas of improvement do you recommend? Provide at least four scholarly sources, including your text to support your recommendations. In a three- to five-page paper (excluding the title and reference pages), respond to George’s request for advice in detail. The paper should be properly formatted in alignment with APA 6th edition formatting.

Art and War, Conduct research about the artist, situate the artwork in the overall opus/body of work of that artist, and explain the connection of the work to the class and the materials you have viewed/read in this course.

Please select an artwork (a photograph, a painting, a poem, a play, a piece of music, a film – _any_ form of art is allowed) that, in your view, speaks loudly and clearly about the way you imagine/understand wars and how you contemplate the link between art and war. Conduct research about the artist, situate the artwork in the overall opus/body of work of that artist, and explain the connection of the work to the class and the materials you have viewed/read in this course. You must use at least 3 readings from the course in your analysis, but there is no upper limit if you find the readings from the syllabus important and relevant for your essay.

The essays should be between 2000 and 2500 words (8-10 pages, double spaced).

Please cite all your sources very carefully and include a bibliography. The citation format is not important, as long as it is consistent throughout the text.

Upload your submissions in Canvas by October 23rd at 3 p.m. Please, bring a hard copy of your essay to class on October 23rd as well.

Investigate Distributions with Graphs – Availability Ends,For this task, write a paper using the following structure: • Begin with a one or two-paragraph introduction that summarizes the meaning of the reading material. • Answer all of the questions incl

For this task, write a paper using the following structure:
• Begin with a one or two-paragraph introduction that summarizes the meaning of the reading material.
• Answer all of the questions included in Parts 1 and 2 below. Be sure to answer questions using complete sentences and show all work in your calculations.
• Provide a written conclusion, when appropriate, for the problem that you are addressing. The last part of your paper should include a paragraph or two that explains the information that you learned in the assignment. Support your paper with at least two references.
Part 1
1. Explain the difference between a categorical variable and a quantitative variable.
2. Explain what is meant by the term distribution of a variable.
3. Determine the difference between a pie chart, a bar chart, and a histogram.
4. List different properties one can use when describing the shape of distribution.
5. Here are the exam scores of 10 students in a statistics class: 50 35 41 97 76 69 94 91 23 65. Create a stem plot for this data set. Use the tens digits as the stem.
6. Describe a time plot and explain when it is appropriate.
Part 2
1. Among persons aged 15 to 24 years in the United States, the leading causes of death and the number of deaths in 2011 were: accidents, 12,032; suicide, 4688; homicide, 4508; cancer, 1609; heart disease, 948; and congenital defect 429.

a) Use Excel to make a bar graph to display this data.
b) Suppose that the number of deaths due to all other causes is 5,786. Use Excel to create a pie chart for this data set. 
2. The sales manager at a certain company is trying to decide how much of the budget to allocate for sales personnel for the upcoming year. Typically, sales costs run about 15% of Sales. To help develop an estimate, the sales manager studies sales (in millions $) during the past 2 years at company X, which are given in the table below.

Month Sales
January 390
February 205
March 270
April 245
May 320
June 290
July 299
August 345
September 326
October 355
November 359
December 371
January 368
February 358
March 345
April 380
May 391
June 403
July 410
August 430
September 410
October 415
November 310
December 450

a) Use SPSS to create a histogram for sales. Use class widths of 25 and begin with 225. The class endpoints should be 225, 250, 275, …, 450.
b) Create a time plot for this data. The horizontal axis should indicate the month. 
3. A group of doctors were interested in testing diets intended to lower blood pressure. Before they began their experiment, they randomly selected a group of 50 people and determined their BMI. The results are provided below.

a) Use classes with endpoints 15, 16, 17, … , 34 and count the number of people in each class.
b) Use SPSS or Excel to create a bar chart for this summarized data. Make the gap width zero to obtain a histogram. Copy and paste your chart into your Word document.
c) Describe the shape of the histogram.

Subject BMI Percent Fat
1 21.95 28.7
2 27.75 32.3
3 25.09 25.8
4 19.23 19.6
5 19.60 22.4
6 20.31 26.4
7 22.29 32.7
8 28.65 33.5
9 19.47 23.4
10 21.44 21.8
11 26.85 37.1
12 21.88 30.9
13 23.90 36.3
14 21.54 29.8
15 22.61 31.9
16 18.91 21.6
17 18.46 24.6
18 17.05 20.5
19 17.70 24.6
20 16.61 18.1
21 16.94 22.9
22 18.77 26.2
23 18.39 27.2
24 17.86 17.7
25 17.98 20.8
26 15.37 17.5
27 18.84 21.3
28 15.82 18.7
29 17.71 28.8
30 14.99 17.1
31 16.75 26.2
32 16.46 20.4
33 15.87 19.5
34 18.08 21.7
35 15.58 18.1
36 17.15 29.8
37 15.82 20.6
38 18.61 22.9
39 16.66 19.3
40 20.83 27.9
41 24.56 36.4
42 20.19 25.1
43 24.13 39.7
44 20.86 33.6
45 33.57 46.8
46 29.14 38.9
47 26.17 36.7
48 31.46 38.5
49 19.08 23.3
50 23.54 35.9

4. The monthly return of a stock is the change in its market price plus any dividends received during the month. The figure below provides a histogram of the monthly returns of a hypothetical stock for Company ABC.

a) Describe the overall shape of this distribution.
b) Indicate the approximate center of this distribution.
c) Determine the largest, approximate, monthly return range.
d) Indicate the most likely interval of returns.

5. Go to the Pew Research website and find an article supported by a visual presentation of data that you find interesting.
a) Write an essay that describes the main points of the article.
b) Describe how the data is presented. Explain the type of graph that is used and the specific information that is illustrated by the graph. 
Length: 5 – 7 pages
References: Include a minimum of two scholarly peer-reviewed resources.